Julia Anderson

Information Literacy Assignment FRIT 7136 Spring 2012 Georgia Southern University Dr. Purcell, Instructor

14 April 2012

Action Example Template

GRADE: 6 CONTENT TOPIC: Non-Infectious Disease STANDARDS FOR THE 21 -CENTURY LEARNER GOALS Standard: 1. Inquire, think critically and gain knowledge 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge 3. Share knowledge and participate ethically and productively as members of our democratic society. Skills Indicator(s): 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the realworld connection for using this process in own life. 1.1.2 Use prior and background knowledge as context for new learning. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.1.9 Collaborate with others to broaden and deepen understanding. 2.1.2 Organize knowledge so that it is useful. 2.1.4 Use technology and other information tools to analyze and organize information. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. Benchmark(s): 1.1.1 Generate questions and practice different ways to locate and evaluate sources that provide needed information. 1.1.2 Connect ideas or topics to their own interests. Articulate what is known about a topic, problem or question. 1.1.4 Use multiple resources, including print, electronic, and human, to locate information. 1.1.8 Use selected websites and periodical databases to find appropriate information. 1.1.9 Work in teams to produce original works or solve problems 2.1.2 Organize notes and ideas to form responses to questions. 2.1.4 Use word processing, drawing, presentation, graphing, and other productivity tools to illustrate concepts and convey ideas. 2.1.5 Express their own ideas appropriately and effectively while working in groups to identify and resolve information problems. Work in groups to create and evaluate pictures, images, and charts for word processed reports and electronic presentations. 2.1.6 Experiment with text and visual media to create products. 3.1.3 Use significant details and relevant information to develop meaning.
ST

3.1.4

Present information coherently in oral, written, and visual sequence. Use clear and appropriate vocabulary to convey the intended message. Speak clearly to convey meaning. Use a variety of media and formats to create and edit products that communicate syntheses of information and ideas.

Dispositions Indicator(s): 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. 1.2.4 Demonstrate creativity by using multiple resources and formats. 1.2.6 Display emotional resilience by persisting in information searching despite challenges. 2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn. 2.2.4 Demonstrate personal productivity by completing products to express learning. 3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. 3.2.3 Demonstrate teamwork by working productively with others. Responsibilities Indicator(s): 1.3.1 Respect copyright/intellectual property rights of creators and producers. 1.3.3 Follow ethical and legal guidelines in gathering and using information. 1.3.4 Contribute to the exchange of ideas within the learning community. 2.3.1 Connect understanding to the real world. 3.3.4 Create products that apply to authentic, real-world contexts. 3.3.5 Contribute to the exchange of ideas within and beyond the learning community. Self-Assessment Strategies Indicator(s): 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.3 Monitor gathered information, and assess for gaps or weaknesses. 1.4.4 Seek appropriate help when it is needed. 2.4.1 Demonstrate how to act on information. 2.4.2 Reflect on systematic process, and assess for completeness of investigation. 3.4.2 Assess the quality and effectiveness of the learning product. 3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints. CONNECTION TO LOCAL OR STATE STANDARDS Georgia Performance Standard: HE6.7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. a. Identify the importance of being responsible for health behaviors. b. Demonstrate healthy behaviors that will maintain or improve the health of self and others. c. Describe practices to avoid or reduce health risks to self and others. Gwinnett County Health AKS: Identify strategies for preventing, detecting, and controlling non-infectious diseases (QCC) (6HE_D2009-4)

Gwinnett County Computer Applications AKS: Design and produce a multimedia presentation (GPS) (6CS_C2009-8) Gwinnett County Technology AKS: Demonstrate an understanding for a technological world through hands-on projects (GPS) (6ET_A2009-4) Gwinnett County Computer Applications AKS: Utilize the Internet as a resource (GPS) (6CS_D2009-11) Develop leadership skills and work ethics (GPS) (6ET_A2009-7) OVERVIEW: 6th Grade Health students will research a non-infectious disease of their choosing. A pathfinder will be provided by the Media Specialist to assist with the research process. Students must answer a series of questions and will record their answers using a research journal. Students will then create a PowerPoint presentation with a group of students who chose the same disease. Finally, the project will be presented to the class as a learning tool. Students will evaluate their research during the process and at the conclusion of the project. FINAL PRODUCT: Students will use the provided pathfinder and research journal to gather the necessary information to create a PowerPoint presentation to show their peers. LIBRARY LESSON(S): Students will receive written instructions as well as a rubric to help guide their research. The Media Specialist will provide an oral and visual tutorial of how to access and use the pathfinder efficiently. The Media Specialist will allow students ample time to practice and collaborate with their peers in the research process. Students are encouraged to write down their questions and concerns on their research journals. ASSESSMENT Product Students will use the Disease Pathfinder to guide their online search for disease facts and photos (https://sites.google.com/site/andersondiseasepathfinder/). Students will record disease information and bibliographic information on a Research Journal (Attachment Day 1) provided by the Media Specialist. Students are encouraged to journal their thoughts, feelings, and questions throughout the research process. Students will self-assign tasks within their group using the Group Worksheet (Attachment Day 2). They will also evaluate their contributions to the group on this sheet. Students will continuously evaluate their progress using the Rubric (Attachment Rubric), which outlines expectations and provides guidelines for receiving maximum credit on the assignment.

 Process The Media Specialist will distribute the Research Journal, Rubric, and Group Worksheet, and will explain the contents and purpose of each material. The Media Specialist will model good browsing techniques and note-taking skills using the LCD projector. The Media Specialist will carefully monitor students as they browse for information and record their findings. The Media Specialist/Classroom Teacher will oversee group work and manage interpersonal conflicts between group members. The Media Specialist will guide a discussion about appropriate and effective oral presentation skills. The Media Specialist/Classroom Teacher will evaluate student products based on the provided rubric. Student self-questioning Why is it important to know about disease prevention and treatment? How can I use the rubric to ensure a good grade on the project? Why is it beneficial to start the research process by using the provided pathfinder? How can I link my research findings to previously learned knowledge? Are my notes detailed and accurate? What questions do I have that the website(s) are not effectively answering? How can I find answers to my unanswered questions? How can I contribute to my groups success in the project? What gifts/talents can I offer to my group? How can I help construct an exciting and informative visual and oral presentation? INSTRUCTIONAL PLAN Resources students will use:

Online subscription database: Brainpop Web sites Reference Nonprint Other: Disease Pathfinder (https://sites.google.com/site/andersondiseasepathfinder/)

 Instruction/activities DAY 1 o Direct instruction: The Media Specialist will introduce the project by passing out Day 1 instructions. She will ensure that each student has a laptop and is logged in correctly. She will then walk the students through the steps of locating the disease pathfinder and recording information correctly on the Research Journal. o Modeling and guided practice: The Media Specialist will show students how to navigate through the pathfinder with ease and will encourage students to follow along; clicking on the links she clicks until students become comfortable with the process. She will then model good note-taking strategies, showing examples of well thought out journal entries and asking students to share their ideas for journaling successfully. o Independent practice: The Media Specialist will encourage students to look for information on their own, and ask them to continuously evaluate their knowledge and progress, using the rubric and journal. She will circulate the room, answering any questions students may have written down in their journals. o Sharing and reflecting: Students will help their neighbors and share pertinent information/tips with their peers while they work. Students will also take time to reflect on their progress as they journal thoughts and questions about their disease. DAY 2 o Direct instruction: The Media Specialist will introduce the group work portion of the project by passing out Day 2 instructions. She will ensure that each group is equipped with at least two laptops and that students have logged in successfully. She will help students understand how to divide up the tasks and will mediate any disagreements between classmates. She will then walk the students through the steps of creating a PowerPoint presentation together. o Modeling and guided practice: The Media Specialist will show students how to add information and edit the content and layout of a PowerPoint document. She will ask students to follow along on their laptops while she shows how to complete various tasks using the LCD projector (adding text, graphics, animations, etc.) The Media Specialist will discuss with students the importance of color and font choices for visual appeal and clarity. o Independent practice: The Media Specialist will encourage students to play around with PowerPoint on their own, finding the best color schemes, fonts, and images to convey their message. She will circulate the room, answering any questions or solving any technical difficulties students may encounter. o Sharing and reflecting: Students will help their teammates decide the best way to present the information on the PowerPoint document. Teammates will reflect on their progress as a group using the rubric as a guide. Students will reflect on individual contributions to the group by filling out the selfevaluation portion on the bottom of the Day 2 handout.

DAY 3 o Sharing and reflecting: Each group will present the disease PowerPoint to the class using the laptop and the LCD projector. Each group will take 5 minutes to present their project and 3 minutes for class questions/feedback. The teacher will use the rubric to evaluate student achievement on the project. Results All 61 students turned in their research logs and self-evaluations. The majority of students followed directions and put forth great effort on both of these documents. There were a few students, however, whose evaluations were quite shallow. Comments like I deserve an A because I did a lot or We should get a 100 because our group worked hard were less detailed than I had hoped. Groups worked well together and there were very few arguments among teammates. The PowerPoint presentations turned out even better than I had anticipated. They looked so professional and contained very valuable information. Overall, the groups put forth great effort during the oral presentations, which helped the class learn a good deal about each disease. Reflection I was surprised at the initial resistance from the Health/P.E. department when I presented them with the idea of a disease research project. Disease is a heavily covered topic in the 6th grade health curriculum, and the teachers continue to teach the unit using only the textbook, year after year. In my opinion, using the textbook alone is a poor choice for this unit because it is filled with outdated information and covers the content quite minimally. From our discussions, I gathered that the technology aspect of the project was the most intimidating for the teachers. They were very nervous about the idea of using the laptop carts in their classrooms and were afraid of not being able to manage all of the technical difficulties that might arise. At first, I was a little annoyed at their pessimistic attitudes, but I soon came to realize the hassle of the laptop carts and the lack of tech support at our school. I led the lesson with two different classes over a block period, two long days and one short day with each group. The first day of the lesson, I realized that there were only 16 computers on the cart I had reserved (I mistakenly assumed that it would be a class set of 30). I quickly decided that students would simply have to share the computers in a team of two, which would have worked out perfectly if all 16 computers were functional. We quickly discovered that only 14 of them worked! That left me with two students who had to work on the classroom desktop. I was thankful for this extra computer in the room, because I was imagining how hard it would be to sacrifice my teaching laptop to the leftover students. This would have limited my ability to model the various aspects of the lesson to the class with the LCD projector. The second day ran a bit smoother since it was a repeat lesson with the second batch of kids. I realized the need for additional modeling and instruction. I found that many of the students in the first group were struggling with the research journal, so I brainstormed with the second group on ideas for good journal entries. This helped improve the quality of the journals immensely!

The second lesson (3rd and 4th day) went fairly smoothly. I was used to the laptops and their quirks by this point and the students had fewer questions and concerns. I decided to rearrange the desks for this lesson so that students could collaborate easier with one another. With class sizes of 30 and 31, I needed to use my space efficiently. The students did surprisingly well with self assigning tasks for the group work. The students seemed to take great pride in their work and enjoyed using PowerPoint as a learning/teaching tool. I was so glad that I included the selfevaluation piece at the end of the Day 2 sheet. This really forced students to work hard and think back on how they contributed to the success of the group. One girl mentioned that she felt awkward bragging about how great she did on the self evaluation piece. This gave me a chance to explain how this is a common practice in most work places today and plays a role in promotions and pay raises, which she was surprised to hear. The presentations on the third instructional day went as I had expected. Students were a bit nervous, but they were still effective. Seeing as the classes were shorter this day (35 minutes to squeeze in all 6 presentations!), there was not enough time to give as much detailed instruction as I would have liked. Next time I will try to allot more time so I can model good presentation skills. I would also like to give students more time to practice their presentations and evaluate their peers on their presentation skills. Overall, I think the project was a success! The students were highly engaged and learned far more than they would have using only the textbook.

Assignment Instructions: DAY 1 6th Grade Disease Project Name: _______________________________ The disease I chose:__________________________________

Step 1: Choose a laptop from the laptop cart. Locate the Disease Pathfinder on the Health webpage. Using the various links, read about your disease. Look for the information in the chart below. Step 2: Take notes on the Research Journal below, answering the questions on the left hand column and documenting your research strategies on the right hand column. 1. What is the disease? Website(s) used to obtain information: Notes/Questions/Feelings about information:

2. What causes the disease?

Website(s) used to obtain information: Notes/Questions/Feelings about information:

3. Who is at risk of developing this disease?

Website(s) used to obtain information: Notes/Questions/Feelings about information:

4. What are the symptoms/ effects of the disease?

Website(s) used to obtain information: Notes/Questions/Feelings about information:

5. What is the treatment or cure for the disease?

Website(s) used to obtain information: Notes/Questions/Feelings about information:

6. How can one prevent from developing the disease?

Website(s) used to obtain information: Notes/Questions/Feelings about information:

Assignment Instructions: DAY 2 6th Grade Disease Project My Name: _________________________ Group Members Names: ____________________________ - The Typer ____________________________ - The Editor ____________________________ - The Illustrator ____________________________ - The Animator ____________________________ - The Presenter Our Groups Disease:__________________________________

See the job descriptions below before you decide which group member will do each job. Try to choose the job at which you feel you can do the best. If there are two or more people who want to do the same job, play rock, paper, scissors to determine the winner.

Step 1: Using your notes, get with your group members (those people in the class who also chose the same disease as you). Choose ONE laptop from the laptop cart for your group to share. Choose one person in your group to be the official typer. Open up a PowerPoint document and create 8 slides. See the attached rubric for which information goes on which slide. Step 2: AFTER all information is typed in the document, pass the laptop to the 2nd group member. This group member will be the official editor. This group member should proof read the entire PowerPoint slide show and make sure it is easy to read and understand. Step 3: Pass the laptop to the 3rd group member who will serve as the official illustrator. This person needs to find pictures from clip art or appropriate online image searches and insert them into the PowerPoint document. The illustrator should also handle fonts and background colors. Step 4: Pass the laptop to the 4th group member who will serve as the official animator. This person should use the custom animation tool in PowerPoint to cause the words and pictures to fly in when the slides are changed during the presentation. Step 5: Pass the laptop one last time to the 5th group member. This group member will be the official presenter. Although everyone can be involved in the presentation, the official presenter should be the primary person talking and should practice what he or she will say. Each presentation will be presented in front of the class at the conclusion of the project. Self Evaluation (complete this section during the last 10 minutes of class) Explain which letter grade you feel you deserve on this project and why : _______________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

Rubric 6th Grade Disease Project My Name: _________________________ Our Groups Disease:__________________________________

Research Journal

Journal is filled out completely. Websites and Notes sections are filled out and informative. All questions are answered. 30 points PowerPoint is accurate and informative. All questions are answered correctly and completely. 40 points PowerPoint is colorful & creative. Words and pictures used make sense to the audience. Minimal spelling & grammar errors. 10 points Oral Presentation is loud and clear. Speakers are easy to understand. Speakers use eye contact. 10 points Self Evaluation is filled out and explains how you helped the group. It is evident that you worked hard to finish the project. 10 points

Journal is only partially completed. Websites and Notes sections are missing key information. Some questions are left unanswered. 20 points PowerPoint is somewhat accurate, but contains some incorrect information. Some questions are left unanswered. 30 points PowerPoint contains minimal color and/or graphics. PowerPoint is confusing at times. More than 5 spelling & grammar errors. 5 points Oral Presentation is difficult to hear and understand at times. Speakers use minimal eye contact. 5 points

Journal is far from completed. Websites and Notes sections are left mostly empty. Many questions are left unanswered. 10 points PowerPoint is highly inaccurate leaving many questions unanswered. 10 points

Your Score ______/30

PowerPoint Information Accuracy

Your Score ______/40

PowerPoint Clarity & Creativity

Oral Presentation Quality

PowerPoint is lacking in color & creativity. PowerPoint is very confusing to the audience. More than 10 spelling & grammar errors. 0 points Oral Presentation is very difficult hear or understand. Speakers use little to no eye contact. 0 points

Your Score ______/10

Your Score ______/10

Self Evaluation & Group Participation

Self Evaluation is filled out. It is evident that you could have worked harder to help your group finish the project. 5 points

Self Evaluation is not filled out or it is evident that you did not help your group very much with the project. 0 points

Your Score ______/10

Your Project Grade: ______/100

Important Note: Please look over this project rubric carefully to ensure that you and your group receive the maximum amount of points possible.