Grade 6: Australian Unit

Locating informational text with internet and reference materials

Background: This information literacy lesson was written for a sixth grade social studies class. The students have been studying a unit on Australia and this lesson is associated with their performance task, a travel brochure culminating their knowledge of the unit. The classroom teacher wants them to be able to locate references on the internet and in non-fiction print materials in the media center. Then transfer that information into an electronic brochure template using Microsoft word. The brochure will include important information regarding geography, climate, modern society and economic factors, like trade.

Learner Outcomes:

  • Students will locate materials on the internet and in reference materials in the media center.
  • Students will learn to search for appropriate information on the internet and evaluate the information found.
  • Students will demonstrate their knowledge of Australian geography, climate, natural resources and unique animals and plants.
  • Students will create a brochure using Microsoft software.

Standards:

SS6G11 The student will explain the impact of location, climate, physical characteristics, natural resources, and population size on Australia and Oceania.

  • a. Describe how Australia’s location, climate, and natural resources have affected where people live and where agricultural and industrial regions are located; and describe their impact on trade, especially the importance of deserts, the river system, and the many good harbors.

21st Century Skills:

Standard 1: Inquire, think critically, and gain knowledge.

  • 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.
  • 1.1.6: Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
  • 1.2.4: Maintain a critical stance by questioning the validity and accuracy of all information.
  • 1.3.1: Respect copyright/ intellectual property rights of creators and producers.
  • 1.4.1: Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.

Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations and create new knowledge.

  • 2.1.4: Use technology and other information tools to analyze and organize information.

Materials and Equipment:

  1. SMART board
  2. Computers with Internet access and Microsoft Word
  3. Computer with OPAC access
  4. Chart paper with markers
  5. Reference Materials

Duration: Three to four class period (70 minute periods)

Procedures:

Step 1: The media specialist will introduce the performance task by passing out various travel brochures and discussing what type of information is found on each brochure. Then she will ask the students what they have learned about Australia. Volunteers will be asked to contribute specific pieces of knowledge that have been learned about Australia. As students’ volunteer information, the Teacher will write down all the specific pieces of information on a piece of chart paper. When the students have listed all the information, the Media Specialist will ask the students to categorize the information they have given, for example: climate, geography, history, natural resources, and trade. Then she will ask them if it is possible that there is more information about any of these given topics that we do not yet know. The students will fill in the categories for the brochure on their research sheet. Students are responsible for finding three new or unknown facts for each category and writing them on their information sheet.

Next she will discuss the reference section in the media center and how this section can be used to research nonfiction topics, like geography or climate. Many of the sixth grade students are already prepared to look for print resources and are familiar with informational texts, because they have just finished this unit in Language Arts. Then she will tell them how there are other web resources that can be used for research as well.

Step 2: Students will view a website created by the teacher that has incorrect information about Australia. Students will then be asked if anyone can create a website and how do we know when a site hasaccurate information. Students then will be shown the website evaluation form and the Media Specialist will discuss what the criteria are for a good website. Students will search using the search engines on the pathfinder provided by the media specialist to look for information on one category already on their research sheet. Students will have to fill out a website evaluation sheet for each website used.

Step 3: Students will come back into small groups and discuss the website evaluation for the sites that were used to find their information. On a piece of chart paper students will create a T chart that list the features found on a good site and the features found on an inaccurate site. The groups will share with the whole group their findings.

Step 4: The Media Specialist will give the students a brief overview of searching for nonfiction books on the computer with the OPAC system and show students where each type of reference material is in the Media Center. As stated before, most of the students are already familiar with these types of resources so anymore instruction would be redundant to the class. Before turning the students loose to research, the Media Specialist will discuss copyright and the importance of putting information into their own words including telling what source the information came from. Students will research other categories on their research sheet on the internet and in reference materials. Each student is responsible for finding 3 new facts about each category and they will also go back and add two additional facts learned in the Australia unit. There is also a place on the research sheet to note where the information came from as well. Links for websites that will provide information if the students should have difficulty is on the path finder also. The Teacher and Media Specialist will be available to provide assistance should any student have difficulty locating information.

Step 5: The Teacher will use the SMART board to review with the whole class the travel brochure template with Microsoft Word. The Media Specialist will review where students can find pictures that are okay to use in their templates. Links for these sites can be found on the pathfinder as well. Students will then put their information into the template and create their travel brochures. The teacher will review the rubric that will be used to grade the travel brochures.

Step 6: After the travel brochures have been created students will have to compile a list of references in which their information came from.

Step 7: Students will write a reflective journal on their experience in the Media Center and creating their brochure. Some points of reflection will include their knowledge of finding resources prior to the lesson and how adept they feel now in finding information. Students will reflect on what they have learned and what they feel they still need to know.

Step 8: Students will present brochures to the class and other students will fill out a peer review form for other students.

Wiki

Students will be able to find information regarding their project on the classroom wiki. The URL is:

Assessment

The students will be assessed with a rubric for the travel brochure and presentation. The research sheet will be assessment for the research process. Students will also self assess with the journal and have the opportunity to assess one another with the peer review form.

Travel Brochure Rubric

Unacceptable
(1 point) / Acceptable
(2 points) / Target
(3 points) / SCORE Earned

Knowledge Gained

/ Student does not make a connection any information on Australia, he or she shows little or no knowledge of new or previously learned information. / Student has made some connection to new and previously learned information; student shows knowledge of Australia; has difficulty answer questions if posed / Student has made a connection to the new and previously learned information; student shows a working knowledge of Australia; can answer questions if posed / /3

Accuracy of Information

/ There are more than 2 pieces of inaccurate information or it is incomplete either on research sheet or on the travel brochure. / There are 1-2 pieces of inaccurate information either on research sheet or on the travel brochure. / All of the information is complete and accurate on the research sheet or on the travel brochure. / /3

Required Elements

/ There are more than three items on the research sheet and/or there are more than three elements missing in the travel brochure. Information did not come from a variety of sources. / There are 1-3 items on the research sheet not complete; and/or the travel brochure is missing three elements. Information came from only 1-2 sources. / Everything on the sheet is complete and the travel brochure has all the required elements. Information came from a variety of sources. / /3

Organization

/ The brochure is confusing and not well organized; material is very confusing to the reader. / The brochure is somewhat organized, not all the information is formatted into specific categories. / The brochure has excellent formatting and all information is organized into specific categories. / /3

Pictures

/ The pictures do not go with the text at all or there are no pictures. / Not all the pictures go with the text and/or there is not enough text or pictures. / The pictures go well with the text; there is a mixture of print information and pictures. / /3

Presentation

/ Presenter did not make eye contact with class and mumbled or did not speak clearly throughout presentation. / Presenter had some trouble maintaining eye contact with class, spoke clearly at times and mumbled at times. / Presenter made eye contact with class and spoke clearly and fluently about brochure. / /3

Point Scale:

18-16: Above Average 15-12: Average 11-7: Unacceptable Less than 6: Unacceptable

/ TOTAL/

Research Information

Category: / Research: / Source:
______/
  1. ______
  2. ______
  3. ______
/ Type:
Website
______
Nonfiction Book:
______
Reference Material:
______
______/
  1. ______
______
  1. ______
  2. ______
/ Type:
Website
______
Nonfiction Book:
______
Reference Material:
______
______/
  1. ______
______
  1. ______
  2. ______
/ Type:
Website
______
Nonfiction Book:
______
Reference Material:
______
______/
  1. ______
  2. ______
  3. ______
/ Type:
Website
______
Nonfiction Book:
______
Reference Material:
______

Peer Review Form

Directions: After watching your classmates presentations, fill out the following questions. Remember, you must be honest and provide critiques that will help your classmates improve their performance and knowledge of the material. DO NOT BE RUDE OR DISPARIGING OF THE PRESENTER! IF THIS OCCURS, IT WILL AFFECT YOUR GRADE!

Name of Presenter:______

  1. What was the Best part of the presentation?______
  2. What could have made the presentation better?______
  3. Using what you know about the Rubric, What grade do you feel that this person earned?______
  4. Why did you CHOOSE this grade?______

Reflection

The lesson went better than I could have imagined. I was able to teach the students aspects that they had not been previously exposed to. For instance, students were unaware of web site evaluation tools and checklists that show the accuracy of the site’s information. This by far was the most impacting portion of the lesson. The students were already very familiar with the media center and the location of the reference materials from a previous unit in Language Arts, so this was not new for them. The use of the websites and the internet as references and information was a new concept for the students. The students were able to discuss in groups what they had learned and self-assessed their learning with the journal entries. This allowed for students to question their learning experience and that of their classmates. The portion of the lesson that I would change is the development of the categories by the students. I was not able to direct the students to the categories that I would have liked them to include in the brochures. For instance I wanted them to have a trade and commerce section and that was not one of the categories that the students chose. It was also not a category that was on the examples that I gave the students so that did not turn out in the way I had planned. I like that the students were able to choose and create the brochures in their own way, but I would have liked them to be more closely related to the social studies standard. Next time I will try to find brochures that more closely relate to the end product that I wish the students to create. The other teacher and I did not share the planning of the lesson. It was more that I planned the lesson and provided the resources. She seemed to not be overly excited to be part of the literacy plan. I have tried to look back into my actions and have tried to see what I could have done differently. I guess that this might also be something that I will experience in collaborating with teachers as the media specialist, a resistance to co teaching. Overall, it was a very rewarding experience and one that I learned a lot from. I look forward to creating more collaborative and co teaching lessons with teachers.