Information Literacy Unit

Information Literacy Unit
(California Indian Tribes)
Chrissonna A. Flint
Georgia Southern University
FRIT 7737
Fall 2010
Pathfinder URL:
http://livebinders.com/play/play_or_edit?id=30545
Unit Overview
This unit was designed for a 5th grade English/Language Arts class. Students will research a
California Indian tribe. Since there are so many California Indian tribes, the classroom teacher
decided that it would be best to narrow the students’ choice of tribes. Therefore, the students will
research the Maidu, Mojave, Paiute, or Yurok tribe. They will find pertinent information about
the selected tribe’s environment, food sources, clothing, history, and homes. The students must
also explain why their chosen tribe lives the way that they do. In addition, they must supply a
minimum of 3 sources used to gather information. Before the students begin their research, the
media specialist will teach them how to evaluate information found in selected sources on the
basis of accuracy, validity, and importance. Once the students know how to evaluate
information found in selected sources, their classroom teacher will help them formulate research
questions to assist them in their research. Students will then search for information about their
selected tribe. They must relate researched information to the characters and events in the novel,
Island of the Blue Dolphins. After the students locate pertinent information about their tribe, the
classroom teacher will help them organize their information.
Students will create a poster and PowerPoint presentation explaining the life of the California
Indian tribe selected. They will present the poster and PowerPoint presentation to their class and
answer any questions the class, teacher, or media specialist may have. A rubric obtained from
the Georgia Performance Standards website will be used to evaluate the posters and PowerPoint
Presentations.
Title of Unit California Indian Tribes Grade 5th
Levels
Curriculum English/Language Arts Time 4 sessions 45 minutes with the
Area Frame Media Specialist
Stage 1: Desired Results
Georgia Performance Standards
ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and
responsible explanation of a variety of literary and informational texts.
For literary texts, the student identifies the characteristics of various genres and produces
evidence of reading that:
d. Relates a literary work to information about its setting (historically or culturally).
For informational texts, the student reads and comprehends in order to develop understanding
and expertise and produces evidence of reading that:
a. Locates facts that answer the reader’s questions.
f. Identifies and analyzes main ideas, supporting ideas, and supporting details.
g. Makes perceptive and well-developed connections.
ELA5W3 The student uses research and technology to support writing.
The student:
c. uses various reference materials (i.e. dictionary, thesaurus, encyclopedia, electronic
information, almanac, atlas, magazines, and newspapers) as aids in writing.
ELA5LSV1 The student participates in student-to-teacher, student-to-student,

and group verbal interactions.
The student
c. Responds to questions with appropriate information.
Standards for the 21st Century Learner

Learners use skills, resources, & tools to inquire, think critically, and gain knowledge.
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.
1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection
of resources and information.
1.2.4 Use critical stance by questioning the validity and accuracy of all information.
1.3.3 Follow ethical and legal guidelines in gathering and using information.
1.3.5 Use information technology responsibly.
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
1.4.4 Seek appropriate help when needed.
Understanding(s) and Essential Question(s)
Understanding(s): Essential Questions(s):
Students will understand … • Why is it important to evaluate sources
• the importance of evaluating information such as the web, books, and magazines?
found in selected sources. • How do you evaluate information found in
• the culture of the Maidu, Mojave, Paiute, selected sources on the basis of accuracy,
and Yurok Indians. validity, and importance?
• How would you describe the environment,
food sources, clothing, history, and homes
of the Maidu, Mojave, Paiute, and Yurok
Indians?
Knowledge and Skills
Knowledge: Skills:
Students will know… Students will be able to…
• how to evaluate information found in • state the importance of evaluating sources
selected sources on the basis of accuracy, such as the web, books, and magazines.
validity, and importance. • evaluate information found in selected
• the culture of the Maidu, Mojave, Paiute, sources on the basis of accuracy, validity,
and Yurok Indians. and importance.
• describe the environment, food sources,
clothing, history, and homes of the Maidu,
Mojave, Paiute, and Yurok Indians.
Stage 2: Assessment Evidence

Performance Task: Other forms of Assessment:
• Students will evaluate several websites. • Students will write at least one paragraph
• Students will research and report on one of about the importance of evaluating sources
the following California Indian Tribes: such as the web, books, and magazines.
Maidu, Mojave, Paiute, or Yurok.
• Students will present their findings in the
form of a poster and PowerPoint
Presentation.
Stage 3: Learning Activities
Note: The classroom teacher will discuss the project with the students and assign each student
one of the following California Indian tribes: Maidu, Mojave, Paiute, or Yurok prior to the
media specialist working with her students.
Day 1
• The media specialist will use a computer, the ACTIVBoard, and projector in order to show
students the Teacher Tube video that is entitled “The ipod flea”. The URL is:
http://www.teachertube.com/viewVideo.php?video_id=88858&title=Ipod_Flea. The video
will help the media specialist obtain the students’ attention. The media specialist will explain
to the students that false information can come in a number of forms. These forms include:
videos (such as the one watched), websites, magazines, and books. (W) (H)
• The media specialist will distribute the handout entitled “Identifying High-Quality Sites”.
The handout that will be used can be found at:
http://cybersmartcurriculum.org/assets/files/activitysheets/6-
8/Identifying_High_Quality_Sites.pdf. After distributing the handout, the media specialist
will call on 3 students to read the first page of the handout. In addition, she will have
students to visit the following website: Buy Dehydrated Water at
http://www.buydehydratedwater.com/. The media specialist will give the students
approximately 5-7 minutes to explore the site. After exploring the site, the entire class will
evaluate the website based on the site evaluation form. (W) (E)
• Ticket out the Door: Students will have two minutes to write at least one paragraph about the
importance of evaluating sources such as the web, books, and magazines. (W) (R)
Day 2
• The media specialist will call on a few students to answer the following question.
o Why is it important to evaluate sources such as the web, books, and magazines? (R)
• The media specialist will place the students in groups. (No more than 2 per group) Each
group will be assigned one of the following websites.
Website 1: Google Gulp

http://www.google.com/googlegulp/
Website 2: Funky Shoes
http://www.stephenswork.com/funkyshoes/index.html
Website 3: Lewis & Clark and the Revealing of America
http://www.loc.gov/exhibits/lewisandclark/lewisandclark.html
Website 4: MoonBeam Enterprises
http://www.dreamweaverstudios.com/moonbeam/moon.htm
Website 5: Aluminum Foil Deflector Beanie
http://zapatopi.net/afdb/
Students in each group will have approximately 5-7 minutes to explore the assigned website. (E)
• The media specialist will distribute one evaluation form to each group. The handout that will
be used can be found at: http://cybersmartcurriculum.org/assets/files/activitysheets/6-
8/Identifying_High_Quality_Sites.pdf. Students in each group will use the evaluation form
to determine the validity of the assigned website. The time limit for the completion of this
task is 10 minutes. (W) (E)
• After students evaluate the websites, the media specialist will ask the following questions:
 Who was assigned Website #1?

 Is Website #1 valid?
 How do you know if the website is valid or not?
The spokesperson for the group will stand and answer the last two questions. The same
procedures will be followed for the remaining websites. (W) (E) (R)
• Ticket out the Door: Students will independently record at least two ways to evaluate
sources such as the web, books, and magazines. (W) (R)
Day 3
• The classroom teacher will help the students formulate research questions to assist them in
their research. (W) (E) (O)
Day 4-5
• The media specialist will have the pathfinder’s URL on the Promethean Board. The
Pathfinder’s URL is: http://livebinders.com/play/play_or_edit?id=30545. With guidance
from the media specialist, students will locate the pathfinder. The media specialist will
discuss the pathfinder with the students. Students will use the pathfinder or they have the
option to use other websites in order to help them find pertinent information about their
assigned California Indian Tribe. (W) (E)
Day 6
• The classroom teacher will help the students organize their information. Once the
information is organized, students will create a poster and PowerPoint presentation at home.
The classroom teacher will determine when the posters and PowerPoint presentations will be
submitted. (W) (O) (E)
Note: The students will present the poster and PowerPoint presentation to their class and answer
any questions the class, teacher, or media specialist may have. (R) (E2) The rubric on the
following page will be used to evaluate the posters and PowerPoint Presentations. It was
obtained from the Georgia Performance Standards website.
Resource: Georgia Performance Standards Website

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Information Literacy Unit

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Information Literacy Unit

(California Indian Tribes)

Georgia Southern University

ELA5W3 The student uses research and technology to support writing.

ELA5LSV1 The student participates in student-to-teacher, student-to-student,

Standards for the 21st Century Learner

Stage 2: Assessment Evidence

Website 1: Google Gulp

 Who was assigned Website #1?

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