I Have My Sources
1 Giving Credit Simulation
Instruct each student to either a)pick a piece of artwork or writing they are proud of or, if time permits, b)have students create something of their choice.
Once all students have created a product, mix up the items and have the students choose one at random. Explain to the students that they are not allowed to reveal who created which items, or to pick their own.
Once the students have chosen at random, have them hold up the products. Go around and award the products various prizes. This could be ribbons, stickers, etc.
The students will likely protest when another student gets a prize for their actual work. This will in turn serve as a segue into a discussion about how it feels to have someone else receive "credit" (one of the key terms) for their hard work.
*Note: It's probably best, with students at this age, to give everyone a prize at the end of the lesson or to explain that this was simply a demonstration and take the prizes back. Knowing students at this age, I would personally opt for the former!*
2 Discussion/Direct Instruction
After the students have settled down, collect the artwork/writing samples, and invite students to share their feelings about someone else receiving credit for their work. This can be done in an Open Circle Curriculum format, on the rug in whole-class format, or using a turn-and-talk approach.
Make sure that students are given the freedom to be honest about their feelings, while explaining that no one can take jabs at another student's artwork, etc.
Once students have been given the opportunity to talk, turn their attention to four words written on the board:
Have students brainstorm with a partner what these words might mean, and perhaps even create a word splash on the board with their ideas.
Then, go back into the simulation to provide examples of the definitions. For example, one could say, "These are great ideas! Credit is making sure that someone knows that a drawing is yours and that you worked hard, Sally! Just like in our activity, when you were unfairly not given credit for your work."
Continue this process with all three words, and explain that there is a way to make sure that everyone receives credit for their work.
3 Guided Practice
As a whole group, have students watch the Brainpop video about citing sources. Allow for questions after the video, but move quickly into partner work.
Using individual whiteboards, have partners answer the following questions with words, pictures, graphs, etc.
1. Why is it wrong to plagiarize?
2. How can you avoid plagiarizing, and give credit?
3. What is a source? Write at least three examples of different kinds of sources.
4. Where can you find help if you're stuck about sources or citing sources?
Partners should then share their findings with the class.
4 Independent Practice
Students will then take a "source walk" around the classroom, and locate three different sources of information-- books, magazines, websites (teacher should have them open on iPads), CDs, newspapers, etc--. Then, once they have collected their three sources, they should return to their desks and practice "citing," using a printed, kid-friendly list. Teachers should see the following pages for easy citation lists.
As a wrap-up/assessment, the teacher will record (with an iPad, voice recorder, or other tool) each student sharing one thing they learned from the lesson and one question they still have. The teacher will then compile the snippets and, at a later date, hold another session where he/she answers the questions or has students explore the questions. This will encourage further learning and build anticipation.