OVERVIEW: Library Research
AUTHOR(S): Steven Smith
VITAL INFORMATION
Subjects:	Media Science
Unit and Topic:	DNA structure and Library Research
Grade/Level:	10th
Time Allotment:	45 minutes
Pre-Requisite Skills:	Students must have basic organizational skills cursory knowledge of the library
Objective(s):	The students will be able to: locate library materials under the guidelines dictated by the Dewey Decimal System
Summary:	Students will be able to locate library resources in order to complete research assignment on DNA
PREPARATION
Instructional Materials	LCD laptop computer Internet access writing pad and easel simple VRML models for study 5 random items for study (one object for each group of students. My objects will be a rabbit shaped stapler, an afro wig, a stuffed giggling pig, a squishy tentacle ball, and a gorilla face tissue box. Any five objects could be used) 5 plastic shopping bags to conceal the objects handouts
Resources:	See attached PowerPoint (Lesson1) See attached handouts (Lesson1)
IMPLEMENTATION
Introduction/Motivation:	Have students get into five small groups. Present one bagged object to each group. Tell students to open the bags and check out the item inside. Give students one minute to check out their group’s item.
Learning Context :	Information given, Questioning, Inquiry Activity
Procedure:	Start PowerPoint and read objective from second slide. Show VRML object #1. Ask students to list characteristics and possible ways to categorize object. Write responses on notepad. Show VRML object #2. Ask students to list characteristics and possible ways to categorize object. Write responses on notepad. Distribute handout#1. Have students work in groups filling out handouts while analyzing objects that were given to them. Ask students what they came up with. Write student responses on the board. In groups, have students spread out and explore the non-fiction section of the library. Have them record within their groups at least one book from each of the 100’s (make sure this is explained.) Have them fill out handout#2 with information from the book. Bring groups back to the pad to discuss their findings. Have them make guesses based on their findings and record this information on handout#3. Go over DDC PowerPoint with students. Fill in rest of handout#3 and ask students how their results matched with the actual categories. Have students participate in Library non-fiction book hunt. To do the book hunt activity, write down titles from library non-fiction section on note cards. Each student gets one note card with a title on it. In group teams, students hit the stacks looking for their titles. Once the book is found, the students pull them from the shelves and bring them back to me. The team to locate all the titles first wins.
Differentiated Instruction:	Have students paired according to ability
Sample Student Products:	Completed handouts, participation in library book hunt
Collaboration:	Students will work in groups
Author's Comments & Reflections:	The most important thing I found was to make sure that you tell the students to find at least one example from each group of 100’s. Initially when I ran through I forgot to tell them that and I had students with 10 different examples of the 500’s but no 300’s or 400’s
STANDARDS & ASSESSMENTS
Standards	WV CONTENT STANDARDS AND OBJECTIVES: LM.10.1.1 select specific library resources as needed. LM.9.2.1 demonstrate knowledge of a secondary school library media center, personnel, organization, electronic retrieval systems and procedures. USA - 21ST CENTURY LEARNING SKILLS & ICT LITERACY Developing, implementing and communicating new ideas to others Acting on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs 21C.O.9-12.2.LS3 - Student engages in a problem solving process by formulating questions and applying complex strategies in order to independently solve problems. 21C.O.9-12.3.LS1 - Student remains composed and focused, even under stress, willingly aligns his/her personal goals to the goals of others when appropriate, approaches conflict from win-win perspective, and derives personal satisfaction from achieving group goals. NATIONAL STANDARDS Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. · Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
Assessment/Rubrics	RUBRICS Students will be assessed through accurate completion of the handouts and participation and completion of the book hunt activity.