Research on Nevada History

Submitted by severelibrarian on Tue, 10/29/2013 - 21:31Printable version Bookmark and Share
Created By:
Charlotte Severe
Title/Role:
Teacher Librarian
Organization/School Name:
Sewell Elementary School
Location:
Nevada

Grade Level:
2
Type of Lesson:
Lesson in a unit
Type of Schedule:
Fixed
Collaboration Continuum:
Moderate
Content Area:
Social studies
Content Topic:
Nevada History
Standards for the 21st-Century Learner
Skills Indicator(s):
1.1.2 Use prior and background knowledge as context for new learning.
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
2.1.2 Organize knowledge so that it is useful.
Dispostion Indicator(s):
1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.
1.2.6 Display emotional resilience by persisting in information searching despite challenges.
Responsibilities Indicator(s):
1.3.5 Use information technology responsibly.
4.3.1 Participate in the social exchange of ideas, both electronically and in person.
Self-Assessment Strategies Indicator(s):
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
1.4.4 Seek appropriate help when it is needed.
4.4.1 Identify own areas of interest.
Scenario:
In social studies, students are gaining a broader perspective of their community. In preparing to celebrate Nevada Day, students will conduct research on the history of Nevada to gain a better understanding of the people and events that led to Nevada’s statehood. As students discover new information about Nevada, they will understand the importance of celebrating Nevada Day. Students have already been introduced to the non-fiction and reference sections in the library, as well as the online databases. Students will use these resources during their scheduled library time to investigate and find new information about Nevada. Before coming to library, the classroom teacher will introduce students to Nevada's rich history through videos, discussions, and worksheets. During investigation, the librarian will be able to model behavior and engage students in self-questioning during the assignment. The classroom teacher will refer to the student note sheet to assess comprehension and determine topics that need to be re-taught. Students will use this research to complete the next section of the unit when they create a presentation of their information in a collaborative slideshow. This unit will provide students with a better understanding of the culture, society, and communities in their home state.

Overview:
Using information skills previously taught in the library, students will use online databases and print resources to investigate the history of Nevada. This research will support the classroom social studies lessons as students learn about the state they live in and why we celebrate Nevada Day. Students will be able to make connections to the events and people that led to Nevada's statehood.

Final Product:
Students will collect data and analyze the new information on a note sheet. Students will use the notes from their research about Nevada to create a slideshow and share their knowledge with the class. Students will state the new information on the note sheet and then notate their reaction and understanding. The note sheet will also expect students to identify the source of their information.

Library Lesson:
Students will navigate the databases that are available in the library to gain a better understanding of the state that they live in, the history that led to the statehood, the people that supported the state, and the resources that drew people to Nevada. Students will gain confidence in using the resources in the library to conduct research and identify information that will best answer their questions. As students record their research and take notes, students will be able to make connections to information that they already know. Students will later share their research in a collaborative class project.

Estimated Lesson Time:
60 minutes
Assessment
Product:
A rubric will be used to determine the implementation of the research process. The questions students asked, the resources that were used, and the use of information will all be evaluated.

Process:
The note sheet will provide a formative assessment of the students research process, critical thinking skills, and application.

Self Questioning:
Students will be provided a set of self-questions at the bottom of the note sheet to provide direction in the research process and monitor their progress. 1. What do I already know about this topic? ____________________________________ ______________________________________________________________________ 2. What did I learn that was new? ____________________________________________ 3. Have I selected sources that I can trust? _____________________________________ 4. What was the most difficult part in this research process? _______________________ ______________________________________________________________________ 5. Which sources did I prefer to use? _________________________________________

Instructional Plan
Resources students will use:
Dataset (ie. lists, tables, databases)
Still image (i.e.paintings, drawings, plans, and maps)
Text (books, letters, poems, newspapers, etc.)

Resources instructor will use:
Projector
Laptop
Smart board

Instruction/Activities
Direct instruction:
1. Students will review as a whole group the differences between print and digital sources. 2. Students will identify reasons that a source may not be accurate and learn questions that they should ask when selecting a source. 3. Students will be asked to use the print and digital resources available in the library to select a new piece of information or fact about Nevada they would like to research. 4. A pathfinder providing detailed information about the resources available in the library on the state of Nevada will be given to each student. The teacher librarian will review the pathfinder with the class so that students can use the pathfinder to assist them in the research process. 5. Students will be provided a note sheet to record the information discovered, summarize new information, and cite resources. The teacher librarian will demonstrate how to use the note sheet while conducting their research. The teacher librarian may use the Elmo to provide an example to the class. 6. Students will be asked to answer the self-assessment questions at the bottom of the note sheet to monitor their progress in the research process. 7. Time will be provided to the students to research the various resources. If the ratio of resources to students is low, then the teacher may ask the class to work in partners.

Modeling and guided practice:
The teacher librarian will show examples of print resources and review how information can be found in these resources. The teacher librarian will use the Elmo to review the table of contents, index, and glossary with the class. One or two students may be asked to use the table of contents or glossary during whole group instruction. 2. The teacher will identify the online databases available in the library during whole class instruction, using the laptop and projector. The class will discuss the benefits of using a database compared to a Google search, and recognize the databases as credible sources. 3. The teacher will demonstrate on the smart board how to access the databases and then select a few students to repeat the process to increase understanding. 4. The class will use the examples of print and digital resources to identify the author and publication for their bibliography. 5. The teacher librarian will engage students in conversation about the self-assessment questions at the bottom of the note sheet and provide direction. Students will be able to ask questions and receive guidance from the teacher.

Independent practice:
1. Students will use the note sheet provided to record their findings and cite the sources. 2. Students will use the remainder of class to conduct research and may continue the research with the online databases at home.


Have you taught this lesson before:
No

Strategies for differentiation:
A collaborative board may be used to combine individual data into a class research project. Students may use post-it notes to add facts and information to the collaborative board. Students will be able to learn from the research of classmates and evaluate any differences or similarities in the data found.