AGOPPE+Lesson

= AGOPPE Research Model Lesson =

 Summary: Students will already have been told their brochure assignment and provided with both the citation and Glogster lessons. Students will be introduced to formal research using the AGOPPE research model using a slideshare : [|__http://www.slideshare.net/Lewis411/agoppe-9623804__] . The different steps in the model will be explained and examples of each will be given. The pathfinder will be introduced to the students, which provides students with resources they will be using to complete their project. The librarian will go through the pathfinder and will model how it can be used with the example of the sun. Students will then be given time to use the database for their own research.


 * Standard || AASL 2.1.4 Use technology and other information tools to analyze and organize information.
 * Standard || AASL 2.1.4 Use technology and other information tools to analyze and organize information.

Common Core:  RI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

NETS Standards: 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. || (Introduction to Lesson) || Students will watch a slideshare on AGOPPE.
 * Anticipatory Set

Students will be asked to repeat what each letter in AGOPPE stands for. || (Smart, Measurable, Action-oriented, Realistic, Time-bound) || Students will use the astronomy pathfinder to answer at least two of their project questions/add two items to their glogster. || (Refer to Bloom’s Taxonomy) || What do the letters in AGOPPE stand for?
 * SMART Objective
 * Essential Questions

How does AGOPPE help me complete research? ||
 * Guided Practice || The librarian will introduce the pathfinder to the students. She will briefly go through each page and then go back through to show how she would use each as a resource for her planet (she will use the example of the sun rather than a planet).

She will review by asking students where to find certain information within the pathfinder:

Where is the rubric for the brochure assignment (the second P)?

Where can I find the link to databases, websites, and e-books for the assignment ( the G section)?

What should I constantly refer back to when researching for my brochure (the A section)?

Students will be given time to use the pathfinder to research their planet. They will be required to post two resources to their glogster or write down two answers to their research questions in their science notebooks. This assignment will be up on the Promethean board. ||
 * Assessment/Activities || Students will be assessed on the completion of their assignment (to post two resources to their glogster or write down two answers to their research questions in their science notebooks). Their glogsters will be saved and checked by the librarian, and their science notebooks will be collected and checked at the end of the class period.

Ultimately, students will be expected to use the rubric on the pathfinder as a checklist for their brochure, and they will also be expected to take the survey that is linked on the pathfinder.

Students will have a prompt in their journals asking them to reflect on AGOPPE. They must write what it stands for and how useful they found it. || (e.g. pair-share, exit ticket, write in journal) || Students will save their glogs and close out of the pathfinder. They will line up and turn in their science notebooks to the librarian. ||
 * Closure/Wrap-up