Tie Things Up Blog 7

TIE THINGS UP

THE KNOT

 

 

We all tie knots almost every day. 

Above is a simple square knot.

We are going to practice tying this knot today.

 I want you to research knots using the resources we have covered.

After locating diagrams of knots, select one you would like to tie.

Demonstrate and practice this knot for the class.

***You may work with a partner on this***

 

Notes---I’m not sure this covers all 4 DOK’s but this is designed as a fun activity that still incorporates research and working with partners.  Discussion can include where a certain knot is best used. Standards include R6.A.2.4, R6.A.1.3, R6.B.3.3.3.  The inspiration for this came from our visit to the nautical museum.  I knew little about tying knots but was impressed with how easily it engaged us in working together.  It would be a good activity to use at various grade levels.

America's Second War for Independence Blog 6

AMERICA’S SECOND WAR FOR INDEPENDENCE

1.     Scavenger Hunt  (6^th grade)

  In groups of 4, use available library resources to make a list of all wars that the United States has been involved in since 1770.  DOK#1 

2.    From your list, what was the name of the original war for our independence?  DOK#2

3.     Did you discover the name of the 2^nd war for independence?

***Hint – We fought against the same country.

4.     Now that you know the name of war, use the card catalog to locate all the non-fiction books we have on this war.

a.      The War of 1812 by Susan Haberke

b.      The War of 1812 : The Fight for American Trade Rights by Carl Benn

c.     The War of 1812 by Don Nardo

5.    Using these books and any reference books books that help (encyclopedias, almanac etc) identify:       

a.      Why Americans were fighting in the first place.  DOK#3  1.9.12.A

b.      Name the two main fronts (vocabulary word) upon which the war was fought.

c.     Make a list of the heroes and villains that fought in the war.  ***Remember, you must be able to defend your choices.  DOK#4   1.1.4.D & R6.A.2.3

NEED MORE INFO??  USE THE EBSO HOST WEB TO ADD TO YOUR RESEARCH.

**This would be an activity that I would use as a concluding activity of the 6^th grade library unit so that students may demonstrate their knowledge and use of the library resources that were introduced.  Resources include, but are not limited to, encyclopedias, the card catalog, Reader’s guide to periodical Literature, World Almanac, Ebsco Host Web, etc.

Capitol and More Capitals Blog 5

CAPITOL AND MORE CAPITALS

 

      Two words that look similar and sound the same,  But, do they mean the same??  Look them up in the dictionary.  DOK #1  R6.A.2.1

     You might say that it takes a lot of capitol to build a capital.

What is our nation’s capital?  Was it always there?  Name the other locations of our nation’s capital.  DOK #2   1.8.11.B

Name the first president to govern in each of these capitals.

Why was the capital moved?  DOK#3  1.9.12.A

Who designed the nation’s capital we have today?

Speculate (another vocabulary word) on the reasons the capital might move today.  Explain your answer.  DOK#4

All library resources may be used to locate and expand on your answer.

Transportation Blog 4

TRANSPORTATION

1.    Define transportation using a dictionary in the library.  Discuss the meaning.  DOK#1  R6.A.2.1

2.    Using the Power Library make a list of  the different  modes of transportation used today.

3.    Now make a list of the modes of transportation used between 1776 and 1840.  DOK#2

4.    If you lived on the frontier of western Pennsylvania, what goods might you want to ship east to Philadelphia?  Why?

5.    If you lived in Philadelphia, what goods might you want to ship to the frontier of western Pennsylvania?  Why?  DOK#3

6.    Determine the best way to ship those same goods today.  Support your answer using the Power Library.  R6.A.1.3

7.    Determine the best way to ship those same goods between 1776 and 1840.  Again, support your answer.  DOK#4

 

I want this to be primarily an exercise using the online resources available in Pennsylvania’s Power library.  If additional materials are needed, resources in the library may be used. 

Roles, Roles, Roles Blog 3

ROLES, ROLES, ROLES

What does that mean?  Students, via class discussion, will determine the meaning of roles.  DOK#1  R6.A.2.1

As a big, bad, 6^th grader you are going to do some comparing and contrasting.  What is your role in your family?  What chores do you do?  Do you have a paying job? What clothes do you wear (the styles you wear the most)?  DOK#2

Now, let’s compare you to your long ago ancestor, a boy or girl your age back in 1800.  What was their role in your family?

Make a chart comparing your clothes, chores and paying jobs to that of your ancestor in 1800.  DOK#3

Who has a better life?  Why?   If you could time travel back to 1800, would you??  Why?  DOK#4  R6.A.1.3

 

Again, this is all about research in the library.  In this case the bulk of the information can be located in book form using the card catalog.  Students will demonstrate proficiency in the use of the card catalog and the non-fiction books they locate (emphasis on using the index…..the theme of the 6^th grade library unit).  If needed online sources using the Ebsco Host Web may also be utilized.

Moving Day Blog 2

 

MOVING DAY 1776 – 1840

Today’s the day!!  Your family has decided to move to Western Pennsylvania, the very edge of civilization.   How are you and your family going to get there??  Between 1776 (Why is this date important?) and 1840 many advances were made to help you get from Mifflinburg to Western Pennsylvania. 

1.    Determine how many miles you need to travel.  Let’s use the Pittsburgh area for your destination.    List at least two library resources.  DOK#1   8.1.3.C

2.   How are you going to get there??  DOK#2

3.   What will you take with you??    Why?  DOK#3

4.   How does transportation improve between 1776 and 1840?  Inventions?    8.1.5.C

5.   When do you want to leave??  Explain your answer.  DOK#4

6.   How long will it take you to get there….then and now?

Students will use a variety of library resources including  the card catalog, geographical dictionaries, encyclopedias, maps, atlases and various online resources.

Blog 1 Heroes or Villains -- updated

Heroes or Villains --- Updated

     Sherri Conard and I do a portion of our library unit having students determine, based on their research, whether a figure in history is, or was, a hero or villain.  Depending on their research and point of view it is possible to have differing viewpoints.  In talking with Sherri, I decided to do a twist on this based on what I’ve read about our first seven presidents in Joy Hakim’s book.  Our Presidents did not always conduct themselves in a heroic manner.

OUR FIRST SEVEN PRESIDENTS:

George Washington, John Adams, Thomas Jefferson, James Madison, James Monroe, John Quincy Adams and Andrew Jackson

1.    Students will identify our first seven presidents using library resources (World Almanac  or any encyclopedia) or the Ebsco Host Web. DOK #1

2.   Students will select one of the seven to research further using Biographies, Biographical dictionaries, Biography Reference Bank , Encyclopedias, Almanacs or Ebsco Host Web**No more than 4 students per president. R6.A.2

3.   Students will make a list of “good” and “bad” decisions or activities that their president was involved in during their life.   DOK#2 & #3  They must be able to defend their choices with research.  R6.A.1.3.1

4.   Gather with the other 3 or 4 students who had the same president and,

A.      Compare their results.

B.      As a group, students will present their collective results to the balance of the class.  DOK#4