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OVERVIEW
Content Area: Information Literacy
Grade Level: 4th
Project Description:
In a “whodunit” fashion, students will solve the mystery of the Greek god who “stole” the library books
from the library. The teacher will give the students four clues through a Canva Presentation. The students
will have to use said clues to research each Greek god posted on the Britannica Kids Encyclopedia in order
to interpret and present their case on the supposed book thief. Students will work in groups to find,
deliver, and present the information in order to exercise their collaborative learning skills. The students
must recreate the crime through a storytelling and/or presentation platform of their choice.
In summary, the project can be broken down into four distinct parts:
1. Digital Recreation of the Crime
Students will use a storytelling and/or a presentation platform to recreate the crime as they
imagine it, mainly using the clues provided and the information they gathered as their creative
guide.
2. Information Collected as Evidence, or the Argument
Students must “back up” their retelling of the crime with the evidence they collected from the
encyclopedia page to demonstrate that the Greek god they selected is the correct one. They will
present their evidence through their presentation and/or storytelling platform.
3. Properly Citing the Reference Source
Students must properly credit the Britannica Kids encyclopedia as their information source.
4. Delivering the Information to the Class
As a group, students must take turns delivering their case to the class by explaining their
presentation and information organization methods.
Although this information literacy project addresses multiple standards, it is mainly designed to
complement the Common Core LAL Standards of student proficiency in Greek mythology terminology
(CCSS.ELA-Literacy.RL.4.4). Thus, one of the goals of this project is to bridge the curriculum across the
disciplines in order to promote student learning that extends beyond the confines of the classroom.
Other goals include having students work on an inquiry-based project, where they find information in
order to defend their case, thus, realizing the value of harnessing and presenting information for their
own means.
In order to successfully complete this project, students must already have developed skills in primary
research techniques, such as finding and identifying desired information, as well as how to correctly cite
an encyclopedia source. Therefore, this project would be ideal at the end of a unit on finding and citing
different information sources, utilizing encyclopedias, or in correlation with a unit in which Percy Jackson
is the primary reading text, as further discovery of the Greek Gods is a secondary goal of this information
literacy project.
STANDARDS ADDRESSED
AASL Standards Common Core Crosswalk
1.1.1 Follow an inquiry-based process in seeking knowledge in CC.4.W.7 Research to Build and Present Knowledge: Conduct
curricular subjects and make the real world connection for using short research projects that build knowledge through
this process in own life. investigation of different aspects of a topic.
1.1.4 Find, evaluate, and select appropriate sources to answer CC.4.R.I.7 Integration of Knowledge and Ideas: Interpret information
questions. presented visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, time lines, animations, or interactive elements on Web
pages) and explain how the information contributes to an
understanding of the text in which it appears.
1.1.6 Read, view, and listen for information presented in any format CC.4.R.L.1 Key Ideas and Details: Refer to details and examples in a
(e.g., textual, visual, media, digital) in order to make inferences and text when explaining what the text says explicitly and when drawing
gather meaning. inferences from the text.
1.1.9 Collaborate with others to broaden and deepen understanding. CC.4.W.6 Production and Distribution of Writing: With some
guidance and support from adults, use technology, including the
Internet, to produce and publish writing as well as to interact with
others; demonstrate sufficient command of keyboarding skills to
type a minimum of one page in a single sitting.
2.1.2 Organize knowledge so that it is useful. CC.4.W.1.a Text Types and Purposes: Introduce a topic or text
clearly, state an opinion, and create an organizational structure in
which related ideas are grouped to support the writer's purpose.
2.1.4 Use technology and other information tools to analyze and CC.4.W.8 Research to Build and Present Knowledge: Recall relevant
organize information. information from experiences or gather relevant information from
print and digital sources; take notes and categorize information, and
provide a list of sources.
2.1.5 Collaborate with others to exchange ideas, develop new CC.4.W.6 Production and Distribution of Writing: With some
understandings, make decisions, and solve problems. guidance and support from adults, use technology, including the
Internet, to produce and publish writing as well as to interact with
others; demonstrate sufficient command of keyboarding skills to
type a minimum of one page in a single sitting.
3.1.2 Participate and collaborate as members of a social and CC.4.W.6 Production and Distribution of Writing: With some
intellectual network of learners. guidance and support from adults, use technology, including the
Internet, to produce and publish writing as well as to interact with
others; demonstrate sufficient command of keyboarding skills to
type a minimum of one page in a single sitting.
3.1.3 Use writing and speaking skills to communicate new CC.4.SL.4 Presentation of Knowledge and Ideas: Report on a topic or
understandings effectively. text, tell a story, or recount an experience in an organized manner,
using appropriate facts and relevant, descriptive details to support
main ideas or themes; speak clearly at an understandable pace.
3.3.5 Contribute to the exchange of ideas within and beyond the CC.4.W.6 Production and Distribution of Writing: With some
learning community. guidance and support from adults, use technology, including the
Internet, to produce and publish writing as well as to interact with
others; demonstrate sufficient command of keyboarding skills to
type a minimum of one page in a single sitting.