Info Lit Lesson Plan SWohl

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Information Literacy Lesson PlanStephanie Wohl

FRIT 7136Spring 2011

Instructor: DR. Repman

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

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https://sites.google.com/site/georgiahabitats3rdgrade/https://sites.google.com/site/georgiahabitats3rdgrade/https://sites.google.com/site/georgiahabitats3rdgrade/https://sites.google.com/site/georgiahabitats3rdgrade/


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Information Literacy Lesson Plan

Grade: 3Teachers: Mrs. Long

Mrs. Wohl

Content Topic: Georgia Habitats

Standards for the 21st- Century Learner GoalsStandard 1: Inquire, think critically and gain knowledgeStandard 2: Share knowledge and participate ethically andproductively as members of our democratic society.Skills Indicator(s):

1.1.4 Find, evaluate and select appropriate sources to answerquestions.3.1.1 Use technology and other information tools to organize anddisplay 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 answerquestions.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 adaptinginformation strategies to each specific resource and by seekingadditional resources when clear conclusions can not be drawn.2.2.4 Demonstrate personal productivity by completing products toexpress learning.Responsibilities Indicator(s):Use Information technology responsibly.Self-Assessment Strategies Indicator(s):

Connection to Local or State StandardsS3L1. Students will investigate the habitats of differentorganisms and the dependence of organisms on their habitat.a. Differentiate between habitats of Georgia (mountains,marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organismsthat live there.


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b. Identify features of green plants that allow them to live and thrive indifferent regions of Georgia.c. Identify features of animals that allow them to live and thrive indifferent regions of Georgia.d. Explain what will happen to an organism if the habitat is changed.

S3L2. Students will recognize the effects of pollution andhumans on the environment.a. Explain the effects of pollution (such as littering) to the habitats ofplants and animals.b. Identify ways to protect the environment.

Conservation of resourcesWohl 3

Recycling of materials

Overview:

Mrs. Longs third grade students have been learning to differentiatebetween Georgias habitats and the animals, plants and organismsdependent on their resources for survival.

Final Product:Students will complete a visual presentation, choosing a brochure orPowerPoint, 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 aresource and locating a particular title as a large group. The SLMSintroduced the students to the Google site research pathfinder that isprovided for their project. After reviewing the various resourcesavailable, Mrs. Long reviewed the assignment with her students.

Assessment Process Students will be assessed by the classroom

teacher and SLMS through observation as they searchfor resources in the media center, on the web, use thegiven pathfinder, collaborate with partners, and create

their visual presentation. Product Students will be assessed on their completed

visual product. The teacher, SLMS, and student willfollow the rubric for this assignment to assess thestudents.

Self Assessment The students were provided with aself assessment checklist that corresponds with the


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

Instructional Plan Resources students will use:

Online subscription database(s) Web sites Books References

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

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Instruction/Activities

Direct Instruction: The SLMS used a computer, projector, and large

screen, to introduce the Georgia Habitat resourcepathfinder site to the class. Once Mrs. Longexplained to the class the steps they needed toperform in order to complete their final product, the

SLMS continued with the modeling and guidedpractice instruction.

Modeling and guided practice:The SLMS reviewed the site prepared that students

will use on their assignment. The SLMSdemonstrated how to access the Habitat FactSheet, clicked on each link: including pollution sites,access the grading rubric, and always return to the

home page. The SLMS then reviewed how to locatebooks from the schools OPAC and demonstratedsearching for non-fiction and reference sources. Thegroup discussed copyright and fair use ofresources before a short question and answer session.

Independent practice:
https://sites.google.com/site/georgiahabitats3rdgrade/https://sites.google.com/site/georgiahabitats3rdgrade/


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

Sharing and reflecting: The sharing for this assignment was done as the

student finished their visual presentation. Studentswere asked to share their thoughts on using theresource pathfinder. What did they like about theassignment? Are there benefits to working with a

partner or alone?

ReflectionUnfortunately collaboration with my classroom teacher

was not what I expected. Most of our communicationwas through email with a few brief sit downs whenshe had a couple of minutes. I do realize that she is verybusy, but I also wanted to get more actual face time andquality input before speaking with the students in themedia center. I also know that I always want to takethings a bit farther and stress out a tiny bit more.When the students came down to the media center forour lesson, Mrs. Long stepped out for a moment. Itseemed like the part about collaboration and ourexpectations for the lesson seemed to be lostsomewhere in a lack of communication. I will have tosay that if we did this lesson again, it needs to be earlierin the day. Mrs. Long brought her class down at the endof the day. You could tell a few were ready to GO! Thestudents were fidgety. I felt like I had the attention ofabout 65 to 70 % of the class. The library does not have enough computers toaccommodate even half of the class. I think the nexttime this lesson would be better if it could be done instages. The computer lab can accommodate the entireclass for a lesson on the research pathfinder. I think theclass would do better in small groups when the come tothe media center to review and research using theschools online database.All in all I think it was a successful first lesson. I ambasing this on the students excitement, level ofenthusiasm, participation in the independent practice,rubric scores and my observation for the assignment. I


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definitely think there is room for improvement. Iabsolutely loved creating the pathfinder for Mrs. Longsclass. I also love that she likes to incorporate technologyinto her lessons. I do wish we would have been able tomeet more in person. While I love the ease of email,

there are some things that just work out better face toface.

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Name_______________________________Date_________________________

Habitat Fact Sheet

Name yourhabitat____________________________________________


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Define yourhabitat____________________________________________

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List 5 characteristics of your habitats:

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***Find a picture of your habitat and attach it to the back of thissheet***

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Georgia Habitat Rubric


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Category 4-Exceeds 3-Accomplished

2-Developing 1-Beginning

Accuracyof

environment

Environment inthe visualincludes detailed

land features.

Environment inthe visualincludes general

land features.

Environment inthe visual doesnot include

specific landfeatures, butresembles theenvironment.

Environmentdisplayed in thevisual does not

include landfeatures nor doesit resemble theenvironment.

Animals Visual includes 3animals thatwould live in thathabitat.

Visual includes 2animals thatwould live in thathabitat.

Visual includes 1animal that wouldlive in thathabitat.

Visual does notinclude anyanimals thatwould live in thathabitat.

Plants Visual includes 2plants that wouldlive in thathabitat.

Visual includes 1plant that wouldlive in thathabitat.

Visual doesincluded plants,but they do notlive in thathabitat.

Visual does notinclude plants atall.

Neatness Habitat is a veryattractive displayand it is easy forthe viewer toidentify thecontents.

Habitat is anattractive displayand most of itscontents areneatly displayed.

Habitat issomewhat neat,but it is difficult toidentify all of itscontents.

Habitat is notneatly arrangedand the contentsare not easilyidentified.

Presentation

Presentation isthorough andhabitat isdescribed indetail.

Presentation issomewhatthorough andhabitat is given abrief description.

Some descriptionand content aregiven during arushedpresentation.

Little knowledgeof the habitat andits content ispresented.

GroupCollaborat

ion

Was a teamplayer. Alwayslistened carefullyto what otherssaid. Sharedideas andresources.Finished ownwork on time andhelped others.

Was a teamplayer. Did ownwork and helpedother teammembers. Sharedideas andresources.

Was not always ateam player. Didnot always listento team membersand shareresources andideas. Finishedown work, but didnot help otherteam members.

Did not act as ateam player. Didnot listen to teammembers orshare ideas andresources. Didnot finish ownwork or helpother teammembers.

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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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Documents

Info Lit Lesson Plan SWohl