Information Literacy Lesson Plan

Jennifer Wilson

Georgia Southern University

FRIT 7136 – Spring 2011

Reference and Information Sources

Dr. Judi Repman, Instructor

Research Pathfinder:

http://www.wix.com/jennw1010/animal-habitats-pathfinder2

GRADE: 3rd SLMS: Jennifer WilsonTEACHER(S): Cheryl Harris

CONTENT TOPIC: Georgia’s Animal Habitats

STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS Standard:

1. Inquire, think critically, and gain knowledge.

2. Draw conclusions, make informed decisions, apply knowledge to new situations,

and create new knowledge.

Skills Indicator(s):

1.1.4 Find, evaluate, and select appropriate sources to answer questions.

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.

1.1.9 Collaborate with others to broaden and deepen understanding.

2.1.4 Use technology and other information tools to analyze and organize information.

Benchmark(s):

- Use the online graphic organizer to organize the information researched using Internet search engines and databases.

- Create a shoebox model of your chosen animal habitat.

- Create a presentation using a Web 2.0 tool.

Dispositions Indicator(s):

1.2.3 Demonstrate creativity by using multiple resources and formats.

1.2.7 Display persistence by continuing to pursue information to gain a broad perspective.

2.2.4 Demonstrate personal productivity by completing products to express learning.

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.

1.3.5 Use information technology responsibly.

2.3.2 Consider diverse and global perspectives in drawing conclusions.

Self-Assessment Strategies Indicator(s):

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

1.4.3 Monitor gathered information, and assess for gaps or weaknesses.

2.4.3 Recognize new knowledge and understanding.

CONNECTION TO LOCAL OR STATE STANDARDS

S3L1. Students will investigate the habitats of different organisms and the dependence of organisms on their habitat.

a. Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live there.

c. Identify features of animals that allow them to live and thrive in different regions of Georgia.

d. Explain what will happen to an organism if the habitat is changed.

OVERVIEW:

Students will participate in a Unit on Animal Habitats. Students will use information from

the Pearson Scott Foresman Science Series, teacher made materials, Internet

Databases, and books, to explore an animals habitat, in order to produce a presentation

describing the habitat and features of an animal using a Web 2.0 tool (of their choice).

Students will become aware of the different habitats that animals live in and how

changes to a habitat can affect an organism and its daily life. Through cooperative

grouping, direct instruction, and exploration, students will learn about and be able to

differentiate between the different habitats of Georgia and the organisms that live there

and how changes to the habitat can affect the organism’s life.

FINAL PRODUCT:

Through cooperative grouping, direct instruction, exploration, and presentation

development, students will learn how to use different Web 2.0 presentation tools in

order to differentiate between the habitats of Georgia and the organisms that live there.

Students will use the Internet, Web 2.0 presentation tools, a shoebox model, and the

SLMS-created Pathfinder (http://www.wix.com/jennw1010/animal-habitats-

pathfinder2) to gather information and to identify an appropriate Web 2.0 tool to create

his/her Animal Habitat presentation.

LIBRARY LESSON(S):

Students will receive an overview of how to locate books and other print materials within

the school’s catalog system, while also being introduced to different “kid friendly” search

engines that he/she can use to search for information for his/her project. An overview

will also be given on several different Web 2.0 tools, but may use any presentation tool

he/she sees fit, for students to explore and use for their animal habitat project. Students

will also be instructed on how to take proper notes and the ethical use of information.

ASSESSMENT

• Product

1) After each group discussion/meeting, the LMS and Teacher will use exit slips

(attached – Exit Slips.docx) to determine if the students comprehend the

different animal habitats.

2) Students will identify the different animal habitats and the organisms that live

there using the online graphic organizer located at

http://www.readwritethink.org/files/resources/interactives/animal-inquiry/.

3) Students will develop a presentation of their chosen animal habitat, by using a

Web 2.0 tool of their choice (any of the presentation tools located on the

pathfinder) explaining their chosen animal habitat. Use the

Student/Teacher/Media Specialist made rubric (attached – Animal Habitat

Project Rubric.xlsx), to ensure all required elements are included and as a

guide in the search for information.

• Process

1) The teacher and SLMS will use the Student/Teacher/Media Specialist made

rubric to assess student progress and learning of the different animal habitats

and the organisms that live in that habitat.

2) The student will use the online graphic organizer to organize his/her thoughts

(and the information he/she has located about their particular animal habitat) in

order to design and produce a Web 2.0 presentation. The teacher and SLMS will

use the online graphic organizer to assess whether students are selecting

appropriate organisms and items to include in their animal habitat presentations.

The students will use the graphic organizer to organize their thoughts about their

chosen animal habitat.

3) The teacher and SLMS will observe to see if the students are able to access and

use the various search engines to locate information about his/her animal habitat.

• Student self-questioning

1. What is a habitat?

2. How are regions in Georgia different?

3. How do the characteristics of the habitat determine the organisms that live there?

4. How are Georgia habitats different from other habitats?

5. How do an animal’s features and/or characteristics allow it to live and thrive in its

habitat?

6. How do changes in a habitat affect the organisms living there?

7. Why is it important to protect the habitats of plants and animals?

8. What sources should I use to make my presentation?

9. Did I make my presentation with a Web 2.0 tool?

10.Did I cite all my sources?

11.Do I have all the required information to complete the presentation?

INSTRUCTIONAL PLAN

• Resources students will use:

Online subscription database(s) Web sites Books

Reference Nonprint

Periodicals/newspapers Other (list): Animoto, Glogster, Prezi,

and VoiceThread

• Instruction/activities

Day One and Two:

Direct instruction: The SLMS will engage students by revisiting Georgia’s

Animal Habitats by showing a short video from Houghton Mifflin, Theme 4

(http://www.youtube.com/watch?v=zNTHVLxPP54). The teacher will remind

the students of the different habitats that can be found in Georgia and have each

student pick/choose an animal habitat he/she would like to research. The SLMS

will use the Interactive Board, LCD projector, and slideshow clicker with laser

pointer to show students how to locate and use “kid friendly” Internet Search

Engines and Databases (such as Kidsclick, Yahoo for Kids, Britannica, National

Geographic, Education World, etc.). The SLMS will also show students how to

use OPAC (our school’s catalog system) to look up books and other materials to

use for their Animal Habitat Presentation. The SLMS will remind students as to

where the different sections of the library collection are located (based on a

library orientation that occurred at the beginning of the school year). The teacher

will discuss note-taking and the ethical use of information.

Modeling and guided practice: The SLMS will discuss and model finding a

book. The teacher will model for the students how to use and locate items in a

book’s Table of Contents, Index, and Glossary to determine if a book has needed

information. Students will be given time to locate books within the library by their

Call Number, spine labels, and the signs located on the shelves. Students will

use the OPAC system to determine which books they would like to use/locate.

The teacher will then assign each student a computer within the computer lab to

use. The students will locate the online graphic organizer using the following web

address http://www.readwritethink.org/files/resources/interactives/animal-

inquiry/. The SLMS will guide students as they fill in information about their

animal’s habitat, while the teacher walks around the room aiding students as it is

needed.

Independent practice: Students will begin to research and record information

found using the OPAC Catalog System and Internet Search Engines and

Databases. Students will also begin taking notes using their online graphic

organizer, while recording source information.

Sharing and reflecting: If time permits, a few students will share which search

engines and books he/she used to locate his/her information and the graphic

organizer for his/her chosen animal habitat.

Day Three, Four, and Five:

Direct instruction: Engage students by using the Interactive Board, LCD

Projector, and Slideshow clicker with laser pointer to show students the various

Web 2.0 tools that they can use to present their animal habitat project. Also,

engage the students by introducing them to the related Pathfinder and what it

has to offer. SLMS and teacher will discuss ethical use of information and how to

cite a web source.

Modeling and guided practice: The SLMS will model how to locate Web 2.0

Presentation tools that they can use for the project. The teacher and SLMS will

then model how to make a short presentation using the following Web 2.0

presentation tools: Animoto, Prezi, Glogster, and VoiceThread. The presentation

will include photos, text, and any other resources the students would like to

include (such as video and audio), within reason. Students will be asked to use

the pathfinder (pathfinder website can be found at the beginning and end of this

lesson plan) to locate which Web 2.0 tool he/she would like to use to present

his/her animal habitat. Once the student has decided on a Web 2.0 tool to use,

the student will begin designing, producing, and completing his/her animal habitat

presentation. The teacher and SLMS will observe and guide students as it is

needed towards each student’s presentation.

Independent practice: Allow groups of students to use the library computers,

classroom computers, and the computer lab to continue researching his/her

animal habitat. The students will also use the computers and Internet (their Web

2.0 tool) to complete their animal habitat presentation.

Sharing and reflecting: If time permits, a few students will share their Animal

Habitat Presentation, using their selected Web 2.0 tool.

Follow-up days:

One-on-one and/or small group instruction may be needed as the students are

developing their presentations.

Students will later create a shoebox model of their chosen animal habitat (See

the Shoebox Project examples on the pathfinder at:

http://www.wix.com/jennw1010/animal-habitats-pathfinder2#!shoebox-

project-examples).

Research Pathfinder: http://www.wix.com/jennw1010/animal-habitats-pathfinder2

Reflection of BOTH lesson and collaboration:

I really liked collaborating on this particular lesson with Ms. Harris, but I am afraid

that we did too much, too fast. Luckily, the students had already been working on and

discussing the Animal Habitats of Georgia. If they hadn’t, I think the lessons would have

failed. The students were very enthusiastic about making a presentation using a Web

2.0 tool, which many of them had never heard of Web 2.0 before nor have they ever

seen the many different types of presentation tools are out there for them to use.

I was able to collaborate with a teacher at my school, who works next door to me. She

and I taught third grade together many years ago. We were able to collaborate quite

frequently because her classroom is next door to my room. I taught many of her

students last school year, which made the teaching of the lessons more productive. The

teacher and I met a few times after our students had left (at the end of the day) to

discuss the lessons and what skills we wanted the students to learn. We knew Science

was going to be a big factor in making AYP next school year, so we decided to

collaborate on a Science lesson, which the third grade class I was working with

happened to be working on the Animal Habitats of Georgia (they had already started

working on Animal Habitats a few weeks before we started our project, this project was

going to be the performance task for the unit). Together we discussed and established

essential questions, learning outcomes, the schedule for the lessons, and the project we

wanted the students to develop and present. These lessons helped the students learn

how to use the Internet effectively and understand the animal habitats of Georgia in a

fun and interesting way.

My school uses a rotation schedule for our specials (Music, Art, PE, and

Computer Lab – the Media Center can be a special, but the teacher has to sign up for

time/lessons). Ms. Harris’ class is not on the same schedule as my class. Therefore,

she and I had to schedule each lesson carefully as not to interfere with reading or math

for each class. We met in the media center’s computer lab several times in order to

present each component of the lesson plan and to allow students ample time to

research and produce a presentation on their chosen animal habitat. It was difficult to

use the computer at times, because they were either not working, the sound wasn’t

working, another class was using the computer lab, or the computers weren’t turned on

and ready to be used. There were just lots of issues that occurred when trying to teach

the lessons, which made for having to find additional time to work with the students on

the lessons besides during Specials time a difficult task.

I started off the lessons by explaining to the students what they would be doing,

followed by having each student .and modeling how to use the Internet and “kid friendly”

search engines and databases (such as Kids Click, Ask for Kids, Britannica, National

Geographic, Education World, etc.). The next couple of meetings we modeled and

practiced using and creating our animal habitat presentations using different web 2.0

tools. The students worked in small groups with each teacher, and observed as each

student added something to the mock presentation that was being made. Only a couple

of the presentation tools that are listed on the pathfinder were presented due to the

large amount of tools that are offered. As we were teaching the steps to designing,

developing, and producing a Web 2.0 presentation, the students were getting excited

every day because of the new, fun things they were learning. Some of the students that

weren’t as technology savvy were getting frustrated with the vast amount of information

that was being given.

I felt the lesson went well, but I think Ms. Harris and I thought way too much

about the assignment and its components. In the future, because of the lessons’

lengthiness, I would split the activities into several different lessons that spanned over a

longer period of time and with fewer components. We included some really interesting

ideas and activities for her students to do, as well as some neat Web 2.0 tools for them

to learn, but there were too many choices for the students. We should have narrowed

the tools down to 2 or 3 for them to choose from rather than showing them a few, but

allowing them to use any web 2.0 tool they wanted to use. I have collaborated with other

teachers numerous times, but never with a lesson as extensive as this one was. Also,

the fact that Ms. Harris was not on my grade level made for a few hiccups.