Unit Outline

This unit will take about three weeks to complete and will be taught collaboratively by the classroom teacher and the library media specialist.

Objectives

Students will:

Standards

Indiana's Academic Standards

Sixth Grade Science

6.1.3   Recognize and explain that hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations.

6.3.9   Illustrate that the cycling of water in and out of the atmosphere plays an important role in determining climatic patterns.

6.3.13   Identify, explain, and discuss some effects human activities, such as the creation of pollution, have on weather and the atmosphere.

6.1.6   Explain that computers have become invaluable in science because they speed up and extend people's ability to collect, store, compile, and analyze data; prepare research reports; and share data and ideas with investigators all over the world.

6.1.7   Explain that technology is essential to science for such purposes as access to outer space and other remote locations, sample collection and treatment, measurement, data collection and storage, computation, and communication of information.

6.2.5   Organize information in simple tables and graphs and identify relationships they reveal. Use tables and graphs as examples of evidence for explanations when writing essays or writing about lab work, fieldwork, etc.

6.2.7   Locate information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer databases.

Sixth Grade English/Language Arts

6.2.4   Clarify an understanding of texts by creating outlines, notes, diagrams, summaries, or reports. Example: Take notes while reading to create an outline or graphic organizer, such as a concept map, flow chart, or diagram, of the main ideas and supporting details from what is read. Read an informational book and summarize the main ideas.

6.4.5   Use note-taking skills.

6.4.8   Review, evaluate, and revise writing for meaning and clarity.

6.5.3   Write research reports that:

Example: Write a research report on George Washington, explaining what Washington accomplished during his presidency and why he is such a significant figure in American history. Write a research report on Native American groups that lived in Indiana and the surrounding states. Include information on whether descendents of these groups still live in the area.

6.5.5   Write persuasive compositions that:

Example: Write a persuasive essay on how the class should celebrate the end of the school year, including adequate reasons for why the class should participate in the activity described. Create an advertisement for a product to try to convince readers to buy the product.

6.5.7   Write for different purposes and to a specific audience or person, adjusting tone and style as necessary. Example: Write a review of a favorite book or film for a classroom writers' workshop. Use clear organization and careful word choices to help the readers of the review decide if they might be interested in reading the book or viewing the film.

Information Literacy Standards (AASL/AECT)

Standard 1: The student who is information literate accesses information efficiently and effectively.

Standard 2: The student who is information literate evaluates information critically and competently.

Standard 3: The student who is information literate uses information accurately and creatively.

Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.

Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.

Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.

Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.

Day 1

  1. Introduce topic of global warming, relating to recent debate about the connection between global warming and extreme weather such as hurricanes
  2. Watch PBS Nova/Frontline video clip
  3. Activate prior knowledge through discussion and webbing
  4. Introduce research project and introduce/review Big6 model
  5. Begin Big6 Step 1: Task Definition
  6. Brainstorm "big questions" about global warming
  7. Brainstorm and web possible subtopics
  8. Assign students to teams of at least three and have each student choose a big question to investigate
  9. Students complete first two sections of KWHL chart, describing what they know and what they want to know about their big question

Day 2

  1. Begin Big6 Step2: Information Seeking Strategies
  2. Groups brainstorm possible sources of information and share with whole class
  3. Students consider which sources will work best for their group and their specialty areas
  4. Begin Big6 Step 3: Location and Access
  5. Students work with media specialist on keyword strategies, using keyword diagram.
  6. Students fill in the H section of the KWHL chart, describing how they will find the information they need
  7. Students use keyword strategies to search library catalog, online encyclopedia, and print indexes
  8. Students browse list of Internet sources chosen for them by the media specialist

Day 3

  1. Begin Big6 Step 4: Use of Information
  2. Media specialist teaches lesson on plagiarism, paraphrasing, and quotations (detailed lesson plans for this lesson are located in the Teaching Materials section)
  3. Student begin background reading, using the RATE preview checklist to judge whether they will revisit this source to take notes
  4. As students begin to use the Internet sources, discuss how technology has enhanced the ability to gather data on global warming and share it across the world. Use the National Oceanic and Atmospheric Administration global climate website as an example.
  5. As students discover information, it is added to the L column of their KWHL chart, describing what they have learned

Day 4

  1. Students continue background reading
  2. Media specialist teaches lesson on note taking and fact fragments (detailed lesson plans for this lesson are located in the Teaching Materials section)

Day 5-7

  1. Students read and take notes on their research questions
  2. Classroom teacher conducts lessons on persuasive writing (a good lesson plan is Persuasive Essay: Environmental Issues by Laurie Henry).
  3. Have students choose a presentation format for the final group product. Some suggestions would be:
    • Audio and/or video interview or public service announcement
    • Brochure
    • PowerPoint presentation
    • Web page
    • Written report, with at least one graph or illustration
    • Other ideas that have been approved by the teacher

Day 8

  1. Begin Big6 Step 5: Synthesis
  2. Media specialist teaches mini-lessons on creating outlines and bibliographies
  3. Students begin organizing their separate notes into a coherent whole for their group product
  4. Students compose rough drafts of their persuasive letters

Day 9

  1. Student groups finish their outlines and begin working on their group products
  2. Within their groups, students use the four square perspective sheet to consider the different perspectives on global warming that have been discovered
  3. Students edit and revise their persuasive letters

Day 10-13

  1. Student groups continue working on their group products
  2. Classroom teacher and media specialist assist students with organization, writing process, and technology
  3. Students compose final drafts of their persuasive letters

Day 14

  1. Student groups present their group products to the class

Day 15

  1. Students type persuasive letters into email messages and send them to the President
  2. Students present group products for the school community at the Earth Day celebration
  3. Begin Big6 Step 6: Evaluation
  4. Students write reflection journals
  5. Students complete self-assessment and unit evaluations

Other Optional Lessons and Activities