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STANDARD COURSE OF STUDY

INFORMATION SKILLS :: STRATEGIES :: GRADES 3-5

GRADES 3-5

Focus Areas
The learners will:

  • be exposed to a wide variety of resources (print, non-print, electronic)
  • develop personal tastes through guided practice
  • contrast and compare authors, illustrators, genres, and styles
  • identify similarities and differences as related to their environments and personal experiences
  • use simple research models to acquire information
  • share information and activities in a variety of formats (print, graphical, audio, video, multimedia) to extend content of resources used

 

Competency Goal 2The learner will IDENTIFY and USE criteria for excellence to evaluate information and formats.
  2.01 Identify published criteria of excellence for resources.

2.01.1 Read and discuss Newberry, Caldecott, and Coretta Scott King awards books.

2.01.2 Repeat activity with books in other award categories (Laura Ingalls Wilder award).
  1. Brainstorm Standards of Excellence and chart findings.
  2. Compare and contrast class standards with official Newberry standards.(What are these?)
2.01.2 Share Newberry or NC Junior Book Award nominations through book talks, "book commercials." (Lang. Arts 4.3)

2.01.3 Apply identical criteria to select resources. Have students select their own books (which have never received an award). Have students develop a new award category, select a winner and give the award. Students will write a news release stating three reasons for the selection.

2.02 Apply identified criteria to select resources.

2.02.1 Introduce books on the NC Junior Book Award list. Have students keep a log of what they read.

2.02.2 Have students create a poster to advertise and persuade their classmates to read that book. Vote for favorite book.

2.02.3 View several programs from the School TV series, More Books and From Cover to Cover.
  1. In groups/teams, choose a favorite story.
  2. Develop written criteria to justify the selection and present to the class.
  3. In whole group, establish classroom standards for evaluating further viewing.
2.02.4 Read several books on "NC Junior Book Award" list. Discuss why each title was included on the list by students in NC elementary schools.

2.02.5 Compare encyclopedias in various formats (print, CD-ROM, online).
  1. Investigate topics such as weather, origin of the Olympics, historical figures.
  2. Create and use a checklist to identify strengths and weaknesses of each of the resources.
  3. Identify situations and conditions when each would be the most valuable resource to use.
2.02.6 Have students work in pairs/small groups to select a book using specific criteria. Create a book jacket to highlight specific best qualities of the book.

2.03 Recognize the diversity of ideas and thoughts by exploring a variety of resources and formats.

2.03.1 Provide opportunities for students to share books and stories they especially enjoyed including:
  1. Identify elements that made the books enjoyable.
  2. why someone else would enjoy them.
  3. Classify by genre.
2.03.2 View several programs from the School Television Series, More Books From Cover to Cover.
  1. In groups/teams, choose a favorite story.
  2. Develop written criteria to justify the selection and present to the class.
  3. In whole group, establish classroom standards for evaluating further viewing.
2.03.3 Read several books on "NC Junior Book Award" list. Discuss why each title was included on the list by students in NC elementary schools.

2.04 Develop and express personal criteria for selecting resources for information needs and enjoyment.

2.04.1 Media coordinators/classroom teachers identify ways to locate resources (e.g., automated circulation system, NC WISE OWL).

2.04.2 As a group activity identify and locate reliable online sources. Create bookmark files on content related topics.

2.04.3 Community Leaders: Real or Make Believe?
  1. List community leaders regularly featured on TV (e.g., police, firemen, teachers).
  2. Create a chart to compare their TV image with real life and suggest reasons for the difference:
2.04.4 Create an introduction to the study of NC view a travel video about North Carolina produced by the NC Bureau of Tourism. Visit Carolina Clips and Virtual Visits on the NCDPI Website http://www.dpi.state.nc.us .
  1. Discuss information included in the film and why it might attract tourists.
  2. What kinds of information about North Carolina were left out? Why? Develop a reading log listing under each title why it was particularly enjoyable.
2.04.5 As an introduction to the study of a state, country, region, or continent,
view a documentary or educational film about the area of study.
  1. Record information using graphic organizers in categories (e.g. People, Landforms, Customs, Products, etc.) Post the chart.
  2. Have students work in cooperative groups to look for information about one of the categories
  3. Compare information and copyright dates with that given in the film.
  4. Report findings of similarities and differences to the class.
  5. Discuss possible explanations for differences.
2.04.6 Decide which reference book is best for which type question. Vary questions to match curriculum area.

2.04.7 As a class develop a rubric to evaluate the accuracy and reliability of articles in magazines, newspapers, Internet, and/or TV.
  1. Have students bring advertisements to discuss and evaluate the reliability and accuracy of the product claim (either food or drug-related).
  2. Have students create a commercial based on (the product, a new product, better product) to advertise its health benefits.
2.05 Determine usefulness of information resources.

2.05.1 Discuss the meaning of "Media Makes It Look Good".
  1. Discuss how some commercials show products in ways that make them look better than they really are.
  2. List examples from student experiences. Bring examples of toys that do not perform as advertised.
  3. Brainstorm techniques used to make projects look better.
  4. Look at advertisements in newspaper and/or magazines.
  5. Discuss the purpose of advertising.
  6. Discuss "objectivity" and "credibility"
  7. Discuss what is and is not realistic.
  8. Locate a favorite ad or an ad for a product from a magazine or newspaper. Have students discuss and evaluate the ad's claims are they fact or fiction. Who does the ad appeal to and why?
  9. Have students make posters classifying ads for toys, food, etc. by sales technique used. (See below 1-6 below)
  10. Ask students to report on some advertisement they have seen on TV or heard on the radio and evaluate it. Use these discussions to note facts and fiction of ads.
  11. Have students design an advertisement for one of their favorite fast food hang-outs.
  12. Have students design an ad for their favorite book
  13. TV Viewing Log - "Competition for the consumer dollar (Jog America)," "Commercials - How they convince you"
  14. Word search/crossword puzzle (Jog America).
  15. Stories "Really Suzie" (Jog America), A Cowboy Comes to Dinner, Suzie’s Salesman.
  16. Identify kinds of ads and classify them accordingly:
    1. Bandwagon
    2. Testimonial - famous person promotes
    3. Emotional appeal
    4. Glaring generalization with no specifics
    5. Snob appeal - better than others
    6. Plain folks
  17. Discuss appeal of ads, purpose of, where found
  18. Create ad for a book, video, character, or author.
  19. During the presidential elections, grades 3-5 nominate book characters for president with a run off to select two candidates and vote. Last year Ralph S. Mouse won!
2.06 Recognize the power of media to influence.

2.06.1 Discuss and compare methods used to present information in local newspaper reports, radio and television news report and magazine reports on a specific topic.
Examine each for:
  1. Purpose
  2. Point of view
  3. Bias
  4. Stereotypes
  5. Audience
    Use discussions to chart facts and fiction.
2.06.2 Talk about making commercials.

2.06.3 Show clips from Reading Rainbow.

2.06.4 Have groups of students select an award wining book to read and discuss.

2.06.5 Have student groups create a poster advertising the book. Groups should identify audience, purpose, point of view and avoid use of bias and stereotypes.

2.06.6 Have students develop and produce a video commercial for the book.
Groups should identify:
  1. Audience
  2. Purpose
  3. Point of view
  4. Avoid use of bias and stereotypes.
2.06.7 Compare formats of book vs. movie version, television news vs. newspaper report.

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