COLLABORATIVEPLANNINGFORM

GRADE:3rdgrade
TEACHER(S):Librarian,TechnologyResourceTeacher,3rdgradeclassroomteacher
CONTENTTOPIC:SocialStudiesTopic-ExplorersandExploration
LEARNINGOBJECTIVE(S):Thestudentwillbeableto:
1. explainhowexplorationhasinfluencedthewayweseetheworld.
2. buildresearchonandcommunicationskillsthroughthein-depthstudyofanexplorer.
SOL: STANDARDSFORTHE21STCENTURYLEARNER:
S1.1.1_x__2_x__3___4___5___6___7___8_x__9_x__
Standard3.5
S1.2.1___2___3___4___5___6___7___
Thestudentwilldevelopmapskills S1.3.1__x_2___3_x__4_x__5_x__
S1.4.1___2_x__3___4__x_
by

a)positioningandlabelingthe S2.1.1___2_x__3___4_x__5___6___
S2.2.1___2___3___4___
sevencontinentsandfiveoceansto S2.3.1_x__2___3___
createaworldmap; S2.4.1___2___3___4___

b)usingtheequatorandprime S3.1.1_x__2___3_x__4___5___6___
meridiantoidentifytheNorthern, S3.2.1_x__2___3_x__
S3.3.1___2___3___4_x__5_x__6___7___
Southern,Eastern,andWestern S3.4.1___2___3_x__
Hemispheres;
S4.1.1___2___3___4___5___6____7___8_x__
c)locatingthecountriesofSpain, S4.2.1___2___3___4___
England,andFrance; S4.3.1___2___3___4___
S4.4.1___2___3___4___5___6___
d)locatingtheregionsinthe
AmericasexploredbyChristopher
Columbus(SanSalvadorinthe
Bahamas),JuanPoncedeLen(near
St.Augustine,Florida),Jacques
Cartier(nearQubec,Canada),and
ChristopherNewport(Jamestown,
Virginia);
e)locatingspecificplaces,usinga
simpleletter-numbergridsystem.

Planning form based upon Standards for the 21st Century Learner in Action (2009) Action Examples Template;
Loertschers Taxonomies of the School Library Media Program (2000) Collaborative Unit Planning Sheet; Buzzeos
Collaboration Handbook (2008) Collaboration Template; Last updated 01/2013
DATE/TIMEOFLESSON:Fall2017
ESTIMATEDLESSONLENGTH:45minutesfor2weeks
OVERVIEWOFLESSON:Studentswilllearnwhatabiographyisandwheretheyarelocatedinthe
library.Studentswillplayagametofurthertheirunderstandingofcallnumbersonbiographies.
Learnhowtotakenotesonabiographyusingagraphicorganizer.Theclasswilldoonetogether
first.
Studentswilllearnaboutplagiarism.Thenstudentswilllearnwheretofindandhowtoutilizethe
onlinedatabasestobeginresearching.Studentswillbeinstructedonhowtousethedatabase,
PebbleGo!

TEACHERWILL LIBRARIANWILL
Ensurethatstudentscometothe
Teachwhatabiographyisaswellaswherethey
librarydaily.
Continuetohavestudentsaddto arelocatedinthelibrary.
theirlibraryresearch.
Teachstudentshowtotakenotesintheir
Teachstudentsthenamesofthe
continentsandtheirlocationona graphicorganizer.
map.
Teachstudentsabouttheletter Teachstudentshowtoutilizetheonline
numbergridsystem. databasestogettheirresearchspecifically,
Teachstudentsthelocationofthe
primemeridian,northpole,south PebbleGo!.
pole,andnamethewaterwaysof Discussplagiarismandwhatitlookslike.
theworld.
Assiststudentsinfocusingonthe Teachstudentswheretolocatemapresources
answeringoftheir5questions. inthelibrarysothattheycanlabeltheirclass
worldmapcorrectly.
Howtocreateatimeline.
FINALPRODUCT/LEARNINGOUTCOME:Studentswilllearnhowtonote-takeandnotplagiarize
theirresearchusingadatabase.Thisinformationwillbecompiledintoareporttosharewith
othersatanExplorerHall.Studentswillcontributeinformationabouttheirexplorerstravelsto
theblankclassmapoftheworld.Studentswillcreateindividualtimelinesoftheirexplorer.

Planning form based upon Standards for the 21st Century Learner in Action (2009) Action Examples Template;
Loertschers Taxonomies of the School Library Media Program (2000) Collaborative Unit Planning Sheet; Buzzeos
Collaboration Handbook (2008) Collaboration Template; Last updated 01/2013
ASSESSMENTProduct:StudentswillusethePebbleGo!websitetoaddinformationtotheir
graphicorganizer.Atthebottomofthegraphicorganizertherewillbeaspaceforstudentstocite
thesourceincludingthetitle,author,publisher,andcopyright.Studentswilladdressthe5specific
questionsduringtheirresearch.Studentswillcreateatimelineoftheirexplorer.Studentswilladd
theregionexploredbytheirexplorertotheclassmapoftheworld.Studentswillpresentallof
theirinformationatanExplorersHallthatwouldbesharedwiththeschoolcommunityinthe
library.

ASSESSMENTProcess:Thelibrarianwillobservestudentuseofthedatabase,PebbleGo!and
assiststudentsastheycompletetheirgraphicorganizerandcitation.Teacherandlibrarianwill
ensurethatstudentsareaddressingtheirspecificquestionsinregardstotheirresearch.The
teacherandlibrarianwillassiststudentswiththelocationofmapresourcesinthelibraryforthe
studentstobeabletolabelthemap.Teacherandlibrarianwillmakerecommendationsasneeded
toassiststudentswiththecompletionoftheirtimeline.

StudentSelf-ASSESSMENT:Studentswillcompleteachecklisttoensurethattheyhavecompleted
allaspectsoftheassignment.Attheconclusionoftheproject,studentswillcompletea
self-reflectionwheretheyspeaktohowwelltheyfeltthattheydidontheassignmentaswellas
whattheyneedtoimproveuponorotherskillsthattheyfelttheyneededtocompletethe
assignment.

STRATEGIESFORREMEDIATION:Throughobservationandcirculatingaroundthetablesas
studentswork,theteacherandlibrarianwillbeabletodeterminewhichstudentsrequire
assistanceandbeabletopromptlyofferassistance.
PebbleGo!hasabiographyfortunetellerwithquestionsthatwouldbeagreattooltousewith
studentsshouldtheystillnotunderstandwheretogowhentryingtolocateinformationontheir
biography.
RESOURCESSTUDENTSWILLUSE:
_X__Onlinesubscriptiondatabases____Nonprintmaterials
____Periodicals/Newspapers____Websites
____Books_X__Referencematerials
____Other?____Reserveshelfneeded

Listtitleshere:
PebbleGo!(2017).CapstoneDigital.Retrievedfromwww.pebblego.com.
Onlinetutorialathttps://assets.pebblego.com/docs/student_tutorial.mp4.(9minutesinlength)

INSTRUCTION/ACTIVITIES:
DirectInstruction:
Studentswillplayagamethatwillteachthemaboutcallnumbersinthebiographysectionofthe
library.StudentswilllearnhowtoaccessthePebbleGo!websitefromtheLCPSGO!websiteaswell
asfromtheschoolwebsite.*Studentswilllearntotakenotesfromthedatabaseusingagraphic
organizer.

Planning form based upon Standards for the 21st Century Learner in Action (2009) Action Examples Template;
Loertschers Taxonomies of the School Library Media Program (2000) Collaborative Unit Planning Sheet; Buzzeos
Collaboration Handbook (2008) Collaboration Template; Last updated 01/2013
*Useonlinetutorialathttps://assets.pebblego.com/docs/student_tutorial.mp4.
1.Showstudentshowsubjectdirectorysearchingworksbynavigatingthroughthesubject
directorypicturesinPebbleGoBiographies.ShowstudentskeywordsearchingbyusingtheSearch
boxatthetopofthescreen.Usenamesfromtheclassbrainstorminglistofhistoricalfiguresas
examples.
2.Explainthedifferencebetweenthetwotypesofsearching.Letstudentsknowtheycanuseeither
searchstrategywhilecompletingthisactivity.
3.Demonstratetheread-aloudfunctionbyclickingontheappropriatebuttonandlisteningtothe
textbeingreadaloud.
4.Showstudentsthetabsatthetopofthescreenthatallowthemtoscrollthroughthe
biographicalinformation.
5.Demonstratehowstudentscanusethebuttonstowatchvideos.

ModelingandGuidedPractice:ThelibrarianandteacherwillmodelhowtotakenotesfromPebble
Go!usingJacquesCousteauastheexample.Studentswillthenbegroupedsothattheycanselect
anindividualtoresearch.WhilsttheLibrarianandTeachermonitor,studentswillhavethe
opportunitytoassistinlocatingthepertinentinformationforthegrouppractice.

IndependentPractice:Studentswillnowhavetheopportunitytoconductresearchontheir
famousexploreraspartoftheirpairedteam.Studentsshouldbeabletoanswerthefollowing
questionsthroughtheirresearch:
Whatwasthepersonsmotivationforexploring?Whatdidpeoplethinkoftheexplorerand
theirideasatthetime?
Whenandwheredidthepersontravel?Whathardshipsdidtheyface?
Whattechnologicaldevelopmentsmadetheexplorationpossible?
Howdidthediscoveryordiscoverieschangethewayweseetheworldtoday?
Ifthediscoveryhadnotbeenmade,howmightthingsbedifferenttoday.

SharingandReflecting:Studentsareexpectedtoanswertheirindependentpracticequestionsvia
theirresearch.ThefinalsharinghasstudentspresentingtheirresearchinanExplorersHallwhere
theysetupthetimeline,research,andthemselvestospeakabouttheirexplorer.Studentswillalso
listonamapoftheworld,theregionsthatwereexploredbytheirindividual.

StrategiesforDifferentiation:Studentswillbepermittedextratimeinthelibrarybeforeschool,
duringlunchandafterschoolinordertocompletetheirassignment.
Graphicorganizercanbemadelargerforthosethatneedmorespacetowritetheirinformation.
Studentscanbeinstructedonhowtomakethefontlargeronthecomputerscreenforeaseof
readingandhowtohighlighttextonthescreen.(Visuallyimpaired)

COLLABORATIVELESSONEVALUATION

GRADE:3rdgrade

Planning form based upon Standards for the 21st Century Learner in Action (2009) Action Examples Template;
Loertschers Taxonomies of the School Library Media Program (2000) Collaborative Unit Planning Sheet; Buzzeos
Collaboration Handbook (2008) Collaboration Template; Last updated 01/2013

TEACHER:

COLLABORATIONDATES:

CONTENTTOPIC:SocialStudies-ExplorersandExploration

Whatworkedwellinthislesson/unit?

Wasthislesson/unitenhancedthroughcollaboration?

Wasitsuccessfulenoughtowarrantdoingitagaininthefuture?

Suggestionsforimprovement?

Howwelldidthelibrarycollectionrespondtotheunit/lessonobjectives?
Scale:5=Excellent4=Aboveaverage3=Average2=Belowaverage1=Poor

_________Diversityofformats(print,electronic)
_________Currencyofresources
_________Adequacy(sufficientmaterialsfornumberofstudents)
_________Appropriatenessofreading/viewing/listeninglevels
Suggestionsforadditionalmaterials?

Planning form based upon Standards for the 21st Century Learner in Action (2009) Action Examples Template;
Loertschers Taxonomies of the School Library Media Program (2000) Collaborative Unit Planning Sheet; Buzzeos
Collaboration Handbook (2008) Collaboration Template; Last updated 01/2013