Research+and+Information+Fluency

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This page correlates with the NETS - Student Standard stated below:

Research and Information Fluency[[image:Picture_3.jpg]]
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.

(Post your activities and lessons here that fall under this standard.) iPhoto Book ||< Megan Axe ||< Using iPhoto’s Book Feature, my students are creating a book explaining a historical topic from the 20th century. They may create a historical perspective; however, they are highly encouraged to be creative and generate a historical narrative. History is, indeed, a story. Their main objective is to explain their topic in a way that their classmates will comprehend. ||< iPhoto ||< 5 days ||  ||
 * < Activity Name ||< Activity Author ||< Activity Description ||< File/Website/Resources Links ||< Activity Duration || Comments ||
 * < //Element Song// ||< //Jared Mader// ||< //Students were asked to create a podcast that demonstrates a self-created song. The song was to accurately describe the properties of their assigned element. Podcasts were then to be posted on the class Wiki.// ||< //[|Audacity Tutorial.doc], http://maderwiki.wikispaces.com//// ||< 2 days ||  ||
 * < Civil Liberties Book ||< Patrick Conrad ||< Students created a book that included text and pictures that describe civil liberties and one in particular with related web links and photos in iPhoto. Students then shared their iBooks with their classmates. ||<  ||< 3 days ||   ||
 * < WebQuest ||< Steph Raquet ||< Students created their own note guides on similar polygons using Microsoft Word. Students searched the Internet for appropriate sources for definitions, properties, and examples. At the end of the class, students shared their notes and examples with classmates in small groups. ||<  ||<   ||   ||
 * < Presidential Rank ||< Patrick Conrad ||< Students, in groups of 4, researched the successes and failures of our 42 Presidents and evaluated them based on the 7 roles of the executive office. They ranked all presidents from #1-#42 and posted their evaluations on a GoogleDoc to be shared by all of my students They can then comment on the rankings through a wiki. ||<  ||< 5 days ||   ||
 * < Decades