Secondary Library Media (6-12)
Lesson Plans

Strand 2:

Defining an information problem and identify information needed

Standard 1:

Define an information problem.

• Choosing Research Topics: Plate Tectonics
  Students will read from selected materials about earthquakes, volcanoes, continental features, ocean floor features, rocks and/or fossils, and develop a question to investigate.
• Puzzles, not Pieces: Smart Searching (Day 3 of 5)
  This is day three of a five day unit teaching students strong research skills for a "white paper" style research paper (can be modified for any pro­con research assignment). For the purpose of this assignment, the white paper is an argumentative piece which introduces a problem and argues a solution to that problem. In this team­taught lesson, students will continue to learn that researching is not a linear process. Students will learn to adjust their topic based on what information is available (with their pre­search). Focus will be on finding good search terms and thinking outside of the box to gather evidence.
• Puzzles, not Pieces: Topic Selection (Day 1 of 5)
  This is Day 1 of a 5 day unit teaching students strong research skills for a "white paper" style research paper (can be modified for any pro-con research assignment).

  For the purpose of this assignment, the white paper is an argumentative piece which introduces a problem and argues a solution to that problem. In this team-taught lesson, students will begin the research process for their white paper. Beginning with an introduction-to-learning activity involving "Kairos" (explanation in Instructional Procedures), students will learn about timeliness of topics. After which, they will begin to explore possible topics while learning how even simple topics have more than just two "sides," and how many different points of view can be developed for any problem. For the purpose of this assignment, the white paper is an argumentative piece which introduces a problem and argues a solution to that problem.

  In this team­-taught unit of 5 lessons, students will learn that researching is not a linear process. They will use "pre­search" to help them test, adjust, or even abandon viable topics from their brainstorming. They will learn to narrow ideas to smaller, researchable concepts.

• Puzzles, not Pieces: Topic Selection (Day 2 of 5)
  This is Day 2 of a 5 day unit teaching students strong research skills for a "white paper" style research paper (can be modified for any pro-­con research assignment). For the purpose of this assignment, the white paper is an argumentative piece which introduces a problem and argues a solution to that problem.

  In this team­ taught lesson, students will learn that researching is not a linear process. They will use "pre­search" to help them test, adjust, or even abandon viable topics from their brainstorming. They will learn to narrow ideas to smaller, researchable concepts.

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http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Davina  Sauthoff and see the Library Media website. For general questions about Utah's Core Standards contact the Director - Jennifer  Throndsen.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.