Information Literacy Lesson Plan_Dawson

Embed Size (px)

Citation preview

  • 8/7/2019 Information Literacy Lesson Plan_Dawson

    1/14

    Information Literacy lesson Plan

    Arlene H. Dawson

    FRIT-7136

    Dr. Stephanie Jones

    Fall 2010

    Pathfinder URL:

    http://arlenedawson3376.pbworks.com/w/page/32254041/Pathfinder-PSA%20Water

    %20Conservation

  • 8/7/2019 Information Literacy Lesson Plan_Dawson

    2/14

    Information Literacy Lesson Plan

    GRADE: 7

    th

    TEACHER(S): Michael Bartlett and Arlene Dawson

    CONTENT TOPIC: Public Service Announcement-Water Issues and Conservation in Georgia

    STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS

    Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, andcreate new knowledge.

    Skills Indicator(s):

    2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular

    areas, real-world situations, and further investigations.

    2.1.4 Use technology and other information tools to analyze and organize information.

    2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions,and solve problems.

    Benchmarks(s):

    Select a variety of credible sources in different formats relevant to research needs.

    Locate appropriate nonfiction resources by using the librarys classification scheme.

    Work collaboratively in using technology to meet information needs.

    Evaluate sources based on criteria such as copyright date, authority of author or

    publisher, comprehensiveness, readability, and alignment with research needs.

    Dispositions Indicator(s):2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to eachspecific resource and by seeking additional resources when clear conclusions can not be drawn.

    2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern

    of evidence leads to a decision or conclusion.

    2.2.4 Demonstrate personal productivity by completing products to express learning.

    Responsibilities Indicator(s):

    2.3.1 Connect understanding to the real world.

    2.3.2 Consider diverse and global perspectives in drawing conclusions.

    Self-Assessment Strategies Indicator(s):2.4.1 Determine how to act on information(accept, reject, modify).

    2.4.3 Recognize new knowledge and understanding.

    CONNECTION TO LOCAL OR STATE STANDARDS

    ELA7R1 The student demonstrates comprehension and shows evidence of a

    warranted and responsible explanation of a variety of literary and informational

  • 8/7/2019 Information Literacy Lesson Plan_Dawson

    3/14

    texts.

    For informational texts, the student reads and comprehends in order to develop understanding

    and expertise and produces evidence of reading that:a. Analyzes common textual features to obtain information (e.g., paragraphs, topic sentences,

    concluding sentences, introduction, conclusion, footnotes, index, bibliography).

    b. Identifies and uses knowledge of common graphic features to draw conclusions and makejudgments (e.g., graphic organizers, diagrams, captions, illustrations).

    ELA7W3 The student uses research and technology to support writing. The student

    a. Identifies topics, asks and evaluates questions, and develops ideas leading toinquiry, investigation, and research.

    b. Gives credit for both quoted and paraphrased information in a bibliography

    by using a consistent and sanctioned format and methodology for citations.

    c. Includes researched information in different types of products (e.g., compositions,multimedia presentations, graphic organizers, projects, etc.).

    d. Documents sources.

    e. Uses electronic media to locate relevant information.

    ELA7LSV1 The student participates in student-to-teacher, student-to-student, andgroup verbal interactions. The student

    a. Initiates new topics in addition to responding to adult-initiated topics.b. Asks relevant questions.

    c. Responds to questions with appropriate information

    ELA7LSV2 The student listens to and views various forms of text and media

    in order to gather and share information, persuade others, and express and

    understand ideas. The student will select and critically analyze messages using

    rubrics as assessment tools.

    When delivering and responding to presentations, the student:a. Gives oral presentations or dramatic interpretations for various purposes.

    b. Organizes information to achieve particular purposes and to appeal to the

    background and interests of the audience.f. Responds to oral communications with questions, challenges, or affirmations.

    g. Uses multimedia in presentations.

    OVERVIEW:

    Seventh-grade students in language arts class will focus on the water issues and

    conservation concerns in the state of Georgia. Students will focus on the local and state

    issues that have developed in recent years about droughts, water rights, and water

    conservation issues to educate fellow students and others about these important topics.

    Students will select a specific area and prepare a public service announcement.

    Essential questions: Why is water important?

    How am I, my family, and my friends using water?

    How has human behavior impacted water usage and shortage?

    Why is water conservation important?

    What types of innovative water saving technologies are available ?

    What changes can you make at home and in your daily life to conserve water?

  • 8/7/2019 Information Literacy Lesson Plan_Dawson

    4/14

    What can your school do to be a positive example of water conservation in your community?

    FINAL PRODUCT:

    Students will work in pairs or small groups to plan, and develop a script for a public serviceannouncement and a public service announcement using a variety of media. Students will

    videotape and share the public service announcement presentations over the schools JagTV.

    LIBRARY LESSON(S):

    Students will learn how to identify project appropriate resources, work with the school librarymedia specialist (SLMS)in over a course of several days to research information that they can

    use in their presentations. They will make use of the school library media specialist prepared

    pathfinder for this assignment. They will access information through online, print, and electronicresources. They will ethically credit their sources.

    ASSESSMENT

    Product -Teacher, SLMS, and students will use rubrics to perform summative assessments of

    written scripts for the psa. The evaluation guidelines for the script will evaluate purpose of the

    message, target audience and evidence of to support psa message, different types of mediaused in presentation, Restatement of purpose and call to action. A presentation rubric will be

    used to assess final presentation to class.

    Process -Teacher and SLMS will formatively assess student progress daily through the use of

    questioning, observations, dialogue, group conferences. Students will maintain note cards on

    media research with bibliographic information on the reverse side. Students will use groupjournal to record daily progress and reflect on research, progress, needed improvement, and

    additional courses of action. The teacher will conference with the students on their progress.

    The SLMS will assist with further research if needed.

    Student self-questioning-

    What questions do I have about this topic?

    What is my plan for research?

    What are some of the resources that I can use?

    How will I evaluate my sources?

    Have I completed all of the required sections of this assignment?

    What new understandings about the topic do I have?

    INSTRUCTIONAL PLAN

    Resources students will use:

    On-line subscription database(s)-Destiny, NetTrekker, United Streaming

  • 8/7/2019 Information Literacy Lesson Plan_Dawson

    5/14

    Web sites

    Ad council (n.d). Educational resources. Retrieved from

    http://www.adcouncil.org/default.aspx?id=595;

    Ad Council (n.d.) Historical campaigns. Retrieved from

    http://www.adcouncil.org/default.aspx?id=61;

    Innovative Video in Education (n.d.) Retrieved from

    http://www.ivieawards.org/categories/psa/psa.html

    Schrock, Kathy (2006). Using public service announcements in the classroom. Retrieved

    from http://kathyschrock.net/psa/

    WREK- PSA examples ( 1999). Net good, bad, and ugly PSAs. Retrieved from

    http://www.cyberbuzz.gatech.edu/wrek/psa-examples.html#toc_anchor_3

    water conservation psa - Google Video Video

    Watch water conservation psa http://vodpod.com/watch/1073317-water-

    conservation-psa-google-video

    Georgia State Government: State Soil & Water Conservation Commission

    Free Water Inc http://www.freewateratlanta.com/

    RainCatchers rainwater harvesting solutions

    http://www.raincatchers.net/http://gaswcc.georgia.gov/portal/site/SWCC/

    Georgia State Government: Soil & Water Conservation Commission

    http://gaswcc.georgia.gov/portal/site/SWCC/

    Conserve Water Georgia www.conservewatergeorgia .net/ Georgia State Government:

    State Soil & Water Conservation Commission

    http://gaswcc.georgia.gov/portal/site/SWCC/

    Books

    Elements of Literature (2007). Austin: Holt, Rinehart and Winston

    http://www.adcouncil.org/default.aspx?id=595http://www.adcouncil.org/default.aspx?id=61http://www.ivieawards.org/categories/psa/psa.htmlhttp://www.ivieawards.org/categories/psa/psa.htmlhttp://kathyschrock.net/psa/http://www.cyberbuzz.gatech.edu/wrek/psa-examples.html#toc_anchor_3http://vodpod.com/watch/1073317-water-conservation-psa-google-videohttp://vodpod.com/watch/1073317-water-conservation-psa-google-videohttp://vodpod.com/watch/1073317-water-conservation-psa-google-videohttp://vodpod.com/watch/1073317-water-conservation-psa-google-videohttp://vodpod.com/watch/1073317-water-conservation-psa-google-videohttp://vodpod.com/watch/1073317-water-conservation-psa-google-videohttp://vodpod.com/watch/1073317-water-conservation-psa-google-videohttp://gaswcc.georgia.gov/http://gaswcc.georgia.gov/http://gaswcc.georgia.gov/http://gaswcc.georgia.gov/http://gaswcc.georgia.gov/http://gaswcc.georgia.gov/http://www.freewateratlanta.com/http://www.freewateratlanta.com/http://www.freewateratlanta.com/http://www.freewateratlanta.com/http://www.raincatchers.net/http://gaswcc.georgia.gov/http://gaswcc.georgia.gov/http://gaswcc.georgia.gov/http://gaswcc.georgia.gov/http://gaswcc.georgia.gov/http://www.conservewatergeorgia.net/http://www.conservewatergeorgia.net/http://www.conservewatergeorgia.net/http://www.conservewatergeorgia.net/http://www.conservewatergeorgia.net/http://www.conservewatergeorgia.net/http://gaswcc.georgia.gov/http://gaswcc.georgia.gov/http://gaswcc.georgia.gov/http://gaswcc.georgia.gov/http://gaswcc.georgia.gov/http://gaswcc.georgia.gov/http://gaswcc.georgia.gov/http://gaswcc.georgia.gov/http://www.adcouncil.org/default.aspx?id=595http://www.adcouncil.org/default.aspx?id=61http://www.ivieawards.org/categories/psa/psa.htmlhttp://kathyschrock.net/psa/http://www.cyberbuzz.gatech.edu/wrek/psa-examples.html#toc_anchor_3http://vodpod.com/watch/1073317-water-conservation-psa-google-videohttp://vodpod.com/watch/1073317-water-conservation-psa-google-videohttp://vodpod.com/watch/1073317-water-conservation-psa-google-videohttp://gaswcc.georgia.gov/http://www.freewateratlanta.com/http://www.raincatchers.net/http://gaswcc.georgia.gov/http://www.conservewatergeorgia.net/http://www.conservewatergeorgia.net/http://gaswcc.georgia.gov/http://gaswcc.georgia.gov/
  • 8/7/2019 Information Literacy Lesson Plan_Dawson

    6/14

    Maisner, H. (2006). Amazing weather. Columbus, Ohio: School Speciality Publishing.

    [Call# 551.5 MAI]

    Mariner, T. (1999). Earth in Action-rivers. New York: Marshall Cavendish Corp. [Call#

    551.483 MAR]

    Braasch, G. & L.C. (2008). How we know what we know about our changing climate.

    Nevada City, CA: Dawn Publications. [Call# 551.6 CHE]

    Stein, P. (2001). Droughts of the future. New York: Rosen Publishing Group. [Call#

    551.5773 STE]

    Taylor, B. (2003). Rivers and oceans. NewYork: KingfisherBooks. [Call#551.483 TAY]

    Tueitt, T. S. (2002). The water cycle. New York: Franklin Watts/Scholastic Inc. [Call#

    551.48 TRU]

    Nonprint

    Podcasts-

    http://www.youtube.com/watch?v=vtaVI2XZcgw

    http://www.youtube.com/watch?v=9irZJcm_yW8

    PowerPoints-

    PPT]Georgia's Rivers (.ppt) - Georgia's Rivers File Format

    PDF]Georgia Water Resources Overview - Microsoft PowerPoint ... File Format:

    Periodicals/newspapers

    Thirsty Cities: Water Management in a Changing Environment, by Lisa Song. EARTH

    (2009).

    http://www.youtube.com/watch?v=vtaVI2XZcgwhttp://www.youtube.com/watch?v=9irZJcm_yW8http://hercules.gcsu.edu/~doetter/projects/river/georgias_rivers.ppthttp://hercules.gcsu.edu/~doetter/projects/river/georgias_rivers.ppthttp://hercules.gcsu.edu/~doetter/projects/river/georgias_rivers.ppthttp://hercules.gcsu.edu/~doetter/projects/river/georgias_rivers.ppthttp://hercules.gcsu.edu/~doetter/projects/river/georgias_rivers.ppthttp://www.georgiawaterplanning.org/documents/water_resources_overview_presentation.pdfhttp://www.georgiawaterplanning.org/documents/water_resources_overview_presentation.pdfhttp://www.georgiawaterplanning.org/documents/water_resources_overview_presentation.pdfhttp://www.georgiawaterplanning.org/documents/water_resources_overview_presentation.pdfhttp://www.georgiawaterplanning.org/documents/water_resources_overview_presentation.pdfhttp://www.georgiawaterplanning.org/documents/water_resources_overview_presentation.pdfhttp://www.georgiawaterplanning.org/documents/water_resources_overview_presentation.pdfhttp://www.georgiawaterplanning.org/documents/water_resources_overview_presentation.pdfhttp://www.youtube.com/watch?v=vtaVI2XZcgwhttp://www.youtube.com/watch?v=9irZJcm_yW8http://hercules.gcsu.edu/~doetter/projects/river/georgias_rivers.ppthttp://www.georgiawaterplanning.org/documents/water_resources_overview_presentation.pdf
  • 8/7/2019 Information Literacy Lesson Plan_Dawson

    7/14

    Other (list):_x__ Videos in Media Center

    __x_ Online Media specialists produced Podcasts

    Instruction/activities

    DAY ONE

    o Direct instruction: PSAs-What are they?Opening-Media specialist and teacher deliver whole class Instruction: Survey student

    knowledge of PSAs using KWL on chart paper. Discuss the range of possibletopics for students PSAs. Media specialist and teacher stress that the public

    service announcement should be of great interest to them and their peers.

    o Modeling and guided practice: Media Specialist shares several online examplesof internet public service announcements.

    o Independent practice: Students will list possible topics for their public serviceannouncements and share with teacher and media specialist.

    o Sharing and reflecting: Students will take list of possible topics home, reflect onthem and narrow choice to one topic to research for public service announcement.

    DAY TWO

    o Technology Integration and ResearchOpening- Media specialist discusses with students the various media sources

    available for research on the various PSA topics.o Modeling and guided practice: Media Specialist introduces the Pathfinder on

    Water conservation and the various websites, articles, and videos available as

    sources.

  • 8/7/2019 Information Literacy Lesson Plan_Dawson

    8/14

    o Independent practice: Students will research individual PSA topics using the

    Pathfinder resources and record notes on topic..

    o Sharing and reflecting: Students will share research notes with media specialistand teacher.

    DAY THREE

    o Technology Integration and ResearchOpening- Media specialist reminds students of the various media sources available

    for research on the various PSA topics.

    o Modeling and guided practice: Media Specialist shares books on water

    conservation found in the media center and that are available as additionalresources.

    o Independent practice: Students will research individual PSA topics using the

    Pathfinder resources and books and record notes on PSA topic..

    o Sharing and reflecting: Students will share research notes with media specialistand teacher. Students will reflect on amount of research information and

    conference with the media specialist and teacher.

    DAY THREE

    o Technology Integration and Research

    Opening- Teacher will instruct students on the development of a script for their PSAsusing research notes.

    o Modeling and guided practice: Teacher andMedia Specialist will share examples

    of script using textbook models and PSA script and development podcasts onPromethean board.

    o Independent practice: Students will begin writing scripts for PSAs using research

    notes and textbook .o Sharing and reflecting: Students will share and reflect on development of PSA

    scripts.

    DAY FOUR

    o Technology Integration and Research

    Opening- Media specialist and teacher will instruct students on the development of abibliography on the resources used for the PSAs..

    o Modeling and guided practice: Teacher andMedia Specialist will share examples

    of bibliography using textbook models internet websites

  • 8/7/2019 Information Literacy Lesson Plan_Dawson

    9/14

    o Independent practice: Students will begin writing bibliography for individual

    PSAs

    o Sharing and reflecting: Students will share and reflect on development of PSAbibliography.

    Collaboration and Lesson Reflections

    The collaboration and development of this lesson began early in the school year.

    The teacher and I had previously taught the public service announcement development

    lesson to students through the English/language arts 7 th grade classes. I had developed

    over the last year in some of my instructional technology classed podcasts that addressed

    teaching public service announcements. I collaborated with Mr. Bartlett, and we decided

    to collaborate on the lessons and integrate the podcast technology and pathfinders into the

    lessons.

    The collaboration worked very well because Mr. Bartlett and I have worked

    together as colleagues for a number of years and have developed lessons together. We

    had the same planning period and were both available for after-school collaborations and

    discussions. Taking the role of the media specialist was extremely beneficial to me. I

    had to hold myself back from trying to implement all of the lessons for the unit and let

    Mr. Bartlett handle the additional classroom lessons of the teacher required for

    completion of the assignment. I did not try to develop the lessons for homework and

    presentation of the assignment and let Mr. Bartlett handle that as the classroom teacher.

    In addition, I allowed him to assign student groups and to handle final approval on topic

    choices.

    I enjoyed taking the role of the media specialist and using technology that I had

    developed, measuring its effectiveness and making note of places for improvement in thetechnology development and in the lesson planning and implementation. I was able to

    share research and technology tips with the students and offer pathways for further

    learning and development using some of the things that I have learned in my classes.

    One thing that I shared with the students was to keep moving forward with their work,

  • 8/7/2019 Information Literacy Lesson Plan_Dawson

    10/14

    even though they may have come upon various roadblocks and to seek out different paths

    for getting the information needed in their research.

    The informal assessments conducted each day by checking student progress and

    conferencing with them was extremely beneficial to the students, to the teacher and

    myself. We were able to fully monitor student understanding and development of

    product by using the using this method. The students were able to reflect on their

    progress and adjust their future research.

    The pathfinder and the podcasts were extremely useful in the presentation of the

    assignments and providing students with initial paths of research for their individual

    assignments. The pathfinder and podcasts were available for students to return to for

    referencing as needed during the assignment. Mr. Bartlett decided to try to develop

    pathfinders to assist students with other projects throughout the year.

  • 8/7/2019 Information Literacy Lesson Plan_Dawson

    11/14

    Public Service Announcement Evaluation Guidelines

    Grading Criteria 5- Exceeds 4-Meets 2-Approaching 1-Does Not Meet

    Introduction

    states the purpose

    of the message

    Introduction

    clearly states the

    purpose of the

    message in an

    attention-grabbingmanner

    Introduction

    clearly states the

    purpose of the

    message

    Introduction vaguely

    states the purpose of

    the message

    Introduction is not

    included.

    Presentation

    targets and

    audience and

    provides evidence

    to support the

    message

    Presentation

    persuasively

    targets audience

    and provides

    convincing

    evidence to

    support the

    message.

    Presentation

    targets audience

    and provides clear

    evidence to

    support the

    message.

    Presentation vaguely

    targets audience and

    provides minimal

    evidence to support the

    message

    Presentation does not

    target audience and

    provides insubstantial

    evidence to support the

    message.

    Different forms of

    media are

    creatively used in

    thought-

    provoking

    presentation.

    Different forms of

    media are

    creatively used in

    a thought-

    provoking

    presentation.

    One form of media

    is creatively used

    in a though-

    provoking

    presentation.

    One form of media is

    used in a clear

    presentation.

    One form of media is

    used in a vague

    presentation.

    Conclusion

    restates the main

    idea

    Conclusion

    restates the main

    idea in a thought-

    provoking and

    memorable way.

    Conclusion clearly

    restates the main

    idea.

    Conclusion vaguely

    restates the main idea.

    There is no clear

    conclusion to the

    presentation.

    Score: _________+ _________+ ____________+ _________

  • 8/7/2019 Information Literacy Lesson Plan_Dawson

    12/14

    Comments:

    _____________________________________________________________________________________

    _______________________________________________

    Presentation Rubric Student:________________________________

    Evaluating Student Presentations Date:

    Name:

    1 2 3 4 Total

    Organization

    Audience cannot

    understand presentation

    because there is no

    sequence of information.

    Audience has difficulty

    following presentation

    because student jumps

    around.

    Student presents

    information in logical

    sequence which audience

    can follow.

    Student presents

    information in logical,

    interesting sequence which

    audience can follow.

    Subject

    Knowledge

    Student does not have

    grasp of information;

    student cannot answer

    questions about subject.

    Student is uncomfortable

    with information and is

    able to answer only

    rudimentary questions.

    Student is at ease with

    expected answers to all

    questions, but fails to

    elaborate.

    Student demonstrates full

    knowledge (more than

    required) by answering all

    class questions with

    explanations and

    elaboration.

    Mechanics

    Student's presentation

    has four or more

    spelling errors and/or

    grammatical errors.

    Presentation has three

    misspellings and/or

    grammatical errors.

    Presentation has no more

    than two misspellings

    and/or grammatical

    errors.

    Presentation has no

    misspellings or

    grammatical errors.

    Eye Contact

    Student reads all of

    report with no eye

    contact.

    Student occasionally uses

    eye contact, but still reads

    most of report.

    Student maintains eye

    contact most of the time

    but frequently returns to

    notes.

    Student maintains eye

    contact with audience,

    seldom returning to notes.

    Elocution

    Student mumbles,

    incorrectly pronounces

    terms, and speaks too

    quietly for students in

    the back of class to hear.

    Student's voice is low.

    Student incorrectlypronounces terms.

    Audience members have

    difficulty hearing

    presentation.

    Student's voice is clear.

    Student pronounces most

    words correctly. Most

    audience members can

    hear presentation.

    Student uses a clear voice

    and correct, precise

    pronunciation of terms so

    that all audience members

    can hear presentation.

    Total Points:

  • 8/7/2019 Information Literacy Lesson Plan_Dawson

    13/14

    Research Rubric Using Media Center Resources

    Name _______________________________

    TEGORY Excellent ProficientPartially

    ProficientNeeds Improvement Points

    tion of

    ces

    3 points 2 points 1 point 0 points ___/3

    Identified highly

    appropriate sources in

    a variety of formats

    (books, journals,

    electronic sources).

    Identified mostly

    appropriate sources in a

    variety of formats

    (books, journals,

    electronic sources).

    Identified a few appropriate

    sources but made little

    attempt to balance format

    types.

    Identified no appropriate

    sources in any format.

    taking &

    ords

    3 points 2 points 1 point 0 points ___/3

    Selected relevant

    information.

    Selected mostly

    relevant information.

    Selected a lot of information

    which wasnt relevant.

    Selected irrelevant

    information.

    Brainstormed

    keywords, categories,

    related terms that

    were effective in

    researching thequestions.

    Selected mostly

    effective keywords to

    use in researching the

    questions.

    Selected some keywords that

    were not effective in

    researching the questions.

    Selected no effective

    keywords to use in

    researching the questions.

    Wrote notes

    including key factswhich directly

    answered all of the

    research questionsand were written in

    the student's own

    words.

    Wrote notes which

    included facts thatanswered most of the

    research questions and

    were written in thestudents own words.

    Wrote notes which included

    irrelevant facts which did notanswer the research

    questions. Some notes were

    copied directly from theoriginal source.

    Wrote notes which

    included a majority offacts which did not

    answer the research

    questions. Most or allnotes were copied word-

    for-word from the original

    source.

    Total ___/6

  • 8/7/2019 Information Literacy Lesson Plan_Dawson

    14/14

    Bibliography Checklist

    _____Cited all sources of information accurately to

    demonstrate the credibility and authority of

    the information presented.

    _____Cited most sources of information in proper format

    and documented sources to enable accuracy checking.

    _____Cited most sources of information improperly and

    provided little or no supporting documentation to

    check accuracy.

    _____Created citations which were incomplete or inaccurate,

    and provided no way to check the accuracy of the

    I information gathered.