Objective: Using your school’s local version of ISearch, students will gather and cite information from multiple texts and diverse media and draw on information from multiple print or digital sources.Note: If students do not know what a primary source document is and why researchers use them, you may wish to tell them that primary source documents include letters, diaries, journals, interviews, transcripts, speeches, and pamphlets. Researchers and historians use them as first-hand accounts of something that happened at a certain point in time.Instructions: Use the ISearch BINGO card and one of the three worksheets to teach students how to use ISearch to find academic sources. Worksheet A introduces students to the ISearch interface. Worksheet B introduces students to the ISearch interface by comparing it with another search tool of your choosing. Worksheet C introduces students to the ISearch interface and requires students to cite sources correctly in an annotated bibliography.Distribute the ISearch BINGO Worksheet of your choosing (A, B, or C) for Grades 6-8.Encourage students to read all directions along with you first so you can help them understand.Demonstrate how to use ISearch to find sources and how to create citations or find citation helpers. See demo instructions.Pass out the BINGO cards. Explain how to get a BINGO. Tell students that they can choose any of the topics in the box as a search term when looking for that source. They can mix and match. In other words, a student can do a search for civil rights for B1 and suffrage for I6, or the student could do civil rights across the row.ModificationsEncourage students to work in teams to find the sources.Change the search terms in the BINGO card to relate to those with a current classroom assignment.Time Required: Activities in Worksheet A can be completed in 25-45 minutes. Activities in Worksheet B can be completed in 45-65 minutes. Activities in Worksheet C can be completed in 90 minutes.
This lesson spans multiple days. Students will watch three videos about Booker T. Washington in order to evaluate the advantages and disadvantages of using a video to present information on Booker T. Washington.
As diseases become stronger in nature, currently available antibiotics are no longer strong enough to suppress and cure said diseases. Therefore, what factors contribute to diseases becoming resistant to drugs and what public policies should be developed around them? In this problem-based learning module, students will work with partners or in groups to first assess the increasing problem of drug-resistant diseases and the toll they are taking on the American public. Additionally, students will work to investigate what hospitals and lawmakers are doing to address this problem. Once students understand and are familiar with the current state of affairs, they will then work to further understand and research exactly why this issue needs to be brought to the attention of the general public, in order to promote change to current hospital procedures and policies. Further, students will determine the current political climate and support (or lack thereof) for policy, and will analyze the interest in keeping, changing or removing said policies altogether. Once the group has a full understanding, students will then work to determine their position on the issues surrounding antibiotic resistant diseases and the policies associated with these diseases. As soon as the group reaches a consensus, students will work to research and determine a professional way in which to present their goals and objectives for curbing the issue of drug-resistant diseases.
In this lesson, students will learn about a topic in three different text formats. They will then evaluate each format to determine the pros and cons. Students will also assess the credibility of each text.
This module explores modern day apathy, specifically in middle schools. This PBL challenges students to be introspective and reflect onWhat they valueWhat they are concerned withWhat they are passionate aboutand then see how it can be changed.Students collaborate with oneother to discover shared ideas, research their value or issue, and develop a Public Service Announcement (PSA) to communicate what they want to improve. In a culminating activity, students participate in a gallery/exhibition to share their PSAs.Standards:CCSS English Language Arts (Grade 8)Ohio Standards for Technology
8th Grade Historical Literacy consists of two 43 minute class periods. Writing is one 43 minute block and reading is another. The teacher has picked themes based on social studies standards, and a read-aloud novel based on social studies serves as the mentor text for writing and reading skills. More social studies content is addressed in reading through teaching nonfiction reading skills and discussion.
Standards reflect CCSS ELA, Reading, and Social Studies Standards.
What does it take to be successful in the workplace? This unit provides students with the opportunity to examine this question, evaluate what others say and form their own voice, and finally to express and share what they find. The materials are for the instructor and provide options to adapt to specfic students. learning needs, and time frame.
In this unit, students explore and discuss video clips, articles, advertisements, myths, and other relevant information about how media sources affect our food choices.In particular, students learn about the marketing of food to children and adolescents. The unit will culminate with students working in groups of 3 to create a media presentation that can serve as a decision-making guide to inform food choices/decisions.Standards:CCSS English Language Arts (Grades 7-8)Ohio Standards for Technology
In this module, students are asked to explore artist representations inspired by how the “self” works in society. By exploring the elements of introspection through various art and media, students are asked to create a multimedia expression of who they are. Using their personality, likes, dislikes, values, and anything else that helps them identify, they create their own introspective representation. Standards:CCSS English Language Arts (Grade 8)Ohio Standards for Technology
In this lesson, students read informational pieces about whether or not schools should teach cursive writing. They will evaluate the arguments presented and then choose a side of the issue. Finally, they will write their own arguments expressing their points of view.