Curriculum+in+the+Media+Center+LIS+5770

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short __video__ from exploring goanimate.com for the lesson on web 2.0 tools.

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Savvy Seven Research Model Graphic

What is the Question? What Resources Should I Use? How Do I Find the __Information__? How Do I Gather the __Information__? Which Information Do I Use? How Do I Share What I Learned? How Do I Evaluate My Work?

Creating Assessment Tools-Rubric **Grade 6 Lesson Snapshot: Question Generation **
 * Learning goals: **
 * 1) 1. Grade 6 students will generate a range of questions that are relevant to their research on __#|inventions__ that changed the world.
 * 2) 2. They will create questions that extend beyond factual knowledge to questions that require interpretation, analysis and evaluation.
 * Assessment criteria: **
 * 1) 1. I can create questions that help me seek background knowledge that is important to what I want to know—questions that ask what, when where, who.
 * 2) 2. I can also create questions that challenge me to organize and compare, to predict and __#|apply__ and to judge and evaluate facts and ideas—questions that ask why, how what if.

3-2 pts. || Does Not Meet Expectations 1-0 pts. || Who-invented it What-they invented When-they invented it Where-it was invented/used || Student is able to answer all four questions and provide additional descriptive information, || Student is able to answer all four questions. || Student does not answer all four questions. Little evidence of adequate questioning is apparent. || More than one example is given. || No evidence of how is apparent and the student only provides one example of the invention’s importance. ||
 * __ Invention Rubric __**
 * Project Criteria || Exceeds Expectations 5-4 pts || Meets Expectations
 * My questions answer:
 * Investigative analysis is evident || Student not only answers why but can also discuss how the invention has changed the world. || Student is able to dig deeper and provide questions and answers pertaining to why the invention is important.
 * Comparison analysis is evident || Student not only compares and contrasts life before and after but can also compare similar inventions. || Student can compare and contrast life before and after the invention. || No evidence of comparison between similar inventions. Student only provides comparisons or only provides contrasts of life before and after the invention. ||
 * Invention Impact || Student can identify specific instances that would be altered without the invention. || Student can analyze how life might be different today without the invention. || Student does not address how life would be altered without the invention. ||
 * Invention Evaluation || Student is able to evaluate the effectiveness of the invention including its influence on the world. || Student is able to evaluate the effectiveness of the invention. || Student does not evaluate the effectiveness of the invention or consider its influence. ||
 * Source Organization || Sources are well organized and adhere to MLA guidelines. ||  || Sources are not well organized and do not adhere to MLA guidelines. ||
 * Project Organization || Project is well organized and follows the format outlined in class. ||  || Project does not follow the format outlined and is hard to follow. ||
 * Spelling/Grammar || Project is free of spelling and grammatical errors. || Project contains a few spelling and grammatical errors. || Project contains numerous spelling and grammatical errors. ||