Subject: Information Literacy and Technology Literacy

Unit # : 1 Grade: Fifth Grade Subject: Information Literacy and Technology Literacy

Colonial North America: Bridge and 1700-1763 s l

l Time Frame: 9 weeks ( once a week visit) Curriculum Connection: Social Studies Unit 1 i

k Colonial North America: Bridge and 1700-1763 S

d Information Literacy Indicator:

n 1. Inquire, Think Critically, and Gain Knowledge. a

2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. e

g 3. Share Knowledge and Participate Ethically and Productively as Members of Our Democratic Society.

d 4. Pursue Personal and Aesthetic Growth. e l Technology Literacy Indicator: w 1.1 Technology Systems: Develop foundations in the understanding and uses of technology systems o

n 2.1 Digital Citizenship: Demonstrate an understanding of the history of technology and its impact on society, and practice ethical, legal, and

K responsible use of technology to assure safety 3.1 Technology for Learning and Collaboration: Use a variety of technologies for learning and collaboration 4.1 Technology for Communication and Expression Use technology to communicate information and express ideas using various media formats 5.1 Technology for Information Use and Management: Use technology to locate, evaluate, gather, and organize information and data. 6.1 Technology for Problem-solving and decision making: Demonstrate ability to use technology and develop strategies to solve problems and make informed decisions.

Information Literacy Objectives: Skills 1.1.1 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 Use prior and background knowledge as context for new learning. 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 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. 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting

Baltimore City Public Schools Office of Humanities Information Literacy Unit 1st quarter GRADE 5 DRAFT 1 Unit # : 1 Grade: Fifth Grade Subject: Information Literacy and Technology Literacy

Colonial North America: Bridge and 1700-1763 information, and point of view or bias. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.1.9 Collaborate with others to broaden and deepen understanding. 2.1.1 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 Organize knowledge so that it is useful. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. 2.1.4 Use technology and other information tools to analyze and organize information. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 3.1.4 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 Connect learning to community issues. 3.1.6 Use information and technology ethically and responsibly. 4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.2 Read widely and fluently to make connections with self, the world, and previous reading. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres. 4.1.4 Seek information for personal learning in a variety of formats and genres. 4.1.5 Connect ideas to own interests and previous knowledge and experience. 4.1.6 Organize personal knowledge in a way that can be called upon easily. 4.1.7 Use social networks and information tools to gather and share information. 4.1.8 Use creative and artistic formats to express personal learning.

Responsibilities 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. Baltimore City Public Schools Office of Humanities Information Literacy Unit 1st quarter GRADE 5 DRAFT 2 Unit # : 1 Grade: Fifth Grade Subject: Information Literacy and Technology Literacy

Colonial North America: Bridge and 1700-1763 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 3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community. 3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints. 3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern. 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. 4.3.1 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.

Self Assessment 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. 2.4.1 Determine how to act on information (accept, reject, modify). 2.4.2 Reflect on systematic process, and assess for completeness of investigation. 2.4.3 Recognize new knowledge and understanding. 2.4.4 Develop directions for future investigations. 3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community. 3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints. 3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern. 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. Baltimore City Public Schools Office of Humanities Information Literacy Unit 1st quarter GRADE 5 DRAFT 3 Unit # : 1 Grade: Fifth Grade Subject: Information Literacy and Technology Literacy

Colonial North America: Bridge and 1700-1763 3.3.7 Respect the principles of intellectual freedom. Self Assessment 3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future. 3.4.2 Assess the quality and effectiveness of the learning product. 3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints. 4.4.1 Identify own areas of interest. 4.4.2 Recognize the limits of own personal knowledge. 4.4.3 Recognize how to focus efforts in personal learning. 4.4.4 Interpret new information based on cultural and social context. 4.4.5 Develop personal criteria for gauging how effectively own ideas are expressed. 4.4.6 Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs.

Technology Literacy Objectives: 1.5.1.A .1 Demonstrate knowledge of technology systems 2.5.1.A .1 Explain how technology affects the individual and society 2.5.1.B 1 Practice responsible and appropriate use of technology systems, software, and information 2.5.1.B .2 Demonstrate an understanding of current legal standards 2.5.1.B .3 Understand current online safety guidelines 3.5.1.A .1 Select and use technology tools to enhance learning 3.5.1.B.1 Select and use technology tools to encourage collaboration 3.5.1.C.1 Select and use technology tools to increase productivity 4.5.1.A .1 Select and use technology for communication 4.5.1.A.2 Use and explain the purposes of different media formats 5.5.1.A .1 Select and use information resources available through technology 5.5.1.B.1 Use and evaluate technology tools to organize information 6.5.1.A.1 Understand the Problem 6.5.1.A.2 Devise a Plan 6.5.1.A.3 Carry Out the Plan 6.5.1.A.4 Analyze Data 6.5.1.A.5 Communicate Conclusion 6.5.1.B .1 Examine the Solution

Colonial North America: Bridge and 1700-1763

Information Literacy Assessment Limits: 1.a Clearly define a task. 1.b Develop appropriate questions (divergent and/or convergent). 1.c Select appropriate resources. 1.d Evaluate the quality of resources using. . accuracy . currency . author . type of resource . fact and opinion 1.e Locate sources. 1.f Use search strategies. 1.g Navigate through text and illustrations to locate relevant information. 1.h Use print and technologies to locate information. 1.i Seek appropriate help when necessary. 1.j Use index, table of contents, glossary, Boolean, and keyword searches. 1.k Complete a simple bibliographic citation. 2.a Employ a variety of strategies and technologies to extract and organize information. 2.b Employ critical thinking and problem solving skills to make sense of information gathered from diverse sources. 2.c Synthesize information to support a thesis or idea. 2.d Quote or paraphrase ideas from sources. 2.e Distinguish fact from opinion. 2.f Evaluate the effectiveness of their research. 2.g Check the appropriateness of the sources they use. 2.h Use peer to peer and instructor feedback to guide the inquiry process. 2.i Be able to use a variety of production tools to create a product. 3.a Reflect on their learning. 3.b Follow ethical and legal guidelines in gathering, using, and sharing information. 3.c Demonstrate respect for principles of intellectual freedom. 3.d Give credit when using others’ ideas and products. 3.e Use valid information and reasoned conclusions to make ethical decisions. Baltimore City Public Schools Office of Humanities Information Literacy Unit 1st quarter GRADE 5 DRAFT 5 Unit # : 1 Grade: Fifth Grade Subject: Information Literacy and Technology Literacy

Colonial North America: Bridge and 1700-1763 3.f Contribute their ideas both within and beyond the learning community. 3.g Consider and respect diverse and global perspectives in drawing conclusions and interpreting new ideas. 3.h Share their learning through various strategies, technologies, and formats. 3.i Practice safe and responsible behaviors in electronic communication and interaction. 4.a Use readers’ advisory technologies and awards to find reading materials. 4.b Choose materials independently. 4.c Read widely for pleasure and personal growth. 4.d Use creative and artistic formats to express personal response to information and ideas. 4.e Apply what is learned to their own lives. 4.f Follow the rules for using materials. 4.g Follow the library rules and procedures. 4.h Find the parts of a book.

Technology Literacy Assessment Limits: 1.5.1.A .1.a Understand that there are correct sitting, hand, arm, and fingering positions when keyboarding 1.5.1.A.1.b Identify types of files by their icons and extensions 1.5.1.A .1.c Identify strategies for managing everyday hardware and software problems 2.5.1.A .1.a Explain how technologies (such as computers, calculators, televisions, cameras, PDA’s, CD-ROM and DVD) influences societies 2.5.1.A .1.b Identify examples of how technology has affected the environment, past and present 2.5.1.A .1.c Explain how technology have or can be used to meet the needs of societies 2.5.1.A.1.d Recommend ways technology can be used to meet the needs of societies 2.5.1.B 1.a Explain the purpose of and follow the acceptable use policy 2.5.1.B 1.b Work cooperatively and collaboratively with others when using technology 2.5.1.B 1.c Practice responsible use of technology systems 2.5.1.B 1.d Demonstrate proper care of equipment (such as following lab rules, handling equipment with care, appropriate printing of resources) 2.5.B.1.e Recognize the potential harm of intrusive applications (such as viruses, pop-up windows, etc.) 2.5.B.1.f Use safe and correct security procedures (such as protecting password and user ID) 2.5.1.B .2 .a Comply with copyright laws and fair use provisions when using digital content laws) 2.5.1.B .2 .b Use electronic resources appropriately (such as paraphrasing) 2.5.1.B .2 .c Cite electronic sources of text and digital information properly (such as MLA, APA, Chicago) 2.5.1.B .3.a Understand that the Internet offers access to multiple digital communities with differing guidelines 2.5.1.B.3.b Explain safety and privacy issues related to use of the Internet 2.5.1.B .3.c Use safe and correct security procedures when working online (such as not disclosing personal information and protecting Baltimore City Public Schools Office of Humanities Information Literacy Unit 1st quarter GRADE 5 DRAFT 6 Unit # : 1 Grade: Fifth Grade Subject: Information Literacy and Technology Literacy

Colonial North America: Bridge and 1700-1763 passwords) 2.5.1.B .3.d Describe procedures for exiting an inappropriate site (such as clicking the home, turning off monitor, notifying an adult) 2.5.1.B.3.e Understand the purpose of technology protection measures including filtering systems 3.5.1.A .1.a Use technology tools, including software and hardware, from a range of teacher-selected options to learn new content or reinforce skills 3.5.1.A .1.b Explain how selected technology tools are being used to support learning 3.5.1.B.1.c Assess the use of the selected technology for individual learning for the specific task * 3.5.1.B.1.a Use technology tools to exchange ideas with individuals or groups outside of the school community 3.5.1.B.1.b Use technology tools to exchange ideas with individuals or groups outside of the classroom 3.5.1.B.1.c Articulate the advantages of collaboration supported by technology tools 3.5.1.C.1.a Explain how the selected technology tools are being used to accomplish tasks efficiently 3.5.1.C.1 .b Create new documents to complete learning assignments and demonstrate new understanding 3.5.1. C.1. c Input and analyze information in a spreadsheet or database * 3.5.1. C.1. d Use suitable electronic resources to refine presentations and edit texts for effective and appropriate use of language conventions, such as capitalization, punctuation, spelling, and pronunciation 3.5.1. C.1. e Use word processing technology when appropriate 3.5.1.C.1.f Use Collect, manipulate, analyze, and display data and information using tools, such as calculators and computers * 4.5.1.A .1.a Use communication tools identified by the teacher to help gather information, share ideas, and respond to questions when communicating with various audiences, including school, community, parents, and experts* 4.5.1.A .1.b Present information independently to various audiences 4.5.1.A.1.c Evaluate the appropriateness of media formats for various purposes * 4.5.1.A.2 .a Communicate independently, with various audiences, using different media formats 4.5.1.A.2.b Explain the purpose for a chosen media format 4.5.1.B Expression 4.5.1.B.1 Select and use technology to express ideas 4.5.1.B.1.a Select and use the appropriate multimedia and publishing tools to express original ideas with print, drawings, digital images, video, sounds, and/or personal recording 4.5.1.B.1.b Present ideas and information in formats such as electronic presentations, web pages, or graphic organizers that are appropriate to a specific audience * 4.5.1.B.1.c Change, edit, and revise graphs, graphics, presentations, and word processing documents 4.5.1.B.1.d Evaluate student-created product design based on purpose, audience, and format* 5.5.1.A .1.a Select relevant information from appropriate technology resources 5.5.1.A .1.b Select and read to gain information from electronic personal interest materials, such as brochures, books, magazines, cookbooks, and web sites * Baltimore City Public Schools Office of Humanities Information Literacy Unit 1st quarter GRADE 5 DRAFT 7 Unit # : 1 Grade: Fifth Grade Subject: Information Literacy and Technology Literacy

Colonial North America: Bridge and 1700-1763 5.5.1.A .1.c Apply evaluation strategies when using electronic resources (such as publication/copyright date, fact vs. fiction, source credibility, ease of use) 5.5.1.A.1.d Understand library catalog search strategies 5.5.1.A.1.e Understand search strategies for age-appropriate Web search engines/directories 5.5.1.B.1.a Use technology tools independently to support note-taking* 5.5.1.B.1.b Use technology tools independently to support data collection * 5.5.1.B.1.c Explain why specific technology tools were selected to organize information * 5.5.1.B.1.d Evaluate the use of the selected technology for the specific task * 6.5.1.A.1.a Use technology to help identify the type of problem and the data needed to answer that type of problem 6.5.1.A.2 .a Identify possible technology tools to gather data 6.5.1.A.2.b Identify Use technology to help formulate a research question about a problem/situation that requires further study 6.5.1.A.2.c Use technology to develop a plan for how to answer questions about a problem/situation that requires further study 6.5.1.A.2.d Identify technology resources to gather information about a problem/situation that requires further study 6.5.1.A.2.e Select an appropriate technology tool to gather data 6.5.1.A.3.a Collect data and information using technology tools 6.5.1.A.3.b Use communication tools gather information 6.5.1.A.3.c Apply evaluation strategies when using electronic resources 6.5.1.A.3.d Make and record observations using technology 6.5.1.A.4. a Analyze information using technology tools 6.5.1.A.4.b Input and analyze information in a spreadsheet or database 6.5.1.A.4.c Explain why specific technology tools were selected to organize information 6.5.1.A.5.a Display data and information using technology tools 6.5.1.A.5.b Use communication tools to communicate conclusions 6.5.1.A.5.c Present information and conclusions in formats that are appropriate to a specific audience 6.5.1.B.6. a Assess the use of the selected technology for individual learning of the specific task 6.5.1.B.6.b Evaluate the appropriateness of media formats for communicating data

Colonial North America: Bridge and 1700-1763 VOCABULARY INFORMATION LITERACY ENDURING UNDERSTANDINGS  Different questions require different resources  There is a logical sequence for researching a question  Print and electronic resources are used in different ways  Some resources are more accurate than others  A variety of print and electronic resources provides the most accurate facts  Credit must be given to authors and creators of information  Reading and thinking require the use of a variety of skills  Not everything you read is needed to solve your problem  Facts must be combined to solve a problem  Facts are different from opinions  Self-reflection, peer feedback and instructor feedback often improves research.  Different tools can present different types of information  Different people see the same idea in different ways  Sharing ideas can be done in many formats  Safety and responsibility are essential in electronic communications  There are many decision-making tools for choosing personal reading materials.  Creative and artistic formats express personal ideas and opinions  Specific rules and procedures apply to libraries TECHNOLOGY LITERACY ENDURING UNDERSTANDINGS:  Effective use of technology enables us to live, learn and work.  The appropriate choice and creative use of media allows us to communicate effectively.  A variety of skills and strategies facilitate research.  Information must be evaluated and processed to determine accuracy, relevance, and validity.  The appropriate choice of information and media allows us to communicate effectively.  Ongoing assessment improves research, information skills and strategies.  There are rights and responsibilities associated with the use of information.  The integrity of the worldwide technology community depends upon its members exhibiting safe and ethical use of electronic resources.  Knowledge of technology tools and operational procedures enables people to use technology effectively.

INFORMATION LITERACY ESSENTIAL QUESTIONS  Can problem solving be spontaneous?  Can new information change the way you solve a problem?  What makes research valuable?  Should rules regarding use of print and non-print resources be created and enforced?  Does “school thinking” apply to “real world” situations?  Does the way we read (fiction, nonfiction and/or poetry) affect the meanings we make? TECHNOLOGY LITERACY ESSENTIAL QUESTIONS:  How can I use technology to be productive and solve problems?  How does the appropriate choice of media allow for more effective communication?  What skills and strategies are needed to gather information effectively, solve problems, and conduct research?  Why and how do I evaluate information for accuracy, relevance, and validity?  How can I express and effectively communicate ideas?  How effectively was information used?  What are the ethics and responsibilities associated with the use of information?  What are some of the problems we encounter with technology?  How does technology affect our daily lives?  What technology is helpful to our daily life?  Who owns ideas and information?  How can we share ideas and information fairly?  How are ownership rights protected?  How do we select resources?  How do we make new meaning out of information from many sources?  How are the advantages of using certain technologies?  How do you use technology to communicate information and/or ideas?

Colonial North America: Bridge and 1700-1763 n

a LEARNING ACTIVITIES AND STRATEGIES l

P ESSENTIAL QUESTION: Information Literacy Should rules regarding use of print and non-print resources be created and enforced? g

n Technology Literacy What are the ethics and responsibilities associated with the use of information? i SC Objective: Activity Description Materials/Resources n r

a SKILLS Library and Computer READ ALOUD a book or selection that e 1.1.1 Lab Orientation describes library behavior L

1.1.2 d RESPONBILITIES Students will observe their Library behaviors and e

t 2.3.1 activate their prior knowledge in order to list the s

e rules that exist in the library.

g SELF Following a discussion of rules and their g ASSESSMENT importance students will create a list of library u

S 3.4.2 rules that will create a safe and orderly environment in the library.

Technology Students will observe their computer lab behaviors and activate their prior knowledge in order to list the rules that exist in the computer lab.

Following a discussion of rules and their importance students will create a list of rules that will create a safe and orderly environment.

Student select one rule that will use to create a sign. Students will use Microsoft Word and illustrate using clip art. Students can use drop Baltimore City Public Schools Office of Humanities Information Literacy Unit 1st quarter GRADE 5 DRAFT 11 Unit # : 1 Grade: Fifth Grade Subject: Information Literacy and Technology Literacy

Colonial North America: Bridge and 1700-1763 box in TS3 to send work to teacher.

Do the same rules apply to every time you use a computer? Give/draw examples and non- examples.

ESSENTIAL QUESTION: Information Literacy Technology Literacy SC Objective: Activity Description Materials/Resources

INFORMATION The Explorers and READ ALOUD from a book in your library Interactive historical map of United LITERACY: early settlers send a collection that discusses exploring, an explorer States SKILLS Postcard Home or America before settlers arrived. (Try reading http://www.learner.org/interactives/his 1.1.1 Using the Big6 research torymap/sea.html one chapter a session throughout this activity) 1.1.3 model students will 1.1.4 gather information to After presenting the task to the students. Walk Sample postcards from US http://www.postcardsfrom.com/t1/arcin design a postcard for them through the Step 1 of Big 6 .html RESPONBILITIES early explorers to American to send home. What is the task? 1.3.1 What are some topics or questions I need to A selection from a letter sent by The postcard needs to 2.3.3 answer? William Penn in his advertisement for have: What information will I need? colonist to come to Pennsylvania SELF http://historymatters.gmu.edu/d/7440 ASSESSMENT 1. A picture or map As a class complete a KWL chart 3.3.3 on the front Rubric for final product ASSESSMENT TECHNOLOGY LIMITS 2. A title on the Guide students through the discussion of how 1.a -1.k back, technology will help them to locate information and present their choice. TECHNOLOGY 3. One sentence Students develop a plan of what steps they need LITERACY describing what to take to prepare for their presentation. Baltimore City Public Schools Office of Humanities Information Literacy Unit 1st quarter GRADE 5 DRAFT 12 Unit # : 1 Grade: Fifth Grade Subject: Information Literacy and Technology Literacy

Colonial North America: Bridge and 1700-1763 5.5.1.A.1 is seen on the Review how to use SIRS Knowledge source 6.5.1.A.5 front. ( www.bcpss.org - Student Resource Tab) – show the primary sources under Narrow your 4. A short message results. ASSESSMENT with a signature LIMITS on the back. 2.5.1.B.2.e 3.5.1.A.1.d 5. The postcard 4.5.1.B.1.a needs to include a send to address.

1. Task Definition 1.1 Define the information problem 1.2 Identify information needed (to solve the information problem)

Step 2. Information READ ALOUD from a book in your library Big 6 Research Planner Seeking Strategies collection that discusses exploring, an explorer 2.1 Determine all or America before settlers arrived. (Try reading possible sources America’s Story from America’s one chapter a session throughout this activity) (brainstorm) Library 2.2 Select the best Lead the class through a discussion of the http://www.americaslibrary.gov/jb/colo sources sources they could use to complete the task. nial/jb_colonial_subj.html#more

Have the students identify what they need to SIRS Knowledge Source look at when evaluating a source. Demonstrate (www.bcpss.org Student Resource how to evaluate a source by completing a Tab) graphic organizer created by using the areas students indentified. Baltimore City Public Schools Office of Humanities Information Literacy Unit 1st quarter GRADE 5 DRAFT 13 Unit # : 1 Grade: Fifth Grade Subject: Information Literacy and Technology Literacy

Colonial North America: Bridge and 1700-1763 ( author, publisher, objectivity, date, accuracy, evidence)

What are all the possible sources to check? What are the best sources of information for this task? How do I evaluate the source?

Students complete a Big-6 research planner TECHNOLOGY Demonstrate how to evaluate an online source by completing a graphic organizer created by using the areas students indentify as important to look at when evaluating a website. ( author, publisher, objectivity, date, accuracy, evidence) Step 3 Location and READ ALOUD from a book in your library Citation Makers: Access collection that discusses exploring, an explorer 3.1 Locate sources or America before settlers arrived. (Try reading O.P.E.N. Oregon Public Education (intellectually and Network Clearinghouse one chapter a session throughout this activity) physically) http://www.openc.k12.or.us/citeintro/ci 3.2 Find information teintro.php?Grd=Sec within sources Citation Machine Where can I find these sources? http://citationmachine.net/index2.php? Demonstrate how to access the resources on TS3 reqstyleid=1 in the Student Resource tab – focus on historical EasyBib (free for MLA citation style) documents http://www.easybib.com/ Demonstrate how to login into KOHA and create 21st Century Information Fluency a list. MLA Citation Wizards http://21cif.com/tools/cite/mla/index.ht Introduce Primary sources. ml

Colonial North America: Bridge and 1700-1763 Have students create a working bibliography by Sample Pathfinders correctly citing the sources they have located. Primary sources in Library of Where can I find the information in the source? Congress: Review parts of the book, focus on index and http://www.loc.gov/teachers/classroom table of contents. materials/themes/colonial- america/exhibitions.html TECHNOLOGY Have students create a Pathfinder about their http://www.loc.gov/teachers/classroom topic. They should include books they locate in materials/themes/colonial- KOHA , websites they identified in the last class america/set.html session and resources they located in online . databases on TS3. Access to KOHA View Primary sources online discuss copyright Access to TS3 issues before having students copy and paste the images from Library of Congress Step 4. Use of READ ALOUD from a book in your library Graphic Organizers examples Information collection that discusses exploring, an explorer 4.1 Engage (e.g., read, or America before settlers arrived. (Try reading hear, view, touch) one chapter a session throughout this activity) 4.2 Extract relevant information Note taking – Model for the students how to take notes. Guide the students through the steps of using the information that they have located: What information do I expect to find in this source? What information from the source is useful? TECHNOLOGY Demonstrate to students how to use technology Baltimore City Public Schools Office of Humanities Information Literacy Unit 1st quarter GRADE 5 DRAFT 15 Unit # : 1 Grade: Fifth Grade Subject: Information Literacy and Technology Literacy

Colonial North America: Bridge and 1700-1763 to take notes. Students use Pathfinder to locate materials and take notes using technology. (Students can select method that is appropriate for their task)

Step 5. Synthesis READ ALOUD from a book in your library Graphic Organizer handout 5.1 Organize from collection that discusses exploring, an explorer multiple sources or America before settlers arrived. (Try reading 5.2 Present the one chapter a session throughout this activity) information

Students complete graphic organizer for project.

Students create the postcard.

How will I organize my information? How should I present my information?

TECHNOLOGY Using notes students create their postcard. Students save their postcard http://www.readwritethink.org/files/resources/int eractives/postcard/ interactive postcards

Step 6. Evaluation READ ALOUD from a book in your library Completed postcards 6.1 Judge the product collection that discusses exploring, an explorer Rubric (effectiveness) or America before settlers arrived. (Try reading 6.2 Judge the process one chapter a session throughout this activity) (efficiency) Baltimore City Public Schools Office of Humanities Information Literacy Unit 1st quarter GRADE 5 DRAFT 16 Unit # : 1 Grade: Fifth Grade Subject: Information Literacy and Technology Literacy

Guide the students through reflection of their work and evaluate their product. Students review the research planner they completed at the beginning of this project.

Students write a reflecting paragraph.

Did I do what was required? Did I complete each of the Big6 Stages efficiently?

TECHNOLOGY Students do a gallery walk to see the postcards created by their classmates. They use a teacher created rubric to self evaluate their own work.

DIFFERENTIATION

Accommodations Arts Integration Classroom Management G.A.T.E./Enrichment Graphic Organizers

Library Integration Reading Strategies Teacher Definitions Technology Integration Vocabulary Activities

Baltimore City Public Schools Office of Humanities Information Literacy Unit 1st quarter GRADE 5 DRAFT 17