MartinS

Ms. Mason’s sixth graders are preparing to do a social studies project. They will be researching ancient China and preparing a timeline which features that achievements and contributions of their assigned dynasty (Shang, Zhou, Qin, or Han) Students are required to reference at least one print and one electronic resource.
 * Pre-Assessment**

Since the school has recently acquired a subscription to netTrekker, the librarian will teach them how to search electronic resources using that tool. One week prior to the lesson, the librarian will assess the degree of instruction needed by asking the students to take the following Pre-Assessment.


 * [[file:Library Resource Survey.doc]]**

From the Metro Nashville Public Schools Writing Standards for Sixth Grade:
 * Goals/Standards**

· Uses organizational features of electronic text (e.g., databases, keyword searches, etc) to locate information

· Uses a systematic process to gather information: § Limits topics § Locates and compares varied sources § Uses media center, electronic, and human resources

· The sixth grade learners will locate electronic resources using netTrekker. · The learners will evaluate website annotations to decide the relevancy to the project. Relevancy of article topic will be determined using the project guidelines that call for dated achievements of a particular dynasty. · Students will find at least one fact through electronic text by the end of the class period. The completion of individual projects will reflect information process. · Learners will master the concept by locating and retrieving an appropriate resource. In addition, they are expected to complete the Post-Assessment with a score of 80% or higher.
 * Objectives**


 * Materials**
 * **Librarian -** Teaching computer, LCD projector, library resource survey, post-assessment, printer
 * **Students -** Pencil, paper, computer, knowledge of assigned dynasty, highlighter

Ask the students why they have come to the library today. Allow them to explain that they need resources about China. Then pull up Google and type in China. View a couple of sites and ask the students if that is the information they need. Emphasize the importance of selective research. Explain to them that they will be exploring a great tool called netTrekker to help them become better researchers.
 * Set Induction**


 * Instructional Sequence**
 * 1) The librarian will use the LCD projector to show students where and how to access the netTrekker site. Then she will navigate to the Middle School area.
 * 2) The librarian will demonstrate the variety of ways to search the website.
 * 3) Using a keyword search – type in the name of the dynasty or a specific achievement that students have already learned in classroom discussion.
 * 4) Using the timeline – show the students the Timeline area – use the innovations section to find “The Great Wall” which will link to numerous hits for Ancient China.
 * 5) Using the Topic features on the front page – go through Social Studies to World History, Ancient Civilizations, etc.
 * 6) The librarian will explain the use of the website annotations and reading level hints for students. This will help them to evaluate article relevance to the “achievements” criteria and minimize frustration.
 * 7) Remind students to jot down the URL of things they like as they browns, so in case something happens, they will be able to find it again.

The librarian will “let ‘em loose” to do their own personal research. Students should be able to find at least one, if not several achievements about which they can report on their timelines. Students will print one of the articles in order to highlight the specific achievements they discovered, and they will turn those in with the post-assessment.
 * Closure**

This lesson will be assessed through two methods. First, students will take the same survey they answered before the lesson. Upon taking the post-assessment, I would expect students to score an 80% or higher. In addition, students should be able to show the teacher and librarian an example of the resources they found.
 * Assessment**

The comparison of pre and post-assessment scores will show student gains.


 * Adaptation and Extensions**
 * 1) The reading levels in any middle school classroom vary widely. The netTrekker search results allow for students to choose material that suits their needs.
 * 2) Teacher assignments for the dynasties will require a mixed ability level for each group. Although the students are not creating a group product, the low students can benefit from the peer interaction during research.
 * 3) The presentations made by the librarian address multiple learning styles. The netTrekker tutorial reaches both visual and auditory learners. The project in itself is subjective for individual achievement.