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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 4The learner will EXPLORE and USE research processes to meet information needs.
  4.01 Identify information needs and formulate questions about those needs.

4.01.1 As a class discuss a variety of reasons for seeking information curricular pursuits, personal interests, problem-solving and decision making.

4.01.2 As a class discuss, identify, and chart information needs in the classroom and for personal use.

4.01.3 Discuss, identify, and chart information resources appropriate for various kinds of information (science, health, Soc. St.) for a particular grade level. (reference books, information books, NC WISE OWL, Internet sites, vertical files, community resources).

4.01.4 Discuss and identify search tools and skills students need in order to use resources (using NC WISE OWL).
  1. Plan a search strategy.
  2. Use graphic organizers.
  3. Use NC WISE OWL tutorials.
  4. Explore and use search engines.
  5. Discuss the benefits and limitations various resources.
  6. As a class identify appropriate online resources and create bookmarks.
4.01.5 Discuss and identify importance issues to consider when evaluating sources and resources. Identify parts of a book (index, glossary, table of contents). Use animal series from Crestwood House Publishers.

4.01.6 Identify information needs for content areas. Have students locate resources in the media center and online. Discuss, compare, and evaluate the information and sources.

4.01.7 Have students create a commercial with specific criteria. Have students use same criteria to self/peer evaluate the commercial.
Self/Peer Evaluation Process
  1. Identify positive elements of the product find something good about it.
  2. Be considerate of the creator’s feelings, ideas, and beliefs.
  3. Identify specific elements that might be improved.
  4. Evaluate the quality, variety, appropriateness, and number of resources.
  5. Identify most helpful and least helpful resources and tell why.
  6. Creators use responses to refine and improve products. This process could be used for a myriad of activities (paragraphs, stories, activities, products, models).
4.01.8 Identify people, symbols and events associated with the heritage of the U.S., Canada and Latin America. Students identify what information they need. Gather information from a variety of formats. Organize and use information. Credit sources. Present information in a variety of formats.

4.02 Describe several research models.

4.02.1 Media coordinator and classroom teacher should explain and model for students that systematic processes are preferable to haphazard searching.
Research Strategies and Models (Online Resources)
Graphic Organizers
Concept Mapping
Note Taking
SQ3R
Big Six

4.02.2 Identify and discuss the many processes from which to choose or adapt.

4.02.3 Identify and discuss commonalties to these approaches.

4.02.4 Discuss and explain the importance of matching the process to the nature of the assignment.

4.02.5 Use appropriate technology tools and resources for collect, analyze, and display data.

4.02.6 Guide students through several different research methods (scientific inquiry, Learning Cycle).

4.02.7 Provide opportunities to use and refine process with a variety of mini projects.

4.03 Develop a search strategy which includes the continuous evaluation of the research process and the information gathered.

4.03.1 Media coordinator/classroom teachers model and discuss the process of developing lists of keywords for specific topics. Develop lists pairing keywords with Boolean Operators.

4.03.2 Use NC Wise OWL tutorials to help students become comfortable with search strategies.

4.03.3 Provide opportunities for students to work in small groups/pairs to practice research strategies (automated circulation, CD-ROM’s, online resources). Evaluate quality and usefulness of findings.

4.03.4 Use a Guided Research Form to help focus on relevant information during the data collection process.

4.03.5 Define and develop a pathfinder. In the same way that an encyclopedia index references all access points to a specific subject in that set, a pathfinder lists all possible sources in the media center. Elements of a pathfinder should include: subject, graphic, Dewey Decimal number and reference sources.
  1. Divide students into four groups. Each group is assigned a topic. Groups are to locate the following: graphics, Dewey numbers, print sources, non-print, and electronic sources to develop a pathfinder.
  2. Brainstorm possible uses of pathfinders for personal interests or as a tool in decision making and problem solving.
4.04 Follow acceptable use guidelines (AUP/IUP) in accessing information.

4.04.1 Discuss purpose of and need for local AUP/IUP.

4.04.2 Model use and review local AUP/IUP on a regular basis.

4.04.3 Develop and use a personal "Good Habits Online" checklist.

4.04.4 Develop posters, bulletin board displays, and/or brochures to encourage appropriate use of online resources.

4.04.5 Review importance of crediting all types of resources at school, in community, in the community, online. Chart findings.

4.05 Gather information.

4.05.1 Practice using indexes to locate information on a specific topic in several sources, (e.g., NC WISE Owl, Children’s Magazine Guide, encyclopedias, atlases, almanacs).

4.05.2 Practice skimming materials for specific information on maps and charts.

4.05.3 Use prepared databases to find information about curriculum-related topics (e.g., Explorers, Famous Americans, etc.).

4.05.4 Have students identify information needs for content areas (Science. 5.1,5.2, or 5.3). Have students locate books in media center and online. Compare and evaluate the sources.

4.05.5 Have students create a commercial (in the format of their choice). Self evaluate/peer evaluation process. This strategy addresses all objectives in Goal 4. Suggested for Grade 5.

4.05.6 As part of a unit on NC, have students gather information about pirates. There research should . include an image of the pirate ship and flag. Plan and create a class database of pirates to collect and analyze data. Have students create a multimedia product to report findings. ( e.g., Kid Pix, Hyperstudio)

4.05.7 Have pairs/groups of students research planets. Have students use visuals to support research findings, (e.g., various size pizza/cake cardboard circles to create planet, cotton candy for cloudy/hazy/red spots/other features).

4.05.8 Use/develop U.S. states database for collecting and analyzing data. Use findings to draw conclusions and make inferences.

4.05.9 As a class plan and create a literature database to include genre as a field. (Soc. St.; Lang. Arts) Suggested for Grade 5.

4.05.10 Identify people, symbols and events associated with the heritage of the U.S., Canada and Latin America.
  1. Have students identify information they need.
  2. Gather information from a variety of formats.
  3. Organize and use information.
  4. Credit sources.
  5. Present information in a variety of formats. (Soc. St.) Use this strategy to address Information Skills 4.07, 4.08, 4.09. Suggested for Grade 5.
4.06 Comply with the Copyright Law (P. L. 94-553).

4.06.1 Provide most current Copyright information to teachers and school personnel and help classroom teachers develop an understanding of current Fair Use Guidelines.

4.06.2 Media coordinator models and encourages teachers to emphasize Intellectual Property Rights as they work with students to identify and use resources.

4.06.3 Media coordinator/teachers model and work with students to develop a "Good Habits Checklist" for using Copyrighted materials.

4.07 Organize and use information.

4.07.1 Teachers model and provide opportunities for students to use organizational tools (e.g., note cards, outlines, storyboards, graphic organizers, bookmark files) to plan organize and develop reports/projects/presentations throughout the year. Be sure to cite sources.

4.07.2 Model and use electronic tools (e.g., database, spreadsheets) in a all content areas to organize, analyze, display, and present findings, citing sources.

4.07.3 Identify famous North Carolinians. Visit Wax Museum. (Soc. St. 1.2)

4.07.4 Students read biography/article of famous person. Dress as the person or produce a skit. Lower grade children come up and press "button" and character begins to "talk." (Soc. St.; Lang. Arts 2,)

4.07.5 Have students create A-Z booklet, researching characteristics and habitat of animals for each letter of the alphabet. Share finished product with younger students. (Science, ) Combine with Information Skills 4.09.

4.07.6 Identify information needs for content areas. Students locate books in media center and online. Compare and evaluate the sources.

4.07.7 Have students create commercials (in the format of their choice). Have students use self/peer evaluation process. This strategy addresses all objectives in Goal 4. Suggested for Grade 5.
  1. Identify information they need.
  2. Gather information from a variety of formats.
  3. Use database/spreadsheet tools to organize and use information.
  4. Credit sources.
  5. Present information in a variety of formats.
4.07.8 Identify people, symbols and events associated with the heritage of the U.S., Canada and Latin America. Students identify what information they need. Gather information from a variety of sources. Organize and use information. Credit sources. Present information in a variety of formats. (Soc. St.) Use this strategy to address Information Skills 4.05, 4.07, 4.08, 4.09. Suggested for Grade 5.

4.08 Credit sources of information.

4.08.1 As a group identify where and how to locate correct procedures for citing resources (print, non-print, electronic).

4.08.2 Identify and discuss necessity for citing sources of all kinds of media.

4.08.3 As a class do a preliminary search of possible sources and record to provide models for citing various types of resources.

4.08.4 Media coordinators/classroom teachers model and provide graphic organizer for students to record source of information from title page or cover after reading an article or book or after doing "mini" research on a classroom topic (i.e. animals, events, people).

4.08.5 Write down authors and title of print and electronic resources. Include location for title, author on research procedure sheet.

4.08.6 List title/author of books read in reading log.

4.08.7 Students make oral presentation using visual aids about an animal and close with the phrase "I got this information from..." (Presentation Rubric)

4.08.8 Have students work in groups to locate sources for a science fair project. Have groups complete a bibliography card for each resource. Have one person from each group arrange the cards in alphabetical order. Develop a class bibliography on wall chart and display. Have student groups develop a bibliography for their science fair project.

4.08.9 List the title, author, publisher, copyright year and call numbers, volume and page number for books read in reading log.

4.08.10 Have students cite resources for mini-research projects throughout the year.

4.08.11 Assign topics to be used just in creating bibliographies. Present the forms and assist the students in their bibliography projects.

4.08.12 Practice writing bibliographies for various kinds of media.

4.09 Present information in a variety of formats (print, graphical, audio, video, multimedia).

4.09.1 Media coordinator/teachers model and use a variety of technology tools to plan, create, organize and present information and creative works.

4.09.2 Provide a variety of opportunities for students to plan, research, develop, and present information (e.g., Earth Day, book fair, Heritage Day, Drug Awareness Week) and/or creative works to peers in a variety of formats., school safety, public service messages
  1. Draw pictures/cartoons
  2. Create a stories/plays
  3. Develop models/charts/graphs to depict data.
  4. Create a dramatic presentation to perform/videotape.
4.09.3 Have science classes develop a game called "Animal Challenge". Have students invite others to play the game.

4.09.4 Have students develop reports/projects:
  1. Use a variety of technology tools to gather, organize and present findings.
    (linear/nonlinear multimedia/video) product citing sources. (presentation rubric) See IMPACT: Guidelines for Media and Technology Programs.
4.09.5 Have students develop a Native American project with the Community Construction Kit (Mapmaker, Graph Club, etc.).

4.09.6 In groups, research planets and use various sized pizza/cake cardboard circles to create planet (color, atmosphere); use cotton candy for cloudy/hazy/red spots/other features.

4.09.7 Compare formats of book vs. movie version, television news vs. newspaper report. (Soc. St., Lang. Arts)

4.10 Evaluate the product.

4.10.1 Introduce students to simple rubrics to illustrate important components of a story/activity/project that a teacher and student might use to evaluate a product.

4.10.2 As a group take a short story/activity and use a simple rubric to evaluate the important components.
  1. Practice using the rubric with several items to help students become comfortable with this evaluation tool. Same process could be used with a checklist or questionnaire.
  2. As a group discuss the important elements of a particular product/activity and design an evaluation instrument, such as a rubric/questionnaire/checklist.
  3. Have students apply evaluation instrument to several items. Students work in pairs or small groups with follow-up discussion groups.
Self/peer Evaluation Process
  1. Identify positive elements of the product.
  2. Be considerate of the creator’s feelings, ideas, and beliefs.
  3. Identify specific elements that might be improved.
  4. Evaluate the quality, variety, appropriateness, and number of resources used to develop the product. Identify most helpful and least helpful resources and tell why. Creators use suggestions to refine and improve products. This process could be used for a myriad of activities (paragraphs, stories, activities, products, models).

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