Content: English

Content: English Strand: Reading Grade: Nine Analysis

Standard of Learning National Information Essential Knowledge For Literacy Standard Information Literacy Content Area Standard 4 The student The student will 9.3 The student will read and who is an independent demonstrate responsible use analyze a variety of print learner is information of the library/information material. literate and pursues center. Computer/Technology information related to C/T 9-12.9 The student will personal interests. The student will select use a variety of media and recreational and formats to communicate Standard 5 The student informational sources information and ideas who is an independent appropriate to his level. effectively to multiple learner is information audiences. literate and appreciates The student will participate literature and other in a variety of experiences Determine the most effective creative expressions of to increase appreciation of tool, format, and style to information. literature. communicate to specific audiences. The student will participate in a variety of media Use technology-based production activities. options, including distance and distributed education, to collaborate, research, publish, and communicate.

Practice self-directed use of advanced technology tools for communicating with specific audiences.

Information Retrieval Skills  The student will access print materials using the title, author, subject and keyword features of the online catalog.  The student will recognize and use special reference sources in various subject fields such as directories, biographical dictionaries, subject specific encyclopedias, career materials, and government publications.  The student will locate access and evaluate online materials.  The student will locate and record bibliographical information.

Jean Weller Page 1 1/18/2018 Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian will create a reserve shelf in the library and/or an online pathfinder of library and Internet sources supporting the assignment and models use of the books and online resources to students.  The librarian will prepare book talks on a variety of genres and subjects appropriate to the assignment.  The librarian and teacher will guide students through the use of a research model to define their topic, formulate questions needing answers from their research and identify sources of information in the library, in the community and online.  The librarian and teacher will propose creative methods of presenting information including book talks, oral reports, original videos, slideshow presentation, brochures or web pages. Local Strategies Sample Project/Activity  The students focus on characters, plot, setting, tone, point of view, and theme by developing a book talk or multimedia project on a Young Adult author/book of their choice.  Students share opinions and information about safety issues and concerns on social networking Web sites this online lesson. Developing Public Service Announcements to Offer Information about Online Safety Concerns for Teens. http://www.nytimes.com/learning/teachers/lessons/20060622thursday.html. Essential Questions Local Activities In the online lesson listed above, have the class complete activity 2, read and discuss the article "My Space to Add Restrictions to Protect Younger Teenagers" http://www.nytimes.com/learning/teachers/featured_articles/20060622thursday. html

Internet Safety Internet safety can be addressed when students are using online resources for research. Remind students that they must follow the division’s Acceptable Use Policy; and not all web sites contain truthful and accurate information. Demonstrate for students how to determine authority for each website in order, to identify bias or inaccurate information. Social Networking can be introduced as a related topic (see lesson plan cited above).

Guidelines and Resources for Internet Safety in Schools – see: http://www.doe.virginia.gov/VDOE/Technology/OET/internet-safety-guidelines- resources.pdf Web-based Resources on Internet Safety in Schools –see: http://www.doe.virginia.gov/VDOE/Technology/OET/internet-safety-related- resources.pdf

Jean Weller Page 2 1/18/2018 Technology Connection (from state plan) The Educational Technology Plan for Virginia http://www.doe.virginia.gov/VDOE/Technology/plan2003-09.pdf  Integration Goal 1 Target 8 Teachers understand and model the acceptable use of technology in teaching and learning.  Integration Goal 1 Target 9 Students routinely use technology in a variety of learning activities across the curriculum.  Integration Goal 1 Target 10 Students will have information literacy skills. Technology Connection (division plan)

Jean Weller Page 3 1/18/2018 Content: English Strand: Reading Grade: Nine Analysis

Standard of Learning National Information Essential Knowledge For Literacy Standard Information Literacy Content Area Standard 1 The student The student will use 9.4 The student will read and who is information literate appropriate questioning analyze a variety of accesses information skills to retrieve informational materials efficiently and effectively. information. (manuals, textbooks, business letters, newspapers, brochures, Standard 2 The student The student will evaluate reports, catalogs) and who is information literate and use print and mass nonfiction materials, including evaluates information media sources of journals, essays, speeches, critically and competently. information. biographies, and autobiographies. The student will recognize Computer/Technology the availability of C/T 9-12.7 The student will information from a variety evaluate and select new of community resources. information resources and technological innovations The student will based on the appropriateness demonstrate an for specific tasks. understanding of the ownership of ideas. Analyze and draw conclusions about the comprehensiveness and bias of electronic information sources.

Design and implement a variety of search strategies to retrieve electronic information.

Information Retrieval Skills  The student will demonstrate proficiency in information gathering skills by locating and using information from a variety of primary and secondary sources including print materials (newspapers, biographical dictionaries, subject specific encyclopedias, career materials, government publications) and nonprint media sources (radio, film, television, databases, Internet search engines).  The student will recognize online databases as retrieval systems and use a database (Ex: a periodical database such as SIRS, InfoTrac, etc.) to locate and evaluate the relevance of information.  The student will identify and use community resources such as human resources, different types of libraries, and other institutional sources of information.  The student will formulate questions and determine keywords to guide the information gathering process.

Jean Weller Page 4 1/18/2018 Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian, in collaboration with the teacher, creates a web site (pathfinder) to assist students in locating sources of information including a listing of books, online databases and web sites.  The librarian and teacher will guide students through the use of a research model to define their topic, formulate questions needing answers from their research and identify sources of information.  The librarian will provide a web evaluation guide for students to use with sites located through general search engines.  The librarian will emphasize Internet ethics and provide lessons explaining copyright, fair use and proper citing of sources. Local Strategies

Sample Project/Activity  The students will evaluate the clarity and accuracy of information by creating an oral report on recreational activities or public service opportunities available in their community.  Students extend their understanding of what it means to be literate in the digital age exploring the ways that they read and write in this lesson, Defining Literacy in a Digital World http://www.readwritethink.org/lessons/lesson_view.asp?id=915 Essential Questions

Local Activities

Internet Safety Internet safety can be addressed when students are using online resources for research. Remind students that they must follow the division’s Acceptable Use Policy; and not all web sites contain truthful and accurate information. Point out how persuasive techniques are used on the Internet; discuss how the misuse and misunderstanding of information can occur on the Internet and with email or other electronic communications.

Technology Connection (from state plan) The Educational Technology Plan for Virginia http://www.doe.virginia.gov/VDOE/Technology/plan2003-09.pdf  Integration Goal 1 Target 8 Teachers understand and model the acceptable use of technology in teaching and learning.  Integration Goal 1 Target 9 Students routinely use technology in a variety of learning activities across the curriculum.  Integration Goal 1 Target 10 Students will have information literacy skills. Technology Connection (division plan)

Jean Weller Page 5 1/18/2018 Jean Weller Page 6 1/18/2018 Content: English Strand: Writing Grade: Nine

Standard of Learning National Information Essential Knowledge For Literacy Standard Information Literacy Content Area Standard 3 The student The student will 9.6 The student will develop who is information literate demonstrate proficiency in narrative, expository, and uses information information gathering informational writings to effectively and creatively. skills, locating information inform, explain, analyze, or from a variety of primary entertain. Standard 9 The student and secondary sources. Computer/Technology who contributes positively C/T 9-12.9 The student will to the learning community The student will recognize use a variety of media and and to society is and use a variety of formats to communicate information literate and databases as retrieval information and ideas participates effectively in systems. effectively to multiple groups to pursue and audiences. generate information. The student will evaluate and use mass media as Determine the most effective sources of information. tool, format, and style to The student will share communicate to specific library resources and work audiences. cooperatively in groups.

Use technology-based options, including distance and distributed education, to collaborate, research, publish, and communicate.

Information Retrieval Skills  The student will locate and use information from a variety of primary and secondary sources.  The student will recognize and use special reference sources in various subject fields such as directories, biographical dictionaries, subject specific encyclopedias, career materials, and government publications.  The student will use a database (Ex: ProQuest’s eLibrary or Gale Resources’ Student Resource Center) to locate information.  The student will review information for its relevancy.  The student will evaluate and use media as sources of information by assessing the quality of information on radio, films, television, databases, and periodicals.

Jean Weller Page 7 1/18/2018 Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian and teacher will guide students through the use of a research model to define their topic, formulate questions needing answers from their research, identify and evaluate sources of information.  The librarian will instruct students in effective Internet searching techniques including use of Boolean operators and advanced search screens.  The librarian and teacher will propose creative methods of presenting information including oral reports, original videos, PowerPoint presentation, Publisher brochures, web pages.  The librarian will emphasize Internet ethics and provide lessons explaining copyright, fair use and proper citing of sources. Local Strategies

Sample Project/Activity  The students will plan and organize writing to address a specific audience and purpose as they write a newspaper report accounting events in a short story in their literature book such as Langston Hughes’ “Thank you Ma’am.” Essential Questions

Local Activities

Internet Safety Internet safety can be addressed when students are using online resources for research. Remind students that they must follow the division’s Acceptable Use Policy; and not all web sites contain truthful and accurate information. Point out the misuse and misunderstanding of information that can occur on the Internet.

Technology Connection (from state plan) The Educational Technology Plan for Virginia http://www.doe.virginia.gov/VDOE/Technology/plan2003-09.pdf  Integration Goal 1 Target 8 Teachers understand and model the acceptable use of technology in teaching and learning.  Integration Goal 1 Target 9 Students routinely use technology in a variety of learning activities across the curriculum  Integration Goal 1 Target 10 Students will have information literacy skills. Technology Connection (division plan)

Jean Weller Page 8 1/18/2018 Content: English Strand: Research Grade: Nine

Standard of Learning National Information Essential Knowledge For Literacy Standard Information Literacy Content Area Standard 6 The student The student will 9.8 The student will credit the who is an independent demonstrate an sources of both quoted and learner is information understanding of the paraphrased ideas. literate and strives for ownership of ideas. Computer/Technology excellence in information C/T 9-12.4 The student will seeking and knowledge The student will construct practice responsible use of generation. an appropriate technology systems, bibliographic citation. information, and software. Standard 8 The student who contributes positively The student will Adhere to fair use and to the learning community acknowledge copyright copyright guidelines. and to society is regulations. information literate and to Adhere to the school society is information division’s Acceptable Use literate and practices Policy as well as other state ethical behavior in regard and federal laws. to information and information technology. Model respect for intellectual property.

Information Retrieval Skills  The student will identify information that requires a citation.  The student will distinguish between original thought, paraphrase, and quotation.  The student will understand and when appropriate utilize in-text citations.  The student will construct an appropriate bibliographic citation for a wide variety of resources such as: a book, an encyclopedia, a periodical article, online resources, etc. and construct a multi-entry bibliography.

Jean Weller Page 9 1/18/2018 Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian will model correct documentation of resources on information materials produced in the library.  The librarian will work with administrators and teachers to develop division-wide and school-wide statements and policies regarding ethical use of materials including the subscribing to an online evaluation program to detect plagiarism.  The librarian will collect and maintain a wide variety of resources about documenting sources such as: a variety of books in the library’s collection, a library handout on bibliography format, a library web page with examples or links to resources.  The librarian, with teacher input, will plan and teach lessons on topics such as: what constitutes plagiarism, how to write a paraphrase, how to write in-text citations, or how to formulate a bibliographic citation, and/or how to organize a bibliography. Local Strategies

Sample Project/Activity  The librarian will provide groups of students a selection of various materials that could be used in a research assignment. The students and the librarian will create works cited lists following Modern Language Association (MLA) or the American Psychological Association (APA) format for citing sources. Essential Questions

Local Activities

Internet Safety Internet safety can be addressed when students are using online resources for research. Remind students that they must follow the division’s Acceptable Use Policy; and not all web sites contain truthful and accurate information.

Guidelines and Resources for Internet Safety in Schools – see: http://www.doe.virginia.gov/VDOE/Technology/OET/internet-safety-guidelines- resources.pdf Web-based Resources on Internet Safety in Schools –see: http://www.doe.virginia.gov/VDOE/Technology/OET/internet-safety-related- resources.pdf Technology Connection (from state plan) The Educational Technology Plan for Virginia http://www.doe.virginia.gov/VDOE/Technology/plan2003-09.pdf  Integration Goal 1 Target 8: Teachers understand and model the acceptable use of technology in teaching and learning.  Integration Goal 1 Target 9: Students routinely use technology in a variety of learning activities across the curriculum.  Integration Goal 1 Target 10: Students will have information literacy skills. Technology Connection (division plan)

Jean Weller Page 10 1/18/2018 Content: English Strand: Reading Grade: Ten Analysis

Standard of Learning National Information Essential Knowledge For Literacy Standard Information Literacy Content Area Standard 4 The student The student will 10.3 The student will read, who is an independent demonstrate responsible use comprehend, and critique learner is information of the library/information literary works. literate and pursues center. Computer/Technology information related to C/T 9-12.7 The student will personal interests. The student will select evaluate and select new recreational and information resources and Standard 5 The student informational sources technological innovations who is an independent appropriate to his level. based on the appropriateness learner is information for specific tasks. literate and appreciates The student will participate literature and other in a variety of experiences Analyze and draw conclusions creative expressions of to increase appreciation of about the comprehensiveness information. literature. and bias of electronic information sources. The student will demonstrate proficiency in Design and implement a information gathering skills, variety of search strategies to locating information from a retrieve electronic variety of primary and information. secondary sources.

Information Retrieval Skills  The student will locate books by author, title, subject or keyword in the library’s collection using the online catalog.  The student will demonstrate proficiency in information gathering skills by locating and using information from a variety of primary and secondary sources.  The student will use effective Internet searching techniques include use of Boolean operators and advanced search screens to locate information through subscription databases.  The student will evaluate the credibility and reliability of Internet sources.

Jean Weller Page 11 1/18/2018 Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian will create a reserve shelf in the library supporting the assignment and introduce the reserve materials to students.  The librarian and teacher will guide students through the use of a research model to define their topic, formulate questions needing answers from their research and identify sources of information in the library and online.  The librarian will instruct students in effective Internet searching techniques including use of Boolean operators and advanced search screens.  The librarian will provide a web evaluation guide for students to use with sites located through general search engines.  The librarian will emphasize Internet ethics and provide lessons explaining copyright, fair use and proper citing of sources. Local Strategies

Sample Project/Activity  The students will explain similarities and differences of techniques and literary forms represented in the literature of different cultures and eras by choosing an author and reading literary criticism analyzing the author’s style and technique. Essential Questions

Local Activities

Jean Weller Page 12 1/18/2018 Content: English Strand: Reading Grade: Ten Analysis

Standard of Learning National Information Essential Knowledge For Literacy Standard Information Literacy Content Area Standard 2 The student The student will 10.4 The student will read and who is information literate demonstrate proficiency in interpret informational evaluates information information gathering materials. critically and competently. skills, locating information Computer/Technology from a variety of special C/T 9-12.3 The student will Standard 7 The student reference sources. demonstrate knowledge of who contributes positively ethical, cultural, and societal to the learning The student will recognize issues related to technology. environment and to society and use a variety of is information literate and databases as retrieval Assess the potential of recognizes the importance systems. information and technology to of information to a address personal and democratic society. The student will evaluate workplace needs. and use mass media as sources of information. Demonstrate knowledge of electronic crimes such as The student will recognize viruses, pirating, and computer the availability of hacking. information from a variety of community resources. Explore and participate in online communities, and online learning opportunities.

Identify the role that technology will play in future career opportunities.

Information Retrieval Skills  The student will gather information from a variety of special reference sources including directories, biographical dictionaries, subject specific encyclopedias, career materials, and government publications.  The student will recognize the arrangement of each reference source and the kinds of information each contains.  The student will recognize databases as retrieval systems and use an appropriate database to locate information.  The student will evaluate and use mass media as sources of information.

Jean Weller Page 13 1/18/2018 Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian will review the reference section of the library and introduce students to selected special reference sources.  The librarian will provide a web evaluation guide for students to use with sites located through general search engines.  The librarian will review the databases appropriate to the assignment.  The librarian and teacher will propose creative methods of presenting information including oral reports, original videos, slideshows, brochures, web pages, group presentations, debates, discussions, and/or roundtables. Local Strategies

Sample Project/Activity  The students will choose a career path and research the educational requirements and opportunities for their chosen profession.  The students will investigate volunteer opportunities in their community and interview organizations to create a volunteer brochure.  The students will learn techniques of propaganda in advertising by comparing and contrasting product information contained in advertisements and create an ad campaign for a fictitious product.  Students will gain understanding of fallacies in advertising through this online lesson http://www.readwritethink.org/lessons/lesson_view.asp?id=785. Essential Questions

Jean Weller Page 14 1/18/2018 Local Activities

Internet Safety Internet safety can be addressed when students are using online resources for research. Remind students that they must follow the division’s Acceptable Use Policy; and not all web sites contain truthful and accurate information. Review dangers and pitfalls involved with both email communications and social networking sites (such as the lack of visual signals, revealing too much personal information, or permanence of electronic information); and the potential dangers of cyberbullying that occur when people have strong opinions about topics.

Technology Connection (from state plan) The Educational Technology Plan for Virginia http://www.doe.virginia.gov/VDOE/Technology/plan2003-09.pdf  Integration Goal 1 Target 8 Teachers understand and model the acceptable use of technology in teaching and learning.  Integration Goal l Target 9 Students routinely use technology in a variety of learning activities across the curriculum.  Integration Goal 1 Target 10 Students will have information literacy skills. Technology Connection (division plan)

Jean Weller Page 15 1/18/2018 Content: English Strand: Writing Grade: Ten

Standard of Learning National Information Essential Knowledge For Literacy Standard Information Literacy Content Area Standard 3 The student The student will use 10.10 The student will use who is information literate appropriate questioning writing to interpret, analyze, uses information skills to retrieve and evaluate ideas. effectively and creatively. information. Computer/Technology C/T 9-12.8 The student will Standard 8 The student The student will use technology resources for who contributes positively demonstrate proficiency in solving problems and making to the learning community information gathering informed decisions. and to society is skills, locating information information literate and from a variety of special Investigate and apply expert practices ethical behavior reference sources. systems, intelligent agents, in regard to information and simulations in real-world and information The student will recognize situations. technology. and use advanced searching techniques in a Select and apply technology variety of databases. tools for information analysis, problem solving, and decision- The student will making. demonstrate an understanding of the Use technology resources such ownership of ideas. as educational software, simulations, and models for problem-solving, and independent learning.

Produce and disseminate information through collaborative problem-solving activities.

Information Retrieval Skills  The student will formulate questions and keywords on their topic to guide the information gathering process.  The student will demonstrate proficiency in information gathering skills by locating and using information from a variety of special resources including primary and secondary sources.  The student will refine online database searches using keywords, Boolean operators and advanced search screens.  The student will evaluate and use mass media as sources of information by assessing the quality of information on radio, films, television, databases, and periodicals.

Jean Weller Page 16 1/18/2018 Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian and teacher will guide students through the use of a research model to define their topic, formulate questions needing answers from their research, identify and evaluate sources of information.  The librarian will instruct students in effective Internet searching techniques including use of keywords, Boolean operators and advanced search screens. Local Strategies

Sample Project/Activity  The student will evaluate and use mass media as sources of information by assessing the quality of information on radio, films, television, and Internet search engines (EX: web sites posted by institutions, commercial companies, nonprofit organizations, political action groups, and individuals).The students will research a topic, organize information, and prepare a presentation for the class using available technology by writing a position paper on a controversial issue such as student dress codes, drug testing, or censorship.  The students will select and organize information from a variety of sources as they explain concepts contained in literature and other disciplines such as compare and contrast character development in a play to characterization in other literary forms. Essential Questions

Local Activities

Jean Weller Page 17 1/18/2018 Content: English Strand: Research Grade: Ten

Standard of Learning National Information Essential Knowledge For Literacy Standard Information Literacy Content Area Standard 6 The student The student will 10.11 The student will collect, who is an independent demonstrate proficiency in evaluate, organize and present learner is information information gathering information. literate and strives for skills, locating information Computer/Technology excellence in information from a variety of primary C/T 9-12.9 The student will seeking and knowledge and secondary sources. use a variety of media and generation. formats to communicate The student will share information and ideas Standard 9 The student library resources and work effectively to multiple who contributes positively cooperatively in groups as audiences. to the learning community appropriate. and to society is Determine the most effective information literate and The student will tool, format, and style to participates effectively in demonstrate an communicate to specific groups to pursue and understanding of the audiences. generate information. ownership of ideas.

Use technology-based options, The student will participate including distance and in a variety of media distributed education, to production activities. collaborate, research, publish, and communicate.

Information Retrieval Skills  The student will demonstrate proficiency in information gathering skills by locating and using information from a variety of specialized sources such as directories, biographical dictionaries, subject specific encyclopedias, career materials, government publications, online databases, and Internet search engines.  The student will divide research responsibilities between members of their group and determine the types of resources each will use.  The student will demonstrate a proficiency in using multiple forms of media to retrieve information for their presentation.  The student will locate and record bibliographical information in a variety of print and nonprint resources to create a works cited list.

Jean Weller Page 18 1/18/2018 Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian will divide the class into groups and guide them in selecting their topics and form of presentation.  The librarian and teacher will guide students through the use of a research model to define their topic, formulate questions needing answers from their research, identify and evaluate sources of information.  The librarian and teacher will propose creative methods of presenting information including group presentations, oral reports, original videos, slideshows, or web pages.  The librarian will work with the classroom teacher to create a rubric for the assignment, and they will work together to evaluate student projects and the overall unit. Local Strategies

Sample Project/Activity  The students will research a culture’s background and literary heritage to create a cultural arts presentation. This project is the culmination of the reading log project begun in 10.3. Students will read either a series of poems, short stories or novel based on an assigned culture.  The students will keep a reading log that will apply to later assignments.  The student will collect, evaluate, organize and present information on various technologies available today and their impact on everyday life. R U Talkin 2 Me? Analyzing the Effects of Contemporary Communications Technologies: http://www.nytimes.com/learning/teachers/lessons/20061106monday.html

Essential Questions

Internet Safety Internet safety can be addressed when students are using online resources for research. Remind students that they must follow the division’s Acceptable Use Policy; and not all web sites contain truthful and accurate information. Point out the misuse and misunderstanding of information that can occur on the Internet. Review dangers and pitfalls involved with both email communications and social networking sites (such as the lack of visual signals, revealing too much personal information, or permanence of electronic information); and the potential dangers of cyberbullying that occur when people have strong opinions about topics and point out how these persuasive techniques are used on the Internet.

Technology Connection (from state plan) The Educational Technology Plan for Virginia http://www.doe.virginia.gov/VDOE/Technology/plan2003-09.pdf  Integration Goal 1 Target 8 Teachers understand and model the acceptable use of technology in teaching and learning.  Integration Goal 1 Target 9 Students routinely use technology in a variety of learning activities across the curriculum.  Integration Goal 1 Target 10 Students will have information literacy skills.

Technology Connection (division plan)

Jean Weller Page 20 1/18/2018 Content: English Strand: Reading Grade: Eleven Analysis Standard of Learning National Information Essential Knowledge For Literacy Standard Information Literacy Content Area Standard 5 The student The student will 11.3 The student will read and who is an independent participate in a variety of analyze relationships among learner is information experiences to increase American literature, history, literate and appreciates appreciation of literature. and culture. literature and other Computer/Technology creative expressions of The student will C/T 9-12.5 The student will information. demonstrate proficiency in demonstrate knowledge of information gathering technologies that support Standard 9 The student skills, locating information collaboration, personal who contributes positively from specialized reference pursuits, and productivity. to the learning community sources. and to society is Respectfully collaborate with information literate and The student will evaluate peers, experts, and others to participates effectively in and use mass media as contribute to an electronic groups to pursue and sources of information. community of learning. generate information. The student will Model responsible use and participate in a variety of respect for equipment, media production resources, and facilities. activities.

Information Retrieval Skills  The student will demonstrate proficiency in information gathering skills by locating and using information from specialized reference sources such as American Authors, Encyclopedia of World Biography, Current Biography, Literature and its Times, American Decades, Bowling, Beatniks, and Bell Bottoms: Pop Culture of the 29th Century.  The student will evaluate and use mass media as sources of information by assessing the quality of information on radio, films, television, databases, periodicals and Internet search engines.  The student will use or reject information based upon the authority of the source and its inherent strengths and/or weaknesses.  The student will formulate questions and determine keywords to guide the information gathering process. Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian will create a reserve shelf/and or online pathfinder on American literature, history and culture supporting the assignment and introduce the reserve materials and online sources to students.  The librarian will provide a web evaluation guide for students to use with sites located through general search engines.  The librarian will help students match potential questions with the best source of information – determining which are best answered in books, in online databases, from general search engines.

Jean Weller Page 21 1/18/2018 Local Strategies

Sample Project/Activity  The students will study themes common to American literary tradition, such as the American Dream, nature and society, and survival of the fittest and compare how they are portrayed in the plots of popular television programs today.  The students will research historical, political and social events in a particular period of American history and relate them to a work of American literature (for example: prohibition and The Great Gatsby).  The students will relate ideas from experiences, other classes, personal knowledge, and media to texts read in class by comparing facts in primary source materials to memories of family or friends and information read in class.  PBS online lessson: Modeling Mark Twain’s humoristic approach to writing, students describe the role of and apply comedy in the analysis and presentation of contemporary issues and experiences. Use the Internet writing exercise in Part A as a springboard to a debate about the reliability of information found on the Internet and elsewhere in mass communication today. http://www.pbs.org/marktwain/learnmore/activities_report.html Essential Questions

Internet Safety Internet safety can be addressed when students are using online resources for research. Remind students that they must follow the division’s Acceptable Use Policy; and not all web sites contain truthful and accurate information. Point out the misuse and misunderstanding of information that can occur on the Internet. Review dangers and pitfalls involved with both email communications and social networking sites (such as the lack of visual signals, revealing too much personal information, or permanence of electronic information).

Local Activities

Jean Weller Page 22 1/18/2018 Content: English Strand: Reading Grade: Eleven Analysis Standard of Learning National Information Essential Knowledge For Literacy Standard Information Literacy Content Area Standard 2 The student The student will 11.4 The student will read and who is information literate demonstrate proficiency in analyze a variety of evaluates information information gathering informational materials. critically and competently. skills, locating information Computer/Technology from a variety of primary C/T 9-12.7 The student will Standard 7 The student and secondary sources. evaluate and select new who contributes positively information resources and to the learning community The student will recognize technological innovations and to society is and use a variety of based on the appropriateness information literate and databases as retrieval for specific tasks. recognizes the importance systems. of information to a Analyze and draw conclusions democratic society. The student will use about the comprehensiveness appropriate questioning and bias of electronic skills to retrieve information sources. information.

Design and implement a The student will recognize variety of search strategies to the availability of retrieve electronic information from a variety information. of community resources. Information Retrieval Skills  The student will demonstrate proficiency in information gathering skills by locating and using information from a variety of primary and secondary sources including directories, periodicals, subject specific encyclopedias, consumer reports, career materials, college guides, and government publications.  The student will recognize the arrangement of each reference source and the kinds of information each contains.  The student will recognize databases as retrieval systems and use a database (EX: a periodical database such as SIRS, InfoTrac, etc.) to locate and evaluate the relevance of information.  The student will evaluate and use mass media as sources of information by assessing the quality of information on radio, films, television, databases, and Internet search engines.

Jean Weller Page 23 1/18/2018 Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian, in collaboration with the teacher, will create a web site (pathfinder) to assist students locating sources of information including a listing of books, online databases and web sites.  The librarian will provide a web evaluation guide for students to use with sites located through general search engines.  The librarian and teacher will guide students through the use of a research model to define their topics, formulate questions needing answers from their research and identify sources of information.  The librarian and teacher will propose creative methods of presenting information including oral reports, original videos, slideshows, brochures, web pages, group presentations, debates, discussions, and/or roundtables. Local Strategies  Students will use still pictures and moviemaker software to create a commercial using at least two propaganda techniques.

Sample Project/Activity  The students will choose three colleges and compare the course offerings, campus life and financial requirements of each to determine their best choice.  The students will read and follow directions to complete an application for college admission, for a scholarship, or for employment.  The students will analyze information from a text to draw conclusions by researching a large purchase such as a car or stereo system from several sources and making an informed decision based on facts.  Exploring How Public Interaction Changes the News Experience In this online lesson, students will consider ways the public interacts with the news media, and participate in a blog simulation using current news stories. http://www.nytimes.com/learning/teachers/lessons/20050714thursday.html  Analyzing Explicit and Subtle Advertising in a Variety of Media In this online lesson, students identify, explore, and analyze the effects of their daily exposure to advertising.http://www.nytimes.com/learning/teachers/lessons/20060727thursday.html Essential Questions

Jean Weller Page 24 1/18/2018 Local Activities To understand use of propaganda techniques, students will create an advertisement campaign demonstrating use of a common propaganda tool , ie: bandwagon, name-calling, stereotyping, testimonials, rumor or scare tactics.

Internet Safety Internet safety can be addressed when students are using online resources for research. Remind students that they must follow the division’s Acceptable Use Policy; and not all web sites contain truthful and accurate information. Point out the misuse and misunderstanding of information that can occur on the Internet. Review dangers and pitfalls involved with both email communications and social networking sites (such as the lack of visual signals, revealing too much personal information, or permanence of electronic information). Review the potential dangers of cyberbullying that occur when people have strong opinions about topics; and point out how these persuasive techniques are used on the Internet.

Jean Weller Page 25 1/18/2018 Content: English Strand: Writing Grade: Eleven

Standard of Learning National Information Essential Knowledge For Literacy Standard Information Literacy Content Area Standard 4 The student The student will select 11.7 The student will write in who is an independent recreational and a variety of forms with an learner is information informational sources emphasis on persuasion. literate and pursues appropriate to his level. Computer/Technology information related to C/T 9-12.8 The student will personal interests. The student will recognize use technology resources for and use a variety of solving problems and making Standard 6 The student databases as retrieval informed decisions. who is an independent systems. learner is information Investigate and apply expert literate and strives for The student will use systems, intelligent agents, excellence in information appropriate questioning and simulations in real-world seeking and knowledge skills to retrieve situations. generation. information.

Select and apply technology The student will tools for information analysis, demonstrate an problem solving, and decision- understanding of the making. ownership of ideas.

Use technology resources such as educational software, simulations, and models for problem-solving, and independent learning.

Information Retrieval Skills  The student will demonstrate proficiency in information gathering skills by locating and using information from a variety of primary and secondary sources such as newspapers, biographical dictionaries, subject specific encyclopedias, literary criticism, and government publications.  The student will recognize databases as retrieval systems and use a database (EX: a periodical database such as SIRS, InfoTrac, eLibrary, etc.) to locate information, reviewing the information in an entry for its relevance.  The student will recognize the arrangement of each reference source and the kinds of information each contains.  The student will use or reject information based upon its inherent strengths and/or weaknesses.

Jean Weller Page 26 1/18/2018 Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian will create a reserve shelf/and or online pathfinder supporting the assignment and introduce the reserve materials and online sources to students.  The librarian and teacher will guide students through the use of a research model to define their topic, formulate questions needing answers from their research and identify sources of information.  The librarian and students will match potential questions with the best source of information in order to determine which are best answered in books, in online databases, or from general search engines.  The librarian will emphasize Internet ethics and provides lessons explaining copyright, fair use and proper citing of sources. Local Strategies

Sample Project/Activity  The students will write persuasively about literature by choosing a work of American literature and evaluate the author’s effective use of content, vocabulary, voice, or tone to audience, purpose, and situation.  Students will develop a focus for writing by choosing a controversial issue and developing a persuasive argument defending the student’s point of view.  Students will use available technology to create a slide show or video on a topic of interest (EX: describing their dream career and why they would succeed or defending hip hop as valid form of music).  Students will understand the ethical use of information through an online lesson which takes advantage of students’ interest in music and audio sharing as part of a persuasive debate unit. Students investigate the controversial topic of downloading music from the Internet. http://www.readwritethink.org/lessons/lesson_view.asp?id=855 Essential Questions

Internet Safety Internet safety can be addressed when students are using online resources for research. Remind students that they must follow the division’s Acceptable Use Policy; and not all web sites contain truthful and accurate information. Point out the misuse and misunderstanding of information that can occur on the Internet. Review the potential dangers of cyberbullying that occur when people have strong opinions about topics; and point out how these persuasive techniques are used on the Internet.

Jean Weller Page 28 1/18/2018 Content: English Strand: Writing Grade: Eleven

Standard of Learning National Information Essential Knowledge For Literacy Standard Information Literacy Content Area Standard 3 The student The student will 11.9 The student will analyze, who is information demonstrate responsible use evaluate, and synthesize literate uses information of the library/information information from a variety of effectively and creatively. center. sources into a documented paper dealing with a question, Standard 8 The student The student will problem or issue. who contributes demonstrate proficiency in Computer/Technology positively to the learning information gathering skills, C/T 9-12.6 The student will community and to society locating information from a use technology to locate, is information literate and variety of sources. evaluate, and collect practices ethical behavior information from a variety of in regard to information The student will synthesize sources. and information information from multiple technology. sources to prepare a Integrate databases, research report. spreadsheets, charts, and tables to create reports. The student will demonstrate an Use available technological understanding of the tools to expand and enhance ownership of ideas. understanding of ideas and concepts.

Information Retrieval Skills  The student will demonstrate proficiency in information gathering skills by locating and using information from a variety of sources such as directories, biographical sources, subject specific encyclopedias, literary criticism, and government documents.  The student will recognize databases as retrieval systems and use a database (EX: a periodical database such as SIRS, InfoTrack, etc.) to locate information, reviewing the information in an entry for its relevance.  The student will refine online database and Internet search engine searches using Boolean operators and advanced search screens and evaluate web sites for accuracy and quality of information.  The student will accurately cite sources for statistics, data or other information located through research.

Jean Weller Page 29 1/18/2018 Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian will guide students using a research model, to match potential questions with the best source of information in order to determine which are best answered in books, in online databases, or from general search engines.  The librarian and teacher will provide a variety of strategies for synthesizing information from multiple sources.  The librarian will emphasize Internet ethics and will provide lessons explaining copyright, fair use and proper citing of sources.  The librarian will work with the classroom teacher to create a rubric for the assignment, and they will work together to evaluate student projects and the overall project. Local Strategies

Sample Project/Activity  The students will research an American author and his or her work, and write a paper discussing one of the following: a) In what ways is the writer’s personal experience reflected in his or her work? b) In what ways did events of the writer’s time influence his or her work? c) How does the writer make use of symbolism in his work?

Essential Questions

Local Activities

Jean Weller Page 30 1/18/2018 Content: Mathematics Strand: Course: Algebra I

Standard of Learning National Information Essential Knowledge For Literacy Standard Information Literacy Content Area: Standard 1 The student The student will evaluate A.4 The student will use matrices to who is information and use mass media as organize and manipulate data, literate accesses sources of information. including matrix addition, subtraction, information efficiently and scalar multiplication. Data will and effectively. The student will recognize arise from business, industrial, and and use special reference consumer situations. Standard 2 The student sources in various subjects. Computer/Technology who is information C/T 9-12.8 The student will use literate evaluates The student will identify technology resources for solving information critically and online databanks as problems and making informed competently. retrieval systems. decisions. The student will Investigate and apply expert systems, demonstrate an intelligent agents, and simulations in understanding of the real-world situations. ownership of ideas.

Select and apply technology tools for information analysis, problem solving, and decision-making.

Information Retrieval Skills  The student will locate information-using tables of contents and indexes in such print materials as almanacs, periodicals, etc.  The student will use advanced search strategies such as entering multiple key words combined with Boolean operators to locate information from online databases such as SIRS, eLibrary and Gale Group databases.  The student will compare consumer information from different sources for opposing viewpoints and accuracy, analyze information deficiencies and locate additional information as needed.  The student will record bibliographic sources of information using author, title, publisher, date, http, and date of download.

Jean Weller Page 31 1/18/2018 Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian, in collaboration with the teacher, will create a print or online “pathfinder” listing potential sources of information, pulls print materials to be shared and establishes a reserve shelf in the library.  The librarian will instruct students in refining online searches using advanced search screens and Boolean Operators.  The librarian will instruct students on web evaluation to determine the authenticity, authority and credibility of web sources.  The librarian will collaborate with teachers to conduct lessons on source citation, bibliography, and plagiarism. Local Strategies

Sample Project/Activity  Using matrix addition to calculate fast food calories (This is a possible curriculum link of math to family and consumer science), students will use both print and online information to locate the calories in a ¼ burger, a large order of fries, and a medium shake as prepared by five different fast food restaurants, i.e., Hardee’s, Wendy’s, McDonald’s, Burger Chef, and Arby’s. Using matrix addition, students will demonstrate the total number of calories consumed at lunch if a person were to eat the same menu at a different fast food restaurant Monday through Friday. The student will synthesize information from multiple sources and construct a graph.  Math teachers may also address underlying principals of cybersafety issues by reminding students that the use of reasoning and logic can extend to evaluating online situations. Data about cyber crimes and other cybersafety issues can be used as examples when demonstrating how to solve logic-based problems or to provide data for graphing exercises. Sources for Statistics: http://www.netsmartz.org/safety/statistics.htm, http://www.ojp.usdoj.gov/ovc/publications/bulletins/internet_2_2001/internet_2_01_6.h tml, http://www.safersurfers.org/survey.htm

Essential Questions

Internet Safety Internet safety can be addressed when students are using online resources for research or online activities. Remind students that they must follow the division’s Acceptable Use Policy; and not all web sites contain truthful and accurate information. Demonstrate for students how to determine authority for each website in order, to identify bias or inaccurate information. Discuss how the misuse and misunderstanding of information can occur on the Internet.

Guidelines and Resources for Internet Safety in Schools – see: http://www.doe.virginia.gov/VDOE/Technology/OET/internet-safety-guidelines-resources.pdf Web-based Resources on Internet Safety in Schools –see: http://www.doe.virginia.gov/VDOE/Technology/OET/internet-safety-related-resources.pdf

Technology Connection (from state plan)

The Educational Technology Plan for Virginia http://www.doe.virginia.gov/VDOE/Technology/plan2003-09.pdf  Integration Goal 1 Target 8: Teachers understand and model the acceptable use of technology in teaching and learning.  Integration Goal 1 Target 9: Students routinely use technology in a variety of learning activities across the curriculum.  Integration Goal 1 Target 10: Students will have information literacy skills. Technology Connection (division plan)

Jean Weller Page 33 1/18/2018 Content: Mathematics Strand: Course: Geometry

Standard of Learning National Information Essential Knowledge For Literacy Standard. Information Literacy Content Area Standard 3 The student The student will recognize G.1 The student will construct and who is information and use special reference judge the validity of a logical literate uses information sources in various subjects. argument consisting of a set of effectively and creatively. premises and a conclusion. This will The student will identify include: Standard 6 The student online databanks as who is an independent retrieval systems. Identify the converse, inverse, and learner is information contra positive of a conditional literate and strives for The student will recognize statement; excellence in information and use a variety of seeking and knowledge databases as retrieval Translating a short verbal argument generation. systems. into symbolic form; The student will c) Using Venn diagrams to represent demonstrate an set relationships; and using deductive understanding of the reasoning, including the law of ownership of ideas. syllogism. Computer/Technology C/T 9-12.7 The student will evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.

Analyze and draw conclusions about the comprehensiveness and bias of electronic information sources.

Information Retrieval Skills  The student will analyze their topic and choose the best keywords to use in online searches (i.e. Geometry AND “Venn Diagrams.”)  The student will use advanced search strategies such as entering multiple key works combined with Boolean operators to locate information from an online database and general search engine.  The student will record bibliographic sources of information using author, title, publisher, date, http, and date of download.

Jean Weller Page 34 1/18/2018 Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian will create a print or online pathfinder of library and Internet sources supporting the assignment and models use of the books and online resources to students.  The librarian will demonstrate searching strategies of the online catalog, incorporating transparencies of Venn diagrams illustrating anticipated results of Boolean logic (http://kathyschrock.net/rbs3k/boolean).  The librarian will instruct students in refining online searches using advanced search screens and Boolean Operators. Local Strategies

Sample Project/Activity  The librarian, in collaboration with the classroom teacher, will promote Geometry awareness with a “Geometry Faire” held in the LMC illustrating the importance and occurrence of Geometry in everyday life.  Forensic Problem Solving and Einstein: The Vanishing Videos Mystery This lesson in logical thinking can help students understand how online predators gather bits of information to target victims. http://www.wiredsafety.org/wiredlearning/Einstein/index.html

Essential Questions

Local Activities

Jean Weller Page 35 1/18/2018 Content: Mathematics Strand: Course: Geometry

Standard of Learning National Information Essential Knowledge For Literacy Standard Information Literacy Content Area Standard 3 The student The student will recognize G.9 The student will use who is information literate and use special reference measures of interior and uses information sources in various subjects. exterior angles of polygons to effectively and creatively. solve problems. Tessellations The student will identify and tiling problems will be Standard 6 The student online databanks as used to make connections to who is an independent retrieval systems. art, construction, and nature. learner is information Computer/Technology literate and strives for The student will recognize C/T 9-12.7 The student will excellence in information and use a variety of evaluate and select new seeking and knowledge databases as retrieval information resources and generation. systems. technological innovations based on the appropriateness The student will for specific tasks. demonstrate an understanding of the Analyze and draw conclusions ownership of ideas. about the comprehensiveness and bias of electronic information sources.

Information Retrieval Skills  The student will locate information using the online catalog on topics of architecture, art and nature.  The student will use advanced search strategies such as entering multiple key words combined with Boolean operations to locate information from online databases.  The student will record bibliographic sources of information using author, title, publisher, date, http, and date of download.

Jean Weller Page 36 1/18/2018 Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian, in collaboration with the classroom teacher, will demonstrate searching strategies of the online catalog, incorporating transparencies of Venn diagrams illustrating anticipated results of Boolean logic.  The librarian, in collaboration with the teacher, will create a print and/or online “pathfinder” listing potential sources of information and instructional support resources including specific Internet sites and video-streamed films.  The librarian will purchase print resources on tessellations, tiling and architecture and provide bibliographies to the Geometry classroom teachers.  The librarian will collaborate with teachers to conduct lessons on source citation, bibliography, and plagiarism. Local Strategies

Sample Project/Activity  The students will use advanced Boolean searches on Internet search engines to locate sites illustrating mathematical concepts such as combining keywords (Tessellations AND tiling problems). http://www.coolmath.com/tesspag1.htm Essential Questions

Local Activities

Internet Safety Internet safety can be addressed when students are using online resources for research and online activities. Remind students that they must follow the division’s Acceptable Use Policy; and not all web sites contain truthful and accurate information. Demonstrate for students how to determine authority for each website in order, to identify bias or inaccurate information. Discuss how the misuse and misunderstanding of information can occur on the Internet.

Jean Weller Page 37 1/18/2018 Content: Mathematics Strand: Course: Algebra II

Standard of Learning National Information Essential Knowledge For Literacy Standard Information Literacy Content Area: Standard 3 The student who The student will use AII.19 The student will collect and is information literate uses appropriate questioning skills analyze data to make predictions, write information effectively and to retrieve information. equations, and solve practical problems. creatively. Graphing calculators will be used to The student will research and investigate scatterplots to determine the Standard 6 The student who analyze consumer, business, equation for a curve of best fit. is an independent learning is or industrial information information literate and using various reference Computer/Technology strives for excellence in materials and resources C/T 9-12.7 The student will evaluate and information seeking and including a variety of primary select new information resources and knowledge generation. and secondary sources. technological innovations based on the appropriateness for specific tasks. The student will recognize and use a variety of databases Analyze and draw conclusions about the as retrieval systems. comprehensiveness and bias of electronic information sources. The student will demonstrate an understanding of the Design and implement a variety of search ownership of ideas. strategies to retrieve electronic information.

Information Retrieval Skills  The student will locate information-using tables of contents and indexes in such print materials as almanacs, periodicals (Business Week Consumer Reports, Consumer Digest), etc.  The student will identify online databases such as Gale Resources, eLibrary or SIRS to support their topics.  The student will use advanced search strategies such as entering multiple key words combined with Boolean operators to locate information from online databases and Internet search engines.  The student will record bibliographic sources of information using author, title, publisher, date, http, and date of download. Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian, in collaboration with the classroom teacher, will create a print or online “pathfinder” listing potential sources of information.  The librarian will pre-select print materials to be shared and will establish a reserve shelf in the library.  The librarian and students will match potential questions with the best source of information in order to determine which are best answered in books, online databases, or from general search engines.  The librarian will instruct students on the use web evaluation (example of CARS system—Credibility, Accuracy, Reasonableness and Support) to determine the authenticity, authority and credibility of web sources.

Sample Project/Activity  Using matrices to predict consumer trends, i.e., the rising costs of crude oil and gasoline, the students will select a consumer, business, or industrial issue that can be reflected in hard data (see SIRS for an excellent list of topics). The students will use online and print resources to gather accurate and reliable statistical data on their topic. For example, the students will prepare a graph tracing the average price of a gallon of gas for the past 6-12 months and then manipulate the data to forecast future changes in the price of gasoline.  Students use Internet Safety data to set up matrices to increase awareness of potential dangers while evaluating data. http://www.netsmartz.org/safety/statistics.htm  PBS online lesson: Students construct boxes of various dimensions using graph paper, collect height and volume data, and create a scatterplot in order to determine the height of the box with the maximum volume. http://www.pbs.org/teachers/mathline/lessonplans/hsmp/buildingboxes/buildingboxes_procedure.shtm Essential Questions:

Local Activities:

Jean Weller Page 39 1/18/2018 Jean Weller Page 40 1/18/2018 Content: Science Strand: Course: Earth Science

Standard of Learning National Information Essential Literacy Standard Knowledge For Information Literacy Content Area Standard 1 The student The student will ES.1b The student will plan and who is information recognize and use conduct investigations in which literate accesses special reference technologies, including computers, information efficiently sources. are used to collect, analyze, and and effectively. report data to demonstrate concepts The student will and simulate experimental conditions. Standard 7 The student synthesize Computer/Technology who contributes information from C/T 9-12.6 The student will use positively to the learning multiple sources to technology to locate, evaluate, and environment and to prepare a research collect information from a variety of society is information report. sources. literate and recognizes the importance of The student will Integrate databases, spreadsheets, information to a acknowledge sources charts, and tables to create reports. democratic society. used in a works cited list or bibliography. Use available technological tools to expand and enhance understanding of ideas and concepts.

Information Retrieval Skills  The student will use special references such as geology encyclopedias and multiple online sources such as those accessible through SIRS, BigChalk eLibrary or Infotrac to locate specific information on rocks and their identifying characteristics.  The student will formulate questions and determine keywords to guide the information gathering process.  The student will collect, organize, analyze, interpret, synthesize, and document information from primary and secondary sources.  The student will record bibliographic sources of information using author, title, publisher, date, http, and date of download.

Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian will guide students through the use of a research model to define their topic, to formulate questions needing answers from their research, and to identify sources of information.  The librarian will help students identify criteria for evaluating the credibility of print and non-print resources particularly sources located through general search engines.  The librarian will conduct lessons on source citation, bibliography, and plagiarism. Local Strategies

Jean Weller Page 41 1/18/2018 Sample Project/Activity  The students will research major rock-forming and ore minerals and analyze them based on hardness, color and streak, luster, cleavage, fracture, and other unique properties. The students will then demonstrate to their classmates how to use these characteristics to identify these rocks.  PBS online Fossil lesson: In this activity, students will use fossil range charts to help them understand the concept of relative dating. http://www.pbs.org/americanfieldguide/teachers/fossils/fossils_sum.html

Essential Questions

Local Activities

Internet Safety Internet safety can be addressed when students are using online resources for research or online activities. Remind students that they must follow the division’s Acceptable Use Policy; and not all web sites contain truthful and accurate information. Demonstrate for students how to determine authority for each website in order, to identify bias or inaccurate information.

Jean Weller Page 42 1/18/2018 Content: Science Strand: Course: Earth Science

Standard of Learning National Information Essential Knowledge Literacy Standard For Information Literacy Content Area Standard 2 The student The student will ES.11e The student will investigate who is information recognize and use and understand that the oceans are literate evaluates special reference complex, interactive physical, information critically sources. chemical, and biological systems and and competently. are subject to long and short-term The student will variations, including public policy Standard 7 The student synthesize issues concerning the ocean. who contributes information from Computer/Technology positively to the learning multiple sources to C/T 9-12.5 The student will environment and to prepare a research demonstrate knowledge of society is information report. technologies that support literate and recognizes collaboration, personal pursuits, the importance of The student will and productivity. information to a acknowledge sources democratic society. used in a works cited Respectfully collaborate with peers, list or bibliography. experts, and others to contribute to an electronic community of learning.

Model responsible use and respect for equipment, resources, and facilities.

Information Retrieval Skills  The student will use special references such as science encyclopedias and multiple online sources like those accessible through SIRS, BigChalk, eLibrary or Infotrac.  The student will use recent and archived periodicals, accessible through SIRS, BigChalk, eLibrary, or Infotrac to locate information on environmental policies about the oceans.  The student will use appropriate government resources, such as Web sites maintained by the United States Department of the Interior (http://water.usgs.gov/) and the Environmental Protection Agency (http://www.epa.gov/) to locate information on government policies about the oceans.  The student will collect, organize, analyze, interpret, synthesize, and document information from primary and secondary sources.

Jean Weller Page 43 1/18/2018 Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian will guide students through the use of a research model to define their topic, formulate questions needing answers from their research, and identify sources of information.  The librarian, in collaboration with the classroom teacher, will determine key sources of information and will pre-select print materials for a reserve shelf in the library.  The librarian will create a print or online “pathfinder” listing potential sources of information.  The librarian will provide a collection that supports various sides of social/political issues, (such as information presenting the different arguments in policies regarding the ocean as cited in ES 11.e).  The librarian will collaborate with teachers to conduct lessons on source citation, bibliography, and plagiarism. Local Strategies

Sample Project/Activity  The students will research various public policy issues regarding the use of the ocean and/or the preservation of it. The students will then create informational multimedia presentations about specific policies, which will provide the basis for a class debate over which of these issues has been the most helpful and/or harmful to the world’s oceans.  PBS online lesson: Create and use a tide table for plotting tidal curves. Predict daily tide activity by plotting a month-long tidal curve on an ordinary pictorial calendar. http://www.pbs.org/oceanrealm/intheschool/school8.html

Essential Questions

Internet Safety Internet safety can be addressed when students are using online resources for research. Remind students that they must follow the division’s Acceptable Use Policy; and not all web sites contain truthful and accurate information. Demonstrate for students how to determine authority for each website in order, to identify bias or inaccurate information. Discuss how the misuse and misunderstanding of information can occur on the Internet.

Jean Weller Page 45 1/18/2018 Content: Science Strand: Course: Earth Science

Standard of Learning National Information Essential Literacy Standard Knowledge For Information Literacy Content Area Standard 3 The student The student will ES.13 The student will investigate who is information recognize and use and understand the energy transfer literate uses information special reference between the sun, earth, and the effectively and sources. earth’s atmosphere drives weather creatively. and climate on earth. Key concepts The student will include: Standard 8 The student synthesize who contributes information from Observation and collection of positively to the learning multiple sources to weather data; community and to prepare a research society is information report. Prediction of weather patterns and literate and practices weather phenomena and the factors ethical behavior in The student will that affect climate. regard to information identify and use Computer/Technology and information community resources. C/T 9-12.6 The student will use technology. technology to locate, evaluate, and The student will collect information from a variety of acknowledge sources sources. used in a works cited list or bibliography. Integrate databases, spreadsheets, charts, and tables to create reports.

Use available technological tools to expand and enhance understanding of ideas and concepts.

Information Retrieval Skills  The student will use special references such as science encyclopedias and multiple online sources like those accessible through SIRS, BigChalk, eLibrary or Infotrac.  The student will use print and nonprint almanacs to locate information about weather history and weather predictions.  The student will collect, organize, analyze, interpret, synthesize, and document information from primary and secondary sources.  The student will record bibliographic sources of information using author, title, publisher, date, http, and date of download.

Jean Weller Page 46 1/18/2018 Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian will guide students through the use of a research model to define their topic, formulate questions, and identify sources of information.  The librarian will help students analyze and report collected data and information about their weather location through the use of spreadsheet software, such as Microsoft Excel.  The librarian will provide a community resource list of persons, organizations, and businesses that could provide primary source information such as a list of local meteorologists. Local Strategies

Sample Project/Activity  The students will select a specific part of the world and research its weather history such as the tropics, Tornado Alley, etc. Students will also record this area’s daily weather information using Internet weather sites, such as www.wunderground.com. Using the area’s weather history and daily weather information, students will then predict weather patterns for this area. Finally, students will create projects using their researched information and showcasing one of the major weather events for this location. Afterwards, the students will use these projects to create a class list of the Top Ten Weather Events in History.  PBS online lesson: LESSON PLAN: ARE THE WORLD'S WEATHER AND CLIMATE CHANGING? http://www.pbs.org/newshour/extra/teachers/lessonplans/science/weather.html

Essential Questions

Internet Safety Internet safety can be addressed when students are using online resources for research. Remind students that they must follow the division’s Acceptable Use Policy; and not all web sites contain truthful and accurate information. Demonstrate for students how to determine authority for each website in order, to identify bias or inaccurate information. Discuss how the misuse and misunderstanding of information can occur on the Internet. If using email to communicate with experts, review safety rules for email. As students are learning about how to express opinions with convincing arguments, emotions are likely to become heated and students should be apprised of the dangers of cyberbullying.

Jean Weller Page 48 1/18/2018 Content: Science Strand: Course: Biology

Standard of Learning National Information Essential Literacy Standard Knowledge For Information Literacy Content Area Standard 1 The student The student will use BIO.1i The student will plan and who is information appropriate conduct investigations in which literate assesses questioning skills to appropriate technology including information efficiently retrieve information. computers, graphing calculators, and and effectively. probe ware is used for gathering and The student will analyzing date and communicating Standard 7 The student demonstrate results. who contributes proficiency in Computer/Technology positively to the learning information gathering C/T 9-12.6 The student will use environment and to skills, locating technology to locate, evaluate, and society is information information from a collect information from a variety of literate and recognizes variety of primary sources. the importance of and secondary information to a sources. Integrate databases, spreadsheets, democratic society. charts, and tables to create reports. The student will acknowledge sources Use available technological tools to used in a works cited expand and enhance understanding of list or bibliography. ideas and concepts.

Information Retrieval Skills  The student will analyze the topic and develop questions to be answered during the research process.  The student will generate a list of keywords on the topic needed to access print indexes, online databases and search engines.  The student will refine online searches by entering multiple keywords with Boolean Operators in advanced search screens.  The student will collect, organize, analyze, interpret, synthesize, and document information from primary and secondary sources. Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian will determine key sources of information and creates a print or online “pathfinder” listing potential print and electronic sources of information.  The librarian will help to develop and implement the use of graphic organizers (such as Inspiration) to help students organize and present data and information.  The librarian will help students analyze and report collected data/information through the use of spreadsheet software, such as Microsoft Excel.

Sample Project/Activity  The students will use the data in the charts to compare growth and weight information between boys and girls at different ages to determine which ages boys and girls have the largest growth spurts. Example: Combine keywords in a general search engine advanced search screen (i.e.: (nutrition AND statistics AND graphs) limited to the domain.gov] to retrieve Clinical Growth charts provided by the U. S. Government at the National Center for Health Statistics. (http://www.cdc.gov/nchs/about/major/nhanes/growthcharts/clinical_charts.htm)  Online lesson: Take Your Time: Creating Scientific Studies to Evaluate How Students Spend Their Time http://www.nytimes.com/learning/teachers/lessons/20060613tuesday.html Essential Questions

Local Activities

Internet Safety Internet safety can be addressed when students are using online resources for research. Remind students that they must follow the division’s Acceptable Use Policy; and not all web sites contain truthful and accurate information. Demonstrate for students how to determine authority for each website in order, to identify bias or inaccurate information. Discuss how the misuse and misunderstanding of information can occur on the Internet. Teachers can help students understand that data collected and presented on the Internet may be flawed due to many variables, including equipment malfunction, human bias, or presentation mechanisms.

Guidelines and Resources for Internet Safety in Schools – see: http://www.doe.virginia.gov/VDOE/Technology/OET/internet-safety-guidelines- resources.pdf Web-based Resources on Internet Safety in Schools –see: http://www.doe.virginia.gov/VDOE/Technology/OET/internet-safety-related- resources.pdf Technology Connection (from state plan) The Educational Technology Plan for Virginia http://www.doe.virginia.gov/VDOE/Technology/plan2003-09.pdf  Integration Goal 1 Target 8 Teachers understand and model the acceptable use of technology and learning.  Integration Goal 1 Target 9 Students routinely use technology in a variety of learning activities across the curriculum.  Integration Goal 1 Target 10 Students will have information literacy skills. Technology Connection (division plan)

Standard of Learning National Information Essential Knowledge For Literacy Standard Information Literacy Content Area Standard 2 The student The student will recognize BIO.2e The student will investigate and who is information literate and use special reference understand the history of biological evaluates information sources. concepts. Key concepts include the critically and competently. collaborative efforts of scientists, efforts The student will use of scientists, past and present. Standard 7 The student appropriate questioning Computer/Technology who contributes positively skills to retrieve C/T 9-12.4 The student will practice to the learning information. responsible use of technology systems, environment and to society information, and software. is information literate and The student will synthesize recognizes the importance information from multiple Adhere to fair use and copyright of information to a sources to prepare a guidelines. democratic society. research report.

Adhere to the school division’s The student will Acceptable Use Policy as well as other acknowledge sources used state and federal laws. in a works cited list or bibliography. Model respect for intellectual property.

Information Retrieval Skills  The student will analyze the topic and develop questions to be answered during the research process.  The student will use special references such as science encyclopedias and multiple online sources such as Infotrac, ProQuest Silver, SIRS Knowledge Source, Issues and Controversies, Grolier Online and Nettrekker.  The student will collect, organize, analyze, interpret, synthesize, and document information from primary and secondary sources.  The student will record bibliographic sources of information using author, title, publisher, date, http, date of download. Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian will guide students through the use of a research model to define their topic, formulate questions and identify sources of information.  The librarian will provide lessons on note taking in lieu of copying and pasting.  The librarian and classroom teacher will propose creative methods of presenting research information data including original videos, (such as using iMovie software), presentation software, (such as Microsoft PowerPoint), and Websites.  The librarian will collaborate with teachers to conduct lessons on source citation, bibliography, and plagiarism. Local Strategies

Jean Weller Page 51 1/18/2018 Sample Project/Activity  The students will choose a scientist and will research the individual’s work.  The students will creatively demonstrate/showcase the research’s impact on society or the study of Biology i.e. students make a “Scientist Wanted” poster illustrating why science needs a researcher with his/her skills.  Online lesson: Researching the Researchers Investigating the Personal and Professional Stories of Nobel Prize-Winning Scientists http://www.nytimes.com/learning/teachers/lessons/20060711tuesday.html? searchpv=learning_lessons Essential Questions

Local Activities

Internet Safety Internet safety can be addressed when students are using online resources for research and online activities. Remind students that they must follow the division’s Acceptable Use Policy; and not all web sites contain truthful and accurate information. Demonstrate for students how to determine authority for each website in order, to identify bias or inaccurate information. Discuss how the misuse and misunderstanding of information can occur on the Internet.

The Educational Technology Plan for Virginia http://www.doe.virginia.gov/VDOE/Technology/plan2003-09.pdf  Integration Goal 1 Target 8 Teachers understand and model the acceptable use of technology in teaching and learning.  Integration Goal 1 Target 9 Students routinely use technology in a variety of learning activities across the curriculum.  Integration Goal 1 Target 10 Students will have information literacy skills.

Standard of Learning National Information Essential Knowledge For Literacy Standard Information Literacy Content Area Standard 3 The student The student will recognize BIO.5e The student will who is information literate and use special reference investigate and understand life uses information sources. functions of archaebacteria, effectively and creatively. monerans (eubcteria), protests, The student will use fungi, plants, and animals Standard 8 The student appropriate questioning including humans. Key who contributes positively skills to retrieve concepts include human health to the learning community information. issues, human anatomy, body and to society is systems, and life functions. information literate and The student will synthesize Computer/Technology practices ethical behavior information from multiple C/T 9-12.7 The student will in regard to information sources to prepare a evaluate and select new and information research report. information resources and technology. technological innovations The student will based on the appropriateness acknowledge sources used for specific tasks. in a works cited list or bibliography Analyze and draw conclusions about the comprehensiveness and bias of electronic information sources.

Information Retrieval Skills  The student will analyze the topic and develop questions to be answered during the research process.  The student will use special references such as science encyclopedias and multiple online sources such as Infotrac, ProQuest Silver, SIRS Knowledge Source, Grolier Online and Nettrekker.  The student will evaluate Web sites located through general search engines for accuracy, authority and other established Web evaluating criteria.  The student will record bibliographic sources of information using author, title, publisher, date, http, and date of download.

Jean Weller Page 53 1/18/2018 Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian will guide students through the use of a research model to define their topic, formulate questions needing answers from their research, and identify sources of information.  The librarian, in collaboration with the classroom teacher, will determine key sources of information and will pre-select print materials for a reserve shelf in the library.  The librarian will create a print or online “pathfinder” listing potential print and electronic sources of information.  The librarian will provide a Web evaluation guide for students to use with sites located through general search engines.  The librarian will collaborate with teachers to conduct lessons on source citation, bibliography, and plagiarism. Local Strategies

Sample Project/Activity  The students conduct research about the lifestyles of an animal, its habitats, its eating and breeding habits, and how it actually relates to other species.  PBS online lesson: America’s health and obsession with fast foods http://www.pbs.org/newshour/extra/teachers/lessonplans/health/nutrition.html

Essential Questions

Local Activities

Internet Safety Internet safety can be addressed when students are using online resources for research and online activities. Remind students that they must follow the division’s Acceptable Use Policy; and not all web sites contain truthful and accurate information. Demonstrate for students how to determine authority for each website in order, to identify bias or inaccurate information. Discuss how the misuse and misunderstanding of information can occur on the Internet. The use of reasoning and logic can extend to dealing with online situations.

The Educational Technology Plan for Virginia http://www.doe.virginia.gov/VDOE/Technology/plan2003-09.pdf  Integration Goal 1 Target 8 Teachers understand and model the acceptable use of technology in teaching and learning.  Integration Goal 1 Target 9 Students routinely use technology in a variety of learning activities across the curriculum.

Jean Weller Page 54 1/18/2018  Integration Goal 1 Target 10 Students will have information literacy skills. Technology Connection (division plan)

Standard of Learning National Information Essential Knowledge For Literacy Standard Information Literacy Content Area Standard 3 The student The student will recognize BIO.6i The student will who is information literate and use special reference investigate and understand uses information sources. common mechanisms of effectively and creatively. inheritance and protein The student will use synthesis. Key concepts Standard 7 The student appropriate questioning include exploration of the who contributes positively skills to retrieve impact of DNA technologies. to the learning information. Computer/Technology environment and to C/T 9-12.9 The student will society is information The student will synthesize use a variety of media and literate and recognizes the information from multiple formats to communicate importance of information sources to prepare a report. information and ideas to a democratic society. effectively to multiple The student will audiences. acknowledge sources used in a works cited list or Determine the most effective bibliography. tool, format, and style to communicate to specific audiences.

Information Retrieval Skills  The student will analyze the topic and develop questions to be answered during the research process.  The student will use special references such as science encyclopedias and multiple online sources such as Infotrac, ProQuest Silver, SIRS Knowledge Source, Grolier Online and Nettrekker.  The student will collect, organize, analyze, interpret, synthesize, and document information from primary and secondary sources.  The student will record bibliographic sources of information using author, title, publisher, date, http, and date of download.

Jean Weller Page 56 1/18/2018 Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian will guide students through the use of a research model to define their topic, formulate questions needing answers from their research, and identify sources of information.  The librarian, in collaboration with the teacher, will determine key sources of information and will pre-select print materials for a reserve shelf in the library.  The librarian will create a print or online “pathfinder” listing potential print and electronic sources of information.  The librarian will model use of a graphic organizer (such as Inspiration) to help students organize and present data and information.  The librarian will collaborate with teachers to conduct lessons on source citation, bibliography, and plagiarism. Local Strategies

Sample Project/Activity  The students will research a genetic disorder and develop a presentation in which they portray a person educating others about the disease. See example http://chesterfield.k12.va.us/Schools/Dale_HS/library/Virtlib/classes/laugenre.htm and http://yourgenesyouthhealth.org/  PBS online lesson: Elements of Biology: Genetics http://school.discovery.com/lessonplans/programs/eb_genetics/ Essential Questions

Local Activities

Internet Safety Internet safety can be addressed when students are using online resources for research. Remind students that they must follow the division’s Acceptable Use Policy; and not all web sites contain truthful and accurate information. Demonstrate for students how to determine authority for each website in order, to identify bias or inaccurate information. Discuss how the misuse and misunderstanding of information can occur on the Internet. As students are learning about how to express opinions with convincing arguments, emotions are likely to become heated and students should be apprised of the dangers of cyberbullying.

Technology Connection (from state plan) The Educational Technology Plan for Virginia http://www.doe.virginia.gov/VDOE/Technology/plan2003-09.pdf  Integration Goal 1 Target 8 Teachers understand and model the acceptable use of technology in teaching and learning.  Integration Goal 1 Target 9 Students routinely use technology in a variety of Jean Weller Page 57 1/18/2018 learning activities across the curriculum.  Integration Goal 1 Target 10 Students will have information literacy skills. Technology Connection (division plan)

Jean Weller Page 58 1/18/2018 Content: Science Strand: Course: Chemistry

Standard of Learning National Information Essential Knowledge For Literacy Standard Information Literacy Content Area Standard 1 The student The student will CH.1 The student will who is information literate demonstrate proficiency in investigate and understand accesses information information gathering experiments in which efficiently and effectively. skills. variables are measured, analyzed, and evaluated Standard 7 The student The student will locate and produce observations and who contributes positively use additional specialized verifiable data. Key concepts to the learning reference sources. include: environment and to society is information The student will identify Designated laboratory literate and recognizes the online databank retrieval techniques. importance of information systems. to a democratic society. Safe use of chemicals and The student will construct equipment. an appropriate bibliographic citation. Proper response to emergency situations. Computer/Technology C/T 9-12.5 The student will demonstrate knowledge of technologies that support collaboration, personal pursuits, and productivity.

Respectfully collaborate with peers, experts, and others to contribute to an electronic community of learning.

Information Retrieval Skills  The student will use special print references such as science encyclopedias and subscription online sources such as SIRS, eLibrary or Info Track to locate specific information on laboratory techniques and safety.  The student will formulate questions and determine keywords to guide the information gathering process.  The student will collect, organize, analyze, interpret, synthesize, and document information from primary and secondary sources.  The student will record bibliographic sources of information using author, title, publisher, date, http, and date of download.

Jean Weller Page 59 1/18/2018 Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian will ask the students to examine what they already know about a topic, using a graphic organizer  The librarian will guide the students through the use of a research model to define their topic, formulate questions needing answers, and identify sources of information.  The librarian will instruct students in the use of print and nonprint resources supporting their topics.  The librarian will collaborate with teachers to conduct lessons on source citation, bibliography, and plagiarism. Local Strategies

Sample Project/Activity  The students will research standard laboratory techniques and safety. They will demonstrate in a “Do’s and Don’ts in the Lab” creatively through a video, poster, or skit.  The students will research industrial accidents and develop plans for responding to accidents and preventing them. Essential Questions

Local Activities

Internet Safety Internet safety can be addressed when students are using online resources for research. Remind students that they must follow the division’s Acceptable Use Policy; and not all web sites contain truthful and accurate information. Demonstrate for students how to determine authority for each website in order, to identify bias or inaccurate information.

Standard of Learning National Information Essential Knowledge For Literacy Standard Information Literacy Content Area Standard 3 The student The student will CH.2 The student will who is information literate demonstrate proficiency in investigate and understand that uses information information gathering the placement of elements on effectively and creatively. skills. the periodic table is a function of their atomic structure. The Standard 6 The student The student will identify periodic table is a tool used for who is an independent online databank retrieval the investigations of: learning is information systems. literate and strives for Average atomic mass, mass excellence in information The student will synthesize number, and atomic number seeking and knowledge information from multiple isotopes, half lives, and generation. sources to prepare a radioactive decay; research report.

Characteristics of subatomic The student will particles as to mass and charge acknowledge sources used families or groups series and in a works cited list or periods trends including bibliography. atomic radii, electron gravity, shielding effect, and ionization energy;

Electron configurations, valence electrons, and oxidation numbers, chemical and physical properties, and historical and quantum models.

Jean Weller Page 61 1/18/2018 Computer/Technology C/T 9-12.9 The student will use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

Determine the most effective tool, format, and style to communicate to specific audiences.

Information Retrieval Skills  The student will use special print references such as science encyclopedias and subscription online sources such as SIRS, BigChalk, eLibrary or Info Track to locate specific information on elements, the periodic table or historic scientists studied.  The student will formulate questions and determine keywords to guide the information gathering process.  The student will collect, organize, analyze, interpret, synthesize, and document information from primary and secondary sources.  The student will record bibliographic sources of information using author, title, publisher, date, http, and date of download. Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian, in collaboration with the classroom teacher, will create a print or online “pathfinder” listing potential sources of information.  The librarian will work with the classroom teacher to create a rubric for the assignment, and they will evaluate the student projects and the overall unit.  The librarian will work with teachers and students to find creative ways for the students to demonstrate their knowledge.  The librarian will collaborate with teachers to conduct lessons on source citation, bibliography, and plagiarism.

Sample Project/Activity  The students will research an element and develop a presentation incorporating facts about the element such as who discovered it, what it is used for, and how it behaves when it reacts with different things. Examples of presentation styles include: writing a children’s story about the element, designing a billboard or poster, writing a song, or developing a summer camp program where activities revolve around the element.  Online lessons from Discovery School: Elements of Chemistry: The Periodic Table http://school.discovery.com/lessonplans/programs/ec_periodictable/ Essential Questions

Local Activities

Standard of Learning National Information Essential Knowledge For Literacy Standard Information Literacy Content Area Standard 2 The student The student will CH.3 The student will who is information literate demonstrate proficiency in investigate and understand evaluates information information gathering how conservation of energy critically and competently. skills. and matter is expressed in chemical formulas and Standard 6 The student The student will locate and balanced equations. Key who is an independent use additional specialized concepts include: learner is information reference sources. Nomenclature, balancing literate and strives for chemical equations. excellence in information The student will identify seeking and knowledge online databanks retrieval Writing chemical formulas generation. systems. (molecular, structural, empirical, and Lewis The student will synthesize diagrams). information from multiple sources to prepare a Bonding types (ionic, research report. covalent).

Reaction types (synthesis, decomposition, single and double replacement, oxidation-reduction, neutralization, exothermic and endothermic); and,

Reaction rates and kinetics (activation energy, catalysis, degree of randomness).

Jean Weller Page 64 1/18/2018 Computer/Technology C/T 9-12.8 The student will use technology resources for solving problems and making informed decisions.

Investigate and apply expert systems, intelligent agents, and simulations in real-world situations.

Select and apply technology tools for information analysis, problem-solving, and decision-making.

Information Retrieval Skills  The student will use special print references such as science encyclopedias and subscription online sources such as SIRS, eLibrary or Gale’s Infotrac to locate specific information on chemical elements.  The student will formulate questions and determine keywords to guide the information gathering process.  The student will collect, organize, analyze, interpret, synthesize, and document information from primary and secondary sources.  The student will record bibliographic sources of information using author, title, publisher, date, http, and date of download. Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian will ask the students to examine what they already know about a topic, using a graphic organizer.  The librarian will guide the students through the use of a research model to define their topic, formulate questions needing answers, and identify sources of information.  The librarian will instruct students in the use of print and nonprint resources supporting their topics.  The librarian, in collaboration with the classroom teacher, will create a print or online “pathfinder” listing potential sources of information.

Sample Project/Activity  The students will locate a list of formulas and names for chemicals. After identifying the chemicals as ionical or covalent, students will analyze the properties of each and deduce the principals/rules for naming each type of chemical. To reinforce student learning of the formulas and names, students will play formula BINGO where one side of the BINGO card, designed by the teacher/librarian, has formulas (i.e.: NaC1, Cr2(P04)3) and the other side has names (i.e.: Sodium Chloride, Chromium3).  Online lessons from Discovery School: see grades 9-12 choices http://school.discovery.com/lessonplans/physci.html Essential Questions

Local Activities

Standard of Learning National Information Essential Knowledge For Literacy Standard Information Literacy Content Area Standard 2 The student The student will CH.4 The student will who is information literate demonstrate proficiency in investigate and understand that evaluates information information gathering quantities in a chemical critically and competently. skills. reaction are based on molar relationships. Key concepts Standard 3 The student The student will synthesize include: who is information literate information from multiple Avogadro’s principal and uses information sources to prepare a molar volume; effectively and creatively. research report.

Stoichiometric relationships; The student will partial pressure; gas laws’ acknowledge sources used solution concentrations; in a works cited list or chemical equilibrium; and bibliography. acid/base theory:

Strong electrolytes, weak electrolytes, and nonelectrolytes; and

Dissociation and ionization; pH and pOH; and the titration process. Computer/Technology C/T 9-12.4 The student will practice responsible use of technology systems, information, and software.

Adhere to fair use and copyright guidelines.

Adhere to the school division’s Acceptable Use Policy as well as other state and federal laws.

Model respect for intellectual property.

Jean Weller Page 67 1/18/2018 Information Retrieval Skills  The student will use special print references such as science encyclopedias and subscription online sources such as SIRS, eLibrary or Info Track to locate specific information on laboratory techniques and safety.  The student will collect, organize, analyze, interpret, synthesize, and document information from primary and secondary sources.  The students will use effective Internet searching techniques including use of Boolean operators and advanced search screens to locate information through subscription databases and Internet search engines reviewing the information for relevancy and accuracy.  The student will record bibliographic sources of information using author, title, publisher, date, http, and date of download. Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian will instruct students in the use of print and non-print resources supporting their topics.  The librarian will instruct students in Web evaluation using Web guides and examples.  The librarian will review the concept of Boolean logic. Local Strategies Sample Project/Activity  The students will research Avogadro’s principle and create examples to display on October 23 at a Mole Day Celebration. (http://www.moleday.org/; http://www.moleday.org/htdocs/projects.html). See also: http://www.visionlearning.com/library/module_viewer.php?mid=53&1=&c3=  Online lessons from Discovery School: see grades 9-12 choices http://school.discovery.com/lessonplans/physci.html Essential Questions

Local Activities

Jean Weller Page 68 1/18/2018 Technology Connection (from state plan) The Educational Technology Plan for Virginia http://www.doe.virginia.gov/VDOE/Technology/plan2003-09.pdf  Integration Goal 1 Target 8 Teachers understand and model the acceptable use of technology in teaching and learning.  Integration Goal 1 Target 9 Students routinely use technology in a variety of learning activities across the curriculum.  Integration Goal 1 Target 10 Students will have information literacy skills. Technology Connection (division plan)

Jean Weller Page 69 1/18/2018 Jean Weller Page 70 1/18/2018 Content: History and Strand: Course: World Social Science Geography

Standard of Learning National Information Essential Knowledge For Literacy Standard Information Literacy Content Area Standard 1 The student The student will research WG.1 The student will use who is information literate and analyze geographical maps, globes, photographs, accesses information information using various and pictures in order to: efficiently and effectively. reference materials and resources, such as atlases. Obtain geographical Standard 3 The student information and apply the who is information literate The student will use concepts of location, scale, uses information appropriate questioning and orientation; effectively and creatively. skills to retrieve information. Develop and refine his or her mental maps of world regions; The student will recognize create and compare political, the importance of using physical, and thematic maps; indexes.

Analyze and explain how The student will construct different cultures develop an appropriate different perspectives on the bibliographic citation. world and its problems;

Recognize different map projections and explain the concept of distortion.

Jean Weller Page 71 1/18/2018 Computer/Technology C/T 9-12.8 The student will use technology resources for solving problems and making informed decisions.

Investigate and apply expert systems, intelligent agents, and simulations in real-world situations.

Select and apply technology tools for information analysis, problem solving, and decision- making.

Information Retrieval Skills  The student will use the online catalog to locate atlases in the library.  The student will use tables of contents, indexes and gazetteers to locate specific maps and geographic locations with the atlas.  The student will use advanced Boolean searches and Internet search engines to locate websites with satellite images of earth such as http://visibleearth.nasa.gov/ and http://maps.google.com/maps.

Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian will introduce geographic materials in the library and reviews the use of indexes and gazetteers to locate specific maps.  The librarian will instruct students in questioning skills to analyze a topic for keywords and using the keywords to access information in print sources and online search engines.  The librarian will guide students to refine online search using keywords with Boolean operators in advanced search screens.  The librarian will guide students through the use of search windows and navigation links within a website to locate specific information. Local Strategies

Jean Weller Page 72 1/18/2018 Sample Project/Activity  The students will compare digital satellite images of earth with print maps in atlases or their textbook. Students will select a region and compare the accuracy and orientation of the satellite maps to maps on the printed pages.  Online lesson from New York Times: Somewhere in the Middle Investigating the Geography of the Middle East http://www.nytimes.com/learning/teachers/lessons/20060816wednesday.html? searchpv=learning_lessons *  Online source to locate specific maps http://infomine.ucr.edu/cgi-bin/search?category=maps *  PBS lesson on global positioning systems http://www.pbs.org/wnet/innovation/teachers_lp1.html *

Essential Questions

Local Activities

Jean Weller Page 73 1/18/2018 Content: History and Strand: Course: World Social Science Geography

Standard of Learning National Information Essential Knowledge For Literacy Standard Information Literacy Content Area Standard 2 The student The student will use WG.2 The student will who is information literate appropriate questioning analyze how selected physical evaluates information skills to retrieve and ecological processes shape critically and competently. information. the Earth’s surface by: Standard 8 The student The student will use a Identifying regional climatic who contributes positively variety of reference patterns and weather to the learning community materials and resources for phenomena and their effects and to society is analyzing their subjects. on people and places; information literate and practices ethical behavior The student will Describing how humans in regard to information acknowledge sources used influence the environment and and information in a works cited list or are influenced by it; technology. bibliography. c) Explaining how technology affects one’s ability to modify the environment and adapt to it. Computer/Technology C/T 9-12.9 The student will use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

Jean Weller Page 74 1/18/2018 Information Retrieval Skills  The student will use the search functions of the online catalog.  The student will access information from an online subscription database such as eLibrary.  The student will access and evaluate websites located through an Internet search engine. Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian will guide students through the use of a research model to analyze their topic, determine keywords and questions, and match questions to the best sources on information.  The librarian will create a print or online pathfinder listing potential print and electronic sources of information.  The librarian will instruct students in the evaluation of websites located through a general search engine.  The librarian will instructs students in collecting bibliographical information and generating a works cited list. Local Strategies

Sample Project/Activity  The students will research the Aswan dam project in Egypt and determine how the human decision to build the dam has impacted the environment and altered agriculture in Egypt. Students use images of Egypt today and before the dam to create a slideshow of man’s impact on Egypt. They evaluate the pros and cons of the decision to build the dam considering its impact on agriculture, the Nile Delta and ancient artifacts along the river.  Discovery School online lesson: Three Gorges Dam is now being constructed in China on the upper Yangtze River. The dam will benefit many people, but it may also cause serious problems. Students can expand upon this lesson to discover what these problems may be. http://school.discovery.com/lessonplans/programs/threegorges/ *

Essential Questions

Local Activities

Jean Weller Page 75 1/18/2018 Internet Safety Internet safety can be addressed when students are using online resources for research. Remind students that they must follow the division’s Acceptable Use Policy; and not all web sites contain truthful and accurate information. Demonstrate for students how to determine authority for each website in order, to identify bias or inaccurate information. Discuss how the misuse and misunderstanding of information can occur on the Internet. If using email to communicate with experts, review safety rules for email. As students are learning about how to express opinions with convincing arguments, emotions are likely to become heated and students should be apprised of the dangers of cyberbullying.

Technology Connection (from state plan) The Educational Technology Plan for Virginia http://www.doe.virginia.gov/VDOE/Technology/plan2003-09.pdf  Integration Goal 1 Target 8 Teachers understand and model the acceptable use of technology in teaching and learning.  Integration Goal 1 Target 9 Students routinely use technology in a variety of learning activities across the curriculum  Integration Goal 1 Target 10 Students will have information literacy skills. Technology Connection (division plan)

Standard of Learning National Information Essential Knowledge For Literacy Standard Information Literacy Content Area Standard 5 The student The student will participate WG.3 The student will apply who is an independent in a variety of experiences the concept of a region by: learner is information to increase appreciation of literate and appreciates literature. Explaining how characteristics literature and other of regions have led to regional creative expressions of The student will use a labels; information. variety of reference materials and resources for Explaining how regional Standard 9 The student analyzing their subjects. landscapes reflect cultural who contributes positively characteristics of their to the learning community The student will use a inhabitants; and to society is research model. information literate and Analyzing how cultural participates effectively in The student will characteristics, including the groups to pursue and acknowledge sources used world’s major languages and generate information. in a works cited list or religions, link or divide bibliography. regions.

Computer/Technology C/T 9-12.5 The student will demonstrate knowledge of technologies that support collaboration, personal pursuits, and productivity.

Jean Weller Page 77 1/18/2018 Information Retrieval Skills  The student will access print materials using the title, author, subject, and keyword features of the online catalog.  The student will recognize and use special reference sources in various subject fields such as reference books on authors, literary analysis, geographic regions with the United States and cultures of the world.  The student will locate, access, and evaluate online materials from databases and the general Internet appropriate to the topic.  The student will locate and record bibliographical information needed to properly cite sources. Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian will guide students through the use of a research model to analyze their topic, determine questions to be answered and locate information on their region and topic.  The librarian will guide students to use the online catalog, subscription databases and the general Internet to locate materials on the topic.  The librarian and teacher will propose creative methods of presenting information including book talks, oral reports, and slideshow presentations. Local Strategies

Sample Project/Activity  In a cross curriculum project with their English class, students choose a book, story, or poem by a regional author and analyze how the geographic and climatic characteristics of the region are portrayed in their work. Students are grouped by region depending on the author they choose. Within their group, students determine the common characteristics of their authors’ works and cultural similarities of the characters. After presenting their findings by region, students are guided in a discussion comparing regional differences as seen through literature.  Discovery School online lesson: Toward Civilization http://school.discovery.com/lessonplans/programs/towardcivilization/ * Essential Questions

Local Activities

Jean Weller Page 78 1/18/2018 Technology Connection (from state plan) The Educational Technology Plan for Virginia http://www.doe.virginia.gov/VDOE/Technology/plan2003-09.pdf  Integration Goal 1 Target 9 Students routinely use technology in a variety of learning activities across the curriculum.  Integration Goal 1 Target 10 Students will have information literacy skills.  Integration Goal 1 Target12 Student learning and achievement will be enhanced through the use of advanced technologies.

Standard of Learning National Information Essential Knowledge Literacy Standard For Information Literacy Content Area Standard 6 The student The student will use a WG.12 The student will apply who is an independent variety of reference geography to interpret the past, learner is information materials and resources understand the present, and plan literate and strives for for analyzing their for the future by: excellence in information subjects. seeking and knowledge Using geographic knowledge, generation. The student will follow skills, and perspectives to analyze a research model. problems and make decisions; Standard 7 The student who contributes positively The student will use Relating current events to the to the learning appropriate questioning physical and human environment and to skills to retrieve characteristics of places and society is information information. regions. literate and recognizes the importance of information The student will Computer/Technology to a democratic society. acknowledge sources C/T 9-12.9 The student will use used in a works cited a variety of media and formats list or bibliography. to communicate information and ideas effectively to multiple audiences.

Jean Weller Page 80 1/18/2018 Information Retrieval Skills  The student will use the online catalog to locate information in the library collection.  The student will recognize and use specials reference sources and match questions to be answered with best resources.  The student will refine online searches in databases and general search engines using advanced search screens and Boolean operators.  The student will record bibliographic sources of information using author, title, publisher, date, http, and date of download. Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian will create a reserve shelf in the library or an online pathfinder of library and Internet sources supporting the assignment and models use of the books and online resources to students.  The librarian will guide students through the use of a research model to analyze their topic, determine questions to be answered and locate information on their region and topic.  Librarian and teacher will propose creative methods of presenting information that culminate in group presentations, debates, discussion, and or/roundtables.  The librarian and the classroom teacher will create a grading rubric so students can self-assess based on stated expectations. Local Strategies

Sample Project/Activity  The students will look at problems of deforestation in central Africa, southern Asia or northern South America and determine its ecological impact on the area and the world. Researching successful models of forest management, students will determine steps; world leaders and organizations should take to encourage environmentally sound forest management.  National Geographic online lesson: The Chesapeake Bay: A Time for Change http://www.nationalgeographic.com/xpeditions/lessons/04/g912/chesapeake.html * Essential Questions

Local Activities

Jean Weller Page 81 1/18/2018 Internet Safety Internet safety can be addressed when students are using online resources for research. Remind students that they must follow the division’s Acceptable Use Policy; and not all web sites contain truthful and accurate information. Demonstrate for students how to determine authority for each website in order, to identify bias or inaccurate information. Discuss how the misuse and misunderstanding of information can occur on the Internet. If using email to communicate with experts, review safety rules for email. As students are learning about how to express opinions with convincing arguments, emotions are likely to become heated and students should be apprised of the dangers of cyberbullying.

Technology Connection (from state plan) The Educational Technology Plan for Virginia http://www.doe.virginia.gov/VDOE/Technology/plan2003-09.pdf  Integration Goal 1 Target 9 Students routinely use technology in a variety of learning activities across the curriculum. Students will have information literacy skills.  Integration Goal 1 Target 10 Students will have information literacy skills.  Integration Goal 1 Target 12 Student learning and achievement will be enhanced through the use of advanced technologies. Technology Connection (division plan)

Jean Weller Page 82 1/18/2018 Course: World Content: History and Strand: History and Social Science Geography 1500 A.D. to the Present

Standard of Learning National Information Essential Knowledge Literacy Standard For Information Literacy Content Area Standard 1 The student The student will WHII.1 The student will improve who is information literate demonstrate proficiency skills in historical research and accesses information in information geographical analysis by: efficiently and effectively. gathering skills, Identifying, analyzing, and locating information interpreting primary and Standard 6 The student from a variety of secondary sources to make who is an independent primary and secondary generalizations about events and learner is information sources. life in world history since 1500 literate and strives for A.D.; excellence in information The student will locate seeking and knowledge and use additional Using maps, globes, artifacts, and generation. specialized reference pictures to analyze the physical sources. and cultural landscapes of the world and to interpret the past The student will since 1500 A.D. recognize and use a variety of databases as Identifying geographic features retrieval systems. important to the study of world history since 1500 A.D.; The student will acknowledge sources Identifying and comparing used in a works cited political boundaries with the list. location of civilization, empires, and kingdoms from 1500 A.D. to the present;

Analyzing trends in human migration and cultural interaction from 1500 A.D. to the present.

Jean Weller Page 83 1/18/2018 Computer/Technology C/T 9-12.6 The student will use technology to locate, evaluate, and collect information from a variety of sources.

Integrate databases, spreadsheets, charts, and tables to create reports.

Information Retrieval Skills  Students will define the topic and develop questions to be answered during the research process.  Students will generate a list of keywords on the topic needed to access print indexes, gazetteers, online databases and search engines.  Students will use the online catalog to identify books and use appropriate online databases to identify relevant historical and geographical resources.  The student will record bibliographic sources of information using author, title, publisher, date, http, and date of download. Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  As part of a research project, the librarian guides students through the steps of a research model including how to define their topic, formulate questions needing answers from their research and identifying sources of information.  The librarian provides a collection of primary source documents, in particular newspapers and magazines published from 1939-1945, and instructs students on how to analyze and interpret primary source data.  The librarian guides students to match potential questions with the best source of information – determining which are best answered in books, in online databases, from general search engines.  The librarian collaborates with teachers to conduct lessons on source citation, bibliography, and plagiarism. Local Strategies

Sample Project/Activity  Using primary sources for WWII, students will create a first person narrative from the perspective of the German or Russian soldier during WWII.  Using data from census sites and online black line maps, students will create population density maps analyzing trends in human migration from 1500 A.D. to the present.  Lesson plans using primary sources from the National Archives can be found at http://www.archives.gov/education/lessons/ *

Jean Weller Page 84 1/18/2018 Essential Questions

Local Activities

Technology Connection (from state plan) The Educational Technology Plan for Virginia http://www.doe.virginia.gov/VDOE/Technology/plan2003-09.pdf  Integration Goal 1 Target 9 Students routinely use technology in a variety of learning activities across the curriculum  Integration Goal 1 Target 10 Students will have information literacy skills.  Integration Goal 1 Target 12 Students learning and achievement will be enhanced through the use of advanced technologies. Technology Connection (division plan)

Jean Weller Page 85 1/18/2018 Grade: World Content: History and Strand: History and Social Science Geography: 1500 A.D. to the Present

Standard of Learning National Information Essential Knowledge For Literacy Standard Information Literacy Content Area Standard 3 The student The student will WWII.2 The student will who is information literate recognize and use special demonstrate an understanding uses information reference sources in of the political, cultural, and accurately and creatively. various subject fields. economic conditions in the world about 1500 A.D. by: Standard 9 The student The student will identify who contributes positively and effectively use online Locating major states and to the learning community databases. empires; and to society is information literate and The student will use a Describing artistic, literary, participates effectively in research model and will and intellectual ideas of the groups to pursue and match the questioning Renaissance; generate information. portion with the best source of information: Describing the distribution of print or nonprint, books major religions, or online.

Analyzing major trade The student will patterns; acknowledge sources used in a works cited list. Citing major technological and scientific exchanges in the Eastern Hemisphere. Computer/Technology C/T 9-12.5 The student will demonstrate knowledge of technologies that support collaboration, personal pursuits, and productivity.

Jean Weller Page 86 1/18/2018 Information Retrieval Skills  The student will identify and define terms key to the artistic, literary, and intellectual ideas of the Renaissance.  The student will locate materials by subject and keyword in the online catalog.  The student will use special reference sources, such as atlases, encyclopedias, and online databases, such as Gale Resources, to understand visually the development and spread of various religions and the expansion of and need for dependable trade routes. Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian and the classroom teacher will collaborate on a strategy to help the students’ grasp the concepts centered on the political, cultural, and economic concepts of the Renaissance and evaluate the library’s ability to support the project.  The librarian will determine key sources of information and will create a print or online “pathfinder” listing potential print and electronic sources of information.  The librarian and teacher will collaborate to provide a keyword sheet, and the students must include at least five of them in their project.  The librarian will guide the students through the online databases pertinent to their research and to various aspects of the online card catalog that will help them find their answers.  The librarian and the classroom teacher will create a grading rubric so students can self-assess based on stated expectations. Local Strategies

Sample Project/Activity  The assignment could be used for either the major empires or the major religions or for both. Working in groups, students will create a travel brochure or the front page of a newspaper to inform readers about their topic. Groups must include a separate 8 ½ x 11 Works Cited sheet. Research must include a primary source and three additional sources. More are acceptable but not fewer.  Students will create personal histories of Buddha, Mohammad and Jesus, and they will create distribution maps showing current populations following religions founded by each.  Online lessons on World History from Discovery School listed at http://school.discovery.com/lessonplans/worldhis.html * Essential Questions

Local Activities

Jean Weller Page 87 1/18/2018 Internet Safety Internet safety can be addressed when students are using online resources for research. Remind students that they must follow the division’s Acceptable Use Policy; and not all web sites contain truthful and accurate information. Demonstrate for students how to determine authority for each website in order, to identify bias or inaccurate information.

Technology Connection (from state plan) The Educational Technology Plan for Virginia http://www.doe.virginia.gov/VDOE/Technology/plan2003-09.pdf  Integration Goal 1 Target 9 Students routinely use technology in a variety of learning activities across the curriculum.  Integration Goal 1 Target 10 Students will have information literacy skills.  Integration Goal 1 Target 12 Students learning and achievement will be enhanced through the use of advanced technologies. Technology Connection (division plan)

Jean Weller Page 88 1/18/2018 Strand: Era VII: Course: World Content: History and Era of Global Wars, History and Social Science 1914 to 1945 Geography: 1500 A.D. to the Present

Standard of Learning National Information Essential Knowledge For Literacy Standard Information Literacy Content Area Standard 2 The student The student will recognize WHII.10 The student will who is information literate and use special reference demonstrate knowledge of evaluates information sources in various subject political, economic, social, critically and competently. fields. and cultural developments during the Interwar Period by: Standard 7 The student The student will identify who contributes positively online databases as Describing the League of to the learning community retrieval systems. Nations and the mandate and to society is system; information literate and The student will recognizes the importance demonstrate proficiency in Citing causes and assessing of information to a information gathering the impact of worldwide democratic society. skills. depression in the 1930s; The student will Examining events related to acknowledge sources used the rise, aggression, and in a works cited list. human costs of dictatorial regimes in the Soviet Union, Germany, Italy, and Japan, and;

Identifying their major leaders, i.e. Joseph Stalin, Adolph Hitler, Benito Mussolini, Hirohito, and Hideki Tojo

Information Retrieval Skills  The student will develop an understanding of “chronology” as he works through the assigned work.  The student will have an opportunity to use a number of keywords for accessing information via the Internet.  The student will analyze and interpret primary and secondary source material.  The student will use the online catalog for expanding his search. Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian will provide a Pathfinder that will include suggested Dewey Decimal numbers, use of vertical file, relevant videotapes and DVD’s and CD’s, examples of reference books, online sources from the library media center’s virtual library, and book marked Internet sites.  The librarian will instruct students in refining online searches using advanced search screens and Boolean Operators and evaluating web sites found through general search engines.  The librarian will collaborate with teachers to conduct lessons on source citation, bibliography, and plagiarism. Local Strategies

Sample Project/Activity  The librarian and the classroom teacher will give the students a list of 40 items concerning the Soviet Union. The students must build a chronology with a one- sentence explanation of each term (place, person, event). The terms include such reference as Sputnik, Glasnost, Warsaw Pact, Stalin, Lenin, Bolsheviks Great Purge, U2 spy plane, SALT Treaty.  The student will develop an understanding of the term “chronology” as he works through the assigned work.  Online lessons on World History from Discovery School listed at http://school.discovery.com/lessonplans/worldhis.html *

Local Activities

Technology Connection (from state plan) The Educational Technology Plan for Virginia http://www.doe.virginia.gov/VDOE/Technology/plan2003-09.pdf  Integration Goal 1 Target 9 Students routinely use technology in a variety of learning activities across the curriculum.  Integration Goal 1 Target 10 Students will have information literacy skills.  Integration Goal 1 Target 12 Students learning and achievement will be enhanced through the use of advanced technologies. Technology Connection (division plan)

Jean Weller Page 91 1/18/2018 Course: World Content: History and Strand: Era VIII: History and Social Science The Post-War Period Geography: 1500 A.D. to the Present

Standard of Learning National Information Essential Knowledge For Literacy Standard Information Literacy Content Area Standard 6 The student The student will recognize WHII.15 Post War Period, who is an independent and use special reference 1945 to Present. The student learner is information sources, both primary and will demonstrate knowledge literate and strives for secondary. of cultural, economic, and excellence in information The student will identify social conditions in developed seeking and knowledge online databases as and developing nations of the generation. retrieval systems. contemporary world by: Standard 8 The student The student will evaluate Identifying contemporary who contributes positively and use mass media as political issues, with emphasis to the learning community sources of information by on migrations of refugees and and to society is assessing the quality of others, ethnic/religious information literate and information on radio, conflicts, and the impact of practices ethical behavior films, television, and technology, including in regard to information Internet (e.g. online news, chemical and biological and information non-profit organizations, technologies; technology. political action groups, and commercial companies). Assessing the impact of economic development and The student will global population growth on acknowledge sources used the environment and society, in a works cited list. including an understanding of the links between economic and political freedom

Describing economic interdependence, including the rise of multinational corporations, international organizations, and trade agreements.

Jean Weller Page 92 1/18/2018 Computer/Technology C/T 9-12.1The student will demonstrate knowledge of the nature and operation of technology systems.

Discuss the inherent advantages and limitations of technology.

Define the relationship between infrastructure, electronic resources, and connectivity.

Identify and describe the impact of new and emerging technologies and their applications.

C/T 9-12.3 The student will demonstrate knowledge of ethical, cultural, and societal issues related to technology.

Assess the potential of information and technology to address personal and workplace needs.

Demonstrate knowledge of electronic crimes such as viruses, pirating, and computer hacking.

Explore and participate in online communities, and online learning opportunities.

Identify the role that technology will play in future career opportunities.

Jean Weller Page 93 1/18/2018 Information Retrieval Skills  The student will use available online databases and will demonstrate an understanding of keyword search, subject search, Boolean operators, primary sources, and secondary sources.  The student will demonstrate proper usage of the reference section of the library.  The student will use media resources such as digital video, analog video, and Internet images to create projects incorporating media components such as graphics, streaming video and sound. Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian will provide an evaluation sheet for the technical aspects of the media presentation, such as proper use of color, size of fonts, number of color, number of lines per slide, and number of words per line.  The librarian will emphasize Internet ethics and provides lessons on copyright, fair use, and proper citing of sources.  The librarian and the classroom teacher will provide instruction on plagiarism: how to quote, how to paraphrase, how to write internal citations, and how to create a “Works Cited” list. Local Strategies

Sample Project/Activity  The librarian and the classroom teacher will offer topic suggestions and brainstorm additional possibilities with the students: Native Americans, US/Iraq, Israel/Palestine, Energy Sources, Eastern Europe/Democracy, Berlin Wall, Pakistan/India, Space Exploration, Environmental Exploration, Communication/Information Revolution, Weapon Exploration and Development, NATO, the Euro, and the Amazon Forest. The student will prepare an historical paper (1500-2500 words) and an accompanying media presentation.  Online lessons on World History from Discovery School listed at http://school.discovery.com/lessonplans/worldhis.html *

Essential Questions

Local Activities

Jean Weller Page 94 1/18/2018 Internet Safety Internet safety can be addressed when students are using online resources for research. Remind students that they must follow the division’s Acceptable Use Policy; and not all web sites contain truthful and accurate information. Demonstrate for students how to determine authority for each website in order, to identify bias or inaccurate information. Discuss how the misuse and misunderstanding of information can occur on the Internet. As students are learning about how to express opinions with convincing arguments, emotions are likely to become heated and students should be apprised of the dangers of cyberbullying.

Technology Connection (from state plan) The Educational Technology Plan for Virginia http://www.doe.virginia.gov/VDOE/Technology/plan2003-09.pdf  Integration Goal 1 Target 9 Students routinely use technology in a variety of learning activities across the curriculum.  Integration Goal 1 Target 10 Students will have information literacy skills.  Integration Goal 1 Target 12 Student learning and achievement will be enhanced through the use of advanced technologies. Technology Connection (division plan)

Jean Weller Page 95 1/18/2018 Content: Virginia and Strand: Revolution Course: Virginia and United States and New Nation United States History History Standard of Learning National Information Essential Knowledge For Literacy Standard Information Literacy Content Area Standard 3 The student The student will VUS.5 The student will who is information literate demonstrate proficiency in demonstrate knowledge of the uses information information gathering issues involved in the creation effectively and creatively. skills, locating information and ratification of the United from a variety of primary States Constitution and how Standard 9 The student and secondary sources. the principles of limited who contributes positively government, consent of the to the learning community The student will locate and governed, and the social and to society is use additional specialized contract are embodied in it by: information literate and reference sources. participates effectively in Explaining the origins of the groups to pursue and The student will recognize Constitution, including the generate information. and use a variety of Articles of Confederation; databases as retrieval systems. Identifying the major compromises necessary to The student will produce the Constitution, and acknowledge sources used the roles of James Madison in a works cited list or and George Washington; bibliography.

Describing the conflict over ratification, including the Bill of Rights and the arguments of the Federalists and Anti- Federalists;

Examining the significance of the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom in the framing of the Bill of Rights.

Information Retrieval Skills  The student will define the topic and develop questions to be answered during the research process.  The student will generate a list keywords on the topic needed to access print indexes, online databases such as SIRS and search engines.  The student will use the online catalog to identify books and use appropriate online databases to identify relevant citations.  The student will synthesize information from multiple sources to prepare a report. Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian will pre-select print materials to be shared and will establish a reserve shelf in the library.  The librarian will help students match potential questions with the best sources of information.  The librarian will provide instruction on recording bibliographic sources of information using author, title, publisher, date, http, and date of download. Local Strategies Check SIRS statewide databases for primary source material and historic background information for U. S. History. See Government Reporter, Historic and Government Documents, Directories and Almanacs and Interactive Citizenship , What Citizens Need to Know series of Interactive Books Sample Project/Activity  The class will be divided into groups (most working in pairs). Each group researches one colony’s needs and concerns going into the Constitutional Convention. Acting as that colony’s representative at the convention, students determine whether it would be feasible for their colony to ratify the new constitution and be part of the new union. Each group writes a proposition paper and the class debates the issues. Each colony casts its vote to join or not to join the United States and compares their decision to the original colony’s decision.  Online lessons from Discovery School on U.S. History http://school.discovery.com/lessonplans/ushis.html *  Lessons using primary documents from the National Archives http://www.archives.gov/education/lessons/ *

Local Activities

Jean Weller Page 98 1/18/2018 Content: History and Strand: Civil War and Course: Virginia Social Science Reconstruction: 1860 and United States to 1877 History

Standard of Learning National Information Essential Knowledge Literacy Standard For Information Literacy Content Area Standard 3 The student The student will VUS.7 The student will who is information literate demonstrate proficiency demonstrate knowledge of the uses information effectively in information gathering Civil War and Reconstruction and creatively. skills by locating Era and its importance as a information from a major turning point in Standard 7 The student variety of primary and American history by: who contributes positively secondary sources. to the learning environment Identifying the major events and to society is information The student will locate and the roles of key leaders of literate and recognizes the and use additional the Civil War Era, with importance of information specialized reference emphasis on Abraham to a democratic society. sources. Lincoln, Ulysses S. Grant, Robert E. Lee, and Frederick The student will Douglass; synthesize information from multiple sources to Analyzing the significance of prepare a final product. the Emancipation Proclamation and the The student will share principles outlined in library resources and Lincoln’s Gettysburg work cooperatively in Address; groups as appropriate.

Examining the political, economic, and social impact of the war and Reconstruction, including the adoption of the 13th, 14th, and 15th Amendments to the Constitution of the United States.

Jean Weller Page 99 1/18/2018 Computer/Technology C/T 9-12.7 The student will evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.

Analyze and draw conclusions about the comprehensiveness and bias of electronic information sources.

Information Retrieval Skills  The student will define the topic and develop questions to be answered during the research process.  The student will analyze and interpret primary source material as it related to the assignment.  The student will match potential questions with the best sources of information and will determine which are best answered in books, in online databases, or from general search engines.  The student will record bibliographic sources of information using author, title, publisher, date, http, and date of download. Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian will pre-select print materials to be shared and will establish a reserve shelf in the library.  The librarian will help students match potential questions with the best sources of information.  The librarian will provide instruction on recording bibliographic sources of information and on plagiarism. Local Strategies

Sample Project/Activity  The students will be divided into groups and will create maps of major battles chronicling the Civil War from Fort Sumter to Appomattox. For each map, students will color code army troop movements and will describe the major generals as well as their strategies for each battle. Analyzing their data, students determine the strengths of the winning side, weaknesses of the losing side and predict circumstances that could have changed the outcome of the battle.  Online lessons from Discovery School on U.S. History http://school.discovery.com/lessonplans/ushis.html *  Lessons teaching with historic places http://www.cr.nps.gov/nr/twhp/descrip.htm *

Local Activities

Jean Weller Page 101 1/18/2018 Content: History and Strand: Conflict: The Course: Virginia and Social Science World at War 1939 United States History to 1945

Standard of Learning National Information Essential Knowledge For Literacy Standard Information Literacy Content Area Standard 3 The student The student will VUS.10 The student will who is information literate demonstrate proficiency in demonstrate knowledge of uses information information gathering World War II by: effectively and creatively. skills, locating information from a variety of primary Identifying the causes and Standard 8 The student and secondary sources. events that led to American who contributes positively involvement in the war, to the learning community The student will recognize including military assistance and to society is and use a variety of to Britain and the Japanese information literate and databases as retrieval attack on Pearl Harbor; practices ethical behavior systems. in regard to information Describing the major battles and information The student will identify and turning points of the war technology. and use community in North Africa, Europe, and resources. the Pacific, including Midway, Stalingrad, the Normandy The student will landing (D-Day), and acknowledge sources used Truman’s decision to use the in a works cited list or atomic bomb to force the bibliography. surrender of Japan;

Describing the role of all- minority military units, including the Tuskegee Airmen and Nisei regiments;

Describing the Geneva Convention and the treatment of prisoners of war during World War II;

Analyzing the Holocaust (Hitler’s “final solution”), its impact on Jews and other groups, and postwar trials of war criminals.

Jean Weller Page 102 1/18/2018 Computer/Technology C/T 9-12.9 The student will use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

Information Retrieval Skills  The student will define the topic and develop questions to be answered during the research process.  The student will refine online searches by entering multiple keywords with Boolean Operators in advanced search screens.  The student will evaluate the reliability and credibility of websites.  The student will identify and use community resources as it pertains to the topic. Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian will provide a community resource list of persons, organizations, and businesses that could provide primary source information on the topic.  The librarian will provide a collection of primary source documents, in particular newspapers and magazines published from the time period, and instructs students on how to analyze and interpret primary source data.  The librarian will instruct students in refining online searches using advanced search screens and Boolean Operators and evaluating web sites found through general search engines.  The librarian will collaborate with teachers to conduct lessons on source citation, bibliography, and plagiarism. Local Strategies

Jean Weller Page 103 1/18/2018 Sample Project/Activity  The students will create a timeline of major events in the European/African Theater and the Pacific Theater. On the timeline will be dates of major battles with information about the battles in bulleted fact boxes. Analyzing data collected, students will determine which battles were turning points in the war and the factors that contributed to the victories and losses of the allied forces.  Online lessons from Discovery School on U.S. History http://school.discovery.com/lessonplans/ushis.html *  Online lesson evaluating propaganda techniques used in WWII posters http://www.readwritethink.org/lessons/lesson_view.asp?id=829 * Essential Questions

Local Activities

Internet Safety Internet safety can be addressed when students are using online resources for research. Remind students that they must follow the division’s Acceptable Use Policy; and not all web sites contain truthful and accurate information. Demonstrate for students how to determine authority for each website in order, to identify bias or inaccurate information. Discuss how the misuse and misunderstanding of information can occur on the Internet. As students are learning about how to express opinions with convincing arguments, emotions are likely to become heated and students should be apprised of the dangers of cyberbullying.

Jean Weller Page 104 1/18/2018 Content: History and Strand: The United Course: Virginia and Social Studies States since World United States History War II

Standard of Learning National Information Essential Knowledge For Literacy Standard Information Literacy Content Area Standard 2 The student The student will VUS.12 The student will who is information literate demonstrate proficiency in demonstrate knowledge of evaluates information information gathering United States foreign policy critically and competently. skills, locating information since World War II by: from a variety of primary Standard 6 The student and secondary sources. Describing outcomes of World who is an independent War II, including political learner is information The student will locate and boundary changes, the literate and strives for use additional specialized formation of the United excellence in information reference sources. Nations, and the Marshall seeking and knowledge Plan; generation. The student will recognize and use a variety of Explaining the origins of the databases as retrieval Cold War, and describing the systems. Truman Doctrine and the policy of containment of The student will communism; synthesize information from multiple sources to The American role in wars in prepare a final product. Korea and Vietnam, and the role of the North Atlantic Treaty Organization (NATO) in Europe;

Explaining the role of America’s military and veterans in defending freedom during the Cold War;

Explaining the collapse of communism and the end of the Cold War, including the role of Ronald Reagan.

Jean Weller Page 105 1/18/2018 Computer/Technology C/T 9-12.4 The student will practice responsible use of technology systems, information, and software.

Adhere to fair use and copyright guidelines.

Adhere to the school division’s Acceptable Use Policy as well as other state and federal laws.

Model respect for intellectual property.

Information Retrieval Skills  The student will define the topic and develop questions to be answered during the research process.  The student will refine online searches by entering multiple keywords with Boolean Operators in advanced search screens.  The student will evaluate the reliability and credibility of websites.  The student will analyze and interpret primary source material as it relates to the topic. Library Media Strategies Collaboration between the librarian and the teacher is essential for student academic achievement.  The librarian will guide students through the steps of a research model including defining their topic, formulating questions, and identifying sources of information.  The librarian will instruct students in refining online searches using advanced search screens and Boolean Operators.  The librarian will provide access to a collection of primary source documents and instructs students on how to analyze and interpret primary source data.  The librarian will instruct students on web page evaluation. Local Strategies

Sample Project/Activity  The students will study the evolution of the Cold War through political cartoons. Divided into groups, students will focus on administrations from Harry Truman to George Bush, Sr. noting key foreign policy issues facing each president. Students will locate political cartoons reflecting public attitudes toward foreign policy from books, newspapers and online sources printed during their president’s administration. Students will apply their knowledge of the terms studied in class such as containment; brinkmanship, domino theory, detente, glasnost and perestroika to the vocabulary used the captions and note attitude changes of the public towards U. S. involvement abroad.  Online lesson from Discovery School on U.S. Cuban relations http://school.discovery.com/lessonplans/programs/us-cuba/ *

Local Activities

* Note: Online lessons included in the Social Studies SOL activities sections were located in the lesson plan databases listed below. They illustrate the wealth of classroom support available on the Internet. Specific lessons are included as guides for teachers and librarians to use or adapt relative to curriculum needs and resources available in individual school districts. http://www.archives.gov/education/lessons/ - U. S. National Archives http://www.eduref.org/Virtual/Lessons/ - Educator’s Reference Desk http://www.cr.nps.gov/nr/twhp/period.htm - Teaching with the National Registry of Historic Places http://infomine.ucr.edu/ - Infomine – enter lesson plans in search line http://www.pbs.org/teachers/socialstudies/ - Public Broadcasting http://www.nationalgeographic.com/xpeditions/lessons/matrix.html National Geographic http://www.nytimes.com/learning/ - New York Times http://school.discovery.com/lessonplans/ - Discovery Education http://www.smithsonianeducation.org/educators/ - Smithsonian Institution

The committee preparing these guides welcomes your suggestions and additions to these correlations and lesson plan resources. [email protected]

Jean Weller Page 107 1/18/2018