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Teacher-Facing Resources

Type:Application Exercise

Estimated Time:35 minutes

Grades:3-4

Score Type:Mixed Graded

Work completed by a student will be graded through a variety of scoring options including participation, student self-assessment and teacher assessment via rubric to provide flexibility with the type of grade sent to the Learning Management System (LMS) gradebook. Student work may include opened-ended questions, correct/incorrect responses, a final product and/or a self-assessment

Available Language: English


Vocabulary: Environmental Awareness, Internet, Recycle, Recycling, Reduce, Researching, Reuse, Search Engines, Web Site Evaluation, Word Processing


Objectives:

  • Write opinion pieces on topics or texts, supporting a point of view with reasons.
  • Conduct short research projects that build knowledge about a topic.
  • Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
  • Conduct short research projects that build knowledge through investigation of different aspects of a topic.
  • Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Subjects:

Answer Qs Nonfiction

Language Arts > Reading / Literature > Comprehension / Analysis > Answer Qs Nonfiction

Electronic and/or websites

Library Media > Information Literacy > Reference and Research > Source Citations > Electronic and/or websites

Electronic and/or websites

Technology Education > Digital Literacy > Reference and Research > Source Citations > Electronic and/or websites

Environmental Issues - Conservation

Social Studies > Geography > Human Interaction With the Environment > Environmental Issues - Conservation

Environmental Issues - Sustainability

Social Studies > Geography > Human Interaction With the Environment > Environmental Issues - Sustainability

Environmental Issues - Waste Management

Social Studies > Geography > Human Interaction With the Environment > Environmental Issues - Waste Management

Expository / Nonfiction / Informational

Language Arts > Writing > Genre > Expository / Nonfiction / Informational

Expository Informational

Language Arts > Writing > Problem / Solution > Expository Informational

General Skills

Library Media > Information Literacy > Reference and Research > Search Strategies > General Skills

General Skills

Language Arts > Research > General Skills

How Where to Locate Information

Language Arts > Research > Search Strategies > How Where to Locate Information

Internet

Library Media > Information Literacy > Reference and Research > Reference Tools > Internet

Internet

Technology Education > Digital Literacy > Reference and Research > Reference Tools > Internet

Internet Search Engines

Language Arts > Computer Literacy Skills > Research > Internet Search Engines

Nonfiction

Language Arts > Reading / Literature > Graphic Organizers > Creating / Interpreting > Nonfiction

Nonfiction

Language Arts > Writing > Visual Aids > Graphic Organizers / Webs / Clustering > Nonfiction

Research

Library Media > Information Literacy > Reference and Research > Research

Search Engines 

Technology Education > Digital Literacy > Reference and Research > Search Engines 

Search Strategies 

Technology Education > Digital Literacy > Reference and Research > Search Strategies 

Web Page Navigation / Use of Browser 

Technology Education > Information Technology > Internet > Web Page Navigation / Use of Browser 

Web Searches 

Technology Education > Information Technology > Internet > Web Searches 
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EXCEEDS (4)MEETS (3)APPROACHES (2)DOES NOT MEET (1)
Directions and Participation The student followed all directions and went above and beyond in answering all questions in the assignment.The student followed all directions and answered all questions in the assignment.The student followed most directions and answered most questions in the assignment.The student did not follow directions or answer the questions in the assignment.
Required Final Product Components The final product includes additional elements to enhance the assignment beyond the required components.The final product includes all components required by the assignment.The final product includes most of the components required by the assignment.The final product does not demonstrate the components required by the assignment.
Organization and Originality The final product is exceptionally well designed, includes additional elements, contains no spelling, grammar or punctuation mistakes and reveals student’s creative insights into the assignment.The final product is neat, includes all components required by the assignment, contains minimal spelling, grammar or punctuation mistakes and includes some creative elements.The final product is adequate but lacks neatness and creativity, contains some spelling, grammar and punctuation mistakes and is missing required components.The final product is not neat or creative, is missing required components and contains many spelling, grammar or punctuation mistakes.
Digital Literacy Skills Application The final product clearly demonstrates an accurate and deep level of understanding of the concept.The final product demonstrates an accurate and appropriate level of understanding of the concept.The final product demonstrates some understanding of the concept.The final product demonstrates little to no understanding of the concept.
S.2.c Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
S.3.a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
S.3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
ELA-Literacy.RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
ELA-Literacy.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.3.7 Conduct short research projects that build knowledge about a topic.
ELA-Literacy.W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
ELA-Literacy.W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
ELA-Literacy.W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
ISTE seal of compliance for proficiency student standards ISTE seal of compliance for readiness student standards