Lesson

Plan 1 (Learning Commons Approach)

Inquiry-Based approach to Science Integrated Literacy

HEADING:

Student Teacher: Katelyn Radano Date: March 17, 2017

Subject Area(s): School Library/Media Grade Level: 3
Concept/Topic: Animal Research Project Time: TBD
COLLABORATION

This lesson is designed as a learning commons collaborative unit for the School Library Media
Specialist, Classroom Teacher, and Art Teacher. These individuals will work together to co-teach a
unit on animals, culminating in a research project and diorama.
DESIRED RESULTS:

Big ideas/Key concepts:

Students will be able to use traditional print materials, in addition to online databases, in order to
learn about an animal of their choice. This inquiry-based lesson is designed to teach research skills
to third grade students. It is also an opportunity for students to express themselves creatively,
applying their knowledge in a makerspace setting. In addition to the traditional research project,
students will create a diorama of their animal of choice in its native habitat.
Objectives:
-Students will use inquiry-based process to research animal of their choice. This requires
confidence and self-direction in making independent choices.
-Using the packet materials provided, students will be able to identify answers to questions,
honing their information seeking and organizational skills.
-Students will express themselves creatively, using out-of-the-box thinking to transform
makerspace materials into works of art.

Curriculum Standards:
CC.3.SL.1.d Explain their own ideas and understanding in light of the discussion.
CC.3.W.7 Conduct short research projects that build knowledge about a topic.
CC.3.W.8 Recall information from experiences or gather information from print and digital sources;
take brief notes on sources and sort evidence into provided categories.

AASL Crosswalk 1.1.1. Follow an inquiry-based process in seeking knowledge in curricular
subjects and make the real world connection using this process in own life.
AASL Crosswalk 1.1.2. Use prior and background knowledge as context for new learning.
AASL Crosswalk 1.1.4. Find, evaluate, and select appropriate sources to answer questions.
AASL Crosswalk 1.1.6. Read, view, and listen for information presented in any format in order to
make inferences and gather meaning.
AASL Crosswalk 2.1.4. Use technology and other information tools to analyze and organize
information.
AASL Crosswalk 4.2.1. Display curiosity by pursuing interest in through multiple resources.
AASL Crosswalk 4.3.3. Seek opportunities for pursuing personal and aesthetic growth.
CONTEXT:
This lesson is designed as part of a larger science/biology unit on animals, and would be well suited
to curricular materials relating to mammals. Students in this grade should have previous
knowledge and experience with using computer databases, and with completing graphic
organizers. Students in this grade are highly motivated and curious about areas of interest. It is for
this reason that students should be encouraged to select their research topic animal independently.
This beginner research project will help students to seek and evaluate information effectively, and
will serve them well in subsequent grades. Moreover, their new learning will be tied to curricular
expectations in both the classroom and the art room. Exposure to makerspace materials will allow
students the opportunity to explore their creativity, and express themselves artistically.
EVIDENCE:
Data collected in this lesson is designed to reflect the degree to which students were able to seek
out, identify and cite relevant information to their topic. Tools used to collect this data will include
Brainstorming sheet/graphic Organizer
Guided note-taking sheet/graphic Organizer
Final Animal Fact reporting book
Diorama of animal in its native habitat, created using makerspace materials
LEARNING PLAN:

Pre-requisites: Students should be reading at or approaching grade level, in order to successfully

answer questions and comprehend materials related to the research topic. Students should also
have access to and be familiar with online database searching using Elementary Explora.

Materials and Technology:
Computer, equipped with access to WiFi and school library card access to Elementary
Explora database.
Packet materials printed, provided to students.
Writing utensils & crayons
Print materials including non-fiction titles on animal of their choice (to be borrowed from
school library), including periodicals such as ZooBooks, National Geographic Kids, and
Ranger Rick Jr.
Makerspace/art materials for diorama including: shoebox, clay, pipe cleaners, construction
paper, cotton balls, glue, googley eyes, markers and paint/paintbrushes.

Rationale:
This lesson is designed to emphasize inquiry-based learning, guided by student choices in both
resources and subject matter. It is also an opportunity for instructors to utilize double planning, in
order to keep students engaged in the learning process. Packet materials provide the instructor
with a written, measured example of student understanding in real time, and identify opportunities
for additional instruction and support. Moreover, this lesson builds upon student skills in required
content areas, bolstering their abilities and confidence in areas of technology and research. Finally,
this lesson provides students with the opportunity to connect their knowledge to previous and
future learning, and to contribute to their school community by creating a work of art to display in
the library.

Differentiation: Great care should be given to meeting the needs of all students. Any visual, auditory
or fine/gross motor impairments should be considered in the delivery and access to instructional
materials/assistive technologies. Multiple means of expression should be considered as well;
students unable to complete written materials (or those who require additional time to complete
these materials) should receive the opportunity to present knowledge orally, in order to best
communicate their acquired understanding of the subject. Additional consideration should be given
to students with sensory issues, who may have aversions to certain art materials. These students
should be encouraged to create a work of digital art in lieu of the diorama.

Step-By-Step Procedures:

1. Engage: The brainstorming worksheet should be considered immediately following the
lesson overview. Students will be given 10 minutes to complete this worksheet, and should
be encouraged to share their selection with their peers. The teacher should also circulate
throughout the class and provide positive feedback to students, commending them for their
selections and guiding them towards appropriate resources, if necessary. This portion of
the lesson will be completed during the first week of the unit, over the course of a 40-
minute library class. After students have completed their brainstorming sheet, they
should be given the opportunity to pull/identify materials to complete the
assignment. These will be set aside for the following week, which will be comprised of
a 40-minute research block.

2. Explore: Students will then be given an entire 40 minute class period to research
their subject, using the note-taking guide to collect the required information. During
this time, the instructor will remind students of the information required to complete the
final product, and will assist students in locating materials if necessary. Students will have
the opportunity to search using a combination of Elementary Explora, and print materials.
This block will be co-taught with the classroom teacher, who will assist students with
the gathering of information.

a. Instructor Questions: Is this information going to be included on your final
project? Is this information new to you? What is the most interesting thing that
youve learned about this animal? Is this resource helpful to you? Or should we try
to look elsewhere?
b. Student Questions: Am I using these resources responsibly? Am I staying on
task? Am I remembering to take notes?

3. Explain: During this part of the lesson, students discuss their solutions as well as the
strategies they used to approach the problem. The class can break off as individuals or in
pairs to share their learning. The teacher will to highlight important ideas and add any key
ideas that were omitted by the students. This process should be completed 10 minutes
prior to the end of the research block class. This will give students time to answer any
final questions that they may have missed, so that they can complete the final project
successfully.

4. Elaborate: This third, 40-minute research block should be used for students to put
their knowledge into practice. During this time, students will complete their Animal Fact
book portion of the packet. Teachers should remind students to reference their note-taking
page to inform the answers on the final project. They should also be encouraged to have fun
in completing the illustration of their animal. After students have completed their research
block, they will have a 40-minute co-taught session with the art teacher, who will work
with students and the SLMS in the makerspace to observe/assist in the construction of the
diorama.

5. Evaluate: A teacher rubric will be used to indicate the extent to which students
successfully completed the assignment. It is recommended that the Classroom Teacher and
Art Teacher create their own skills-based rubrics. After the dioramas have been completed,
they will be on display in the library for all students to see. This will provide all members of
the school community with an opportunity to admire the creative results of the
collaborative efforts of the SLMS, classroom teacher, art teacher and students.