Jeff Miller FRIT 7734 Fall 2013 Collaborative Literacy Lesson

Title of Unit

Using Precipitation to Teach Literacy Skills

Grade 4th Level Time Frame

Curriculum Science/STEM/AASL Standards Area

Content Standards:
CCGPS Standards Addressed:

4 weeks

Stage 1 Identify Desired Results

S4E3. Students will differentiate between the states of water and how they relate to the water cycle and weather. a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water vapor/steam) and changes from gas to liquid to solid. b. Identify the temperatures at which water becomes a solid and at which water becomes a gas. c. Investigate how clouds are formed. d. Explain the water cycle (evaporation, condensation, and precipitation). e. Investigate different forms of precipitation and sky conditions. (rain, snow, sleet, hail, clouds, and fog). AASL Standards: 1. Inquire, think critically, and gain knowledge. 1.1.1 Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the realworld connection for using this process in own life. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.2.2 Demonstrate confidence and self- direction by making independent choices in the selection of resources and information. 1.3.1 Respect copyright/ intellectual property rights of creators and producers. 1.3.5 Use information technology responsibly. 1.4.4 Seek appropriate help when it is needed.

2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
2.1.6 2.4.1

Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. Determine how to act on information (accept, reject, modify).

3. Share knowledge and participate ethically and productively as members of our democratic society.
3.1.1 3.1.3

Conclude an inquiry- based research process by sharing new understandings and reflecting on the learning. Use writing and speaking skills to communicate new understandings effectively. Seek information for personal learning in a variety of formats and genres. Use creative and artistic formats to express personal learning. Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements.

4. Pursue personal and aesthetic growth.

4.1.4 4.1.8 4.2.2

Understandings
Students will understand that:
Information can be found in a variety of places and formats.

They can use different strategies for locating information quickly and effectively. Not all information is pertinent to their end goal. They need to narrow down key words when doing research. Related Misconceptions: All information is good information. Valuable information can be found in older print materials.

Essential Questions
Overarching Questions: How do we find good information? How can we find information quickly? What are efficient ways to find information online? Topical Questions: How is precipitation made? Why does precipitation come in different forms?

Knowledge and Skills Knowledge

Students will know: How to find information quicker. Determine the best methods for finding information. How to utilize a variety of resources to find information and answer pertinent questions. How to skim for information and pick and choose facts.

Skills
Students will be able to: Effectively use internet search sites. Sift through information to find key pieces of evidence and main ideas. Create a simple PowerPoint presentation to display their information.

Stage 2 Determine Acceptable Evidence

Title of Unit Using Precipitation to Teach Literacy Skills Grade Level 4th

Stage 1 Identify Desired Results

List the understandings of your unit:
Information can be found in a variety of places and formats.

They can use different strategies for locating information quickly and effectively. Not all information is pertinent to their end goal. They need to narrow down key words when doing research.

Essential Questions
Overarching Questions: How do we find good information? How can we find information quickly? Why does precipitation come in different forms? What are efficient ways to find information online? Topical Questions: How is precipitation made?

Stage 2 Evidence Performance Task

Be sure to indicate: Goal: The goal of this unit is to have 4th graders explore the CCGPS standard about precipitation and its different forms. They will do research from a variety of sources and create a PowerPoint presentation. Role: The role of the student is to search through a variety of information to answer the essential question of the unit. Audience: Your target audience is other 4th grade students. Students will choose a particular form of precipitation on which to focus. Situation: You will develop a PowerPoint in order to teach other 4th grade students an assigned form of precipitation. Product Performance and Purpose: The student will create a visually appealing PowerPoint presentation with information and pictures. Standards and Criteria for Success: The PowerPoint will be judged on its information and visual appeal. It will be graded using a rubric.

Performance Task(s) Rubric(s) 1 Point Information

One or two pieces of information present. Information not developed or explained. Arrangement of the PowerPoint is not visually appealing. Colors do not blend correctly. No pictures used. Many grammar

2 Points
Some good information present. Information is pertinent to the topic. Some pictures are used. Color scheme is easy to follow. Too many animations take away from the presentation. One or two

3 Points
Many pieces of good information. Information is developed, explained, and pertinent to the topic. Good use of pictures. Color scheme and text flow well. Animations are used when appropriate. No spelling or

Total

Visual Appeal

Grammar/Spelling

or spelling mistakes. Mistakes make the presentation difficult to follow.

grammar or spelling mistakes. Mistakes do not distract from the overall presentation.

grammar mistakes.

(e.g. tests, quizzes, work samples, observations)

Other Evidence

-Main Idea Quiz to see how well students can skim and locate particular information. (Explanation) http://www.softschools.com/quizzes/language_arts/main_idea/quiz151 0.html -Observe how students find and use information. (Perspective) -Students type reflection on finding information and the information gathering process. (Self-Knowledge)

Student Self-Assessment and Reflection Students will reflect on the information gathering process. They will discuss what ways they found most effective and why they think it is important to locate information. They will also share websites that they found to be useful.

Stage 3: Plan Learning Experiences

Week 1 1. Students will be introduced to searching for information on the internet. We will watch Brain Pop video on internet searching. (H) 2. Students will be presented with different types of precipitation: rain, snow, sleet, hail. (W) 3. Students will be broken up into groups and will begin working on research of their assigned type of precipitation.
(T) 4. Discuss the end result: students will be tasked with creating a PowerPoint. (H) (W) 5. Students will rotate through groups in the media center. One group will look for books, one will use ipads, one will use reference materials, one will use computers to begin searching. (E, O)

Week 2 1. Students will go to the Literacy skills website to peruse the materials there. They will learn tips and skills for searching the internet and skimming for information. Link: http://literacyskillsresources.wikispaces.com/Literacy+Skills+Resources (E1) 2. Once they have gone through the wiki, the students will be shown how to create a PowerPoint. (O) 3. Students will continue to search for information. (O) Week 3 1. Students work on finding information and pictures to place in their PowerPoint. (R) 2. Students will work on their PowerPoint presentation. (R)

Week 4 1. Students will finish PowerPoint and type reflection prompt. (R, E2)

Reflection:
Planning: I sat down with a 4th grade teacher at my school to discuss what areas of information literacy were lacking. She made the comment that students needed help skimming and finding main idea of a non-fiction passage. She also mentioned that the students sometimes needed help trying to find websites that contained good information. The students would find themselves at websites that were either too difficult, or they were not fully understanding the overarching questions and were not searching for the correct key words. This prompted me to check on the students performance series scores. Some areas that were lacking were indeed related to finding main ideas and skimming. I also feel that all students at the elementary level could benefit from a lesson on searching the internet. This helped me to create the list of resources found in my wiki (http://literacyskillsresources.wikispaces.com/Literacy+Skills+Resources). I feel that the students could benefit from spending time at this wiki and just perusing the different websites. They will benefit from getting tips on skimming, research, and plagiarism. Delivery: