Welcome to our 6th and final CIA group this year!
Week One
Icebreaker Activity: What's your Captain Underpants name?
Use the name list on your table to write a nametag with your Captain Underpants name.
I'll group you according to your new names.
You'll spend 3 minutes learning about your new group members.
So, what are we doing?
As you get ready to move into your high school years, you'll be working more each day toward
acquiring skills necessary for your new adventures.
Let's review some of your skills that will be required next year:
https://cmapp.pbworks.com/w/page/65175343/Copy%20of%20ITES%20Vocabulary%209-12
During the next three weeks, we will be spending some time exercising your information skills.
Today, we'll meet in the computer lab.
You will spend some time today choosing a topic of interest.
1. It must be a curricular topic. You can choose from any middle school curriculum topic.
We will spend 3 minutes QUIETLY reviewing the curriculum topics.
Circle two-three of interest to you.
We will review the Big 6! Research Process
Stage One: Task Definition
We will look at the Inquiry Project Rubric as a sample during this CIA class. You will not actually complete a project,
but instead will go through the steps to meet HS expectations for information skills.
Stage Two: Information Seeking Strategies
For this project, you will be required to have five different resources. One must be a primary resource.
Stage Three: Location and Access
Use Destiny to create a resource list for your research.
Use NCWiseOwl for the EBSCO Student Research database and Proquest database.
2. You will do a broad investigation of this topic using all the skills listed in your 9th grade expectations (Day One link).
3. At 8:55, write your name and topic choice on your index card. This is your exit ticket.
Today we will learn about ourselves. What is your learning strength?
Today, we'll meet in the computer lab.
We will spend this class learning how we learn best! We will take a quiz to
learn about our Multiple Intelligences.
1. Make sure you have a pencil or another writing utensil.
2. Go to http://www.literacyworks.org/mi/assessment/findyourstrengths.html
3. Read the instructions. Read each statement carefully. Answer each question on the quiz.
This should take approximately 10-15 minutes to complete. This is a silent activity.
4. Raise your hand when you are ready to submit your answers.
Your exit ticket is an index card with your name, your top two strengths and point values, and your bottom strength.
It would be helpful to you to have this written in a location you can find again later.
Week Two
Monday: We will meet in the computer lab today.
Stage Three: Location and Access
How do you know a site is credible? The Word Central Dictionary on NC Wise Owl gives this definition:
Main Entry: cred·i·ble
Pronunciation: kred-e-bel
Function: adjective
: offering reasonable grounds for being believed <a credible story>
- cred·i·bly (adverb)
Use the Google vs. WiseOwl worksheet and your Cornell Note sheets today to:
1. Find a webpage on your chosen topic, on found using a Google search and one using NC Wise Owl sources.
2. Use the columns to take notes, comparing:
- Authorship
- Credibility
- Content
- Date
Would you use this site? Do you need to find more information? Why?
Use the Cornell Note to jot down any interesting information about your topic. Be sure to write down the website name and the webpage name, along with the URL.
Tuesday:
Continue looking for information about your topic. Remember, you'll need five different source formats.
Choose from:
- primary resource (one should be a primary resource)
- print resource (book)
- encyclopedia
- Atlas
- Almanac
- magazine/journal/periodical
- database
- Audio/visual material
- website
Continue, on the back of your sheet, to gather information and analyze your Google sites for quality.
Are you noticing how much quicker NC WiseOwl sources direct you to information?
I'm not recommending that they are your ONLY source, just a good starting point. A good researcher
always finds and compares a variety of source information.
Wednesday: Keep going from yesterday. Spend some time narrowing down your focus.
Thursday: Destiny Online Catalog websites and library materials
Today we'll use Destiny to create lists for book and web resources.
- Go to the WMS Media webpage.
- Click on the Destiny catalog link.
- Use your keywords to search for materials.
- Read details. Find related materials under Explore.
- Add materials to a list.
- Go to WebPath Express. Use your keywords to search for your topic.
- Use the delimiters at the top to narrow your search.
- Add interesting sites to your list.
- Go to Resource Lists in the navigation bar of Destiny.
- View your list.
- Click the Library Materials tab at the top right.
- At the bottom, choose Bibliography and check show notes.
- Scroll to the top. Select Printable.
- You can copy the information and send it to yourself.
Week Three
Monday: Databases
Now that you're a wise web browser, let's take some time to use some databases.
Use a Cornell Note sheet to continue gathering interesting information about your topic.
Make sure you list the resource information (MLA format) on the note sheets, with notes taken from
that source.
Go to: NCWiseOwl for the EBSCO Student Research database
- In the search bar, type in your topic name. If you are using two words, put quotations around the words.
- Note that you can select/deselect by resource format. Choose your desired formats.
- Note that you can select by Lexile range. You may try this if you desire.
- Always select full text, so you can read the information and not just the abstract.
Now try Proquest database.
On WMS Student Resources, at the top, find the Proquest link.
If you're using this at home, you'll need the userID and password found on the green bookmark in your agendas.
(Ms. Dextre has a few extras if you need one)
Tuesday: Primary Sources
What is a primary resource? Where can I get one?
Princeton University's Research Center gives a good overview of
determining the difference between a primarty and secondary resource.
Select the link and take 3 minutes to read over the list.
If you would like to see another list, here is Virginia Tech's University Library page.
Go to the WMS Student Resource page.
Scroll down to Social Studies.
You'll find a great deal of historical primary source information on these links.
Other places to find primary sources:
Using a primary resource requires you to use three basic skills:
- Observation
- Reflection
- Questioning
Take this time to find a primary resource about your topic. This will require some sleuthing skills!
When you finish analyzing your resource, decide if you want to find other primary sources.
Use your Cornell note sheet to jot down your key words.
Don't forget to cite your source if you're using it!
Wednesday: AudioVisual
Analyze, Interpret, Understand
Don't be a passive consumer of information. Is this relevant to your topic?
Who created the work? Why are they an authority?
Is there bias present? Are solutions offered? Other resource connections?
Radio, television, other video links
Thursday: Atlas, Almanac
we will meet at the tables today.
Activity: Can you find information without relying on an Internet search?
Time: 30 minutes
Facilitator Prep:
Five table stations with students distributed evenly (as possible).
Atlas and almanac for each student in groups
Six – eight question cards with items from atlas or almanac. Create them so all numbers have the same questions.
Teacher answer sheet
Color dots/markers/stickers
chart pad/whiteboard
Bells or noisemaker at each table.
Countdown timer
Prizes: pencils, bookmarks, homework passes, etc.
Directions:
- Ask if a student can explain the difference between an almanac and atlas.
- Give 1 minute for each table to designate an announcer and leader.
- Leaders at each table, when instructed, read question #1 to their table.
- Explain that ALL group members use collective logic to determine the best resource for answering the question, then find the answer in the resources at their table. Leaders minimize bickering and work to get the most efficient response from their research team.
- All members must agree on one answer before giving their official answer. They must have the answer located on a page. The announcer marks the answer with their finger and rings the bell at the table.
- Facilitator stops the timer when the correct answer is verified.
- Winning group and time is recorded on the whiteboard/chart paper.
- Continue until time is up or questions are all answered.
- Reflect on the information found in both sources. How can it change? What strategies did they use to find answers? How might they use these sources in their own research?
- Tell about the “background history” of the almanac & atlas;
- Almanac – developed in ancient Babylonia/Persia to record the movements of the stars & planets; later used to list feast days, saints’ days, and weather information for planting crops
- Atlas – named after a Titan in Greek mythology who was punished by the Olympian gods; his job was to hold up the sky (sometimes shown in images as holding up the earth)
Prizes go to:
Best time overall
Most questions answered correctly
See our activity scrapbook here:
Friday: Encyclopedias
print and online
Week Four
Monday:
We'll take a few minutes to review encyclopedias today.
An encyclopedia is a comprehensive reference source. It can be general, like World Book or Brittanica,
or topic-specific, like the Gale series.
They usually come in mulitple volumes and are arranged in alphabetical order by topic.
So, we'll talk about the elephant in the room.... Wikipedia. There are some who think it's OK
to use for academic research and others who don't. Why?
Here is a brief review of both sides:
Pro: Wikipedia has current information on pop culture. It is a good place to begin when you know little to nothing about a topic, and there are a multitude of topics listed in the wiki. The pages will give some primary or secondary images, links to other related sites and lists references.
Con: Wikipedia is an open source encyclopedia in wiki form. A wiki allows contributors from around the world to login and add content. Although wikipedia has information, it not presented in a scholarly discourse like a peer-reviewed, professional resource.
Inexperienced researchers take information at face value, with little criticism or analysis. Often, young researchers, like you, don't have the schema to have a valid arguement supporting or discrediting information. That comes with years of academic experience in a collegiate environment. You'll get there one day, but until then, it's better to glean information from reliable resources.
So... the lecture is over now. Take 10 minutes to find one encyclopedia in our print collection to use for your research. Try different angles. Look at indexes. Find information indirectly related to your topic. Cite your works used and take notes.
You'll need your notes with citiation information for this week's lessons.
Tuesday:
We start putting it all together today.
Take notes from five different sources, along with the citiation information from each source.
You'll need:
- At least ONE primary resource
- Four resources, one of each, from the resources we explored in these last three weeks.
- Citation information from each source used. (find this in the Big 6! notebook)
- Notes taken from each source (it's wise to put the citiation at the top of your note sheet, then your notes underneath)
You should have at least three source notes finished, so two won't be hard to find, right?
Go!
Wednesday:
Putting it all together.
We'll remember our mulitple intelligences today. What were your strengths? Your weaknesses?
What would be a good way to share your knowlege so others are both interested and understand the content?
Pull out your note sheets.
Go to http://www.literacyworks.org/mi/practice/index.html
Review some ways you might do your best delivering a topic.
Go to our digital resources page: http://www.symbaloo.com/mix/techtools5
Look at some options in productivity and student tools. What might you use for your project? How would you use this tool
to produce your information? Would you use something else? Why?
Thursday:
Synthesis:
Congratulations! You're now skilled information synthesizers!
that information through discussions or a presentation.
all this information into one new text.
information to your audience.
Burke, Jim. Teaching English Language Arts in a "Flat" World. Adolescent Literacy: Turning Promise into Practice. 2007. Heinemann; Portsmouth, NH. p.154.
ITES 9th Expectations/Big 6! Alignment exercise.
worksheet
Big 6! Workbooks
Working in groups for discussion.
We will meet in our groups at the tables today.
In your groups, use the Big 6! workbooks to match the ITES standards listed on the sheets.
You'll have 10 minutes to complete this as a group. All members should be discussing and contributing information.
Do you feel ready for high school research? Do you feel this course helped you get ready?
We'll have that discussion when you're finished.
Friday
Here is a sample rubric for a project-based learning presentation.
In your group, discuss, one standard at a time, taking turns.
Decide for yourselves which grade to give yourself your your Information Investigation work
in these last four weeks.
Use the PBL rubric at the table to initial your name in the appropriate block for each standard.
If you choose at standard or above, be prepared to show the work identifying the standard met.
When finished, Discuss:
What would you do differently next time?
If you had more time, what would you do?
take turns discussing ideas in your groups.
FYI: here are the Common Core Standards for 8th Grade Reading Literacy
http://www.corestandards.org/ELA-Literacy/RI/8
Students who produced work as assigned will have a bonus opportunity today.
Reflection questions
Week Five
We are going to have a 'real world' career experience this week. Each student will have a performance review of their work in CIA class. If you didn't complete your work as expected, you are on a '90-day probationary period'. This means that as an 'employee', you did not meet the expectations of your manager in your job performance. You will have a review meeting with your manager (Ms. Dextre), who will discuss your job performance and work out an expectation plan to meet your goals independently.
Your Choice week!
You decided to create activities for sports physics.
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