document resume ed 365 323 title cd-rom …theme, including whales, animals, explorers, discoveries,...

DOCUMENT RESUME

ED 365 323 IR 054 769

TITLE Classroom/Media Connection: Accessing Skills withCD-ROM Encyclopedias.

INSTITUTION North Carolina State Dept. of Public Instruction,Raleigh. Div. of Computer Services.

PUB DATE Jul 93NOTE 144p.

PUB TYPE Guides Classroom Use Instructional Materials (ForLearner) (051) Guides Classroom Use TeachingGuides (For Teacher) (052)

EDRS PRICE MFOI/PC06 Plus Postage.DESCRIPTORS *Course Integrated Library Instruction; Elementary

Education; *Encyclopedias; Full Text Databases;Information Retrieval; Language Arts; *LearningActivities; Learning Resources Centers; *Optical DataDisks; School Libraries; Science Education; SocialStudies; Units of Study; Worksheets; WritingExercises

IDENTIFIERS Electronic Text; *Information Skills; LibrarianTeacher Cooperation

ABSTRACTThis booklet contains model lessons developed to

familiarize students with the features of CD-ROM encyclopedias and toserve as a springboard for collaboration between media coordinatorsand classroom teachers. The lessons focus on integrating the skillsneeded to access information from electronic encyclopedias intosocial studies, language arts, and science using CD-ROM resourcessuch as Comptons's Multimedia Encyclopedia, Grolier MultiMediaEncyclopedia, and Information Finder. The lessons include worksheetsthat provide a structure for observing, collecting, and reportinginformation. The first section of the publication contains PictureSearch and Picture Explorer activities for grade 1-3 built aroundthemes of animals and travel. The second section contains seven setsof activities for grades 4-8, with each set developed around a singletheme, including whales, animals, explorers, discoveries, NorthCarolina, the world, and the United States. Each set in this sectionincludes: (1) a topic page providing a lesson overview, a list ofcompetency objectives, and suggestions for enriching the activities;(2) a teacher's page describing search path options and follow-upactivities; and (3) student worksheets. (KRN)

***********************************************************************

Reproductions supplied by EDRS are the best that can be madefrom the original document.

***********************************************************************

OSPAIRIMINT Os IDUC.ATSOMCame of Educeosnel ReeeNch end Imorovomont

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

0 This document has been reproduced esreceived from the person or otoorttrobonondonstind rt

D Mew changes Pave been mode to moroserOprOducbon quOirly

Paces of mew or propos MOW tr Mot 00CwMeat do not mcessenly represent °MemOEM posmon or pOleCy.

Classroom/Media Connection:Accessing Skills with CD-ROM Encyclopedias

Computer ServicesMedia and Technology Support Team

North Carolina Department of Public Instruction

Bob Etheridge, State SuperintendentRaleigh, North Carolina

July 1993

BEST COPY AVAUBLE 2

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

E. Brumback

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

FOREWORD

In the technology-filled world of today, we encounter many opportunities to accessinformation using a computer. Students in elementary and middle schools face similarexperiences as they look up information in CD-ROM encyclopedias in the media center.

This booklet, developed by the Computer Services Section of the Department of PublicInstruction, contains model lessons for teachers, computer coordinators and mediaprofessionals to use in teaching students how to access information in a variety of waysfrom several different CD-ROM encyclopedias. Whether researching whales or earlyexplorers or U.S. Presidents, students will learn basic content information while buildingcomputer and information skills in integrated lessons.

We hope you and your students will use these lessons to become practiced informationsearchers ready for our technology world!

41 12140Bob EtheridgeState Superintendent

3

INTRODUCTION

This booklet contains activities developed to familiarize the user with the features of CD-ROM encyclopedias and to serve as a springboard for collaboration between mediacoordinators and classroom teachers in grades 1-8. The focus of the activities is onintegrating accessing skills into social studies, language arts, and science using CD-ROMresources such as: Compton 's MultiMedia Encyclopedia, Grolier MultiMediaEncyclopedia, and Information Finder.

The Picture Search and Picture Explorer sections of the booklet contain teacher-directed activities for grades 1-3 which provide a structure for observing, collecting andreporting information. The activity format also serves to familiarize students with featuresavailable in many CD-ROM resources.

The Accessing Lessons section of the booklet contains sets of activities for grades 4-8to use in accessing information from CD-ROM encyclopedias. Each set includes a topicpage providing a lesson overview, a teacher page with suggested instructional strategies,and student worksheets.

Why use a CD-ROM Encyclopedia?

Student:Dictionary and glossary availableRelated termsSound, motion and colorEase of movement from topic to topicAbility to retrace Research Path (Compton's)Notebook (print or save to disk)Search paths for various learning stylesIcons

Teachers:Motivational to studentsLends itself to problem-solving activitiesShows related termsEncourages note takingDictionary readily availableMulti-sensoryIndividual or collaborative activities

5

Resources: Compton's Multi Media EncyclopediaGrolier Electronic EncyclopediaInformation Finder (World Book)

ro

Activities for Grades 1-3

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You are about to go on a journey. You willuse the picture section of the CD-ROM ency-clopedia. Your job is to choose a task card andfollow the directions on that card.

Be sure to:take notes using the notebook in PictureExplorersave your notes on a diskette when you'redone!complete your writing in your class or inthe computer lab.

Your Name:

Task Card Chosen:

Date:Resources: Compeon's MalliMedia Encyclopedia

Grolier MukiW.ii. Encyclopedia

3

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Are there any living things in yourpicture?Can you tell what time of year it is?Would you like to visit this place?

Resources: Compeon's MeskiMedia EncyclopediaGrolier MaskiMalia Encyclopedia

21

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Resources: Comic- 's Maki Media EncyclopediaGrolier Ekdronic EncyclopediaInformation Finder (WorldBook)

2 7

Overview:

Process:

Search PathOptions:

Follow-up:

These activities provide a structure for investigating and collecting infor-mation about whales.

Students work individually, in pairs or in collaborative groups to investigatewhales using a CD-ROM encyclopedia. Students choose one of the threesearch paths suggested below based on their learning style, and use that pathand the accompanying worksheets to develop a report. When students havecompleted their work, they retrace their search path in order to discuss andcompare the quality of the results.

Before selecting a search path in Compton's MultiMedia Encyclopedia,students can see a pictorial overview by typing in whales in the PictureSearch component of Picture Explorer.

They can then search one of three paths:Idea Search to see a list of related topics.Title Finder to go directly to the article.Science Feature Articles (Living Things)

Suggestion: UseNotebook feature to collect, print and saveinformation.Content feature to locate specific informationfrom the article outline.

Watch selected segments of Voyage of the Mimi and use activity sheet.Develop a class book of whales to include reports and pictures drawn bystudents.Create a paper/electronic database to collect and organize data aboutdifferent types of whales.'Develop a bulletin board display with data collection.Draw a diagram and label the body parts of a whale.Make an oral report on how whales communicate.

Teacher's Page

f

Competencies:conagmakik,12 identify computers as a tool for

accessing information.2.4 Describe the difference between a

print database and a computerdatabase.

2.2 Use a word precessing program toedit a paragraph and save changes.

2.3 Use a word processing program toenter a paragraph into the computerand print it.

Scum Skills:2.4. Develop positive attitudes toward

science and technology.5.0 Understand basic scientific concepts

and principles.

1.3 The learner will apply RESPONSEstrategies to comprehend or conveyexperiences and information.

2.1 The learner will identify, collect, orselect information and ideas.

22 The learner will analyze, synthesize,and organize information anddis-cover related ideas, concepts, orgeneralizations.

3.1 The learner will assess the validityand axuracy of information andideas.

Math SUM:4.11 Formulate and solve meaningful

problems involving length, weight,time, capacity, and temperature; andverify reasonableness of answers.

1.1 The learner will explore reading,listening, viewing sources andformats.

1.2 The learner will identify criteria forexcellence in design, content, andpresentation of information andformats.

1.3 The learner will critique informationsources and formats.

2.1 The learner will explore researchprocesses that meet informationneeds.

2.2 The learner will engage in a researchprocess to meet information needs.

Overview:These two activities (Whales, Solve a Whale of a Prob-lem) provide a structure for students to investigate, collectinformation and conduct a problem-solving activity usingan electronic encyclopedia and other resources.

Materials List:Compton's MultiMedia Encyclopedia, Grolier MultiMediaEncyclopedia, and/or Information Finder

print encyclopedia database softwareactivity sheets mapsword processing program data diskdrawing paper magic markersdatabase software scissorstelecommunications software (optional)video equipment (optional)Voyage of the Mimi (optional)Hypercard (optional)Linkway (optional)

Enrichment:

View selected segments of Voyage of the Mimi about whales.'Develop a report/chart migration patterns of whales.Develop a chart on uses of whale by-products.Develop a report on whaling.Examine the environmental impact of whaling.Create video-taped public-service messages about protectingwhales and other endangered species.Share information on whales with a class in anotherlocation using telecommunications.Collect information about other endangered species usingtelecommunications and online bulletin boards.Develop a report comparing whales to dolphins andporpoise."Create a Hypercard/Linkway stack on whales.

29Topic Page

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Competencies:

Cotopmerikills.1.2 Identify computers as a tool for


print database and a computerdatabase.

22 Use a word processing program to edita paragraph and save changes.


InfiginaLiOILSkiat1.1 The learner will explore reading,

listening, viewing sources and formats.12 The learner will identify criteria for

excellence in design, content, andpresentation of information andformats.


2.1 The learner will explore researchprocesses that meet information needs.

22 The learner will engage in a researchprocess to meet information needs.

CaMaUniCalinliSking13 The learner will apply RESPONSE

strategies to comprehend or conveyexperiences and information.


2.2 The learner will analyze, synthesize,and organize information and dis-cover related ideas, concepts, orgeneralizations.

3.1 The learner will assess the validity andaccuracy of information and ideas.

Math Skills:4.11 Formulate and solve meaningful


Science Skills:2.4. Develop positive attitudes toward

science and technology.5.0 Understand basic scientific concepts

and principles.

Overview:

These activities (Animals, Champion Jumpers, Which isthe Fastest Land Animal, Sea Creatures, Speedy Crea-tures, and At the Zoo) provide a structure for students toprobe and collect data to complete a chart and draw conclu-sions from the results.

Materials List:

Compton's MultiMedia Encyclopedia, Grolier Multi-Media Encyclopedia, and/or Information Finder

print encyclopediasactivity sheetsword processing programdatabase software

Enrichment:

paperscissorsrulersgraphics software

Investigate animal speed records in Guiness Book of WorldRecords.Write and illustrate a paragraph/report comparing the traits oftwo animals and identify how each animal uses its special traits.'Create a tall tale explaining how a particular animal came tohave a special trait and share it with one or more classmates.Create an advertisement poster for the animal olympics high-lighting what the audience will see.Develop a paper/electronic database to collect organize andsearch for information.

Topic Page

Overview: This activity provides a structure for investigating and collecting informa-tion about an animal.

Process:

Search PathOptions:

Follow-up:

Students work individually, in pairs or in collaborative groups to investigatean animal using a CD-ROM encyclopedia. Students choose a search pathand develop a report/project using that path and the accompanying work-sheet. When students have completed their work, they retrace their searchpath in order to discuss and compare the quality of their results.

Type the name of the animal into Gr9lier MultiMedia Encyclopedia orCompton's MaltiMedia Encyclopedia.

Listen to the Imimal's sound and go directly to me article.Use Idea Search to see a list ci related topics.Locate the animal: habitat on the world map.

Suggestion: UseNotebook feature to collect, print and saveinformation.Content feature lo locate specific informationfrom the article outline.

Develop a class book or bulletin board about animals to include reports andpictures drawn by students.Create a paper /electronic database to collect and organi7e data aboutdifferent animals.Present an oral report using charts and illustrations.

Use a word processing program to publish findings.Investigate whether or not the animal is on the endangered species list andreport findings.Identify and compare the types of resources used in collecting information.Create a Hyp'rcard/Linkway stack about animals.Use several of the animal worksheets to investigate and compare animals.

Teacher's Page

Ani

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Overview:

Process:

Search PathOptions:

Follow-up:

This is a problem-solving activity which allows students to investigateand determine which animal (the kangaroo, the flea or the grasshopper)can jump the greatest distance relative to its own length.

Students select the search path that best fits his/her learning style anddelve into the world of nature to locate the information needed to com-plete the Champion Jumpers organizer. Students use the data to deter-mine which participant can jump the greatest distance relative to itslength. The jumping distance is determined in the following manner(jumping distance divided by the length of the animal).

Students select a search path that they think will lead to the informationneeded to complete the chart.

Suggestion: UseIcons to access charts and pictures.Notebook feature to collect data to print/save to disk.

Create a chart to depict jumping distances of each animal.Collect information about other animals and chart findings.Create a paper/electronic database to collect information about insectsthroughout the year.Compare the special traits of several animals.Create Hypercard/Linkway stack about animals.

49 Teacher's Page

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42

Overview:

Process:

Search PathOptions:

Follow-up:

This activity has students investigate the animal kingdom to determineand record the land speed of each of these animals: the Pronghorn Ante-lope, Cheetah, Jack Rabbit and Ostrich.

Students select a search path that best fits his/her learning style andinvestigate the world of nature to locate information to complete thechart. They use the worksheet to display findings and determine thecontest winner.

Students select the search path that he/she feels will best locate the neededinformation about the animal kingdom.

'Develop a bulletin board/booklet to display findings.'Collect information about other animals and chart findings.'Create paper cutouts to scale to represent each animal.Create a paper/electronic database to collect information about animaltraits. Include information about land speed, animal classification, size,shape, color, special traits, and habitat.Use a word processing program to create a report.'Write a newspaper article explaining how one (or more) of these animalsuses its speed.Present an oral report comparing the special traits of several animals.

A) Teacher's Page

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the

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45

Overview:

Process:

Search PathOptions:

Follow-up:

The Sea Creatures activity provides an opportunity to investigate seaanimals such as sharks, stingray, octopus, jellyfish, crabs and starfish toinvestigate and chart findings about size and special traits.

Students select the search path that best fits his/her learning style to investi-gate sea creatures, collect information and record findings on the SeaCreatures worksheet

Students select a search path that he/she feels will best locate the neededinformation about the animal kingdom.

Suggestion: UseIcons to access charts and maps.S Also Icon to locate related information.Content feature to locate subtopics.

'Collect information about sea creatures and chart findings.Create a paper/electronic database to collect information about animalsthroughout the year. Include categories such as name, classification, size,weight range, babies, care of young, food, habitat, life span, is it food forother animals, or is it an endangered species.Create a food web to demonstrate the status of a group of sea creatures.Use paper cutouts to represent each animal to develop a display of habitat.Create a report with illustrations comparing two sea creatures.Create a model to simulate environmental conditions of sea creatures.

Teacher's Page

4

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Cr

ture

sch

art

'with

out s

ea tr

itiku

ma

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ze,

Shap

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opus

Jelly

fish

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bs

Star

fish

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43

Overview: The Speedy Creatures activity provides an opportunity to investigatemarine life such as the Salmon, Eel, Tarpon, Swordfish, Flying Fish, BlueShark, Loon, and Gentoo Penguin to compare their speed.

Process: Students work independently or in small groups to use the worksheet as astructure to investigate, collect and record information.

Search PathOptions:

Follow-up:

Students select a search path that best fits his/her learning style and delveinto the world of nature to locate and chart the information.

They can use one of the search paths:Picture Explorer to get overview of topic.Title Finder to see list of related topics.Science Feature Articles (Living Things).

Suggestion: UseNotebook feature to collect, print and saveinformation.Content feature to locate specificinformation.Icons to access charts and pictures.

Create a paper/electronic database to collect information about animalsthroughout the year. Include categories such as name, classification, size,weight range, babies, care of young, food, habitat, special traits, life span,is it food for other animals, or is it an endangered species.Create a food web to demonstrate the status of a selected group of animals.Use paper cutouts to represent each animal on a speed chart display.*Create a report with illustrations detailing how several of these animals usetheir speed.Collect information about other animals and chart findings.

Teacher's Page

43

Spee

dy C

reat

ures

Firs

t Pla

ce

Seco

nd P

lace

Thi

rd P

lace

Use

the

char

t to

dete

rmin

e w

hich

ani

mal

is th

e Fi

rst,

Seco

nd, a

nd T

hird

Pla

ce W

inne

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a S

peed

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reat

ures

Con

test

.

010

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on

Feel

Tar

pon

Swor

dfis

h

Flyi

ng F

ish

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e Sh

ark

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n

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ngui

n

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M.P

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test

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rt th

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take

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ond

plac

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plac

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Overview:

Process:

Research PathOptions:

Follow-up:

This activity gives a student an opportunity to work independently to makechoices and follow directions. Researcher's Assistant, search path ofCompton's Multi Media Encyclopedia, provides assignments that allow thestudent to make choices based on his individual interests and style.

Researcher's Assistant is the search path that provides an individualstudent an effective format for working independently to choose an assign-ment that expresses his/her personal style. The difficulty level of eachassignment is clearly markeda circle indicates the least difficult assign-ment, a square indicates a more difficult assignment, and a triangle indi-cates the most difficult assignments. A teacher could send students to usethe Researcher's Assistant component of CMME and based on the abilitylevel of the student allow them to select any activity that has, for example, acircle beside it. The student would have the freedom to choose topics andassignments that capture his/her interest and imagination.

The student selects the Researcher's Assistant search path from the mainmenu and chooses "Living Things" from the book shelf. The student readsthe article carefully then selects one of three assignments: "Animal Crack-ers," "Home Away from Home," or "How Much is That Ferret in the Win-dow?" CMME provides an opportunity for the assignment to be saved tothe notebook to be printed and/or saved to disk.

Students interested in making independent reports could use theResearcher's Assistant as a beginning point for ,oral and written reports/projects that reflect their personal ideas and interests throughout the schoolyear.

Teacher's Page

'I

Competencies:CompatarSkillfi:12 Identify computers as a tool for


print databate and a computerdatabase.

2.2 Use a word processing program to edita paragraph and save changes.


lnf anon C '1X-1.1 The learner will explore reading,

listening, viewing sources andformats.





COMMUUicaliilLkikial11.3 The learner will apply RESPONSE





Overview:This set of activities (Explorers, Exploring for Facts,Explorers: Who Knew Whom?, Christopher Columbusand Other New World Explorers, Exploring for Infor-mation about Christopher Columbus) provide a varietyof formats for investigating, organizing and reportinginformation about explorers.

Materials List:Compton's MultiMedia Encyclopedia, Grolier MultiMediaEncyclopedia, and/or Information Finderprint encyclopedia database softwareactivity sheets atlasword processing program data diskdrawing paper magic markersvideo equipment (optional) Linkway (optional)Hypercard (optional)

Enrichment:

"Create a bulletin board tracing the route of importantexplorers.'Develop an exploration timeline to display the correctsequence of events.Isolate a ten year span of time and select the most impor-tant events and defend the selections.'Develop a paper/electronic database to collect data on avariety of explorers and their accomplishments.Create and illustrate a journal for a particular explorer tochronicle important events and hardships faced by thatexplorer.'Create a "You Were There" video to interview explorersabout the significance of their work at that time and tofuture generations.Create a Hypercard/Linkway stack on exploration.

5 3

Topic Page

Overview:

Process:

Search PathOptions:

Follow-up:

This activity provides an organizer to collect data and examine the life ofone or more explorers by collecting data about the people and events impor-tant to them.

Students work independently or in small groups to investigate one or moreexplorers. Students could select one of the search paths in CMME sug-gested below based on their learning style, and use that path and the pre-pared organizer to collect and record pertinent information about the ex-plorer. Using the organiser, the student could develop a word processeddocument with illustrations or an oral presentation.

They can then search one of these paths:Use Idea Search to see a list of related topics.Use Tide Finder to go directly to the article.


'Develop a database to chart the information about explorers.Develop a class book about explorers.Chart the route of each explorer on a world map.'Write entries in a ship's log to chronicle the experiences of a particularexplorer.

Teacher's Page

VII

I. W

hy w

as h

is w

ork

impo

rtan

t?

IX. W

ho b

enef

ited

from

his

wor

k?

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. How

do

we

rem

embe

r hi

s w

ork

toda

y?

51

Overview:

Process:

Search PathOptions:

Follow-up:

In Part I the student selects an explorer and uses the prepared organizer tocollect and organize report information. The information could be devel-oped into a word processed report document with illustrations. In Part IIstudents compare their findings about their explorers and determine howthey were alike and how they were different.

The questions used in this activity were adapted from an article in SchoolLibrary Media Activities Monthly, Volume VII, Number 2, October 1991.

Students work independently to investigate an explorer. They select one oftwo search paths in CMME suggested below based on their learning style,and use that path and the prepared organizer to collect and record pertinentinformation about the explorer. Using the organizer, the student couldcompare his findings with those of another student. Students could developa word processed document with illustrations or an oral presentation.

They can then search one of these paths:Use Idea Search to see a list of related topics.Use Title Finder to go directly to the article.


Develop a paper/electronic database to chart the information aboutexplorers.Develop a class book about explorers.hart the route of each explorer on a world map.'Write entries in a ship's log to chronicle the experiences of a particularexplorer.Create dialogue for a skit/video depicting an important event in the lifeof an explorer.Develop a timeline to show sequence of events.

5;)Teacher's Page

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e th

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er: h

is lo

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and

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pers

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ity.

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t cou

ntry

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grou

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rer

repr

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t?

41

Lis

t rea

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for

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ansp

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and

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t did

the

expl

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him

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his

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Overview:

Process:

Search PathOptions:

Follow-up:

This activity provides an opportunity to examine the life of an explorer anddetermine which of the explorers knew the other explorers of his time andwhat influence if any might one have had on the other.

Students could work independently or in groups, select an explorer anddetermine which other explorers he knew and which influenced him and /

or were active during the same time frame. Students are to collect andrecord information on the worksheet provided.

Using Grolier Multi Media Encyclopedia type in the last name of theexplorer. Look at the list carefully to locate related topics and especiallythe names of other explorers. Pay particular attention to the See Also Icon.

Explore and examine all the possibilities.

Suggestion: UseContent feature to locate specific topics.Notebook to take notes to save to disk and to print out.

Present findings to class in oral report.Develop and illustrate a report about the influences on a particularexplorer.Create a paper/electronic database to display information.Create dialog for a skit/video that depicts a meeting of several explorersand act it out for the class.Create a bulletin board that charts the routes various explorers used.'Create a "You Were There" video to interview explorers about the signifi-cance of their work at that time and to future generations.

Teacher's Page

6r)4.

Exp

lore

rs:

Who

ewI

om?

My

expl

orer

is

Cou

ntry

I I

63

Sele

ct a

n ex

plor

er u

sing

Gro

lier

Mal

tiMed

iaE

ncyc

lope

dia.

Det

erm

ine

whi

ch e

xplo

rers

knew

each

oth

er a

nd c

ompl

ete

the

char

t.

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eliti

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rer-

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AIL

AB

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red

64

Overview:

Process:

Search PathOptions:

Follow-up:

A problem-solving activity to determine what connection if any therewas between Christopher Columbus and the otherexplorers listed on the

chart.

Students working independently or in pairs use lists provided in IdeaSearch in CMME and See Also Icons to locate connections betweenChristopher Columbus and other explorers. Record data on worksheet.

Use Idea Search to locate Christopher Columbus.Record the listing of Related topics using the notebook feature.Pay particular attention to the See Also Icon. Explore and examine allthe possibilities.

Suggestion: UseNotebook feature to collect, print and save information.Content feature to locate specific information from the articleoutline.

Create a skit/video to dramatize the relationship between ChristopherColumbus and one or more of the explorers listed.'Make entries into ship's log to describe important events and hardshipsfaced by explorers.Create a paper/electronic database.Create a Hypercard/Linkway stack about explorers.

Teacher's Page

intr

isdo

ttplie

rsa

l tin

tsr

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War

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litrg

rio

Usi

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e Id

ea S

earc

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ulti

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dia,

det

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ine

if th

ere

was

a c

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ctio

n be

twee

n C

hris

toph

er C

olum

-bu

s an

d an

y of

the

expl

orer

s lis

ted

belo

w. L

ist

the

expl

orer

s w

ho h

ad a

con

nect

ion

with

Chr

is-

toph

er C

olum

bus

on th

e ch

art a

nd e

xpla

in w

hat

the

conn

ectio

n w

as.

Eri

c th

e R

ed

Bar

thol

omew

Dia

s

Vas

co D

e G

ama

Am

erig

o V

espu

cci

Vas

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unez

de

Bal

boa

Ferd

inan

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egel

lan

Her

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6 ;;

Nam

e of

Exp

lore

rC

onne

ctio

n

Overview:

Process:

Search PathOptions:

Follow-up:

Four research teams work to investigate information about ChristopherColumbus. Each research team will use a particular search path to locateinformation.

Establish four research teams. Each is assigned a specific search path inCMME (Idea Search, Title Finder, Topic Tree, or Atlas). Students workcooperatively with the members of their team to explore for informationabout Christopher Columbus.

Four research teams work to explore for information about ChristopherColumbus. Each research team will use a particular search path to locateinformation.

Suggestion: UseRetrace Search Path feature to review progress.notebook feature to collect, print and save information.Content feature to identify specific locations within thearticle.

After each of the research teams has presented their findings onChristopher Columbus to the class. The class discusses each of thesearch paths used and identifies the strengths and weaknesses of each.Identify which of the features were most helpful to the work of eachteam.

6uTeadaer's Page

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lori

syg

for

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ach

team

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edia

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ch, T

itle

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opic

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Atla

s).S

tude

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wor

k co

oper

ativ

ely

with

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mem

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of

thei

r te

am to

exp

lore

for

info

rmat

ion

abou

t Chr

isto

pher

Col

umbu

s.

TE

AM

ASS

IGN

ME

NT

IS:

to e

xplo

re th

eir

desi

gnat

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earc

h pa

th a

nd c

olle

ct in

form

atio

n ab

out C

hris

toph

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bus.

to b

e ab

le to

exp

lain

and

ret

race

the

mos

t suc

cess

ful p

ath

for

gath

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gin

form

atio

n ab

out

Chr

isto

pher

Col

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s in

thei

r as

sign

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th.

to p

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nt th

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f th

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n C

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bus

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ass.

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p A

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ity: C

lass

dis

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com

pari

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ality

of

info

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arch

Pat

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Ret

race

sea

rch

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bel

ow:

70

I e6 A d FA.

I 709 .; Veit

Competencies:C$111141111CLStills:

12 Identify computers as a tool foraccessing information.

2.4 Describe the difference between aprint databatot and a computer database

2.2 Use a word processing program toedit a paragraph and save changes.


Science Skips;2.4. Develop positive attitudes toward

science and technology.5. Understand basic scientific concepts

and principles.

1.3 The learner will apply RESPONSEstrategies to comprehend or conveyexperiences and information.



3.1 The learner will assess the validityand accuracy of information and ideas.

1.1 The learner will explore reading,listening, viewing sources and formats.





Math SkilLS:4.11 Formulate and solve meaningful


SocL Studies:10.3 Evaluate the influence of discoveries,

inventions, and innovations oneconomic interdependence.

Overview:

Three activities (Elementary Deductions, Inventors I,Inventors II) provide an opportunity to investigate thework, life and times of important scientists.

Materials List:

Compton's Multillfedia Encyclopedia, Grolier MultiMe-dia Encyclopedia, and/or Information Finder

print encyclopediaactivity sheetword processing programdrawing paperLinkway (optional)video equipment (Optional)

Enrichment:

data diskmagic markersdatabase softwareHypercard (optional)

Create a paper/electronic database of scientificdiscoveries.Create a Hypercard/Linkway stack about inventors.Develop a timeline to demonstrate sequence of importantdiscoveries.Create a journal for a particular inventor to chronicleimportant events and hardshirs they faced.Create dialog for a skit/video to capture the moment ofdiscovery.Create a display about important inventions and how theychanged the world then and now.'Write a report comparing the effect on society of twoimportant inventions.Write an article about personal sacrifices made by inven-tors.'Create a dialog that deals with people and events that wereinfluential in the lives of inventors.Create a cartoon to explain how an invention was per-ceived by the public when it was first announced.

'7 1

Topic Page

Overview:

Process:

Search PathOptions:

Follow-up:

This activity provides a structure for collecting scientific information usingthe Grolier Multi Media Encyclopedia (formerly Academic American).This activity was a 1992 Computer Learning Month award winning activityfor eighth grade students developed by Cynthia Wilson from SouthernMiddle School in Person County Schools.

This activity requires students to locate and record information individuallyor in pairs using a CD-ROM encyclopedia.

Use Grolier MultiMedia Encyclopedia (formerly Academic American),Compton's MultiMedia Encyclopedia, and/or Information Finder .

Create a report about how a particular element was discovered.Create a paper/electronic database to organize information about elements.Dramatize the moment of discovery for a particular element.

72 Teacber's Page

"ELEMENT"ARDEDUCTIONS

Using the dues provided, search the Elements Database to answer the following.

1. I have only one electron inmy outer energy level. My electron is weakand is easily lost. Many say I am very reac-tive. I have a low melting point of 28.4degrees Celsius.

2. I am the most common ofthe alkaline earth metals. I aid in bloodclotting and can be found in rocks, minerals,and bones. My atomic weight is around 40.

3. I am rather rare with a lowdensity. I am often used in space vehiclesbecause I am lightweight and strong. Myatomic weight is low.

4. I burn a bright white lightand am often used in light bulbs. You mayrecognize some of my compounds: Mg(OH)2and MgSO4.

5. I am a transitional elementfound in brass and in many coins. I ain addedto zinc and silver to make them harder.

6. My compound Ge02 is usedin optical glass. I have a brittle metallicappearance with a hardness of only 6 onMoles scale.

7. I am lightweight. My ore ismined as bauxite. I am used in aircraft partsand in bicycles.

8. I do not occur as a free ele-ment. I usually am found combined withoxygen. I am the main component of sand.

9. I am very active element andcan combine with almost every other element.A compound with me has a special name. I amthe most abundant element in the earth's crust.

10. I am a poisonous yellow-green gas but am used to treat sewage andpurify drinking water. I am in the group knownas the "salt formers" or halogens.

11. My primary use is as cu-rency reserve. I belong in the group withcopper and silver. Sea water contains much ofme but is to costly to mine.

12. My discoverer also identifiedpolonium. I am present in all uranium minerals.My uses have been restricted because of myradiation.

7''

DataSearchSheet:

ElementsUsing the Grolier Multi Media Encyclopedia (formerly Academic American)search for the following data and enter on your data sheet.

Element:

Family/group:

Atomic number:

Metal/non-mentaUmetalloid:

Year discovered:

Discoverer:

Melting point:

Boiling point:

Symbol:

Facts:

Resource: Grolier Mu ltiMedia Encyclopedia

Overview:

Process:

Search PathOptions:

Follow-up:

This activity provides a report format to examine the life of an inventor andinvestigate the events surrounding the invention/discovery.

Students select an inventor and work independently or in small groups toinvestigate and collect data about a particular inventor and the times inwhich they lived, recording the information on the worksheet provided.

Using Idea Search in Compton's MultiMedia Encyclopedia, type in thelast name of the inventor. Look at the list carefully to identify relatedtopics, especially the names of other inventors.

Suggestion: UsejsTotebook feature to collect, print and saveinformation.Content feature to locate specific informationfrom the article outline.

Develop and illustrate a report about the life and times of one inventor.'Create a paper/electronic database to include such fields as the inventors

name, invention/discovery, date of discovery, impact of invention/discov-ery and names of influential people in the life of the inventor.'Create dialog for a skit/video that depicts the moment of discovery.irate a timeline to visualize the important inventions/discoveries during

this inventor's lifetime.Use a word processor to create a report and add illustrations.Take on the persona of the inventor and conduct a news conferenceannouncing your invention/discovery.

Teacher's Page

75

I. W

ho

INV

EN

TO

RS

IL W

hen

HI.

Who

infl

uenc

ed h

isw

ork?

IV. W

hat w

as h

e lo

okin

g fo

r?

VI.

How

did

the

inve

ntio

n/di

scov

ery

impa

ct p

eopl

e of

that

tim

e?

7C

r

V. W

hat d

id h

e in

vent

/dis

cove

r?

VII

. How

doe

s th

e di

scov

ery/

inve

ntio

n im

-pa

ct th

e w

orld

now

?

77

;

VII

I. W

hy w

as h

is w

ork

impo

rtan

t?

IX. W

ho b

enef

ited

from

his

wor

k?

ffiii

k X. H

ow d

o w

e re

mem

ber

his

wor

k to

day?

t79

to/e , :'

..

Overview: This activity provides an opportunity to examine an invention and deter-mine how it influenced the lives of people then and now.

Process:

Search PathOptions:

Follow-up:

Students could work in small groups, select an invention and determinewhy it was important and how it made a difference in the way people didthings. Students can collect and chart information using the worksheetprovided.

Use the Idea Search to determine related topics.Use Title Finder to locate the inventor/invention.Use Picture Search in Picture Explorer to get an overview of thetopic.

Have students become the inventor and conduct a news conference toannounce the invention to the world, and explain why the invention isimportant to people now (of that time) as well as its possible importance inthe future.Create a video to chronicle the events leading to the discovery and/ordetailing the life of the inventor.'Develop and illustrate a report detailing the importance of a particularinvention in modern times."Create a timeline to display the relative importance of an invention toother inventions and discoveries during the same time frame.Have a student become the scientist and write a letter to another scien-tists of the time, telling them about the discovery and why it is signifi-cant.

Teacher's Pate

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Competencies:ComausmikilLs12 Identify computers as a tool for


print database and a computer database.22 Use a word processing program to

edit a paragraph and save changes.2.3 Use a word processing program to

enter a paragraph into the computerand print it.

ication Skills;2.1 The learner will identify, collect, or

select information and ideas.22 The learner will analyze, synthesize,

and organize information and dis-cover related ideas, concepts, orgeneralizations.


11n Skills:1.1 The learner will explore reading,

listening, viewing sources and formats.i 2 The learner will identify criteria for





4.1 Explain how regions are defined, andidentify regions within North Carolinaand regions of which North Carolina isa part.

4.2 Describe the major physical andcultural characteristics of regions wiNorth Carolina.

4.3 Compare the physical and calraralcharacteristics of regions within NorthCarolina.

12.1 Identify people, symbols, and eventsassociated with North Carolina'sheritage.

12.2 Assess the influence of an importantevent from North Carolina's past on lifetoday.

Overview:Four activities (North Carolina, North Carolina Writers,North Carolina Travelogue) provide a structure forstudents to investigate, collect and share information aboutNorth Carolina.

Materials List:Grolier MultiMedia Encyclopedia, Compton's MultiMe-dia Encyclopedia, andlor Information Finder

activity sheetsword processing programdatabase programtelecommunications softwarevideo equipment (optional)Linkway (optional)

Enrichment:'Create a map/display to compare the characteristics of thethree regions of North Carolina.'Create a video report detailing physical, cultural andeconomic data about your region.Develop a report about contributions made by Indians toNorth Carolina.Create a paper/electronic database of people, symbols, andevents associated with North Carolina's heritage.'Develop a timeline to highlight important events in NorthCarolina history.Create dialog for a skit/video depicting an important eventin North Carolina history.'Develop a news article that might have appeared in aNorth Carolina newspaper in 1924, in 1944, and in 1984.Create a display of crops and/or manufactured goodsimportant in the state in the 1890's, and in the 1990's.'Create a report that compares educational opportunities inNorth Carolina during the 1870's and 1970's.'Create a Hypercard/Linkway stack detailing the contribu-tions of writers/journalists associated with North Carolina.'Develop a Hypercard/Linkway stack of historical/interest-ing sites to visit in North Carolina.'Share North Carolina data via telecommunications.

magic markerstimelinermagazine picturesdrawing paperHypercard (optional)atlasdata disk

Topic Page

Overview:

Process:

Search PathOptions:

Follow-up:

This activity provides a structure for investigating and collecting infonna-tion about North Carolina.

Students work individually, in pairs or in collaborative groups to investigateNorth Carolina using a CD-ROM encyclopedia. Students choose a searchpath and develop a report/project using that path and the accompanyingworksheet

Use Grolier Multi Media Encyclopedia or Compton's Multi Media Ency-clopedia.

Use Idea Search to see a list of related topics.Locate North Carolina on the United States map.


Develop a class book or bulletin board about North Carolina to includereports and pictures drawn by students.Create a paper/electronic database to collect and organize data aboutregions of North Carolina.Use a word processing program to publish findings.Identify and compare the types of resources used in collecting information.Create a Hypercard/Linkway stack about North Carolina.

84Teacher's Page

Nor

thC

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ina

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crib

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orth

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olin

a:

Size

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ital:

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ent G

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ajor

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ines

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orth

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ians

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th C

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ag:

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Overview

Process:

Search PathOptions:

Follow-up:

An activity to help students compare the life and times of O'Henry with onecontemporary North Carolina author.

Students working independently to investigate and collect data about writ -ers/journalists from North Carolina using the list and map.

Use Grolier MultiMedia Encyclopedia, Information Finder or Compton'sMultiMedia Encyclopedia to locate information about North Carolinawriters/journalists past and present

Develop a paper/electronic database to chart data about each writer/journalist to include such fields as name, date of birth, birthplace, family,type of work, influences, and 'oest known work.Develop a class map of authors.Read one or more books by a particular author and do a "book talk" forclassmates.*Create a Hypercard/Linkway stack on North Carolina People: Writers/Journalists.Read one book by two different North Carolina authors and try to findNorth Carolina influences.*Create a timeline of North Carolina writers/journalists.*Create a collage of North Carolina writers/journalists past and present.Develop a list of works by North Carolina writers.Have one student be a particular author and do an "Up Close and Personal"interview with one North Carolina writer /journalist.Have students write, illustrate and publish creative stories about NorthCarolina using the process approach and a word processor.

87 Teacher's Page

No

Car

olin

a W

rite

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esea

rch

Nor

th C

arol

ina

wri

ters

/jour

nalis

ts to

fill

in th

is p

aper

dat

abas

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rite

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tes)

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ackg

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ist W

orks

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(pen

nam

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Overview:

Process:

Search PathOptions:

Follow-up

This activity provides a structure for investigating and collecting informa-tion about North Carolina.

Students could work individually, in pairs or in collaborative groups tocollect information about North Carolina from a CD-ROM encyclopedia.Students could choose one of the search paths suggested below based ontheir learning style, and use that path and the accompanying worksheet todevelop a report. When students have completed their work, they couldretrace their search path in order to discuss and compare the quality of theresults. Before selecting a search path in CMME students can see a pictorialoverview by typing North Carolina in the Picture Search component ofPicture Explorer.

They can then use one of the following paths:Idea Search to see the related topicsTitle Finder to go directly to the article

Suggestion: UseNotebook feature to collect, print, and save information.Content feature to locate specific information from the articleoutline.

Have a travel and tourism event to share the travelogues.Use travelogues to create bulletin board.Create a travelogue video to advertise the important locations and events inNorth Carolina.Create/publish a travel and tourism newsletter for North Carolina.Develop a class book of North Carolina to include reports, charts, andpictures drawn by students.Create paper/electronic database to collect and organize data about theNorth Carolina.Create a Hypercard/Linkway stack about a country with digitized pictures.Create dialog for skit/video which depicts an important event in the NorthCarolina's history.Compare tourisra opportunities in North Carolina to other states.

S Teacher's Page

ON

E H

IST

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ICA

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ITE

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ibe

and

illus

trat

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e si

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ing

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s.

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Des

crib

e w

hat v

isito

rs w

ill s

ee. W

hat i

ssp

ecia

l abo

ut th

is p

lace

? W

ho w

ould

enj

oya

visi

t her

e?

ON

E F

AM

ILY

EN

TE

RT

AIN

ME

NT

SIT

EW

hat a

ctiv

ities

will

eac

h fa

mily

mem

ber

enjo

y an

d w

hy?

Wha

t ite

ms

will

vis

itors

need

to ta

ke?

Why

wou

ld v

isito

rs w

ant t

oco

me

back

?

92

,

Competencies:

Computer Skill&12 Identify computers as a tool for

accessing information.2.4 Describe the difference between a print

ctarahace and a computer database.haiMation Skills1.1 The learner will explore reading,






13 The learner will apply RESPONSEstrategies to comprehend or conveyexperiences and information.




SS iet 5, In

2.4. Develop positive attitudes towardscience and technology.

5.0 Understand basic scientific conceptsand principles.

,Social Studie,s.

8.3 Describe how governments in Europeincluding areas formerly in the SovietUnion select leaders and establish laws.

8.4 Compare various forms of governmentin Europe including areas formerly inthe Soviet Union and explain how andwhy they have changed over time.

Overview:

These activities (Country, Investigate How the U.S.S. R.Has Changed, How the Face of Europe Has Changed inthe 1990's, Travelogue) provide an opportunity to examinethe countries of Europe and the former Soviet Union.

Materials List:

Compton's MultiMedia Encyclopedia, Grolier MultiMe-dia Encyclopedia, and/or Information Finder

print encyclopedia database softwareactivity sheets atlasword processing program timelinerdrawing paper magic markersvideo equipment data diskDesktop Publishing Software (optional)Linkway (optional) Hypercard (optional)

Enrichment:

Create a paper/electronic database of countries.Develop a timeline to highlight important events during aparticular decade in European history.Use a timeline to demonstrate changes in Europe and theformer Soviet Union in the 1990's.Create dialog for a skit/video depicting an important eventin the history of one country.Develop a newsletter that might have appeared in theSoviet Union in 1917, in 1990 and in 2007.Cteate a report that compares educational opportunities indifferent regions of Europe and the Soviet Union during the1860's and the 1960's.*Create a travelogue for a particular country.'Create a timeline to chronicle the important events of theDemocratic Reform Movement in Europe and formerSoviet Union.Create Hypercard/Linkway stack dc.7icting changes inEurope and the former Soviet Union.

93

Topic Page

Overview:

Process:


Follow-up:

This activity provides a structure for investigating and collecting informa-tion about a particular country.

Students work individually, in pairs or in collaborative groups to investigatea particular country using a CD-ROM encyclopedia. Students choose asearch path and develop a report/project using that path and the accompany-ing worksheet. When students have completed their work, they retrace theirsearch path in order to discuss and compare the quality of their results.

Type the name of the country into Grolier Multi Media Encyclopedia,Compton's Multi Media Encyclopedia or Information Finder.

Use Idea Search to see a list of related topics.Locate the country on the world map.

Suggestion: Usenotebook feature to collect, print and saveinformation.Content feature to locate specific informationfrom the article outline.

Develop a class book or bulletin board about countries to include reportsand pictures drawn by students.Create a paper /electronic database to collect and organize data aboutdifferent countries.Present oral report using charts and illustrations.Use a word processing program to publish findings.Create a Hypercard/Linkway stack about countries.Use several worksheets in the World section to investigate and comparecountries.Identify and compare the types of resources used in collecting informa-tion.

94Teacher's Page

eC

ount

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lect

a C

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ry a

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ompl

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each

box

:

Des

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ital:

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acts

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Overview:

Process:


Follow-up:

This activity provides a structure for investigating and collecting informa-

tion about some European countries.

Students work individually, in pairs or in collaborative groups to investigate

European Countries using a CD-ROM encyclopedia. Students choose a

search path and develop a report/project using that path and the accompany-

ing worksheet When students have completed their work, they retrace their

search path in order to discuss and compare the quality of their results.

Type in the name of each country in Grolier MultiMedia Encyclopedia,Compton's MultiMedia Encyclopedia or Information Finder.

Use Idea Search to see a list of related topics.Locate countries on the world map.

Suggestion: Usenotebook feature to collect, print and saveinformation.Content feature to locate specific informationfrom the article outline.

Develop a class book or bulletin board about countries to include reports

and pictures drawn by students.Create a paper/electronic database to collect and organize data about

different countries.Present oral report using charts and illustrations.Use a word processing program to publish findings.Create a Hypercard/Linkway stack about countries.Use several workstkets in the World section to investigate and compare

countries.

97 Teacher's Page

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Overview:

Process:


Follow-up:

This activity provides a structure for investigating and collecting informa-

tion abort the forme: U. S. S. R.

Students work individually, in pairs or in collaborative groups to investigatethe former U. S. S. R. using a CD-ROM encyclopedia. Students choose asearch path and develop a report/project using that path and the accompany-ing worksheet. When students have completed their work, they retrace theirsearch path in order to discuss and compare the quality of their results.

Type in the name of each country in Grolier MultiMedia Encyclopedia,Compton's MultiMedia Encyclopedia or Information Finder.

Use Idea Search to see a list of related topics.Locate countries the made up the former U. S. S. R. on the worldmap.


Develop a class book or bulletin board about countries to include reportsand pictures drawn by students.Create a paper/electronic database to collect and organize data about

different countries.Present oral report using charts and illustrations.Use a word processing program to publish findings.Create a Hypercard/Linkway stack about countries.Use several worksheets in the "World" section to invest4ate and comparecountries.

Teacher's Page

Inve

stig

ate

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the

U. S

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. Has

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ese

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102

Overview:

Process:

Search PathOptions:

Follow-up:

This activity provides a structure for investigating and collecting infor-

mation abcut a particular country.

Students could work individually, in pairs or in collaborative groups tocollect information about countries from a CD-ROM encyclopedia. Stu-dents could choose one of the search paths suggested below based on their

learning style, and use that path and the accompanying worksheet to de-

velop a report. When students have completed their work, they couldretrace their search path in order to discuss and compare the quality of the

results.

Before selecting a search path in CMME, students can see a pictorialoverview by typing the name of the country in the Picture Search compo-

nent of Picture Explorer.

They can then use one of the following paths:Use Idea Search to see the related topics.Use Title Finder to go directly to the article.

Suggestion: UseNotebook feature to collect, print, and save information.Content feature to locate specific information from the article

outline.

Have a travel and tourism event to share the travelogues.Use travelogues to create bulletin board.Create a travelogue video to advertise the important locations and events in

this country.Publish a travel and tourism newsletter to report findings.

Develop a class book of countries to include reports, charts, and pictures

drawn by students.Create paperielectronic database to collect and organize data about the

country.Create a Hypercard/Linkway stack about a country with digitized pictures.Create dialog for skit/video which depicts an important event in the

country's history.Compare tourism opportunities with opportunities in another country.

Teacher's Page

103

Tra

velo

gue

of,

An

Inte

rnat

iona

l Tou

r

ON

E H

IST

OR

ICA

L S

ITE

Des

crib

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ustr

ate

one

site

.Pr

esen

t int

eres

ting

fact

s.

ON

E N

AT

UR

AL

PH

EN

OM

EN

ON

Des

crib

e w

hat v

isito

rs w

ill s

ee. W

hat i

s sp

ecia

lab

out t

his

plac

e? W

ho w

ould

enj

oy a

vis

it he

re?

ON

E F

AM

ILY

EN

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RT

AIN

ME

NT

SIT

EW

hat a

ctiv

ities

will

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h fa

mily

mem

ber

enjo

y an

d w

hy?

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t ite

ms

will

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itors

nee

dto

take

? W

hy w

ould

vis

itors

wan

t to

com

eba

ck?

104

105

/ / '% / % "% , '

14/4

Competencies:

C011illiliGLUZSI1.2 Identify computers as a tool for


print database and a computer database2.2 Use a word processing program to

edit a paragraph and save changes.2.3 Use a word processing program to

enter a paragraph into the computerand print it.

COli11311MiCaliCILSkinal1.3 The learner will apply RESPONSE





Iliformaltiakilt1.1 The learner will explore reading,






SggiaiSadicza8.1 Identify the three levels of government

in the United States and describe theirlegislative, executive, and judicialfunctions.

8.3 Describe how govermneut in theUnited States, Canada, and LatinAmerica select leaders and establishlaws.

Overview:

These activities (The States, The Fabulous Fifty, TheFederal Government, Which States Produced the MostPresidents, U. S. Presidents, Intellectual Trivia, WhichStates Have the Most National Parks, Exploring forInformation about U. S. Presidents, Famous Americans,The Civil War) provide an opportunity to examine life inthe United States past and present.

Materials List:

Grolier MultiMedia Encyclopedia, Contpton'sMultiMedia Encyclopedia, and/or Information Finderprint encyclopedia activity sheetsword processing program database software

atlas magic markersdrawing paper magazine picturesvideo equipment (optional) timelinerLinkway (optional) Hypercard (optional)

Desktop Publishing Software (optional)

Enrichment:

Create a paper/electronic database of presidents.Develop timeline to highlight important events during aparticular decade in American History.Use a timeline to document the development of the United

States Constitution.Create dialog for a skit/video depicting an important eventin U . S. History.Develop a newsletter that might have appeared in theSouth, West, or East in 1850.*Create a display that depicts the Civil War era.Create a report that compares educational opportunities indifferent regions of America during the 1860's and 1960's.Create a travelogue for a particular state.Create a timeline to chronicle the 'important events of theCivil Rights Movement*Create a Hypercard/Linkway stack detailing the contribu-tions of black Americans.

106Topic Page

Vii/ /% 9 / ;/'//' /

Overview: This activity provides an organizer to help students investigate and collectdata for a report about a particular state.

Process:

Search PathOptions:

Follow-up:

Students work individually, in pairs or collaborative groups to collect infor-mation about states from a CD-ROM encyclopedia. Students could chooseone of the search paths suggested below based on their learning style, anduse that path and the accompanying worksheet to develop a brochure. Whenstudents have completed their work, they could retrace their search path inorder to discuss and compare the quality of the results.

Before selecting a search path in Compton's MultiMedia Encyclopedia,students can see a pictorial overview by typing the name of the state in thePicture Search component of Picture Explorer.

They can then search one of these paths:Use Idea Search to see a list of related topics.Use Title Finder to go directly to the article.

Notebook feature to collect, print and saveinformation.

An extension activity:Use Researcher's Assistant. Select the People and Places book.Choose "All about States", read the article and select one of thethree assignments.

Create a bulletin board depicting facts about the state.Develop a class book of states to include reports and pictures drawn bystudents.Create a paper or electronic database to collect and organize data aboutstates in a particular region of the United States.Create a Hypercard/Linkway stack about a state/regions with digitized pic-tures.'Create dialog for a skit which depicts an important event in a state'shistory.Compare the tourism opportunities in one state to another state in the region.Identify individuals important to the history of the state.Develop a map depicting important geographic features to illustrate reportdata.

107Teacher's Page

lbe

Stat

esSe

lect

a s

tate

and

com

plet

e ea

ch b

ox.

Stat

e N

ame:

Des

crib

e yo

ur s

tate

:

Size

:

Popu

latio

n:

Cap

ital:

Ave

rage

Win

ter

Tem

pera

ture

:

Ave

rage

Sum

mer

Tem

pera

ture

:

Impo

rtan

t Peo

ple

and

His

tori

calF

acts

:

Maj

or A

gric

ultu

ral C

rops

:

Bus

ines

s an

d In

dust

ry:

Geo

grap

hica

l Fea

ture

s:

Inte

rest

ing

Plac

es:

Dra

w S

tate

Sym

bols

:

Bir

d

Flag

Flow

er

1 0

810

9

Overview:

Process:

Search PathOptions:

Follow-up:

This activity provides an organizer to help students develop abrochureabout opportunities for tourism in a particular state.

Students work individually, or in pairs to collect information about statesfrom a CD-ROM encyclopedia. Students could choose one of the searchpaths suggested below based on their learning style,and use that path andthe accompanying worksheet to develop a brochure.

The Fabulous Fifty is a 1991 North Carolina Computer Learning Monthaward winning activity submitted by Jean Camp and Sue Calabro from

Bluford School in Guilford Public Schools.

Before selecting a search path in CMME students can see a pictorialoverview by typing the name of the state in the Picture Search compo-

nent of Picture Explorer.

They can then search one of these paths:Use Idea Search to see a list of related topics.Use Tide Finder to go directly to the article.

Notebook feature to collect, print and saveinformation.

An extension activity:Use Researcher's Assistant. Select the People and Places book,and choose "All about States". After reading the article choose one

of the three topics.

Have a travel and tourism event to share travelogues.Use travelogues to create a bulletin board.Create a travelogue video to advertise the important locations and events in

a state in a particular region of the United States.Publish a travel and tourism newsletter to report findings.Develop a class book of states to include reports and pictures drawn by

students.Create a paper or electronic database to collect and organize data about

states in a particular region of the United States.Create a Hypercard/Linkway stack about a state with digitized pictures.

Create dialog for a skit which depicts an important event in a state's

history.Compare the tourism opportunities in one state to another state in the region.

Teacher's Page

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one

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stra

te a

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wha

t vis

itors

will

see.

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t is

spec

ial a

bout

this

pla

ce?

Who

wou

ld e

njoy

a v

isit

here

?

ON

E F

AM

ILY

EN

TE

RT

AIN

ME

NT

SIT

ESh

ow a

ctiv

ities

that

eac

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mig

ht e

njoy

and

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why

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113

114

Overview: Three research teams work to explore information about the branches of thefederal government (Executive, Judicial and Legislative).

Process:

Search PathOptions:

Follow-up:

Establish three research teams. Each is assigned aspecific branch of the

federal government to investigate. Using Compton'sMultiMedia Encyclo-

pedia, Grolier MultiMedia Encyclopedia and/or Information Finder, andother information resources, students workcooperatively with the members

of their team to develop a report about the workings of a particular branch

of government.

Three research teams work to explore for information about the federal

government.Use the Topic Tree search path to locate information.Use Content feature to identify specific locations within the article.

Use Notebook feature to collect, print and save information.

The teams work together to:Create a bulletin board display identifying the responsibilities of eachbranch of government (each team works on their specific branch).Create graphic symbols/illustrations for each of themajor functions of their

branch of government.Present warn findings in an oral/video presentation in the form of a press

conference or television interview.Draw a cartoon detailing how a bill becomes law.

1 1 5 Teacher's Page

Bra

nche

s of

the

U. S

. Gov

ernm

ent

Iden

tify

the

mem

bers

of

the

Exe

cutiv

e B

ranc

h an

dde

scri

be th

e ro

le o

f ea

ch:

c

The

Exe

etith

re B

reh

,U

se *

CD

-RO

M e

ncyc

lope

dia

to c

ompl

ete

thet

iort

,

Des

crib

e th

e po

wer

s gi

ven

to th

e E

xecu

tive

Bra

nch

by th

eU

nite

d St

ates

Con

stitu

tion:

116

117

Bra

nche

s of

the

U. S

. Gov

ernm

ent

Iden

tify

the

mem

bers

of

the

Judi

cial

Bra

nch

of th

eFe

dera

l Gov

ernm

ent a

nd d

escr

ibe

the

role

of

each

;

118

The

Jud

icia

l Bra

nch

Use

a C

D-R

OM

enc

yclo

pedi

a to

com

plet

e th

e ch

art.

Des

crib

e th

e po

wer

s de

sign

ated

by

the

U.

Con

stitu

tion: 11

9

Bra

nche

s of

the

U. S

. Gov

ernm

ent

The

Leg

isla

tive

Bra

nch

Use

a C

D-R

OM

enc

yclo

pedi

a to

com

plet

e th

e ch

art.

Sena

teL

ist a

nd e

xpla

in th

e po

wer

s de

sign

ated

by

the

11. S

.C

onst

itutio

n:

12t)

Hou

se o

f R

epre

sent

ativ

es-

Lis

t and

exp

lain

the

pow

ers

desi

gnat

ed b

y th

e U

. &C

onst

itutio

n:

11

121

Overview:

Process:


Follow-up:

0 A °

ol f'.A

Four research teams work to investigate information about a particular U. S.

President. Each research team will use U. S. History Timeline in CMMEto locate information.

Establish four research teams. Each team selects a specific year span on theU. S. History Timeline and researches birth place information for U. S.

Presidents serving during that time span. Each team uses the U. S. HistoryTimeline, as a beginning point for each search, and the worksheet to locateand record information about U. S. Presidents. After each team has com-pleted their task, the information is compiled and recorded. Students thendetermine which states produced the most presidents.


'Students can make oral reports on particular presidents whose birthplace is

disputed.Write a journal article as a "childhood friend" of a president and describe

his life as a young person.Create a skit/video about bringing to life in modem times one of the earlypresidents and have him react to specific events.

_122Teacher's Page

Whi

ch S

tate

s Pr

oduc

edth

e M

ost P

resi

dent

s?

Iden

tify

the

birt

hpla

ce o

f ea

ch U

nite

d St

ates

Pres

iden

t, la

bel e

ach

birt

hpla

ce s

tate

with

the

pres

iden

t's n

ame

and

dete

rmin

e w

hich

stat

es p

rodu

ced

the

mos

t pre

side

nts.

Lis

t the

fiv

e st

ates

that

pro

duce

d th

e m

ostU

nite

d St

ates

Pre

side

nts:

123

1111

1111

VM

MIM

IM

124

Overview U. S. Presidents provides an organizer for investigating the life and

times of a U. S. President.

Process

Search PathOptions:

Follow-up

Students collect information from a variety of resources includingCD-

ROM and print resources to carry on a detailed investigation into the lifeand times of a particular U. S. President and attempt to determine some

of the critical influences that colored his life.

Use Grolier Multi Media Encyclopedia, Compton's Multi Media Encycl6pedia and/or Information Finder to collect data.

Use the timeline to get an overview of events that framedthe lifetime of the individual.Use Contents feature to locate information within thearticle.Use Notebook feature to take notes to print or save to disk.

'Create a collage of a president showing many facets of his life.'Create a word processed/oral report detailing why he was an important

president"Create a timeline of the significant events in thispresident's life.Create a skit/video depicting turning points in this president's life.

Read one biography about the president and compare your impression of

the person to the author's impression."Create entries in a journal explaining an important decision made by this

president'Develop a Hypercard/Linkway stack of U. S. Presidents.

125 Teacher's Page

1

U. S

. Pre

side

nts

II. E

arly

Lif

e

.Who

N. E

duca

tion

V. C

aree

r

VII

. Maj

or I

nflu

ence

s

126

III.

Fam

ily

VI.

Pol

itica

l Par

ty

II. D

escr

ibe

the

polit

ical

clim

ate

duri

ng h

is te

rm o

foff

ice.

127

IX. M

ajor

his

tori

cal e

vent

s du

ring

tenu

re in

offi

ce.

X. M

ajor

Acc

ompl

ishm

ents

as

Pres

iden

t

XI.

How

do

we

rem

embe

r hi

s w

ork

toda

y?X

II. H

ow d

id h

e di

e?

.0".

123

1?,9

Overview:

Process:

Search PathOptions:

Follow-up:

Intellectual Trivia is a problem-solving activity dealing with locatinginformation in CD-ROM encyclopedias and print resources to answerquestions about the United States. The activity objective is to havestudents identify the most effective search strategies.

The Intellectual Trivia activity was developed by participants in theTele Leaders Telecomputing Project, which was sponsored by ComputerServic,esfIVIedia and Technology 1991-1993. The specific questions used

in this version came from Inductor Magazine, February 1992.

This activity requires students to locate and collect information to answer

specific questions and identify effective strategies for locating different

kinds of information.

Use Topic Tree to get overview of topic.Use Idea Search to see list of related topics.Use U. S. History Timeline.Use Title Finder.

In Compton's MultiMedia Encyclopedia:Use Content feature to locate specificinformation.Use Notebook feature to collect, print and saveinformation.Use Icons to access charts and pictures.

Retrace the Search Path and document how information was located. Try

to determine the most effected strategies for locating specific types of

information.

Choose one interesting topic or fact and create a skit to illustrate or drama-

tize its significance.Create a trivia bulletin board.Create flashcards with the most interesting facts.Have teams of students develop a new set ofquestions to challenge class-

mates or students in a distant audience via telecommunications.'Create a game about the United States, World War II, or U. S. Presidents.

Teacher's Page

130

Inte

llect

ual T

rivi

a: W

HIC

HPR

ESI

DE

NT

WA

S T

HE

FIR

ST T

O...

Use

a te

leph

one

in th

e W

hite

Hou

se?

Mak

e a

radi

o br

oadc

ast?

Use

the

firs

t gas

ligh

ts in

the

Whi

te H

ouse

?

Use

the

firs

t ele

ctri

c lig

hts

in th

e W

hite

Hou

se?

Use

the

swim

min

g po

ol in

the

Whi

teH

ouse

?

Mak

e a

call

to th

e m

oon?

WO

RE

AFT

R

Mee

t one

or

mor

iof

the

even

ts li

sted

abov

e:

1. D

escr

ibe

how

wer

ebe

fore

the

new

tolo

gy w

asm

ed.

Z. D

esir

ibe

how

thin

gs D

ebw

ith th

e tts

e of

the

dise

ove

Spec

ific

que

stio

ns f

or th

is a

ctiv

ity c

an*

from

Ins

trae

for

Afa

rs:J

ae, F

ebra

ry 1

9910

13'

Overview:

Process:

Search PathOptions:

Follow-up:

This activity provides structure for exploring and investigating National

Parks in the United States.

Divide the class into four teams, for each team to explore one region of the

United States (e.g., northeast, southeast, northwest, southwest). The teams

will use a CD-ROM encyclopedia to collect information about NationalParks in their assigned region and the activity sheet torecord the data. Once

teams have collected data for their region, the teams share and combine all

data. From the data collected, students determine which five states have the

most National Parks and which parks have the largest number of visitors.

In Compton's MultiMedia Encyclopedia, Grolier MultiMedia Encyclope-

dia and/or Information Finder.

Use Content feature to locate specific information.Use Notebook feature to collect, print and save information.Use Icons to access charts and pictures

Create a paper/electronic database of national monuments in the United

States.'Create a travelogue of national parks for a particular state or region.Create a HyperCard/Linkway stack of historical sites in a state or region.

Develop a report about the National Parks Service.Create a rep, wt about the development of national parks in the United

States.

133 Teacher's Page

Whi

ch S

tate

s H

ave

the

Mos

t Nat

iona

l Par

ks?

Det

erm

ine

the

num

ber

olt n

atio

nal p

arks

in e

ach

stat

ean

d in

the

spac

es p

rovi

ded

nam

e th

e fi

ve s

tate

sw

ith th

e m

ost n

atio

nal p

arks

. To

Follo

w-u

p: I

dent

ify

mos

t fre

quen

tlyvi

site

d na

tiona

l par

ks a

nd la

bel t

hem

on

this

map

.Wri

te a

rep

ort a

bout

one

nat

iona

l par

k.

134

135

Overview:

Process:

Search PathOptions:

Follow-up:

In this activity, four research teams work to investigate information about aparticular U. S. President. Each research team will use a particular searchpath in CMME to locate information.

Establish four research teams. Each team selects a president and is assigneda specific search path in CMME (Idea Search, Title Finder, Topic Tree,or Atlas). Students work cooperatively with the members of their team toexplore for information about their president.

Four research teams work to explore for information about a president.Each research team will use a particular search path to locate information.

Suggestion: Use

Retrace Search Path feature to review progress.Notebook feature to collect, print and saveinformation.Content feature to locate specific informationfrom the article outline.

'After each of the research teams has presented their findings about thepresident, the team identifies the strengths and weaknesses of the par-ticular search path they used.Teams could also compare information obtained from various CD-ROM encyclopedias.Each team could provide a list of other relevant sources of information.

136Teacher's Page

( a

Col

labo

rativ

e A

ctiv

ity)

Est

ablis

h fQ

ire

sear

ch te

ams.

Eac

h te

am is

ass

igne

d a

spec

ific

Sear

ch P

ath

on C

ompt

on's

Mul

tiMed

ia

Enc

yclo

pedi

a (I

dea

Sear

ch, T

itle

Find

er, T

opic

Tre

e or

Atla

s). S

tude

nts

wor

k co

oper

ativ

ely

with

the

mem

bers

of

thei

r te

am to

exp

lore

for

info

rmat

ion

abou

t U.

S. P

resi

dent

s.

TE

AM

ASS

IGN

ME

NT

IS:

to e

xplo

re th

eir

desi

gnat

ed S

earc

h Pa

than

d co

llect

info

rmat

ion

abou

t U. S

. Pre

side

nts.

to b

e ab

le to

exp

lain

and

ret

race

the

mos

tsuc

cess

ful p

ath

for

gath

erin

g in

form

atio

n ab

out

U. S

. Pre

side

nts

in th

eir

assi

gned

Sea

rch

Path

.to

pre

sent

the

find

ings

of

the

team

on

U.S

. Pre

side

nts

to th

e cl

ass.

Follo

w-u

p A

ctiv

ity: C

lass

disc

ussi

on c

ompa

ring

the

qual

ity o

f in

form

atio

n fo

und

in e

ach

Sear

ch P

ath.

137

133

Overview

Process

Search PathOptions:

Follow-up

Famous Americans is an activity which allows a student to identifypeople who have had an impact on the history of the United States and

determine some of the events and people who influenced their lives.

Students collect information from a variety of resources including CD-

ROM and print resources to carry on a detailed investigation into the life

and times of important people and attempt to determine some of the

critical influences that colored the person's life.

Use Grolier MultiMedia Encyclopedia, Compton's MultiMedia Encyclo-pedia and/or Information Finder to collect data.

Use the timeline to get an overview of events that framedthe lifetime of the individuaLUse Contents feature to locate information within the

article.Use Notebook feature to take notes to print or save to disk.

Create a collage of the person showing many facets of the person's life.Create a word processed/oral report detailing why this person was impor-

tant.Create a timeline of the significant events in this person's life.

Create a skit/video depicting turning points in the individual's life.Read one biography about the person and compare your impression of the

person to the author's impression.Create entries in a journal explaining an important decision the famous

American made.Develop a HyperCard/Linkway stack of famous Americans.

1.39Teacher's Page

Fam

ous

Am

eric

ans

tiff.

Ear

ly L

ife

>V

I. M

ajor

Inf

luen

ces

14')

N. E

duca

tion

V. C

aree

r

-"-

VII

. Des

crib

e th

e tim

es h

e/sh

e gr

ew u

pin

.

I

VII

I. T

imel

ine

of m

ajor

eve

nts

in p

erso

n's

life.

IX. M

ajor

Acc

ompl

ishm

ents

X. H

ow d

o w

e re

mem

ber

his/

her

wor

k to

day?

142

XI.

How

did

he/

she

die?

Overview:

Process:

Search PathOptions:

Follow-up:

This activity provides students an opportunity to trace the location ofmajor events and battles of the Civil War.

Students working in pairs use Compton's Multi Media Encyclopedia, orGrolier Multi Media Encyclopedia to locate sites where specific eventsoccurred.

They can then use one of the following paths:Use Idea Search to locate the event to see related articles.Use Title Finder to locate events.

Record the listing of related topics using the notebook feature.Pay particular attention to the See Also Icon.Explore and examine all the possibilities.

Suggestion: UseContent feature to locate specific information from the articleoutline.Notebook feature to collect, print and saveinformation.

Create a skit/video to dramatize an event.Create a Hypercard/Linkway stack of important events with illustrations.Create a paper/electronic database of Civil War events including (e.g.,

location, date, event, key people, outcome).Create a timeline of important events for Union forces and one for Confed-

erate forces.As a war correspondent, write an account for a newspaper of one important

event.As a soldier, write a letter home to the family describing one importantevent and describe how you felt as a soldier.

144Teacher': Page

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