Information Literacy Lesson Plan Jada Braun April 19, 2012 FRIT 7136-Y01

GRADE: 3rd TEACHER(S): Ms. Braun (SLMS), Ms. Rushin (Teacher) CONTENT TOPIC: Rock n Roll, is a thematic unit covering third grade science. The integrated unit focuses on the properties of rocks and minerals and the different ways in which scientists classify them. This unit contains lessons that give students a hands-on approach to discovering the various ways that rocks and minerals can be classified. Rock n Roll builds upon students prior knowledge of the similarities and differences of rocks and minerals. The unit allows students to explore the different scientific methods used to classify rocks and minerals.

STANDARDS FOR THE 21 -CENTURY LEARNER GOALS

Standard 2: Inquire, think critically, and gain knowledge. Skills Indicator(s): 1.1.1 Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real- world connection for using this process in own life; 2.1.2 Organize knowledge so that it is useful;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. Benchmark(s): State the knowledge gained throughout the unit in the daily reflection journal, and also any problems that have been encountered. Dispositions Indicator(s): 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. Responsibilities Indicator(s): 3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community. Self-Assessment Strategies Indicator: 3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future. CONNECTION TO LOCAL OR STATE STANDARDS: Georgia Content Area: Science Grade Level Expectations: Third Grade Standard: S3E1. Students will investigate the physical attributes of rocks and soils. a. Explain the difference between a rock and a mineral. b. Recognize the physical attributes of rocks and minerals using observation (shape, color, texture), measurement, and simple tests (hardness). OVERVIEW: In a third grade science classroom, students will review the standard S3E1 taught earlier in the year. Students, in cooperative groups, will use a rocks and minerals pathfinder to research rocks and minerals. Students will use their information gathered to create a rocks and minerals wordle. They will present their wordle to the class, and will use the wordle as their introduction to their online tutorial. In the same groups, students will complete an assigned scientific experiment that can be used to classify rocks and minerals For example using experiments to classify rocks and minerals by hardness, shape, color, luster, and acidity. One of the group members will have the task of taking pictures of the experiment with a digital camera. Students will work together to write a how-to informational paper describing the steps they took to complete their experiment, and how they used the results to classify the rocks and minerals. The SLMS will give students a

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graphic organizer to help them organize their photographs and informational paper to create an online tutorial. The SLMS will show students examples of online tutorials and also assist them in creating their own. In their same research groups, students will use the web 2.0 tool, PhotoPeach, to create a tutorial on their experiment. The digital pictures will be used alongside the how-to paper to complete the tutorial. The tutorial will also contain information gained from research about the similarities and differences of rocks and minerals (this will be in the introduction stage of the project). They will share their tutorial with the class. The tutorials will be added to our rocks and minerals website. Daily, students will answer the essential question and also the following questions in their journal (a) what is the most important thing that I learned today rocks and minerals? (b) what is the most important unanswered question that I have about rocks and minerals? Inquiry Questions: How are rocks and minerals alike and different? What are different ways that scientists can classify rocks and minerals? What properties help to identify minerals and rocks? Why is it important for scientists to identify rocks and minerals? FINAL PRODUCT: In cooperative groups, students will complete an assigned scientific experiment that can be used to classify rocks and minerals for example using experiments to classify rocks and minerals by hardness, shape, color, luster, and acidity. One of the group members will have the task of taking pictures of the experiment with a digital camera. LIBRARY LESSON(S): Whole group, the SLMS will introduce and explain the online tutorial graphic organizer on the Promethean Board. The SLMS will show examples on student created tutorials. In groups, students are responsible for completing the graphic organizer and turning the completed organizer in with their graphic organizer. ASSESSMENT Product: The completed online tutorial is assessing the AASL standards; student understanding of the scientific experiments assessed through the use of the graphic organizer and informational paper; the SLMS and teacher use the daily reflection to monitor and assess student participation and contributions to the group work. Process: SLMS and teacher observe student actions throughout the 40 minute lesson, answering questions as needed. Student self-questioning: What is the most important thing that I learned today rocks and minerals? What is the most important unanswered question that I have about rocks and minerals? What is the most important thing that I learned today about creating a tutorial? What is the most important unanswered question that I have about creating a tutorial? INSTRUCTIONAL PLAN Resources students will use: Graphic organizer

Digital camera Websites: http://www.wordle.net/, http://photopeach.com/ Journal

Instruction/activities Direct instruction: Begin with a quiz to assess student recollection of the information taught in this previous unit. Give students an entry question (How are rocks and minerals alike and different?) to hook students into thinking about the prominent aspects of the differences and similarities between rocks and minerals that they have previously studied. Introduce the essential Questions and discuss the culminating unit performance tasks (Online experiment tutorial). Review key vocabulary terms of the unit. Modeling and guided practice: SLMS will guide students through the rocks and minerals pathfinder. The teacher will guide students through the scientific experiments. The teacher will conference with students regarding their informational paper. Upon completion of student research, the SLMS will show students the online tutorial graphic organizer. Also, the SLMS will show students examples of online tutorials, and model for students on the Promethean board how to create their tutorial using http://photopeach.com/. Independent practice: Students will conduct research on rocks and minerals, and will create a wordle using this information. Students will complete the actual scientific experiment with group members and complete their graphic organizer for the online tutorial. Students will create their online tutorial. Sharing and reflecting: The last 5 minutes of class will be used to allow for student reflection. As students leave the room each day, they will turn in their graphic organizer and journal to the SLMS. Upon conclusion of the online tutorial, students will share their project with the class.

ASSESSMENT OF STUDENT LEARNING AND RESULTS Assessment: By using student self-questioning strategies in the form of a student journal, we observed that all 15 students were engaged and cooperative in the completion of the activities throughout the unit. They stayed on task, and used an inquiry-based process to seek knowledge. They also use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. Through the use of a graphic organizer, it was found that all students completed the assigned scientific experiment. They were also able to organize knowledge so that it was useful in the creation of the online tutorial. The completed online tutorial was used to assess the individual groups understanding of their assigned tasks, as well as their basic understanding of rocks and minerals. Through the use of a student created test, it was found that students gained knowledge from viewing the online tutorials of their peers. Results: 15 out of 15 students completed and presented a tutorial using the web 2.0 tool PhotoPeach. All students completed a daily reflection, but some of the students showed greater understanding of the assignment than others. The reflections found that 3 students needed

additional teacher support at the onset of the assignment. The graphic organizer was completed by the members of each group, and each child could discuss their role in the assignment.

REFLECTION: I wanted to create a lesson that would make students feel comfortable and confident during the research process. After collaborating with a 3rd grade teacher, Ms. Rushin, I found that most of her students had minimal experience with research. I knew that a pathfinder would be important to help guide students during their Internet research. I had difficulty collaborating with the teacher due to time conflicts, and I see how a media specialist has to work diligently and be creative in order to collaborate with fellow staff members. We decided that focusing the lesson on rocks and minerals would be beneficial, because this was a topic that the students were familiar with. The first day of the lesson proved that the students needed much more time than I had allotted in the lesson. I had anticipated research would only take a couple of days, but the students spent a week on their research. I did not want to rush the research process, so I expanded my lesson based on student progress. I could see the students become more comfortable each day, and they were really finding some great information. Each day I had the students write a reflection based on that day, and I found this to be very useful. The students were very open about their struggles and successes. The teacher and I would read the reflections, and these would help guide our instruction for the upcoming day. By the end, the students were excited about the information that they had found, and were very excited about organizing the information, and creating their informational papers. The students were very comfortable completing the assigned science experiments, but had difficulty using the camera to accurately document their experience. At first, many of the pictures were blurry and out of focus. We spent some time showing the photographers in the group how to use the camera. Another challenge I faced was the students lack of experience using web 2.0 tools to create a presentation. I spent more time than I had anticipated making sure that they were familiar with using the program. The students enjoyed sharing their final product with their classmates. To further incorporate technology into the lesson, I created the student-generated test with activinspire software. This was a paperless test on the Promethean board that allowed students to answer test questions using their activotes. This lesson gave me a first-hand look at the ways in which media specialists constantly have to adapt situations to meet the needs of learners. My lesson changed a lot after I began the process with the students, but that is what I had to do to make sure that I was meeting the diverse needs of all learners.

ROCKS AND MINERALS PATHFINDER FOR TEACHERS URL:

http://www.livebinders.com/edit/index/334108

Name: ___________________________________ Class/Date: _______________________________ Slide #_______

Online Tutorial Graphic Organizer

Description of picture: _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ What information from your Information paper will you use on this slide: _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________