LEARN NC: Search Results

Adding support and detail without getting arrested!: This lesson plan is designed to teach students the concept of using facts to support ideas and to interpret (elaborate on) those facts in order to create a synthesized paragraph.; Format: lesson plan (grade 9–12 English Language Arts and Information Skills); By Bonnie Mcmurray and Julie Joslin.

Animal research: A multimedia approach: Students will be working with a partner to research a favorite animal. They will be required to use a wide variety of resources which include multimedia software packages, the Internet, and various books. The students will be looking up general information about their animal, such as its habitat, place on the food chain, size, etc. Ultimately the students will be responsible for presenting the information they have gathered in some form of multimedia presentation. This activity is primarily student-oriented rather than teacher-oriented in that the students will be selecting what animals they want to research and what materials they want to use in creating their report. The teacher will give some basic requirements and guidelines to ensure that students are on task.; Format: lesson plan (grade 4 English Language Arts, Information Skills, and Science); By Amy Edwards.

Beginning biography research: Encyclopedia research skills will be taught using biographies of famous people. This is one lesson in a collaborative unit taught by both the classroom teacher and the library media coordinator.; Format: lesson plan (grade 2–3 English Language Arts and Information Skills); By Joan Milliken.

Comparative anatomy: A continuum: In groups, students will design a presentation that will trace the development of an organ system through the major phyla of the animal kingdom looking for the relationships between structure and function by documenting adaptations.; Format: lesson plan (grade 9–12 English Language Development, Information Skills, and Science); By Joan Warner and Melissa Thibault.

Features of print: In this lesson, the teacher introduces the concept of gathering information from chapter headings, bold type and other organizational features of print (such as tables of contents) in non-fiction texts in print and online.; Format: lesson plan (grade 1–2 English Language Arts and Information Skills); By Gail Goodling, Susan Lovett, and Sue Versenyi.

Formulating questions to meet information needs of ELL students: This is a multi-activity lesson plan to teach the concept of asking engaging, researchable questions prior to reading. This leads to effective inquiries during project or research work in any content area. Using engaging questions creates a sense of connectedness by linking academic contents with students' personal concerns. The lesson is primarily designed for English language learners although it can be adapted for mainstream students. This lesson can also be modified for use with grades 4-8.; Format: lesson plan (grade 3–5 English Language Development, Information Skills, and Social Studies); By Deborah Wilkes, Kristi Triplett, and Karen Waller.

How to identify search terms in an index: Students will learn to use the index to determine if the source has information about a topic and, if so, how to find the information.; Format: lesson plan (grade 6–8 Information Skills); By April Wells, Christina Klonne, Jennifer Tuttle, and and Julie Bingham.

Interdisciplinary integrated unit on DNA and genetics Part A: Science: The first part of an interdisciplinary week-long unit on DNA and genetics, focusing on science. Parts B and C of the unit focus on math and language arts.; Format: lesson plan (grade 7–9 Information Skills and Science); By Jane Lentz, Jimmy White, Tori Goldrick, and Marlene Smith.

Literature biography project: Students will learn to develop the various processes used in researching and writing a biographical research paper, including brainstorming, note taking, outlining, creating a bibliography, and writing the final draft.; Format: lesson plan (grade 6–8 English Language Arts and Information Skills); By Sandra Dail.

Reading guides: Groups will develop a Reading Guide for each non-fiction resource book for units in science, social studies, and other curriculum areas. Students will identify useful features each book and where the important information will be found. Reviewing non-fiction features of print resources will familiarize the class with material on reserve for the unit. Overviewing and identifying text features will help students determine how to approach the various formats of text relevant to the topic.; Format: lesson plan (grade 6–8 English Language Arts and Information Skills); By Elizabeth Hubbe.

Research frenzy: Students will use a variety of reference materials to complete a trivia-question scavenger hunt assignment. Within the context of this assignment, students will be exposed to questions in many curriculum areas.; Format: lesson plan (grade 4–5 Information Skills); By Jan King.

Resource recon: Teams of students will search for the answers to questions using various information resources. The questions will be in categories such as: biography, current events, historical events, geography, language. Besides competing for the fastest answer, the students will learn (1) how to use the resource effectively and (2) which resource is best for finding different types of information.; Format: lesson plan (grade 4–7 English Language Arts and Information Skills); By Keith Dudley.

Strategy lesson: KWL: This lesson activates students' prior knowledge about famous North Carolinians and helps them organize thoughts and questions before they read biographies.; Format: lesson plan (grade 4–5 English Language Arts and Information Skills); By Alisa McAlister, Sherry French, and Harnetha Hudgins.

Underground Railroad quilts: Fact or folklore?: In this lesson, students explore the controversy surrounding a book entitled Hidden in Plain View: A Secret Story of Quilts and the Underground Railroad, which was published as a non-fiction account of fugitive slaves sending coded messages through quilt patterns. Students evaluate numerous sources and assess the validity of each in an attempt to determine if the quilt codes are fact or folklore.; Format: lesson plan (grade 8–12 English Language Arts, Information Skills, and Social Studies); By Abby Stotsenberg.

Who's Theodor Seuss Geisel?: Meet the real Dr. Seuss: Students will search internet resources, print and multimedia encyclopedias to research information on Dr. Seuss. Students will use a "Biography" template to document information, site resources, and write a simple biography report.; Format: lesson plan (grade 2 English Language Arts and Information Skills); By Amy Rhyne, Paulette Keys, and Sarah Carson.

The wolf in children's books: Students will explore the ways wolves are represented in children's stories. They will decide if the wolf is a protagonist or an antagonist in the story. They will also attempt to determine if these representations are scientifically accurate. The first in a two-part lesson.; Format: lesson plan (grade 3–4 English Language Arts and Information Skills); By Vanessa Olson.

Resources on the web

American Memory Project Learning Page: Use the American Memory web site to teach about United States history and culture with these tips and tricks, frameworks, activities, and lessons that provide context for their use. (Learn more); Format: website/lesson plan; Provided by: Library of Congress