Subject: Information Literacy and Technology Literacy

Unit # : 1

Grade: Third Grade

Subject: Information Literacy and Technology Literacy

Face of American Cities

Knowledge and Skills / Time Frame:9 weeks (once a week class visit) / Curriculum Connection:
Social Studies Unit 1
Face of American Cities
Information Literacy Indicator:

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.
4. Pursue Personal and Aesthetic Growth.

Technology Literacy Indicator:
1.1 Technology Systems: Develop foundations in the understanding and uses of technology systems
2.1 Digital Citizenship: Demonstrate an understanding of the history of technology and its impact on society, and practice ethical, legal, and responsible use of technology to assure safety
3.1 Technology for Learning and Collaboration: Use a variety of technologies for learning and collaboration
4.1 Technology for Communication and Expression Use technology to communicate information and express ideas using various media formats
5.1 Technology for Information Use and Management: Use technology to locate, evaluate, gather, and organize information and data.
6.1 Technology for Problem-solving and decision making: Demonstrate ability to use technology and develop strategies to solve problems and make informed decisions.
Information Literacy Objectives:
Skills
1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own 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.
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.
1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
2.1.1 Continue an inquiry-based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
2.1.2 Organize knowledge so that it is useful.
3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
3.1.5 Connect learning to community issues.
3.1.6 Use information and technology ethically and responsibly.
4.1.2 Read widely and fluently to make connections with self, the world, and previous reading.
4.1.7 Use social networks and information tools to gather and share information.
4.1.8 Use creative and artistic formats to express personal learning.
Responsibilities
1.3.4 Contribute to the exchange of ideas within the learning community.
1.3.5 Use information technology responsibly.
2.3.1 Connect understanding to the real world.
3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community.
3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern.
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.
3.3.6 Use information and knowledge in the service of democratic values.
4.3.2 Recognize that resources are created for a variety of purposes.
4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction.
Self Assessment
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.
2.4.1 Determine how to act on information (accept, reject, modify).
2.4.3 Recognize new knowledge and understanding.
3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community.
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.
3.3.6 Use information and knowledge in the service of democratic values.
3.3.7 Respect the principles of intellectual freedom.
Self Assessment
3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future.
4.4.4 Interpret new information based on cultural and social context.
4.4.6 Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs.
TECHNOLOGY LITERACY OBJECTIVES
1.3.1.A .1 Understand the uses of technology systems
2.2.1.A .1 Explain how technology affects people and society
2.3.1.B 1 Practice responsible and appropriate use of technology systems, software, and information
2.3.1.B .2 Demonstrate an understanding of current legal standards
2.3.1.B .3 Understand current online safety guidelines
3.3.1.A .1 Use and understand how technology enhances learning
3.3.1.C.1 Use and understand how technology increases productivity
4.3.1.A .1 Use technology for communication
4.3.1.A.2 Use and explain the variety of media formats
4.3.1.B.1 Use and understand how technology can be used to express ideas
5.3.1.A .1 Explore and use age-appropriate information resources available through technology with assistance
5.3.1.B.1 Use and evaluate technology tools to organize information
6.3.1.A.1 Understand the Problem
6.3.1.A.2 Devise a Plan
6.3.1.A.3 Carry Out the Plan
6.3.1.A.4 Analyze Data
6.3.1.A.5 Communicate Conclusion
6.3.1.B Examine the Solution
Information Literacy Assessment Limits:
1.a Clearly define a task.
1.c Select appropriate resources.
1.d Evaluate the quality of resources using.

• accuracy
• currency
• author
• type of resource
• fact and opinion

1.g Navigate through text and illustrations to locate relevant information.
2.a Employ a variety of strategies and technologies to extract and organize information.
2.c Synthesize information to support a thesis or idea.
2.f Evaluate the effectiveness of their research.
2.h Use peer to peer and instructor feedback to guide the inquiry process.
2.i Be able to use a variety of production tools to create a product.
3.c Demonstrate respect for principles of intellectual freedom.
33.e Use valid information and reasoned conclusions to make ethical decisions.
3.f Contribute their ideas both within and beyond the learning community.
3.h Share their learning through various strategies, technologies, and formats.
3.i Practice safe and responsible behaviors in electronic communication and interaction.
4.c Read widely for pleasure and personal growth.
4.d Use creative and artistic formats to express personal response to information and ideas.
4.g Follow the library rules and procedures.
Technology Literacy Assessment Limits
2.3.1.A .1.a Explain how technologies (such as computers, calculators, televisions, cameras, PDA’s, CD-ROM and DVD) influences societies
2.3.1.A .1.b Identify examples of how technology has affected the environment, past and present
2.3.1.A .1.c Explain how technology have or can be used to meet the needs of societies
2.3.1.B 1.a Explain the purpose of and follow the acceptable use policy
2.3.1.B 1.b Work cooperatively and collaboratively with others when using technology in the classroom
2.3.1.B 1.c Practice responsible use of technology systems and software
2.3.1.B 1.d Demonstrate proper care of equipment (such as following lab rules, handling equipment with care)
2.3.B.1.e Recognize the potential harm of intrusive applications (such as viruses, pop-up windows, etc.)
2.3.B.1.f. Use safe and correct security procedures (such as protecting password and user ID)
2.3.1.B .2 .a Demonstrate social and ethical behaviors when using technology (such as appropriate copying and pasting, legal downloading, intellectual property recognition, and obeying copyright laws)
2.3.1.B .2 .b Discuss the importance of having access to current, accurate information
2.3.1.B .2 .c Comply with copyright laws and fair use provisions
2.3.1.B .2 .d Practice strategies for avoiding plagiarism
2.3.1.B .2 .e Cite sources of text and digital information used properly
2.3.1.B .3.a Understand that the Internet is a global community with guidelines
2.3.1.B.3.b Explain safety and privacy issues related to use of the Internet
2.3.1.B .3.c Use safe and correct security procedures when working online (such as not disclosing personal information and protecting passwords)
2.3.1.B .3.d Describe procedures for exiting an inappropriate site (such as clicking the home, turning off monitor, notifying an adult)
2.3.1.B.3.e Recognize and understand the purpose of technology protection measures including filtering systems
2.3.1.B.3.f Understand the purpose of technology protection measures including filtering systems
3.3.1.A .1.a Use technology tools, including software and hardware, from a range of teacher-selected options to learn new content or reinforce skills
3.3.1.A .1.b Explain how selected technology tools are being used to support learning
3.3.1.A .1.c Reflect, as an individual on appropriateness of selected technology for the given task
3.3.1.A.1.d Describe how technology tools are used to collect information
3.3.1.B.1.e Assess the use of the selected technology for individual learning for the specific task
3.3.1.B.1.a Use technology tools to work collaboratively within the classroom
3.3.1.B.1.b Use technology tools to exchange ideas with individuals or groups outside of the classroom
3.3.1.B.1.c Participate as part of a class in online collaborative projects or information exchanges
3.3.1.B.1.dArticulate the advantages of collaboration supported by technology tools
3.3.1.C.1.a Explain how the selected technology tools are being used to accomplish tasks efficiently
3.3.1.C.1 .b Use templates provided by the teacher or create new documents to complete learning assignments
3.3.1. C.1. c Collect, analyze, and display data and information using tools, such as calculators, spreadsheets, and graphing programs
3.3.1. C.1. d Use suitable electronic resources to edit final copies of texts for correctness in language usage and conventions, such as capitalization, punctuation, and spelling
3.3.1. C.1. e Use various electronic information retrieval sources to obtain information on a topic
4.3.1.A .1.a Explain how communication tools help gather information, share ideas, and respond to questions when communicating with various audiences, including school, community, parents, and experts
4.3.1.A .1.b Use technology tools identified by the teacher to communicate with various audiences
4.3.1.A.1.c Present information, with assistance, to various audiences including school and community
4.3.1.A.2 Use and explain the variety of media formats
4.3.1.A.2 .a Communicate independently, with various audiences, using different media formats
4.3.1.A.2.b Explain the purpose for a chosen media format
4.3.1.B.1.a Use multimedia tools to express original ideas with print, drawings, digital images, existing video, sounds, and/or personal recordings
4.3.1.B.1.b Present ideas and information in formats such as electronic presentations, web pages, or graphic organizers that are appropriate to a specific audience
4.3.1.B.1.c Change, edit, and revise graphs, graphics, presentations, and word processing documents
5.3 Technology for Information Use and Management
5.3.1.A .1.a Select relevant information from appropriate technology resources
5.3.1.A .1.b Select and read to gain information from electronic personal interest materials, such as brochures, books, magazines, cookbooks, and web sites
5.3.1.A .1.c Apply evaluation strategies when using electronic resources (such as publication/copyright date, fact vs. fiction, source credibility, ease of use)
5.3.1.A.1.d Understand library catalog search strategies
52.1.A.1.e Understand search strategies for age-appropriate Web search engines/directories
5.3.1.A.1.f Collect data using technology
5.3.1.B.1.a Use technology tools, independently or with assistance, to support note-taking
5.3.1.B.1.b Use technology tools, independently or with assistance, to support data collection
5.3.1.B.1.c Describe how technology tools are used to organize information/collect data
5.3.1.B.1.d Evaluate the effectiveness of technology tools for organizing information
6.3.1.A.1.a With the guidance of the teacher, students understand that there are different types of problems and that technology can help identify the type of problem and the data needed to answer that type of problem
6.3.1.A.2 .a Use technology to record questions
6.3.1.A.2.b Identify which technology tools can be used to gather information
6.3.1.A.3.a Explain how electronic tools help gather information from various audiences
6.3.1.A.3.b Participate in a class lesson using technology to explore collecting data
6.3.1.A.3.cUse electronic tools to collect data
6.3.1.A.3.d Select relevant information from appropriate technology resources
6.3.1.A.3.e Use teacher-selected technology tools to collect data
6.3.1.A.4. a Use various electronic information retrieval sources to obtain information on a topic
6.3.1.A.4. b Use electronic tools to analyze data
6.3.1.A.5.a Use electronic tools to display data
6.3.1.A.5.b Communicate conclusions with various audiences using different media formats
6.3.1.B. a Articulate the advantages of using technology tools to gather, analyze, and communicate conclusions
6.3.1.B. b Assess the use of the selected technology for gathering data, analyzing data, and communicating conclusions
VOCABULARY
Laws and regulations
Fiction;
Nonfiction
Everybody
Circulation
Mapping terms [compass rose, cardinal directions, scale, grid lines, etc.]
Orientation
“Bird’s Eye” perspective
Atlas
Location
Directions
Graphic Organizer
Call number
Self-evaluation
Google
Text feature
Tourist attraction
Historic site
Digital resources
Timeline
Bibliography/citation
Virtual / INFORMATION LITERACY ENDURING UNDERSTANDINGS

• Different questions require different resources
• There is a logical sequence for researching a question
• Print and electronic resources are used in different ways
• Some resources are more accurate than others
• A variety of print and electronic resources provides the most accurate facts
• Credit must be given to authors and creators of information
• Reading and thinking require the use of a variety of skills
• Not everything you read is needed to solve your problem
• Facts must be combined to solve a problem
• Facts are different from opinions
• Self-reflection, peer feedback and instructor feedback often improves research.
• Different tools can present different types of information
• Different people see the same idea in different ways
• Sharing ideas can be done in many formats
• Safety and responsibility are essential in electronic communications
• There are many decision-making tools for choosing personal reading materials.
• Creative and artistic formats express personal ideas and opinions
• Specific rules and procedures apply to libraries

TECHNOLOGY LITERACY ENDURING UNDERSTANDINGS:

• Effective use of technology enables us to live, learn and work.
• The appropriate choice and creative use of media allows us to communicate effectively.
• A variety of skills and strategies facilitate research.

• Information must be evaluated and processed to determine accuracy, relevance, and validity.
• The appropriate choice of information and media allows us to communicate effectively.
• Ongoing assessment improves research, information skills and strategies.
• There are rights and responsibilities associated with the use of information.
• The integrity of the worldwide technology community depends upon its members exhibiting safe and ethical use of electronic resources.
• Knowledge of technology tools and operational procedures enables people to use technology effectively.

INFORMATION LITERACY ESSENTIAL QUESTIONS

• Can problem solving be spontaneous?
• Can new information change the way you solve a problem?
• What makes research valuable?
• Should rules regarding use of print and non-print resources be created and enforced?
• Does “school thinking” apply to “real world” situations?
• Does the way we read (fiction, nonfiction and/or poetry) affect the meanings we make?

TECHNOLOGY LITERACY ESSENTIAL QUESTIONS:

• How can I use technology to be productive and solve problems?
• How does the appropriate choice of media allow for more effective communication?
• What skills and strategies are needed to gather information effectively, solve problems, and conduct research?
• Why and how do I evaluate information for accuracy, relevance, and validity?
• How can I express and effectively communicate ideas?
• How effectively was information used?
• What are the ethics and responsibilities associated with the use of information?
• What are some of the problems we encounter with technology?
• How does technology affect our daily lives?
• What technology is helpful to our daily life?
• Who owns ideas and information?
• How can we share ideas and information fairly?
• How are ownership rights protected?
• How do we select resources?
• How do we make new meaning out of information from many sources?
• How are the advantages of using certain technologies?
• How do you use technology to communicate information and/or ideas?

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Baltimore City Public Schools Office of Humanities Information Literacy and Technology Literacy Unit 1, GRADE 3 DRAFT

Unit # : 1

Grade: Third Grade

Subject: Information Literacy and Technology Literacy

Face of American Cities

Suggested Learning Plan / Learning Activities and Strategies
Essential Question: Should rules regarding use of print and non-print resources be created and enforced?
SC Objective: / Activity / Description / Materials/Resources
Skills: 1.1.2, 2.1.1, 3.1.3, 4.1.2
Responsibilities: 3.3.1, 3.3.3
Self-Assessment: 3.3.5, 3.3.7
Assessment Limits: 2.f, 3.e / Organizing our behavior: Creating rules / READ ALOUD
Why do we have laws? [Jacqueline Laks Gorman]
Katie Kazoo Switcheroo: I hate rules! [Nancy E. Krulik]
Students will observe their Library behaviors and activate their prior knowledge in order to list the rules that exist in the library.
Following a discussion of rules and their importance students will create a list of library rules that will create a safe and orderly environment in the library.
Do the same rules apply to every situation? Give/draw examples and non-examples.
Technology
Students will observe their computer lab behaviors and activate their prior knowledge in order to list the rules that exist in the computer lab.
Following a discussion of rules and their importance students will create a list of rules that will create a safe and orderly environment.
Student select one rule that will use to create a sign. Students will use Microsoft Word and illustrate using clip art. Students can use drop box in TS3 to send work to teacher.
Do the same rules apply to every time you use a computer? Give/draw examples and non-examples. /

• Chart paper/poster board, overhead projector, whiteboard, chalkboard, or document camera

Acceptable Use Policy
Mapping the Library / READ ALOUD
Three Little Pigs: An Architectural Tale [Steven GuDarnaccia]
What’s Inside? Fascinating Structures Around the World [Giles Laroche]
Building on Nature: The Life of Antoni Gaudi [Rachel Rodriguez]
Demonstrate use of compass (document camera); assign a student/student group to label the East/West/North/South directions in the library. Students draw compass rose and correctly orient the directions on their map. Discuss the mapmaker’s “bird’s eye view” perspective
Technology:
Enter the school’s address into MapMachine
Use the road map view for students to find the school. Use the compass rose to navigate. After school is located use the other tabs to look at the school in the satellite and bird’s eye view. Students can enter their home address.
Using word students describe the difference between the three views. /

• Large note cards or paper
• Markers for labeling; tape for affixing labels
• Unlabeled outline map of school library
• Compass
• Enchanted Learning Compass rose

Baltimore Communities
RESEARCH UNIT: Scenario:
Live Baltimore is going to add a Kids Section to their website. You have been asked to describe a neighborhood for the website.
1. Task Definition
1.1 Define the information problem
1.2 Identify information needed (to solve the information problem) / READ ALOUD Grandaddy’s Stars or
Select a book from your collection about Baltimore
Introduce Big 6 research model.
Step 1
Guide students through following questions.
What is my current task?
What are some topics or questions I need to answer?
What information will I need?
Students brainstorm questions that they need to answer.
Students complete a Research Planner worksheet.
TECHNOLOGY
Students use Baltimore City Schools map of neighborhoods. Students learn to use Adobe Reader features to locate their school and identify the neighborhood. Students locate other schools and identify neighborhoods. Assign the students neighborhoods to locate and describe using the map features. / Research Planner
Live Baltimore
Step 2 Information Seeking Strategies
2.1 Determine all possible sources (brainstorm)
2.2 Select the best sources / READ ALOUD
Step 2 Guide questions for step 2 of Big 6
What are all the possible sources to check?
What are the best sources of information for this task?
Have the students identify what they need to look at when evaluating a source. Demonstrate how to evaluate a source by completing a graphic organizer created by using the areas students indentified.
( author, publisher, objectivity, date, accuracy, evidence)
Model writing a bibliographic citation
TECHNOLOGY
Students visit Live Baltimore to locate the neighborhood they looked at during the last class session.
Have students visit sites about Baltimore and prepare a bibliographic citation. / Live Baltimore
Step 3 Location and Access
3.1 Locate sources (intellectually and physically)
3.2 Find information within sources
Where can I find these sources?
Where can I find the information in the source? / READ ALOUD
Step 3 Guiding discussion question:
Where can I find these sources?
Where can I find the information in the source?
Have students login to KOHA and create a list
Review online databases on TS3 – student resource tab
TECHNOLOGY
Have students create a Pathfinder about Baltimore. They should include books they locate in KOHA , websites they identified in the last class session and resources they located in online databases on TS3. / Sample Pathfinders
Step 4. Use of Information
4.1 Engage (e.g., read, hear, view, touch)
4.2 Extract relevant information
What information do I expect to find in this source?
What information from the source is useful? / READ ALOUD
Step 4. Use of Information
What information do I expect to find in this source?
What information from the source is useful?
Review Note taking skills.
Using list created in last session students locate materials and take notes using graphic organizer.
TECHNOLOGY
Demonstrate to students how to use PowerPoint to take notes. Students use Pathfinder to locate materials and take notes in PowerPoint.
Step 5. Synthesis
5.1 Organize from multiple sources
5.2 Present the information / READ ALOUD
Step 5. Synthesis
How will I organize my information?
How should I present my information?
Using notes and/or graphic organizer students prepare they article for the Live Baltimore Site.
TECHNOLOGY
Using notes taken in PowerPoint students prepare a flyer in Word for Live Baltimore. Students save the flyers as a webpage and view in Internet Explorer.
Step 6. Evaluation
6.1 Judge the product (effectiveness)
6.2 Judge the process (efficiency) / READ ALOUD
Step 6. Evaluation
Did I do what was required?
Did I complete each of the Big6 Stages efficiently?
Students create a class booklet for the neighborhoods of Baltimore. They use a teacher created rubric to self evaluate their own work.
TECHNOLOGY
Students do a gallery walk to see the flyers created by their classmates. They use a teacher created rubric to self evaluate their own work.
DIFFERENTIATION
Accommodations / Arts Integration / Classroom Management / G.A.T.E./Enrichment / Graphic Organizers
Library Integration / Reading Strategies / Teacher Definitions / Technology Integration / Vocabulary Activities

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