Fincher, E_Information Literacy Lesson Plan

8/3/2019 Fincher, E_Information Literacy Lesson Plan

1/6

Information Literacy Lesson Plan

Emily S. Fincher

Georgia Southern University

FRIT 7136


2/6

Fincher

Information Literacy Lesson Plan and Pathfinder

G RADE : 2nd

C ONTENT TOPIC : Matter

S TANDARDS FOR THE 21 ST

-C ENTURY L EARNER G OALS

Standard: 1- Inquire, think critically, and gain knowledge

Skills Indicator: 1.1 Inquire, think critically, and gain knowledge.

Benchmarks:

1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and makethe real-world connection for using this process in own life.

1.1.9 Collaborate with others to broaden and deepen understanding.

Dispositions Indicator:

1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.

Responsibilities Indicator(s):

1.3.4 Contribute to the exchange of ideas within the learning community.

Self-Assessment Strategies Indicator:

1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.

C ONNECTION TO LOCAL OR STATE STANDARDS

S2P1. Students will investigate the properties of matter and changes that occur in objects.a. Identify the three common states of matter as solid, liquid, or gas.

b. Investigate changes in objects by tearing, dissolving, melting, squeezing, etc.


3/6

Fincher

O VERVIEW :

A s part of a science unit on matter, students will be divided into groups and assigned one of thethree states of matter. Students must research the state of matter they have been given and

present a short presentation on it. Students will also be given the opportunity to have the class

participate in a science experiment they have come up with involving their state of matter.F INAL PRODUCT :

Students will present their presentations via PowerPoint, poster or storyboard. The teacher willmake available the resources need to present the science experiment to the class.

L IBRARY LESSON (S):

Students will be taken to the media center and under the guidance of the media specialist andclassroom teacher, be given an introduction in research using search engines, encyclopedias, andother resources. Students will be shown how to weed out relevant information and how to citesources at an appropriate level.

ASSESSMENT

Product

The classroom teacher, media specialist and students will assess the answer that students provided on activity sheet during lesson to confirm that students made the correct observations.The activity sheet can be viewed here:

http://cybersmartcurriculum.org/assets/files/activitysheets/2-3/Using_Keywords.pdf

Process

The teacher and media specialist will observe the students as they conduct their searcheson the Internet and complete their activity sheets. The teacher and media specialist ask questions of the students to check for understanding as the students work through the lesson .

Student self-questioning

How could I change my wording to make my search more efficient?

What key words should I use to make my search more efficient?

Do the results that I have found match my topic and would they be helpful?


4/6

Fincher

INSTRUCTIONAL PLANResources students will use:

__ Online subscription database(s) X Web sites __Books __Reference

N onprint __Periodicals/newspapers Other (list):

Instruction/activities

o Direct instruction:

The media specialist begins the lesson by asking students about their use of the Internet to findinformation. She asks if anyone has ever researched anything. She is anticipating that not manyof the students have. She then introduces the activity from CyberSmart and shows the studentshow to use the search engines to search for relative information.

o Modeling and guided practice:

The teacher and media specialist pass out the materials to students. A fter having students readopening paragraph, the media specialist and teacher help students to find the correct website to

begin. Students work individually with the teacher and media specialist circulating to help withquestions that may arise and to monitor work. Periodically the media specialist and the teacher will ask students to share results of searches and what they have learned about effective searchmethods.

o Independent practice:

Upon completion of the activity sheets, the media specialist asks the students to searchindependently for information on their type of matter. The media specialist and teacher remindstudents to change their wording as they need to. They also circulate to help students that mayencounter a problem.

o Sharing and reflecting:

A fter conducting independent searches for information on the types of matter, the mediaspecialist asks the students to share the results they were given and which ones were mosthelpful.

Pathfinder URL: https://matterpathfinder.wikispaces.com/


5/6

Fincher

REFLECTION

I received some resistance from the classroom teachers when I approached them aboutdoing this assignment. Because of our curriculum, research if frowned upon. Students aresupposed to read and discover, not look at up things on the Internet. I actually wound uphaving to do the assignment during their planning time. The classroom teacher that finallyagreed teaches the G A TE class which is the gifted children. They had never had any researchassignment.

Teaching younger kids the research skills they need can be very difficult. I knew that wewere in for a challenging assignment when we sat them down at the computers. We went intothe computer lab so each child would have their own computer, but that meant that we each hadto have ten children to monitor. We had the expected problems, How do you spell this?, Howdo I go back?, My computer doesnt work right!.

A fter 15 minutes, most of them seemed to get the hang of it. A ll of them had areasonable site that gave them information whether on their own or through teacher redirection.We completed the CyberSpace activity. I then instructed students to search the web for their topic. We had literally thousands of sites that popped up from games to play about matter tosites that gave links to NA SA . Weeding through those with the students took forever becausewe had to pretty much go to each one and help them read it then decide if it was relative to their search. If not, they had to go back and change their wording to see if they got a better search.

N ext time, I will definitely spend more time in the planning stages in consultation withthe classroom teacher. It would probably also be beneficial to make sure the classroom teacher has some research strategies of her own.

The projects did turn out cute. Most of them chose to do a storyboard instead of aPowerPoint because they wanted to draw, but that will give us another opportunity for a lesson increating a PowerPoint! The teacher used them as a Performance Task and they were displayed inthe hall. We also wound up inviting parents. The students also found several scienceexperiments that they wanted to do while searching for information. One group used balloons

and hair, one group made Jello, but my favorite was the group that chose to make root beer floatsdemonstrating the bubbles in the root beer as a gas.


6/6

Fincher

References

A merican A ssociation of School Librarians. (2009). Standards for the 21st centurylearner in action. Chicago, IL: A uthor.

CyberSmart! Education. (2009). Smart keyword searching. Retrieved fromhttp://cybersmartcurriculum.org/assets/files/activitysheets/2-3/Using_Keywords.pdf

Documents

Fincher, E_Information Literacy Lesson Plan