Stibrich-Collection Evaluation and Development Plan

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Collection Evaluation and Development Plan

Kelly Stibrich

FRIT 7134-Spring

1. Description of the site

I work at Palm River Elementary School in Tampa, Florida. There are 139 elementary schools in

this county. The school is located in a high poverty area and 90% or more of our students are on free or

reduced lunch. The school houses grades PreK through fifth and there are approximately 500 students

and 85 faculty and staff at the school. There are 89 students and 5 teachers in the first grade. Of those

students, 30 are designated English Language Learners and 10 have special needs. There is a broad

range of reading levels in the first grade. One teacher has a student reading as low as a level A while the

highest leveled reader in the grade is a 24. Most of the students in the first grade read between levels 14

and 18. The library houses 599 biographies, 3,053 easy, 3,410 fiction, 4,002 non-fiction, 25 periodicals,

189 professional resources, 143 reference, 20 story collections, and 339 video recordings. That comes to

a total of 11, 780 items, or 23 items per student. There is an association for library media specialists in

the county that subscribes to many journals such as the School Library Journal.

2. Curriculum Review

I decided to focus on the big idea of Organization and Development of Living Organisms. Main

ideas under the this big idea are that (a) all plants and animals, including humans, are alike in some ways

and different in others, (b) all plants and animals, including humans, have internal parts and external

structures that function to keep them alive and help them grow and reproduce, and (c) humans can

better understand the natural world through careful observation.

I chose to focus on the 1st grade standards regarding this big idea. They are:

SC.1.L.14.1: Make observations of living things and their environment using the five senses.SC.1.L.14.2: Identify the major parts of plants, including stem, roots, leaves, and flowers.

Benchmarks and

Essential Questions

Activities to Develop

Concepts

The Student will:

Long-term

Investigation

Lesson Resources Assessment

Benchmark:

SC.1.L.14.1

Make observations of

living things and their

environment using

the five senses.

Observe living

things in their

environment through

discovery.

Observe animals

meeting their needs.

Use hands lens to

investigate small

living things.

Collect and display

living things to

observe.

Investigate what

living things need

-Keep a record of

how living things

change.

Make a terrarium

with plants and

insects and keep a

record of the changes

over time.

-Terrific Terrarium

-Grow butterflies or

ladybugs to observe

living things in their

environment.

www.insectlore.com

-Science Textbook,

leveled readers

-Investigate and

explore using the five

senses the needs of

different animals and

how they adapt to

their environments.

-Five senses search

http://www.nr.utah.g

ov/takepride/kind3.h

tm

-Other websites

about the five senses

-Design a

booklet

depicting the

different

biomes;

desert,

tundra, ocean,

etc.



3. Collection Evaluation

The first thing I did to begin my evaluation was to physically examine the areas in which I

thought the materials related to the standards I chose would be located. When I asked the media

specialist where to find most of the nonfiction books regarding observation, the five senses, and plants,

she pointed me to the 500 section. This section is the largest nonfiction section in our media center. Itcovers fifteen shelves. I looked closer to find exactly which areas within the 500 section I would find

books related to my topics. I determined that most of the books discussing science experiments and

observation were in the section labeled 500-510 (which took up one shelf), the books discussing plants

were in sections 570-579 (which took up one shelf) and 580-589 (which took up half a shelf), and the

books discussing the five senses were in the section 610-619 (which took up about one shelf). Then I

-Grow frogs to

observe how their

environment meets

their needs.

-Locate an area on

your school grounds

and observe daily at

the same time. Keep

a pictorial record of

the changes.

-Current media

center resources

books, video, etc

Benchmarks and

Essential Questions

Activities to Develop

Concepts

The Student will:

Long-term

Investigation

Lesson Resources Assessment

Benchmark:

SC.1.L.14.1

Make observations of

living things and theirenvironment using

the five senses.

SC.1.L.14.2

Identify the major

parts of plants,

including stem, roots,

leaves, and flowers.

Identify major parts

of a seed.

Observe the growth

of a seed. Plant seeds and

observe and label

their major parts.

Observe and

describe leaves.

Describe why stems

are necessary to

plants.

Observe different

types of stems.

Observe anddescribe the function

of plant roots.

-Plant a garden either

in the classroom or

outside and keep a

written and pictorialrecord of the

changes.

-Grow different types

of plants and seeds in

water to observe

their roots, stems,

leaves.

-Keep a written and

pictorial journal of

the observations.

-Science Textbook,

leveled readers

-Current media

center resourcesbooks, video, etc

-Other websites

http://www.eduref.o

rg/Virtual/Lessons/Sc

ience/Agriculture/AG

R0010.html

http://www.atozteac

herstuff.com/pages/

343.shtml

http://pan.tcnj.edu/p

lant.htm

-Draw a

picture of a

simple plant

and label itsmajor parts.

-Draw and

write a

sentence

about the

individual

parts of a

plant.

-Make a flip

book

depictingparts of a

plant.



looked up how many books were in each of these specific sections. There are 59 books in the 500-510

section, 42 books in the 580-589 section, and 125 in the 610-619 section.

I was interested in the circulation details for these specific sections so I printed out the

circulation report for 2010. For the 500-510 section, 23 books were checked out during that year. For

the 580-589 section, 3 books were checked out during that year. For the 610-619 section, 22 books were

checked out during that year. This lets me know that the books in this section arent being circulated

very often. Some reasons for this could be that the books are outdated, unappealing, or not displayed so

that they can be checked out.

Then I decided to take a closer look at the books in the sections I chose to focus on. I pulled out

many books from each of the three sections I focused on (500-510- science experiments and

observation), 580-589-plants, and 612-senses). Out of ten books that I randomly pulled from the science

experiments and observation section, seven were of good condition and 3 were either well worn or in

bad condition. Most of the books in this small section seemed outdated and unappealing. I also did not

find any age friendly books for those on a first grade reading level. The second section I looked at was

580-589 (plants). Out of the ten books randomly pulled in this section, six were in good condition and

four were either well worn or in bad condition. Although most of the books in this section are age

appropriate and look interesting, there are not that many as it fills only half a shelf. The last section,

612-senses, seemed very small with not very interesting books at first glance. Out of the ten books

pulled randomly, six were in good condition while four were either well worn or in bad condition. When

looking at the video recordings related to observation, plants, and the five senses, I only found three

videos that could possibly be used in the curriculum.

Next, I did an age analysis of the books in the three sections. In the 500-510 (scienceexperiments and observation) section, the average copyright date was 1991 for the six randomly pulled

books. In the 580-589 (plant) section, the average copyright date was 1994 for the ten randomly pulled

books. In the 612 (plant) section, the average copyright date was 1995 for the ten randomly pulled

books.

I also decided to interview the first grade teachers regarding the materials available in the

library related to the specific standards I picked. The consensus was that many of the books in those

sections are outdated and that there are not enough of the good ones since there are five first grade

teachers and they do teach that unit at the same time. They also felt like there were not enough books if

they wanted to use the books for independent reading for their students. One teacher also expressedthe concern that those books were hard to find and so she usually just went to the public library or used

her own.

Finally, I looked to see if we had any Spanish books about these subjects in our library. I found

one in the plants section and one in the five senses section. I was very surprised to see this since we

have a very large population of Spanish speaking students at our school.



After completing my evaluation of those sections of our collection, I determined what the most

important needs for those sections were. I realized that each section is fairly small compared to how

much emphasis the first grade curriculum gives to these topics. We need to acquire more books that

discuss scientific observation, plants, and the five senses. Although the plants and senses sections have

more current books, all three sections need to be updated with regards to outdated information and

copyright date. While fiction books may be appropriate for a longer amount of time, books in the

science section need to be updated more frequently. Another concern is that most of the most on

observation were for older students. I would like to find more books in all three sections that first

graders could enjoy and/or read. Finally, I believe our collection needs more video recording regarding

observing, plants, and the senses.

4. Materials Order

I used three vendors to compile a materials order. These vendors were Amazon.com, Bound to

Stay Bound Books, and Follett (using TitleWave). I believe all of these books and DVDs would be a great

addition to the current collection. They all have fairly recent copyright dates, are visually appealing, and

are appropriate for a first grade reader or listener. The total of this order is $1,143.85. This order

includes books and DVDs focusing on scientific observations, plants, and the five senses. I have created a

website with additional web resources for these topics. The website is:

http://stibrichresources.pbworks.com

Amazon.com

Title Author Publisher Year Age/Grade

Level

Reviews Cost Spanish

Hungry Plants Mary

Batten

Golden

Books

1999 Ages 4-8 BL 3.01

Plants and

Planteaters

Michael

Chinery

Cherrytree

Books

2000 Ages 4-8 16.95

Eyewitness:

Plant

David

Burnie

DK 2000 Ages 9-12 11.55

Plants (Visual

Science

Encyclopedia)

Brian

Knapp

Atlantic

Europe

Publishing Co

Ltd

2001 34.39

I Wonder Why

Trees Have

Leaves and

Other Questions

Andrew

Charman

Kingfisher

Books Ltd

1997 Ages 4-8 9.75



About Plants

Dig and Sow!

How Do Plants

Grow?

Janice Lobb Kingfisher

Books Ltd

2002 Ages 4-8 SLJ 24.95

World of Plants Francesca

Baines

C.D.

Stampley

Enterprises

1999 Ages 4-8 10.16

Las Plantas/The

Plants

Parramon 2007 Ages 4-8 12.94 *

Descubre las

plantas/Discover

Plants

D. Suxuki Ediciones

Paidos

Iberica

2003 Ages 4-8 13.22 *

Oxford Reading

Tree: Stage 10:

TreeTops

Nonfiction: the

Power of Plants

Claire

Llewellyn

Oxford

University

Press

2005 7.72

Rabbit

(ObservingNature Series)

Stephen

Savage

Raintree

Steck-VaughnPublishers

1995 Ages 4-8 18.92

TOTAL: $163.56

Bound to

Stay Bound

Books

Title Author Publisher Year Age/Grade

Level

Reviews Cost Spanish

S is for

Scientists: a

discovery

Larry

Versatraete

Sleeping Bear

Press

2010 Ages 6-10 BL 18.37



alphabet

Looking through

a microscope

Linda

Bullock

Childrens

Press

2003 Ages 6-7 BL 20.85

From seed to

pumpkin

Wendy

Pfeffer

HarperCollins 2004 Ages 3-6 SLJ, BL 11.55

Plant secrets Emily

Goodman

Charlesbridge 2009 Ages 4-7 SLJ, BL 12.13

Trees, weeds,

and vegetable

so many kinds of

plants!

Mary

Dodson

Wade

Enslow

Elementary

2009 Ages 6-8 SLJ 16.33

Flip, float, fly :seeds on the

move

JoAnn EarlyMacken

HolidayHouse

2008 Ages 6-10 SLJ, BL 18.37

Flowers Bloom! Mary

Dodson

Wade

Enslow

Elementary

2009 Ages 6-8 SLJ 16.33

Magic School

Bus Explores the

Senses

Joanna

Cole

Scholastic 2001 Ages 6-9 SLJ,BL,HB 11.70

How hearing

works

Sally

Morgan

PowerKids 2011 Ages 5-8 SLJ 21.38

How sight works Sally

Morgan


How smell

works

Sally

Morgan


How taste works Sally

Morgan


How touch

works

Sally

Morgan


Senses on the

farm

Shelley

Rotner

Millbrook

Press

2009 Ages 4-8 SLJ 23.25



TOTAL: $255.78

Entire Order Total is: Amazon.com-$163.56

BTSB Books-$255.78

Follett(Titlewave)-$724.51 (found on excel

spreadsheet)

Total: $1,143.85

Reviews Abbreviations

CLW-Catholic Library World

HB-Horn Book

LMC-Library Media Connection

SLJ-School Library Journal

SC-Science and Children (N.S.T.A.)

BL-Booklist

RL-Resource Links

CL-Christian Library

C-Criticas

Stibrich-Collection Evaluation and Development Plan

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