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Information literacy lesson plan

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Information literacy lesson plan Document Transcript

  • 1. Laurie Roberts ITEC 7136- Fall 2008 Grade 1- Weather Locating information in non- fiction text about the different types of weather Background: This information literacy lesson plan was created for a first grade reading/ science class. The students have just finished their unit on weather in Open Court, and since most of the books are fiction, the teacher wanted the students to visit the media center to find non- fiction books on the different types of weather, locate 5 facts from the book, and then use the internet to locate 5 facts. Since there are not 20 different types of weather, she wanted to place the students in groups of 3 so we would not have to hear the same facts over, and over again. This lesson would be an integrated lesson with reading/ science. The students would review fiction/ non-fiction. Learning Outcomes: Students will search the non- fiction section to find text about weather. Students will find 5 facts about their type of weather in a non- fiction text. Students will search the internet for facts about their type of weather. Students will present the facts that they have found to the class. GPS Standard: S1E1. Students will observe, measure, and communicate weather data to see patterns in weather and climate. a. Identify different types of weather and the characteristics of each type. ILLSSL Standards: Standard 1 The students who is information literate accesses information efficiently and effectively. Indicator 5: Develops and uses successful strategies for locating information. Standard 3 The students who is information literate uses information accurately and creatively. Indicator 2: Integrates new information into one’s own knowledge Standard 9 The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information. Indicator 1: Shares knowledge and information with others Indicator 1: Respects others’ ideas and backgrounds and acknowledges their contributions
  • 2. Laurie Roberts ITEC 7136- Fall 2008 Information Literacy Lesson Plan Materials and Equipment: Smart Board Computers with internet access and word 1 fiction and non fiction book about weather Computer with Destiny access to locate non fiction books Fiction/ non-fiction books about weather Picture of non- fiction section in media center Brain pop Jr. Videos Total Duration of Lesson: 110 Minutes (2- 55 min. reading blocks) Procedures: Introduction: Ask students, “How many of you can tell me something about weather based on the stories that you have been reading in Open Court?” Most of the students will bring up things that are fiction because all of the books in the unit are fiction. Then, tell the students that all of those are good points, but that we are going to learn some real facts. Show the students a video about fiction/ non-fiction books on the smart board from the brain pop jr. website, to refresh their memory. Since the students have already learned about this, it would be a review. Step 2: The Media Specialist will read a non-fiction book, The Weather and Us by Ann Merk, and a fiction book, Cloudy with a Chance of Meatballs by Judi Barrett. Make a chart of the differences in the two books. They should notice things like the fact that the books look different, the pictures are different, table of contents, fiction stories contain things that are make believe, etc… Talk about how you could tell the difference between fiction /non-fiction books just by looking at the book and not reading it. Explain to the students that these books are separated in the media center because they are different. Show the students the picture of where the non- fiction section is located in the media center compared to the fiction section. Step 3: The class then will walk down to the media center to be taught how to find the books about weather. The Media Specialist will see if the students can recognize the non- fiction section after seeing the picture on the smart board. Once they have found the section, talk about it and how it looks. Allow the students to look around and see how the books are arranged. Then, show them the fiction section. Ask the students if they can tell the difference in the two sections. If not, explain to them that the non- fiction section is arranged by what the book is about and the fiction section is arranged by author’s last name. Then, the students will go to the laptops that will be set up on the tables with
  • 3. Laurie Roberts ITEC 7136- Fall 2008 Destiny already accessed. The Media Specialist will ask the students if they know how to easily find a book in the library without having to search for it forever. Using the laptops, the MS and teacher will show the students how to find books about their type of weather. The Media Specialist will then take the students over to the shelves and show students how to use the information in Destiny to find the book on the shelf. After this, the teacher will aid students in finding books about their type of weather while the MS teaches the students how to search the internet for facts. The MS will give them a brief lesson on how to search the internet for facts. She will walk around to ensure that they are searching correctly. When the students have their 5 facts from their books and from the internet, the teacher and MS will help them to turn their information into a PowerPoint presentation that will be presented in front of the class. *As an extension activity or independent work, the students may use the websites on the following website: The wiki URL is: http://weather-roberts.pbwiki.com/Weather This wiki was created by the classroom teacher and MS. Assessments: • The students will be assessed using the rubric for the presentation and group effort individually. • The teacher and MS will observe the students as they are using Destiny and searching for books in the non- fiction section and on the internet. • The students will also be assessed using the teamwork effort, meaning that this will be taken into account when grading the group cooperation section. The following rubric was using for teamwork:
  • 4. Laurie Roberts ITEC 7136- Fall 2008 Name___________________________ Fact Finding 1 2 3 I did not find I found facts I found all 10 facts about my about weather, facts about my type of weather. but not 10. type of weather. Presentation 1 2 3 I did not read my I read my I read my assigned fact to assigned fact to assigned fact to the class. the class, but I the class and I was not loud read it loud, enough, I did not clear, and I speak clear looked at the enough, and I did audience. not look at the audience. Listening 1 2 3 I did not listen to I listened to most I sat quietly and the presentations. of the listened to all presentations. presentations. Group 1 2 3 Cooperation I did not share I shared my fact I shared my fact my fact with my with my group with my group group or help my and I helped my and I helped my group members group part of the group members find facts about time. I helped with all of our our type of my group with presentation. weather. I did most of our not help my presentation. group with our presentation. Your Score:________ 11 to12 points= S 9 to 10 points= N 4 to 8 points= U
  • 5. Laurie Roberts ITEC 7136- Fall 2008 Reflection I really enjoyed teaching this lesson. It was great to see how well collaboration really works. The teacher was very open to the idea and also enjoyed the lesson. It was nice to have a chance to practice collaborating and teaching a different group of students from a different grade level. Since I am currently teaching Kindergarten, I chose to work with a first grade teacher. I chose someone that I was fond of, but was not one of my best friends, because I truly wanted to take this lesson seriously. It seemed like a great opportunity to collaborate with a teacher that I knew, but was not that close to. It was nice to see first hand how collaboration worked. The hardest thing about collaboration, like everyone else will agree, was time. There is not enough time in the day. It was very hard to find time to meet, because we did not have a common planning time. She also had kids that were involved with extracurricular activities after school which took up most of her time. The main way that we communicated was through email and on the phone. We had each other’s cell phones, so we talked mostly at night after she put the kids to bed. This was perfect for me because I had finished everything that I needed to for school and had time to clear my mind. When we started this project, I was surprised at how smoothly it went. We really fed off of each other and shared ideas. We both shared in the responsibility and had a blast teaching the kids. We are both outgoing, so we made it fun for the kids. The main thing that I learned was how involved and knowledgeable the MS has to be in order to collaborate. She would have to know the standards across the grades. We just had professional development on this topic, and most teachers did not see the
  • 6. Laurie Roberts ITEC 7136- Fall 2008 significance of everyone in the school knowing the GPS standards. She would have to be familiar with each grades standards. The other problem is that most teachers are not aware of the duties of a MS and have a hard time remembering that they once taught and can teach. When most of the teachers saw me in the media center teaching, they were very interested to see what was going on. I think that it is important for the MS to let everyone know what she does and topics that she can teach. Like we have discussed in class, most of the teachers are unaware of the definition of Information Literacy or have ever heard the word. This would be a nice session to teach one day, informing teachers of what students are supposed to know and be taught in the media center. The thing that I would have changed most about this lesson is the time that it took to teach it. It took a little longer than expected by the time that we taught and reviewed concepts, the trip to the library, and helping the students complete their presentation. The students did surprisingly well getting the facts together and completing their Power Points. They loved working together to form a Power Point Presentation. The other thing that I might revise is where the search the internet. They did well with this, but I think that I would have tried this a different day or taken it out completely. Although they did well with it, it was very time consuming and we could have saved time by omitting this or doing it on a different day. The other thing that was a problem is the students choosing the correct facts and be able to read the facts aloud. We really had to recite them before the presentations to ensure that all children could read them. Overall, I think that the students did really well considering that I was not the real MS and they knew that. This lesson got many teachers interested in collaboration that had before not been very open to it. The MS on the other hand was not as open to the
  • 7. Laurie Roberts ITEC 7136- Fall 2008 idea. However, I think that if they push the idea enough, she will have to budge a little. If not, at least they are aware that it is out there. I have also already talked to the principal about trying to work in a session where the MS would explain her duties to the teachers and also explain some things that she could come in and help with. In with this session, she would help come up with ways of integrating information literacy into the lessons and curriculum. I think that this was a great way to change up the scenery and get students excited about something that would have otherwise been boring in the classroom. Most of the students in the classroom admitted that they had never checked out a book from the non- fiction section because they thought that they were boring. I think that this lesson was great practice!!!
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