U-46 PreK-12 Information and Digital Literacy Curriculum



Goal 1: Students will understand that in order to be digital citizens, they need to protect and respect the legal rights, intellectual freedom and privacy rights of themselves and others.StandardsI-SAILAASLISTECC3 Practice ethical behavior when using print and digital resources (including freedom of speech, intellectual freedom, copyright, and plagiarism)1.3.1 Respect copyright/intellectual property rights of others1.3.3 Follow ethical and legal guidelines in gathering and using information4.34 Practice safe and ethical behaviors in personal electronic communication and interaction.5a Advocate and practice safe, legal, and responsible use of information and technology5b Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivityW8 Gather relevant information from multiple print and digital sources, assesses the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.Essential Question:Enduring Understanding:How does protecting the rights of others impact my use of their content?Students will understand that first amendment rights and respect of copyright and intellectual property right protect authorship. Students will understand that there is intellectual freedom across platforms. Students will understand that information is used accurately, creatively, and ethically to share knowledge and to participate productively as members of our society.Grade Learning Objectives:Content ConnectionsPreK - KI can understand that information is owned by someone.I can learn basic navigation of some media platforms.I can use technology responsibly.Social Studies: Rules and lawsELA: Diverse MediaPrimaryI can explain that information is owned by the originator and use other’s information without plagiarism.I can navigate my exchanges with others across media platforms.Social Studies: Rules and lawsELA: Diverse MediaIntermediateI can identify when I need to give credit to others in information writing and acknowledge other’s content without plagiarism.I can communicate appropriately with others across media platforms.I can ethically use personal electronic communication devices.Social Studies: IL and USA HistoryELA: CitationsResearch ProjectsMiddle SchoolI can connect the reason for citation with the rights of information producers.I can interact appropriately with others across media platforms even if we disagree.I can ethically use personal electronic communication devices.Social Studies: ConstitutionELA: Diverse Media and CitationsResearch ProjectsGrade 9-10I can explain why proper citation protects the rights of information producers.I can interact respectfully with others across media platforms even if we disagree.I can ethically use personal electronic communication devices.I can explain ethical and legal guidelines in gathering and accessing information.I can explain copyright and intellectual property.Social Studies: LawELA: Diverse Medias and CitationsResearch ProjectsGrade 11-12I can explain why proper citation protects the rights of information producers.I can interact respectfully with others across media platforms even if we disagree.I can ethically use personal electronic communication devices.I can explain ethical and legal guidelines in gathering and accessing information.I can explain copyright and intellectual property.Social Studies: Us History and CivicsELA: Diverse Medias and CitationsResearch ProjectsAssessments:FormativeSummativeNote takingAnnotationsUnderstanding Written PlagiarismStudent products for content areasAcademic Vocabulary:citation, copyright, credit, intellectual property, media platforms, originator, producer, websiteRecommendedResources:EasyBib, Noodletools, Standford Copyright and Fair Use Center, , Goal 1: Students will understand that in order to be digital citizens, they need to protect and respect the legal rights, intellectual freedom and privacy rights of themselves and others.StandardsI-SAILAASLISTECC2 Identify inaccurate and misleading information3 Practice ethical behavior when using print and digital resources (including freedom of speech, intellectual freedom, copyright, and plagiarism)5 Recognize that networked environments are public places governed by codes of ethical behavior3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of a community.3.3.7 Respect the principles of intellectual freedom2b Communicate information and ideas effectively to multiple audiences using a variety of media and formats 2c Develop cultural understanding and global awareness by engaging with learners of other cultures4d Use multiple processes and diverse perspectives to explore alternative solutionsR6 Assess how point of view or purpose shapes the content and style of a text.SL1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.SL3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.Essential Question:Enduring Understanding:How might respecting diverse perspectives/viewpoints promote participation and collaboration in an online community?Students will understand that informed decisions are based on solicited information and respect to diverse perspectives.Students will understand that knowledge is gained by seeking information from diverse sources to in support of democratic values.GradeLearning Objectives:Content ConnectionsPreK - KI can recognize that people have a viewpoint different from mine.I can explore the concept that people can connect with one another through the internet.Social Studies: Rules and LawsELA: Peer Review, Author’s purposeScience: Hypothesis developmentPrimaryI can recognize that people have various viewpoints.I can distinguish online messages and their intentions.I can be responsible and respectful to others offline and online.I can ask questions and answer questions online.Social Studies: CommunitiesELA: Viewpoint, Author’s Purpose, Peer ReviewScience: Hypothesis developmentIntermediateI can recognize that people have a right to express various viewpoints in an online community.I can use email to communicate with others.Social Studies: Society and CulturesELA: Writing for a purpose, Peer Review, ResearchScience: Hypothesis developmentMiddle SchoolI can recognize that individuals have a first amendment right to free expression.I can demonstrate responsible behavior while communicating online.I can collaborate with others online.Social Studies: Culture and HistoryELA: Viewpoints, Peer Review, EditorialsScience: Inquiry based researchResearch Grade 9-10I can recognize the global limits to free expression.I can explore the use of collective intelligence in different contexts.I can respect and handle situations or online behavior positively.Social Studies: Law, Human GeographyELA: Viewpoints, Editorials, CriticismScience: Inquiry Based ResearchResearchGrade 11-12I can understand the limits of constitutionally protected speech in an online community.I can think critically about developing relationships online.Social Studies: CivicsELA: Viewpoints, Editorials, CriticismScience: Inquiry Based ResearchResearchAssessments:FormativeSummativeGoogle docsGoogle classroomUse of applicationsEmbedded in content workAcademic Vocabulary:amendments, online community, perspective, viewpointsRecommended Resources:Edmodo, MobyMax, Google Classroom, StudySync, GoodReads, Edublogs, SocrativeGoal 1: Students will understand that in order to be digital citizens, they need to protect and respect the legal rights, intellectual freedom and privacy rights of themselves and others.StandardsI-SAILAASLISTECC5 Understand and practice Internet safety when using any electronic media for education, social, or recreational purpose.3.1.6 Use information and technology ethically and responsibly4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction5a Advocate and practice safe, legal, and responsible use of information and technology5c Demonstrate personal responsibility for lifelong learning.W6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.Essential Questions:Enduring Understanding:Why do we practice internet and technology safety?Students will understand the strategies that promote personal safety and protect online/offline reputation.Students will understand that protecting personal information and using an electronic device in an online environment encourages a safe environment.Students will understand the need for protecting personal privacy when using public access to digital sources.GradeLearning Objectives:Content ConnectionsPreK - KAcross all content areasPrimaryI can practice identifying personal and public information (name, gender, age, address, number, name of school, etc.) and when it is appropriate to share information with guidance.I can report uncomfortable situations to an adult.Across all content areasIntermediateI can identify the elements of a positive and safe identity in an online environment with the assistance of an adult.I can report inappropriate online behavior.I can acknowledge the permanence of online content.I can recognize the consequences of inappropriate communication (cyberbullying, harassment, etc.)I can protect my identity using usernames and passwords.Across all content areasMiddle SchoolI can create a positive and safe identity in an online environment with assistance.I can assess what types of information to publish in a digital environment.I can report inappropriate online behavior.I can acknowledge the permanence of online content.I can create and share folders appropriately.Across all content areasGrade 9-10I can create a positive and safe identity in an online environment independently.I can report inappropriate online behavior.I can acknowledge the permanence of online content.I can use strategies for guarding against theft and scams.I can use, access, manage, and evaluate different technologies.Across all content areasGrade 11-12I can report inappropriate online behavior.I can acknowledge the permanence of online content.I can understand the basics of online consumerism (identity theft, security, fraud, phishing, etc.).I can learn strategies to guard myself from identity theft.I can discuss the ethical behaviors and the concept of online behavior.Across all content areasAssessments:FormativeSummativeInternet searchesNotes pages Be Smart on the InternetPublished productsAcademic Vocabulary:consumerism, internet safety, online environments, permanence, personal information, positive identity, public information, safe identityRecommended Resources:CommonSense Kane County ROE ProgramsSafe InternetNetSmartzGoal 1: Students will understand that in order to be digital citizens, they need to protect and respect the legal rights, intellectual freedom and privacy rights of themselves and others.StandardsI-SAILAASLISTECC3 Practice ethical behavior when using print and digital resources (including freedom of speech, intellectual freedom, copyright, and plagiarism)5 Practice positive digital citizenship5 Recognize that networked environments are public places governed by codes of ethical behavior1.3.5 Use information technology responsibly2.3.3 Use valid information and reasoned conclusions to make ethical decisions3.1.6 Use information and technology ethically and responsibly.4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction.3b Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media5a Advocate and practice safe, legal and responsible use of information and technology5d Exhibit leadership for digital citizenshipR8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidenceEssential Question:Enduring Understanding:How can a person practice being an ethical digital citizen? Students will recognize that online environments are public places governed by codes of ethical behavior.Students will understand that they are responsible for accessing and using information technology responsibility.Students will understand that information is shared meeting specific ethical behaviors.Students will understand the importance of acknowledge authorship.GradeLearning Objectives:Content ConnectionsPreK – KI can take ownership for my digital content.I can identify the author and title of materials.Across all content areasPrimaryI can understand that materials are owned by the originator and take ownership of my content.I can identify the author and title of materials.I can be practice good manners online, recognizing that online communication is between actual people. Across all content areasIntermediateI can identify the author and title of information in multiple platforms to give credit to my sources.I can handle situations or online behavior positively.I can understand what a digital footprint is and how to create a positive one.Across all content areasMiddle SchoolI can identify the author and title of information of multiple platforms.I can create standard citations for materials. I can demonstrate understanding of the legality of copyright and fair use.I can determine the appropriateness of digital content created for multiple purposes.I can abstain from inappropriate or illegal online behavior.I can explain the positive and negative behaviors of digital citizensI can recognize and avoid potentially damaging or invasive content by respecting filters.Across all content areasGrade 9-10I can identify the author, the title, and publication information of multiple platforms. I can recognize and avoid potentially damaging or invasive content by respecting filters.I can create standard citations across multiple platforms.I can abstain from inappropriate or illegal online behavior.I can examine digital footprints.Across all content areasGrade 11-12I can create standard citations across multiple platforms on an online bibliography tool.I can recognize and avoid potentially damaging or invasive content by respecting filters.I can abstain from inappropriate or illegal online behavior.I can understand the basics of online consumerism (identity theft, security, fraud, phishing, etc.)Across all content areasAssessments:FormativeSummativeCitation PagesAnnotated textUnderstanding PlagiarismAcademic Vocabulary:author, bibliography, citation, consumerism, copyright, date accessed, editor, ethics, digital content, filter, organization, originator, platforms, publication information, publication date, publisher, title, URL, website, works cited, digital citizen, digital footprintRecommended Resources:Digital Citizenship Pledges, Digital Compass, Common Sense, Noodletools, EasyBibGoal 2 - Students will understand how reading for personal interest promotes individual growth.StandardsI-SAILAASLISTECC1 Seek information from diverse sources2 Select information appropriate to the problem or question3 Practice ethical behavior when using print and digital resources (including freedom of speech, intellectual freedom, copyright, and plagiarism)4 Cultivate love or reading and become a self-motivated reader1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main ideas, conflicting information, and point of view or bias1.3.2 Seek divergent perspectives during information gathering and assessment2.3.2 Consider diverse and global perspectives in drawing conclusions3.3.1.Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints3.3.7 Respect the principles of intellectual freedom4.2.2 Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements2c Develop cultural understanding and global awareness by engaging with learners of other cultures3c Evaluate and select information sources and digital tools based on the appropriateness to specific tasks4d Use multiple processes and diverse perspectives to explore alternative solutions5a Advocate and practice safe, legal, and responsible use of information and technologyR10 Read and comprehend complex literary and information texts independently and proficientlyEssential Question:Enduring Understanding:What are the implications of restricting access to information from multiple perspectives? Students will understand that censorship can harm, but also protect and the First Amendment of the Constitution aligns to this with the freedom of speech.GradeLearning Objectives:Content Connections:PreK - KI can choose a book/resource that interests me and respect others choices.Across all content areasPrimaryI can choose a book/resource that interests me and respect others choices.Across all content areasIntermediateI can self- select appropriate materials according to my purpose and respect others choices.I can understand what censorship is. I can recognize author’s bias and text limitations.Across all content areasMiddle SchoolI can explore materials beyond my academic requirements and personal interests.I can define censorship and recognize how it impacts my choice of materials.I can advocate for multiple perspectives and explore alternate resources and viewpoints.Across all content areasSocial Studies: ConstitutionELA: Arguments and CounterargumentsGrade 9-10I can seek materials beyond my academic requirements and personal interests.I can define censorship and recognize how it impacts my choice of materials.I can make sense of information gathered to solve misconceptions.I can solicit and respect diverse perspectives.Across all content areasSocial Studies: Civics and LawELA: Diverse PerspectivesGrade 11-12I can seek materials beyond my personal viewpoint.I can defend the right to create, access, and share information with others.I can seek a variety of viewpoints through technology, research, and interviews.I can research multiple viewpoints prior to drawing conclusions. Across all content areasSocial Studies: Civics and LawELA: Diverse PerspectivesAssessments:FormativeSummativeCompare and Contrast chartsAnnotationsAnalysis piecesAcademic Vocabularyban, censorship, challenge, controversial, first amendment, restrict, retain, self-selection, viewpointRecommended Resources:Project Censorship, NCTE, ALAGoal 2 - Students will understand how reading for personal interest promotes individual growth.StandardsI-SAILAASLISTECC1 Develop and use successful strategies for locating information 2 Distinguish among fact, point of view, and opinion 4 Appreciate literature and other creative expressions of thought and ideas and pursue knowledge related to personal interests and aesthetic growth1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information4.1.1 Read, view, and listen for pleasure and personal growth4.1.4 Seek information for personal learning in a variety of formats and genres4.2.4 Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres4.3.1 Participate in the social exchange of idea, both electronically and in person2a Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media2b Communicate information and ideas effectively to multiple audiences using a variety of media and formats5c Demonstrate personal responsibility for lifelong learningR10 Read and comprehend complex literary and information texts independently and proficientlyEssential Question:Enduring Understanding:How can I use reading to promote my own academic success and happiness?Students will understand that confidence and self-direction help readers identify materials.Students will understand the value of pleasure reading for personal growth.Students will understand that personal learning comes from seeking information from diverse sources.GradeLearning Objectives:Content ConnectionsPreK - KI can choose a book for a purpose.I can choose materials that interest meAcross all content areasPrimaryI can use online databases and encyclopedias.I can identify and read materials that interest me at my reading level. I can use the library catalog, with assistance, to find materials.I can listen for pleasure and personal growth.Across all content areasIntermediateI can select materials that interest me at or above my reading level.I can use the library catalog, with or without assistance, to find materials.I can share my ideas and thoughts based on my reading. I can use a variety of genres and formats of print and digital text. Across all content areasMiddle SchoolI can select materials that interest me at or above my reading level.I can use the basic features of the library catalog.I can share my response to text in multiple formats.I can effectively use media responsibly to share my reading interest, interact with authors or inspire others.I can use databases and online encyclopedia to develop background knowledge.Across all content areasGrade 9-10I can select materials that interest me at or above my reading level.I can use the advanced features of the library catalog.I can expertly use media responsibly to share my response to text, reading interest, interact with authors or inspire others.I can confidently make appropriate choices in selection of resources and information. Across all content areasGrade 11-12I can select materials promote my academic success and lifelong learning.I can use the advanced features of the library catalog.I can expertly use media responsibly to share my response to text, reading interest, interact with authors or inspire others.I can appreciate the value of multiple text formats and genres related to personal and academic growth. Across all content areasAssessments:FormativeSummative“IPICK”“5 Finger Rule”Classroom tasksAcademic Vocabularyavailable, call number, catalog, hold, keyword, materials, media, media platforms, search term, seriesRecommended Resources:Library Public Access Catalog,Book Talks, Displays, GoodreadsGoal 2 - Students will understand how reading for personal interest promotes individual growth.StandardsI-SAILAASLISTECC1 Recognize the need for information2 Select information appropriate to the problem or question 4 Cultivate love or reading and become a self-motivated reader4 Develop a knowledge of genres and literary elements4 Derive meaning from informational texts in various formats1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information4.1.3 Respond to literature and creative expressions of ideas in various formats and genres4.1.4 Seek information for personal learning in a variety of formats and genres4.2.2 Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements3c Evaluate and select information sources and digital tools based on the appropriateness to specific taskR5 Analyze the structures of texts, including how specific sentences, paragraphs, and larger portions of the text (e.q., a section, chapter, scene, or stanza) relate to each other and the wholeEssential Question:Enduring Understanding:How does recognizing the elements of a text assist in constructing your reading preferences?Students will understand that the appreciation of literature and other creative expressions lead to aesthetic growth and the development of personal interests.Students will understand that libraries provide equitable access to information and resources that encourage independent, life-long users and producers of ideas. GradeLearning Objectives:Content ConnectionsPreK - KI can select appropriate reading material to match my purpose with assistance.Across all content areasPrimaryI can select appropriate reading material to match my purpose with assistance.I can recognize elements of fiction.I can recognize elements of nonfiction. I can identify literary awards appropriate for my age.Across all content areasIntermediateI can self-select appropriate reading materials for my personal interests.I can identify elements of fiction.I can identify non-fiction text features.I can identify award-winning literature appropriate for my age. Across all content areasMiddle SchoolI can distinguish between the elements of fiction and non-fiction text features.I can identify the elements of sub genres.I can self-select appropriate reading material for a specific purpose.I can use literary awards to help guide my personal reading selections.Across all content areasGrade 9-10I can distinguish between various genres and participate in discussions about literature.I can utilize non-fiction text features to select material for a specific purpose.I can self-select appropriate reading material for a specific purpose.I can use literary awards to help guide my personal reading selections.Across all content areasGrade 11-12I can distinguish between various genres and lead discussions about literature.I can utilize non-fiction text features to select material for a specific purpose.I can self-select appropriate reading material for a specific purpose.I can use literary awards to help guide my personal reading selections.Across all content areasAssessments:FormativeSummativeChoosing Informational BooksClass projectsAcademic Vocabularybibliography, bold, captions, charts, fiction, genre, glossary, graphs, headings ,images, index, italic, maps, non-fiction, reference, sidebars, sub-genre, table of contents, text features, works citedRecommended Resources:, , , Library Public Access CatalogGoal 2 - Students will understand how reading for personal interest promotes individual growth.StandardsI-SAILAASLISTECC1 Seek information from diverse sources 2 Distinguish among fact, point of view, and opinion 3 Integrate new information into own schema 4 Derive meaning from informational texts in various formats1.1.2 Use prior and background knowledge as context for new learning2.3.1 Connect understanding to the real world4.1.2 Read widely and fluently to make connections with self, the world, and previous reading4.1.5 Connect ideas to own interests and previous knowledge and experience2c Develop cultural understanding and global awareness by engaging with learners of other cultures3b Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media3c Evaluate and select information sources and digital tools based on the appropriateness to specific taskR7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in wordsR10 Read and comprehend complex literary and information texts independently and proficientlyEssential Question:Enduring Understanding:How does making connections between various formats and modes help us understand the world in which we live?Students understand how to derive meaning from various formats of informational text.Students will understand how to make connections from various platforms to make informed decisions.GradeLearning Objectives:Content ConnectionsPreK - KI can respond to text in participatory activities such as puppetry, finger plays, and drama. I can make connections between various text formats.Across all content areasPrimaryI can participate in guided discussions about text to share opinions and responses.I can link text to personal experiences to better understand text and develop background knowledge.Across all content areasIntermediateI can read and comprehend various texts from diverse places and perspectives.I can participate in discussions about literature to share opinions and responses.I can make basic connections with myself, the world and previous reading.I can locate primary texts.I can analyze the relationships between historical sources and interpretations.Across all content areasSocial Studies: Historical documentsELA: ConnectionsMiddle SchoolI can read various texts from diverse places and perspectives and apply opinions and responses to group discussion.I can make connections with myself, the world and previous reading.I can use historical sources to infer information where information is not easily identified.I can analyze the relationship between primary and secondary sources.Across all content areasSocial Studies: Historical documentsELA: Connections, multiple textsGrade 9-10I can read and analyze various texts from diverse places and perspectives.I can read widely and fluently to make and share connections with myself, the world and previous reading.I can analyze the relationship between primary sources and secondary sources to support understanding of topics and concepts.Across all content areasSocial Studies: Historical documentsELA: Connections, Analysis papersGrade 11-12I can read, synthesize and evaluate various texts from diverse places and perspectives.I can read widely and fluently to make and share connections with myself, the world and previous reading.I can use digital tools to locate, organize and analyze primary and secondary sources to make informed decisions and determinations.Across all content areasSocial Studies: Historical documentsELA: Connections, Synthesis papersAssessments:FormativeSummative“Making Connections”Use of sourcesAcademic Vocabularyanalyze, background knowledge, character, comprehension, fact, genre, opinion, perspective, plot, point of view, setting, theme, vocabularyRecommended Resources:, Purdue Owl, Goal 3 - Students will understand the skills and strategies needed to gather information effectively, solve problems, and conduct research.StandardsI-SAILAASLISTECC2 Select information appropriate to the the problem or question2 Determine accuracy, relevance, and comprehension of information 1.1.3 Develop and refine a range of questions to frame the search for new understanding1.1.4 Find, evaluate, and select appropriate sources to answer1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts4.1.4 Seek information for personal learning in a variety of formats and genres4.4.1 Identify own areas of interest3a Plan strategies to guide inquiry4a Identify and define authentic problems and significant questions for investigation4b Plan and manage activities to develop a solution or complete a projectW7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigationW8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarismEssential Question:Enduring Understanding:When is research necessary?Students will understand the when further information about a topic is necessary.Students will understand the need to formulate leveled questions based on information needs.GradeLearning Objectives:Content ConnectionsPreK - KI can identify when information is needed.Across all content areasQuestioningPrimaryI can develop questions to get to the information needed.Across all content areasQuestioningIntermediateI can articulate an information need and formulate questions to refine search strategies with guidance.Across all content areasQuestioningResearchMiddle SchoolI can independently articulate an information need and formulate questions to refine search strategies.Across all content areasQuestioningResearchGrade 9-10I can identify information relevant and essential to the information need.I can create a purpose or thesis statement to define an information need and use search strategies to identify resources and locate information with guidance.Across all content areasQuestioningResearchGrade 11-12I can identify information relevant and essential to the information need.I can create a purpose or thesis statement to define an information need and use search strategies to identify resources and locate information.Across all content areasQuestioningResearchAssessments:FormativeSummative“Research Rubric”Annotated BibliographiesPapersDiscussionsAcademic Vocabularyalgorithm, Boolean, broad, browser, database, domain, inquiry, main idea, narrow, relevance, research, search engine, thesis, websiteRecommended Resources:Padlet, Inspiration, Word.Goal 3 - Students will understand the skills and strategies needed to gather information effectively, solve problems, and conduct research.StandardsI-SAILAASLISTECC2 Determine accuracy, relevance, and comprehension of information 2 Identify inaccurate and misleading information2 Select information appropriate to the problem or question1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life1.1.4 Find, evaluate, and select appropriate sources to answer questions1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry3b Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media3c Evaluate and select information sources and digital tools based on the appropriateness to specific taskW8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.W9 Draw evidence from literary or information texts to support analysis, reflection, and researchEssential Question:Enduring Understanding:What skills and strategies are used in acquiring sources of information?Students will understand the variety of ways to locate information from diverse sources.Students will understand that research entails gathering sources and analyzing the sources.Students will understand the composition of various media and social networking platforms to support research.GradeLearning Objectives:Content ConnectionsPreK - KI can understand that the library is organized in a certain way.I can suggest search terms for use in online searching.I can share the main idea of my information source.I can use an alphabetical and image directory to answer questions.Across all content areasPrimaryI can locate material in the library by call number with guidance.I can suggest search terms for use in online searching.I can identify keywords and/or search terms with guidance.I can compare content and ideas in different resources.I can identify and begin to use text features to navigate my information source.I can use a search engine to find answers.I can use an electronic encyclopedia.Across all content areasIntermediateI can identify reasons for using specific types of resources.I can choose an appropriate resource to resolve an inquiry need.I can locate material by call number.I can locate material using the library catalog.I can begin to distinguish between the web, databases, and electronic catalogs. I can use electronic databases and encyclopedia to gather information.I can annotate electronically.I can use search engines.I can identify keywords and/or search terms.I can begin to use reference materials in multiple formats and navigate their unique features.I can show awareness of the scope and depth of various resources.Across all content areasMiddle SchoolI can choose an appropriate resource to resolve an information need.I can locate materials and information using databases in addition to the library catalog.I can distinguish between the web, databases, and electronic catalogs.I can generate a list of appropriate keywords to use as access points.I can download information needed. I can annotate and gather information to answer questions.I can use a variety of search engines.I can extract information relevant and essential to the information need.I can navigate within print and electronic resources to locate and access information with guidance.I can consider the scope and depth of various resources effectively.Across all content areasGrade 9-10I can select information relevant and essential to the information need.I can employ advanced features of the library catalog and other databases.I can reflect on and refine keyword choice to access information efficiently.I can navigate within print and electronic resources to locate and access information.I can use a variety of search engines for different purposes using advanced features.I can consider scope, depth and accessibility of diverse, sophisticated resources to efficiently select resources most appropriate for my information need.Across all content areasGrade 11-12I can select information relevant and essential to the information need.I can employ advanced features of the library catalog and other databases.I can identify and use various strategies and techniques to execute and refine successful searches.I can navigate within print and electronic resources to locate and access information.I can consider scope, depth and accessibility of diverse, sophisticated resources to efficiently select resources most appropriate for my information need.Across all content areasAssessments:FormativeSummativeResearch Rubric Scavenger huntClassroom TasksAcademic Vocabulary:available, Boolean, call number, catalog, databases, index, key words, limit, search engine, search terms, synonym, table of contents, text features, website, DBQRecommended Resources:Databases, Scavenger hunts Goal 3 - Students will understand the skills and strategies needed to gather information effectively, solve problems, and conduct research.StandardsI-SAILAASLISTECC2 Determine accuracy, relevance, and comprehension of information 2 Distinguish among fact, point of view, and opinion2 Identify inaccurate and misleading information2 Select information appropriate to the problem or question1.1.5Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context1.1.6 Read, view, and listen for information presented in any format (eg., textual, visual, media, and digital) in order to make inferences and gather meaning1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information4.3.2 Recognize that resources are created for a variety of purposes3b Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media3c Evaluate and select information sources and digital tools based on the appropriateness to specific taskR7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in wordsR8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidenceW8 Gather relevant information from multiple print and digital sources, assesses the credibility and accuracy of each source, and integrates the information while avoiding plagiarism.Essential Question:Enduring Understanding:How is the credibility and relevance of inquired information assessed?Students will understand how to determine accuracy, relevance, and comprehensiveness of information. Students will understand the value of distinguishing fact, point of view, and opinion from one another.Students will understand the value of identifying inaccurate and misleading information.Students will understand what can be considered as relevant and appropriate information to the problem or question.GradeLearning Objectives:Content ConnectionsPreK - KI can determine if my source relates to my topic.Across all content areasPrimaryI can recognize the point of view or opinion of the author.I can use different clues to determine important ideas in illustrations and text.Across all content areasIntermediateI can identify the point of view or opinion of the author.I can identify the publication date of my source.I can articulate the main idea of my source. I can recognize author bias.Across all content areasMiddle SchoolI can read, view, and listen to information critically. I can identify evaluative criteria for materials in multiple formats to determine the relative value of the information: relevancy, suitability, authority, purpose, objectivity, currency.I can identify what a resource says and leaves up to interpretation.Across all content areasGrade 9-10I can read, view, and listen to information critically. I can apply evaluative criteria to materials in multiple formats to determine the relative value of the information: relevancy, suitability, authority, purpose, objectivity, currency.I can compare content and ideas in different resources to understand multiple interpretations. I can examine digital footprints to assess the credibility of an author.Across all content areasGrade 11-12I can intuitively apply evaluative criteria to materials multiple formats to determine the relative value of the information: relevancy, suitability, authority, purpose, objectivity, currency.I can compare content and ideas in different resources.I can evaluate different search engines and websites in different context to develop and understanding around an essential question. I can use a variety of resources to understand claims and counterclaims in detail.Across all content areasAssessments:FormativeSummative “Online Resource Evaluation”Text EvidenceClassroom TaskAcademic Vocabulary:accuracy, authority, bias, credibility, currency, domain, evaluate, fact, main idea, objectivity, opinion, point of view, purpose, relevancy , suitability, Recommended Resources:Search Engines, Credibility Challenge, Databases, online Encyclopdedias, print resourcesGoal 3 - Students will understand the skills and strategies needed to gather information effectively, solve problems, and conduct research.StandardsI-SAILAASLISTECC3 Organize information for practical application3 Integrate new information into own schema3 Use problem-solving techniques to devise strategies for improving process or product1.1.9 Collaborate with others to broaden and deepen understanding.1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success.1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.1.4.2 Use interactions with and feedback from teachers and peers to guide own inquiry process.1.4.3 Monitor gathered information, and assess for gaps or weaknesses.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.1a Apply existing knowledge to generate new ideas, products, or processes2b Communicate information and ideas effectively to multiple audiences using a variety of media and formats2d Contribute to project teams to produce original works or solve problems4b Plan and manage activities to develop a solution or complete a project4c Collect and analyze data to identify solutions and/or make informed decisionsR7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.SL2 Integrate and evaluate information presented in diverse media and formats, including visually and quantitatively, and orally.Essential Question:Enduring Understanding:How can problem-solving techniques be adapted to reach a better solution?Students will understand that adaptability is important when using information.Students will understand that the use problem-solving techniques to devise strategies for improving process or product will produce a stronger piece of work.Students will understand how to organize information for practical applications.GradeLearning Objectives:Content ConnectionsPreK - KI can solve a problem with a group.I can ask questions about the problem to be solved.Across all content areasPrimaryI can learn common organizational patterns to make sense of information.I can work with others to exchange ideas and learn new information.I can ask questions about the problem to be solved.I can change my questions based on feedback.Across all content areasIntermediateI can recognize when inquiry needs to be adapted to be successful.I can adapt my research inquiry as I process new information and share my ideas.I can change my inquiry based on feedback.I can organize information from multiple sources in a logical sequence using technology.I can select an appropriate format for communicating ideas.I can work with others to exchange ideas and solve a problem.Across all content areasMiddle SchoolI can adapt my research inquiry as I process new information and share my ideas.I can change my inquiry based on feedback.I can organize information from multiple sources in a logical sequence using graphic organizers and technological organization tools?I can present, share, and evaluate the results of information searches in a new form.I can work with others to exchange ideas, develop new understandings, make decisions and solve problems.I can use technology and other tools to analyze information.I can reflect on my learning process and assess how completely I explored my topic.Across all content areasGrade 9-10I can reflect on my research process and monitor my topic exploration.I can adapt my research inquiry in a reflective process.I can change my inquiry based on feedback.I can work with others to select, organize, and integrate information and ideas from various sources and formats I can use technology tools, online environments, and other collaborative tools to synthesize and share information.Across all content areasGrade 11-12I can reflect on my research process and monitor my topic exploration.I can adapt my research inquiry in a continual reflective process.I can change my inquiry based on feedback.I can work with others to select, organize, and integrate information and ideas from various sources and formats I can use technology tools, online environments, and other collaborative tools to synthesize and share information.I can work with others to exchange ideas, develop new understandings, make decisions and solve problems.Across all content areasAssessments:FormativeSummative “Inquiry Circle Rubric”Performance-based tasksAcademic Vocabularyevaluate, graphic organizer, organize, research cycle, synthesize Goal 4 - Students will understand how to use technology and collaboration to transform and share information creatively, safely, and ethically.StandardsI-SAILAASLISTECC3 Organize information for practical application3 Integrate new information into own schema3 Produce and communicate information and ideas in appropriate formats2.1.2 Organize knowledge so that it is useful.2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.2.1.4 Use technology and other information tools to analyze and organize information.3.1.3 Use writing and speaking skills to communicate new understandings effectively.2d Contribute to project teams to produce original works or solve problems3d Process data and report results4b Plan and manage activities to develop a solution or complete a project4c Collect and analyze data to identify solutions and/or make informed decisions6b Select and use applications effectively and productively6d Transfer current knowledge to learning of new technologiesW6 Technology to produceSL2 Use of diverse media formatsEssential Question:Enduring Understanding:How is information processed and organized to convey a message?Students will understand that there are different ways to organize information based on what the expected outcome is intended to do.Students will understand the how to process data and report it out based on using various information sources.Students will understand the need to communication and produce information and ideas through a variety of platforms and formats.Students will understand that creating a plan is important when gather information and communicating it out to others.GradeLearning Objectives:Content ConnectionsPreK - KI can begin to organize information with guidance using technology independently or as a group.I can use technology to create.Across all content areasPrimaryI can use a graphic organizer to demonstrate my knowledge of new information so it is useful with guidance from my teacher.I can work in groups to create and evaluate projects and information products.I can use multiple applications for organization. Across all content areasIntermediateI can independently use a graphic organizer to demonstrate my knowledge of new information so it is useful.I can select the right technology to help me organize my ideas.I can choose which facts and details to include in note taking.I can annotate digitally. Across all content areasMiddle SchoolI can create tables and charts to demonstrate my knowledge of new information so it is useful.I can use technology and other tools to analyze information.I can select appropriate formats for communicating ideas.I can choose which facts and details to include in annotations and notetaking?Across all content areasGrade 9-10I can create a graphic organizer to analyze new information.I can use technology and other tools to analyze information.I can select appropriate formats for communicating ideas.I can use paraphrasing, highlighting, or other extraction strategies to identify and record relevant information.Across all content areasGrade 11-12I can create an organizational structure to analyze new information.I can use technology and other tools to analyze information.I can select appropriate formats for communicating ideas.I can use paraphrasing, highlighting, or other extraction strategies to identify and record relevant information.Across all content areasAssessments:FormativeSummative“Email Etiquette”Performance-based tasksAcademic Vocabularyanalyze, annotate, collaboration, ethics, evidence, expert, facts, media, note-taking, outlines, paraphrase, statistics, transformRecommended Resources:Prezi, Haiku deck, Socrative, Easelly, Glogster, Padlet Inspiration, WordGoal 4 - Students will understand how to use technology and collaboration to transform and share information creatively, safely, and ethically.StandardsI-SAILAASLISTECC3 Produce and communicate ideas in appropriate formats1.3.4 Contribute to the exchange of ideas within the learning community2.2.4 Demonstrate personal productivity by completing products to express learning3.1.3 Use writing and speaking skills to communicate new understandings effectively3.1.4 Use technology and other information tools to organize and display knowledge and understandings in ways that others can view, use, and assess1b Create original works as a means of personal or group expression2a Interact, collaborate, and publish with peers, experts, or others employing a variety of media and formats2b Communicate information and ideas effectively to multiple audiences using a variety of media and formats6a Understand and use technology systems6b Select and use applications effectively and productivelyW.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with othersSL5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentationsEssential Questions:Enduring Understanding:Using appropriate technology, how can I create and convey a message both independently and collaboratively?Students will understand that participating and collaborate as members of a social and intellectual network of learners is needed for an informed society.Students will understand that creation and innovation come from communication, using information and collaboration.GradeLearning Objectives:Content ConnectionsPreK – KI can open and close a program.I can activate an icon.I can click on an object I can use applications to show what I know about a topic, or tell a story with pictures..I can use technology to share my ideas.Across all content areasPrimaryI can use taskbars and dropdowns. I can type answers in a box. I can use applications and technology tools embedding pictures and text to show what I know about a topic.I can begin to organize information using a variety of technology products independently or as a group.I can format text and images to support a message.I can produce and publish 1 page content.Across all content areasIntermediateI can create and publish a multiple page product using the appropriate technology to the task.I can use and add charts, graphs, diagrams, timelines, animations, and images to convey messages.I can create engaging audio recordings of stories or poems that demonstrate fluid reading. I can navigate through various windows.I can use digital text features. Across all content areasMiddle SchoolI can determine when to use technology to create a product independently, or as a group.I can use video in presentations and projects.I can use graphics and video software to create graphics, edit photos and create short movies.Across all content areasGrade 9-10I can select and use an appropriate format for communicating ideas independently or as a group.I can create an original work use multiple modes and texts to demonstrate digital literacy.I can design a project that embeds technology and multiple resources.Across all content areasGrade 11-12I can create a product that clearly expresses ideas independently or as a group.I can create real-world products both digitally and non-digitally to convey a message.I can use digital tools to solve problems and create products that communicate, inspire, and entertain.I can select digital tools or resources to use for a real-world task and justify the selection based on their efficiency and effectivenessAcross all content areasAssessments:FormativeSummativeMultimedia RubricPerformance based tasksAcademic Vocabularyaudience, communicate, concise, consistent, create, edit, format, information producers, present, print, proofread, save, share, spellcheck, spreadsheet, visual literacy, word-processerRecommended Resources:Screenchomp, Creative Book Builder, Nearpod, EasyRelease, Video Editing software, Presentation Software ................
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