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Information Literacy Lesson Plan Natalie Johnson FRIT 7136 Fall 2011 Instructor: Dr. Stephanie Jones Pathfinder URL: http://njohnson4.pbworks.com/w/page/4824292 9/The%20Four%20Seasons%20Pathfinder

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GRADE: 4th

TEACHER(S): Ms. Holland, Mrs. Johnson (SLMS)

CONTENT TOPIC: The Four Seasons STANDARDS FOR THE 21st-CENTURY LEARNER GOALS Standard: Standard 1: Inquire, think critically, and gain knowledge. Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. Skills Indicator(s): 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. Benchmark(s): - Write, draw, or verbalize the main idea and supporting details. - Create a product with a beginning, middle, and end. - Incorporate writing and oral skills to develop a product or performance. Dispositions Indicator(s): 2.2.4 Demonstrate personal productivity by completing products to express learning. Responsibilities Indicator(s): 1.3.5 Use information technology responsibly. Self-Assessment Strategies Indicator(s): 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.4 Seek appropriate help when needed. 2.4.3 Recognize new knowledge and understanding. 3.4.2 Assess the quality and effectiveness of the learning product. CONNECTION TO LOCAL OR STATE STANDARDS S4E2. Students will model the position and motion of the earth in the solar system and will explain the role of relative position and motion in determining sequence of the phases of the moon. c. Demonstrate the revolution of the earth around the sun and the earths tilt to explain the seasonal changes. OVERVIEW: The 4th grade students of Ms. Hollands class have been learning about the different seasons. This topic was triggered by a students interest in the change of climate during certain months. We thought this was a great idea for students to learn more about the seasons. In class students are able to describe the reason why seasons change. The SLMS suggested to the

Johnson 3 teacher that the students should visit an interactive website, take notes from the website, and complete a SLMS-created PowerPoint Presentation.

FINAL PRODUCT: Students will complete SLMS-created PowerPoint illustrating the position of the Earth during each season. The students will also complete a KWL chart to show their prior and acquired knowledge about the changing of the seasons. Also, students learn how to take proper notes. LIBRARY LESSON(S): Students will be instructed on how to take proper notes. After viewing the interactive website, students will complete the SLMS-created PowerPoint about the seasons. ASSESSMENT: Product: SLMS and teacher assess the PowerPoint looking for correct information Process: SLMS and teacher observe the students as they use resource (website), take proper notes, and use PowerPoint. Students Self-Questioning: o Did I type my name on the first slide? o Did I complete all activities from the website? o Did I put the correct information in the blanks? o Did I understand my work? o Did I check over my work? o Did I save the PowerPoint using my name? o Did I ask for help when needed? INSTRUCTIONAL PLAN Resources students will use: Individual KWL Chart (Taken from http://www.eduplace.com/graphicorganizer/pdf/kwl.pdf) Website www.teachersdomain.org/resource/ess05.sci.ess.eiu.seasonsgame/ SLMS-created PowerPoint (Attachment #1 and #2) Instruction/Activities Direct Instruction: SLMS will engage students by having the KWL chart on projected on the screen. The SLMS will also hand out individual KWL charts as the students enter the room. SLMS will introduce the KWL chart and its purpose. Students will fill in the first two columns (what I know, what I want to know). Students will understand that they fill in the first column with information they previously learned. The SLMS and teacher will guide students into thinking about information they learned in class. They will know that they will fill the second column with

Johnson 4 information they want to learn about. Students will use the last column (what I learned) during their viewing of the interactive website. Once things are explained to students they will have a chance to ask questions. Modeling and Guided Practice: The SLMS will discuss how to take correctly take notes. While viewing the website, students are to write notes down using KWL Chart. Independent Practice: The website will already be displayed on the students computer screen. The SLMS-created PowerPoint will also be displayed on the students computer screen. Students will be given instruction to begin viewing the interactive website and taking notes. Students will be assisted by the SLMS and teacher providing students with help when needed with the PowerPoint, taking notes, and viewing the interactive website. Sharing and Reflecting: The students will complete a worksheet that will provide the SLMS feedback on what the students liked and didnt like about the lesson. This is the students ticket out the door Ticket out the door #1 Question Did I type my name on the first slide? Did I complete all activities from the website? Did I put the correct information in the blanks? Did I understand my work? Did I check over my work? Did I save the PowerPoint using my name? Did I ask for help when needed?

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Ticket out the door #2 I liked this lesson

I feel that I learned something from this lesson When I had a question, a teacher came to help I liked the product I created

SLMS-created PowerPoint documentStudents will fill in the blank with which season is shown. (Attachment #1)

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Image taken from http://www.kidsgeo.com/geography-for-kids/0019-the-revolution-of-theearth.php SLMS-created PowerPoint documentStudents will fill in the blank with which season is shown. (Attachment #2)

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Image taken from http://www.universetoday.com/27474/vernal-equinox-busting-the-myth-ofbalancing-eggs/ REFLECTION First, collaboration went as planned. It was hard to figure out what the best time to meet was since our schedules were different. At times we had to resort to meetings through email, but we did have one face-to-face meeting. The teacher and I collaborated well together. I did not feel as if my lesson or ideas were unwanted; we both respected each others time and ideas. Second, the class was a good class. With the help of the teacher, behavior issues were kept at a minimum. I could tell that they enjoyed the lesson. This was actually the first time most of them used the PowerPoint software. Because our library only has a few computers, I decided that it was a good idea to use one of our computer labs to complete the lesson. I made sure that everything the students needed was already available on their screen (i.e. SLMS-created PowerPoint, interactive website. I wanted to make sure that there would be no loss of instruction time. Overall, the teacher and I believed that the lesson went well. The students were able to complete everything within the class time; there was no needed for a second day of instruction.