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 3	The learner will RELATE ideas and information to life experiences.
	3.01 Describe personal cultural heritage and environment. 3.01.1 Collect family holiday tradition stories or folk tales which all families have. Retell, discuss, and compare these stories. Identify similarities and differences. Write, illustrate, and share stories in a variety of formats (e.g., word processing, multimedia, web based) Arrange stories by themes: ghost stories, first job, coming to America, etc. 3.01.2 Read and discuss American tall tales. 3.01.3 Read books on immigration (e.g., When Jessie Comes Across the Sea by Amy Hest, Grandfather’s Journey by Allen Say or Watch the Stars Come Out by Riki Levinson). Survey classmates and/or family members on family origins. E-mail someone from the country or region from which the family comes. 3.01.4 Interview a person that has recently moved to the area from that country and/or region. (Discuss differences in jobs, travel, families, and compare with today. Compare people/economics/places of interest in the regions of NC. 3.01.5 Read folk tales from around the world. Label a world map with the title of each tale. Talk (as time permits) about different cultures. 3.01.6 Have students develop a Native American project with the Community Construction Kit (Mapmaker, Graph Club, etc.). 3.01.7 Gather information about NC Native American tribes (e.g., food, shelter, location, life style). Identify ways of living, art forms/pottery, ethical/moral dilemmas (Trail of Tears), adapting to physical environment, and movement. Compare personal heritage to that of Native Americans Use Community Construction Kit to research Native American homes. Put together non-linear multimedia project; tie-in with Heritage Week. 3.01.8 Have students develop a research project on Ellis Island immigrants, reasons for immigration, countries from which ancestors came, using a variety of resources (e.g., videos, STV, online) on Immigration, Ellis Island, money from country of origin, birth certificates, marriage certificates, immunization records, people who boarded ships. See Information Skills 1.11.01 (primary and secondary sources) integrating this skill into a thematic unit. 3.02 Collect and compare information about diverse cultures, environments and peoples. 3.02.1 Share family holiday traditions and stories. Read and share holiday stories. Discuss and identify similarities among various cultures. Discuss and identify traditions unique to specific cultures. 3.02.2 Read widely from multicultural titles in the collection. Share information and compare customs, setting and characters to our own community and people. 3.02.3 Listen to recordings that exemplify the music of a culture North Carolina folk songs, folk songs from diverse cultures). 3.02.4 Collect information from a variety of resources (e.g., electronic encyclopedias, web-based resources, pen pals) about the contributions of various cultures. Develop a database to organize and analyze data. 3.02.5 Interview individuals in school and community from various cultures. Discuss, compare and share findings in a variety of formats with varied audiences. 3.02.6 Create or update county-wide resource guide (e.g., Roaming Around Rowan created by Rowan County School media coordinators). 3.02.7 Dress in period costumes and participate in a day-long visit to a "colonial school" (e.g., "Old Setzer School" in Salisbury). 3.02.8 Participate in a Young Authors Conference (example: Rowan County) in which a children’s author talks in person to a group of students. 3.02.9 Visit a historical site (Old Salem), electronic fieldtrips (Williamsburg) and learn from "colonial" crafts persons how every day items were made. 3.02.10 Examine African-American history through Roll of Thunder Hear My Cry. 3.02.11 Students find books on families (picture books set in different cultures; (e.g., Too Many Tamales, Grandfather’s Journey, How My Parents Learned to Eat, A Spoon for Every Bite, My First Little House Books, etc.). Have groups list characteristics from students’ own experiences as families. 3.03. Identify bias and stereotypes. 3.03.1 Use print/video cartoons to introduce and identify the use of stereotypes and bias. 3.03.2 After reading the book Amazing Grace, make a list of various racial and gender stereotypes. 3.03.3 Read and analyze bias against immigrants in the book, Molly’s Pilgrim. 3.03.4 Examine the book, More Than Half, Less Than Whole by Native American author, Michael Lacapa to identify with the conflict of a mixed-race child. 3.03.5 Examine African-American history through Roll of Thunder Hear My Cry. 3.03.6 Routinely identify and discuss bias and stereotypes in a variety of contexts (e.g., books, ads, commercials, TV programming, magazines, newspapers). 3.04 Relate cultural similarities and differences to personal heritage and environments. 3.04.1 Collect books about holiday traditions around the world. Read stories, discuss and identify traditions. Identify and chart similarities and differences. 3.04.2 Read This is the Way We Go to School, A Book about Children Around the World by Edith Baer. Decide where each student in the book goes to school using visual clues and names to predict where students live. Use maps to locate the continent on which students live. Observe and list cultural similarities and differences. 3.04.3 Recognize the cultures represented in your community, state and country. Choose a story about someone with a different background. Read, listen, view, investigate and gather information. Discuss similarities and differences. c. Present information. 3.04.4 View videos and STV programs to learn about dress and customs of a culture (e.g., Global Geography, Exploring South America). 3.04.5 Read books that reflect the art form of a culture, (e.g., Arrow to the Sun for Native Americans). 3.05 Describe how information and ideas are influenced by prior knowledge, personal experience, and social, cultural, political, economic and historical events. 3.05.1 Discuss and identify how prior knowledge and experience affect the characters in the story of the Three Little Pigs. 3.05.2 Use cartoons to identify how information and ideas affect outcomes. 3.05.3 Use familiar stories and newspaper articles to identify the role of prior knowledge and experiences. Have students develop a storyboard and script/skit/play to demonstrate the importance of prior knowledge in a given situation. Have students practice reading some of their favorite stories. Video or record the stories. Students could share their stories with younger children. Have students Storyboard and write commercials or skits that demonstrate the effect of prior knowledge on a situation. Have students produce and direct their work, including credits. Video final product. Have students develop a science game "Animal Challenge." Research and develop the game. Play the game.

Competency Goal 3

The learner will RELATE ideas and information to life experiences.

3.01 Describe personal cultural heritage and environment.

3.01.1 Collect family holiday tradition stories or folk tales which all families have.

Retell, discuss, and compare these stories. Identify similarities and differences.
Write, illustrate, and share stories in a variety of formats (e.g., word processing, multimedia, web based)
Arrange stories by themes: ghost stories, first job, coming to America, etc.

3.01.2 Read and discuss American tall tales.

3.01.3 Read books on immigration (e.g., When Jessie Comes Across the Sea by Amy Hest, Grandfather’s Journey by Allen Say or Watch the Stars Come Out by Riki Levinson). Survey classmates and/or family members on family origins. E-mail someone from the country or region from which the family comes.

3.01.4 Interview a person that has recently moved to the area from that country and/or region. (Discuss differences in jobs, travel, families, and compare with today. Compare people/economics/places of interest in the regions of NC.

3.01.5 Read folk tales from around the world. Label a world map with the title of each tale. Talk (as time permits) about different cultures.

3.01.6 Have students develop a Native American project with the Community Construction Kit (Mapmaker, Graph Club, etc.).

3.01.7 Gather information about NC Native American tribes (e.g., food, shelter, location, life style). Identify ways of living, art forms/pottery, ethical/moral dilemmas (Trail of Tears), adapting to physical environment, and movement. Compare personal heritage to that of Native Americans Use Community Construction Kit to research Native American homes. Put together non-linear multimedia project; tie-in with Heritage Week.

3.01.8 Have students develop a research project on Ellis Island immigrants, reasons for immigration, countries from which ancestors came, using a variety of resources (e.g., videos, STV, online) on Immigration, Ellis Island, money from country of origin, birth certificates, marriage certificates, immunization records, people who boarded ships. See Information Skills 1.11.01 (primary and secondary sources) integrating this skill into a thematic unit.

3.02 Collect and compare information about diverse cultures, environments and peoples.

3.02.1 Share family holiday traditions and stories.

Read and share holiday stories.
Discuss and identify similarities among various cultures.
Discuss and identify traditions unique to specific cultures.

3.02.2 Read widely from multicultural titles in the collection. Share information and compare customs, setting and characters to our own community and people.

3.02.3 Listen to recordings that exemplify the music of a culture North Carolina folk songs, folk songs from diverse cultures).

3.02.4 Collect information from a variety of resources (e.g., electronic encyclopedias, web-based resources, pen pals) about the contributions of various cultures. Develop a database to organize and analyze data.

3.02.5 Interview individuals in school and community from various cultures. Discuss, compare and share findings in a variety of formats with varied audiences.

3.02.6 Create or update county-wide resource guide (e.g., Roaming Around Rowan created by Rowan County School media coordinators).

3.02.7 Dress in period costumes and participate in a day-long visit to a "colonial school" (e.g., "Old Setzer School" in Salisbury).

3.02.8 Participate in a Young Authors Conference (example: Rowan County) in which a children’s author talks in person to a group of students.

3.02.9 Visit a historical site (Old Salem), electronic fieldtrips (Williamsburg) and learn from "colonial" crafts persons how every day items were made.

3.02.10 Examine African-American history through Roll of Thunder Hear My Cry.

3.02.11 Students find books on families (picture books set in different cultures; (e.g., Too Many Tamales, Grandfather’s Journey, How My Parents Learned to Eat, A Spoon for Every Bite, My First Little House Books, etc.). Have groups list characteristics from students’ own experiences as families.

3.03. Identify bias and stereotypes.

3.03.1 Use print/video cartoons to introduce and identify the use of stereotypes and bias.

3.03.2 After reading the book Amazing Grace, make a list of various racial and gender stereotypes.

3.03.3 Read and analyze bias against immigrants in the book, Molly’s Pilgrim.

3.03.4 Examine the book, More Than Half, Less Than Whole by Native American author, Michael Lacapa to identify with the conflict of a mixed-race child.

3.03.5 Examine African-American history through Roll of Thunder Hear My Cry.

3.03.6 Routinely identify and discuss bias and stereotypes in a variety of contexts (e.g., books, ads, commercials, TV programming, magazines, newspapers).

3.04 Relate cultural similarities and differences to personal heritage and environments.

3.04.1 Collect books about holiday traditions around the world.

Read stories, discuss and identify traditions.
Identify and chart similarities and differences.

3.04.2 Read This is the Way We Go to School, A Book about Children Around the World by Edith Baer.

Decide where each student in the book goes to school using visual clues and names to predict where students live.
Use maps to locate the continent on which students live.
Observe and list cultural similarities and differences.

3.04.3 Recognize the cultures represented in your community, state and country. Choose a story about someone with a different background.

Read, listen, view, investigate and gather information.
Discuss similarities and differences.

c. Present information.

3.04.4 View videos and STV programs to learn about dress and customs of a culture (e.g., Global Geography, Exploring South America).

3.04.5 Read books that reflect the art form of a culture, (e.g., Arrow to the Sun for Native Americans).

3.05 Describe how information and ideas are influenced by prior knowledge, personal experience, and social, cultural, political, economic and historical events.

3.05.1 Discuss and identify how prior knowledge and experience affect the characters in the story of the Three Little Pigs.

3.05.2 Use cartoons to identify how information and ideas affect outcomes.

3.05.3 Use familiar stories and newspaper articles to identify the role of prior knowledge and experiences.

Have students develop a storyboard and script/skit/play to demonstrate the importance of prior knowledge in a given situation.
Have students practice reading some of their favorite stories. Video or record the stories. Students could share their stories with younger children.
Have students Storyboard and write commercials or skits that demonstrate the effect of prior knowledge on a situation.
Have students produce and direct their work, including credits. Video final product.
Have students develop a science game "Animal Challenge." Research and develop the game. Play the game.

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