file · Web viewInformation Literacy taught through the 9th & 10th grade Science Curriculum. ... in gathering and using information.1.3.5-Use information technology

Teacher: CORE Year: 2014-15 Course: Informational Literacy Month: All Months

August

Information Literacy 9/10 Science ~ Information Literacy taught through the 9th & 10th grade Science Curriculum

Standards Essential Questions Assessments Skills Content Lessons Resources

1.1.1-SKILLS ~ Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.1.1.2-SKILLS ~ Use prior and background knowledge as context for new learning.1.1.3-SKILLS ~ Develop and refine a range of questions to frame the search for new understanding.1.1.5-SKILLS ~ Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for needs, importance, and social and cultural context.1.1.6-SKILLS ~ Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.1.1.7-SKILLS ~ Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias 1.1.8-SKILLS ~ Demonstrate mastery of technology tools for accessing information and pursuing inquiry.1.1.9-SKILLS ~ Collaborate with others to broaden and deepen understanding.1.2.1-Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.1.2.2-Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.1.2.3-Demonstrate creativity by using multiple resources and formats.1.2.4-Maintain a critical stance by questioning the validity and accuracy of all information.1.2.5-Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success.1.2.7-Display persistence by continuing to pursue information to gain a broad perspective.1.3.1-Respect copyright/intellectual property rights of creators and producers.1.3.2-Seek divergent perspectives during information gathering

How do I narrow my broad topic?What is important to know about my topic?How can I break down this broad topic?How do I use electronic tools to find definitions? What types and how much information do I need to know about my topic?

What types of print & electronic resources (OPAC, Databases & WWW) give me a summary or detailed information about my topic?

Which are the most appropriate sources for: factual or biasprimary or secondarystatistical or graphical information?

How do I

TRAILS 8/31/2014

Task DefinitionTD 2: Select and narrow or refine a research topicTD 3:Formulate essential questions and subtopics for a research topicTD 4: Identify the type, amount and format of information needed

background/overview or in-depth/comprehensive

fact/opinion (including global and divergent perspectives)

primary/secondary statistical, including

graphs and charts

Information Seeking StrategiesISS 1:Determine the most appropriate sources to use for:



graphs and charts pursuing personal

interests

ISS 2: Evaluate and select most appropriate resources • As directed

General Science, grade 9:

Breaking down matterEnergy: chemical/solar /thermal..Chemical ElementsNuclear topicsAPA formatting of Citations, Bibliographies & Works CitedBiology (Applied/Regular/ Honors) Grade 10

Genetic DisordersReproduction of non-mammal formsCell DiagramingCurrent EventsCareers in BiologyEcologyAPA formatting of Citations, Bibliographies & Works Cited

BHHS OPACDatabasesOnline EncyclopediasPrint materialNoodle ToolsPodcasts/ Audio & videoVideo/ Movie MakerMultimedia ProgramsWeb 2.0/ 3.0 /4.0 toolsWikis/ BlogsWord Processing

and assessment.1.3.3-Follow ethical and legal guidelines in gathering and using information.1.3.5-Use information technology responsibly.1.4.3-Monitor gathered information, and assess for gaps or weaknesses.2.1.1-SKILLS ~ Continue an inquiry-based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.2.1.2-SKILLS ~ Organize knowledge so that it is useful.2.1.3-SKILLS ~ Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.2.1.4-SKILLS ~ Use technology and other information tools to analyze and organize information.2.1.5-SKILLS ~ Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.2.1.6-SKILLS ~ Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.2.2.1-Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.2.2.3-Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.2.2.4-Demonstrate personal productivity by completing products to express learning.2.3.1-Connect understanding to the real world.2.3.2-Consider diverse and global perspectives in drawing conclusions.2.3.3-Use valid information and reasoned conclusions to make ethical decisions.2.4.1-Determine how to act on information (accept, reject, modify).3.1.1-SKILLS ~ Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.3.1.2-SKILLS ~ Participate and collaborate as members of a social and intellectual network of learners.3.1.3-SKILLS ~ Use writing and speaking skills to communicate new understandings effectively.3.1.4-SKILLS ~ Use technology and other information tools to organize and display knowledge and understanding in ways that

determine if my source is:up to dateaccuratehas reliable informationdetailed enough to meet my needinformation in the source suitable to my needsavailable

How do I determine which words and concepts are important to explore?What is the difference between searching by subject or keyword?Which type of searching will improve my search results?

How do I find and access resources from: the libraryonline networksinter-library loan and the community?

How is a database structured and how does it help me find relevant and usable information?Why is it important to use different

• IndependentlyISS 3: Identify key words related to the topicISS 5: Use subject searching to find information

Location & AccessLA 1: Locate and access information from a variety of media, including: • Online catalog • Books (table of contents, glossary, and index) • Software – Kidspiration, etc. • Preselected/Internet sites • Subscription Databases • Print reference sources – see ISS

LA 2: Use keywords and guide wordsLA3. Recognize and use cross references, see also’s, and see references in a variety of media

Information UseIU1. Distinguish between essential and nonessential information in print and digital resourcesIU2. Use information without plagiarizing IU3. Differentiate fact from opinion in text IU4. Use social networks and information tools to gather and share information. ***IU5. Examine and extract relevant information from sources: • Main ideas • Supporting details or facts

others can view, use, and assess.3.1.5-SKILLS ~ Connect learning to community issues.3.1.6-SKILLS ~ Use information and technology ethically and responsibly.3.3.1-Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community.3.3.4-Create products that apply to authentic, real-world contexts.3.3.5-Contribute to the exchange of ideas within and beyond the learning community.3.3.6-Use information and knowledge in the service of democratic values.3.3.7-Respect the principles of intellectual freedom.4.1.1-SKILLS ~ Read, view, and listen for pleasure and personal growth.4.1.2-SKILLS ~ Read widely and fluently to make connections with self, the world, and previous reading.4.1.3-SKILLS ~ Respond to literature and creative expressions of ideas in various formats and genres.4.1.4-SKILLS ~ Seek information for personal learning in a variety of formats and genres.4.1.5-SKILLS ~ Connect ideas to own interests and previous knowledge and experience.4.1.7-SKILLS ~ Use social networks and information tools to gather and share information.4.1.8-SKILLS ~ Use creative and artistic formats to express personal learning.4.2.1-Display curiosity by pursuing interests through multiple resources.4.2.2-Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements.4.2.4-Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres.4.3.1-Participate in the social exchange of ideas, both electronically and in person.4.3.3-Seek opportunities for pursuing personal and aesthetic growth.4.3.4-Practice safe and ethical behaviors in personal electronic communication and interaction.4.4.1-Identify own areas of interest.RST.9.1-Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.RST.9.9-Compare and contrast findings presented in a text to

search tools & various command

How do I properly document various sources used in research in MLA style and why is that important? How do I avoid unethical use of information?

How do I create an end product from my organized information?What types of information sources and tools will help me create end products in various formats?How do I create a works cited list in APA format?

How do I successfully navigate and use the media center facility & resources?

What are the rules and regulations for using the internet at school?

SynthesisS 2:. Make inferences and draw conclusions from any format (textual, visual, media, and digital) based on evidence foundS5. Organize information by subtopics from multiple sources (print, electronic)S6. Use organized information in written, oral, graphic or multimedia presentations to express new understandings that apply to real world context.S 8.Adapt research as needed to achieve success • Pose additional questions beyond a collection of facts • Change inquiry focus, questions, resources, or strategies as needed • Persist in information searching despite challenges

EvaluationE 1. Examine end product to see if information task was answered/ solved and requirements were met

Basic KnowledgeBK 1. Identify/recognize Caldecott award booksBK 3.. Select appropriate reading materials for independent reading BK4. Identify the purpose for reading a type of text (literature/information) before readingBK 6. Identify various authors and their work

those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.WHST.9-10.1.b-Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.WHST.9-10.6-Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.WHST.9-10.7-Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.WHST.9-10.8-Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.WHST.9-10.9-Draw evidence from informational texts to support analysis, reflection, and research.

September

Information Literacy 11/12 Science ~ Information Literacy skills that be taught through the 11/12 science curriculum


1.1.6-SKILLS ~ Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.1.1.7-SKILLS ~ Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias 1.1.8-SKILLS ~ Demonstrate mastery of technology tools for accessing information and pursuing inquiry.1.1.9-SKILLS ~ Collaborate with others to broaden and deepen understanding.1.2.1-Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.1.2.3-Demonstrate creativity by using multiple resources and formats.

How does personal knowledge enhance learning?

How do I narrow my broad topic?

Why do I need differences between fact and fiction?

How do I consider divergent and global perspective as I define my task?

How does a thesis statement help me to define and write

Task DefinitionTD1. Identify that information is needed TD2. Select topics related to an information need TD4. Generate questions related to a topic

Information Seeking Strategies ISS1. Identify possible types of information resources, including:

• Nonfiction books • General encyclopedias• Specialized reference sources• Almanacs• Atlases and other geographical

Grade 11

Chemistry:Careers in ChemistryCurrent Events

Anatomy:Careers in the fieldCurrent EventsHuman SystemsAdvanced Physical Science:

Alternative

BHHS OPACDatabasesOnline EncyclopediasPrintNoodle ToolsPodcasts/ Audio & videoVideo/ Movie MakerMultimedia ProgramsWeb 2.0/ 3.0 /4.0 toolsWikis/ BlogsWord

1.2.4-Maintain a critical stance by questioning the validity and accuracy of all information.1.2.5-Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success.2.1.6-SKILLS ~ Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.2.2.1-Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.2.2.2-Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence.2.2.3-Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.2.2.4-Demonstrate personal productivity by completing products to express learning.2.3.3-Use valid information and reasoned conclusions to make ethical decisions.3.1.1-SKILLS ~ Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.3.1.3-SKILLS ~ Use writing and speaking skills to communicate new understandings effectively.3.1.4-SKILLS ~ Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.3.2.1-Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.3.3.4-Create products that apply to authentic, real-world contexts.3.3.6-Use information and knowledge in the service of democratic values.3.3.7-Respect the principles of intellectual freedom.4.1.2-SKILLS ~ Read widely and fluently to make connections with self, the world, and previous reading.4.1.3-SKILLS ~ Respond to literature and creative expressions of ideas in various formats and genres.4.1.7-SKILLS ~ Use social networks and information tools to gather and share information.4.1.8-SKILLS ~ Use creative and artistic formats to

about a topic?

What is the difference between searching by subject or by free text (keyword)?

Which type of searching will improve my search results?

How do I determine which terms are unique and how do they improve my search results?

How is a database structured and how does that help me to find relevant and usable information?

Which search tools is best for my search needs?Which search strategies or special features are the most effective in that particular search tool?

What human resources are available to help me with my research? How do I exchange ideas electronically and in person?

How do I effectively collaborate with others to gather information?

How do I gather and record information found within various formats of sources?

When do I only want to use factual, authorative information?

sources• Biographical resources• General dictionary• Periodical articles• Multimedia Sources (audio, video, graphic)• Electronic resources, including Internet and POWER Library and subscription databasesISS4. Discuss the copyright date to determine how current the information is ISS5. Use subject searching to find information

Location & AccessLA 2LA 4

Information UseIU1. Distinguish between essential and nonessential information in print and digital resources IU2. Use information without plagiarizing IU3. Differentiate fact from opinion in textIU6. Evaluate text organization and content to determine • Author’s purpose and effectiveness • Validity and accuracy of all information• Divergent perspectives

SynthesisS1. Make predictions from pictorial or textual materials S2. Make inferences and draw conclusions from any format (textual, visual, media, and digital) based on evidence foundS4. Combine information from print and electronic resources

Energy Sources Processing

express personal learning.4.2.4-Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres.4.3.1-Participate in the social exchange of ideas, both electronically and in person.4.3.4-Practice safe and ethical behaviors in personal electronic communication and interaction.4.4.4-Interpret new information based on cultural and social context.

When is it appropriate to use biased or unsubstantiated information and how do I record and note that it is biased?

How do I acknowledge the contribution of others?Why is intellectual freedom important in a democratic society?

How do I make ethical and reasonable decisions regarding the use and communication of information?

In what ways do I demonstrate leadership and confidence in working with others in my personal & academic life?How do I determine which is the most important information to use for my purposes?

How do I use both divergent and convergent thinking to draw conclusions?

How do the products that I create apply to the real world?How do effectively communicate new understanding?

What types of information sources and tools will help me create end products in various formats?How do I effectively express new ideas and information?

What information should I use

S5. Organize information by subtopics from multiple sources (print, electronic)S6. Use organized information in written, oral, graphic or multimedia presentations to express new understandings that apply to real world context S7. Collaboratively shares information to express new meaning and exchange ideasS8. Adapt research as needed to achieve success • Pose additional questions beyond a collection of facts• Change inquiry focus, questions, resources, or strategies as needed • Persist in information searching despite challenges

EvaluationE1. Examine end product to see if information task was answered/ solved and requirements were met E2. Monitor gathered information and assess for gaps and weaknesses and seek appropriate help when needed.*E3. Compare the process used to a guided checklist or rubricE4. Connect understanding to the real world and use valid information and reasoned conclusions to make ethical decisions***E5. Assess own ability to work with others in a group setting

Basic KnowledgeBK5. Identify and read various genres of literature, including fantasy, science fiction, realistic

to persuade an audience to support my position?

In what ways do I express my creativity?

How do I determine if I am addressing the information solving process while working to produce a suitable end product?

What forms of measurement do I use to assess my project or assignment?

How do I determine if my multimedia product successfully conveyed information correctly and effectively?

How did my final product measure up to the assessment criteria?How do I determine if I fulfilled all of the assignment requirements successfully?How do I personally determine if I completed the information solving process successfully and produced a suitable end product?

What type of information should I share or not share on the Internet?How do I determine safety while using e-commerce sites?What can result from lack of privacy on the Internet?How do I respond to different types of literature?

fiction, historical fiction, mystery, biography/autobiography, folk tales, nursery rhymes and tales, and poetry BK7. Establish a purpose for reading by reading widely and fluently to make connections with own self, the world, and previous reading.*

October

ninth & tenth grade Social Studies ~ Information Literacy skills that are covered through the ninth and tenth grade social studies curriculum.

Standards Essential Questions Assessments Skills Content Lesson

s Resources

WHST.9-10.1.a-Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.WHST.9-10.1.b-Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.WHST.9-10.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.WHST.9-10.6-Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.WHST.9-10.7-Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.WHST.9-10.8-Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.WHST.9-10.9-Draw evidence from informational texts to support analysis, reflection, and research.1.1.2-SKILLS ~ Use prior and background knowledge as context for new learning.1.1.3-SKILLS ~ Develop and refine a range of questions to frame the search for new understanding.1.1.4-SKILLS ~ Find, evaluate, and select appropriate sources to answer questions.1.1.5-SKILLS ~ Evaluate information found in

How do I narrow my broad topic?What is important to know about my topic?How can I break down this broad topic?How do I use electronic tools to find definitions?

What types and how much information do I need to know about my topic?

What types of print & electronic resources (OPAC, Databases & WWW) give me a summary or detailed information about my topic?Which are the most appropriate sources for:factual or biasprimary or secondarystatistical or graphical information?How do I determine if my source is:up to dateaccurate




primary/secondary statistical, including graphs and

charts



primary/secondary statistical, including graphs and

charts pursuing personal interests

ISS 2: Evaluate and select most appropriate resources• As directed• IndependentlyISS 3: Identify key words related to the topicISS 5: Use subject searching to find information

Location & AccessLA 1:Locate and access information from a variety of media, including:• Online catalog• Books (table of contents, glossary, and

Grade 9:

Civil War/ReconstructionNative American/ Westward ExpansionGilded Age: Robber Barrons/ Philanthropists1912 ElectionImmigrationProgressive/ Gilded Age: Woman & MinoritiesNew DealWorld War IIHolocaustCurrent EventsTenth Grade:

1950s- CultureCivil RightsSocial ChangesVietnam

BHHS OPACDatabasesOnline EncyclopediasPrint Noodle ToolsPodcasts/ Audio & videoVideo/ Movie MakerMultimedia ProgramsWeb 2.0/ 3.0 /4.0 toolsWikis/ BlogsWord Processing

selected sources on the basis of accuracy, validity, and appropriateness for needs, importance, and social and cultural context.1.1.6-SKILLS ~ Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.1.1.7-SKILLS ~ Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias 1.1.8-SKILLS ~ Demonstrate mastery of technology tools for accessing information and pursuing inquiry.1.1.9-SKILLS ~ Collaborate with others to broaden and deepen understanding.1.2.2-Demonstrate confidence and self direction by making independent choices in the selection of resources and information.1.2.3-Demonstrate creativity by using multiple resources and formats.1.2.4-Maintain a critical stance by questioning the validity and accuracy of all information.1.2.6-Display emotional resilience by persisting in information searching despite challenges.1.3.1-Respect copyright/intellectual property rights of creators and producers.1.3.2-Seek divergent perspectives during information gathering and assessment.1.3.3-Follow ethical and legal guidelines in gathering and using information.1.3.4-Contribute to the exchange of ideas within the learning community.1.3.5-Use information technology responsibly.1.4.1-Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.1.4.2-Use interaction with and feedback from teachers and peers to guide own inquiry process.1.4.3-Monitor gathered information, and assess for gaps or weaknesses.1.4.4-Seek appropriate help when it is needed.2.1.1-SKILLS ~ Continue an inquiry-based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.

has reliable informationdetailed enough to meet my needinformation in the source suitable to my needsavailableHow do I determine which words and concepts are important to explore?What is the difference between searching by subject or keyword?Which type of searching will improve my search results?How do I find and access resources from:the libraryonline networksinter-library loan and the community?How is a database structured and how does it help me find relevant and usable information?Why is it important to use different search tools & various commandHow do I properly document various sources used in research in MLA

index)• Software – Kidspiration, etc.• Preselected/Internet sites• Subscription Databases• Print reference sources – see ISS I


Information UseIU1. Distinguish between essential and nonessential information in print and digital resourcesIU2. Use information without plagiarizingIU3. Differentiate fact from opinion in textIU4. Use social networks and information tools to gather and share information. ***IU5. Examine and extract relevant information from sources:• Main ideas• Supporting details or facts

SynthesisS 2: Make inferences and draw conclusions from any format (textual, visual, media, and digital) based on evidence foundS5. Organize information by subtopics from multiple sources (print, electronic) S6. Use organized information in written, oral, graphic or multimedia presentations to express new understandings that apply to real world context.S 8.Adapt research as needed to achieve success• Pose additional questions beyond a collection of facts• Change inquiry focus, questions, resources, or strategies as needed• Persist in information searching despite challenges

Evaluation

2.1.2-SKILLS ~ Organize knowledge so that it is useful.2.1.3-SKILLS ~ Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.2.1.4-SKILLS ~ Use technology and other information tools to analyze and organize information.2.1.5-SKILLS ~ Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.2.1.6-SKILLS ~ Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.2.2.1-Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.2.2.3-Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.2.2.4-Demonstrate personal productivity by completing products to express learning.2.3.1-Connect understanding to the real world.2.3.2-Consider diverse and global perspectives in drawing conclusions.2.3.3-Use valid information and reasoned conclusions to make ethical decisions.2.4.1-Determine how to act on information (accept, reject, modify).3.1.1-SKILLS ~ Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.3.1.2-SKILLS ~ Participate and collaborate as members of a social and intellectual network of learners.3.1.3-SKILLS ~ Use writing and speaking skills to communicate new understandings effectively.3.1.4-SKILLS ~ Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.3.1.5-SKILLS ~ Connect learning to community issues.3.1.6-SKILLS ~ Use information and technology

style and why is that important? How do I avoid unethical use of information?How do I create an end product from my organized information?What types of information sources and tools will help me create end products in various formats?How do I create a works cited list in MLA format?How do I successfully navigate and use the media center facility & resources?What are the rules and regulations for using the internet at school?

E 1. Examine end product to see if information task was answered/ solved and requirements were met

Basic KnowledgeBK 1. Identify/recognize Caldecott award booksBK 3... Select appropriate reading materials for independent readingBK4. Identify the purpose for reading a type of text (literature/information) before readingBK 6. Identify various authors and their work

ethically and responsibly.3.3.1-Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community.3.3.6-Use information and knowledge in the service of democratic values.3.3.7-Respect the principles of intellectual freedom.4.1.1-SKILLS ~ Read, view, and listen for pleasure and personal growth.4.1.2-SKILLS ~ Read widely and fluently to make connections with self, the world, and previous reading.4.1.3-SKILLS ~ Respond to literature and creative expressions of ideas in various formats and genres.4.1.4-SKILLS ~ Seek information for personal learning in a variety of formats and genres.4.1.5-SKILLS ~ Connect ideas to own interests and previous knowledge and experience.4.1.7-SKILLS ~ Use social networks and information tools to gather and share information.4.1.8-SKILLS ~ Use creative and artistic formats to express personal learning.4.2.1-Display curiosity by pursuing interests through multiple resources.4.2.2-Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements.4.2.4-Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres.4.3.1-Participate in the social exchange of ideas, both electronically and in person.4.3.2-Recognize that resources are created for a variety of purposes.4.3.3-Seek opportunities for pursuing personal and aesthetic growth.4.3.4-Practice safe and ethical behaviors in personal electronic communication and interaction.

Novem

Information Literacy 11/12 Social Studies ~ Information Literacy skills that can be taught through the Social Studies curriculum


1.1.6-SKILLS ~ Read, view, and listen for information presented in any format (e.g.,


Task DefinitionTD1. Identify that information is needed

Grade 11: BHHS OPACDatabases

ber

textual, visual, media, digital) in order to make inferences and gather meaning.1.1.7-SKILLS ~ Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias 1.1.8-SKILLS ~ Demonstrate mastery of technology tools for accessing information and pursuing inquiry.1.1.9-SKILLS ~ Collaborate with others to broaden and deepen understanding.1.2.1-Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.1.2.3-Demonstrate creativity by using multiple resources and formats.1.2.4-Maintain a critical stance by questioning the validity and accuracy of all information.1.2.5-Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success.2.1.5-SKILLS ~ Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.2.1.6-SKILLS ~ Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.2.2.1-Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.2.2.2-Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence.2.2.3-Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.2.2.4-Demonstrate personal productivity by completing products to express learning.2.3.3-Use valid information and reasoned conclusions to make ethical decisions.


Why do I need differences between fact and fiction?


How does a thesis statement help me to define and write about a topic?





Which search tools is best for my search needs?Which search strategies or special features are the most effective in that particular search tool?

What human resources are available to help me with my research? How do I exchange ideas electronically and in person?

TD2. Select topics related to an information need TD4. Generate questions related to a topic

Information Seeking StrategiesISS1. Identify possible types of information resources, including: • Nonfiction books• General encyclopedias• Specialized reference sources• Almanacs• Atlases and other geographical sources• Biographical resources• General dictionary• Periodical articles • Multimedia Sources (audio, video, graphic)• Electronic resources, including Internet and POWER Library and subscription databasesISS4. Discuss the copyright date to determine how current the information isISS5. Use subject searching to find information

Location & AccessLA2. Use keywords and guide words LA3. Recognize and use cross references, see also’s, and see references in a variety of media

Information UseIU1. Distinguish between essential and nonessential information in print and digital resourcesIU2. Use information without plagiarizing IU3. Differentiate fact from opinion in textIU6. Evaluate text organization and content to determine • Author’s purpose and effectiveness• Validity and accuracy of all information• Divergent perspectives

SynthesisS1. Make predictions from pictorial or

World Cultures:AfricaMiddle EastSouth America

Grade 12:History of WomenSociology

MLA formatting of Citations, Bibliographies & Works Cited

Online EncyclopediasPrint resourcesNoodle ToolsPodcasts/ Audio & videoVideo/ Movie MakerMultimedia ProgramsWeb 2.0/ 3.0 /4.0 toolsWikis/ BlogsWord Processing

3.1.1-SKILLS ~ Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.3.1.3-SKILLS ~ Use writing and speaking skills to communicate new understandings effectively.3.1.4-SKILLS ~ Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.3.2.1-Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.3.3.4-Create products that apply to authentic, real-world contexts.3.3.6-Use information and knowledge in the service of democratic values.3.3.7-Respect the principles of intellectual freedom.4.1.2-SKILLS ~ Read widely and fluently to make connections with self, the world, and previous reading.4.1.3-SKILLS ~ Respond to literature and creative expressions of ideas in various formats and genres.4.1.7-SKILLS ~ Use social networks and information tools to gather and share information.4.1.8-SKILLS ~ Use creative and artistic formats to express personal learning.4.2.4-Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres.4.3.1-Participate in the social exchange of ideas, both electronically and in person.4.3.4-Practice safe and ethical behaviors in personal electronic communication and interaction.4.4.4-Interpret new information based on cultural and social context.



When do I only want to use factual, authorative information?When is it appropriate to use biased or unsubstantiated information and how do I record and note that it is biased?


How do I make ethical and reasonable decisions regarding the use and communication of information?

In what ways do I demonstrate leadership and confidence in working with others in my personal & academic life?How do I determine which is the most important information to use for my purposes?


textual materialsS2. Make inferences and draw conclusions from any format (textual, visual, media, and digital) based on evidence found S4. Combine information from print and electronic resourcesS5. Organize information by subtopics from multiple sources (print, electronic)S6. Use organized information in written, oral, graphic or multimedia presentations to express new understandings that apply to real world context S7. Collaboratively shares information to express new meaning and exchange ideasS8. Adapt research as needed to achieve success • Pose additional questions beyond a collection of facts• Change inquiry focus, questions, resources, or strategies as needed• Persist in information searching despite challenges

EvaluationE1. Examine end product to see if information task was answered/ solved and requirements were met E2. Monitor gathered information and assess for gaps and weaknesses and seek appropriate help when needed.* E3. Compare the process used to a guided checklist or rubricE4. Connect understanding to the real world and use valid information and reasoned conclusions to make ethical decisions*** E5. Assess own ability to work with others in a group setting

Basic KnowledgeBK5. Identify and read various genres of literature, including fantasy, science fiction, realistic fiction, historical fiction, mystery, biography/autobiography, folk



What information should I use to persuade an audience to support my position?

In what ways do I express my creativity?

How do I determine if I am addressing the information solving process while working to produce a suitable end product?



How did my final product measure up to the assessment criteria?How do I determine if I fulfilled all of the assignment requirements successfully?How do I personally

tales, nursery rhymes and tales, and poetry BK7. Establish a purpose for reading by reading widely and fluently to make connections with own self, the world, and previous reading.*

determine if I completed the information solving process successfully and produced a suitable end product?

What type of information should I share or not share on the Internet?How do I determine safety while using e-commerce sites?What can result from lack of privacy on the Internet?How do I respond to different types of literature?

December

Information Literacy 9/10 English ~ Information Literacy skills that are taught through the 9/10 English Curriculum

Standards Essential Questions

Assessments Skills Content Lessons Resources

1.1.1-SKILLS ~ Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.1.1.2-SKILLS ~ Use prior and background knowledge as context for new learning.1.1.3-SKILLS ~ Develop and refine a range of questions to frame the search for new understanding.1.1.4-SKILLS ~ Find, evaluate, and select appropriate sources to answer questions.1.1.5-SKILLS ~ Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for needs, importance, and social and cultural context.1.1.6-SKILLS ~ Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.1.1.7-SKILLS ~ Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias 1.1.8-SKILLS ~ Demonstrate mastery of technology tools for accessing information and pursuing inquiry.1.2.1-Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.1.2.2-Demonstrate confidence and self-direction by making


What is important to know about my topic?How can I break down this broad topic?

How do I use electronic tools to find definitions? What types and how much information do I need to know about my topic?What types of print & electronic resources




primary/secondary statistical, including graphs

and charts



Honors English- Grade 9

Literary Criticism Essays- 3 separate topicsUsing the web to explore the OdysseyMLA formatting of Citations, Bibliographies & Works CitedNinth Grade English:Book Selection Fiction/ Non-FictionMLA formatting of Citations, Bibliographies

BHHS OPACDatabasesOnline EncyclopediasPrintNoodle ToolsWeb 2.0/ 3.0 /4.0 toolsWikis/ BlogsWord Processing

independent choices in the selection of resources and information.1.2.3-Demonstrate creativity by using multiple resources and formats.1.2.4-Maintain a critical stance by questioning the validity and accuracy of all information.1.2.5-Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success.1.2.6-Display emotional resilience by persisting in information searching despite challenges.1.3.1-Respect copyright/intellectual property rights of creators and producers.1.3.3-Follow ethical and legal guidelines in gathering and using information.1.3.5-Use information technology responsibly.1.4.3-Monitor gathered information, and assess for gaps or weaknesses.1.4.4-Seek appropriate help when it is needed.2.1.1-SKILLS ~ Continue an inquiry-based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.2.1.2-SKILLS ~ Organize knowledge so that it is useful.2.1.4-SKILLS ~ Use technology and other information tools to analyze and organize information.2.1.6-SKILLS ~ Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.2.2.1-Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.2.2.4-Demonstrate personal productivity by completing products to express learning.2.3.3-Use valid information and reasoned conclusions to make ethical decisions.3.1.3-SKILLS ~ Use writing and speaking skills to communicate new understandings effectively.3.1.4-SKILLS ~ Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.3.1.6-SKILLS ~ Use information and technology ethically and responsibly.3.3.7-Respect the principles of intellectual freedom.3.4.3-Assess own ability to work with others in a group setting by

(OPAC, Databases & WWW) give me a summary or detailed information about my topic?

Which are the most appropriate sources for: factual or biasprimary or secondarystatistical or graphical information?

How do I determine if my source is:up to dateaccuratehas reliable informationdetailed enough to meet my needinformation in the source suitable to my needsavailable

How do I determine which words and concepts are important to explore?What is the difference between searching by subject or

primary/secondary statistical, including graphs

and charts pursuing personal interests

ISS 2: Evaluate and select most appropriate resources• As directed• IndependentlyISS 3: Identify key words related to the topicISS 5: Use subject searching to find information

Location & AccessLA 1:Locate and access information from a variety of media, including:• Online catalog• Books (table of contents, glossary, and index)• Software – Kidspiration, etc.• Preselected/Internet sites• Subscription Databases• Print reference sources – see ISS I


Information UseIU1. Distinguish between essential and nonessential information in print and digital resourcesIU2. Use information without plagiarizingIU3. Differentiate fact from opinion in textIU4. Use social networks and information tools to gather and share information. ***IU5. Examine and extract relevant information from sources:• Main ideas

& Works Cited

Tenth Grade English:Book Selection Fiction/ Non-FictionMLA formatting of Citations, Bibliographies & Works Cited

evaluating varied roles, leadership, and demonstrations of respect for other viewpoints.4.1.1-SKILLS ~ Read, view, and listen for pleasure and personal growth.4.1.2-SKILLS ~ Read widely and fluently to make connections with self, the world, and previous reading.4.1.3-SKILLS ~ Respond to literature and creative expressions of ideas in various formats and genres.4.1.5-SKILLS ~ Connect ideas to own interests and previous knowledge and experience.4.2.1-Display curiosity by pursuing interests through multiple resources.4.2.4-Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres.4.4.1-Identify own areas of interest.4.4.2-Recognize the limits of own personal knowledge.1.4.l.1-Opinion/Arguments Conventions of Language ~ Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.1.2.f.1-Integration of Evaluation Evidence, Knowledge and Ideas ~ Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.1.2.g.1-Integration of Knowledge and Ideas Analysis Across Texts ~ Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of evidence.1.4.c.1-Informative/Explanatory Content ~ Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic; include graphics and multimedia when useful to aiding comprehension.1.4.d.1-Informative/Explanatory Organization ~ Organize ideas, concepts, and information to make important connections and distinctions; use appropriate and varied transitions to link the major sections of the text; include formatting when useful to aiding comprehension; provide a concluding statement or section.1.4.i.1-Opinion/Arguments Content ~ Distinguish the claim(s) from alternate or opposing claims; develop claim(s) fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.1.4.u.1-Technology and Publication ~ Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to

keyword?Which type of searching will improve my search results?

How do I find and access resources from: the libraryonline networksinter-library loan and the community?

How is a database structured and how does it help me find relevant and usable information?Why is it important to use different search tools & various command

How do I properly document various sources used in research in MLA style and why is that important? How do I avoid unethical use of information?

How do I create an end product from my organized

• Supporting details or facts

SynthesisS 2:. Make inferences and draw conclusions from any format (textual, visual, media, and digital) based on evidence foundS3. Paraphrase or synthesize relevant informationS5. Organize information by subtopics from multiple sources (print, electronic)S6. Use organized information in written, oral, graphic or multimedia presentations to express new understandings that apply to real world context.S 8.Adapt research as needed to achieve success• Pose additional questions beyond a collection of facts• Change inquiry focus, questions, resources, or strategies as needed• Persist in information searching despite challenges

EvaluationE 1. Examine end product to see if information task was answered/ solved and requirements were met

Basic KnowledgeBK 1. Identify/recognize Caldecott award booksBK 3.. Select appropriate reading materials for independent readingBK4. Identify the purpose for reading a type of text (literature/information) before readingBK 6. Identify various authors and their work

link to other information and to display information flexibly and dynamically.1.4.w.1-Credibility, Reliability, Validity of Sources ~ Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.1.5.b.1-Comprehension and Collaboration Evaluating Information ~ Integrate multiple sources of information presented in diverse media or formats (e.g. visually, quantitatively, orally) evaluating the credibility and accuracy of each source.1.4.v.1-Conducting Research ~ Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

information?What types of information sources and tools will help me create end products in various formats?How do I create a works cited list in MLA format?



January

Information Literacy 11/12 English ~ Information Literacy concepts that are taught in the 11 & 12th grade English Curriculum


1.1.2-SKILLS ~ Use prior and background knowledge as context for new learning.1.1.6-SKILLS ~ Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.1.1.7-SKILLS ~ Make sense of information gathered from diverse sources by identifying


How do I narrow my broad topic?Why do I need differences between fact and fiction?


How does a thesis statement help me to define and write about a topic?

Task DefinitionTD1. Identify that information is neededTD2. Select topics related to an information needTD4. Generate questions related to a topic

Information Seeking StrategiesISS1. Identify possible types of information resources, including:

Nonfiction books General encyclopedias Specialized reference sources

Grade 11 English/ Honors

Junior research Paper: Regular English:Social Issues or American LiteratureMLA formatting of Citations, Bibliographies & Works Cited

Grade 12 English/ AP Literature

Senior Research Paper:Regular English:Social Issue or British/World LiteratureMLA formatting of Citations,

BHHS OPACInner Library LoanDatabasesOnline EncyclopediasPrint materialNoodle ToolsPodcasts/ Audio & videoVideo/ Movie MakerMultimedia Programs

misconceptions, main and supporting ideas, conflicting information, and point of view or bias 1.1.8-SKILLS ~ Demonstrate mastery of technology tools for accessing information and pursuing inquiry.1.1.9-SKILLS ~ Collaborate with others to broaden and deepen understanding.1.2.1-Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.1.2.3-Demonstrate creativity by using multiple resources and formats.1.2.4-Maintain a critical stance by questioning the validity and accuracy of all information.1.2.5-Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success.2.1.5-SKILLS ~ Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.2.1.6-SKILLS ~ Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.2.2.1-Demonstrate





Which search tools is best for my search needs?Which search strategies or special features are the most effective in that particular search tool?What human resources are available to help me with my research? How do I exchange ideas electronically and in person?



When do I only want to use factual, authorative information?When is it appropriate to use biased or unsubstantiated information and how do I record and note that it is biased?

Almanacs Atlases and other geographical

sources Biographical resources General dictionary Periodical articles Multimedia Sources (audio,

video, graphic) Electronic resources, including

Internet and POWER Library and subscription databases

ISS4. Discuss the copyright date to determine how current the information isISS5. Use subject searching to find information

Location & AccessLA2. Use keywords and guide wordsLA3. Recognize and use cross references, see also’s, and see references in a variety of media

Information UseIU1. Distinguish between essential and nonessential information in print and digital resourcesIU2. Use information without plagiarizingIU3. Differentiate fact from opinion in textIU6. Evaluate text organization and content to determine

Author’s purpose and effectiveness

Validity and accuracy of all information

Divergent perspectives

SynthesisS1. Make predictions from pictorial or textual materialsS2. Make inferences and draw conclusions from any format (textual,

Bibliographies & Works Cited

AP EnglishLiterary Criticism paperMLA formatting of Citations, Bibliographies & Works Cited

Web 2.0/ 3.0 /4.0 toolsWikis/ BlogsWord Processing

flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.2.2.2-Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence.2.2.3-Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.2.2.4-Demonstrate personal productivity by completing products to express learning.2.3.3-Use valid information and reasoned conclusions to make ethical decisions.3.1.1-SKILLS ~ Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.3.1.3-SKILLS ~ Use writing and speaking skills to communicate new understandings effectively.3.1.4-SKILLS ~ Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.3.2.1-Demonstrate


How do I make ethical and reasonable decisions regarding the use and communication of information?In what ways do I demonstrate leadership and confidence in working with others in my personal & academic life?How do I determine which is the most important information to use for my purposes?




What information should I use to persuade an audience to support my position?

In what ways do I express my creativity?How do I determine if I am addressing the information solving process while working

visual, media, and digital) based on evidence foundS4. Combine information from print and electronic resourcesS5. Organize information by subtopics from multiple sources (print, electronic)S6. Use organized information in written, oral, graphic or multimedia presentations to express new understandings that apply to real world contextS7. Collaboratively shares information to express new meaning and exchange ideasS8. Adapt research as needed to achieve success

Pose additional questions beyond a collection of facts

Change inquiry focus, questions, resources, or strategies as needed

Persist in information searching despite challenges

EvaluationE1. Examine end product to see if information task was answered/ solved and requirements were met E2. Monitor gathered information and assess for gaps and weaknesses and seek appropriate help when needed.*E3. Compare the process used to a guided checklist or rubricE4. Connect understanding to the real world and use valid information and reasoned conclusions to make ethical decisions***E5. Assess own ability to work with others in a group setting

Basic KnowledgeBK5. Identify and read various genres of literature, including fantasy, science

leadership and confidence by presenting ideas to others in both formal and informal situations.3.3.4-Create products that apply to authentic, real-world contexts.3.3.6-Use information and knowledge in the service of democratic values.3.3.7-Respect the principles of intellectual freedom.4.1.2-SKILLS ~ Read widely and fluently to make connections with self, the world, and previous reading.4.1.3-SKILLS ~ Respond to literature and creative expressions of ideas in various formats and genres.4.1.7-SKILLS ~ Use social networks and information tools to gather and share information.4.1.8-SKILLS ~ Use creative and artistic formats to express personal learning.4.2.4-Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres.4.3.1-Participate in the social exchange of ideas, both electronically and in person.4.3.4-Practice safe and ethical behaviors in personal electronic communication and interaction.

to produce a suitable end product?



How did my final product measure up to the assessment criteria?How do I determine if I fulfilled all of the assignment requirements successfully?How do I personally determine if I completed the information solving process successfully and produced a suitable end product?What type of information should I share or not share on the Internet?How do I determine safety while using e-commerce sites?What can result from lack of privacy on the Internet?How do I respond to different types of literature?

fiction, realistic fiction, historical fiction, mystery, biography/autobiography, folk tales, nursery rhymes and tales, and poetryBK7. Establish a purpose for reading by reading widely and fluently to make connections with own self, the world, and previous reading.*

4.4.4-Interpret new information based on cultural and social context.

February

Information Literacy Skills that can be taught in non-core subjects ~

Includes, but not limited to Family & Consumer Sciences, Health, Foreign Language Athletic Training, GiftedCreative Writing


1.1.1-SKILLS ~ Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.1.1.2-SKILLS ~ Use prior and background knowledge as context for new learning.1.1.3-SKILLS ~ Develop and refine a range of questions to frame the search for new understanding.1.1.5-SKILLS ~ Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for needs, importance, and social and cultural context.1.1.6-SKILLS ~ Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.1.1.7-SKILLS ~ Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias 1.1.8-SKILLS ~ Demonstrate mastery of technology tools for accessing information and pursuing inquiry.1.1.9-SKILLS ~ Collaborate with others to broaden and deepen understanding.1.2.1-Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.1.2.2-Demonstrate confidence and self-direction by making independent choices in the selection of resources and

Essential Questions depends on Grade & class: How do I narrow my broad topic?

What is important to know about my topic?How can I break down this broad topic?

How do I use electronic tools to find definitions? What types and how much information do I need to know about my topic? What types of print & electronic resources (OPAC,





graphs and charts




graphs and charts pursuing personal

Family & Consumer Sciences:Chef BiographiesRegional Cuisine

Health:Drugs & Alcohol

Athletic Training:Sport Injuries

Gifted:Researching Historical Events

Creative Writing:Researching Daily Life in different time periods- Story development

BHHS OPACInner Library LoanDatabasesOnline EncyclopediasPrint materialNoodle ToolsPodcasts/ Audio & videoVideo/ Movie MakerMultimedia ProgramsWeb 2.0/ 3.0 /4.0 toolsWikis/ BlogsWord Processing

information.1.2.3-Demonstrate creativity by using multiple resources and formats.1.2.4-Maintain a critical stance by questioning the validity and accuracy of all information.1.2.5-Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success.1.2.7-Display persistence by continuing to pursue information to gain a broad perspective.1.3.1-Respect copyright/intellectual property rights of creators and producers.1.3.2-Seek divergent perspectives during information gathering and assessment.1.3.3-Follow ethical and legal guidelines in gathering and using information.1.3.5-Use information technology responsibly.1.4.3-Monitor gathered information, and assess for gaps or weaknesses.2.1.1-SKILLS ~ Continue an inquiry-based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.2.1.2-SKILLS ~ Organize knowledge so that it is useful.2.1.3-SKILLS ~ Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.2.1.4-SKILLS ~ Use technology and other information tools to analyze and organize information.2.1.5-SKILLS ~ Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.2.1.6-SKILLS ~ Use the writing process, media and visual literacy, and technology skills to create products that express new

Databases & WWW) give me a summary or detailed information about my topic?

Which are the most appropriate sources for:factual or biasprimary or secondarystatistical or graphical information?

How do I determine if my source is:up to dateaccuratehas reliable informationdetailed enough to meet my needinformation in the source suitable to my needsavailable

How do I determine which words and concepts are

interests

ISS 2: Evaluate and select most appropriate resources

As directed Independently

ISS 3: Identify key words related to the topicISS 5: Use subject searching to find information

Location & AccessLA 1:Locate and access information from a variety of media, including:

Online catalog Books (table of

contents, glossary, and index)

Software – Kidspiration, etc.

Preselected/Internet sites

Subscription Databases

Print reference sources – see ISS I


Information UseIU1. Distinguish between essential and nonessential information in print and digital resourcesIU2. Use information without

understandings.2.2.1-Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.2.2.3-Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.2.2.4-Demonstrate personal productivity by completing products to express learning.2.3.1-Connect understanding to the real world.2.3.2-Consider diverse and global perspectives in drawing conclusions.2.4.1-Determine how to act on information (accept, reject, modify).3.1.1-SKILLS ~ Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.3.1.2-SKILLS ~ Participate and collaborate as members of a social and intellectual network of learners.3.1.3-SKILLS ~ Use writing and speaking skills to communicate new understandings effectively.3.1.4-SKILLS ~ Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.3.1.5-SKILLS ~ Connect learning to community issues.3.3.1-Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community.3.3.4-Create products that apply to authentic, real-world contexts.3.3.5-Contribute to the exchange of ideas within and beyond the learning community.3.3.6-Use information and knowledge in

important to explore?What is the difference between searching by subject or keyword?Which type of searching will improve my search results?

How do I find and access resources from:the libraryonline networksinter-library loan and the community?

How is a database structured and how does it help me find relevant and usable information?Why is it important to use different search tools & various command

How do I properly

plagiarizingIU3. Differentiate fact from opinion in textIU4. Use social networks and information tools to gather and share information. ***IU5. Examine and extract relevant information from sources:• Main ideas• Supporting details or facts

SynthesisS 2:. Make inferences and draw conclusions from any format (textual, visual, media, and digital) based on evidence foundS3. Paraphrase or synthesize relevant informationS5. Organize information by subtopics from multiple sources (print, electronic)S6. Use organized information in written, oral, graphic or multimedia presentations to express new understandings that apply to real world context.S 8.Adapt research as needed to achieve success• Pose additional questions beyond a collection of facts• Change inquiry focus, questions, resources, or strategies as needed• Persist in information searching despite challenges

EvaluationE 1. Examine end product to see if information task was answered/ solved and

the service of democratic values.3.3.7-Respect the principles of intellectual freedom.4.1.2-SKILLS ~ Read widely and fluently to make connections with self, the world, and previous reading.4.1.3-SKILLS ~ Respond to literature and creative expressions of ideas in various formats and genres.4.1.5-SKILLS ~ Connect ideas to own interests and previous knowledge and experience.4.1.7-SKILLS ~ Use social networks and information tools to gather and share information.4.1.8-SKILLS ~ Use creative and artistic formats to express personal learning.4.2.1-Display curiosity by pursuing interests through multiple resources.4.2.2-Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements.4.2.4-Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres.4.3.1-Participate in the social exchange of ideas, both electronically and in person.4.3.3-Seek opportunities for pursuing personal and aesthetic growth.4.3.4-Practice safe and ethical behaviors in personal electronic communication and interaction.

document various sources used in research in MLA style and why is that important? How do I avoid unethical use of information?

How do I create an end product from my organized information?What types of information sources and tools will help me create end products in various formats?How do I create a works cited list in MLA format?


requirements were met

Basic KnowledgeBK 1. Identify/recognize Caldecott award booksBK 3.. Select appropriate reading materials for independent readingBK4. Identify the purpose for reading a type of text (literature/information) before readingBK 6. Identify various authors and their work


Documents

file · Web viewInformation Literacy taught through the 9th & 10th grade Science Curriculum. ... in gathering and using information.1.3.5-Use information technology