FlintC_Information Literacy Lesson Plan

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Information Literacy Lesson Plan

Chrissonna A. Flint

Georgia Southern University

FRIT 7136

Fall 2009

Pathfinder URL:

http://flintcareersearch.pbworks.com/
http://flintcareersearch.pbworks.com/http://flintcareersearch.pbworks.com/


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Information Literacy Lesson Plan

GRADE: 7 Teacher: S. Zinnerman Media Specialist: C. Flint

CONTENT TOPIC: Career Choices

ESTIMATED LESSON TIME: 3 sessions, 45 minutes

STANDARDS FOR THE 21ST-CENTURY LEARNER GOALSStandard:Standard 1: Inquire, think critically, and gain knowledge.

Skills Indicator(s):1.1.4 Find, evaluate, and select appropriate sources to answer questions.1.1.5 Evaluate information found in selected sources on the basis ofaccuracy, validity, appropriateness for needs, importance, and social andcultural context.

Benchmark(s):

Select a variety of credible resources in different formats relevant toresearch needs.

Evaluate and select information based on usefulness, currency,accuracy, authority, and point of view.

Dispositions Indicator(s):1.2.2 Demonstrate confidence and self-direction by making independentchoices in the selection of resources and information.1.2.3 Demonstrate creativity by using multiple resources and formats.

1.2.4 Maintain a critical stance by questioning the validity and accuracy of allinformation.

Responsibilities Indicator(s):1.3.3 Follow ethical and legal guidelines in gathering and using information.1.3.5 Use information technology responsibly.

Self-Assessment Strategies Indicator(s):1.4.1 Monitor own information-seeking processes for effectiveness andprogress, and adapt as necessary.1.4.3 Monitor gathered information, and assess for gaps or weaknesses.


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CONNECTION TO LOCAL OR STATE STANDARDS

(List here relevant content, information literacy, and technology standards)Content Standard for Business and Computer Science II:MSBCS-BCSII-11: The student will examine educational requirements, job

responsibilities, employment trends, and opportunities within different careerpathways.a. Investigate the 21st Century career opportunities.b. Evaluate several occupational interests, based on various criteria(educational requirements, starting salaries, trends, opportunities, andcareer ladders).c. Describe and demonstrate effective communication skills (reading,writing, speaking, and listening) in a business environment.d. Explain why people need to work (e.g., social contacts, make purchasesfor necessities, expand knowledge, develop skills to meet basic needs andfor personal satisfaction and enjoyment.

e. Construct and/or update an Individual Career Plan that tailors to thestudents individual interests/goals.f. Use the students Individual Career Plan to explore self-knowledge andacademic aptitude and understand that career paths should be related toyour individual traits.

OVERVIEW:

This unit is designed for a 7th grade Business and Computer Science class.Prior to coming to the media center, the teacher has discussed theimportance of work with the students. The teacher also discussed the

importance of making wise career choices and the importance of using acareer interest survey to match their interest with potential careers. Withguidance from their teacher, students completed a career interest survey.After completing the career interest survey, students selected a career toresearch. The teacher informed the students that they must use reliableresources to find the following information: significant points, nature ofwork, education and training, employment, job outlook, projections data,earnings, and related occupations. Once the students have all of theirinformation, they will create a PowerPoint presentation.

The media specialists role in this process will be to teach students how to

choose reliable resources so that that they will be able to find pertinentinformation about their chosen career. After some practice with findingreliable resources, students will begin searching for information about theirchosen career.

FINAL PRODUCT:Students will create a PowerPoint presentation. The PowerPoint presentationmust contain nine slides and the following information must be placed on theslides: significant points, nature of work, education and training,employment, job outlook, projections data, earnings, and related


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occupations. Students will need to site their sources, add at least onegraphic per slide, animations, and at least one sound clip. The mediaspecialist will add the students PowerPoint presentations to the schoolswebsite so that others will be able to view them.

LIBRARY LESSON(S):Students will work with the media specialist in a series of three sessionsfocusing on the evaluation of resources.

ASSESSMENT

ProductThe teacher and media specialist will use a rubric to critique the PowerPointpresentations which is the final product.


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ProcessStudents will record their progress throughout the unit via reflection log.

Student self-questioning

Question 1: What sources will I use in order to find information about mychosen career?

Question 2: How do I know if the sources are reliable once I find them?

INSTRUCTIONAL PLAN

Resources students will use:

o Online subscription database(s)

o

Web sites

o Books

o Reference

o Nonprint

o Periodicals/newspapers

o Other (list):

Instruction/activitieso Direct instruction

o Modeling and guided practiceo Independent practice

o Sharing and reflecting

Day 1Activating StrategyThe media specialist will use a computer, the ACTIVBoard, and projector inorder to show students the Teacher Tube video that is entitled The ipod

flea. The URL is: http://www.teachertube.com/viewVideo.php?video_id=88858&title=Ipod_Flea. The video will help the media specialist obtainthe students attention. The media specialist will explain to the students thatfalse information can come in a number of forms. These forms include:videos (such as the one watched), websites, magazines, and books.

Activity 1The media specialist will inform the students that they will brainstorm for alist of ways to evaluate different resources. The students will haveapproximately two minutes to complete this task. The media specialist will
http://www.teachertube.com/viewVideo.php?video_id=88858&title=Ipod_Fleahttp://www.teachertube.com/viewVideo.php?video_id=88858&title=Ipod_Fleahttp://www.teachertube.com/viewVideo.php?video_id=88858&title=Ipod_Fleahttp://www.teachertube.com/viewVideo.php?video_id=88858&title=Ipod_Flea


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call the students up to the ACTIVBoard one at a time so that they can recordonly one idea. After generating a complete list of ideas, the media specialistwill save and print the list. The list will be displayed in the front of the mediacenter (next to the ACTIVBoard).

Activity 2The media specialist will go to the Internet Detective website. The URL is:http://www.avon.k12.ct.us/enrichment/Enrich/quickgr4-0.htm . In order forstudents to view this website, the media specialist will use a computer,ACTIVBoard, and projector. The media specialist will discuss several ways toevaluate web resources. She will inform the students that they can also usethese methods to evaluate other resources.

Activity 3The media specialist will place the students in groups. (No more than 3 pergroup)

The media specialist will distribute five evaluation forms to each group. Theform that will be used can be found at:http://www.classzone.com/books/research_guide/evaluating_web_sites_guide.pdfStudents in each group will use the evaluation forms to determine thevalidity of the five websites below.

Website 1: Burmese Mountain Dog Club of Americahttp://descy.50megs.com/akcj3/bmd.htmlWebsite 2: Buy Dehydrated Waterhttp://www.buydehydratedwater.com/

Website 3: Lewis & Clark and the Revealing of Americahttp://www.loc.gov/exhibits/lewisandclark/lewisandclark.htmlWebsite 4: Funky Shoeshttp://www.stephenswork.com/funkyshoes/index.htmlWebsite 5: Google Gulphttp://www.google.com/googlegulp/

After evaluating the five websites, the media specialist will ask if Website 1 isvalid and how do you know if the website is valid or not. She will select onegroup to answer the questions. The spokesperson for the group will standand answer the questions. The same procedures will be followed for

Websites 2-5.SummaryTicket out the Door: Students will independently record at least four ways toevaluate resources such as the web, books, and magazines.

Day 2Activating StrategyStudents will take a couple of minutes to record what they learned onyesterday. Responses will be shared with the class.
http://www.avon.k12.ct.us/enrichment/Enrich/quickgr4-0.htmhttp://www.classzone.com/books/research_guide/evaluating_web_sites_guide.pdfhttp://www.classzone.com/books/research_guide/evaluating_web_sites_guide.pdfhttp://descy.50megs.com/akcj3/bmd.htmlhttp://www.buydehydratedwater.com/http://www.loc.gov/exhibits/lewisandclark/lewisandclark.htmlhttp://www.stephenswork.com/funkyshoes/index.htmlhttp://www.google.com/googlegulp/http://www.avon.k12.ct.us/enrichment/Enrich/quickgr4-0.htmhttp://www.classzone.com/books/research_guide/evaluating_web_sites_guide.pdfhttp://www.classzone.com/books/research_guide/evaluating_web_sites_guide.pdfhttp://descy.50megs.com/akcj3/bmd.htmlhttp://www.buydehydratedwater.com/http://www.loc.gov/exhibits/lewisandclark/lewisandclark.htmlhttp://www.stephenswork.com/funkyshoes/index.htmlhttp://www.google.com/googlegulp/


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Activity 1With guidance from the media specialist, students will go to the ClassZonewebsite. The media specialist will instruct the students to independently

complete the ClassZone tutorial. The URL is:http://www.classzone.com/books/research_guide/page_build.cfm?state=none&content=web_eval&u=1The media specialist will distribute two evaluation forms to each student.The form can be found at:http://www.classzone.com/books/research_guide/evaluating_web_sites_guide.pdfEach student will use the evaluation forms to determine the validity of thetwo websites below.

Website 1: MoonBeam Enterprises

http://www.dreamweaverstudios.com/moonbeam/moon.htmWebsite 2: Aluminum Foil Deflector Beaniehttp://zapatopi.net/afdb/

After evaluating the two websites, the media specialist will ask if Website 1 isvalid and how do you know if it is valid or not. She will select one individualto stand and answer the questions. The same procedure will be followed forWebsite 2.

Activity 2The media specialist will direct the students to locate one valid website and

write a brief explanation of why they think that the site is valid. Students willalso locate one invalid website and write a brief explanation of why theythink that the website is invalid.

After locating one valid and one invalid website, students will share theirwebsites and responses with the class. The media specialist will pick up thestudents work. The students work will be display in the media center.

SummaryTicket out the Door: Students will have two minutes to write at least oneparagraph about the importance of evaluating resources such as the web,

books, and magazines.

Day 3

Activating StrategyStudents will share their responses from yesterdays Ticket out the Door.

Activity 1With guidance from the media specialist, students will locate the pathfinder.The media specialist will discuss the pathfinder with the students. The
http://www.classzone.com/books/research_guide/page_build.cfm?state=none&content=web_eval&u=1http://www.classzone.com/books/research_guide/page_build.cfm?state=none&content=web_eval&u=1http://www.classzone.com/books/research_guide/evaluating_web_sites_guide.pdfhttp://www.classzone.com/books/research_guide/evaluating_web_sites_guide.pdfhttp://www.dreamweaverstudios.com/moonbeam/moon.htmhttp://zapatopi.net/afdb/http://www.classzone.com/books/research_guide/page_build.cfm?state=none&content=web_eval&u=1http://www.classzone.com/books/research_guide/page_build.cfm?state=none&content=web_eval&u=1http://www.classzone.com/books/research_guide/evaluating_web_sites_guide.pdfhttp://www.classzone.com/books/research_guide/evaluating_web_sites_guide.pdfhttp://www.dreamweaverstudios.com/moonbeam/moon.htmhttp://zapatopi.net/afdb/


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Pathfinder URL is: http://flintcareersearch.pbworks.com/ . Students will usethe pathfinder in order to help them find information about their chosencareer.REFLECTION:

At the beginning of the unit, Ms. Zinnerman and I actually sat down anddecided exactly what we wanted to cover in the unit. I told her that it wasimperative that I cover information literacy skills. She had no clue of what Iwas talking about and told me do whatever I needed to do in order to coverthe requirements for my class.

The best part of the unit was the video that was shown at the beginning.The students thought that it was hilarious. It was a great attention getter.They also enjoyed evaluating the websites. The students were a bit surprisedat some of the websites that are online.

If I could change one thing about the unit, I would not have given them somany websites to evaluate. The additional time could have been used tocomplete an online quiz or Webquest to assess their evaluation skills.However, I just did not have the time to create an online quiz or Webquestfor this unit.

I do believe that the unit was a success and the students learned a lot. Imust say that I really enjoyed collaborating with Ms. Zinnerman. Thecollaboration process was very simple for us because we have the samework habits and have collaborated on numerous projects in the past. I amfully aware of the fact that my next collaboration may not go as smoothly.
http://flintcareersearch.pbworks.com/http://flintcareersearch.pbworks.com/

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FlintC_Information Literacy Lesson Plan