LESSON FIVE: Locate and use multiple resources in an attempt to understand how to check sources for accuracy
Students learn to check sources for accuracy. Teachers introduce several organizational tools.
GRADE-LEVEL EXPECTATIONS
R3C Use details from the text to paraphrase author’s stated ideas; make predictions; make inferences; evaluate the accuracy of the information; identify and interpret author’s purpose, slant and bias; respond to two or more sources; sequence events; compare and contrast details; identify and explain cause and effect; identify problem solving processes and explain the effectiveness of solutions
IL1A Develop questions and statements of purpose to guide research
IL1B Locate and use multiple resources to acquire information, answer questions and support purpose
IL1C Record relevant information using a variety of note-taking and organizational strategies
LESSON MATERIALS
§ Sources of Literature
o None
§ Supplies
o Pen or pencil
§ Handouts provided
o Checking for Accuracy for Electronic Sources and Magazines
o Checking for Accuracy for Books and Note-taking Organizer
§ Words to know
o none
FORMATIVE ASSESSMENT
Complete a checklist for accuracy of electronic sources, magazines, and books. Students may complete more than one of each, or complete a pre-determined text so all students have a chance to look at the same resource. Students complete at least one organizational note-taking handout.
LEARNING ACTIVITIES
1. Refer to previous study of plagiarism and citing sources. Discuss common knowledge and uncommon knowledge. Discuss why it is important to know the difference between the two.
For instance:
a. Cars run on gasoline is common
b. In 2004, the average household income in Kansas City was $66,114 is uncommon
c. Big cities are made up of several nationalities is common
d. 80.9% of people who live in Kansas City are white is uncommon
2. Review bibliography. Why is it important to cite sources? Why not copy someone else’s thoughts? Review research questions, etc.
3. Discuss why sources should be accurate. Discuss ways to check if a source is accurate. Provide sources to check for accuracy. Teachers may either give the same source to all students for continuity or ask one group to analyze one source and then have the class discuss the various sources.
4. Using the Note-taking Organizational activity, each group focuses on one thing or one person, not different things or people. This organizational tool is to be used for independent research students complete on two names chosen earlier. Guide students to develop focus questions, citing sources, quoting, and paraphrasing.