Overview

Information Inquiry: It is vital for students today to be able to use multiple tools in their learning experiences. They should be able to use print, electronic and audio/visual materials in an effective manner coherent with learning. With this process, a student’s ultimate goal should be to become information fluent. They will be able to discriminate between excellent and poor sources and the reasoning behind the decision. Students will be able to recognize bias and navigate through myriads of technical information for validity. In the activity for my second grade class I will be addressing visual literacy in a Science context. They will be using background information from the lesson and then using tools to create a constellation, similar to a drawing or diagram. The sixth graders will be moving to a critical literacy in a Science context. As their knowledge is growing, it is important to keep their knowledge base and add to it. By examining reference materials and evaluating arguments, the students will be addressing a debate through critical literacy analysis. Standards for 21st Century Learner: 1.1.2 Use prior and background knowledge as context for new learning. 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. 1.2.3 Demonstrate creativity by using multiple resources and formats. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.4 Seek appropriate help when it is needed. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 2.4.4 Develop directions for future investigations. 3.2.3 Demonstrate teamwork by working productively with others. 3.3.4 Create products that apply to authentic, real-world contexts. 4.1.5 Connect ideas to own interests and previous knowledge and experience. Indiana Standards-Science 2.1.6 Use tools to investigate 2.1.2 Use tools, such as thermometers, magnifiers, rulers, or balances, to gain more information about objects. (Core Standard) 21st Century Learner: 1.1.2 Use prior and background knowledge as context for new learning. 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 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. 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, confl icting information, and point of view or bias. 1.2.3 Demonstrate creativity by using multiple resources and formats. 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information. 1.3.4 Contribute to the exchange of ideas within the learning community. 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. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real- world situations, and further investigations. 2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion. 2.2.4 Demonstrate personal productivity by completing products to express learning. 3.1.3 Use writing and speaking skills to communicate new understandings eff ectively. 3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern. 4.2.1 Display curiosity by pursuing interests through multiple resources. 4.2.2 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 requirements. 4.3.2 Recognize that resources are created for a variety of purposes. Indiana Standards-Science: 6.2.7 Locate information in reference books, back issues of newspapers and magazines, compact disks, and computer databases. (Core Standard) 6.3.4 Explain that we live on a planet which appears at present to be the only body in the solar system capable of supporting life. My students are second and sixth graders at a medium-sized elementary school. We live in middle to lower-class suburban area. Our average class size is 22 students but it is actively growing. Our students come from varying backgrounds and have different knowledge bases. They have an increasing understanding of technology and its importance in the learning environment, though they need guidance on appropriate use and dissimination of materials and resources. Students also have a wide range of support from their home environments with some parents taking extra interest in their child’s education and others being happy with any passing grade. It is our mission to create an equal learning environment for all students so that they may all have bright futures and be information fluent. With Librarian(s)- Use librarian’s wealth of knowledge to illuminate excellent reference sources, especially using database materials geared towards specific grades and subjects. Also collaborate to teach the differences between good and poor resources. Community leaders/organizers: Encourage the establishment of science clubs or a “night out” to learn and observe stars and planets. Parents- Communicate the lessons being taught and encourage outside learning. Suggest family trips to planetarium or camping to view stars. I will be working with second and sixth graders. We will be studying science and focusing on Space. Our second graders will be learning about stars and constellations while our sixth graders will be analyzing planetary atmospheres and conditions. It is my goal to use these lessons to create visual literate second graders who will also become critical literate sixth graders. Second graders will be adding on to their sum-what limited knowledge of Space. They will have the opportunity to recreate constellations while learning about their patterns. While maintaining learning, the activity will be fun and open. Sixth graders will be adding onto their already growing knowledge about space and Science. They will be using this knowledge in conjunction with new information to analyze the likelihood of life on other planets. It will be necessary for them to use critical thinking in choosing their references and then in analyzing the possibilities. After ideas have been presented, there will be time for open discussion of findings and conclusions.
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