2.3+Responsibilities+Work+Space

= 2.3 Responsibilities Work Space =

2.3.1 Connect Understanding to Real World I n a high school setting: What does it look like when the indicator is met? //Students can read multiple articles on a given issue in society of their choosing and draw conclusions about which articles are more objective and which articles seem biased, not reputable, or not well researched. They can pull out reliable and important information like who are the key players in the issue?. They can also answer critical questions like; What is at stake? What does each side have to win or lose? They will be able to put together information relevant to the topic and make informed conclusions.//

What will you observe students doing? //Students can form an inquiry based on a current event, perform relevant research using library resources and the internet, and put together an overview of authoritative information in order to make an informed decision on what their view should be based on research. At this point we are teaching students to be well-informed world citizens as well as good students.//

How will you help students to meet this indicator? //By teaching them the inquiry based research process and familiarizing them with the tools the library has to offer. It will also be important to go over how information literacy is applicable to students' outside research.//

What will you have done? //I will suggest possible important questions and points that are important to the issue. I will also make connections to how these activities have real relevance outside the classroom for everything to buying a car to making up their minds on important political issues. (Kristen H)//

In elementary school setting: I like what Kristen suggested.....but changing it to fit elementary... Brainstorm ideas of things they think should be changed at their school. Assign groups of two or three a topic to research. For example: Benefits of more recess time, more healthy lunch choices, more time for silent reading, etc. When indicator is met: students will be able to present their findings to the class. They will be able to give the pros and cons of each side and then make a case for the conclusion that they drew. (I guess this goes more with 2.3.2) Observe students: using reliable internet resources, non-fiction print such as magazines, newspapers, and books to make informed decisions. How will you help/what will you have doneLibrarian will previously have instructed students on valid sources and using the libraries OPAC system. Librarian will have brainstormed with students possible topics of discussion. In addition, librarian will assist students in finding and evaluating information. Librarian will assist students in creating PowerPoint presentations or other means of presenting information to class. (Laura Holland)

** 2.3.2 ** Consider diverse and global perspectives in drawing conclusions.

What will you observe students doing? Students will conduct research on a specific country, synthesis information about the people's culture, and create a presentation illustrating elements of people's culture and how the people solve global problems of industrialization, population expansion, pollution, and lack of resources. How will you help students to meet this indicator? Librarian will help students locate online and paper research materials. Librarian will assign a country for student to research and key questions for students to anwswer. What will you have done? Librarian will have taught website evaluation and search engine tools to students prior to research project. Librarian will have taught students who to use online card catalog and reference books prior to lesson. Librarian will help students find appropriate materials. **
 * What does it look like when the indicator is met? Students will create a presentation illustrating key elements of a specific nation's culture. Students will present information to class demonstrating knowledge of world issues.

Project: Students will be assigned a country to research. example: China, North Korea, Jamaica Students will use online resources, books, and encycopedias to find information. Students will construct a presentation and present findings to class. (Tri-fold, Power Point, Video Presentation)

Students will find the following information about their assigned country: Country's Geography, Government, History, Population, Industries, Resources, Societal Beliefs, Problems/Concerns --(Joseph Hayes)

** 2.3.3 ** Use valid information and reasoned conclusions to make ethical decisions. **What does it look like when the indicator is met? **Students will work together in groups to solve an ethical dilemma. Together they will build an ethical argument supporting their conclusion. ** What will you observe students doing? **Students will conduct research in the media center using the Internet and books for research. They will create a presentation for the class using PowerPoint in order to present the ethical dilemma and their conclusions. What will you have done? **The Librarian will have taught students how to evaluate websites and research materials for reliability. The Librarian will have taught students to look at multiple resources to determine that information is ethical and unbiased. The Librarian will have taught students about resources they did not already know about that will help them in their quest to become lifelong learners. (Lauren Hill)
 * How will you help students to meet this indicator? ** The Librarian will provide an ethical dilemma for the students to research. The Librarian will then help students locate reliable online resources and other research materials within the library in order to build their ethical argument to support their ideas and conclusions regarding the dilemma. **

Annette 2.3Responsibilities 2.3.1Connect understanding to the real world 1.3 Responsibilities 1.3.1 Connect understanding to the real world 1. What does it look like when the indicator is met?. What will you observe the student doing? Students will be able to recognize and understand the community in which they live that is part of the real world. Students have been studying places and community in the classroom. The students will understand what community is and how it relates their community is part of the real world. The librarian will do a KW of the KWL organizer with the students and brainstorm about community places to visit and things to see and do. The librarian will read to the students, //If You Give a Cat A Cupcake// by Laura Numeroff. The teacher lists the places in the community on the board and the students list what one sees, does, brings, and wears at each of the places. The L will be completed on the graphic organizer- She asks the students to name other places in their community. The students develop a list of places in the community such as the hospital, school, grocery store, and bank. The class talks about what people in the community do at each place and why the place plays an important role in the community. The teacher tells the class that they will be creating community brochures about the different places in their community. She tells the kids that visitors to a new area use a brochure to find out information about the places in that community. The students each choose a different place in their community to tell about. They brainstorm ideas about what information they could put into the brochure and create an outline of their brochures. The elementary students create a brochure using pictures and words to tell a visitor all about their community places. They include information about what people see, do, wear, and bring to that place. The kids also explain why their community place is important to the people that live in and visit the town. 2. How will you help students to meet this indicator? What will you have done? The librarian will model and guide and prompt students with questions and ideas about what a community is and place to visit and things to do. The librarian will guide students in making a community brochure using pictures and words to tell about their community. The librarian will provide a white board, markers, put the KWL on the board, book //If You Give a Cat a Cupcake//, construction paper, glue, scissors, selected pictures of community, markers. The librarian will assist students in completing the brochure for a finished project. Idea for lesson plan: [] (Annette Heavner)