Information Literacy Lesson and Pathfinder

Gina B. Thomason Georgia Southern University FRIT 7136 Dr. Judi Repman - Instructor

Research Pathfinder http://5thgradeinventors.pbworks.com/w/page/60956451/FrontPage

Action Plan

CREATED BY: GINA THOMASON (SLMS), LAVON GRIZZLE (TEACHER) SCHOOL/LOCATION: CENTRAL FRANKLIN ELEMENTARY GRADE: 5TH GRADE LIBRARY CONTEXT: Fixed Flexible Stand-alone lesson

Combination

Individualized Instruction

Lesson in a unit

x Multiple lessons in a unit

COLLABORATION CONTINUUM: None Limited CONTENT TOPIC: Inventors

Moderate

x Intensive

ESTIMATED LESSON TIME: 2 CLASS PERIODS (2 HOURS EACH) STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS Standard: 3: Share Knowledge and participate ethically and productively as members of our democratic society. Skills Indicator(s): 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 3.1.6 Use information and technology ethically and responsibly. 3.2.3 Demonstrate teamwork by working productively with others. 3.4.2 Assess the quality and effectiveness of the learning product. Benchmark(s): 5th grade Standard 3 benchmark indicator 3.1.1 Use simple rubrics to assess work 3.1.6 Rephrase rather than copy whole sentences Dispositions Indicator(s): 3.2.1: sample behavior: Present findings of an inquiry project in an organized, articulate, and poised delivery. 3.2.3: sample behavior: Take on different roles and tasks willingly within the group to accomplish shared ends. Responsibilities Indicator(s): 3.3.7: sample behavior: pursue the right to read, view, and listen. Self-Assessment Strategies Indicator(s): How have I organized the product/presentation to make my major points and present convincing evidence? How will I get help to revise and edit by product?

How well does my product/presentation fulfill all the requirements of the assignment? SCENARIO: The school in which this unit was created has been hit hard by budget and time constraints. The school is running on a reduced day calendar (160 days). Due to time constraints teachers are trying to find ways to incorporate many standards into each lesson. The teacher came to the SLMS with questions on how to combine several 5th grade standards into a unit that could cover the American inventors needed to be taught for Social Studies. In collaboration, the SLMS and the teacher created a unit that included Social Studies, Reading, Language Arts, and Technology standards. The unit takes place over a time span of a week. Students are able to spend a concentrated amount of time on the project each day during the Reading, Language Arts, and Social Studies, and Intervention class periods.

CONNECTION TO LOCAL OR STATE STANDARDS SOCIAL STUDIES 5TH GRADE GEORGIA PERFOMANCE STANDARDS SS5H3 The student will describe how life changed in America at the turn of the century. b. Describe the impact on American life of the Wright brothers (flight), George Washington Carver (science), Alexander Graham Bell (communication), and Thomas Edison (electricity). READING INFORMATIONAL -5TH GRADE COMMON CORE GEORGIA PERFORMANCE STANDARDS ELACC5RI10: By the end of the year, reading and comprehend informational text, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently. ELACC5R17: Draw on information from multiple print or digital sources, demonstrating the ability to locate and answer to a question quickly or to solve a problem efficiently. LANGUAGE ARTS 5TH GRADE COMMON CORE GEORGIA PERFORMANCE STANDARDS ELACC5W7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. ELACC5W8: Recall relevant information from experiences or gather relevant information from

print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. ELACC5W9: Draw evidence from literacy or informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading Standards to literature b. Apply grade 5 Reading Standards to informational texts

OVERVIEW: The 5th grade class of Mrs. Grizzle has been reading informational texts on the impact on American life of the Wright brothers (flight), George Washington Carver (science), Alexander Graham Bell (communication), and Thomas Edison (electricity). Social studies standards are incorporated into reading and language arts through these informational texts. Mrs. Grizzle would like her class to create a Prezis for each inventor. There are 20 students in Mrs. Grizzles class. She has organized her students into ten groups of two. Each pair will create a Prezi on one chosen inventor. She has asked me to help her by giving the class instruction on how to use technology to find reliable information on the internet and on how to create a Prezi.

FINAL PRODUCT: The students will locate reliable information on selected inventors and use the information to create a Prezi. LIBRARY LESSON(S): 1. Locate reliable information from multiple sources. 2. Create a Prezi using information gathered.

ASSESSMENT Product: The Prezi will be assessed using a teacher/SLMS created rubric Process: The process will be assessed using a teacher/SLMS created information gathering chart. Student self-questioning: Students will answer a teacher/SLMS created reflection questionnaire.

INSTRUCTIONAL PLAN Resources students will use (please check): Online subscription database(s) x Web sites x Non-print x Periodicals/newspapers Other (list):

x Books

x Reference

Instruction/activities for day one (How to locate reliable information from multiple sources and gathering the information) o Direct instruction: *Note this unit has already been started by the teacher. The students have already been introduced to the inventors. Students have read background information on each inventor and watched a teacher created PowerPoint about the inventors and the time period. The students have chosen an inventor to research, and selected a partner to work with. 1. The SLMS will direct students to the following website that can be found on the 5th grade inventor pathfinder and explain the importance of finding reliable websites for their topic. http://www.eduplace.com/kids/usingweb/g6-8.html 2. The SLMS will also explain the pathfinder and how to use the information found there. o Modeling and guided practice: 1. The SLMS will guide students through one of the websites listed on the pathfinder, discussing if it is a reliable source based on the guidelines they have just learned. 2. The teacher will monitor the room and helping when needed. o Independent practice: 1. The teacher and SLMS will monitor the students has they begin their research using the pathfinder. 2. Students will complete their inventor research guide, filling in information as they find it. o Sharing and reflecting: 1. Students will complete part of an informational reflection questionnaire at the end of the class period. 2. The teacher will take up all papers so that they will be available for the next part of the unit.

Instruction/activities for day two (Creating a Prezi using the information from day one) o Direct instruction: 1. The SLMS will use the Smart board to show the students the website Prezi and show them how to create an account on the site. 2. The SLMS will then show the students the introduction videos about Prezi and how to use it. 3. The teacher will explain to the students that they will create a 5 section Prezi that is specific to their groups chosen inventor.

4. The teacher will give the students the teacher/SLMS created rubric and go over it with the class, answering any questions they may have. o Modeling and guided practice: 1. The SLMS will show an example of a Prezi that was previously created by SLMS. 2. The SLMS will walk the students through the first few steps while the teacher targets students that need help. o Independent practice: 1. The students will have time to create their Prezi using the information they have gathered from day one.

o Sharing and reflecting: 1. Students will present their Prezi to the class. This will take place on another class date. 2. The teacher will grade the students based on presentation and the information included. 3. Students will finish completing an informational reflection questionnaire at the end of the class period.

Assessment of student learning: Through the use of the information gathering chart, Prezi presentation rubric, student reflection questionnaire, and SLMS/teacher observation, it was determined that each of the students successfully found information on the chosen inventor. Two groups did not successfully complete the Prezi. These students will be given time with the co-teacher to go back and work on the Prezi before presenting their information to the class. With the SLMS and the teacher being available to walk around and help students has needed, most students were able to work through the process fairly quickly. A few students were found to be off task and had to be redirected to the project focus. The computer lab teacher was available for assistance during part of the lesson. The extra hands and eyes were much appreciated. A final unit assessment will be given at the end of the unit. This will assess if students are able to recall Social Studies standards that were covered during the lessons.

Reflection:

In the beginning of the process, the teacher and I took a great deal of time deciding what the students needed to learn. Once we pinpointed what standards needed to be meet, we then looked at how will we know that they know it? We decided on an informational gathering chart for the students to use during the research process. We also decided on a Prezi for the final project and a student questionnaire for the reflection. The informational gathering chart was valuable in assessing if the students found the correct information. This chart gave students a very structured outline to keep them on track but the flexibility to add their individualized information. The pathfinder was helpful for the students however; I am finding that it still needs some organization on my part. The computer lab teacher has given me some ideas on how to make the pathfinder more student-friendly. I plan on making improvements and then letting my classroom students use it. The Prezi was chosen for its simple format and ease of use, I thought. It ended up taking us more time than expected and students had to spend additional time in the computer lab. Many of them spent too much time trying to play with how to set up the Prezi than actuality getting the information in the presentation. I know this is to be expected with 5th grade students and I need to remember to allow additional time for this exploration. Taking the time out of my own classroom was also more demanding than I thought it would be. I was fortunate enough to use the classroom teachers co-teacher to cover my classroom. Thank goodness for small blessings. However, I know that the process will be just as difficult once I am in the media center. Finding time to collaborate, create, and teach units with each classroom teacher will be challenging. Overall this experience was worthwhile for me as the SLMS, the homeroom teacher, and the students. It has gotten us all excited about incorporating more technology skills into our classroom standards.

Inventor Information Gathering Chart

Student (1) name_____________________________ Student (2) name_____________________________ Inventor chosen: _____________________________ Website(s) used: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Information topic Background personal life information Student 1 notes Student 2 notes

Inventions

Impact on American life

Interesting information

Multimedia: Prezi Rubric

Teacher Name: _________________________ Student Name: _________________________

CATEGORY Clarity and Neatness

4
Prezi is easy to read and all elements are very clearly written, labeled No spelling or grammatical mistakes on Prezi with lots of text. Meets all the criteria of the assignment. All content is in the students own words and is accurate. Students have used media in creative and innovative ways that exploit the particular strengths of the Prezi format. The final product is unique, powerful, effective, and compels the audience's Attention.

3
Prezi is easy to read and most elements are clearly written, labeled, or pictured. No spelling or grammatical mistakes on a Prezi with little text. Meets most of the criteria of the assignment. Almost all content is in the students own words and is accurate. Presentation is balanced, Attractive, and easy-to follow. It uses original student work and/or blends Existing media in a new and interesting way.

2
Prezi is hard to read with rough photos and labels.

1
Prezi is hard to read and one cannot tell what goes where.

Spelling & Grammar

One or two spelling or grammatical errors on the Prezi. Meets about half the criteria of the project. At least half of the content is in the students own words and is accurate. There is a focus that is maintained throughout the piece, but it may not be compelling, or present information in a way that Consistently keeps audiences attention.

More than two spelling or grammatical errors on the Prezi Does not meet the criteria of the assignment. Less than half of the content is in the students own words and/or is accurate. The project has a weak focus. May contain creative aspects but those aspects tend to distract the Viewer from the stated purpose of the presentation.

Content

Creativity

Questions for self-reflection:

Student: __________________________ Partner(s):____________________________________________________ Topic: ________________________________________________________

1. What new media or content skills did you learn through this research?

2. What did you find most difficult?

3. What did you find the easiest to accomplish?

4. How well did you and your partner(s) work together? What was easy/hard for you as a team?

5. List media skills that you used during the research:

6. What could the SLMS do to make the experience better next time?

7. What could the teacher do to make the experience better next time?

8. What could you do to make the experience better next time?