Information Literacy Lesson Plan Patricia A.

Herrington Georgia Southern University

Dr. Judith Repman FRIT 7136 Reference and Information Sources April 12, 2011

School Website Use with Students http://flashmedia.glynn.k12.ga.us/webpages/nleggett/resources.cfm?subpage=28837 Pathfinder http://buffyreno.pbworks.com/w/page/38984798/Sea-Turtle-Pathfinder

Grade: Third Content Topic: Sea Turtles

Teachers: Herrington and Leggett

Standards for the 21st Century Learner Goals Standard(s) Standard 1 Inquire, think critically, and gain knowledge Standard 2 Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. Standard 3 Share knowledge and participate ethically and productively as members of our democratic society. Skills Indicator(s) 1.1.6 Read, view, and listen for information presented in any format (e.g., textural, 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. 3.1.5 Connect learning to community issues. Benchmark(s) Use simple note-taking strategies as demonstrated by librarian Write, draw or verbalize the main idea and supporting details. Create a product with a beginning, middle, and end. Use basic grammar conventions. Incorporate writing and oral skills to develop a product or performance. Use pictures to communicate new information and ideas. Revise work with peer or teacher guidance. Express a personal connection to the topic or question. Identify how the topic or question relates to a real-world need.

Dispositions Indicator(s) 1.2.6 Display emotional resilience by persisting in information searching despite challenges. 2.2.4 Demonstrate personal productivity by completing products to express learning. 3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. Responsibilities Indicator(s) 1.3.4 Contribute to the exchange of ideas within the learning community. 1.3.5 Use information technology responsibly. 2.3.1 Connect understanding to the real world. 3.3.4 Create products that apply to authentic real-world contexts. 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 it is needed. 2.4.4 Develop directions for future investigations. 3.4.2 Assess the quality and effectiveness of the learning product. Connection to Local or State Standards S3L1 - Students will investigate the habitats of different organisms and the dependence of organisms on their habitat. d. Explain what will happen to an organism if the habitat is changed. ELA3R2 - The student acquires and uses grade-level words to communicate effectively. a. Reads literary and informational texts and incorporates new words into oral and written language. ELA3LSV1 - The student uses oral and visual strategies to communicate. b. Recalls, interprets, and summarizes information presented orally. c. Uses oral language for different purposes: to inform, persuade, or entertain.

d. Listens to and views a variety of media to acquire information. ELA3W2 - The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces informational writing (e.g., procedures, report, correspondence) that: f. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic. Overview: Mrs. Leggetts class has just completed a science unit on animal habitats in Georgia and the effects of pollution and humans on the environment. Mrs. Leggett has read the story Turtle Bay by Saviour Pirotta with her class and they have participated in an inhouse field trip provided by the Georgia Sea Turtle Center which is located on Jekyll Island. This school year Mrs. Leggett was selected to teach an inclusion class. Knowing that seven of her students are special education students and the others are Early Intervention Program students, she would like assistance in providing her students with addition experiences in the area of the effects of pollution and humans with regards to sea turtle nesting and their hatchlings. Final Product Students in Mrs. Leggetts third grade inclusion class will select from one of two projects. 1) Design a poster which demonstrates the effects of pollution on sea turtle nesting and sea turtle hatchlings journey to the sea. 2) Write and illustrate a book based on the perspective of either the mother sea turtle or one of the hatchling. Library Lesson(s) Day One: In the classroom setting, the SLMS will use a circle map to brainstorm with students things they have learned about sea turtle nesting and hatchlings. SLMS will provide students with an explanation on the activities they will participate in and their projects. SLMS will instruct students on accessing their class webpage through demonstration on the Active Board. Students will be issued class laptops and will mirror the process being shown by the SLMS. Afterwards, students will access the class webpage on their own.

Day Two: SLMS will review rubric with students. Student will access the class webpage. SLMS will demonstrate how to access the teacher pulled resources and demonstrate how to use the note taking sheets to log down important information. Day Three: SLMS along with teacher and her collaborative teacher will monitor students as they begin exploration of pulled resources and the note taking process. Day Four: Students will log onto class website, find and select the Quest to Nest game. SLMS will demonstrate how to play the Quest to the Nest game. (Instructions will be posted on the website and copied instruction will be given to students who are in need of them.) The SLMS will play one round of the game on the Active Board while students watch and ask questions. Students will play the game on their laptop. Students will be give three opportunities to play the game. After each session, students will log down the number of turtles who made it to the nest and the number of turtles who returned to the ocean. Assessment Product: Teacher and SLMS will access student books and posters for correct information found on websites using a rubric. They will also review notes taken by students from their review of selected resources. (This will not be evaluated for student feedback.) Process: SLMS, teacher, and collaborative teacher will monitor students as they participate in direct instruction, accessing class webpage, review of teacher selected resources, the note taking process, and the creation of their projects. Student self-questioning: Did I give my attention to the media specialist? Did I follow along when the media specialist was showing me how to find the class webpage? Did I view or read all websites? Did I take notes on each resource provided? Did I seek help when needed? Did I write my name on my project?

Did I complete my project? Did I check my work? Did I log down my score from each game?

Instructional Plan Resources student will use: Online subscription database(s) Non-print Web sites Books Periodicals/newspapers Reference Other (video)

http://flashmedia.glynn.k12.ga.us/webpages/nleggett/resources.cfm?subpage=28837

Instruction/activities Direct Instruction: Day One: In the classroom setting, the SLMS will use a circle map to brainstorm with students things they have learned about sea turtle nesting and hatchlings. SLMS will provide students with an explanation on the activities they will participate in and their projects. SLMS will instruct students on accessing their class webpage through demonstration on the Active Board. Day Two: SLMS will review rubric with students. Student will access the class webpage. SLMS will demonstrate how to access the teacher pulled resources and demonstrate how to use the note taking sheets to log down important information. Day Four: SLMS will demonstrate how to play the Quest to the Nest game. (Instructions will be posted on the website and copied instruction will be given to students who are in need of them.) The SLMS will play one round of the game on the Active Board while students watch and ask questions. Modeling and Guided Practice: Day One: SLMS will instruct students on accessing their class webpage through demonstration on the Active Board. Students will be issued class laptops and will mirror the process being shown by the SLMS

Day Two: SLMS will demonstrate how to access the teacher pulled resources and demonstrate how to use the note taking sheets to log down important information. Students will have the opportunity to mirror the SLMS. Day Four: The SLMS will play one round of the game on the Active Board while students watch and ask questions. Students will play one game on their laptop as the SLMS, teacher, and collaborative teacher monitor and guide students in the process. Students will be give two additional opportunities to play the Quest to the Nest game. After each session, students will log down the number of turtles who made it to the nest and the number of turtles who returned to the ocean. Independent Practice: Day One: Students will access the class webpage on their own. Day Three: SLMS along with teacher and her collaborative teacher will monitor students as they begin exploration of pulled resources and the note taking process. (Students will continue this process over several days when only the teacher and collaborative teacher are present. Projects will be completed during this time period along with short visits from the SLMS.) Day Four: Students will be give two additional opportunities to play the Quest to the Nest game. After each session, students will log down the number of turtles who made it to the nest and the number of turtles who returned to the ocean. Sharing and Reflecting: Each student will orally present their project to their teachers and classmates. Students, who chose to write and illustrate a book, will read their book aloud as their illustrations are being shown using the document camera. Students who chose to design a poster will display their poster on the magnet board, then orally present the information contained within their poster. Modifying the Assignment All components of this lesson will be conducted during the times in which the special education or EIP teacher is scheduled for co-teaching and IEPs will be followed.

Teacher Name: Patti Herrington Student Name: ________________________________________

Making a Poster/Book: Sea Turtle Nesting and Hatchlings

Category Use of Class Time 4 Used time well during each class period. Focused on getting the project done. Never distracted others. 3 Used time well during each class period. Usually focused on getting the project done and never distracted others. 2 Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others. Poster/book is acceptably attractive though it may be a bit messy. 3-4 accurate facts are displayed on the poster. All but 1 of the required elements are included on the poster/book. 1 Did not use class time to focus on the project OR often distracted others.

Attractiveness

Content Accuracy

Poster/book is exceptionally attractive in terms of design, layout, and neatness. At least 7 accurate facts are displayed on the poster. Poster/book includes all required elements as well as additional information.

Poster/book is attractive in terms of design, layout and neatness. 5-6 accurate facts are displayed on the poster. All required elements are included on the poster/book.

Poster/book is distractingly messy or very poorly designed. It is not attractive. Less than 3 accurate facts are displayed on the poster. Several required elements were missing.

Required Elements

Name: __________________________________

Date: _____________________

Self-Assessment Rubric Yes

Did I give my attention to the media specialist? Did I follow along when the media specialist was showing me how to find the class webpage? Did I view or read all websites? Did I take notes on each resource provided? Did I seek help when needed? Did I write my name on my project? Did I complete my project? Did I check my work? Did I log down my score from each game?

No

Comments

Reflection Collaboration for the lessons was completed though the use of email, phone calls, and personal visits. Several years ago I had taught on the third grade team with Mrs. Leggett at Burroughs Molette Elementary (BME). With this said I was already familiar with the Georgia Performance Standards on this topic and had previously been exposed to the lesson taught by the Georgia Sea Turtle Center. In fact, Mrs. Leggett and I had previously spoken of creating such a lesson but had never followed through. This was a wonderful opportunity to work together in creating a lesson to be use this year and in subsequent years. As I am not teaching this year, I was able to be flexible and work around her school schedule. This also helped in extending the lesson to accommodate the demographics in her classroom. Because I am on a leave of absence, most of the students in Mrs. Leggetts class were already familiar with me. In fact, I had taught older siblings of several students who are assigned to Mrs. Leggetts class. Once I entered into the classroom, the students were happy to see me and gave me their undivided attention on every visit. I would like to say all of the students modeled excellent behavior; however that was not the case. One student, who is new to the school, had several outbursts when he became frustrated. On these occasions Mrs. Leggett or Mrs. Hood stepped in to assist the student and get him back on track. Each grade level team at BME has a laptop cart to accommodate up to 22 students. Current enrollment for Mrs. Leggetts class is 16. There are not enough computers in the library to support individual access to computers; therefore all activities were completed in the classroom. I believe remaining in the classroom helped students to remain focused and held down disruptions that tend to arise when students in this class transition from one space to another. But most importantly, teaching in the classroom added additional time for the lessons. Having previously worked with laptops in the classroom, students were already accustomed to the process of selection. They also had been groomed to wait for instruction on use, so no time was wasted on instruction in that area. A circle map was projected onto the Active Board and the students began providing me with background knowledge on sea turtles and their hatchlings. Once the circle map was completed, I explained the activities in which they would be participating and went over the choice of projects they would be required to complete. (Yes! There were several who wanted to do both. I encouraged them to complete one and explained we would talk about the second after the first was completed.) I called their attention to the Active Board and began my demonstration of how to access the class webpage. After my demonstration, I began the process again, this time having the students follow each step I made. Mrs. Leggett, Mrs. Hood, and I all monitored the students to make sure they were successful

in each step. There were several students who experienced some difficulty. Help was quickly administered and the process continued. During the independent practice segment, 14 out of the 16 students in attendance were able to successfully log on to the class webpage. Afterwards, the students were allowed to log into Dimension M and play several rounds. The following day copies of the rubric for the project and the self-evaluation were given to each student. As we reviewed each section students asked questions and answers were supplied. Thank goodness they were familiar with the use of rubrics. After discussion of the rubric was completed I had students give me directions for logging onto the class webpage. Afterwards I demonstrated how to access the resources on the webpage. Before ending this lesson, I pulled up one of the reading resources, read it aloud, and did a think aloud for the note taking process. Purposely I left out some important information and later asked students to help me with remembering important facts I had not written down. I had many students eager to help me. Of course there were many who repeated what was already written down. I explained that we already had that part covered so we did not have to write it down again. Students were told they would have the opportunity to do as I had modeled in the upcoming days. On day three of the lesson, the class and I reviewed the demonstration from the previous day. Students were called upon to help guide me through the process. Laptops were distributed and note taking sheets were provided for each student. Each teacher was assigned to a group of five or six students. Students logged onto the class website (assistance was provided for those who struggled) and began their exploration. Because the students were excited about this process the class became quite rowdy at times and there were several instances where they called out to one another to come and see what was on their computer. All in all the process went well. Mrs. Leggett and I agreed at the beginning of this project for her students to have the opportunity to spend several days visiting the resources provided. As my schedule did not allow for this request, I was not in attendance for the remaining days of exploration and the actual work on the posters and books. Mrs. Leggett and Mrs. Hood stated most of the students stayed focused on the research and project process. They also reminded students to review the rubric to make sure they included all the information needed for the score they wished to receive when they began to work hastily on their projects. They also reminded them on many occasions to go over the self-assessment piece of the assignment which I was told helped to keep behaviors in check. On presentation day I was in attendance to view student work and listen as they presented their projects to their peers. Ironically, all students chose to create a poster. Later that day Mrs. Leggett and I met to access each student using the rubric originally provided. We also viewed the notes each student had taken on the provided resources. I was excited to see the student feedback in both their drawings and explanations. Overall

this project was a great success; however I was disappointed in the note taking process. Mrs. Leggett reminded me that her students had not had much practice in that area and explained she was pleased with the note taking product. Laughing, she invited me back to teach more sessions on the note taking process when exploring information on the computer. (Well see!) My final day with the students was spent teaching the students how to play the Quest to the Nest game. Laptops were distributed, and I proceeded to demonstrate how to play the game. This part proved to be the most difficult part of my lesson. During my research process I had stumbled across the game and thought it to be a wonderful culminating activity. I initially had trouble figuring out how to play the game, after practicing playing the game several times, I began to be successful. This was not the case with the students. Most of the students became frustrated when their sea turtles returned to the sea and when they were not able to clean up the beach fast enough. I believe with more practice they would be able to become successful. Although I was disappointed that the students did not enjoy the game as much as I did, the lesson both the students and I learned was how difficult it is to keep our beaches clean when there are so many people polluting our beaches and so few people trying to keep them clean. The highlight in this activity was when one of the girls compared the game to the story Turtle Bay by Saviour Pirotta.