Information Literacy Lesson Plan and Pathfinder

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GarnerK_Information Literacy Lesson Plan and Pathfinder 1

Melvil MathCollaborative Numbers & Operations/Information Literacy Plan

GRADE: 7

TEACHER(S): Miss Garner (MS); Mrs. Ingram, Mrs. Clenney, Mrs. Green (teachers)

CONTENT TOPIC: Mathematics and the Dewey Decimal System 7th grade math students are

completing a numbers and operations unit that will integrate real-world applications ofnumbers and operations skills and content knowledge. One lesson within this unit will focus on

the conversion of fractions to decimals and will allow the introduction of 21st century learning

skills and dispositions.

S TANDARDS FOR THE 21ST

-C ENTURY L EARNER GOALS

Standard:

1 - Inquire, think critically, and gain knowledge.

Skills Indicator(s):1.1.1 Follow an inquiry- based process in seeking knowledge in curricular

subjects, and make the real- world connection for using this process in own life.

1.1.2 Use prior and background knowledge as context for new learning.

1.1.9 Collaborate with others to broaden and deepen understanding.

Benchmark(s):

Grade 8 Frame independent learning activities, whether personal or academic, around a

critical-thinking process that involves asking questions, investigating the

answers, and developing new understandings.

Dispositions Indicator(s):

1.2.1 Display initiative and engagement by posing questions and investigating theanswers beyond the collection of superficial facts.

1.2.4 Maintain a critical stance by questioning the validity and accuracy of all

information.

1.2.5 Demonstrate adaptability by changing the inquiry focus, questions,resources, or strategies when necessary to achieve success.

1.2.6 Display emotional resilience by persisting in information searching despite

challenges.

Responsibilities Indicator(s):

1.3.2 Seek divergent perspectives during information gathering and assessment.

1.3.4 Contribute to the exchange of ideas within the learning community.

Self-Assessment Strategies Indicator(s):1.4.1 Monitor own information-seeking processes for effectiveness and progress,

and adapt as necessary.

1.4.2 Use interaction with and feedback from teachers and peers to guide owninquiry process.

1.4.4 Seek appropriate help when it is needed.

C ONNECTION TO COMMON CORE & STATE STANDARDS


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Common Core Standards

The Number System 7.NS - Apply and extend previous understandings of operations

with fractions to add, subtract, multiply, and divide rational numbers.

2. Apply and extend previous understandings of multiplication and division and offractions to multiply and divide rational numbers.

d. Convert a rational number to a decimal using long division; know thatthe decimal form of a rational number terminates in 0s or eventually

repeats.

Georgia Performance Standards

Number and Operations - Students will further develop their understanding of the

concept of rational numbers and apply them to real world situations.

M7N1. Students will understand the meaning of positive and negative rational

numbers and use them in computation.

b. Compare and order rational numbers, including repeating decimals.

OVERVIEW:

As part of a larger numbers and operations unit working with rational numbers, fractions,decimals, and percents, math teachers will be focusing not only on mathematical concepts butalso on how such concepts can be applied and utilized in real-world scenarios. After having

completed the subdivided portion of the unit on fractions, teachers will begin the portion of the

unit that deals with converting fractions to decimals and interpreting the value of decimalnumbers before moving on to percentages. The real-world application of this particular division

of the entire unit will take place in the media center.

FINAL PRODUCT:

Upon completion of classroom and library instruction, students will take part in a group

scavenger hunt competition. The scavenger hunt clues will require mathematical skills

(converting fractions to decimals) to arrive at Dewey decimal classification call numbers. Whenstudent work yields the appropriate call number, students will be required to find the

corresponding book in the media center, retrieve a hidden call number card within the book, and

return to a display board to order the decimal numbers on the cards from least to greatest withintheir groups. The final product will be a tri-board with 10 appropriately organized Dewey

decimal call numbers. This will become one part of the entire units real-world math

projects/displays.

LIBRARY LESSON(S):

The media specialist will address each of the 12 seventh grade math classes as groups

before the library scavenger hunt begins. She will present a mini-lesson on the Dewey Decimal

System and how it works. To guide her discussion, she will use aGoAnimate video she createdthat illustrates the purpose of the Dewey Decimal System as well as include PowerPoint slides

that provide visual examples of the role decimal numbers play in library cataloging.

ASSESSMENT

_Product - Students will produce a display board featuring organized Dewey decimal callnumber cards they have collected from a library scavenger hunt, which will act as an example

of real-world math. Along with the display board, students will turn in the worksheet

containing the completed scavenger hunt math problems demonstrating their ability to

manipulate and interpret fractions and decimal numbers. The math teachers will grade both
http://www.youtube.com/watch?v=LNxJZqBfPZYhttp://www.youtube.com/watch?v=LNxJZqBfPZYhttp://www.youtube.com/watch?v=LNxJZqBfPZY


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products, and the media specialist will assist in grading the display boards for correct Dewey

decimal order.

_Process - During the work period, the math teachers and media specialist will observe thestudents to informally assess both problem solving skills and 21st century literacy skills and

dispositions. The media specialist will use a 21st century literacychecklistto assess each group

during the work period. _Student self-questioning1) Did my group complete the task?

2) Did I contribute to my groups effort to complete the task at hand?3) Did I utilize available resources when in need?

4) Do I understand the connection between mathematics and literacy skills?

INSTRUCTIONAL PLAN

_Resources students will use:

Students will use textbooks, media specialist providedpathfinder, and group members as

resources for completing their task.

_Instruction/activitieso Direct instruction: Direct instruction will take place in the media center for 5 to 10

minutes. The media specialist will address the students as one group, reminding

the students of the Dewey Decimal System usingGoAnimate and connectingmath and information literacy. Also, at this time, the media specialist will explain

the library scavenger hunt to the students and will introduce a real-world math

pathfinderthat students and teachers may use throughout the remainder of theirunit.

o Modeling and guided practice: The media specialist or math teacher will

demonstrate how students are to acquire and utilize clues by converting thepractice problem at the top of student worksheets from a fraction to a decimal,retrieving the associated book, and placing the hidden decimal card found in the

book on the display board.

o Independent practice: Students will be divided into six groups. Each group will begiven the scavenger hunt worksheet and released to begin work. The group that

finishes first will win the competition, but all groups must finish in order to

receive a grade.o Sharing and reflecting: Upon completing the scavenger hunt, the students, the

teacher, and the media specialist will reconvene to discuss the class periods

events. Additionally, before leaving, the media specialist will have each group

attempt to find a math connection to their assigned Dewey decimal category as aticket out the door.

Assessment of Student Learning and Results

Assessment:

Math Assessment

The assessment for student success regarding the Common Core and Georgia

Performance Math Standards included the scavenger hunt worksheet where groups were

required to convert fractions into decimals in order to yield one half of a Dewey Decimal call
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number. These were not generally graded for accuracy as students were forced to self-correct

throughout the process in order yield the appropriate clues and in order to be lead to the

corresponding books. The math teachers did, however, grade the scavenger worksheets forcompletion and also assessed groups based on completion of the final Dewey Decimal card

display board which provided evidence of both accurate computation of the math problems

and provided a measure of student ability to order decimal numbers accurately.

Library Assessment

The assessment for student success regarding 21st Century Learner Goals included achecklist of observed 21st Century standards and a ticket out the door discussion wherein

student groups were required to connect math to the Dewey Decimal categories in which thy

were working for their scavenger hunts.

Results:

Math Results: All groups in all classes finished both the scavenger worksheet page and the

Dewey Decimal card display boards accurately. The nature of the assignment did not allow

for incorrect answers. However, some classes, due to abilities and time constraints, wereallowed to complete fewer math problems and to turn in partially completed display boards.

Library Results: It was easy to observe the Skills, Responsibilities, and Self-Assessmentcategories of the checklist in all groups as these categories were built into the assignment

inherently. It was much more difficult to observe the Dispositions category of the checklist

within the groups. None of the regular education or inclusion class groups exhibited allchecklist four dispositions on the checklist. Dispositions were, however, relatively strong in

the gifted education classes. The two most infrequently observed dispositions across all 12

mathematics classes and 68 individual groups were the following:1) Display initiative and engagement by posing questions and investigating answers.

2) Maintain a critical stance by questioning the accuracy of all information.

Reflection:

Positive ObservationsFrom a student standpoint, the kids were very eager to participate in the lesson largely

because of the competitive aspect. Groups worked hard to accomplish their task, and the

teachers were all excellent partners in trying to make the lesson run smoothly and flawlessly.

The task, in general, was very easy to alter for time and student ability level.Regarding teachers, they were overjoyed with the collaboration, the change of venue, and

the efforts on my part to make the library a place that even math classes can utilize and

enjoy. They also really appreciated thepathfinderand plan to use it throughout the unit andthe remainder of the school year. They even mentioned beginning next year by linking to

their own web pages and establishing thepathfinderas a permanent resource for their

students.From my own perspective, the collaboration with teachers was wonderful. I consider

myself much more of a teacher than a media specialist, and I loved the opportunity to plan

collaborative lessons that will hopefully benefit many more students than I could have ever

reached on my own in the classroom. While implementing 21st century standards into a math-based unit was slightly more challenging than implementation in other content areas, I think

it will go a long way in providing a solid and consistent foundation for 21st century skills and
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lifelong learning.

Changes for the FutureGroup work seemed to only partially assess student learning. Inevitably, some groups

worked exceptionally well together (particularly in gifted classes), dividing the work and

conquering. In fact, all of the groups divided the work, likely due to the push of competition,and completed the task. However, there were a few students who did not participate in the

mathematics portion of the assignment and only were runners for the scavenger hunt.

Perhaps, the next time we complete the activity we will require that each group member takea turn being the mathematician, the runner, and the sorter.

Additionally, it was difficult to assess each individual student with the 21st Century

Literacy checklist in the time allotted. Therefore, I assessed groups as a whole. Next year, it

may be beneficial to schedule more than one day in the media center or to follow studentsthrough the remainder of their unit to get a better individual picture.


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21st Century Literacy Checklist Assessment

Standard: 1 - Inquire, think critically, and gain knowledge.

Skills

Follow an inquiry- based process in seeking knowledge

Make the real- world connection for using this process in own life

Use prior and background knowledge

Collaborate with others

Dispositions

Display initiative and engagement by posing questions and investigating answers

Maintain a critical stance by questioning the accuracy of all information

Demonstrate adaptability by changing resources or strategies when necessary

Display emotional resilience by persisting in information searching despite challenges.

Responsibilities

Seek divergent perspectives during information gathering and assessment.

Contribute to the exchange of ideas within the learning community

Self-Assessment Strategies

Monitor processes for effectiveness and progress and adapt as necessary

Use interaction with and feedback from teachers and peers to guide process

Seek appropriate help when needed

When Are We Gonna Use This? Pathfinder Link

http://whenarewegonnausethis.wikispaces.com/
http://whenarewegonnausethis.wikispaces.com/http://whenarewegonnausethis.wikispaces.com/

Information Literacy Lesson Plan and Pathfinder

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