Lesson

Plan 1 (Traditional Approach)

Inquiry-Based approach to Science Integrated Literacy

HEADING:

Student Teacher: Katelyn Radano Date: March 17, 2017

Subject Area(s): School Library/Media Grade Level: 3
Concept/Topic: Animal Research Project Time: TBD
DESIRED RESULTS:

Big ideas/Key concepts:

Students will be able to use traditional print materials, in addition to online databases, in order to learn
about an animal of their choice. This inquiry-based lesson is designed to teach research skills to third
grade students.
Objectives:
-Students will use inquiry-based process to research animal of their choice. This requires confidence and
self-direction in making independent choices.
-Using the packet materials provided, students will be able to identify answers to questions, honing
their information seeking and organizational skills.

Curriculum Standards:
CC.3.SL.1.d Explain their own ideas and understanding in light of the discussion.
CC.3.W.7 Conduct short research projects that build knowledge about a topic.
CC.3.W.8 Recall information from experiences or gather information from print and digital sources; take
brief notes on sources and sort evidence into provided categories.

AASL Crosswalk 1.1.1. Follow an inquiry-based process in seeking knowledge in curricular subjects and
make the real world connection using this process in own life.
AASL Crosswalk 1.1.2. Use prior and background knowledge as context for new learning.
AASL Crosswalk 1.1.4. Find, evaluate, and select appropriate sources to answer questions.
AASL Crosswalk 1.1.6. Read, view, and listen for information presented in any format in order to make
inferences and gather meaning.
AASL Crosswalk 2.1.4. Use technology and other information tools to analyze and organize information.

CONTEXT:
This lesson is designed as part of a larger science/biology unit on animals, and would be well suited to
curricular materials relating to mammals. Students in this grade should have previous knowledge and
experience with using computer databases, and with completing graphic organizers. Students in this
grade are highly motivated and curious about areas of interest. It is for this reason that students should
be encouraged to select their research topic animal independently. This beginner research project will
help students to seek and evaluate information effectively, and will serve them well in subsequent
grades.
EVIDENCE:
Data collected in this lesson is designed to reflect the degree to which students were able to seek out,
identify and cite relevant information to their topic. Tools used to collect this data will include
Brainstorming sheet/graphic Organizer
Guided note-taking sheet/graphic Organizer
Final Animal Fact reporting book
LEARNING PLAN:

Pre-requisites: Students should be reading at or approaching grade level, in order to successfully answer
questions and comprehend materials related to the research topic. Students should also have access to
and be familiar with online database searching using Elementary Explora.

Materials and Technology:
Computer, equipped with access to WiFi and school library card access to Elementary Explora
database.
Packet materials printed, provided to students.
Writing utensils & crayons
Print materials including non-fiction titles on animal of their choice (to be borrowed from school
library), including periodicals such as ZooBooks, National Geographic Kids, and Ranger Rick Jr.

Rationale:
This lesson is designed to emphasize inquiry-based learning, guided by student choices in both resources
and subject matter. It is also an opportunity for instructors to utilize double planning, in order to keep
students engaged in the learning process. Packet materials provide the instructor with a written,
measured example of student understanding in real time, and identify opportunities for additional
instruction and support. Moreover, this lesson builds upon student skills in required content areas,
bolstering their abilities and confidence in areas of technology and research.

Differentiation: Great care should be given to meeting the needs of all students. Any visual, auditory or
fine/gross motor impairments should be considered in the delivery and access to instructional
materials/assistive technologies. Multiple means of expression should be considered as well; students
unable to complete written materials (or those who require additional time to complete these
materials) should receive the opportunity to present knowledge orally, in order to best communicate
their acquired understanding of the subject.

Step-By-Step Procedures:

1. Engage: The brainstorming worksheet should be considered immediately following the lesson
overview. Students will be given 10 minutes to complete this worksheet, and should be
encouraged to share their selection with their peers. The teacher should also circulate
throughout the class and provide positive feedback to students, commending them for their
selections and guiding them towards appropriate resources, if necessary. This portion of the
lesson will be completed during the first week of the unit, over the course of a 40-minute
library class. After students have completed their brainstorming sheet, they should be given
 the opportunity to pull/identify materials to complete the assignment. These will be set aside
for the following week, which will be comprised of a 40-minute research block.

2. Explore: Students will then be given an entire 40 minute class period to research their
subject, using the note-taking guide to collect the required information. During this time, the
instructor will remind students of the information required to complete the final product, and
will assist students in locating materials if necessary. Students will have the opportunity to
search using a combination of Elementary Explora, and print materials.

a. Instructor Questions: Is this information going to be included on your final project? Is
this information new to you? What is the most interesting thing that youve learned
about this animal? Is this resource helpful to you? Or should we try to look
elsewhere?
b. Student Questions: Am I using these resources responsibly? Am I staying on task?
Am I remembering to take notes?

3. Explain: During this part of the lesson, students discuss their solutions as well as the strategies
they used to approach the problem. The class can break off as individuals or in pairs to share
their learning. The teacher will to highlight important ideas and add any key ideas that were
omitted by the students. This process should be completed 10 minutes prior to the end of the
research block class. This will give students time to answer any final questions that they may
have missed, so that they can complete the final project successfully.

4. Elaborate: This third, 40-minute research block should be used for students to put their
knowledge into practice. During this time, students will complete their Animal Fact book
portion of the packet. Teachers should remind students to reference their note-taking page to
inform the answers on the final project. They should also be encouraged to have fun in
completing the illustration of their animal.

5. Evaluate: A teacher rubric will be used to indicate the extent to which students successfully
completed the assignment.