Rebecca Van Pelt

FRIT 7734 Georgia Southern University

Information Literacy Plan Candidate as Instructional Partner

Spring 2014

Title of Unit Reference and Information Sources

Content Area: Social Studies

Grade Level 7

Duration: 3 Days (150 min)

Standards for the 21st Century Learner Goals:

I. AASL Standards: a. 1: Inquire, think critically, and gain knowledge b. 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. II. Skills Indicator(s): a. 1.1.4 Find, evaluate, and select appropriate sources to answer questions.

b. 1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning. c. 2.1.4 Use technology and other information tools to analyze and organize information. d. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. III. Benchmark(s): a. 1.1.4 i. Identify and recognize appropriate sources to gain information. ii. Evaluate sources based on appropriate URL guidelines. b. 1.1.6 i. Through peer reviewing and presentations, students will read, view, and listen to further their knowledge c. 2.1.4

i. Students will use a Web 2.0 tool from a generated list to organize their information to present to the class. d. 2.1.5 i. Through use of peer review, students will exchange ideas to help make the presentation more interesting and informational. IV. Dispositions Indicator(s): a. 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. b. 2.2.4 Demonstrate personal productivity by completing products to express learning. V. Responsibilities Indicator: a. 1.3.5 Use information technology responsibly.

VI. Self-Assessment Strategies Indicator(s): a. 1.4.3 Use interaction with and feedback from teachers and peers to guide own inquiry process. b. 1.4.4 Seek appropriate help when it is needed.

Georgia Performance Standards:

SS7G11 The student will explain the impact of location, climate, physical characteristics, distribution of natural resources, and population distribution on Southern and Eastern Asia. a. Describe the impact climate and location has on population distribution in Southern and Eastern Asi b. Describe how the mountain, desert, and water features of Southern and Eastern Asia have affected the population in terms of where people live, the types of work they do, and how they travel.

Enduring Understanding/Essential Questions: Students will understand that location affects a societys economy, culture, and development. 1. What is the impact of climate and location on population distribution in Southern and Eastern Asia? 2. How do the mountain, desert, and water features of Southern and Eastern Asia affect the population in terms of where people live, the types of work they do, and how they travel? Scenario:
Students will research population distribution, types of transportation, types of employment, natural resources, and literacy rates. Additionally, students will use the information gleaned from the study of selected physical features in China, India, Indonesia, Japan, the Koreas, and Vietnam in order to complete the chart in Day 2. After completing the chart they will choose one of the available Web 2.0 tools to create a multimedia presentation?

Learning Experiences
Day 1

The SLMS will show students the pathfinder and how to assess it from the website. She will then guide students through the available resources needed to create the final multimedia assignment. The SLMS will discuss how to do an internet search and find appropriate URLs. The teacher and the SLMS will assist students in evaluating the sources they find. The SLMS and the teacher will review the rubric for the

multimedia project and review the different Web 2.0 tools they may choose from to complete their presentations. Students will then begin to conduct a sample research assignment using the websites from the list https://delicious.com/vanpeltr Web 2.0 tools students may choose from to create presentations.
http://www.glogster.com/ http://animoto.com/ http://www.slideshare.net/ http://www.prezi.com

Day 2

Students will use the information learned on research to fill in the chart below making sure to site sources. The students will be pared with a peer to compare their information and use their charts t create a multimedia presentation using a Web 2.0 tool of their choice. https://delicious.com/vanpeltr The websites provided can be used as guidelines to find informatio for the chart. Countries Total Major Employment Major Climate Natural Literacy Pop. Cities/Pop Landforms Resources Rate China India Indonesia Japan North Korea South Korea Vietnam Day 3

Each pair of students will present a multimedia presentation of one of the categories from the chart filled i on the previous day.

Web 2.0 tools students may choose from to create presentations.

http://www.glogster.com/ http://animoto.com/ http://www.slideshare.net/ http://www.prezi.com

a. The students will use the rubric to self assess and assist each other with their presentation. b. The SLMS and teacher will use the rubric to assess the students final presentations. Criteria: Content Information 4 All content/information regarding countries is exceeded. Creativity Makes excellent use and Order of technology and uses graphics to enhance the presentation. Collaboration Always listens to, with Peers shares with, and supports others efforts. Grammar No misspellings or grammatical errors Sources All sources meet acceptable guidelines. 3 All content/information regarding countries is included. Makes good use of technology and uses graphics to enhance the presentation. Almost always listens to, shares with, and supports others efforts. Three or less words misspelled or grammatical errors. of sources used meet acceptable guidelines. 2 Content/information was missing in one area. Makes use of technology, but it distracts from the presentation, graphics are blurry. Usually listens to, shares with, and supports others efforts. Four or less misspelled words or grammatical errors. of sources used meet acceptable guidelines.

1 Content/information was missing in two or more areas. Little or no technology used.

Rarely listens to, shares with, and supports others efforts. Four or more misspelled words or grammatical errors. Less than of sources used meet acceptable guidelines.