Research+and+Information+Fluency

Students #|apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results.

This will start with students learning how to effectively search using whatever their preferred search engine is. Of course, this includes selection of __good__ sources (Wikipedia is not a scholarly source, though it has gotten better since they stopped letting just anyone update pages). They will also be introduced to GoogleScholar, the Tennessee Electronic Library, and the school's own library (specifically their web holdings), and taugt how to search for materials on each.
 * Search and Find (then don't lose)**

But once they find it, then what? They will be taught how to curate the information they have found. There are several ways they can do this: Symbaloo, Pocket, Diigo, and LiveBinders are a few examples. Each of these webpages allows students to organize information they have found in a way that allows them to get it back when they want it. Symbaloo is completely visual, each item has its own tile and tiles can be color-coded and sorted onto tabs by whatever criteria the user wishes. Pocket and Diigo are textual, In these the page is saved with user defined tags attached that the user can later search for. And LiveBinders is an online binder, Information is saved to pages within user defined dividers. The great thing about all of these (unlike the bookmarks function on most browsers) is that you can access your items from any web enabled device! (Will Smith)

Students will create a class news program as if they were broadcasting during a historical period. First, they will read a book that takes place during that time. Then they will research the time period using a list of trustworthy websites provided by the teacher, books from the library, and informational iPad apps. Doing this will help them to gain exposure to different resources. As a class, they will combine their information to create each segment of the broadcast. This will help them learn to summarize what they have found and to be concise! To tie this in with the book, they have to include a segment where they interview a character from the story. After filming, students will post it to a class blog to share with parents. (Christine Caranante)
 * News Reporters**

Obviously, research papers are written by students all the time. What I think might be a little twist to just writing a research paper is grouping your students into pairs. Have a bag full of topics that each pair will choose from. The topics can be things like dress code, driving age, etc. one student in the pair is going to be for the topic and the other will be against the topic. Students will then justify their decisions through research and present their arguments, both orally and written. Require them to use at least three different scholarly articles about their topic. ( Christy Washington )
 * Which side are you on?**

Because of the massive amounts of information available on the Internet, students often become confused about the quality of the information they find and how to use that information to support their research project. To teach them how to discern the difference between the quality of online resources. I would create an online scavenger hunt that took the students to various websites that exemplified quality resources and some that were not good sources of information. I would provide them a series of questions that would accompany each site visit that would guide them to look for some key factors of a webpage in order for them to know what kinds of things they would need to look for when selecting online electronic resources for their research projects. I would also provide them with a list of quality websites that would work for their projects, but I would also require them to select and use a certain number of websites that they found on their own using the guidelines for quality content selection that would help them determine the quality of web information and how to search for and find academic resources on the web. (Theresa Dezellem)
 * Research Information Fluency**

Students will select a problem topic and then research it thoroughly using a mixture of different digital sources. They would first go through a webquest about evaluating information sources for reliability. Then, they would identify at least 5, different, reliable sources that could relate to their problem topic. They would create a digital annotated bibliography presentation about their sources and how they relate to their topic. (Sarah Dugger)
 * Reliable sources and digital annotated bibliography presentation:**

**Researching for life after graduation:** Kentucky offers a college readiness program for high school students to search for colleges and scholarships, create a resume, find information about careers, complete assessments and much more. It is not required for our students to complete this program it is very helpful at all grade levels (plus they get money for KY college based on their GPA and ACT score so it also teaches them about tuition costs). We start off the school year by creating this account with our students and then throughout the school year have the students log in and update their information. Once their account is formed they can log in, research and continue to search for information that is important to them and their future. It keeps them very organized and is available regardless of where or when they move. -SC-

Research and Information Fluency: In my art classroom, I would require each student to choose a work of art that is their #|favorite from the unit (one certain art movement) that we are currently studying. Their choice should be the piece of art that they think represents the art movement the best. Then they must research the history and creation process of the artwork and create a mini commercial for that piece of art describing why they think it represents the movement the best. This activity can be done in the form of a video, poster, or other presentation method. The class will vote after the presentations are complete and choose the piece of artwork that best represents the unit as a whole. The winning piece of artwork will be displayed in the room for the rest of the year as a visual representation of the artistic movement that we studied. -Kathryn Suzanne Schumann

**Research and Information Fluency - Using sources:** This is a vital skill for students to learn, and the earlier they learn it, the better. It is important for students to know where and how to find the information they need and how to select accurate and relevant information in the results they find. A way that I would teach this to my students would be to assign students a research topic along with a list of specific websites to use for their research, only three or so. The important thing is to plan ahead and have at least one of the websites contain false, inaccurate, or confusing information without it being overtly obvious (except at the very beginning). Students would need to gather information from all three websites and this strategy will teach them to look for the same information on multiple sites to check for accuracy and validity. This will also help them to identify the more important and significant information related to that topic. Eventually, the students could use a longer list of websites for their research and those sites can begin to include other sources of information such as videos. Eventually they will have learned to search for and analyze information for themselves and can focus more on their compilation and presentation of that information. **Stacie Wilson**

National park project! Students would be asked to persuade people to visit their national park. Students will research information on different National parks and then choose one that they would like to complete their project on. Students can choose from a few different presentations. Some ideas would be a podcast of what it would be like to be a ranger at their park, a web quest for 3rd grade students to complete about their park, Create a #|digital brochure (one that guest would receive when arriving to your park). All students would be responsible for write, recording, and uploading a song about their park. All projects will be shared on the class web-page.
 * Research** **and Information Fluency: National Parks- Heather Erickson-Wallace**

I taught a middle school resource language arts class and I incorporated the internet into the lessons/stories that they were reading. I created a Venn Diagram that was used at the beginning of each new unit and the students during whole group would fill in as much as they could. If they did not get to finish it, they would complete it at the #|computer center. I would also require the students to go to a specific website to answer questions about the story or to research things about the author and different characters. This process seemed to help with all the students as it allowed for them to use technology, find out information that may not be included in their reader. I also used these information sheets as a way to assess to ensure all students were on target or who may need some extra help. This research activity would almost always have students wanting to know why the author wrote this book and would give the opportunity for higher order thinking as well as to bring in other subjects such as math or social studies. **Janelle Clemons** Technology can be used to search, find, and investigate any of your students questions. When my students need a deeper understanding of information, I can make this a rich language learning opportunity. My students can #|access the iPad or Mac computer in our classroom to research anything. During lesson activities I use the iPad at the table to have access to student data collection, information from the web, video, pictures, and etc. There is so much information available for students through the use of this technology strategy.**-Chassie Combs** Using digital tools to gather, evaluate, and use information is very helpful in studying a foreign language. This can be done on a lot of cultural projects, for example. Students must gather the information and evaluate the authenticity of their findings as they go. After they’ve found the information and decided on a format to present it, it can then be used to accomplish the task at hand. For example, in our Spanish I class, the students research certain holidays in Latino culture and then compare and contrast with holidays that they know well (be it American or otherwise). They must determine if the holiday they are researching seems legitimate, evaluate the informational source, process it with what they already know, and then produce the results in a digital media way (video, presentation, etc.). As there are a lot of freshmen in Spanish I, this is sometimes their first high school digital media project, so it’s simple enough to be challenging but not overwhelming to where they feel the task is above them and subsequently shut down.
 * Research and Information Fluency: Venn Diagrams, Plots of Stories, and Main Characters...**
 * Rich Language environment and answers to their questions**
 * WebQuests, Cultural Investigations, and More! - Meredith White**

Research and Information Fluency The best implementation for this technology standard would be through a science or social studies enrichment activity. I think having the students do a scavenger hunt would be fun activity. In order to keep this productive for my second graders I would have a list of sites available for the students to navigate to collect the information. As my students grow within their education they can have more independence on sites to collect information.~Stephanie Davis

Research and Information Fluency: Katelyn McFadden
In our first grade classroom the students are expected to write a research paper in which every step is guided by the teacher. This standard applies perfectly to this activity. The students are given the main topic (community helpers) and pick a specific community helper that they would like to research further. Once the students have selected their topic they are then expected to find three facts about their type of community helper using the internet. Because it is only first grade, I have created a bookmarked list of websites for each type of community helper and the students are only allowed to find information on there. The students are also asked to import a picture into their paper. They are also lead through this step, given a list of steps and a document of pictures for them to choose from. Their final product is then shared with the rest of the class. This is a great way to introduce students to the digital tools available to them.

How many Earth's would fit? During a unit on space, a good STEM activity would be to present students with the question above. To find the answer they must locate information from either a textbook or online source about the measurements of each planet (i.e., mass, area, or volume would work depending on the grade level). After finding this measurement for Earth, students will create an excel spreadsheet to record the data found when comparing Earth to each of the other planets. For example, it would take _ # of Earths to match the volume of Saturn. After students have analyzed data on each planet, they will create a model for each planet using computer software, like Paint, Word, or Powerpoint, and add however many pictures of Earth needed to show the volume of that planet and/or fractional pieces of the picture as well. ~Jamie Shroyer

I would have my fourth grade students pair up and I would assign them a state. The students will research important facts about their state. They will research facts such as the state flag, state bird, state flower, state capital etc... The students will have to write about their facts and they will learn to cite sources from the internet. The students will compile all of their finding onto a chart made by the teacher in google docs.-Dawn Artemis

Research to Aid Project Development
After presenting students with an engineering design process challenge, students brainstorm solutions and then research the various solutions to see which one would work best and operate within a specific timeline and budget. Students would research the materials needed and their cost, so as to plan their project budget accordingly. They could also research larger scale related topics to plan their solution and design. At the end of the project, students report the results from the testing of their prototype. ~Jennifer Burch

Research and Information Fluency - Flower Power Part 3
(Part 1 in Creativity and Innovation, Part 2 in Communication and Collaboration) Students will research other studies that are similar and have potential impact on their project. They will share their findings on other research with their classmates on Ning. All of the studies that they mention in Ning must be cited in APA style on an attached document. There should be a minimum of two studies cited in the attachment. ~Amy Vaughn

Research and Data The students do research on dinosaurs. At the first grade level, students take a great interest in animals of any kind. The students will be paired up into cooperative groups and research the particular assigned to them. The students will write down facts such as what era did their dinosaur live in, how much did their dinosaur weigh, how tall were the dinosaurs, what did they eat and how researchers think they were extincted. The class would next compile all the information into pie graphs and discuss what percentage of the dinosaurs weighed over a certain amount and what percentage of the animals were carnivores or herbivores. This information will be presented to the class. At the end of the project, the students will type up four sentences on what they learned from this unit.-Shavonne Valentine

The internet contains an abundance of information, some of which is accurate and some, not so much. As students begin to use the web for researching ideas and topics for classroom assignments, it is important for them to know how to evaluate websites to which they may navigate from an initial search result. Knowing specific criteria to use for evaluation can save valuable time in the research process and can assist the student in preparing an accurate and informative research paper.
 * Evaluating Sources**

The Evelyn S. Field Library at Raritan Valley Community College, Branchburg, NJ, offers a

[|tutorial] for evaluating websites that are considered for academic research. Applying the CRAAP test to the website can ensure selection of material that is from an authority on the subject who offers objective information that is current, and both relevant and accurate.

According to the Tennessee Model for Comprehensive School #|Counseling, there are three standard domains to address in a School Counseling curriculum: Academic Development, Career Development, and Personal/Social Development. The link to this tutorial could be offered on the School Counseling website in support of Academic Achievement for all students.

Patricia Golden -5611

Students would use the internet to chart current hurricane activity. In addition, they would watch several news casts analyzing the hurricane path predictions. Students would use logged hurricane path information to create their own hurricane path predictions. Students could present their findings to the rest of the class. Do they agree or disagree with the forecasted path of the hurricane? Why or why not? - Gina Taylor
 * Hurricane Charting**

=__**Going deeper than just facts.... Using internet resources to find answers to inquiry based questions.**__= A wonderful lesson led by inquiry based questions can be found at [] Here students are tasked with examining information from a variety of sources and then organizing this information to result in a deeper understanding of the real Pocohantos and Cpt. Smith. While multiple resources are provided, the students will still need to determine which sources of information are most helpful for the individual guiding questions. The results of the student findings could be simply typed in word, a power point presentation, organized in kidspsiration or inspiration, whatever program the students are comfortable with, as long as they have a presentation to share the results of their research.

Stephanie Raby
Research and Information Fluency - Science Students would accomplish this standard by completing the Science Fair Project. They would select a topic from a personal interest that would be approved upon before beginning the actual project. Any science fair project including living things would need the necessary paperwork downloaded and approved by the APSU committee before beginning otherwise no living thing can be included and another topic would be selected. The students would follow the APSU Science Fair guidelines for completing the reports in a word processing program including charts and graphs in addition to the display board. The students would then gather prior information from no less than five resources about the topic using mobile computer labs and resources from the internet. The students would use this prior information gathered using a word processing program to plan their experiments and materials list using a table. The students would use a spreadsheet program to gather data from their experiments and create graphs for their reports and display boards. At least three experiments and data must be completed and gathered. Artistic graphics would be used to create eye appeal and interest on the display board. Pictures would be taken at each step of the experiments for documentation and inclusion on the display board. 5611 - Patsy Cheatham

Research and Information Fluency- Health Lesson Sexual Transmitted diseases By the 9th grade students learn about sexual relations between the sexes thru sex education. Must have already been commutating with another classroom on similar subjects thru out the year. Teacher must have researched appropriate blog sites and persons for the students. Subjects that are to be asked three questions about their diseases will have to have already agreed to participate in the classroom exercise.

Students are given a number of sexual transmitted diseases. The students will be divided evenly it to small groups. Each group will draw two diseases from the pile of preselected diseases. The groups will research on about their diseases on approved websites provide. Students will also visit an approved blog site of a person or persons that have the diseases they are researching. At least three appropriate questions will be asked to the person with the disease. 1) About how old where you when you contracted the disease you have? 2) Has the diseases affected your lifestyle? If so how? 3) How can others protect themselves from this disease? The students will compile information about the diseases and how they are contracted, what they look like under a microscope, the systems and long term affects, how the diseases are treated, and who is mostly likely to contract the diseases. Again, make sure the websites are sited in the presentation. Students must use video and pictures in their presentation. Once the presentation is complete the group will post their findings on their classroom blog as well as present it to their classmates. The class that the students have been bloging with thru out the semester will have the opportunity to comment on your student’s blogs and presentations. - 5611 Hilary Mann APSU

False Information
For this lesson, I would create a Website about a particular subject being studied in class. I would assign a research project, giving students a few recommended sites and include this site I have created (not letting them know I created it). The one thing that I will not tell students is that my site is full of false information. I will have the students browse the recommended sites and scan them for ideas (not having them take notes or begin the actual research yet). At the beginning of the next class period, we will discuss our findings. My hope is that students will recognize that my site gave completely different information than the other recommended sites. After this discussion, I will reveal that I created one of the resources and, indeed, filled it full of false information. This will lead to the discussion of not believing everything you read (or see) on the Internet. Because anyone can add information the Web, those looking for answers must make sure that the source is a reputable one. They should also verify any information they find while researching. Don't believe it just because you read it. A good researcher checks his sources and makes sure that he verifies the information gained from research. - Stacy Jones

Research and Information Fluency

I would use a research project to implement the research and information fluency standard in technology. Students would look up information using online encyclopedias, dictionaries, search engines, and educational websites, and (appropriate) blog sites to find information regarding a current world topic. Students would write a brief report (understanding to not plagiarize) citing sources that they used during their research. Using a rubric, I would have students chose from using PowerPoint, comic strips, or a video to present their report to the class. Implementation of speech standards would also be a great idea for this lesson. Students could be recorded presenting their topics for use as a learning tool. After the lesson, replaying the video of the students presenting their projects could show what they are doing correctly and what they need to improve on.

Jamie Foote


 * __ Research and Information Fluency: __**

The research and information fluency standard would be accomplished by the students producing a digital storytelling about an animal’s habitat. The students will be able to work with a partner to gather information about a specific animal and its habitat. Students would have access to a computer to use the Internet to research their habitat via encyclopedias, educational websites, appropriate blogs, and some search engines to help them. The teacher will remind the students to cite any of their findings, reminding them about the common creative licenses and plagiarism. When the students produce their digital storytelling about their habitat they can have only three attempts at recording their self. Also, there will be a teacher rubric created for the students to exploit. If the students chose to add any other type of technology into their project they may do so. After, presenting the project to the class, we will have a class discussion about the partner’s presentation. If students are given feedback from other students, it is a great way to understand how to improve for the next project.-Stephanie Blessing

One unit my elementary class did was researching and writing reports. Each student was allowed to select his or her own subject and then researched using our classroom computer, the computer lab, the library, or at home. Many students used both internet resources as well as traditional sources from the school or public library. We used Kidspiration’s graphic organizers to outline information. After the research was complete, we then used the writing templates within Kidspiration to complete the reports. The students enjoyed using Kidspiration which helped make this assignment less stressful for them and also provided a fun instructional method. Lynette Taylor
 * Kidspiration***

One of the projects my students from precalculus had to do was a paper on a famous mathematician. They had to pick the mathematician, research him or her, and then more improtantly write a paper in MLA format with three references. They used eric documents, books, and previous issues from NCTM that may have used a particular problem from the mathematician's work. Finally, they were asked to do all math in MATHTYPE, and then express themselves from a mathematical standard like John Napier and logarithims in reference to magnitudes of earthquakes or Gauss and "The Bell Curve". - Stephen Shone 5611
 * Mathematical History Papers**

Students will be given the task of determining the most influential writer of the 19th century. In pairs, they will research both the time period and an individual writer of their choice, while being careful to document all sources. Each pair of students will collaboratively create a presentation of their information in some sort of multimedia presentation of their own choosing. Once each group has presented information on their author and make the case why he/she is the most influential writer, the class must then find a way to determine which of the writers presented to them is indeed the most influential of the 19th century. Michael Stein
 * Who’s the best?**

Standard 3. Research and Information Fluency

A fifth grade class is studying World War II. The students will create a mock journal entry, as a famous historic figure from this era (they will pick from a list I provided). The students will research information on their person using

[|Google] and the school library search engine. They can enter their information into a

[|Google Document] . They will use the information they have gathered to write a journal entry that would represent a day in the life of the figure they chose. They will find photos on different websites and

[|Flickr] , and they will create Hyperlinks from their word documents to these photo sites. They will use

[|MapQuest] to show the area that their individual was located at that point during the war. This will also be accessed through a hyperlink. The children will present their journal entry to the class using a Smartboard and email an attachment of the journal entry to me in order to be graded.

Kari Armstrong


 * Novel Research**

Students would use the internet to research various aspects of a novel for the class. For instance, if we were going to read //The Great Gatsby//, students would research various aspects of literature, society, and business in the 1920s. Students could research organized crime, clothing styles, the stock market, Jazz, prohibition, sports,or any of a number of other aspects of the Roaring 20s

. Projects would be presented to the class digitally, by PowerPoint or video (self-produced, Animoto, etc.). -Michael Gallagher

Winter Olympics Web Quest As the 2010 Winter Olympics come to a close, students would celebrate the accomplishments of the world’s athletes by beginning an Internet web quest to further investigate the Olympic Games. Working in a small collaborative group, students would research historical facts related to past Winter Olympic Games using Internet resources (i.e. the year it occurred, the host city and country, number of men competing, number of women competing, number of nations competing). An alternate assignment would allow students to choose to focus specifically on the data associated with the 2010 Winter Olympics (i.e. results regarding the medal counts of the various participating countries, the calculated distances of ski courses, speeds achieved in the bobsled, luge, or skeleton events). Students would tabulate the statistical information to calculate the measures of central tendency related to the information they collected. They would also create other graphs and charts to display the data in various media formats (i.e. PowerPoint, MovieMaker, Glogster). Students would present their findings before their classmates using the media of choice. If permitted by the school district, the completed projects could be presented on the class website or blog. Students would be responsible for citing their Internet sources and maintaining digital citizenship. -Kathy Gott

**Evaluating Material**

For this standard students would be presented with a series of statements. Some of these statements would be correct and some would be false. Students would not know which is what. Using research tools such as Google and Wikipedia, students would evaluate the statements for accuracy. In their evaluation, students would report on the accuracy of the statement, if the statement is false correct it, discuss the research that was done in the process of checking the statement and cite all sources. This would teach students how to search for information on the web, evaluate sites for relevancy and how to cite sources. -- BC Hatchett

=Research Something You Take For Granted= Take something out of your everyday life that you may take for granted (ex. Water, electricity, your car) and research it. Where does it come from? What makes it work? What are the processes that “it” goes through to reach your day-to-day life? What is the cost to you? How long has your topic been around and will it always be available to you? Is there a way you can improve your topic for the future? How do people in other parts of the world go without your topic? Students can use any means necessary to research their topic. The final presentation will be a PowerPoint slideshow presentation with sources used at the end. -Jamie Edwards

//**The Perfect Storm**// My honors class reads the nonfiction book //The Perfect Storm// by Sebastion Junger every year. If you have read it, you know that is not written exactly in a story format. The students would use several sites to find information about weather patterns, decide why this storm was known as the perfect one, and take facts from the work to create blogs, powerpoints, papers, etc. using Zoho Writer. Some groups would be slated to find another route or other ideas that could, perhaps, have saved the vessel. Other groups could research vessels and decide reasons that some ships would not last through another storm as this one and find why some vessels were not lost. - Mary McGown

Animal Research Project I require my kindergarten students to complete an Animal Research Project as one of my monthly family collaboration assignments. Students must research an animal that is not a common pet and submit a report on their habitat, eating habits, classification (mammal, reptile, amphibian, etc.), and interesting facts. I encourage families to explore the kindergarten friendly animal info sites such as PeebleGo and National Geographic Kid Videos. In the past I required students to write their report but I could easily up the technology by allowing students to present their reports as a PowerPoint or movie. I think students would really enjoy creating projects in a digital form with their family and it gives students who like to go the extra mile more creative options. I think they’d especially enjoy presenting their digital reports with the class. -Molly Wilson

**Seventh Grade Research Paper** There are several seventh grade language arts research standards which can be taught while incorporating these research and information fluency standards. Using Google Web Search Classroom Lessons and Resources (or some variation thereof) students can be taught how to plan and execute their research using these tools. In addition, students will learn to distinguish between reliable and unreliable sources. Included in this research unit will also be lessons on how to organize their search results using any one of the many tools and apps available for organization. Finally, students will produce a research paper which they will type, copy, and paste into an email to be transmitted through engrade.com. -Cindy McClenathan

Wiki research page (Greg Brown) To build the background for a literature story I like to have students do research. I once did the story Rikki-Tikki-Tavi by Rudyard Kipling for 4th grade language arts. I divided students into three groups: (1) the country of India, (2) the cobra snake, and (3) the mongoose. For each group I designed graphic organizers for them to fill out and at the end they gave an oral presentation. Knowing what I know now, to do this over again I would have each group create their own Wiki page on each of the three topics. I would require images, links to references, audio and video. I would space this project out over three or four days prior to reading the book.

Time Line Project (David Carmichael)Using various websites and online tools, students would research several cultural, religious, and huge turning points in society for a given time period (Ancient Greece, Middle Ages, Renaissance, etc.). Students would then list those topics including a brief highlight of why it was important on a Google doc with members of their group (each responsible for one area of society) along with music (my content area) for that time period. The idea is to allow connecting information across content areas to allow greater retention of all. Students would then use the Google Doc to sort by time/year to create an image graphically showing the time line of their period.David Carmichael

**Research a Natural Disaster** There are so many natural disasters occuring in our world these days and it is important for students to understand why and how they happen. I would break my class into groups of 3 or 4. The students would draw a specific natural disaster from a bag (the blizzard up north, flooding down south, hurricanes, tsunamis, etc.). The students would be given time to research in important data on their disaster and will have to create a paper and poster board presentation about their natural disaster. The students will then present these projects to the class.Whitney Morris Students will be familiar with searching for information online and how to identify reliable, valid websites prior to this lesson. Second grade students will work together in groups of two to research different types of rocks (igneous, sedimentary, metamorphic). They will research online to find information about each type of rock such as how they are made, where are they found etc. Students will be given a worksheet with questions they should answer from doing their research. This will help guide them when they are researching. They must support their answers by citing at least one Internet sourced per answer. After researching, student will make a PowerPoint presentation using the information they find. They will include pictures and all information will be presented in bullet form.**Brittany Adams**
 * Research and Information Fluency**

Research your favorite Wikipedia subject (Jason Hatton)
Students will select their favorite subject that has an entry on Wikipedia with at least 20 sources. The students will be expected to research this project further and pick their 10 favorite facts that are stated in the Wikipedia entry. These facts will need to be proven as true. The students can start by making sure that Wikipedia has the fact cited. If so, research on the cited page will need to be conducted to ensure that the information is legitimate. Three other sources with information on the same fact will need to be listed.

At the end of the eighth grade year, students will pick what kind of life they want to live. They will research job requirements such as college education, salary, and benefits. They will research prices of cars, houses, and apartments. They will then create a budget after a lesson on Excel. They will then present a PowerPoint on their life and what it will take to accomplish it.
 * Research the Real World** (Andrea Jackson).


 * __ Research and Information Fluency (Carrie Ellzey) __**

Students are required to write a research paper in second grade in CMCSS. Students can choose a topic they want to write about or the teacher can give students a topic. Students can use the Internet in the classroom or computer lab to research about their topic. Kidspiration offers several graphic organizers and writing drafts to help students get started on a research paper. This will make the research more fun and interesting for the student.

Bug Experts (Ryan Heady)
UT Extension has several experts in particular fields. One expertise in particular is bug / pest identification. We have a small staff that are “bug” experts. The use of technology has given us greater access to these experts. Our county ag agents now have the ability to take digital images of bugs brought in by local home owners or farmers. If the local agent is not able to identify this bug, they can take a digital image via a microscope with a digital camera mount. They take the snapshot, and send it via email to the experts. Within minutes the experts can id the pest and give a solution for getting rid of the bug. This process use to require each agent to either become an expert, or wait for a few weeks for the bug to be identified. This implementation of technology allows our experts to stay up to date, and our county agents focus on other areas besides knowing every single bug on the planet.

===**Researching Colleges and Getting Ready for School (Jake Peterson)** Getting prepared for college is sometimes a difficult and stressful time for students. I would help them out by having them come up with 5 schools of their choice and have them research 5 things about that school. Size (population), GPA/ACT requirements, fraternity/sorority life or athletics, cost of tuition/room board and fees, and average class size. After coming up with these answers I would have them give a small presentation about their findings. Not only will their research open up their personal eyes about what they want to do, but it might spark an interest from someone else in the class.===

===Number sense is a difficult concept for students of all ages to fully comprehend. In order for students to better understand just how much a billion dollars is and what it can actually buy, they will complete a billion dollar project. The object of this project is for students to spend a billion dollars. They will use the internet to research how they want to spend their money (i.e. real estate, cars, boats, stocks, clothes, toys, etc.) They will then use Microsoft Powerpoint to create a slideshow of the items that they want to purchase, the quantity purchased and the final price. An alternative would be to have students use Microsoft Excel to create a spreadsheet of the items purchased, the quantity, initial price and final price for each item. This lesson is designed for an 8th grade math class or a middle school gifted and talented program.=== || Each year, I use the November Learning Website and Tools to teach credibility and reliability to my students. Alan November ’s website, November Learning, provides great insight into managing this task and supplies links to bogus sites to help student practice the skill of validating. The site is loaded with information about information literacy from which all educators can benefit and supports a Website validation strategy called REAL. The four step REAL strategy includes the ability to: • R – Read the URL • E – Examine the site’s content • A – Ask about the author/publisher • L – Look at the links
 * || ==**The Billion Dollar Research Project** (Sara Rohde)==
 * November Learning and Research Using Webquest**

Students use the website to take an information literacy quiz, complete a scavenger hunt that I created based on the websites available to validate, and we discuss the activities in a whole group discussion.

Following this, each class begins a research project. For example, 8th grade begins researching background information for //The Count of Monte Cristo.// They use a webquest I have created to complete tasks based on their research. The webquest has 8 tasks for students to complete. These include activities such as: using TimeToast to create an interactive timeline of the French Revolution, creating photo essay's through powerpoint, watching and responding in an online blog to a brief online video, etc. The purpose of these activities is that students use their research to form a new product from it to demonstrate their learning and knowledge.

By: Whitney Joyner

Students will complete a digital scavenger hunt of Abraham Lincoln. The scavenger hunt will take them to multiple sites and sources (educational sites, Wikipedia articles, video links, blogs, etc.). Students will have to choose which of the 2 sites is the valid source versus which one is the false source. Wrong answers will lead them to the beginning of the scavenger hunt to start over. Students will them summarize in their blog their findings about both Abraham Lincoln and using proper sources. Students should learn that the professor of history at Purdue is an expert on Lincoln while the average blogger may not be.
 * True or False? (Beth Austin)**

====Students will complete a webquest on Anne Frank. There is one already made in Quest Garden that I was already looking at for this upcoming year: []. I would have them create it into a PowerPoint, instead of a portfolio, to present it to the class. Also, I would have the students work in small groups of 2-3 people.====
 * Webquest (by Lisa Nixon)**


 * Composers (by Heather (Frost) Burkeen)**

Students will be asked to research a composer. They will need at least 3 web sources. They will dress as the composer and present the information to the class.

Animals In a unit on animals I have read a __National Geographic Little Kids First Big Book of Animals__ to my students. While reading this book I found clips of the animals in their natural environment for the kids to not only hear how they live, they then see how they live. After this research I would give my students a project to complete on their favorite animal. These projects may include things like a diorama of the animal in its natural environment with a short presentation, a poster with a short presentation, or a story about the animal demonstrating how that animal lives. Lisa Nedow


 * __Tennessee Research__**

Each student will randomly select a city in Tennessee from a list. Students will write a research paper and type it in Microsoft Word. Students will have access to the internet, and other resources. Students will plan a strategy to answer the following questions: What previous information did you already know before you began your research, how big is the city population, how is the weather throughout the year, what colleges or universities do they have, are there special attractions, and what did you learn after your research. Jameeka Benford

Career Research

For my career unit I have my students complete 3 assessments that analyze their strengths/weaknesses and likes/dislikes on a website called Kuder Navigator. After each student finds their specific career cluster, they have to research three specific careers. For each career, they have to include the following:

1. Type of education/training required 2. Salary/benefits 3. Occupation Outlook for the future 4. Advancement opportunities <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">5. Similar occupations

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">They have to use at least two sources such as the Occupational Outlook Handbook and www.collegefortn.org Lacey Reed

__**Get the IDEA?**__ This is a Guidance Lesson is team collaboration and patience for grades 5-8. Each class will be divided into teams and each team will be given a research topic. Based on the topic, teams are to come up with their own question or problem to explore using the IDEA (Identify the problem, Define the problem, Explore the options for research, Act on a plan) method. Teams are to use as many of the 100+ Google Tips as possible to gather their information, cite their sources, communicate with each other, and finally create an online presentation that the team will present to the whole class. Finished presentations will be placed on the school’s website for all to see. **Christopher Richardson**

<span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">To achieve the Research and Information Fluency standard the students will perform an internet scavenger hunt to collect and compile a list of materials needed to pack a Conestoga wagon with enough supplies to sustain a family of four as they travel from St. Louis along the Oregon Trail. The students will present their list of needed materials (from food to tools) to their group for analysis. The students will work together to determine exact items and in what amounts they are needed. Each group will prepare a excel spreadsheet that will be compared to the other groups in the class. The class will come together to develop a master list of needed materials and supplies. Teresa Koons
 * __<span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">Research and Information Fluency: __**

<span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">Research & Information Fluency <span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">In 6th grade science, the periodic table of elements is introduced. Students are given the name of an element. Their job is to research that element. They must find the abbreviation for it, placement within the table, origins, where it is found, etc. I check out a classroom set of laptops and students use these for their research. They are required to document their sources, and present their element to the class. All the information for each element is on an index card. After their presentation, they tape the card to an enormous periodic table hanging on the wall. Eventually the periodic table is complete and students can lift each card and read the information on the back. <span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">--Sarah Cost


 * Owl Pellets **


 * This activity requires the students dissect an owl pellet and document their findings on the chart provided. The students will discuss the life cycle, consumers, predators, etc. The students can work together or independently, as long as the chart is completed. Lanika McClendon **

In middle school Language Arts, prior to the year's first research paper, I would have my students create a how-to booklet of how to locate, analyze (a credible source), and how to evaluate websites on their reliability. Students would of course already understand the differences between the .coms .govs and .edus, but would also present screenshots pointing out the differences between fact and opinion, and insert comments further illustrating those. Each student would be responsible for creating their very own book and arrangements would be made to get it bound at a low cost. Prior consultation with the librarian would also be made to be sure that Microsoft Publisher and a basic common piece of photo editing software was already pre-installed on the computers. On the first day of this project I would instruct the students on the basics of Publisher, and how to do a print screen and create a screen shot and import that in Publisher. In addition, I would make sure the students could insert comments, use arrows, and properly format each page of their books before I turned them loose. Each student would be given a rubric to know exactly what was required of them. A. Carter
 * Create an informative book in Publisher on how to evaluate the credibility of websites for research purposes **


 * Problem-Based Learning- Tuition**

One type of scenario I really like to give students is a completely open-ended problem based learning project. For example, telling students that the increase in college tuition at APSU was 3.4% over the past year and leaving them to develop quality research questions, find the real world data to answer the questions, and present their findings to their classmates. I think a Google presentation is a perfect way to communicate the solutions in that it enables groups of students to work together and see edits immediately when meeting in person may not be an option all the time. Students can and will develop very interesting questions, some that I had not thought of myself. I think it is key that they decide what is important based on the information they have been given. Some examples are: 1. If this continues, what will their children's education cost? 2. Has there been a predictable pattern of increases in the past that could be modeled with a graph or an equation? 3. Does faculty pay increase at the same rate as tuition? 4. Does financial aid increase to compensate for the tuition hikes? Many other questions and answers arise as well. Audrey Bullock


 * WebQuest**

Students at an elementary level are much less familiar about completing research using the web. They lack the experience necessary to narrow their search, find credible sources, or validate their findings. In having students complete a WebQuest, they are able to explore the web to gain all their information in an inquiry-based lesson. This technique allows for students to learn the skills necessary for completing research on the web and develop a system to best organize the information they find. They then must use that information to complete a task given for the particular "quest" they were sent on. Kaitlyn Lindblad


 * Biographical Presentation**

Students will choose someone in history to research. They will create a presentation using Google Drive Presentation with the information they have researched and found to be credible. Even though students are creating a presentation, they will need to develop a thesis statement to be the focus of their research. Students will use books, internet, videos, etc. to gather information that helps them elaborate on their thesis. They will need three different sources and the last slide(s) will correctly reference the sources. After they take notes, they will organize their information into a presentation using Google drive. Students will present their projects to the class and will be scored using a rubric they were given at the beginning of the project. **-Kimberlee Taylor**


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Sell It! (Internet research, video conferencing, social media polling, data spreadsheets) **<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">- During the persuasive writing unit, students must develop an original idea for our school to pitch to the administrators. Their proposal must include research, methods of inquiry (surveys, polls, etc.), focus group data, schools where the idea may have already been implemented, and the positive and negative effects of the implementation. Students must use the internet to conduct research, spreadsheets to compile data and produce charts and graphs, social media to conduct polls and surveys, and video conferencing to collaborate with other students at other schools. - **VALERIE SHAW**

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">**Under the Sea-** <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"> Students create an under the sea project. Students are given a graphic organizer that has a place for the animal chosen, interesting facts, what it eats, where it lives etc. Students are too take the graphic organizer home and research their animal to find facts. We have discussed facts and opinions. Therefore, the students know they can not say that their animal is beautiful. They are aware they must find accurate fact s about their animal. When they are done researching they bring their graphic organizer back to school. With the graphic organizer students begin to write an informational book about the animal that they chose. We will conference on their rough draft, and students will complete their final draft. These projects are displayed for fine arts night at school. **- Jessica Allen** One of the best tools for getting students to become familiar with the internet and the use of a computer is through the use of Webquests. Having students conduct research, with the guidance of a provided list of websites (much like a list of items used in a scavenger hunt), the students will search the internet for the material needed to complete the required assignment. An example would be a webquest for information on WWII. Given a list of sites to research, students will gather information and then prepare a research paper in which they will report their findings. - Michael Holt
 * Webquest-**


 * Explore Point of Views with Google Maps -** Students will write a story about the character Amelia the Pigeon from the NASA page The Adventures of Amelia the Pigeon. Using Google Maps students will describe what Amelia the Pigeon would see if they flew over their home or school. Using different perspectives from Google Maps, i.e. tilt function, have students either take screenshots or draw using a program such as Paint, Microsoft Word, or Google Drawing to include into their story. To best collaborate their work, students should create their story in Google Drive to share. **- Sam Xayarath**

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Students will review the Google Course [|__Advanced Power Searching with Google__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">(Sample Challenge, Research Process and Solving the Sample Challenge). Once students have completed these videos, they will split into small groups (approx. 3 per grp). Students will conceive of an interesting research question. Once the group has arrived at a consensus about this question, the students will create a script, and use iPads and iMovie to develop 3 short videos. The first video will pose the research question; The second video will cover the steps one could take to answer the research question; and the third video will provide the final answer to the question. Students will create a Google Presentation that has text and image supplements to the videos, as well as the videos. The end product will be a complete presentation on the process of researching using Google (and other resources if the students so choose). **Brian Hampton**
 * Research and Information Fluency- Advanced Power Searching**

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">**Research/Information Fluency -- Literary Period!**

Students will use Google Scholar to research and find information/resources on a designated topic during the Romantic literary period. Google Scholar provides a simple way to broadly search for scholarly literature. Students are to collect their scholarly sources and compile resources into an annotated bibliography to organize their research. Once students have completed that, they will create a visual (Keynote, PowerPoint etc.) to accompany their annotated bibliography about their designate topic. This will help students as they begin to construct their actual research paper at a later time and put all of their information together. -- **HYKEEM CRAFT**

Research and Information Fluency for geography 7th grade:

The countries on the continent of Africa face many challenges. One that is prevalent is a high mortality rate due to various diseases. For this exercise, students would be placed in groups of four to research a mystery disease that kills nearly 600,000 Africans a year. The disease is malaria. Students will be given a brief list of symptoms, as well as a map that shows where most of the disease occurs in the world. The map shows the progression of the disease over the last 60 years, and now it is contained to tropical regions of the world. Students will be given a list of four possible diseases to research (one for each group member), and once they have conducted the online research it will be clear that malaria is the disease. The groups will then make a power point presentation containing images and text that discuss the cause of the disease (mosquito bites-parasites), how to slow and prevent the spread of the disease, and what world organizations are working with African nations on the problem of Malaria. This will require further online research which will be divided among group members. This exercise would be conducted over three class periods. **Monica Marshall**


 * Research and Information Fluency** -- 6th graders would apply the steps of the Engineering Design Process to determine the steps they need to take to collect the data that they need to complete their STEM challenge. We would use digital tools like the vernier probes to collect data about heat absorption of different fabric types, colors, and insulating materials. Students would then work with a partner or small group to determine the best material type, color and insulator to use in order to solve their real-world problem. Last year we created accessories for football player uniforms. This year we are going to protect a soldier while in the desert. Students have a lot of choices in these types of problems because they are collecting their own data and making decisions based on what they learn. They must use evidence to support their choices for their final prototype. -- Lisa Porter

**Research and Information Fluency: Inquiry Research & Wiki Pages** - Students will pick a topic of interest to them, then form a question to research. Students will use Google and Google Scholar to find articles and websites that help answer the their research question. Once finished with their research, students will create a wiki page to display their knowledge. Students will then share their wikis with their classmates. - Page Thompson


 * Fossil Find- ** During student teaching, I made a lesson where students where groups of scientists going to find fossils. They used many tools and were given an envelope with different pictures of bones in it. I would read a story and at certain times students would "dig" for bones. Each group would find so many bones, and while each envelope contained the same bones, they didn't pull out the same ones at the same time. By the end of the dig, no group had found all the bones (due to that being unrealistic). The students had to put the bones together and do research online with a few different websites I gave them to figure out what it could possibly be. The students also go around and look at what the other groups have found to be fact and fiction and then reconvene to make any adjustments necessary.- Kelsea Keith

Research and Information Fluency: State Birds
Working in groups, students will use the internet to find a listing of the state birds of all 50 states. Students will analyze the prevalence of each type of bird. Students will produce a presentation, such as PowerPoint, showing images of the birds and the states that declare each type of bird as their state bird. The presentation will include graphs of the prevalence of the birds as a state bird as well as some of the official images used by each state. A brief description of each bird should be included in the presentation. The students will use internet searches to acquire facts about the birds; internet searches to find images of the birds; PowerPoint software to create a presentation about the birds; and Excel software to graph the prevalence of the birds as state birds. The presentations will be submitted for grading and presented to the class. - Amy Hale-Oglesby

Only having taught elementary school art, I have not had the opportunity to do much research with my students. However, in this upcoming school year I will be teaching middle school art. I would love to incorporate some research into their curriculum. One such idea I've had would be for my students to imagine themselves as art dealers. I would assign each student or group a particular work of art. Then, it would be their job to research that piece and it's artist. They would have to come up with a sales pitch to present to their classmates on why that work of art would be a great piece to buy. Their presentation must involve factual/historical info about the work!! Each student or group would also make some sort of visual aid to accompany their presentation. ~Judith Fleming
 * Research and Information Fluency**

The way I teach research and information fluency is two parts. The first part is I ask students to write a research paper using research from scholarly location on the web. The best tool I can provide them is Google Scholar. For the most part students are able to write and find sources without to much effort. The second part of the assignment is I ask students to formulate some research of their own. The way we do this is the students create a survey and are required to get a certain sample size to take their survey. The great part about this assignment is that they are analyzing data by reviewing the research they created.- Robert Lanham

__** Planet Research **__ In third grade, the students are required to complete a research paper. The paper the students complete is on a planet of their choice. The teachers have created a template for the students to follow to ensure that they are including enough information. The students are given a list of trustworthy websites. The students then take the template and the websites and complete their research. The students are responsible for finding the information to fill in the template and write their research paper. Students are able to complete this assignment because student have been explicitly shown how to research and how to write a paper using the information they have found. This assignment is given towards the end of the year so the students can use their prior knowledge of writing and technology skills to complete the assignment. -Lindsey Rittenberry

__ **LiveBinder History Research Paper** __ I am a firm believer that writing a research paper is much easier if a student takes the time to find their sources, organize their sources, and make an outline ahead of time. Although this may be more time consuming in the beginning, it will make the actual writing of the paper much simpler. Too many times students will just lookup 5 sources and start to write a paper. Yet, I would like to encourage my students to take the steps to research and be able to weed out the irrelevant sources before they actually start writing. To ensure this, I would make each student create a LiveBinder. Although they may not be visibly appealing, they get the job done perfectly!

For example, in a high school social studies course, students could pick any topic they learned about over the year. They would then need to five 5 scholarly resources they want to use in their paper. I would teach them how to use Google Scholar as their primary source to find information, as well as Internet Archive as another great alternative. After they find their sources, they would create their LiveBinder. For each source, they would create a Tab. Within those tabs, they would have a sub-tab that highlighted the main point of the article, as well as three pieces of information they would like to use in their paper. This would be a great way to organize their paper, and to really get to the main points. Once they have finished their LiveBinder and I have checked it, only then can they begin their paper. By this point, they have used the Internet to search for great resources, as well as organized and sorted their information! They are ready to complete their research paper and use the tools they learned to be successful on this assignment. -Anna Phillips

Research and Information Fluency: I would have the students research birth and death rates of a certain region. The students would then be able to write a prediction equation that would allow them to determine what the population would be in ten years from now. The students would have to select proper information sources to determine the birth rate, death rate, and population of given regions. They would then have to organize the data that they found in order to write their prediction equation. Lastly the students would use this equation to evaluate for given values. -Lisa Cochran

====For this activity, each student would be assigned a hobby that they know nothing about. They would conduct research on the topic solely using Pinterest. The goal is to have each student become an expert on their assigned hobby after fully completing their search for knowledge. The students would be required to create a Pinterest “board” and “pin” all of their findings to the board. By using the search tools and categories provided by Pinterest, students will search and be exposed to thousands of links to websites related to their hobby. They will be required to pin at least 5 instructional videos, 20 informational websites, 10 blogs and/or wikis, and as many pictures as they would like to their board. They will then write a brief essay explaining their hobby and everything they learned about it from their research. They will also explain the steps and the process of their search, what they liked and disliked about it, and how they can improve their research process in the future. – Tiffany Broadbent====

What does a last name mean? Students will research the origin of their last name. Students will have to write a report on where the name originated from (information about the area), the meaning of the name, and ethical beliefs. Students will research credible websites, interview and survey family members. Students also explain what does family means to them. Students will create a digital family collage as part of their report. -Kamesha Fullman
 * Research and Information Fluency: What does your name say? **