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 5	The learner will COMMUNICATE reading, listening, and viewing experiences
	5.01 Respond to reading, listening, viewing experiences orally, artistically, dramatically, through various formats (print, graphical, audio, video, multimedia, web-based). 5.01.1 Read, discuss and evaluate award winning books. As a class develop a survey instrument to determine which books students like best. After voting takes place, students collect and graph data. This might be an appropriate place to use math skills (e.g., range, median, mean, mode) to describe the set of data. 5.01.2 Produce reviews of creative dramatics, poetry, books, and videos, crediting sources. 5.01.3 Have students plan and develop skits and/or multimedia presentations, as a follow-up to reading biographies/articles about famous people. 5.01.4 In groups, practice storytelling favorite books. Video storytelling. Tell stories to younger students. Share the video with others. Create book jackets with summary and author information. Do choral readings, plays, and videos. 5.02 Produce media in various formats (print, graphical, audio, video, multimedia, web-based) appropriate to audience and purpose. (Also 4.09) 5.02.1 Display student work in media center. 5.02.2 Create travel brochures and/or video travelogue to acquaint classmates with the culture of a particular country. 5.02.3 Following various reading, listening, viewing activities, have students communicate what they learned by producing one or more of the following: Design/construct a mobile, brochure/model, bulletin board, puzzle, or game. Create a song; cartoon, costume, collage, collection, multimedia slide, photo album, coloring book, and/or a diagram of steps of a process Make a presentation to an audience of one of the following: an experiment, demonstration; lesson; speech, lead a discussion; a documentary; a commercial; a play; debate; or interview. Create a spreadsheet, graph, map, diary, poetry, fact file, dictionary, bibliography, letter, and/or memo. 5.02.4 Production Process: Review presentation rubric or develop project rubric. Choose a topic - groups determine a common theme. Conduct research - locate available materials. Organize data Establish workgroup responsibilities Establish production timeline. Script/storyboard. Present a final product. Evaluate quality of production and information using rubric. 5.03 Describe, support an opinion, and/or persuade an audience using a variety of media formats (print, graphical, audio,video, multimedia, web-based). 5.03.1 Media coordinator/classroom teachers frequently review examples of techniques used to persuade and influence audiences in various types of media (e.g., cartoons, billboards, commercials, webpages). Bandwagon Testimonial - famous person promotes Emotional appeal Glaring generalization with no specifics Snob appeal - better than others Plain folks 5.03.2 Have individual/groups of students select an issue to investigate. Plan and conduct research. Have students to create an oral presentation (e.g., cartoon, billboard, slideshow, webpage) to present their opinion, with at least three supporting details and citing sources. Students must identify persuasive techniques they used and why they were used. 5.03.3 Have students create public service announcements on a variety of timely issues (e.g., recycling, clean water, individual responsibility), using multimedia tools of their choice. Present to peers/others. 5.03.4 Have students bring examples of political cartoons and discuss techniques that are currently in use. Investigate political cartoons used during various periods of American history and discuss the techniques used. Identify the similarities and differences. 5.03.5 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. 5.03.6 Media coordinator/classroom teachers and students collaborate to develop online surveys and information-gathering projects in a variety of content areas. Integrate into a thematic unit. 5.04 Collaborate with others, both in person and through technologies, to identify information problems and to design, develop, and evaluate information products and solutions. 5.04.1 Media coordinator/classroom teacher model effective collaborative practices for working with peers, students, community resource people. Review effective skills and behaviors when working in groups large and small. 5.04.2 Provide a variety of opportunities for students to practice working cooperatively with peers and teachers near and far (e.g., e-mail, surveys, data collection) on specific content area research projects, large and small. Examples: Collect information from a variety of resources (e.g., electronic encyclopedias, web-based resources, penpals) about the contributions of various cultures. Interview individuals in school and community from various cultures. Discuss, compare and share findings in a variety of formats with varied audiences. Visit a historical sites via electronic fieldtrips (e.g., Old Salem, Williamsburg, Tryon Palace) and learn from "colonial" craft persons how every day items were made. Examine African-American history through literature (e.g., Roll of Thunder Hear My Cry). 5.05 Credit sources in all print, non-print, and electronic products. 5.05.1 As a group identify where and how to locate correct procedures for citing resources (print, non-print, electronic). 5.05.2 Media coordinators/classroom teachers model and emphasize the importance of citing sources of all kinds of media. 5.05.3 As a class conduct a preliminary search of possible sources and list. As a class develop a bibliography for a specific report/project. 5.05.4 Have students use graphic organizers/database to record data and resource information. 5.05.5 Create a variety of mini research projects on content area topics, with bibliography. 5.05.6 Model and review bibliographic form used for books, magazines, CD's, and online data. Students research a topic and record resource information. 5.05.7 Provide opportunities for students make oral and written presentation using a variety of technology tools, citing resources. 5.05.8 Student groups locate several sources for a science project/reports. Have students keep a database/log for each source (title, author, publisher, Copyright date). 5.06 Apply fair use copyright guidelines (Copyright Law, P. L. 94-553) in all projects. 5.06.1 Relate Copyright Law to character education study value of honesty. 5.06.2 Discuss purpose and need for copyrighted information and locate copyright dates and "warnings" in books, on videos, etc. 5.06.3 Media coordinator/classroom teachers model appropriate practices and review copyright as it relates to text, images, music, software in print and electronic formats throughout the year. 5.06.4 Discuss "plagiarism" and examine its effect in a variety of situations. Have groups of students develop skits and role play to demonstrate their understanding of this important concept. 5.06.5 Provide most current copyright information to teachers and school personnel. 5.06.6 Encourage teachers to emphasize Intellectual Property Rights as they work with students to identify and use all kinds of resources. 5.06.7 Work with students to develop a "Good Habits Checklist" for using copyrighted materials.

Competency Goal 5

The learner will COMMUNICATE reading, listening, and viewing experiences

5.01 Respond to reading, listening, viewing experiences orally, artistically, dramatically, through various formats (print, graphical, audio, video, multimedia, web-based).

5.01.1 Read, discuss and evaluate award winning books. As a class develop a survey instrument to determine which books students like best. After voting takes place, students collect and graph data. This might be an appropriate place to use math skills (e.g., range, median, mean, mode) to describe the set of data.

5.01.2 Produce reviews of creative dramatics, poetry, books, and videos, crediting sources.

5.01.3 Have students plan and develop skits and/or multimedia presentations, as a follow-up to reading biographies/articles about famous people.

5.01.4 In groups, practice storytelling favorite books. Video storytelling.

Tell stories to younger students.
Share the video with others.
Create book jackets with summary and author information.
Do choral readings, plays, and videos.

5.02 Produce media in various formats (print, graphical, audio, video, multimedia, web-based) appropriate to audience and purpose. (Also 4.09)

5.02.1 Display student work in media center.

5.02.2 Create travel brochures and/or video travelogue to acquaint classmates with the culture of a particular country.

5.02.3 Following various reading, listening, viewing activities, have students communicate what they learned by producing one or more of the following:

Design/construct a mobile, brochure/model, bulletin board, puzzle, or game.
Create a song; cartoon, costume, collage, collection, multimedia
slide, photo album, coloring book, and/or a diagram of steps of a process
Make a presentation to an audience of one of the following: an experiment, demonstration; lesson; speech, lead a discussion; a documentary; a commercial; a play; debate; or interview.
Create a spreadsheet, graph, map, diary, poetry, fact file, dictionary,
bibliography, letter, and/or memo.

5.02.4 Production Process:

Review presentation rubric or develop project rubric.
Choose a topic - groups determine a common theme.
Conduct research - locate available materials.
Organize data
1. Establish workgroup responsibilities
2. Establish production timeline.
Script/storyboard.
Present a final product.
Evaluate quality of production and information using rubric.

5.03 Describe, support an opinion, and/or persuade an audience using a variety of media formats (print, graphical, audio,video, multimedia, web-based).

5.03.1 Media coordinator/classroom teachers frequently review examples of techniques used to persuade and influence audiences in various types of media (e.g., cartoons, billboards, commercials, webpages).

Bandwagon
Testimonial - famous person promotes
Emotional appeal
Glaring generalization with no specifics
Snob appeal - better than others
Plain folks

5.03.2 Have individual/groups of students select an issue to investigate. Plan and conduct research. Have students to create an oral presentation (e.g., cartoon, billboard, slideshow, webpage) to present their opinion, with at least three supporting details and citing sources. Students must identify persuasive techniques they used and why they were used.

5.03.3 Have students create public service announcements on a variety of timely issues (e.g., recycling, clean water, individual responsibility), using multimedia tools of their choice. Present to peers/others.

5.03.4 Have students bring examples of political cartoons and discuss techniques that are currently in use. Investigate political cartoons used during various periods of American history and discuss the techniques used. Identify the similarities and differences.

5.03.5 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.

5.03.6 Media coordinator/classroom teachers and students collaborate to develop online surveys and information-gathering projects in a variety of content areas. Integrate into a thematic unit.

5.04 Collaborate with others, both in person and through technologies, to identify information problems and to design, develop, and evaluate information products and solutions.

5.04.1 Media coordinator/classroom teacher model effective collaborative practices for working with peers, students, community resource people. Review effective skills and behaviors when working in groups large and small.

5.04.2 Provide a variety of opportunities for students to practice working cooperatively with peers and teachers near and far (e.g., e-mail, surveys, data collection) on specific content area research projects, large and small. Examples:

Collect information from a variety of resources (e.g., electronic encyclopedias, web-based resources, penpals) about the contributions of various cultures.
Interview individuals in school and community from various cultures. Discuss, compare and share findings in a variety of formats with varied audiences.
Visit a historical sites via electronic fieldtrips (e.g., Old Salem, Williamsburg, Tryon Palace) and learn from "colonial" craft persons how every day items were made.
Examine African-American history through literature (e.g., Roll of Thunder Hear My Cry).

5.05 Credit sources in all print, non-print, and electronic products.

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

5.05.2 Media coordinators/classroom teachers model and emphasize the importance of citing sources of all kinds of media.

5.05.3 As a class conduct a preliminary search of possible sources and list. As a class develop a bibliography for a specific report/project.

5.05.4 Have students use graphic organizers/database to record data and resource information.

5.05.5 Create a variety of mini research projects on content area topics, with bibliography.

5.05.6 Model and review bibliographic form used for books, magazines, CD's, and online data. Students research a topic and record resource information.

5.05.7 Provide opportunities for students make oral and written presentation using a variety of technology tools, citing resources.

5.05.8 Student groups locate several sources for a science project/reports. Have students keep a database/log for each source (title, author, publisher, Copyright date).

5.06 Apply fair use copyright guidelines (Copyright Law, P. L. 94-553) in all projects.

5.06.1 Relate Copyright Law to character education study value of honesty.

5.06.2 Discuss purpose and need for copyrighted information and locate copyright dates and "warnings" in books, on videos, etc.

5.06.3 Media coordinator/classroom teachers model appropriate practices and review copyright as it relates to text, images, music, software in print and electronic formats throughout the year.

5.06.4 Discuss "plagiarism" and examine its effect in a variety of situations. Have groups of students develop skits and role play to demonstrate their understanding of this important concept.

5.06.5 Provide most current copyright information to teachers and school personnel.

5.06.6 Encourage teachers to emphasize Intellectual Property Rights as they work with students to identify and use all kinds of resources.

5.06.7 Work with students to develop a "Good Habits Checklist" for using copyrighted materials.

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