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AFTER READING
OBJECTIVES
  • Formulate an inquiry question that is connected to this week's lesson focus.
  • Effectively and efficiently find, evaluate, and communicate information related to an inquiry question using electronic sources.
New Literacies
Synthesize
Analyze
Communicate
Navigate/Search
Identify Questions
Day 5
Day 4
Day 3
Day 2
Day 1
OBJECTIVES
  • Review types of electronic media.
  • Use electronic media to locate information.
Practice Book
Practice Book p. 29
with | without Answers
Practice Book
Practice Book p. 30
with | without Answers
NEW LITERACIES
Internet Inquiry Activity
EXPLORE TRAVEL IN THE UNITED STATES
Use the following 5-day plan to help students conduct this week's Internet inquiry activity
on what travel might teach people about the United States. Remind students to follow
classroom rules when using the Internet.
DAY 1
DAY 2
DAY 4
DAY 3
Identify Questions Discuss the lesson focus question: What can we learn about
the United States as we travel? Brainstorm ideas with the class and write their contributions on the board. For example, students might want to find out more about a city, a landform, a national park, or even a particular form of transportation. Have students work individually, in pairs, or in small groups to write an inquiry question they want to answer. Remind them to keep their research focus narrow.
Navigate/Search Have students use student-friendly search engines for their Internet research. Discuss appropriate keywords to begin their searches. You may want to suggest they look for sites with virtual tours. Show students how to analyze search engine results. Students can ask themselves questions such as: What is this site about? Who created it? What kind of information will I be likely to find here? Check that students are able to identify sites relevant to their inquiry questions.
Analyze Have students explore the Web sites they identified on Day 2. Remind them
to gather information from more than one site, take notes, and save their source information. If allowed, suggest they print photographs and other graphics that will help people visualize their research information.
Synthesize Have students synthesize information from Day 3. Remind them information can be organized in different ways. Sometimes it is appropriate to combine different ideas from their notes into paragraphs. Other times it is more effective to use a chart, diagram, web, or other graphic organizer.
Communicate Have students create posters that show something about what people can learn as they travel around America. Give students an opportunity to share their inquiry results.
DAY 5
RESEARCH/STUDY SKILLS
Electronic Media
TEACH
Ask students where they would find information for a report about immigrating to the United States from Japan. Students may mention library books, encyclopedias, or other reference materials. Remind them that a wealth of information can be found on electronic media. Electronic media includes any resources that require electricity to function.
Explain there are two types of electronic media, computer and non-computer sources. Invite students to brainstorm examples of both types.
  • Computer sources: CD-ROMs, DVDs, and the Internet (including online sources such as Web sites, encyclopedias, newspapers, and so on).
  • Non-computer sources: audiotapes, videotapes, DVDs, films, filmstrips, television shows, and radio.
Have pairs use electronic media from the classroom or library to find information about immigration to the United States from Japan. Each pair should research one computer source and one non-computer source. Ask:
  1. What type of electronic media sources did you find? What kind of information did each source include?
  2. Which source was more helpful? Why?
Responses will vary depending on electronic media sources students choose.
Electronic Media
ASSESS
As students work, check whether they are able to use titles and source descriptions to select relevant electronic media and if they follow appropriate steps for accessing and evaluating information from each source.
For more practice or to assess students, use Practice Book pp. 29–30.