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Titanic
Time Required 10 (45 -minute periods)
Author Joan M. Joedicke
Collaborator Bruce Haight--5th Grade Teacher
Type Collaborative Units
Grade Level 5
Summary A social studies project researching the Titanic offers an opportunity to further students' ability to use a print encyclopedia and search for information on a web site. The information will then be used to prepare an oral report that includes a visual.

Subject Heading(s) Titanic (Steamship)
Subject Area(s) English

Objectives

After completing the lesson activities, students will:
  • Have improved their report preparation and presentation skills.
  • Understand how to retrieve information from the several layers and links used on a web site.
  • Understand how to use cross-references in an index.
Information Literacy Standard(s)
  • Research Model: Find: How/where is the information found?: Where is the information found: Uses a search strategy: Cross references

  • Research Model: Gather: How is the information gathered?: Follows links and layers in electronic sources

    • NYS Standard(s) Intermediate:
    English Language Arts--Speaking and Writing--Language for Information and Understanding.
  • produce oral and written reports on topics related to all school subjects

    		•
    Dewey Classification Numbers 361.1
    910
    978.8
    Resources used
    Student Resources:
      Book(s):
    • Aaseng, Nathan. The Titanic. San Diego: Lucent Books, 1999.
    • Adams, Simon. Titanic. New York: DK Pub, 1999.
    • Alcraft, Rob. Shipping Disasters. Chicago: Heinemann Library, 2000.
    • Ballard, Robert D.. Exploring the Titanic. New York: Scholastic, 1988.
    • Ballard, Robert D.. Finding the Titanic. New York: Scholastic, 1993.
    • Bunting, Eve. SOS Titanic. San Diego: Harcourt Brace, 1996.
    • Cole, Michael D.. The Titanic, Disaster at Sea. Berkeley Heights: Enslow Publishers, 2001.
    • Conklin, Thomas. The Titanic Sinks!. New York: Random House, 1997.
    • Deady, Kathleen W.. The Titanic: the Tragedy at Sea. Mankato: Capstone High-Interest Books, 2002.
    • Dubowski, Mark. Titanic: the Disaster That Shocked the World. New York: DK Publishing, 1998.
    • Harmon, Daniel E.. The Titanic. Philadelphia: Chelsea House Publishers, 2001.
    • Heiligman, Deborah. The Story of the Titanic. New York: Random House, 1998.
    • Kent, Deborah. The Titanic. Chicago: Childrens Press, 1993.
    • Kupperberg, Paul. The Tradegy of the Titanic. New York: Rosen Central, 2003.
    • Landau, Elaine. Heroine of the Titanic: the Real Unsinkable Molly Brown. New York: Clarion Books, 2001.
    • Marschall, Ken. Inside the Titanic. Boston: Little, Brown, 1997.
    • Noon, Steve. Story of the Titanic. New York: DK Publishing, 2001.
    • Osborne, Will. Titanic. New York: Random House, 2002.
    • Palazzo-Craig, Janet. Titanic: Book of Fascinating Facts. United States: Troll, 1999.
    • Ruffin, Frances E.. "Unsinkable" Molly Brown. New York: PowerKids Press, 2002.
    • Shapiro, Marc. Total Titanic: the Most Up-to-date Guide to the Disaster of the Century. New York: Byron Press Multimedia Co. Pocket Books, 1998.
    • Sherrow, Victoria. Titanic. New York: Scholastic Reference, 2001.
      Worksheet(s):
    • Titanic Notes


    Teacher Resources:
      Book(s):
    • The World Book Encyclopedia. Chicago: World Book, Inc., 2002.
    • Stewart, David. You Wouldn't Want to Sail on the Titanic: One Voyage You'd Rather Not Make. New York: Franklin Watts, 2001.
    • Tanaka, Shelley. On Board the Titanic: What It Was Like When the Great Liner Sank. New York: Hyperion Books for Children, 1996.
    • Wade, Wyn Craig. The Titanic, End of a Dream. New York: Penguin Books, 1986.
    • Wormser, Richard. The Titanic. New York: Trumpet Club, 1994.
      Magazine(s):
    • "A Long Last Look at Titanic". National Geographic. Dec. 1986: 698-727.
    • Ballard, Robert D. "How We Found the Titanic". National Geographic. Dec. 1985: 696-718.
    Procedure(s)
    1. The classroom teacher will set the stage for this project. The students will brainstorm possible topics to research and select the one they want to do.
    2. The next step is a trip to the library to locate resources to use. a. Before the students begin their search, the LMS will explain how to interpret cross-reference in an index. b. The class will begin the search for information, with LMS and classroom teacher assisting. c. The next several days will be spent seeking resources and taking notes. d. When the students are ready to search web sites, the LMS will demonstrate how to access a site and the process of following the headings, etc. to get to the actual information for which they are searching.
    3. Once the students have all their information, the classroom teacher will oversee the writing of the report, the creation of a visual to accompany it, and the presentation to the class.
    Evaluation
    General Assessment
    1. Students will locate and process information about the Titanic.
    Specific Assessment
    1. Perusal of the student worksheet.
    Extension Have the students make an illustrated ABC book about the Titanic.

     

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