Information Literacy Lesson Plan MJackson

7/29/2019 Information Literacy Lesson Plan MJackson

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Information Literacy Lesson Plan

Marcie Jackson

Georgia Southern University

Pathfinder:

http://www.livebinders.com/edit/index/333860
http://www.livebinders.com/edit/index/333860http://www.livebinders.com/edit/index/333860http://www.livebinders.com/edit/index/333860


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Information Literacy Lesson Plan

Grade: 1

SLMS: Marcie Jackson

Teacher: D. FairContent Topic: Weather

AASL Standards For the 21stCentury Learner

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

1.1.2: Use prior and background knowledge as context for new

learning.

1.1.7: Make sense of information gathered from diverse sources

by identifying misconceptions, main and supporting ideas,

conflicting information, and point of view or bias.

1.1.8: demonstrate mastery of technology tools for accessinginformation and pursuing inquiry.

1.1.9: Collaborate with others to broaden and deepen

understanding.

1.2.3: demonstrate creativity by using multiple resources and

formats.

1.3.4: Contribute to the exchange of ideas within the learning

community.

Standard 2: Draw conclusions, make informed decisions, applyknowledge to new situations, and create new knowledge.

2.1.4: Use technology and other information tools to analyze and

organize information.

2.2.4: Demonstrate personal productivity by completing products

to express learning.

Standard 3: Share knowledge and participate ethically and

productively as members of our democratic society.

3.2.3: Demonstrate teamwork by working productively withothers.

3.4.3: Assess own ability to work with other in a group setting by

evaluating varied roles, leadership, and demonstrations of respect

for other viewpoints.

Standard 4: Pursue personal and aesthetic growth.


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4.1.4: Seek information for personal learning in a variety of

formats and genres.

4.1.8: Use creative and artistic formats to express personal

learning.

Connection to Georgia Performance Standards

Standards:S1E1. Students will observe, measure, and

communicate weather data to see patterns in weather andclimate.S1E2a: Identify different types of weather and the characteristics

of each type.

B: Investigate weather by observing, measuring with simpleweather instruments (thermometer, wind vane, rain gauge), and

recording weather data (temperature, precipitation, skyconditions, and weather events) in a periodic journal or on acalendar seasonally.

C: Correlate weather data (temperature, precipitation, sky

conditions, and weather events) to seasonal changes.

Essential Questions:

How can weather be described?How does weather impact me and my community?

What are the different types of weather, and what are theircharacteristics?How would you illustrate the four seasons?

How would you build a simple weather instrument?

Overview

The 1st grade students will work collaboratively in small groups tocreate a presentation on an assigned season. Each group will try

to persuade the audience of why their season is the best. The

groups will act as Season Experts. Students will use technologytools to research and review information about their season.

Students will create a three -panel display poster board as a

visual aid for their presentation.


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Final Product

1. Students will create a three -panel poster board of the types of

weather that can be seen during the particular season. The students

will communicate the type of weather that occurs the most during

that season.2. The type of weather that occurs most often will be illustrated

in a large picture on the three-panel display board.

3. The group will build/present at least one simple weather

instruments that can be used during the season to measure weather.

During the presentation students will give a description of the

instrument .

.4. Students will illustrate weather events such as: thunderstorms,

tornadoes, and hurricanes. These pictures should be included onthe poster board.

5. The group will also illustrate on the three-panel board the types

of clothing that is worn during the season they are presenting. The

students in each group will also wear the types of clothing for their

season during the presentation.

6. The group will also explain the top three reasons why their

season is the best. These reasons need to be convincing in order to

persuade the group to vote for the best season.

Library Lesson(s)

The students will review each of the four seasons through video

and books presented by the SLMS. The students will demonstrate

their appropriately use technology tools to gain information by

using the pathfinder created by the SLMS. The students will

demonstrate their content knowledge through creative

presentations with appropriate visual aids.

Assessment

Product: The classroom teacher and the SLMS will use the

presentation rubric to assess students ability to create a visual

representation of a specific season. The classroom teacher and


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SLMS will examine students ability to create illustrations of

seasonal weather events, clothing worn during the season, and a

model of a weather tool used to measure weather during the

specific season. SLMS will also observe students to determine if

students are appropriately utilizing technology tools to locateinformation.

Process: The classroom teacher and the SLMS will use the

presentation rubric to assess students ability to effectively gather

information about weather, explain why their season is the best,

and work collaboratively with others.

Self Assessment Questions:Did I gather information about my season using multiple (print and

non-print) resources?

Did I create illustrations of weather events that occur during this

season?

Did I create illustrations of the types of clothing worn during this

season?

Did I create a weather instrument used to measure weather during

this season?

Did I work collaboratively with my group members by actively

participating throughout the course of the project?

Did I give 3 reasons why I think this season is the best?

Instructional Plan*Resources students will use:

Online subscription database(s)Web Sites


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Books

Reference

Non-print

Periodicals/newspapersOther (list): http://www.unitedstreaming.com

http://www.livebinders.com/edit/index/333860

Instructional ActivitiesDay 1

Direct Instruction: Overview: The teacher will review thestandards. SLMS will introduce project. Students are assigned

to groups. The SLMS will review the criteria for the overallproject/ presentation using the rubric.

Modeling and Guided Practice: SLMS will introduce Live Bindersusing the promethean board ( introducing setup and tabs).Navigation through the tabs is modeled. Students receive

assistance with login to Live Binders website.Independent Practice: Students will independently explore the

website to develop familiarity.Sharing and Reflecting:Students share the types of information they are able to find

using the Weather pathfinder (Live Binders website).Day 2Direct Instruction: Teacher will review all Seasons.Modeling and Guided Practice: SLMS guides students through

library collection website and models how to search for booksrelated to the seasons. SLMS assists students in locating print

resources on Winter, Spring, Summer, and Fall.Independent Practice: Students work together in groups to locateand secure print resources on their season. Each student is

responsible for locating 2 books and sharing them with thegroup.Sharing and Reflecting: Students will share their findings.Students will discuss the relevance of the materials collected for

their group and determine which print resources (books) will beuseful for their project and which resources will not be needed.
http://www.unitedstreaming.com/http://www.unitedstreaming.com/http://www.livebinders.com/edit/index/333860http://www.livebinders.com/edit/index/333860http://www.livebinders.com/edit/index/333860http://www.unitedstreaming.com/


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Day 3Direct Instruction: Teacher will review weather tools.Modeling and Guided Practice: SLMS will review weather

pathfinder. SLMS will model how to find instructions and

information on Weather tools.Independent Practice: Students will work in small groups creatinga model of a weather tool used for measuring weather during

their season.Sharing and Reflecting: Students will brainstorm ideas about a

creative way to present their information.

Days 4-6

The students will work in their small groups to complete the

research, visual aid, and presentation portions of the assignment.

The classroom teacher will facilitate group work. The SLMS willprovide group guidance/ instruction on locating information

sources when needed. The classroom teacher will assist studentsin brainstorming and producing creative presentations.

*Self- Evaluation: use questions as a checklist forpresentation components.

Day 7: Final Presentation

Presentation RubricName: _______________________

Season: _______________

Date: _______________

CATEGORY 3 2 1 POINTS

EARNEDPresentation of The season is The season is The season is not


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Season on Board displayed in themiddle of the

three-panel board.

The weather that

occurs most often

is illustrated.Weather events are

illustrated

(thunderstorms,

tornados,

hurricanes, etc.)

Writing and

illustrations are

neat and accurate

and add to the

audiences

understanding ofthe topic season.

displayed on the

three-panel board.

The weather that

occurs most often is

illustrated. Writing

and illustrations areaccurate and add

somewhat to the

audiences

understanding of

the topic season.

displayed.

Writing and

illustrations are

not accurate and

do not add to the

audiencesunderstanding of

the topic season.

Content of

Presentation

Covers season in-

depth with details

and examples.

Subject knowledge

is excellent.

Includes essential

knowledge about

season. Subject

knowledge appears

to be good.

Content is

minimal OR there

are several

factual errors.

Simple Weather

Instrument

The group has a

weather instrument

on display and

accurately

describes how theinstrument is used.

The group has a

weather instrument

on display but does

not describe how

the instrument isused.

No simple

weather

instrument was

on display. No

weatherinstrument was

described during

the presentation.

Appropriate Clothing

for Season

The three-panel

board had

illustrations of

appropriate clothing

to wear during the

season and the

group members

were dressedaccording to the

season as well.

The three-panel

board has

illustrations of

appropriate clothing

to wear during the

season and group

members were not

dressed accordingto the season.

The three- panel

board did not

have illustrations

of appropriate

clothing to wear

during the season

and students did

not dressaccording to the

season.

Top Reason to

Receive Vote

There are at least 3

reasons why the

season is the best.

There are at least 2

reasons why the

season is the best.

There is 1 reason

why the season is

the best.

Collaboration with Almost alwayslistens to, shares

Usually listens to,

shares with, and

Rarely listens to,

shares with, or


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Peers with, and supportsthe efforts of

others in the group.

Tries to keep

people working well

together.

supports the

efforts of others in

the group.

supports the

efforts of others

in the group.

Often is not a

good team

member.Comments/ Total

Score

Reflection

I began this assignment by collaborating with a first grade

teacher. It was more difficult than I expected to plan a unit. I initially

planned to create one large activity but quickly realized during the

planning phases that students would need several visits to the computer

lab and media center to successfully complete this project. The teacher

and I decided that she would review topics with the students each day

and I would introduce and model the methods used to obtain

information.

During my initial demonstration of the weather pathfinder (Live

Binders), I modeled how to access the site and how to navigate through

the site. I worked from the Promethean board while students workedsimultaneously at the computers in the lab. Many of the students were

able to follow along with me. Several students had difficulty accessing

the website and keeping up with my presentation. As I reflect on this

portion of my presentation, I think it would have been helpful to create

a Screencast with narration to demonstrate website access and

navigation. This would have given me the opportunity to walk around

and assist students without having to frequently stop my presentation.

Although I modeled how to locate books using the school library

collection website (online catalog), I had several students requestassistance in physically locating the books in the media center. Many of

the first grade students were not familiar with locating non -fiction

books. I initially assumed that if students had the correct information,

they would be able to locate the books easily. I learned that most of

these students only check out fiction books from the library. I gathered


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the students and discussed call numbers and how to look for books

using the section number signs (located on the bookshelves) as guides.

To help the small groups function more efficiently, I assigned

group roles. I decided that the students needed some focus areas. My

goal was that everyone would contribute equally to the presentation. Idecided to assign group roles. The roles consisted of a student who

would explain the types of clothing their group was wearing and why

they were appropriate for the season, a student to present the groups

weather tool, a student to explain the illustrations, and a student to give

the top 3 reasons why their groups season was the best.

Overall, the group presentations went well. The students enjoyed

using the pathfinder and the online library catalog to find information.

The students shared that they liked completing the project as a group

and had fun creating all of the drawings. The students really took

ownership of their learning and worked hard to create successfulpresentations!

Documents

Information Literacy Lesson Plan MJackson