Search: Laptop, 1.2.3 Demonstrate creativity by using multiple resources and formats.
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| Title | Overview | Grade | Average Rating |
|---|---|---|---|
| How to locate and evaluate information, Part I - Online Catalog | Students will be able to select and cite credible information for their English II research paper Students self-select their topic of past, present, and future, e.g. television, cell phones, immigration, capital punishment. This gives the student an opportunity to use prior and background knowledge as context for new learning. | 10 | |
| Children in Japan and Hawaii: How Are We Alike and Different | The essential questions for this unit are: How are children in Japan like us in Hawaii? How are children in Japan different from us in Hawaii? | 1 | |
| How to locate and evaluate information, Part III - Internet Sites | Students will be able to select and cite credible information for their English II research paper. Students self-select their topic of past, present, and future, e.g. television, cell phones, immigration, capital punishment. This gives the student an opportunity to use prior and background knowledge as context for new learning. | 10 | |
| Note-taking: K.I.S.S. "Keep it Short and Simple" | As part of the Science, LA, and Information/Computer/Technology (ICT) Curriculum; students will research energy sources in order to answer one of these essential questions. 1. What energy source should be used to operate a new power plant in our state? 2. What energy source should be used to provide electricity for a new school in our town? 3. Should your next family car be powered by gasoline or an alternative power source? | 5 | |
| How to locate and evaluate information, Part II - Databases | Students will be able to select and cite credible information for their English II research paper. Students self-select their topic of past, present, and future, e.g. television, cell phones, immigration, capital punishment. This gives the student an opportunity to use prior and background knowledge as context for new learning. | 10 | |
| My Personal Wellness | Students answer the essential question(s): What do I need to know and do to live a balanced and healthy life? What do I need to know and do to become a life-long learner? They design advanced research strategies to access, evaluate, analyze, and synthesize information from appropriate sources to construct understanding and to become health-literate. They research a wellness concern and create an evaluative annotated bibliography to demonstrate creativity and productivity. | 9 | |
| Places in History: Researching historic locations associated with the Civil Rights Movement. | Students will have to conduct their research about locations prominent in the Civil Rights Movement thoroughly enough that they can produce a final product illustrating the significance of their location. Students will learn about different search engines and domains. While they are conducting their research, they will evaluate the sources they find to determine if the information found is accurate, valid, appropriate, important, and relates to the social and cultural context we are studying. | 8 | |
| News Reporting | Teaching students to brainstorm, create, and present news stories is a powerful and productive way to give them 21st Century Skills, as recognized by AASL and ISTE. Learning the techniques of researching, discussing, collaborating, writing, video recording, and reporting are important skills, which help students learn to study subjects in greater depth, which results in greater understanding. Student pairs will research a topic, which they believe will be of interest to their peers. | 8 | |
| Cornell Notes with I Tunes | Essential Question (s): How can Cornell Notes help me during lectures? How does Cornell Notes help me with remembering or reflection after the lecture? What is the standard format for using Cornell Notes? | 12 | |
| Famous African American Research | Students will apply the research process in a major project that involves several lessons. The students will read about and describe the lives of historical figures and their place in history. The student can use knowledge of the conventions of language and texts to construct meaning for a range of literary and informational texts for a variety or purposes. The students will use the writing process to construct meaning and communicate effectively. | 2 |