ND Curriculum Initiative

Subject & Standards

Needs Assessment/Rational

I focused my attention on the importance of conducting research using a variety of resources. I then determined that my greatest need was using online reference materials while conducting research. The North Dakota Standards and Benchmarks for Library/Technology Literacy states: The library/technology literacy standards combination is the result of technological developments that have come to play an increasing role in library operations. Students cannot access, evaluate, and use a full range of information sources without adequate technology knowledge and skills. At the same time, technology specialists find themselves addressing such matters as copyright awareness and critical analysis of information sources and tools, once the province of library specialists.
Library and technology specialists also share an underlying, pre-eminent mission: to provide a foundation for lifelong learning. According to Information Power Information Literacy “the ability to find and use information” is the keystone of lifelong learning. Information literacy forms the core of the library/technology document.
Information literacy is defined more fully as the ability to access, analyze, evaluate, and communicate information in a variety of forms. These components must be addressed in order for students to become critical thinkers and lifelong users of information.(North Dakota Standards and Benchmarks for Library/Technology Literacy, 2003, p.1).
Research indicates that students should be proficient technology users. For example, The National Educational Technology Standards for Students states the all students prior to the completion of the second grade will demonstrate the following: 1. Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies. 2. Use a variety of media and technology resources for directed and independent learning activities. 3. Communicate about technology using developmentally appropriate and accurate terminology. 4. Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning.
5. Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom. 6. Demonstrate positive social and ethical behaviors when using technology.
7. Practice responsible use of technology systems and software. 8. Create developmentally appropriate multimedia products with support from teachers, family members, or student partners. 9. Use technology resources (e.g., puzzles, logical thinking programs, writing tools, and digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas, and stories. 10. Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners. (http://cnets.iste.org/students/s_profile-k2.html)
In addition, No Child Left Behind focuses on teachers and students using technology as well. It states the following. 1. Improve student academic achievement through the use of technology in elementary schools and secondary schools. 2. Assist students to become technologically literate by the time they finish the eighth grade. 3. Ensure that teachers are able to integrate technology into the curriculum to improve student achievement. (http://www.ed.gov/nclb/methods/whatworks/21centtech.html)
It was noted earlier this year by the second grade teachers as well as myself, the Library Media Specialist, that the primary grades are novice computer users. They have difficulty with the login process, accessing available software, general keyboarding skills and the overall acquisition of information. The second grade curriculum requires the completion of a research project and paper. The second grade teachers approached me to aid them in this process. It was determined that second graders need a great deal of instruction and assistance while completing such a project. This unit will allow second grade students to see the “whole picture” when dealing with online research. It will give them an opportunity to define a research topic, search credible online reference material(s), and communicate this information is a basic format.

Understandings & Goals

Enduring Understanding: 1. The students will understand the basic steps of the research process. 2. The students will have an understanding of the various online reference material(s) available to them at the West Fargo Public Schools. 3. The students will be able to effectively use (e.g. write a research paper or complete a project) the information they received during the research process. (This step will be completed as part of the research process; however, it won’t be completed in the library; it will be part of the second grade classroom curriculum.)
Goal(s): 1. The students will have a basic understanding of the research process.  2. The students will demonstrate the ability to use online reference material(s) during the research process. 3. The students will demonstrate competency using the information acquired from the research process to complete assigned work. (This step will be completed in the second grade classroom , not in the library.)

Questions Answered

Essential questions: 1. Why is research so important in everyday life? 2. How can research be used?
Objectives: 1. When assigned a research project, the students will be able to identify his/her topic to research with 100% accuracy. 2. When assigned a research project, the students will identify what reference material(s) they need to access given his/her topic with 50% accuracy. 3. When assigned a research project, the students will demonstrate understanding of the questions they are attempting to answer. This will be assessed by his/ her completion of these questions with 90% accuracy. 4. When given a research project, the students will complete a research paper and/or project assigned with 90% accuracy indicated by a rubric. (This step will be completed in the second grade classroom , not in the library.)

Assessment

What quiz and test items (e.g. simple content-focused questions that require a single, best answer) will provide evidence of understanding?
1. I will assess the students using test, which will measure their basic computer skill knowledge, their ability to determine the topic in which to research and familiarity of various reference material. 2. This assessment will be given a total of three times during the unit; at the beginning of the unit, at the mid-point of the unit and again as a culminating activity. 3. This will determine the students’ overall concept development.
What academic prompts(e.g. open-ended questions or problems that require students to think critically and then to prepare a response / product / performance)will provide evidence of understanding?
1.Students will be instructed to identify a topic to research. 2. They will be able to choose any topic that is school-appropriate, and that will fit the requirements of the assignment. 3. They must produce a topic that can be easily researched using the reference material(s) discussed throughout the unit. 4. The students must also establish questions to answer about this topic (e.g. Where does it live? Where is it located? What is the size?). 5. Once the topic and questions have been decided, the students must then complete the research using the online reference material(s) available. 6. Once the research portion of the assignment is completed successfully (indicated through the use of a rubric), the students will then write a research paper using the newly acquired information. 7. The requirements of the research paper are as follows: the paper will be double-spaced, at least two paragraphs in length and it must contain at least one picture. 8. The questions that were established prior to researching must be answered.  9. Again, this will be graded by a rubric. (The research portion of the project will take place during library skills; the actual research paper/project will be the responsiblity of the classroom teacher.)
What performance tasks and projects (e.g. complex challenges that are authentic, mirror the real world and require a performance or product) will you include that will provide evidence of student understanding?
1. The students will complete a cooperative learning activity during this unit.  2. There will be 4-5 groups with 4-5 students in each group, depending on the size of the class.  3. Each group will be assigned a career. There will be doctors, scientists, travel agents, farmers and teachers.  4. Each group willll identify a topic to research that goes along with the group’s career (e.g. the doctors might research heart disease and the farmers might research soy beans). 5.  After the groups have determined their topic, they must come up with questions that need to be answered relating to the topic (e.g. the doctors might research the cause of heart disease and the farmers might research where soy beans originated).  6. The students will then complete the research.  7. Once the research is completed, the group must come up with an advertisement to share with the entire class containing the newly acquired information.  8. Grades will be based on a rubric, which will include participation, efficiency of the research process, teamwork, accuracy of presented information, and the overall appearance of their advertisement.