Date: September 6, 2003

Grade Level: 4, 5, 6, 7, 8

Subject(s):

• Information Literacy
• Language Arts/Process Skills
• Social Studies/US History
• Computer Science

Duration: 8 or more class sessions

Description: This unit of study will ask students to become familiar with the Dewey Decimal System, the many different sources of information available in libraries, and how technology can be used in the research process. It will utilize web links to teach the way information is organized in a library and how students can find the data that they need for reports or just to satisfy a curiosity.

Goals:
NCTE/IRA Standards for the English Language Arts :

• 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate and synthesize data from a variety of resources to communicate their discoveries in ways that suit their purpose and audience.
• 8. Students us a variety of technological and information resources to gather and synthesize information and to create and communicate knowledge.

• Standard 4B - The student conducts historical research
  Therefore, the student is able to obtain historical data from a variety of sources, including: library and museum collections, historic sites, historical photos, journals, diaries, eyewitness accounts, newspapers, and the like; documentary films, oral testimony from living witnesses, censuses, tax records, city directories, statistical compilations, and economic indicators.

• 1. The student who is information literate accesses information efficiently and effectively.
  
• 2. The student who is information literate evaluates information critically and competently.

1. Students will become familiar with and practice using the Dewey Decimal System.
2. Students will be made aware of all of the various sources available for obtaining historical information.
3. Students will use technology to find information about authors.
4. Students will use technology to find information about resources available.
5. Students will use graphic organizers to record data.

• computers or access to a library
• a collection of buttons, lids, rocks, etc. for sorting
• texts on the use of the library
• pencils
• Research Task
• The Dewey Decimal System
• Interest Research Graphic Organizer
• Author Research Graphic Organizer
• Outline for Author Information
• Graphic Organizer for President Research
• Rubric

Handouts in .pdf format; requires free Adobe Acrobat Reader.

Click the icon to obtain the free Reader.

Teacher Preparation: Run off copies of the task, graphic organizers, outline, and rubric for each student. These could be put in a folder or handed out as assignments are given. Become familiar with the web sites provided. Gather a collection of lids, rocks, buttons, or other small objects to be used for sorting.

Instruction and Activities:

Day 1:
Introduce students to the unit by asking them to sort items like buttons, bottles, lids, etc. If boys and girls have done "sorting" in math, they will probably be able to tell you quickly that size, color, thickness, texture, materials, etc. can categorize them. If students have not had such an activity, you will probably need to give them some time to think about how to sort. (I would suggest putting them in small groups with some of the items and letting them come with categories of their own.) After you are sure that students understand that sorting is a way of recognizing different characteristics of things, show them several books of various size, color, thickness, illustrations, etc. Ask them how you could sort the books so that you would know what they are. Many students will be aware of the library system of categorizing books by number, but they may not realize that we call the process the Dewey Decimal System. (This will be a good opportunity for you to see prior knowledge and what students are going to need to know.) In addition, let them know that they will also be using the Internet to discover how to find information. Direct students to the following sites:

* Do We Really Know Dewey?
http://www.thinkquest.org/library/site_sum.html?lib_id=2525&team_id=5002

* The Dewey Decimal Classification - A Multimedia Tour
http://www.oclc.org/dewey/about/ddctour/ddc1.html

These sites give a basic overview of the Dewey Decimal System and why it is necessary to use when you have a large collection of books like those found in the library. Let the children work in pairs to discover this information. Plan to meet back as a whole class to discuss what they have learned.

Day 2:
The second day should be one of a continuation of the research on the Internet using the suggested web sites. Students should feel comfortable with the information they have learned before beginning any activities.

Day 3:
Hand out the Dewey Decimal System worksheet and explain to students that they are to complete it for today’s assignment. Direct them to the two following web links: http://www.deweybrowse.org/ and http://www.july15.com/julia/ddecimal.htm. Both of these sites list the 10 major classifications and their sub-classifications. They should also look at the site http://www.hcc.hawaii.edu/education/hcc/library/callno.html which shows examples of call numbers, titles, authors, and other information.

Day 4:
Ask students if they have ever searched the Internet for information about one topic. Tell them that today they are going to select a topic that interests them and complete the Interest Research Graphic Organizer as they discover information. Hand out the organizer and allow students to fill in the topic they will research. Direct them to these sites: http://www.thinkquest.org/library/JR_index.html and http://www.ipl.org.ar/youth/. Let them complete the graphic organizer. (Students could work in pairs, but I would suggest that both be responsible for his/her own graphic organizer since they will be a part of the rubric for evaluation.)

Day 5:
Tell students that today they will try to discover information about the authors of books that they enjoy. If students are unable to select an author, give them permission just to select any author from a list. Direct students to the following web link: http://www.amazon.com/exec/obidos/tg/browse/-/170540/ref=br_Ir_2/102-9499523-7166523. If older students are researching, they can use the "teen" set of authors. Hand out the Author Research Graphic Organizer and the Outline for Author Information. Have boys and girls follow the directions on the graphic organizer and then type in the name of the author they have chosen into the Search space to find out information about the author. They should complete the information in the outline as they read. They may not be able to discover enough information to fill in all of the blanks, but they should be encouraged to try. Again, this will be a part of the evaluation for the unit on the rubric.

Day 6:
Students will probably need more time to complete the previous assignments. You should also take this day to meet again as a whole class to discuss findings. (I would suggest summarizing on the overhead, chalkboard, or large butcher paper.) Remember that reviewing expands concepts and helps students to store what they have learned.

Day 7:
Tell students that today they are going to discover how many different sources of information are available by researching one of the Presidents of the United States. Hand out the Graphic Organizer for President Research. Explain that while the information is important if they are writing an essay about the man they have chosen, today you are more concerned that they learn that there are many sources of information besides books. The emphasis should be on the idea that historical papers, speeches, diaries, and logs also give us much information about the past. The graphic organizer will again be a part of the grading rubric. Meet back with the class to discuss the different sources of information found. Again, these could be listed for all students to see and review.

Day 8:
Have students bind or staple their research papers together with two copies of the Rubric. If time is available and it would be of student interest, they can make a simple cover for the papers. Go over the Rubric with the students. Ask them to complete the first one based on what they think they have accomplished during the research study. Tell them that you will complete the second Rubric for the final evaluation, but that their own evaluations will be a very important piece of the final grade. If time allows, meet and conference with each student about the final grade.

Assessment: Teacher observation, students' assignments, and the Rubric are all forms of assessment.

Useful Internet Resources:
* The Dewey Decimal Classification - A Multimedia Tour
A tour of why we have the Dewey Decimal System, information on how to research a topic, and a quiz. This is a good beginning site, especially for intermediate and middle school students.
http://www.oclc.org/dewey/about/ddctour/ddc1.html

* Do We Really Know Dewey?
The Dewey Decimal System is explained completely. This site is especially good for younger students or students with limited reading skills.
http://www.thinkquest.org/library/site_sum.html?lib_id=2525&team_id=5002

* ThinkQuest USA Library
This site is good for students wanting to find information on a particular subject or theme.
http://www.thinkquest.org/library/JR_index.html

* Dewey Browse
This site shows the ten categories of classifying books. It also allows students to find sub-categories within the main categories.
http://www.deweybrowse.org/

* Dewey Decimal Classification Index
This site lists the 10 categories for classifying books and their sub-categories.
http://www.july15.com/julia/ddecimal.htm

* Amazon.com - Authors & Illustrators: A to Z List
This site is good for finding information about authors of student books.
http://www.amazon.com/exec/obidos/tg/browse/-/170540/ref=br_Ir_2/102-9499523-7166523

* Children's Literature Web Guide: Authors & Illustrators on the Web
http://www.acs.ucalgary.ca/~dkbrown/authors.html

* Children's and Young Adults' Authors & Illustrators
http://falcon.jmu.edu/~ramseyil/biochildhome.htm

* Internet Public Library - Youth Division
This site is an Internet Public Library. Students can find information on most subjects along with other sources of information
http://www.ipl.org.ar/youth/

* Understanding Call Numbers
The site tells what call numbers are and how to use the information. The site also has visual examples.
http://www.hcc.hawaii.edu/education/hcc/library/callno.html

* NCTE/IRA Standards for the English Language Arts
http://www.ncte.org/standards/standards.shtml

* National Standards for History
http://www.sscnet.ucla.edu/nchs/standards/