21st CENTURY SKILLS IN 21-MINUTE LESSONS. Using Technology, Information, and Media

21st CENTURY SKILLS IN 21-MINUTE LESSONS Using Technology, Information, and Media T

Copyright 2011 by Saddleback Educational Publishing. All rights reserved. No part of this book may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, scanning, or by an information storage and retrieval system, without the written permission of the publisher, with the exception below. Pages labeled with the statement 2011 Saddleback Educational Publishing are intended for reproduction. Saddleback Educational Publishing grants to individual purchasers of this book the right to make suffi cient copies of reproducible pages for use by all students of a single teacher. This permission is limited to a single teacher, and does not apply to entire schools or school systems. ISBN-13: 978-1-61651-254-5 ISBN-10: 1-61651-254-7 Printed in the United States of America 15 14 13 12 11 1 2 3 4 5 6 7 8 9

BOOK T CONTENTS Using Technology, Information, and Media About The 21st Century Coach.....................................................................iv Meeting the Needs of a Diverse Classroom............................................................vi About 21st Century Skills.........................................................................viii Teaching 21st Century Skills with The 21st Century Coach............................................. xii Strategies for a Flexible Classroom Model............................................................xiv Get started with Lesson 1! Or create an individualized learning pathway just right for your class on page vi. Unit 1 Information Literacy Lesson 37 Defi ning Types of Information.................. 1 38 Finding Sources of Information................ 3 39 Using Keywords............................5 40 Making Information Accessible to the Impaired.... 7 41 Reading Visual Information.................... 9 42 Researching............................. 11 43 Taking Better Notes........................ 13 44 Searching the Internet...................... 15 45 Using Information Ethically................... 17 46 Writing Research Reports.................... 19 47 Documenting Sources of Information........... 21 48 Sharing Information........................ 23 Unit 2 Media Literacy Lesson 49 Defi ning Media........................... 25 50 Comparing Forms of Media.................. 27 51 Analyzing Commercial Media................. 29 52 Analyzing Political Media.................... 31 53 Evaluating PSA........................... 33 54 Applying Values...........................35 55 Seeing Points of View....................... 37 56 Using Media Ethically....................... 39 57 Creating Ads............................. 41 58 Creating Newsletters....................... 43 59 Creating Web Sites........................ 45 60 Writing Scripts............................47 Unit 3 ICT Literacy (INFORMATION, COMMUNICATION, TECHNOLOGY) Lesson 61 Defi ning Technology........................ 49 62 Looking at Satellite Technology............... 51 63 E-mailing with Etiquette..................... 53 64 Networking.............................. 55 65 Blogging................................ 57 66 Using Digital Media Technology............... 59 67 Being Safe on the Internet................... 61 68 Using the Internet......................... 63 69 Using Word Processors..................... 65 70 Guidelines for Using Databases............... 67 71 Guidelines for Using Spreadsheets............. 69 72 Guidelines for Using Presentation Software...... 71 Graphic Organizers.......................... T1 Pathway Placement Survey Graphs Journal 2-Column Chart 3-Column Chart Checklist Computer Screen Concept Map Flow Chart Index/Note Cards Outline Spreadsheet Storyboard Thought Bubble and Speech Balloon Venn Diagram Works Cited Entry The 21st Century Coach iii

Defining Types of Information INTRODUCE THINK ABOUT IT What types of information are you looking for, and where can you find them? TEACH LISTEN UP! Libraries are full of books, and the Internet is full of Web pages. Knowing where to fi nd specifi c information shortens your search time. Reference works, which may be found in databases, contain specifi c information. For example: dictionary: contains word defi nitions and pronunciations thesaurus: contains synonyms, or words that mean the same thing as other words encyclopedia: contains articles on many topics atlas: contains maps and information about geography almanac: contains a collection of facts and statistics (published yearly) In addition, there are categories of Web site domain names. A.gov site is an offi cial U.S. government site. University and educational sites end in.edu. Sites for non-profi t organizations end in.org, and commercial sites end in.com. The material found in commercial sites may not be as reliable or trustworthy as that found in other domains. LET S EXPLORE Challenge students to name specifi c types of information resources. As a class, spend 1 3 minutes listing examples of everyday reference information that students may use daily, for example, phone or social-network address books. Write examples on the board. Ask class: How do everyday references save you time and trouble? TIME FOR Q & A Discover more about types of information resources. In what reference works could you find which team won the 2010 Superbowl? Examples: almanac, NFL Web site In what reference work could you find which country is east of Spain? Example: atlas 37 DEFINING TYPES OF INFORMATION LESSON OBJECTIVE Identify different types of information, including print, electronic, and media-based information. TERMS TO KNOW databases: electronic collections of information domain names: types of Web site categories, including.gov,.org,.edu, and.com. reference works: print or electronic resources that contain facts or other information GOES WELL WITH LESSONS: 22, 38, 83 REFLECT How can defining types of information help you with your work? 21st Century Activities... Each done in under minutes PRACTICE Compare Resources Small groups fi nd information about topics using assigned reference works. Write these topics on the board: Martin Luther King Jr.; the Brooklyn Bridge; the World Series. Assign each group a different reference work: a dictionary, an encyclopedia, an almanac, or an offi cial Web site. Have groups use their reference works to fi nd information on the three topics. Groups then compare the information each resource provides on their topic. APPLY Types of Information Pairs complete Activity Sheet 37. Read aloud the descriptions of different types of information sources. Pairs match the types of information with their defi nitions. Give pairs access to online or hard copy reference works to answer Apply questions. Possible Answers 1. J; 2. G; 3. B; 4. C; 5. F; 6. A; 7. H; 8. E; 9. I; 10. D; 11. think deeply about; 12. Washington; 13. Answer will vary, depending on which President is in offi ce. EXTEND Connect to Business Literacy When you are looking for a job, you turn to various resources and fully research the job. Use online or print information sources to fi nd a job posting. Then use appropriate sources of information to fi nd out the history of the company and the types of products or services it provides. Write the information on a Computer Screen graphic organizer (p. T7), and use it to do a short presentation for the class. Unit 1 Information Literacy 1

NAME Types of Information INVESTIGATE Once you know the type of information you need, you can look in various reference works to find the information. Reference works may be shelved in the library reference section or found in online databases. Reference works organize information by type and category. Online information is categorized by domain names:.gov for government.org for non-profit organizations.com for commercial sites.edu for educational sites DATE 37 WHY TRY? Because I can find good information! DEFINE Match the following definitions with their descriptions on the right. 1. dictionary a. published yearly, it gives current facts and statistics on many subjects 2. encyclopedia b. contains maps, charts, and facts about places 3. atlas c. book of synonyms 4. thesaurus d. domain name for a non-profit site 5..gov e. collection of famous sayings 6. almanac f. domain name for government site 7..com g. set of books containing alphabetized articles on almost any subject 8. quotation book h. domain name for a business 9..edu i. domain name for a school Web site 10..org j. alphabetical collection of words and their definitions APPLY Work with your partner. Use the types of information resources described above to answer the following questions. 11. What does the word cogitate mean? 12. In what state is the Columbia River? 13. In what year was the current president of the United States born? 2 Lesson 37 Defi ning Types of Information 2011 Saddleback Educational Publishing

Finding Sources of Information INTRODUCE THINK ABOUT IT Have you ever spent more time than you wanted looking for a fact? TEACH LISTEN UP! Finding information is about knowing where to look. Do you start with a database, a newspaper, or the Internet? Use these guidelines to save time: Do you want news on recent events? Then you ll want a periodical that has been recently published. Do you want a complete analysis of a topic? If so, a book may be your choice of source. Use the Dewey Decimal System at a library to fi nd your topic. This system divides nonfi ction books into ten subject categories, with numbers from 000 to 999. Do you want recent information, such as numbers or statistics for a particular subject? Then a database, either printed or online, could help you. You also may use Internet searches to fi nd what you need. A broad Internet search, however, can give you much more information than you need. Be sure to select specifi c search terms to avoid creating a list of sources that is very long. LET S EXPLORE As a class, list information that might be available about your state. Ask students what facts they would be interested in knowing about your state and region, such as the state bird, the population, the governor s name, and so on. Write on the board the types of information they want to fi nd. Point out some of the facts and ask: Which of these facts would be available in a periodical? In a database? A book? TIME FOR Q & A Discover how to answer the questions students raised in Let s Explore. What kinds of population information would you find in a book? Example: historical information about the people that make up the population What population information might you find in a periodical? Example: a recent news article with data about the population 38 FINDING SOURCES OF INFORMATION LESSON OBJECTIVE Identify locations of information, such as libraries, the Internet, and interviews. TERMS TO KNOW database: a collection of data Dewey Decimal System: a system of organizing books according to categories periodical: a magazine, journal, or newspaper; can be online or printed search terms: keywords or phrases used in performing a search GOES WELL WITH LESSONS: 18, 44, 82 REFLECT How can you find information when you need it? 21st Century Activities... Each done in under minutes PRACTICE Information Derby Make a list of questions about an animal, such as How big is it? What does it eat? and Where does it live? Give each group a different resource, for example, a book, a database, and the Internet. Give students 10 minutes to answer the questions using the resource they were given. Students compare answers at the end of 10 minutes, discussing whether their resources were up to date and useful. APPLY The Dewey Decimal System Individuals complete Activity Sheet 38. Read aloud the list of Dewey decimal classifi cations. Students answer questions 2 6. Students list topics for Categorize and locate their DDS number ranges. Possible Answers 2. 900 999; 3. 400 499; 4. 600 699; 5. b; 6. b. COLLABORATE: Answers will vary, depending on topics chosen. EXTEND Connect to Environmental Literacy Consider the types of renewable energy sources that are available in different areas of the country. Each geographic area has particular resources that could be used for renewable energy. Using the resources discussed in Let s Explore, find out the types of renewable energy that are available in your state or that will be available in the future. Find out the sites where the renewable energy is or will be produced. Then plot the locations on a map. Share the information on a poster or a Web site. Unit 1 Information Literacy 3

NAME The Dewey Decimal System INVESTIGATE Most libraries arrange nonfiction books according to the Dewey Decimal System. This system divides books into ten subject categories, with numbers ranging from 000 to 999. Libraries post this information to help people find their books. DATE 38 WHY TRY? Because The right sources save time! Dewey Decimal Classifications General works 100 199 Philosophy 600 699 Technology 200 299 Religion 700 799 Fine Arts 300 399 Social Sciences (art, music, sports, hobbies) 400 499 Languages 800 899 Literature 500 599 Sciences 900 999 History APPLY Review the list of topics below. Then write the numbers and category for each example. The first one has been done for you. 1. famous operas 700 799, Fine Arts 2. World War II 3. French grammar 4. the Internet Some titles do not clearly indicate their book s subject. Read the book title and its Dewey number. Then circle the letter of the correct subject for each title. 5. Grab Your Umbrella (551) a. collection of poems b. book for forecasting weather c. guide to rainy-day activities 6. The Story of Joseph (970.1) a. religious story b. book about Native American Chief Joseph c. short story about a character named Joseph CATEGORIZE Explore the Dewey Decimal System further. Think of three topics that you might be interested in exploring in different subject areas, like history, science, or math. Then identify the Dewey decimal numbers where you would begin looking for information on your topics. 4 Lesson 38 Finding Sources of Information 2011 Saddleback Educational Publishing

Using Keywords INTRODUCE THINK ABOUT IT Why are keywords important when you are doing a search for information? TEACH LISTEN UP! Having too much information can be as big a problem as having too little. When you are searching for particular information in reference sources, such as books or the Internet, you can use keywords to defi ne your topic. Keywords can include: the search terms used for Internet searches subject headings in books and journals topics in indexes, encyclopedias, dictionaries, and tables of contents To fi nd the right keyword, you may need to have some information on your subject. For example, to fi nd information about the Ganges River, it would help to know that it is in India. Your search terms could include Rivers, India, and Ganges. Indexes, encyclopedias, and dictionaries alphabetize keywords to allow users to fi nd information easily. You could look in r for river, I for India, or g for Ganges to fi nd your information. LET S EXPLORE As a class, pick keywords for history project about your state. With the class, pick a subject that could be a historical topic, for example, railroads, towns, or the capitol building. Have students practice making keyword phrases, such as California Railroad History or History of Iowa Capitol Building. TIME FOR Q & A Discover more about keywords. What would happen if we used just history as a keyword? History is a big topic; you would have many unuseful entries. What sources might have the keyword phrase California Railroad History? Example: encyclopedias, the Internet 39 USING KEYWORDS LESSON OBJECTIVE Identify accurate key words and use them to locate information. TERMS TO KNOW alphabetize: to put in alphabetical order keywords: subject terms used to fi nd information reference: a book or other source containing facts search terms: words or phrases used to conduct an Internet or other search GOES WELL WITH LESSONS: 18, 44, 83 REFLECT How can using good keywords save you time? 21st Century Activities... Each done in under minutes PRACTICE Where Is It? Students have hands-on practice fi nding keywords in indexes, search engines, and encyclopedias. Provide student groups with three search terms: Sierra Nevada Mountains; kiwi fruit; history of solar panels. Give student groups access to reference sources. Time groups to see how long it takes them to fi nd the keywords in the references sources. After students have located the sources, see if they can identify other related keywords. APPLY Finding Keywords Groups of 2 3 complete Activity Sheet 39. Students read and then alphabetize the listed names for Apply. Students complete the Examine. Possible Answers 1 12. Lance Armstrong, Louis Armstrong, Earhart, Einstein, Gerald Ford, Henry Ford, Gates, Ginsburg, Monroe, Presley, Ruth, Washington. 13. Students should note the misspelling of California. They should also suggest narrowing the topic and using alternative keywords. EXTEND Connect to Entrepreneurial Literacy People who start new businesses have to fi nd out which other businesses offer similar services. By researching, they can help form a good business plan. Identify keywords for a type of business that interests you. Then use them to look up similar businesses in your area. Compare your idea to the businesses that you found by researching. What could you do to make your business unique? Create a poster for your business, highlighting g its unique qualities. Unit 1 Information Literacy 5

NAME Finding Keywords INVESTIGATE Knowing how to put words in alphabetical order can help you find keywords quickly. Indexes, encyclopedias, and dictionaries list words in alphabetical order to help people find the terms easily. That s why the terms Greece, golf, and gold will appear in an index in this order: gold, golf, and Greece. Reference books list people according to their last names, even if middle names or initials are listed. When several people listed have the same last name, they are placed in alphabetical order by their first names. APPLY DATE Write the following names in alphabetical order. 39 WHY TRY? Because Keywords are time-savers! Booker T. Washington Ruth Bader Ginsburg Louis Armstrong Marilyn Monroe Lance Armstrong Albert Einstein William Gates Gerald Ford Amelia Earhart Babe Ruth Henry Ford Elvis Presley 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. EXAMINE Work with your group to answer the question below. 13. You are looking for information about California governors using the keyword phrase Calfornia history and cannot find it online. What should you do to find the information you want? 6 Lesson 39 Using Keywords 2011 Saddleback Educational Publishing