Collection Development Plan

Amanda Averill ITEC 7134 Dr. Judi Repman Spring 2009

Environmental Scan Powers Ferry Elementary School is one of 68 elementary schools in the Cobb County School District which is the second largest district in Georgia. Powers Ferry, a relatively small school, houses 486 students with a student transient rate of about 60%. Powers Ferrys economically disadvantaged rate of 92% qualifies them for Title I status. There are two administrators, twenty-eight classroom teachers, and forty-six other faculty including support staff (literacy coaches and math specialists, counselors, speech therapists, EIP, ESOL, etc.). The media center at Powers Ferry employs two media specialists (who job share) and one paraprofessional. It currently houses a total of 15,601 resources; of this, there are 12,814 print titles (not including duplicates) and 640 audiovisual resources. Included in the print titles are 4,832 books in the Dewey Decimal system and 10,129 fiction books. The endeavor of this collection development assignment is to secure content-related resources that will meet the needs of a wide variety of fourth grade students who are learning about the Solar System while supporting the Americas Choice framework of the school. Of the 58 students in the 4 fourth grade classes, 8 have disabilities, 25 are split among two self contained Early Intervention Program (EIP) classes, and 7 are served by the ESOL team. Reading levels among the students in fourth grade vary greatly. Powers Ferry assesses reading levels using the Fountas and Pinnell scale as well as Developmental Reading Assessments. At this point in the current grading period (3rd nine weeks), there are 22 students (38%) on level, 29 students (50%) below level, and 7 students (12%) above level in reading. Teachers and students at Powers Ferry have access to United Streaming, which provides content related videos and materials that support our curriculum, and Reading A to Z, which has a variety of resources related to reading (including leveled printable books), fluency, comprehension,

and assessment. Through the media centers OPAC system, students and teachers can access WebPath Express, a tool that organizes safe, online content related to your search term(s).

Curriculum Mapping Table 1-A

Standard SKE1. Students will describe time patterns (such as day to night and night to day) and objects (such as sun, moon, stars) in the day and night sky. a. Describe changes that occur in the sky during the day, as day turns into night, during the night, and as night turns into day. b. Classify objects according to those seen in the day sky and those seen in the night sky. c. Recognize that the Sun supplies heat and light to Earth. What Does This Mean? Activities and Possible Products Resources

Students must understand the difference between day and night and how we go from one to the other.

Student Actions Describe Classify Recognize

Picture Sort for day and night objects and activities Role-play day and night Teacher uses spinning chair to demonstrate rotation Flashlight and globe demonstration of night and day

Good Night Moon by Margaret Wise Brown (already in collection) NASA site for teachers: http:// ksnn.larc.nasa.go v/k2/ s_nightDay_a.ht ml Arthurs Alien Assembly: http:// pbskids.org/ arthur/games/ alien/alien.html Night Sky Live: http:// nightskylive.net/ index.php Night and Day pictures: http:// www. 1000pictures.com /scenic/manmade/index.htm

Curriculum Mapping: Table 1-B

Standard [Grade 2] S2E1. Students will understand that stars have different sizes, brightness, and patterns. a. Describe the physical attributes of starssize, brightness, and patterns. S2E2. Students will investigate the position of sun and moon to show patterns throughout the year. a. Investigate the position of the sun in relation to a fixed object on earth at various times of the day. b. Determine how the shadows change through the day by making a shadow stick or using a sundial. c. Relate the length of the day and night to the change in seasons (for example: Days are longer than the night in the summer.). d. Use observations and charts to record the shape of the moon for a period of time. What Does This Mean? Students need to know why no two stars are alike. Student Actions Understand Describe Student Actions Flashlight and globe demonstration of night and day Order the planets Picture Sort for day and night objects and activities Role-play day and night Teacher uses spinning chair to demonstrate rotation Flashlight and globe demonstration of night and day My very excellent mother just served us nachos. Write a letter home from a planet of your choice, including facts about that planet. Activities and Possible Products Resources

Students must understand moon patters and why seasons change.

Investigate Determine Relate Use Observe

Arthurs Alien Assembly: http:// pbskids.org/ arthur/games/ alien/alien.html Night Sky Live: http:// nightskylive.net/ index.php Night and Day pictures: http:// www. 1000pictures.com /scenic/manmade/index.htm As the Earth Turns (online lesson): http:// www.beaconlearn ingcenter.com/ WebLessons/ AsTheEarthTurns /default.htm Quia: Order the Planets Game: http:// www.quia.com/ pp/1002.html

Curriculum Mapping: Table 1-C

Standard [Grade4] What Does This Mean? Activities and Possible Products Resources

S4E1. Students will compare Students must and contrast the physical understand that attributes of stars, star planets and stars patterns, and planets. differ in their features a. Recognize the (#, size, color, pattern, physical attributes of position, appearance, stars in the night sky and movement) and such as number, size, that there are various color and patterns. ways to investigate b. Compare the objects in the sky. similarities and differences of planets Student Actions to the stars in appearance, position, observe and number in the compare night sky. contrast c. Explain why the recognize pattern of stars in a explain constellation stays the identify same, but a planet can be seen in different locations at different times. d. Identify how technology is used to observe distant objects in the sky.

STAR Lab Readers Theater Procedural Writing (how Nasa missions/probes: tobuild a space ship, etc.) http://nssdc.gsfc.nasa.gov/planetary/ Informational Writing planetfact.html (brochures, report, Canadian Space Agency educator's page: posters, PowerPoint, etc.) http://www.space.gc.ca/kidspace/1 Flashlight and globe edu_res/default.asp demonstration of night http://www.space.gc.ca/kidspace/1and day edu_res/resources/all/default.asp

NASA http://www.concord.k12.nh.us/rms/ t_science.htm united streaming http://www.ala.org/ala/mgrps/divs/aasl/ aaslpubsandjournals/slmrb/editorschoiceb/ infopower/selectsolomon.cfm

Scroll down to the heading Astronomy, then click on the link to Planets where students can find brief and easy-to-read fact sheets for each planet.

S4E2. Students will model the position and motion of Students must be the earth in the solar able to model how the system and will explain the earth moves in role of relative position and relation to the sun, motion in determining phases of the moon, sequence of the phases of and other planets. the moon. a. Explain the day/night Build a model of the sun and cycle of the earth using a model. Student Actions planets Build a model of the earth and b. Explain the sequence of the phases of the the moon Construct a 2-D picture using moon. c. Demonstrate the computer and software revolution of the earth Research around the sun and the Model earths tilt to explain Explain the seasonal changes. Demonstrate d. Demonstrate the Determine relative size and order from the sun of the planets in the solar system.

Welcome to the Planets, a collection of best images from NASA's planetary exploration program: http://pds.jpl.nasa.gov/planets/welcome.htm Solar System Live by John Walker: http://www.fourmilab.ch/solar/solar.html The Nine Planets: A Multimedia tour of the solar system by Bill Arnett http://seds.lpl.arizona.edu/nineplanets/ nineplanets/nineplanets.html

Collection Evaluation When calculating the condition of the collection of resources related to the solar system and space exploration that are currently housed in the Powers Ferry Media Center, I began by looking at the numbers. There are a total of 15,601 resources in the media center; 209 related to my topic. Of the 12,814 print titles in the media center, 202 concern the solar system; including 79 fiction and 123 nonfiction books. Finally, there are 7 videos that relate to the solar system. I was not able to find any e-Books related to my content area; to-date, only one e-Book has been purchased for the school. There are 2 microscopes available for teachers to check-out. They were acquired over 10 years ago and have not been checked-out in 4 years (I had to search in a dark, dusty corner to find them). The Powers Ferry Media Center has no other equipment related to the solar system. In addition to these resources, I found 46 links to online content through WebPath Express that are correlated to the standards outlined in Table 1. Please see Tables 2 and 3 below for detailed quantitative and qualitative data, respectively.

Resource Fiction Non-Fiction Audio/Video e-Books Magazines

Circulation Data (for entire collection) 8,591 3,458 130 n/a 175

Average Age of Materials (years) 9.8

Considerations for Collection Dev.

Purchases made need to be the most up-to-date resources available that are of high-interest to 12.1 our diverse group of students. They should include a balanced 4.2 number of resources for k-2 and 4-6 grades. We need to establish n/a a solid collection of e-Books. Also, AR quizzes should be purchased n/a (temporary item) when available.

Table 2 Quantitative Data Table 3 Qualitative Data Resource Multicultural Considerations for Awareness Collection Dev. Many of the fiction books related to the solar system The display of fiction Focus on address Most books were in books was easy to obtaining fiction multicultural gently used to used find, navigate, and awareness. They books published condition. The very organized. include stories within the last 2-3 spines were intact There are colorful years. about places in most books, but butterfly cut-outs that around the world, Some of these some of the books help students find women in space, new resources that had covers what they are looking and characters should be needed some TLC. for. multicultural. who are of various racial and ethnic backgrounds. The non-fiction books There are few are organized well books about the and the display solar system in the Acquire more Overall, the books includes signs above nonfiction resources that were in fair each section with collection that promote condition. There pictures about the address diversity so that are several that topic(s) contained multicultural the students feel need to be replaced there. The students awareness. it relates to their because of their old know where to go and own lives. age and outdated what to look for, pictures. making a class trip to the library easy and productive. Most of the resources here are Audio video resources Very few of these resources promote VHS tapes. The are organized tapes are kept in according to series diversity. Some of NO VHS the newer DVDs Only DVDs that good condition and (Bill Nye, Magic the VHS tapes are School Bus, etc.) but have characters in seem to be rarely used. The there is no real order them who are of culturally diverse ethic DVDs are newer, so within these diverse. background. most are in great categories which shape, although makes it hard to find there were a few what you are looking with some for quickly. scratches. 2 Overall Appearance Accessibility/Display of Books

Fiction

Non-Fiction

Audio/Video

e-Books

n/a

n/a

n/a

Buy lots of eBooks

Magazines

The magazines do have content that Although they get promotes diversity weeded very and multicultural Although the media frequently, they are awareness. They specialists remind filled with missing feature stories students incessantly pages, rips, tears, about other places to stack the and wrinkled in the world and magazines nicely, all covers. There were human interest of these resources few magazines that articles about seem to be messy, are truly children who mixed-up, and hard to educational and speak other search through. aligned to our languages and live standards. in cultures different from our own.

Find more educational publications that address what our students are learning in a fun and meaningful way.

Budget Summary After much research, current collection evaluation, and shopping, I have secured a list of items that I feel will greatly enhance, update, and perhaps even complete, our collection of books that correlate to the GPS standards listed above. I found that most of the resources were categorized according to grade level (either k-2 or 3-5). Therefore, it was my aim to get an equal number of resources for both primary and intermediate grades; many of which address diversity and respect multicultural differences. In addition, I was able to secure many e-Books (since these were previously non-existent in our media center), several books written in Spanish (including one series), and many high-interest fiction books. All of the items I purchased are very current (published within the past 2-3 years), several even being as recent as 2009. I also found many DVDs related to my topic area for both primary and intermediate grade levels. The teachers at my school really enjoy the AIMS resources, so I was also able to purchase one teachers guide book for earth science for K, 2nd, and 4th grades. Overall, I am happy with my purchases, which came to a grand total of $3920.53 and included five vendors (AIMS, Delaney, Capstone, Follett, and Scholastic).* 3

*Please see attached materials lists. AIMS Materials List

Resource

Price

AIMS GA Kindergarten Grade Earth Science Teacher Module

70.00

AIMS GA 2nd Grade Earth Science Teacher Module

70.00

AIMS GA 4th Grade Earth Science Teacher Module AIMS GA Science Magazine Total

70.00

29.95 $239.95