info literacy: ancient civilizations

Understanding By Design – Backwards Design Process (Developed by Grant Wiggins and Jay McTighe, 2002)

Title of Unit Ancient Civilizations Grade Level

7

Curriculum Area

Information Literacy, Digital Citizenship

Time Frame

5 days

Stage 1 – Desired Results Content Standard(s): NETS-S Standards: 1. Creativity and Innovation 2. Communication and Collaboration 3. Research and Information Fluency 4. Critical Thinking, Problem Solving, and Decision Making 5. Digital Citizenship

ELA7W3 The student uses research and technology to support writing. The student a. Identifies topics, asks and evaluates questions, and develops ideas leading to inquiry, investigation, and research. b. Gives credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations. c. Includes researched information in different types of products (e.g., compositions, multimedia presentations, graphic organizers, projects, etc.). d. Documents sources. e. Uses electronic media to locate relevant information. ELA7LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools. Understanding (s)/goals Students will understand that: • Information literacy is what allows

us to make informed decisions. • Information literacy involves

knowing where to find good information.

• Information must be understood, analyzed, and synthesized.

• Information literacy makes us more effective at problem solving.

• Digital citizenship is an important part of using technology in a responsible way.

Essential Question(s): • Why is it important to have

information literacy skills? • What must be considered when

evaluating text and Internet sources?

• Why is critical thinking important in how we approach research?

• How does information literacy makes us more effective problem solvers?

• What are the elements of Digital Citizenship?

Related Misconceptions: • Everything online is accurate and 100% factual.

Student objectives (outcomes): Information Processing Skills Students will be able to: • Formulate appropriate research questions (explanation, self-knowledge) • Identify and explain how to use primary and secondary source documents

(perspective); identify social studies reference resources to use for a specific purpose (explanation)

• Check for consistency of information (interpret) • Analyze artifacts, graphs, or diagrams (interpret, explanation) • Draw conclusions and make generalizations (interpret, application, self-

knowledge) • Create and deliver a presentation of research in an engaging, authentic way

(application, empathy, self-knowledge).

Stage 2 – Assessment Evidence Performance Task(s): • Inquiry, Researching, and Citation • Glogster

Other Evidence: • Research skills rubric • Self-Reflection/Survey

Topical Questions • What led to the development of this civilization? • Why did it flourish? • How did it change the world around it? • How is this civilization connected to other things we’ve studied? • How was it unique during the time period? • Was the existence and actions of this civilization good for everyone? • How has it impacted history and the world today?

Stage 3 – Learning Plan

W Where are your students headed and Why? What is required of them?

Where: Students are given an overview of the unit by introducing the essential questions and overarching questions. At this time the standards (desired learner outcomes) will be discussed as they relate to the essential questions. Students are required to keep a journal organized by the questions and possible responses to the questions, which will serve as the “Road Map of Inquiry.” They will submit this

Where: Students are given an overview of the unit by introducing the essential questions and overarching questions. At this time the standards (desired learner outcomes) will be discussed as they relate to the essential questions. Students are required to keep a journal organized by the questions and possible responses to the questions, which will serve as the “Road Map of Inquiry.” They will submit this daily as an exit slip. Why: It will be made clear to students that they will need to demonstrate a thorough understanding of related vocabulary, concepts, and significance of the unit as we see ourselves as citizens of our local community and of the interconnected world in which we live. K-W-L approach will be used to assess prior knowledge and to set goals. What: Students must be familiarized with rituals and routines from the very beginning. Students will be introduced to performance tasks, rubrics, resources, and the culminating activity in the beginning so that there are no mysteries as to what is expected.

H How will the students be hooked and held in this unit?

Hooked: Students need to feel connected and that they have something to gain by being fully engaged. Asking students “Why do we need information literacy skills?” and relating this to their lives will make the unit real to them. The value of research skills need to be addressed to help students understand the context of the discussion and how they fit it in as future searchers of information. Students will also be given the responsibility to think creatively about how to solve current problems relating to their research methodology and content. Held: The goal is for students to make connections between history and their lives in a way that is interesting to them. Having ownership of their research topic should definitely keep them engaged. Technology can be useful for holding student attention. Using the multiple intelligences during instruction and giving students options to use intelligences during activities can also help hold student interest. Keeping the lesson moving at a reasonable pace, including a variety of activities, and using humor whenever possible can keep it fun and interesting. Presenting things in an interesting, weird or shocking way is necessary for hooking and holding the attention of seventh graders. My main goal isn’t to entertain, but it sure does help.

1. Why is it important to have information literacy skills? What must be considered when evaluating text and Internet sources? • Students discuss what they think information literacy is. They compare their

definitions to the ALA definition Take students through the other pathfinder links to answer the essential question. Have students complete the self-‐evaluation on their current information literacy skills as individuals and where they think the school is currently. https://mattearlswiki.wikispaces.com/Information+Literacy.

E What activities, instruction, and guidance will be provided to enable and equip students to explore and experience the important ideas in this unit?

• Warm-up: Class time will be structured so that the first few minutes of class are spent with a warm-up activity, short quiz and/or review, and introduction of activities for the class period. • Instruction: the next 20-30 minutes are spent introducing new material and vocabulary. The essential question is used during this time to present new concepts, engage student interest, and give purpose to learning activities. Students will need to be able to use newly acquired vocabulary to participate in discussion, to complete performance tasks, and to have a thorough understanding of the concepts. New research skills will be demonstrated during this time perhaps using the Smartboard. Students can observe or do the same on laptops or iPads. • Work period: the remaining time is used to focus on applying new vocabulary and concepts. Initial exposure to the standards will be through delivery of content by the teacher and through student inquiry. As students work independently and in groups, the teacher will conference informally to check for understanding, answer questions, and to make sure students are using time productively. • Closure: Each class should end with a summary to bring closure to the work period. The essential question is revisited and used to assess student understanding by: evaluating student work, requiring an “exit slip” with a response to the essential question, or have students use any of the six facets to write a self-reflection.

R What activities, products and performances will be designed to provide students with the opportunity to reflect, rethink, and revise?

• Information Literacy Pretest using the Senteo Quick Response system. • Go over their results using the Information and Media Literacy PowerPoint.

2. How do you locate scholarly sources on the Internet? How do you know that

what you’re reading is true? Why are primary source documents a valuable resource? What are the elements of Digital Citizenship? • Have students reflect on what they have found in their experience. • Show a hoax website to illustrate why it is important to check the

currency, accuracy, and source of information. • Briefly discuss examples and advantages of primary sources vs. secondary

sources • Students use the laptops to answer questions using the Glogster links and

video. http://mrearl.edu.glogster.com/glog-‐5942/? • Time permitting, students will create posters (or Glogsters) about 1 element

of digital citizenship to share with the rest of the class.

3. Why is critical thinking important in how we approach research?

• Use the tutorials to help students gain a better understanding of research skills. Be sure to take the review quizzes at the end of each section. http://www.lib.uconn.edu/instruction/tutorials/research/HTML/Basics/basic00.htm

• Students select an Ancient Civilization to research using http://www.squirrelnet.com/search/Google_SafeSearch.asp

• Students are required to maintain a work cited page using http://www.easybib.com/

4. How does information literacy makes us more effective problem solvers? • Students create their own Glogsters to show what they have learned

about an Ancient Civilization. They are required to embed at least one video, photos, and links to relevant websites.

• Students answer the topical questions listed above in their Glogster. 5. Students reflect on the unit by writing down 1 thing they knew, 1 thing the

learned, and 1 question they have. This will be submitted as an exit slip. Students use the rubric below for peer evaluation.

Reflection questions for each facet: 1. Explain what you have learned and how this has changed your

understanding of how and why ____________ is this way. 2. In your own words, describe relevant terminology and how the language

we use shapes our understanding of ___________. 3. How will you apply these concepts in your life to improve yourself and the

world around you? 4. How has your understanding of the issues made you more open-minded

and capable of seeing the big picture? 5. How do you feel about those that have experienced _____________? 6. How has learning ________________ changed you as a human being?

E What self-assessments and self-evaluations will students participate in to allow for reflection and transfer of learning?

During the closure time of a lesson, students will answer the essential question as an “exit slip” or engage in self-reflection at the end of a lesson. Students will use the same rubric as the teacher to self-evaluate and peer-evaluate during performance tasks and the culminating activity. Students will use the six facets rubric below for self-reflection. Students always have the option of revising product.

T How will instruction and activities be tailored to provide for the various learning needs, styles, knowledge and interests of students?

Differentiation will be achieved by making accommodations for students with learning disabilities, according to IEP requirements, and modifications for gifted students who need additional challenge. Students are assessed during projects based on individual strengths and weaknesses. The quantity of questions on tests and quizzes can be decreased for students with learning disabilities. Students show a variety of intelligences in the class. The stronger intelligence for students will be a much more comfortable area for them to work within. I would also like to challenge students to try to step out of their comfort zone by using more of their weaker intelligence. Many students in the class have stronger kinesthetic and interpersonal intelligence, while lacking in linguistic intelligence. Students differ in how they learn best. If ideas and information are presented, applied, and assessed using auditory, kinesthetic, and visual modalities, this will reach students more effectively. Most of the activities and assessments are auditory, visual, and certainly kinesthetic. Students have the option to move around while they work. Role-play activities, building models, and other such kinesthetic activities are an integral part of this project.

Six Facets Rubric

5-4 4-3 3-2 1-0 Explain Consistently

articulates the concepts in a way that demonstrates

evaluation and synthesis

Usually articulates the concepts in a

way that demonstrates analysis and application

Inconsistently articulates the

concepts in a way that demonstrates

a basic understanding and

knowledge

Attempts to articulate the

concepts in a way that demonstrates

minimal knowledge or

misconceptions

Interpret Student has a clear

understanding of conceptual meanings

communicated and can accurately restate ideas using their own words.

Student has a developing

understanding of conceptual meanings

communicated and can restate

most ideas using their own words.

Student is beginning to understand conceptual meanings

communicated and can restate

some ideas in their own words but with difficulty.

Student is unable to understand and interpret ideas and therefore is unable to restate ideas in their own words.

Apply Consistent transference;

always uses new information to modify existing

body of knowledge;

applies understanding of

concepts in a variety of situations

Developing transference;

usually uses new information to modify existing

body of knowledge;


concepts

Inconsistent transference;

sometimes uses new information

to modify existing body of

knowledge; limited application of understanding

Does not apply new information

to existing body of knowledge to

modify understanding of

concepts

Differentiation will be achieved by making accommodations for students with learning disabilities, according to IEP requirements, and modifications for gifted students who need additional challenge. Students are assessed during projects based on individual strengths and weaknesses. The quantity of questions on tests and quizzes can be decreased for students with learning disabilities. Students show a variety of intelligences in the class. The stronger intelligence for students will be a much more comfortable area for them to work within. I would also like to challenge students to try to step out of their comfort zone by using more of their weaker intelligence. Many students in the class have stronger kinesthetic and interpersonal intelligence, while lacking in linguistic intelligence. Students differ in how they learn best. If ideas and information are presented, applied, and assessed using auditory, kinesthetic, and visual modalities, this will reach students more effectively. Most of the activities and assessments are auditory, visual, and certainly kinesthetic. Students have the option to move around while they work. Role-play activities, building models, and other such kinesthetic activities are an integral part of this project. The facets of understanding are an important way to differentiate and to encourage students to use higher level thinking skills. If understanding through explanation, interpretation, application, perspective, empathy, and self-knowledge is the goal, the multiple intelligences are a means to achieve that goal. If students are given the option to approach an assignment in a way that integrates their personal interests or intelligences, this will make it meaningful for them and I fully support this. Students with learning disabilities will be given “fill in the blank” copies of the notes, whereas other students will have to complete all of the notes and graphic organizers.

O How will learning experiences be organized/sequenced to provide for greatest acquisition/understanding?

Monday Tuesday Wednesday Thursday Friday

Day 1

Introduction to Information literacy

Day 2

Digital Citizenship WebQuest

Day 3

Topic Selection Research

Day 4 Research and

Glogster creation begins

Day 5

Finish Glogsters, begin peer evaluation

Apply Consistent transference;

always uses new information to modify existing

body of knowledge;


concepts in a variety of situations

Developing transference;

usually uses new information to modify existing

body of knowledge;


concepts

Inconsistent transference;

sometimes uses new information

to modify existing body of

knowledge; limited application of understanding

Does not apply new information

to existing body of knowledge to

modify understanding of

concepts

Perspective Consistently demonstrates ability to think

critically in terms of global

perspective; understands

multiple arguments for

both sides

Developing ability to think critically; sometimes sees the big picture

recognizing some arguments for

both sides

Inconsistently demonstrates ability to think critically; rarely

sees the big picture;

recognizes few arguments for

both sides

Inability to think critically; does not

see multiple perspectives;

narrow or one-sided view of

issues

Empathy Frequently demonstrates

empathetic feelings relating to the experience of

others.

Usually demonstrates

empathetic feeling relating to the experience of

others.

Sometimes demonstrates


others.

Rarely demonstrates


others.

Self - Knowledge

Strong intrapersonal

intelligence; very accurate

perception of all personal strengths and weaknesses;

secure in understanding of personal beliefs

Developing intrapersonal

intelligence; fairly accurate

perception of most personal strengths and weaknesses;

emerging understanding

personal beliefs

Inconsistent view of intrapersonal

intelligence; accurate

perception of some personal strengths and weaknesses;

understanding of personal beliefs is

limited

Intrapersonal intelligence is

lacking; perception of

personal strengths and weaknesses

shows inaccuracies;

shows no evidence of personal beliefs

Culminating Activity: Ancient Civilization Glogster Goal: Create a Glogster about an ancient civilization that demonstrates good information literacy skills. Role: Student will gain understanding of his/her role as a digital citizen Audience: Peers, adults, anyone who sees the Glogster Situation: Information literacy skills are used to come to conclusions about an ancient civilization. This is then published in the form of a Glogster Product Performance and Purpose: Students will submit and evaluate each others work using the rubric below. Standards and Criteria for Success: 5-4 4-3 3-2 1-0 Neatness and creativity

Illustrations and text are consistently neat and legible; exceptional creativity

Illustrations and text are usually neat and legible; adequate creativity

Illustrations and text are sometimes neat and legible; some creativity

Illustrations and text are rarely neat and legible; lacking creativity

Use of class Works diligently Works diligently Work ethic is Off task

time/work ethic

using all of class time

using most of class time

inconsistent; uses some of class time

regularly; uses little class time

Required components (Glogster)

Research, as reflected in the presentation, is thorough and all components are complete

Research, as reflected in the presentation, is complete and most required components are present

Research, as reflected in the presentation, is mostly complete, but required components are missing.

Research, as reflected in the presentation, is incomplete, and required components are missing.

Accuracy of information

Information is all accurate

Information is mostly accurate

Information is some what accurate

Information shows inaccuracies

Understanding of Content

Demonstrates 5-6 facets of understanding




Grammar and spelling

Grammar and spelling is all accurate

Grammar and spelling is mostly accurate

Grammar and spelling is some what accurate

Grammar and spelling is rarely accurate

Use of Technology

Always demonstrates responsible use of technology

Usually demonstrates responsible use of technology

Sometimes demonstrates responsible use of technology

Rarely demonstrates responsible use of technology

Resources: https://mattearlswiki.wikispaces.com/Information+Literacy http://mrearl.edu.glogster.com/glog-5942/? http://www.squirrelnet.com/search/Google_SafeSearch.asp (Google safe search engine) http://www.easybib.com/ Online encyclopedias: http://encarta.msn.com/ http://www.britannica.com/ http://en.wikipedia.org/wiki/Main_Page Databases: http://www.galileo.usg.edu/welcome/ http://academic.lexisnexis.com/secondary-school-libraries.aspx Georgia Department of Education: https://www.georgiastandards.org/Frameworks/Pages/BrowseFrameworks/socialstudies6-8.aspx