9th Grade ELA Dystopian Research Project
March 28th, 29th & April 2nd, 2024
Text 4 Help #: 785-260-0015
Mrs. Finney's Email: [email protected]
Mrs. Sandberg's Email: [email protected]
Text 4 Help #: 785-260-0015
Mrs. Finney's Email: [email protected]
Mrs. Sandberg's Email: [email protected]
Day 1: Preliminary Googling & Topic Selection!
Preliminary searching is done to gain basic knowledge on a chosen topic. The results from a preliminary search are not exhaustive, and should not be the sole source of information on a topic. Use a search engine like Google to learn what is being discussed about your chosen topic. Yes, read Wikipedia. Write down words that you notice getting repeated and questions that pop into your mind as you do this casual first step.
Day 2: Using Google & lateral searching to find your first source!
If you were to do a Google search today, how would you know if the information you found is correct? If you share an article on social medial, are you sure you're sharing credible information? The best way to verify if a source is accurate and reliable is through:
- CLICK RESTRAINT - don't always click the first result in Google. Website developers use "search engine optimization" in order to be the first thing you see.
- LATERAL RESEARCH - it's quick, easy, and will you will learn so much!
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When reading information online, users need to look for several things:
Want to know more? Watch the video above from Author John Green (author of the Fault in our Stars) and Crash Course.
Let's practice!
- Who is the publisher? Look up the company/organization and learn about them.
- Who is the writer? "Google" the author(s) and learn their credentials.
- What are the facts? Verify the same facts and statistics on other resources.
Want to know more? Watch the video above from Author John Green (author of the Fault in our Stars) and Crash Course.
Let's practice!
Example 1: Video Below
Example 2: Article Button Below
Cite your Final Sources with MyBib - Click Here!
Day 3: Use Explora OR Gale Science in Context to find your Second Source!
THREE Libraries provides access to online resources for WRHS Students. Use THIS DOCUMENT to know about accessing these resources, especially from home.
Two resources which will be most helpful for this project are:
1. Explora - The Explora interfaces include Academic Search Premier, MasterFILE Premier, Newspaper Source Plus, and EBSCO ebooks as sub-databases (EBSCO - State Library)
Video Tutorial (4 min)
2. Science in Context- information on hundreds of today's most significant science topics. Contains full-text magazines, academic journals, news articles, experiments, images, videos, audio files and links to vetted websites (Gale - WRHS)
Video Tutorial (2 min)
Two resources which will be most helpful for this project are:
1. Explora - The Explora interfaces include Academic Search Premier, MasterFILE Premier, Newspaper Source Plus, and EBSCO ebooks as sub-databases (EBSCO - State Library)
Video Tutorial (4 min)
2. Science in Context- information on hundreds of today's most significant science topics. Contains full-text magazines, academic journals, news articles, experiments, images, videos, audio files and links to vetted websites (Gale - WRHS)
Video Tutorial (2 min)
Day 4:
Narrative Writing tips...Chat with School AI's Sidekick about best writing practices for a narrative piece after conducting research on a catastrophic event.
Kansas Standards: Library/Information & Technology
INFORMATION VALUE
12.1.2 - recognize gaps in one's own knowledge
12.1.4 - assess the value of various types of print and electronic information resources including databases, internet sites, e-books, and government resources
12.1.8 - read a variety of materials for educational and personal enjoyment
INFORMATION AS EXPLORATION
12.2.5 - demonstrate motivation by seeking information to answer nonacademic and academic questions and interests; trying a variety of formats and genres; and displaying willingness to go beyond academic requirements
INFORMATION RESEARCH AS INQUIRY
12.3.3 - demonstrate mastery of technology tools for accessing information and pursuing inquiry
12.3.10 - display emotional resilience by persisting in information searching despite challenges
INFORMATION AUTHORITY
12.4.1 - evaluate and select information based on quality, credibility, accuracy, appropriateness for needs and social and cultural perspective
12.4.4 - recognize and understand own personal biases and cultural context in relation to finding, gathering and processing information
12.4.9 - give credit to original ideas of others through proper attribution and citation
12.4.10 - differentiate various types of authority (e.g., academic expertise; social or political office or title; or special experience such as participation in an historical event)
INFORMATION FORMAT
12.5.8 - use information and computer technology ethically and responsibly
12.5.9 - actively foster a positive digital identity and reputation
INFORMATION AS CONVERSATION
12.6.1 - construct appropriate bibliographic citations including in-text citations for research papers
12.6.9 - identify and evaluate more than one published perspective on an issue
INFORMATION VALUE
12.1.2 - recognize gaps in one's own knowledge
12.1.4 - assess the value of various types of print and electronic information resources including databases, internet sites, e-books, and government resources
12.1.8 - read a variety of materials for educational and personal enjoyment
INFORMATION AS EXPLORATION
12.2.5 - demonstrate motivation by seeking information to answer nonacademic and academic questions and interests; trying a variety of formats and genres; and displaying willingness to go beyond academic requirements
INFORMATION RESEARCH AS INQUIRY
12.3.3 - demonstrate mastery of technology tools for accessing information and pursuing inquiry
12.3.10 - display emotional resilience by persisting in information searching despite challenges
INFORMATION AUTHORITY
12.4.1 - evaluate and select information based on quality, credibility, accuracy, appropriateness for needs and social and cultural perspective
12.4.4 - recognize and understand own personal biases and cultural context in relation to finding, gathering and processing information
12.4.9 - give credit to original ideas of others through proper attribution and citation
12.4.10 - differentiate various types of authority (e.g., academic expertise; social or political office or title; or special experience such as participation in an historical event)
INFORMATION FORMAT
12.5.8 - use information and computer technology ethically and responsibly
12.5.9 - actively foster a positive digital identity and reputation
INFORMATION AS CONVERSATION
12.6.1 - construct appropriate bibliographic citations including in-text citations for research papers
12.6.9 - identify and evaluate more than one published perspective on an issue