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\nLesson Planet Curated\n
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\nUse Information Correctly\n

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\n\nFor Students\n\n6th - Higher Ed\n\nStandards\n
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\nFour videos make up the \"Use Information Correctly\" series designed for 21st-century learners. The collection focuses on how to avoid plagiarism by citing sources, understanding copyright laws, learning how to copyright their original...\n
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\n\"Plagiarism\n\n
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\nMicrosoft\n
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\nPlagiarism Fair Use Copyright\n

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\n\nFor Teachers\n\n7th - 12th\n\nStandards\n
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\nNothing makes junior high and high school teachers more frustrated than plagiarism. Instruct young writers about copyright laws and the correct ways to paragraph information without copying the exact words. A set of secondary-level...\n
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\n\"Exploring\n\n
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\nReadWriteThink\n
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\nExploring Plagiarism, Copyright, and Paraphrasing\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nPlagiarism, copyright, and fair use are the focus of a three-part instructional activity designed to inform scholars of how to properly cite others' work. First, pupils use a KWL chart to begin thinking and...\n
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\n\"Plagiarism\n\n
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\nCalifornia Department of Education\n
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\nPlagiarism is Stealing!\n

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\n\nFor Teachers\n\n9th\n\nStandards\n
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\nStop, thief! Do your pupils understand the consequences of plagiarism? Lesson three of six in a series of college and career readiness activities demonstrates the dangers of taking credit for someone else's work. Learners engage in...\n
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\n\"Plagiarism\n\n
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\nCurated OER\n
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\nPlagiarism Workshop\n

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\n\nFor Teachers\n\n8th - 12th\n\nStandards\n
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\nWhat do George Harrison, Vanilla Ice, and Steven Ambrose all have in common? The Warner Brothers’ films Batman Forever and The Devil’s Advocate? All are guilty of plagiarism. And if you are considering a research project and want to...\n
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\n\"Plagiarism:\n\n
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\nCurated OER\n
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\nPlagiarism: Avoiding Accidental Internet Plagiarism\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nDemonstrate how to cite information from Internet sources without plagiarizing. If your class is working on an Internet research paper, and you have observed learners cutting and pasting directly from the Internet, the activities and...\n
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\n\"Quoting,\n\n
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\nQuoting, Citing, and Paraphrasing\n

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\nBeware! (not only the Ides of March). Warn your researchers of the dangers of plagiarism! After defining the term, viewers are introduced to the consequences of and forms of plagiarism, as well as tips on how to avoid plagiarism....\n
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\n\"Research:\n\n
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\nEngageNY\n
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\nResearch: Paraphrasing Relevant Information\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nReaders take a look at the source Ethical Style: How Is My T-Shirt Made? and discuss how to say the information in the article without plagiarism. Learners make note of and underline sentences that may present a problem in paraphrasing....\n
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\nNorthwest Career & Technical Academy Foundation\n
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\nWhat's Mine Isn't (Necessarily) Yours\n

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\n\nFor Teachers\n\n4th - 8th\n\nStandards\n
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\nWhen we use images or ideas from the Internet, we might be infringing on someone's rights. Give your class the opportunity to understand copyright and creator's rights as they evaluate fair and legal use of media found online. As they...\n
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\n\"Ethics\n\n
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\nCurated OER\n
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\nEthics WebQuest\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine the topics of copyright and fair use, plagiarism, and evaluating websites for content. They conduct Internet research, evaluate a variety of websites for authenticity, and write about and define plagiarism and copyright...\n
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\n\"Getting\n\n
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\nGetting the Gist and Paraphrasing: “Rachel Carson: Environmentalist and Writer”\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nDon't copy me. Scholars prepare to dig in with an introduction to their research folder and a discussion about plagiarism. They then review the meanings of harmful and beneficial and how the words apply to the use of DDT. They finish the...\n
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\nTeach Engineering\n
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\nGet the Word Out at McDonald's!\n

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\nTo get the word out that the Great Pacific garbage patch (GPGP) contains millions of pounds of non-biodegrading plastics, individuals research the GPGP and write an article for a newsletter. Researchers present their facts in a...\n
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\n\"Deepening\n\n
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\nDeepening Your Research\n

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\nGive credit where credit is deserved. Scholars discuss what makes a credible source as they take a look at \"An Apparel Factory Defies Sweatshop Label, but Can It Thrive?\" Learners read the article to look for answers to the research...\n
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\n\"Comprehension-Note\n\n
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\nCurated OER\n
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\nComprehension-Note Taking Skills to Supprt Opinions and Panel Discussion\n

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\nFifth graders examine note taking skills in order to support opinions. In this language arts activity, 5th graders read several newpaper articles and discuss a current issue. Students explore how to paraphrase so as not to commit...\n
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\n\"Noncombatancy\n\n
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\nCurated OER\n
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\nNoncombatancy and the Seventh ­day Adventist Church\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nUpper graders investigate how the Seventh Day Adventists are objectors to the practice of war. The lesson covers the Civil War and examines the church's position about the practice of war. The research extends to modern wars and learners...\n
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\n\"Exploring\n\n
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\nExploring Louisiana's Land Down Under - The World of Kate Chopin's The Awakening.\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nVisit 19th century Grand Isle, Cheniere Caminada, and New Orleans! Meet the inhabitants, learn about their history and culture, and view landmarks and industries! After reading Kate Chopin’s The Awakening, class groups research the...\n
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\n\"Mid-Unit\n\n
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\nEngageNY\n
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\nMid-Unit 3 Assessment and Independent Reading Check\n

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\nIt's time for scholars to be on their own. Individuals work independently reviewing sources to answer their research questions. Learners read \"Are Your Clothes Made in Sweatshops?\" to help complete the mid-unit assessment. After...\n
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\n\"End\n\n
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\nEngageNY\n
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\nEnd of Unit 3 Assessment: Writing a Research Synthesis\n

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\nReady, set, write! Scholars work on the end-of-unit assessment by completing a writing prompt. They then look at the model performance task from instructional activity two to create a rubric for scoring the exercise. Using turn and talk,...\n
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\nMid-Unit Assessment: Comparing and Contrasting Two Texts: Simulated Research\n

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\nShoo fly. Scholars read DDT Spray Scares Mosquitoes Away, Study Finds and You Think You Have It Tough? to complete a mid-unit assessment. The learners compare and contrast author presentation and conduct a credibility check on each...\n
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\n\"Researching\n\n
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\nResearching Digital Sources, Part 2: Guided WebQuest\n

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\nGo surfing for the facts. Scholars continue their work using their Digital Resources on DDT sheet to find information by searching websites. After collecting information, they mix and mingle to hear information discovered by classmates.\n
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\nResearching Digital Sources, Part 1: Guided WebQuest\n

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\nWe are living in a technical world. Scholars learn how to examine digital resources for their research on DDT. They explore a list of websites using a Digital Resources on DDT sheet. Learners examine their research notebook to...\n
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\n\"Resource\n\n
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\nResource Materials and Gathering Information: Reading Another “Choice” Text from the Research Folder\n

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\nLook it up. Scholars use a dictionary and thesaurus to verify the meaning of the research vocabulary words they defined in the previous activity. They then use sticky notes to write a synonym for each word. Finally, individuals choose a...\n
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\n\"Research\n\n
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\nResearch Tasks: New Words, Relevant Information, Revision\n

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\nWord builders. Scholars participate in a mini lesson about affixes. They then complete a research vocabulary organizer and share their definitions of the words with the class. They gather more evidence for their research from the...\n
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\n\"Earth's\n\n
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\nEarth's Biomes\n

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\nTenth graders examine characteristics and animals of terrestrial biomes. In this Earth's biomes instructional activity, 10th graders view a PowerPoint, take noes, sort pictures, research biomes, and create a diorama of a biome for...\n
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