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8/7/2019 Information Literacy Lesson Plan_Dawson
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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
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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
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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?
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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
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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
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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.pdf8/7/2019 Information Literacy Lesson Plan_Dawson
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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.
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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
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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,
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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.
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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: _________+ _________+ ____________+ _________
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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:
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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
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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.