OUTCOME: Students will understand how to use the library and how to access information in any library.
CONDITIONS: This lesson could take more than one period of one hour. The teacher might want to divide the hunt into two days.
ACTIVITIES:
| TEACHER | STUDENT |
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¨ : Introduce the library as a source of primary and secondary sources of information. Have students participate in a "Library Scavenger Hunt" looking for information specific to your subject. Be sure to include Reference, Non-fiction, and Biography on your SCAVENGER LIST. Explain the use of card catalogues or computer catalogues. Be careful to give explicit examples. Students may work in small groups/teams or individually as long as they follow the social protocol of the library. Offer first, second, and third place prizes for completion. Make sure that you know where to find each piece of information before giving out the assignment.
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¨ Plan a strategy for finding the information. What questions do you need to ask before you begin? How are you going to organize your group to best advantage? |
MATERIALS: Scavenger lists with questions you want answered in the library.
MODIFICATIONS/ACCOMMODATIONS: Make sure that you have one strong reader on each team. Give hints as to where the students might find the information.
METHOD OF ASSESSMENT: Completed scavenger lists. Use Strategies’ section of General Rubric.
Standards:
WCCUSD Language Arts Standards and Benchmarks
2.1 analyze (1) the structure and format of workplace documents, including format, graphics, and headers and (2) how authors use the features to achieve their purposes.