Information Literacy lesson Plan

Arlene H. Dawson

FRIT-7136

Dr. Stephanie Jones

Fall 2010

Pathfinder URL:

http://arlenedawson3376.pbworks.com/w/page/32254041/Pathfinder-PSA%20Water
%20Conservation
 Information Literacy Lesson Plan
GRADE: 7th TEACHER(S): Michael Bartlett and Arlene Dawson

CONTENT TOPIC: Public Service Announcement-Water Issues and Conservation in Georgia

STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS

Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and
create new knowledge.

Skills Indicator(s):
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular
areas, real-world situations, and further investigations.
2.1.4 Use technology and other information tools to analyze and organize information.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions,
and solve problems.

Benchmarks(s):
• Select a variety of credible sources in different formats relevant to research needs.
• Locate appropriate nonfiction resources by using the library’s classification scheme.
• Work collaboratively in using technology to meet information needs.
• Evaluate sources based on criteria such as copyright date, authority of author or
publisher, comprehensiveness, readability, and alignment with research needs.

Dispositions Indicator(s):
2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each
specific resource and by seeking additional resources when clear conclusions can not be drawn.
2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern
of evidence leads to a decision or conclusion.
2.2.4 Demonstrate personal productivity by completing products to express learning.

Responsibilities Indicator(s):
2.3.1 Connect understanding to the real world.
2.3.2 Consider diverse and global perspectives in drawing conclusions.

Self-Assessment Strategies Indicator(s):

2.4.1 Determine how to act on information(accept, reject, modify).
2.4.3 Recognize new knowledge and understanding.

CONNECTION TO LOCAL OR STATE STANDARDS

ELA7R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
texts.
For informational texts, the student reads and comprehends in order to develop understanding
and expertise and produces evidence of reading that:
a. Analyzes common textual features to obtain information (e.g., paragraphs, topic sentences,
concluding sentences, introduction, conclusion, footnotes, index, bibliography).
b. Identifies and uses knowledge of common graphic features to draw conclusions and make
judgments (e.g., graphic organizers, diagrams, captions, illustrations).
ELA7W3 The student uses research and technology to support writing. The student
a. Identifies topics, asks and evaluates questions, and develops ideas leading to
inquiry, investigation, and research.
b. Gives credit for both quoted and paraphrased information in a bibliography
by using a consistent and sanctioned format and methodology for citations.
c. Includes researched information in different types of products (e.g., compositions,
multimedia presentations, graphic organizers, projects, etc.).
d. Documents sources.
e. Uses electronic media to locate relevant information.
ELA7LSV1 The student participates in student-to-teacher, student-to-student, and
group verbal interactions. The student
a. Initiates new topics in addition to responding to adult-initiated topics.
b. Asks relevant questions.
c. Responds to questions with appropriate information
ELA7LSV2 The student listens to and views various forms of text and media
in order to gather and share information, persuade others, and express and
understand ideas. The student will select and critically analyze messages using
rubrics as assessment tools.
When delivering and responding to presentations, the student:
a. Gives oral presentations or dramatic interpretations for various purposes.
b. Organizes information to achieve particular purposes and to appeal to the
background and interests of the audience.
f. Responds to oral communications with questions, challenges, or affirmations.
g. Uses multimedia in presentations.

OVERVIEW:
Seventh-grade students in language arts class will focus on the water issues and
conservation concerns in the state of Georgia. Students will focus on the local and state
issues that have developed in recent years about droughts, water rights, and water
conservation issues to educate fellow students and others about these important topics.
Students will select a specific area and prepare a public service announcement.

Essential questions:
• Why is water important?
• How am I, my family, and my friends using water?
• How has human behavior impacted water usage and shortage?
• Why is water conservation important?
• What types of innovative water saving technologies are available ?
• What changes can you make at home and in your daily life to conserve water?
• What can your school do to be a positive example of water conservation in your community?

FINAL PRODUCT:
Students will work in pairs or small groups to plan, and develop a script for a public service
announcement and a public service announcement using a variety of media. Students will
videotape and share the public service announcement presentations over the school’s JagTV.

LIBRARY LESSON(S):
Students will learn how to identify project appropriate resources, work with the school library
media specialist (SLMS)in over a course of several days to research information that they can
use in their presentations. They will make use of the school library media specialist prepared
pathfinder for this assignment. They will access information through online, print, and electronic
resources. They will ethically credit their sources.

ASSESSMENT

• Product -Teacher, SLMS, and students will use rubrics to perform summative assessments of
written scripts for the psa. The evaluation guidelines for the script will evaluate purpose of the
message, target audience and evidence of to support psa message, different types of media
used in presentation, Restatement of purpose and call to action. A presentation rubric will be
used to assess final presentation to class.

• Process -Teacher and SLMS will formatively assess student progress daily through the use of
questioning, observations, dialogue, group conferences. Students will maintain note cards on
media research with bibliographic information on the reverse side. Students will use group
journal to record daily progress and reflect on research, progress, needed improvement, and
additional courses of action. The teacher will conference with the students on their progress.
The SLMS will assist with further research if needed.

• Student self-questioning-
• What questions do I have about this topic?
• What is my plan for research?
• What are some of the resources that I can use?
• How will I evaluate my sources?
• Have I completed all of the required sections of this assignment?
• What new understandings about the topic do I have?
•
INSTRUCTIONAL PLAN

• Resources students will use:

� On-line subscription database(s)-Destiny, NetTrekker, United Streaming

� Web sites –
• Ad council (n.d). Educational resources. Retrieved from
http://www.adcouncil.org/default.aspx?id=595;
• Ad Council (n.d.) Historical campaigns. Retrieved from
http://www.adcouncil.org/default.aspx?id=61;

• Innovative Video in Education (n.d.) Retrieved from

http://www.ivieawards.org/categories/psa/psa.html

• Schrock, Kathy (2006). Using public service announcements in the classroom. Retrieved
from http://kathyschrock.net/psa/

• WREK- PSA examples ( 1999). Net good, bad, and ugly PSAs. Retrieved from
http://www.cyberbuzz.gatech.edu/wrek/psa-examples.html#toc_anchor_3

• water conservation psa - Google Video Video

• Watch water conservation psa – http://vodpod.com/watch/1073317-water-

conservation-psa-google-video

• Georgia State Government: State Soil & Water Conservation Commission

• Free Water Inc http://www.freewateratlanta.com/

• RainCatchers rainwater harvesting solutions

http://www.raincatchers.net/http://gaswcc.georgia.gov/portal/site/SWCC/

• Georgia State Government: Soil & Water Conservation Commission

http://gaswcc.georgia.gov/portal/site/SWCC/

• Conserve Water Georgia www.conservewatergeorgia.net/Georgia State Government:

State Soil & Water Conservation Commission
http://gaswcc.georgia.gov/portal/site/SWCC/

� Books
• Elements of Literature (2007). Austin: Holt, Rinehart and Winston
 • Maisner, H. (2006). Amazing weather. Columbus, Ohio: School Speciality Publishing.
[Call# 551.5 MAI]

• Mariner, T. (1999). Earth in Action-rivers. New York: Marshall Cavendish Corp. [Call#
551.483 MAR]

• Braasch, G. & L.C. (2008). How we know what we know about our changing climate.
Nevada City, CA: Dawn Publications. [Call# 551.6 CHE]

• Stein, P. (2001). Droughts of the future. New York: Rosen Publishing Group. [Call#
551.5773 STE]

• Taylor, B. (2003). Rivers and oceans. NewYork: KingfisherBooks. [Call#551.483 TAY]

• Tueitt, T. S. (2002). The water cycle. New York: Franklin Watts/Scholastic Inc. [Call#
551.48 TRU]

� Nonprint

Podcasts-

http://www.youtube.com/watch?v=vtaVI2XZcgw

http://www.youtube.com/watch?v=9irZJcm_yW8

PowerPoints-

PPT] Georgia's Rivers (.ppt) - Georgia's Rivers File Format

PDF] Georgia Water Resources Overview - Microsoft PowerPoint ...File Format:

� Periodicals/newspapers

• Thirsty Cities: Water Management in a Changing Environment,” by Lisa Song. EARTH

(2009).
� Other (list):
_x__ Videos in Media Center
__x_ Online Media specialists produced Podcasts

• Instruction/activities

DAY ONE

o Direct instruction: PSAs-What are they?

Opening-Media specialist and teacher deliver whole class Instruction: Survey student
knowledge of PSAs using KWL on chart paper. Discuss the range of possible
topics for students’ PSAs. Media specialist and teacher stress that the public
service announcement should be of great interest to them and their peers.

o Modeling and guided practice: Media Specialist shares several online examples
of internet public service announcements.

o Independent practice: Students will list possible topics for their public service
announcements and share with teacher and media specialist.

o Sharing and reflecting: Students will take list of possible topics home, reflect on
them and narrow choice to one topic to research for public service announcement.

DAY TWO

o Technology Integration and Research

Opening- Media specialist discusses with students the various media sources
available for research on the various PSA topics.
o Modeling and guided practice: Media Specialist introduces the Pathfinder on
Water conservation and the various websites, articles, and videos available as
sources.
o Independent practice: Students will research individual PSA topics using the
Pathfinder resources and record notes on topic..
o Sharing and reflecting: Students will share research notes with media specialist
and teacher.

DAY THREE

o Technology Integration and Research

Opening- Media specialist reminds students of the various media sources available
for research on the various PSA topics.
o Modeling and guided practice: Media Specialist shares books on water
conservation found in the media center and that are available as additional
resources.
o Independent practice: Students will research individual PSA topics using the
Pathfinder resources and books and record notes on PSA topic..
o Sharing and reflecting: Students will share research notes with media specialist
and teacher. Students will reflect on amount of research information and
conference with the media specialist and teacher.

DAY THREE

o Technology Integration and Research

Opening- Teacher will instruct students on the development of a script for their PSAs
using research notes.
o Modeling and guided practice: Teacher and Media Specialist will share examples
of script using textbook models and PSA script and development podcasts on
Promethean board.
o Independent practice: Students will begin writing scripts for PSAs using research
notes and textbook .
o Sharing and reflecting: Students will share and reflect on development of PSA
scripts.

DAY FOUR

o Technology Integration and Research

Opening- Media specialist and teacher will instruct students on the development of a
bibliography on the resources used for the PSAs..
o Modeling and guided practice: Teacher and Media Specialist will share examples
of bibliography using textbook models internet websites
 o Independent practice: Students will begin writing bibliography for individual
PSAs
o Sharing and reflecting: Students will share and reflect on development of PSA
bibliography.

Collaboration and Lesson Reflections

The collaboration and development of this lesson began early in the school year.
The teacher and I had previously taught the public service announcement development
lesson to students through the English/language arts 7th grade classes. I had developed
over the last year in some of my instructional technology classed podcasts that addressed
teaching public service announcements. I collaborated with Mr. Bartlett, and we decided
to collaborate on the lessons and integrate the podcast technology and pathfinders into the
lessons.

The collaboration worked very well because Mr. Bartlett and I have worked
together as colleagues for a number of years and have developed lessons together. We
had the same planning period and were both available for after-school collaborations and
discussions. Taking the role of the media specialist was extremely beneficial to me. I
had to hold myself back from trying to implement all of the lessons for the unit and let
Mr. Bartlett handle the additional classroom lessons of the teacher required for
completion of the assignment. I did not try to develop the lessons for homework and
presentation of the assignment and let Mr. Bartlett handle that as the classroom teacher.
In addition, I allowed him to assign student groups and to handle final approval on topic
choices.

I enjoyed taking the role of the media specialist and using technology that I had
developed, measuring its effectiveness and making note of places for improvement in the
technology development and in the lesson planning and implementation. I was able to
share research and technology tips with the students and offer pathways for further
learning and development using some of the things that I have learned in my classes.
One thing that I shared with the students was to keep moving forward with their work,
even though they may have come upon various roadblocks and to seek out different paths
for getting the information needed in their research.

The informal assessments conducted each day by checking student progress and
conferencing with them was extremely beneficial to the students, to the teacher and
myself. We were able to fully monitor student understanding and development of
product by using the using this method. The students were able to reflect on their
progress and adjust their future research.

The pathfinder and the podcasts were extremely useful in the presentation of the
assignments and providing students with initial paths of research for their individual
assignments. The pathfinder and podcasts were available for students to return to for
referencing as needed during the assignment. Mr. Bartlett decided to try to develop
pathfinders to assist students with other projects throughout the year.
Public Service Announcement Evaluation Guidelines

Grading Criteria 5- Exceeds 4-Meets 2-Approaching 1-Does Not Meet

Introduction Introduction Introduction vaguely Introduction is not

clearly states the clearly states the states the purpose of included.
Introduction purpose of the purpose of the the message
states the purpose message in an message
of the message attention-grabbing
manner

Presentation Presentation Presentation vaguely Presentation does not

persuasively targets audience targets audience and target audience and
Presentation targets audience and provides clear provides minimal provides insubstantial
targets and and provides evidence to evidence to support the evidence to support the
audience and convincing support the message message.
provides evidence evidence to message.
to support the support the
message message.

Different forms of One form of media One form of media is One form of media is
media are is creatively used used in a clear used in a vague
Different forms of creatively used in in a though- presentation. presentation.
media are a thought- provoking
creatively used in provoking presentation.
thought- presentation.
provoking
presentation.

Conclusion Conclusion clearly Conclusion vaguely There is no clear

restates the main restates the main restates the main idea. conclusion to the
Conclusion idea in a thought- idea. presentation.
restates the main provoking and
idea memorable way.

Score: _________+ _________+ ____________+ _________

Comments:
_____________________________________________________________________________________
_______________________________________________

Presentation Rubric Student:________________________________

Evaluating Student Presentations Date:

Name:

1 2 3 4 Total

Audience cannot Audience has difficulty Student presents Student presents

understand presentation following presentation information in logical information in logical,
Organization
because there is no because student jumps sequence which audience interesting sequence which
sequence of information. around. can follow. audience can follow.

Student demonstrates full

Student does not have
Subject grasp of information;
Knowledge student cannot answer
questions about subject.
Student is uncomfortable Student is at ease with knowledge (more than
with information and is expected answers to all required) by answering all
able to answer only questions, but fails to class questions with
rudimentary questions. elaborate. explanations and
elaboration.

Student's presentation Presentation has no more

Presentation has three Presentation has no
has four or more than two misspellings
Mechanics misspellings and/or misspellings or
spelling errors and/or and/or grammatical
grammatical errors. grammatical errors.
grammatical errors. errors.

Student maintains eye

Student reads all of
Eye Contact report with no eye
contact.
Student occasionally uses Student maintains eye
contact most of the time
eye contact, but still reads contact with audience,
but frequently returns to
most of report. seldom returning to notes.
notes.

Student's voice is low.

Student mumbles, Student's voice is clear. Student uses a clear voice
Student incorrectly
incorrectly pronounces Student pronounces most and correct, precise
pronounces terms.
Elocution terms, and speaks too words correctly. Most pronunciation of terms so
Audience members have
quietly for students in audience members can that all audience members
difficulty hearing
the back of class to hear. hear presentation. can hear presentation.
presentation.

Total Points:
 Research Rubric Using Media Center Resources

Name _______________________________

Partially
CATEGORY Excellent Proficient Needs Improvement Points
Proficient

Selection of 3 points 2 points 1 point 0 points ___/3

Sources
Identified highly Identified mostly Identified a few appropriate Identified no appropriate
appropriate sources in appropriate sources in a sources but made little sources in any format.
a variety of formats variety of formats attempt to balance format
(books, journals, (books, journals, types.
electronic sources). electronic sources).

Note-taking & 3 points 2 points 1 point 0 points ___/3

Keywords
Selected relevant Selected mostly Selected a lot of information Selected irrelevant
information. relevant information. which wasn’t relevant. information.

Brainstormed Selected mostly Selected some keywords that Selected no effective

keywords, categories, effective keywords to were not effective in keywords to use in
related terms that use in researching the researching the questions. researching the questions.
were effective in questions.
researching the
questions.

Wrote notes Wrote notes which Wrote notes which included Wrote notes which
including key facts included facts that irrelevant facts which did not included a majority of
which directly answered most of the answer the research facts which did not
answered all of the research questions and questions. Some notes were answer the research
research questions were written in the copied directly from the questions. Most or all
and were written in student’s own words. original source. notes were copied word-
the student's own for-word from the original
words. source.

Total ___/6
 Bibliography Checklist

_____Cited all sources of information accurately to

demonstrate the credibility and authority of

the information presented.

_____Cited most sources of information in proper format

and documented sources to enable accuracy checking.

_____Cited most sources of information improperly and

provided little or no supporting documentation to

check accuracy.

_____Created citations which were incomplete or inaccurate,

and provided no way to check the accuracy of the

I information gathered.