1. Subject Area____Information Literacy K-6_______________Grade Level ___7-12__
    2. National Standards:
    3. Information Literacy
    4. Independent Learning
    5. Social Responsibility
    6. Performance Indicators:
    7. Sequence:
    8. “Bacteria Wanted” Posters: (2004)


Subject Area____Information Literacy K-6_______________Grade Level ___7-12__



Subject Area____Information Literacy K-6_______________Grade Level ___7-12__
 
 
Mission Statement: It is the mission of the Elba Central School District to actualize the phrase “Elba Equals Educational Excellence for Everyone.” We are committed to providing both quality and equity. Every student will have the opportunity to develop to the best of his/her ability.
 
 
Elba Standards: In addition to the knowledge and basic skills they need in order to participate in society, graduates of Elba Central School will develop:
1.  Empowering skills: decision making, goal setting, creative thinking and problem solving abilities;
2.  Communication and social interaction skills;
3.  Technological literacy;
4.  Total wellness (social, physical, emotional health and self-esteem);
5.  The values necessary to participate in society.
As a result of achieving these outcomes, our students will embrace lifelong learning.
 


National Standards:



National Standards:


Information Literacy


Information Literacy

Standard 1: The student who is information literate accesses information efficiently and effectively.

Standard 2: The student who is information literate evaluates information critically and competently.

Standard 3: The student who is information literate uses information accurately and creatively.


Independent Learning


Independent Learning

Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests.

Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.

Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.


Social Responsibility


Social Responsibility

Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.

Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.
Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information
 
 


Performance Indicators:



Performance Indicators:
 
Students will:

I.

a.  Recognizes the need for information.

b.  Recognizes that accurate and comprehensive information is the basis for intelligent decision making.

c.  Formulates questions based on information needs.

d.  Identifies a variety of potential sources of information.

e.  Develops and uses successful strategies for locating information.

II.

a.  Determines accuracy, relevance, and comprehensiveness.

b.  Distinguishes among fact, point of view, and opinion.

c.  Identifies inaccurate and misleading information.

d.  Selects information appropriate to the problem or question at hand.

III.

a.  Organizes information for practical application.

b.  Integrates new information into one's own knowledge.

c.  Applies information in critical thinking and problem solving.

d.  Produces and communicates information and ideas in appropriate formats.

IV.

a.  Seeks information related to various dimensions of personal well-being, such as career interests, community involvement, health matters, and recreational pursuits.

V.

a.  Is a competent and self-motivated reader.

b.  Derives meaning from information presented creatively in a variety of formats.

VI.

a.  Assess the quality of the process and products of personal information seeking.

b.  Devise strategies for revising, improving and updating self-generated knowledge.
VII.
a.  Respects the principle of equitable access to information.
 

VIII.

a.  Respects the principles of intellectual freedom.

b.  Respects intellectual property rights.

c.  Uses information technology responsibly.

IX.

a.  Shares knowledge and information with others.

b.  Respects others' ideas and backgrounds and acknowledges their contributions.

c.  Collaborates with others, both in person and through technologies, to identify information problems and to seek solutions.

d.  Collaborates with other, both in personal and through technologies, to design, develop, and evaluate information products and solutions.

 

Assessment: Acceptable Performance Level
Conversations, questions, observations Students will respond and participate in activities to support performance indicators.
Circulation statistics All students will have opportunities for book exchange. Circulation statistics will increase each year.
Classroom/Project Grade Information literacy skills will be a portion of classroom/project grade.

 
Scope: Middle/High school students demonstrate exemplary practices in information literacy.
 


Sequence:



Sequence:
 
 
 
Middle School:
 
I.  “Roaring Twenties” Project: (Williams) Students research topics on the 1920’s and then create a news program using their research.
II.  “Great Civilizations in the Americas Group Project” (Williams)- Students are divided into three groups to thoroughly investigate one of the three major civilizations of Early America. Each group is responsible for creating a map, a timeline, identify important aspects of culture, a visual display and an oral presentation. (Incas, Mayas, Aztecs)
III.  “Presidential Time Capsules” (Williams)-Students create a time capsule based on research, for one of the past eight presidents.
 
High School:
I.  “Bacteria Wanted” Posters: (Ryan) Students research a specific bacteria and create a wanted poster based on their findings. (see appendix)
II.  “Civil Rights Movement”- (Bryant) Students research a historical event during the Civil Rights Movement and write a research paper.
III.  “Chemist Biography Research” (Ryan) Students research a chemist and create a visual display.
IV.  “Cloning Research” (Ryan) Students research the pros and cons of cloning and express their own opinions based on their research.
V.  “Drug Research” (Chiocco) Students research an assigned, non-prescription drug and write a report.
VI.  “Sexually Transmitted Diseases Report” (Chiocco) Students research an assigned disease and write a report.
VII.  “The Geometry of Architecture Project” (Vacanti) Students make a poster of a famous building and identify various geometric shapes and properties. Also, write a brief description of the building and present poster and information to the class.
VIII.  “Research Topic of Choice” (Bryant) Student choose a research topic and use various types of resources to gather information. Purpose is to teach citation techniques and evaluating web sites.
IX.  “Book Report of Choice” (Bryant) Students choose a novel and write a book report.
 
Methodology: Classroom collaboration, Best Practices, 6-Traits writing, RAC, Information Power, booktalking
 
 
 
 
 


“Bacteria Wanted” Posters: (2004)



“Bacteria Wanted” Posters: (2004)
 
 
 
 

 
 
 
 

 
 
 

 
 
 
 

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