Information Literacy Lesson Plan Stephanie Wohl FRIT 7136 Spring 2011 Instructor: DR.

Repman Resource Pathfinder: https://sites.google.com/site/georgiahabitats3rdgrade /

Information Literacy Lesson Plan

Grade: Teachers: Mrs. Long Content Topic: Georgia Habitats

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3 Mrs. Wohl

Standards for the 21st- Century Learner Goals

Standard 1: Inquire, think critically and gain knowledge Standard 2: Share knowledge and participate ethically and productively as members of our democratic society. Skills Indicator(s): 1.1.4 Find, evaluate and select appropriate sources to answer questions. 3.1.1 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and address. 3.6.1 Use information and technology ethically and responsibly. Benchmark(s): Select and use appropriate sources, including picture dictionaries, beginning encyclopedias, magazines, maps and globes, to answer questions. Present facts and simple answers to questions. Follow school guidelines related to the acceptable use of technology. Dispositions Indicator(s): 2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions can not be drawn. 2.2.4 Demonstrate personal productivity by completing products to express learning. Responsibilities Indicator(s): Use Information technology responsibly. Self-Assessment Strategies Indicator(s):

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.

b. Identify features of green plants that allow them to live and thrive in different regions of Georgia. 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. S3L2. Students will recognize the effects of pollution and humans on the environment. a. Explain the effects of pollution (such as littering) to the habitats of plants and animals. b. Identify ways to protect the environment. Conservation of resources Wohl 3 Recycling of materials

Overview:
Mrs. Longs third grade students have been learning to differentiate between Georgias habitats and the animals, plants and organisms dependent on their resources for survival.

Final Product:
Students will complete a visual presentation, choosing a brochure or PowerPoint, which describes one of Georgias habitats.

Library Lesson(s):
The SLMS reviewed Spectrum, the schools OPAC, with the Mrs. Longs class. Each student had the opportunity to practice searching for a resource and locating a particular title as a large group. The SLMS introduced the students to the Google site research pathfinder that is provided for their project. After reviewing the various resources available, Mrs. Long reviewed the assignment with her students.

Assessment
Process Students will be assessed by the classroom teacher and SLMS through observation as they search for resources in the media center, on the web, use the given pathfinder, collaborate with partners, and create their visual presentation. Product Students will be assessed on their completed visual product. The teacher, SLMS, and student will follow the rubric for this assignment to assess the students. Self Assessment The students were provided with a self assessment checklist that corresponds with the

rubric. Students are to use the checklist as a guide so that expectations are clear on what is expected of them.

Instructional Plan
Resources students will use: Web sites Books Online subscription database(s) References

Nonprint Periodicals/newspapers other (list): Website: https://sites.google.com/site/georgiahabitats3rdgrade/

Wohl 4 Instruction/Activities
The SLMS used a computer, projector, and large screen, to introduce the Georgia Habitat resource pathfinder site to the class. Once Mrs. Long explained to the class the steps they needed to perform in order to complete their final product, the SLMS continued with the modeling and guided practice instruction.

Direct Instruction:

Modeling and guided practice:

The SLMS reviewed the site prepared that students will use on their assignment. The SLMS demonstrated how to access the Habitat Fact Sheet, clicked on each link: including pollution sites, access the grading rubric, and always return to the home page. The SLMS then reviewed how to locate books from the schools OPAC and demonstrated searching for non-fiction and reference sources. The group discussed copyright and fair use of resources before a short question and answer session.

Independent practice:

The students took turns using the computers in the media center to search and locate non-fiction and reference books from the schools catalog. The students also practiced learning their way through the resource pathfinder.

Sharing and reflecting:

The sharing for this assignment was done as the student finished their visual presentation. Students were asked to share their thoughts on using the resource pathfinder. What did they like about the assignment? Are there benefits to working with a partner or alone?

Reflection
Unfortunately collaboration with my classroom teacher was not what I expected. Most of our communication was through email with a few brief sit downs when she had a couple of minutes. I do realize that she is very busy, but I also wanted to get more actual face time and quality input before speaking with the students in the media center. I also know that I always want to take things a bit farther and stress out a tiny bit more. When the students came down to the media center for our lesson, Mrs. Long stepped out for a moment. It seemed like the part about collaboration and our expectations for the lesson seemed to be lost somewhere in a lack of communication. I will have to say that if we did this lesson again, it needs to be earlier in the day. Mrs. Long brought her class down at the end of the day. You could tell a few were ready to GO! The students were fidgety. I felt like I had the attention of about 65 to 70 % of the class. The library does not have enough computers to accommodate even half of the class. I think the next time this lesson would be better if it could be done in stages. The computer lab can accommodate the entire class for a lesson on the research pathfinder. I think the class would do better in small groups when the come to the media center to review and research using the schools online database. All in all I think it was a successful first lesson. I am basing this on the students excitement, level of enthusiasm, participation in the independent practice, rubric scores and my observation for the assignment. I

definitely think there is room for improvement. I absolutely loved creating the pathfinder for Mrs. Longs class. I also love that she likes to incorporate technology into her lessons. I do wish we would have been able to meet more in person. While I love the ease of email, there are some things that just work out better face to face.

Wohl 6 Name_______________________________ Date_________________________

Habitat Fact Sheet

Name your habitat____________________________________________

Define your habitat____________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ List 5 characteristics of your habitats: ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________
***Find a picture of your habitat and attach it to the back of this sheet*** Wohl 7

Georgia Habitat Rubric

Category Accuracy of environm ent

4-Exceeds
Environment in the visual includes detailed land features.

32-Developing Accomplished
Environment in the visual includes general land features. Environment in the visual does not include specific land features, but resembles the environment. Visual includes 1 animal that would live in that habitat.

1-Beginning
Environment displayed in the visual does not include land features nor does it resemble the environment. Visual does not include any animals that would live in that habitat.

Animals

Visual includes 3 animals that would live in that habitat.

Visual includes 2 animals that would live in that habitat.

Plants

Visual includes 2 Visual includes 1 plants that would plant that would live in that live in that habitat. habitat.

Visual does included plants, but they do not live in that habitat. Habitat is somewhat neat, but it is difficult to identify all of its contents. Some description and content are given during a rushed presentation.

Visual does not include plants at all.

Neatness Habitat is a very Habitat is an

attractive display attractive display and it is easy for and most of its the viewer to contents are identify the neatly displayed. contents. Presentation is somewhat thorough and habitat is given a brief description.

Habitat is not neatly arranged and the contents are not easily identified. Little knowledge of the habitat and its content is presented.

Presentat Presentation is thorough and ion

habitat is described in detail.

Was a team Was a team Was not always a Did not act as a Group player. Did own team player. Did team player. Did Collaborat player. Always listened carefully work and helped not always listen not listen to team ion to what others other team to team members said. Shared members. Shared and share ideas and ideas and resources and resources. resources. ideas. Finished Finished own own work, but did work on time and not help other helped others. team members. members or share ideas and resources. Did not finish own work or help other team members.

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Name__________________

Brochure or PowerPoint

Student Self Assessment of Assignment Use the checklist to carefully check your work. Be sure to double -check your brochure or PowerPoint before your final presentation! 1. Does your habitat in your visual include detail land features? What can you tell the class about the landforms and area of your habitat? Be specific! ____________________________________________________________

2. Does your visual presentation include three animals that would live in that habitat? ____________________________________________________________

3. Does your visual presentation include two plants that would live in that habitat? ____________________________________________________________

4. Is your visual presentation pleasing to the viewers eye? Is the habitat displayed attractively?___________________________________________________ 5. Is your presentation thorough? Did you give the viewer a detailed description of the habitat? ______________________________________________________

6. Were you a team player? Did you work well with others? Did you share resources and ideas? _______________________________________________________

Comments _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________

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