J.+Teacher+Resources



Our lesson plans should be posted here. Topics for Information Literacy Unit: ** 1. what is info literacy Crystal 2. Brainstorming Ben 3. seek info Crystal 4. evaluate Josephine 5. Flow of Information Sharon 6. effective presentation Josephine 7. ethics Sharon

Grade Level: High School Curriculum: Math Course, Technology Course, Literacy Course Time Frame: 6-8 Classes Strategy: Inquiry-Based with Wikispace, Screenr, Prezi, and Blogs on Discussion Tabs to support learning
 * __ Audience, Length of Lesson and Strategy: __**

Students will… · Be able to describe and identify characteristics of information literacy · Collaborate to brainstorm research topics to solve problems · Effectively create a strategy for how to research a topic using web-enhanced techniques · Critically analyze web resources to evaluate their effectiveness · Create an effective presentation that demonstrates how they turned information into knowledge · Understand and apply ethical topics within the context of information literacy
 * __ Unit Objectives __** :


 * __ Unit Standards __**** : **

__ Career Education and Work Academic Standards __ 13.1.8 F. Analyze the relationship of school subjects, extracurricular activities, and community experiences to career preparation. 13.1.11 B. Analyze career options based on personal interests, abilities, aptitudes, achievements and goals. 13.1.11 C**.** Analyze how the changing roles of individuals in the workplace relate to new opportunities within career choices.

__Information Literacy Standards__ 1. The student who is information literate accesses information efficiently and effectively. 2. The student who is information literate evaluates information critically and competently. 3. The student who is information literate uses information accurately and creatively.

__**Unit Teaching Strategy**__: The teacher will present the students with the opportunity to explore why math is important to learn while utilizing information literacy skills. In the end, students should be exposed to how math is used is a variety of ways including but not limited to its significance in careers, in nature and in everyday life. Students will in essence have to answer their own question of “When am I ever going to use this?” as a mode of transportation for their unit on information literacy. Each student will visit the [] website and walk through pages independently, in small groups and as a whole class. Students can work in groups of three and each student can pick one of the above topics to put into the group presentation. Each group member will research their own topic and find atleast 3 websites each to incorporate into the final project. The teacher can chose to have students present their findings independently. The teacher will facilitate the learning during this unit by answering questions and asking students clarifying questions during each lesson. The teacher can also change discussion questions for the students to answer on the discussion board of each page in the wiki based on how they may need scaffold for their students.

ü Internet Access ü http://whymathmakesadifference.wikispaces.com/ ü Word Documents ü Rubric for Presentation
 * __ Unit Materials __**** : **

Students will… § Identify different components of information literacy § Describe and give examples of someone who is information literate
 * Lesson One: ** Day One (Information Literacy)

Activity Procedures: 1. Students will go to http://whymathmakesadifference.wikispaces.com/ and become familiar with information literacy based on the reading and video clips. 3. Students will post a a reply to a dicussion thread in this section. 4. Teacher will circulate room and make sure students are on task, as well as, answer any questions.

Assessment: Informal assessment as teacher circulates room and discussion board reply Materials: internet access, laptops


 * Lesson Two: ** Day Two (Brainstorming)

**Lesson plan – How TO Brainstorm Research TopicsBackground When selecting a research topic one must be careful of a few issues. Remember do not dive right into any topic without doing some preliminary background research. Not all topics are viable nor worthy of research because they may lack depth and have inadequate resources. Pick something that is important to not only you but others as well. If you do this your topic will have viability and appeal. Star wide before you narrow your topic. It is important to examine all possibilities an idea may take you before you settle into a course of action. Locate adequate resources and make sure they pass our litmus test for validity and accuracy. Lastly, keep perspective while you are developing. It is very easy to become unfocused and lose sight of your objective. **

Objectives: Students will brainstorm an approach to researching topics. Students will make a list of ten things to do researching a topic. Students will critically analyze web resources to evaluate their effectiveness.

Standards: 1.2.B: Use and understand a variety of media and evaluate the quality of material produced. 2.1: Determines accuracy, relevance, and comprehensiveness.

Procedure: 1. Use a preferred search engine to find 5 websites on brainstorming research topics 2. Students will individually generate a list of 5 things important when brainstorming a research topic and cite each internet source 3. Small group work – students will use individual lists to create a list of ten things students should do when brainstorming research topics and provide examples for all 10 (all websites used to be cited). 4. Discussion – students and groups will share what they have found and share their lists

Assessment: lists and class discussion, work in groups, participation

Materials: Lists, websites, computers with internet access


 * Lesson plan – Why is Math Important

__Background__ Math is regarded as the worlds most used subject. Most careers require math to be used at some point, and for the few careers that don’t require it those people usually need it for their individual finance. When being taught math students almost never see the purpose and discipline math gives. For example, math students learn skills important to everyday life like problem solving and the ability to take problems and break them down into steps to be completed for a larger task. Math students gain rationale and the ability to critically think and solve problems on their own. ** Objectives: Students will use the web to find jobs that do not use math or use little math. Students will make a list of the jobs the find and graph their average salaries. Students will write an essay chronicling their findings. Is math important? Why or why not? What kinds of jobs are available that do not use math? What does the mean salary of these jobs suggest about math overall? What do you want to be when you enter the work world? How much of your desired profession requires math?

Standards: 1.2: Use and understand a variety of media and evaluate the quality of material produced. 2.1: Determines accuracy, relevance, and comprehensiveness.

__Procedure:__ 1. Compile a list of ten professions that use no math or little math. Research to be completed on the web. 2. Write a brief explanation as to why you categorized that particular job as such or where you got your information from. 3. In groups briefly discuss your findings 4. Graph the salaries of all the jobs you listed 5. In essay form record your findings and be sure to touch on the questions listed above.

__Assessment:__ lists and class discussion, work in groups, participation, essays, graphs

__Materials:__ Lists, websites, computers with internet access


 * Day Three-Four (Seeking Information)**

Students will… § Compare and contrast web search engine searches verses a database search § Chose specific search terms for their topic § Analyze what features an advance search has over a simple search

1. Students will look at Boolean Machine for a visual with a Venn Diagram. 2. Students will view power point and answer 15 questions to summit electronically. 3. Teacher will demonstrate some key word searches for their topic. 4. Students will generate search in small groups using the document "Guide for Research" document and to evaluate search tools. 5. Teacher will circulate room and make sure students are on task, as well as, answer any questions. 6. Students will post replies on discussion board of the Seeking Information Page.
 * __Activity Procedures:__**

__**Assessment**__: Informal assessment as teacher circulates, two documents and replies to each post.

Materials: Word Documents:Seeking Information, Guide for Research; Internet Access with Computers

Objectives: Students will identify the purpose of a website. Students will determine what makes a website effective. Students will c ritically analyze web resources to evaluate their effectiveness.  __**Information Literacy standards**__: 1.2.B: Use and understand a variety of media and evaluate the quality of material produced. 2.1: Determines accuracy, relevance, and comprehensiveness. 2.3: Identifies inaccurate and misleading information.
 * Lesson Four: ** Day Four-Five (Evaluating Websites)

__**Procedure:**__ 1. The teacher will select websites and provide guided questions for “what makes a website effective?” [] [] [] [] 2. Small group work – students will look closely at websites and answer the guided questions

1. What is the title of the site? What does the title tell you? 2. How easy is it to navigate the site? Are there links? 3. What does the site look like? Is the design inviting? Does it match the purpose of the site? 4. How easy is it to read the information on each page? 5. Does the site have enough/too many graphics, animations or sounds? What are they? 7. Are there media elements, such as graphics, sound, animation? What are they? 8. Does the site appear to be well organized? 9. What do you like about the site? 10. If you could make changes to the site, what changes would you make to improve the site?
 * __ Guided Questions: __**

3. Small group work – students will select one type of website and analyze what makes it effective or not effective 4. Whole class – discussion about creating an effective website and what elements make it effective

Assessment: guided questions and class discussion, work in groups, participation

Materials: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Guided questions, websites, computers with internet access

Objectives:__**
 * __FLOW OF INFORMATION

Information flows in different ways in different subject areas. When reviewing resources, students will be taken to a timeline which will show them how information flows from a sample event, research study, to a artistic creation.


 * __Consider the following quesitons:__**

1. How is new information createded? 2. How does it get from its source to you? 3. How does knowlede hange over- time?

Knowing how information flows will help each student decide what type of information they need, whether it's a book, an article, a Web site, or a reference book. New information first appears in primary sources such as first-person accounts (newspapers, diaries, interviews), works of literature or art (novels, plays, paintings), or rawdate (census numbers, enconomic statistics, surveys, experiments). Information from primary sources is analyzed and synthesized before being published in secondary sources such as encyclopedias, journal articles, ad his tory books. Our undersanding of events, data, or artwork evolves over time as secondary sources interpret - and re-interpret - the primary sources. Retrieved from []

Visual aides, computer, internet connection
 * __MATERIALS NEEDED:__**


 * Lesson Five: ** Day Six (Ethics)__Objectives__:

Through this lesson each student will be able to enter information about Math and the Code of Ethics regarding researching math, as well as understanding the importance of ethics and personal responsiblity when posting information on the internet.

__Materials needed:__

Computer, Web Cam, Micaphones, Internet connection.

__Plan__:

Each student is to explore ways to find good information for Math Code of Ethics. While investigating the topic, remember the following:

a. Collaborate in groups of 3-5 b. Each student is to brainstorm why ethics is important in researching Math on the internet. c. List reliable websites concerning ethics d. Review information gathered and decide on 3 major areas of Math Code of Ethics to complete project.


 * What, then, is ethics**? Ethics is two things. First, ethics refers to well-founded standards of right and wrong that prescribe what humans ought to do, usually in terms of rights, obligations, benefits to society, fairness, or specific virtues. Ethics, for example, refers to those standards that impose the reasonable obligations to refrain from rape, stealing, murder, assult, slander, and fraud. Ethical standards include standards relating to rights, such as the right to life, the right to freedom from injury, and the right to privacy. Such standards are adequate standards of ethics because they are supported by consistent and well-founded reasons. []. html


 * Lesson Six: ** Day Seven-Eight (Effective Presentation)

<span style="font-family: 'Arial','sans-serif'; font-size: 90%;">Objectives: Students will compare and contrast the elements of effective and non-effective presentations. Students will c <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 90%;">reate an effective presentation that demonstrates how they turned information into knowledge <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11pt;">. <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> __**Information Literacy standards:**__

<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: 'Arial','sans-serif';">3.4: Produces and communicates information and ideas in appropriate formats. 5.3: Develops creative products in a variety of formats. <span style="color: black; font-family: 'Arial','sans-serif';">Procedure:

1. Brainstorm as a class – what makes an effective presentation? What makes a presentation non-effective? The teacher will add extra ideas if necessary. 2. The teacher will ask students to volunteer to act out an effective presentation and a non-effective presentation. 3. The teacher will show the Prezi entitled “Why Math” as an example of an effective presentation. Students will compare the elements from the prezi to the list that they created previously.

PREZI: Why Math?

<span style="color: black; font-family: 'Arial','sans-serif';">4. Students will take the elements of an effective presentation and apply it to their own presentations that they had created in a previous lesson. They will prepare to give the presentation to the class. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Assessment: Students make presentations to the class Materials: Student list of what makes an effective presentation, presentation checklist for effectiveness, Prezi, presentations


 * Lesson Seven: ** Day Nine Students will present to the class their findings. Find a place to use Why Math?