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STANDARD COURSE OF STUDY

INFORMATION SKILLS :: STRATEGIES :: GRADES 6-8

GRADES 6-8

Focus Areas
The learners will:

  • begin to independently access a greater and more varied number of resources (print, non-print, electronic)
  • continue development of personal criteria that they can describe in detail
  • begin to examine and evaluate ideas and opinions using more than their immediate surroundings as a point of comparison, and to recognize bias and stereotypes independently
  • resources for research, learn how to access these resources more efficiently, and begin to recognize the most appropriate resources (print, non-print, electronic) for specific tasks
  • create products with progressively less direction, using a variety of formats (print, graphical, audio, video, multimedia) and begin using formally accepted standards for production, including crediting sources, acceptable formats, etc.

 

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 Review and discuss Coretta Scott King awards books.

2.01.2 Repeat activity with books in other award categories (Laura Ingalls Wilder award).

2.01.3 Brainstorm Standards of Excellence and chart findings.

2.01.4 As a group identify and develop standards for the class. Compare and contrast class standards with official standards.

2.01.5 Identify and read books nominated for specific awards. Share award nominations through book talks, "book commercials."

2.01.6 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. Have students write a news release stating three reasons for the selection.

2.01.7 Review a variety of published criteria of excellence for resources.

2.02 Apply identified criteria to select resources.

2.02.1 Media coordinator/classroom teachers introduce award winning books. Have students keep a log, discuss and share what they read.

2.02.2 Create a survey to collect information from peers to identify characteristics of books that appeal to middle grade students. Vote for favorite book.

2.02.3 Have students create advertisements to persuade their classmates to read that book. View several programs from STV.
  1. In groups/teams, choose favorite stories and characters.
  2. Develop written criteria to justify the selection and present to the class.
  3. Establish and use classroom standards for evaluating TV viewing.
2.02.4 Read award winning books.

2.02.5 Compare encyclopedias in various formats (print, CD-ROM, online).
  1. Investigate topics such as weather, origin of the Olympics, and/or historical figures.
  2. Create and use a checklist to identify strengths and weaknesses of each of the resources.
  3. Identify situations/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 Media coordinator/classroom teachers collaborate to provide opportunities for students to share books and stories they especially enjoyed.
  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 STV
  1. In groups/teams, choose a favorite story.
  2. Develop written criteria to justify the selection and present to the class.
  3. As a group, establish classroom standards for evaluating TV viewing.
2.03.3 Read several award winning books. Identify and discuss the characteristics that make them award winners.

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, identify and locate reliable online sources. Create bookmark files on content related topics.

2.04.3 Community Leaders: Real or Make Believe?
  1. As a group list community leaders regularly featured on TV (e.g., police, firemen, teachers).
  2. Develop a chart to compare their TV image with real life and suggest reasons for the difference.
2.04.4 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? Have students discuss reasons why information was not included.
  3. Have students create an introduction to the study of NC.
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, history, 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.
  6. Decide which resource is best for which type question. Vary questions to match curriculum area. As a class develop a rubric to evaluate the accuracy and reliability of articles in magazines, newspapers, Internet, and/or TV.
2.04.6 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 accuracy, relevance, and comprehensiveness of information resources.

2.05.1 Media coordinator/classroom teachers model and discuss effective ways to identify relevant, quality print and electronic information resources throughout the year.
  1. Provide opportunities to compare and contrast encyclopedias for accuracy, relevance, comprehensiveness.
  2. Review and discuss evaluation criteria for information resources in Evalutech.
  3. Visit websites with authoritative, up-to-date information and identify reliable sources that evaluate websites. (e.g., Evalutech, ALA).
  4. Review and practice using rubrics for evaluating websites.
2.05.2 Media coordinator/classroom teachers work with students to develop bookmark files of reliable websites on a variety of topics.

2.06 Recognize the power of media to influence.

2.06.1 Media coordinator/classroom teachers provide examples of persuasive ads (e.g., magazine, TV commercials, movie ads). Discuss the purpose and intended audience and the techniques used to influence people of all ages. Have students explore advertisements in a variety of media and identify kinds of ads and classify and help students which technique is most effective for different audiences and age groups.
  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
2.06.2 Discuss the meaning of "Competition for the consumer dollar"
  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 products look better. As a class create a rubric to evaluate ads and have students keep a Log and evaluate the credibility and quality of ads for a week. Discuss findings.
  4. Look at advertisements in newspaper/magazines/TV/radio.
  5. Discuss the purpose of advertising.
  6. Discuss "objectivity" and "credibility". Discuss what is and is not realistic.
  7. Have teams of students select a TV/radio or print ads and determine what is fact and what is fiction in the ad.
    1. Who does the ad appeal to and why?
    2. Discuss appeal and purpose of ads.
  8. Have students classify ads for toys, food by the sales technique used and present their findings.
  9. Have students create an ad for a favorite book, character, or event.
  10. Examine and discuss techniques used by candidates for public office during election season.

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