Information Literacy Lesson Plan

Jerelene Robinson Georgia Southern University FRIT 7136 References and Information Sources Dr. Judi Repman, Instructor

Information Literacy Lesson Plan

GRADE: 1st CONTENT TOPIC: Physical Science
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TEACHER(S): Ms. Austin/Mrs. J. Robinson

STANDARDS FOR THE 21 -CENTURY LEARNER GOALS Standard: 1. Inquire, think and gain knowledge 2. Draw conclusions, make informed decisions, apply knowledge to new situations and create new knowledge. 3. Share knowledge and participate ethically and productively as member of our democratic society. Skills Indicator(s): 1.1.1- Follow an inquiry-based process in seeking knowledge in curricular subjects an 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. 1.1.4 Find, evaluate and select appropriate sources to answers 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. 2.1.2 Organize knowledge so that it is useful. 2.1.5- Collaborate with others to exchange ideas, develop new understandings, make decisions and solve problems. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view and use and assess. Benchmark(s): o Form simple questions and begin to explore ways to answer them. o Share what is known about a topic, problem, or question. o Distinguish between fiction and nonfiction books. Write, draw or verbalize the main idea and supporting details. Demonstrate simple organizational skills such as sorting and categorizing. .Share information and ideas with others by discussing and listening. Use word processing and drawing tools to organize and communicate ideas.

Dispositions Indicator(s): 1.2.3 - Demonstrate creativity by using multiple resources and formats. 2.2.4 Demonstrate personal productivity by completing products to express learning. 3.2.1- Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations

Responsibilities Indicator(s): 1.3.5 Use information technology responsibly. Self-Assessment Strategies Indicator(s): 1.4.2 - Use interaction with and feedback from teachers and peers to guide own inquiry process. 2.4.3- Recognize new knowledge and understanding 3.4.2- Assess the quality and effectiveness of the learning product.

CONNECTION TO LOCAL OR STATE STANDARDS

S1P2. Students will demonstrate effects of magnets on other magnets and other objects.

a. Demonstrate how magnets attract and repel. b. Identify common objects that are attracted to a magnet. c. Identify objects and materials (air, water, wood, paper, your hand, etc.) that do not block magnetic force. S1CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations. a. Use whole numbers in ordering, counting, identifying, measuring, and describing things and experiences. b. Readily give the sums and differences of single-digit numbers in ordinary, practical contexts and judge the reasonableness of the answer. c. Give rough estimates of numerical answers to problems before doing them formally. d. Make quantitative estimates of familiar lengths, weights, and time intervals, and check them by measuring. S1CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities. a. Use ordinary hand tools and instruments to construct, measure, and look at objects. b. Make something that can actually be used to perform a task, using paper, cardboard, wood, plastic, metal, or existing objects. c. Identify and practice accepted safety procedures in manipulating science materials and equipment. S1CS4. Students will use ideas of system, model, change, and scale in exploring scientific and technological matters. a. Use a model such as a toy or a picture to describe a feature of the primary thing. b. Describe changes in size, weight, color, or movement of things, and note which of their other quantities remains the same during a specific change. c. Compare very different sizes, weights, ages (baby/adult), and speeds (fast/slow), of both human made and natural things.

S1CS5. Students will communicate scientific ideas and activities clearly. a. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion. b. Draw pictures (grade level appropriate) that correctly portray features of the thing being described. c. Use simple pictographs and bar graphs to communicate data. S1CS6. Students will be familiar with the character of scientific knowledge and how it is achieved. Students will recognize that: a. When a science investigation is done the way it was done before, we expect to get a similar result. b. Science involves collecting data and testing hypotheses. c. Scientists often repeat experiments multiple times, and subject their ideas to criticism by scientists who may disagree with them and do further tests. d. All different kinds of people can be and are scientists. S1CS7. Students will understand important features of the process of scientific inquiry. Students will apply the following inquiry learning practices: a. Scientists use a common language with precise definitions of terms to make it easier to communicate their observations to each other. b. In doing, science, it is often helpful to work with a team. All team members should reach individual conclusions and share their understandings with other members of the team in order to develop a consensus. c. Tools such as thermometers, rulers, and balance often give more information about things than can be obtained by just observing things without help. d. Much can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them. Advantage can be taken of classroom pets.

OVERVIEW:
In this unit students will observe and demonstrate that Magnets can make some things move (push or pull things) Magnets attract (pull on some things, but not others. Magnets can pull through some things. In order to accomplish these goals, students should be given the opportunity to conduct hands-on inquiry activities using a variety of materials.

FINAL PRODUCT: Students will complete a KWL chart. and create a book of items that magnets attract to magnets. Students will complete an animoto explaining a magnet. LIBRARY LESSON(S):

The librarian will use KWL chart. Write what the students already know about magnets under the K. Write what the students want to know/learn about magnets under the W. During post assessment write what the students learned about magnets and the standard under the L. Students will locate where magnets are used in their room. Upon completion of discussion of magnets the students will use research skills to locate and find printed resources in the library and developmentally appropriate electronic resources using the school databases and the Pathfinder created by the media specialist to support classroom assinements. ASSESSMENT Product - The media specialist and the teacher will complete an informal observation and questioning during activity. Refer to KWL chart from first lesson. Students will be encouraged to predict which objects will be attracted and which will not. The media specialist and teacher will ask why students believe magnets can attract through some materials and objects. Process The media specialist and the teacher will monitor and observe the students as they locate, evaluate, and select appropriate sources to answer questions about magnets, using vocabulary terms attract and repel.. Student self-questioning How are objects that magnets attract different from the objects they repel? What object and materials will a magnet attract? What objects are material will a magnet repel? How can magnets attract metls through objects and materials such as air, water, wood, paper, and clothes, soft drink can? Why do people use magnets? INSTRUCTIONAL PLAN Resources students will use:

Online subscription database(s) Web sites

http://www.bbc.co.uk/schools/scienceclips/ages/7_8/magnets_springs.shtml http://www.harcourtschool.com/menus/science2002/gr1.html http://www.hbofamily.com/games/drag_mag/ http://www.gamequarium.org/dir/Gamequarium/Science/Magnets/magnets2.html http://www.harcourtschool.com/menus/auto/5/93.html http://ksnn.larc.nasa.gov/k2/s_magnetsWork_v.html http://www.leslietryon.com/apples0901/applegame/applegame1.html http://www.bbc.co.uk/schools/ks/bitesize/science/revision_bites/magnets_springs.shtml http://www.brainpop.com/science/motionsandforces/magnets/preview.weml http://www.kidskonnect.com/subjectindex/15-educational/science/90-magnets.html United Streaming Magnetism Exploring Electricity and Magnetism Junior Electrician: Magnetism Magic of Magnetism, The

Books

Ardley, Neil Exploring Magnetism Branley, Franklyn North, South, East, West Catherall, Ed Fun With Magnets Challand, Helen Experiments with Magnets Fowler, Allan What Magnets Can Do Freeman, Mae The Book of Magnets Parker, Steve Learn About Magnets Robson, Pam Magnetism Rosinsky, Natalie Pulling Together, Pushing Apart Rowe, Julian & Perham, Molly Amazing Magnets Schreiber, Anne Magnets Taylor, Barbara, Electricity and Magnets Tocci, Salvadore Experiments with Magnets Whyman, Kathryn Electricity and Magnetism
Windows on Science:

AIMS: Hungry Hounds Fish and Clips Face to Face Making Magnets What Will a Magnet Attract? Floating Magnets Mining With Magnets Stick to It

Reference Nonprint Periodicals/newspapers Other (list): Instruction/activities o Direct instruction: o Modeling and guided practice: o Independent practice: o Sharing and reflecting: