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Title Overview Grade Average Rating
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
5
Insect investigation First grade students undertake a mini-investigation in which they identify a strange looking insect, collect information on the insect, and communicate their findings to the rest of their class and the entire school. The young investigators fashion their presentation around the essential questions: What should people know about this insect? Why would it be important for people to know these facts about it? 1
5
Community history Seventh grade students conduct a community history investigation that centers on the essential questions: How has our community changed over time? What caused or influenced these changes? How can we find out? 7
5
Idea-Noun Definition: Source Searching This lesson is designed to teach students the location and how to access their sources. This lesson falls under step three in the Big6 Research Process. Students will review the various sources available to them and the specifics for access and searching within those sources. Students will find three sources related to their research task (selected idea-noun) and cite them correctly. Essential Question: How does this source change/support/influence your definition of _____ (student's idea-noun focus)? 11, 12
5
Fact vs. Opinion Students will learn to distinguish the difference between facts and opinions. They will practice identifying facts and opinions. Essential Question: What is the difference between fact and opinion? 7
5
Explorers Project Students will apply the research process for this multiple class unit. They will read about a particular explorer, learn about their aims, challenges and accomplishments, and will trace the routes they followed on maps. As a group, they will generate questions to use during the "Interview with an Explorer" section. Students will gain practice in writing skills to communicate effectively as they create a journal from the Explorer's point of view. 5
5
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
5
Finding Your Way Using QR Codes While designed to be an introduction to the library resources for new students, it is also a review of prior instruction, such as using an index and table of contents, finding various types of books in the library, using online databases, and finding books using the computer catalog. English content: Use of resources. EQ: How can I efficiently use the resources in the library to find the information I need for my assignment? 9
5
Poems: What They Look and Sound Like The essential questions are: What do poems look and sound like? What are some forms of poetry? What is the connection between music and poetry? 2
5
South America: Geography's Effect on People's Lifestyle and Work The essential questions are: What are landforms? Which landforms do we find in South American countries? How do landforms determine how people live and work in South American countries? 3
5