http://www.informationliteracy.org/searchNew plans http://www.informationliteracy.org/plans/view/201This activity may be included in a study of the human body in a science or health unit. The students will use multiple formats and sources to select and illustrate separate structures in the brain. This lesson will establish the relevance of the learning content for students and build confidence in their ability to achieve the learning requirements. http://www.informationliteracy.org/plans/view/205Students will work in groups studying one of the planets from the solar system. The students will be exposed to a variety of sources for their research, including print and non print material. The resulting project will be a powerpoint presentation. http://www.informationliteracy.org/plans/view/214In collaboration between a fifth grade teacher and an elementary LMS, a WebQuest of National Parks was created. This WebQuest provided a cooperative group experience whereby students researched the physical, historical, geographical, and ecological aspects of various National Parks. Their work culminated in a written report and oral Power Point presentation. This WebQuest can be found at: http://gcs.neric.org/faculty/ctubbs/National_Park_Webquest.htm In the course of this research project, students were taught the importance and process of creating a bibliography. Instruction was focused on bibliographies for books, magazines, encyclopedia articles, and web pages because those were the sources the students would use in their research. http://www.informationliteracy.org/plans/view/215This lesson will enable the students to learn about "pattern books" and what it is like to create a pattern book of their own in collaboration with others in a group.This lesson can also be modified to use as a Family Literacy Event. http://www.informationliteracy.org/plans/view/222Learning to use primary documents need not be dull and tedious for students if they are introduced to it using this fun scavenger hunt that requires them to examine a variety of documents, read for information and activate prior knowledge. http://www.informationliteracy.org/plans/view/224This long-term lesson is designed to expose students to the many options available to them while searching the Internet. Intertwined throughout the lessons is Internet safety. Students pick the topics of interest, while learning to search images, directories, phonebooks, and advanced web searches. Once basic skills are learned, collaborating with the classroom teacher on curriculum-based projects will reinforce these newly acquired search skills . http://www.informationliteracy.org/plans/view/227By examining past Caldecott medal recipients and honor books, students are introduced to American Library Association's (ALA) criteria for selecting Caldecott books. Students will then apply ALA's critera while examining new books. Exploring the art, how the art relates to the text, and the how the pictures help the reader predict what the text will be. Once the entire class has examined the new books, students will vote on their favorite and a class tally recorded. Recorded information will be converted into graphs for hallway display. http://www.informationliteracy.org/plans/view/228The students will work in partner pairs through a Dewey Decimal treasure hunt activity designed to get them looking at specific non-fiction call numbers and broadening their horizons when looking for books for pleasure. This is a fun activity that has students learning although they will tell you they are not working hard at all, rather completely enjoying themselves! http://www.informationliteracy.org/plans/view/234Taking care of our ocean is critical in maintaining a healthy environment for both humans and sea life. The ocean covers about 75% of the earth and it helps to sustain our survival. Pollution threatens not only the survival of sea life, but also human life. This lesson is part of a unit that provides students the opportunity to study how pollution impacts the ocean around them.Previous lessons in the unit have already covered the development of meaningful, higher-level questions. Students have already generated a class list of these research questions and this was recorded in the W section of a KWL chart that was initially started in a previous lesson. This list will be used in the following lesson.This lesson is conducted in the Library Media Center (LMC). The teacher introduces the target and concept. The Library Media Specialist (LMS) models and explains what students are expected to do during the practice portion of the lesson. Prior to this lesson, the LMS types the research questions the class listed in the W section of the KWL chart into the Keyword Worksheet and writes 2 model research questions on chart paper. Both circulate among student pairs during the practice activity and conduct informal conferences. The LMS compiles searchable keywords identified by students on chart paper. http://www.informationliteracy.org/plans/view/235Children will be introduced to primary sources by playing a fun game of Telephone, talking about tall tales, and visiting the Library of Congress' collection of primary sources about Abraham Lincoln, especially in relation to his son, Tad, and to other children.