Informational Literacy Lesson Plan

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Information Literacy Lesson Plan

Jason Smith

Georgia Southern University

FRIT 7136 Spring 2013

Reference and Information Sources

GoView Georgia Online

Dr. Judi Repman, Instructor

Research Pathfinder:http://jasonlsmith.pbworks.com/w/page/65456549/Amazing%20Animals%20Pathfinder
http://jasonlsmith.pbworks.com/w/page/65456549/Amazing%20Animals%20Pathfinderhttp://jasonlsmith.pbworks.com/w/page/65456549/Amazing%20Animals%20Pathfinder


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GRADE: Fourth Grade TEACHER(S): Marie Saxon (Gen Ed) & Jason Smith (SLMS)

CONTENT TOPIC: Animals of Papua New Guinea

STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS

Standards

1. Inquire, think critically, and gain knowledge.

2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create

new knowledge.

3. Share knowledge and participate ethically and productively as members of our democraticsociety.

Skills Indicators

1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media,

digital) in order to make inferences and gather meaning.2.1.4 Use technology and other information tools to analyze and organize information.

3.1.4 Use technology and other information tools to organize and display knowledge and

understanding in ways that others can view, use, and assess

Benchmarks Use various note-taking strategies (e.g., outlining, questioning the text, highlighting,

graphic organizers).

Paraphrase or summarize information.

Draw conclusions based on facts and premises.

Use word processing, drawing tools, presentation software, graphing software, and otherproductivity software to illustrate concepts and convey ideas.

Use different technology tools for research to meet information needs.

Use a variety of media and formats to create and edit products that communicate

syntheses of information and ideas to multiple audiences.

Dispositions Indicators

1.2.3 Demonstrate creativity by using multiple resources and formats.

3.2.2 Show social responsibility by participating actively with others in learning situations and by

contributing questions and ideas during group discussions.

Responsibilities Indicators

1.3.1 Respect copyright/intellectual property rights of creators and producers.

3.3.4 Create products that apply to authentic, real-world contexts.

3.3.5 Contribute to the exchange of ideas within and beyond the learning community.

Self-Assessment Strategies Indicators

1.4.1 Monitor own information-seeking processes for efectiveness and progress, and adapt as

necessary

2.4.1 Determine how to act on information (accept, reject, modify).

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CONNECTION TO LOCAL OR STATE STANDARDS

ELACC4RI9: Integrate information from two texts on the same topic in order to write or speak

about the subject knowledgeably.

ELACC4W5: With guidance and support from peers and adults, develop and strengthen writing

as needed by planning, revising, and editing. (Editing for conventions should demonstratecommand of Language standards 13 up to and including grade 4.

ELACC4W7: Conduct short research projects that build knowledge through investigation of

different aspects of a topic.

ELACC4W2: Write informative/explanatory texts to examine a topic and convey ideas and

information clearly.ELACC4W6: With some guidance and support from adults, use technology, including the

Internet, to produce and publish writing as well as to interact and collaborate with others;

demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single

sitting.

ELACC4SL4: Report on a topic or text, tell a story, or recount an experience in an organizedmanner, using appropriate facts and relevant, descriptive details to support main ideas or

themes; speak clearly at an understandable pace.

ELACC4SL5: Add audio recordings and visual displays to presentations when appropriate to

enhance the development of main ideas or themes.

OVERVIEW

While reading the book The Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of

New Guinea by Sy Montgomery in class,fourth grade students will begin a research project on

one of five animals living in Papua New Guinea: the wombat, the koala, the cuscus, the pithou,

or the tree kangaroo. Students will come to the media center to learn research skills in order togather information on the animal of their choosing. Students will look for information about the

animals life cycle, body, habitat, food, and other interesting facts. Students will create a

multimedia project to present their findings.

FINAL PRODUCTStudents will learn how to takes notes from various types of media including: print, web, and

video. Students will use thepathfinder created by the SLMS (found here)to gather information

for their multimedia projects. Students will use a graphic organizer to collect their notes and use

later on the final product.

LIBRARY LESSONS

Students will learn how to locate books in the media center, and how to search for books on

their given topic. Students will review how to use the reference section to find information there

as well. Students will also use the pathfinder in order to find/use various resources and media

on the internet. Students will then use school and district recommended search engines anddatabases to further collect and share information.

ASSESSMENT

Product

1. Students will use the website evaluation questions to determine the quality of websitesfound.

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http://jasonlsmith.pbworks.com/w/page/65456549/Amazing%20Animals%20Pathfinderhttp://jasonlsmith.pbworks.com/w/page/65456549/Amazing%20Animals%20Pathfinder


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2. Students will use the note taking graphic organizer to add information found in books,and sort the information found online. This will allow students to decide if they need

more information in a given area.

3. Students will reflect on their research (the mediums used) each day by answering the

reflection question (found in the self-questioning section) and posting to Edmodo.

4. Students will use the created rubric in order to guide research and production of the finalproduct.

Process

1. The SLMS and classroom teacher will use the website evaluation handouts to assess if

students understand how to determine the quality of a web resource.2. The SLMS and classroom teacher will use the graphic organizer to assess if students

understand how to summarize and take notes from resources used.

3. The SLMS and classroom teacher will use the graphic organizer to make sure students

are not plagiarizing and copying information and judge if they understand copyright.

4. The SLMS and classroom teacher will use the daily reflection questions (found in theself-questioning section) on Edmodo to determine if students are using various forms of

media to conduct their research.

5. The SLMS and classroom teacher will use the rubric to assess the information students

used in completing their multimedia project.

Student self-questioning

1. Did I use more than one format to find my research (ie: book, video, website,

encyclopedia)?

2. Did I evaluate the website before I took notes?

3. What will be the best way for me to share my research with others (ie: powerpoint, video,photo story, podcast)?

4. Did I use my own words when taking notes, or did I copy straight from the text?

INSTRUCTIONAL PLAN

Resources students will use:x Online subscription database(s) x Web sites x Books x Reference

x Nonprint ! Periodicals/newspapers x Other (list): Pathfinder

Instruction/activities

Day 1

Direct instruction: The SLMS will engage the students by using the LCD projector and

Promethean board. The students will be introduced to the pathfinder in order to gather

information. Databases and search engines will be discussed, as well as search tips andtechniques to improve results from searches.The SLMS will go over note-taking strategies with

the students using web resources. The SLMS will lead a discussion about copyright and how to

summarize notes.

Modeling and guided practice: The SLMS will use the Promethean board to go through thefirst steps of the pathfinder and demonstrate the proper way to take notes on the sites provided.

Students will discuss as a class whether the website is a good source of information or not. As a

class, we will complete a website evaluation page on one of the sites, and take notes. The class

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will also discuss what information on the website is necessary information relating to theirproject, and which information is not needed. The SLMS will show students how to use the

district databases and search engines provided in the pathfinder.

Independent practice: Students will begin their research on their chosen animal. Using the

pathfinder, students will complete the website evaluation page and take notes from the websitesgiven. Students will then continue research using various forms of media, and utilizing district

databases and search engines.

Sharing and reflecting: After the lesson has completed, students will reflect on the lesson by

answering questions posted on Edmodo. Students will be able to continue the discussion athome and in their regular class by utilizing the Edmodo virtual classroom. Students will also be

encouraged to share resources they find on Edmodo that were not on the pathfinder.

Day 2

Direct instruction: The SLMS will review the items taught in day one. Then the class willdiscuss what types of information they are looking for according to the rubric. The class will

review the notes taken from the previous lesson, and identify what information they still need.

The class will review the sections of the library, and discuss what can be found in each section

(specifically nonfiction and reference sections). The class will then review how they might use

the printed materials in the media center to fill in missing information needed for the project.

Modeling and guided practice: The SLMS will guide the class in an excercise to analyze the

notes the class took as a group in the previous lesson. The SLMS will model the thinking

needed to identify what information my be missing, and where in the library that information

could be found. The SLMS will the model how to use the electronic library catalogue to findbooks in the media center on the topic.

Independent practice: Students will review their own notes, and identify what information they

still need in order to have all information needed in accordance to the rubric. Students will then

utilize the resources in the library, including the nonfiction and reference sections, to completetheir research.

Sharing and reflecting: During the lesson, the SLMS will conference with students to discuss

how they feel about their research. Students will grade their notes in accordance to the rubric,

and discuss why they give themselves the grades with the SLMS. The SLMS will then helpguide students in ways they might improve their research, and where they might find the

information needed.

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REFLECTION

Collaboration

Collaboration for this project was fairly easy. There are many reasons why I think our

collaboration went so well. The teacher I worked with has collaborated with me before. Havingworked together in the past helped make the work go smoother because we were already

aware of each others teaching styles. Another reason collaboration went so well is because the

teacher working with me is a tech savvy teacher, and is aware/uses many of the same tools I

use. The last reason I belive the collaboration worked is because we communicate well

together. She and I are in continued contact through email and text. This continuous and opencommunication helps ensure that each of us is aware of what the other is doing and what

expectations they have.

Lesson

Overall I feel the lesson was a success. There were many improvements I would make in order

to make it more successful in the future. The first change needed is for the lesson to be spread

over three days instead of two. Crunching this much instruction and material in two days was a

bit much. Perhaps if the instruction was delivered over three days, and more independent work

time spread out amongst the first two days, the students would have more time to digest thematerial. Another idea that I feel would make the lesson more successful would be to include

multimedia objects in the pathfinder that students could use in their final products. The school

district subcribes to sites, such as Discovery Streaming, that allow students to use and edit their

media. Photos from Discovery Streamingcould be placed on the pathfinder for students to use,

as well as video clips that students could narrate over in order to make the final product moregrade appropriate.

Results

Looking at the lesson from purely the research and information literacy side, the students wereable to grasp the concepts. Students were able to find the information needed during their

research, as well as evaluate the usefulness of various websites. I feel that with the changes

mentioned in the reflection, this lesson could become even more of a success.

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RUBRIC

Amazing AnimalsQuest for the Tree Kangaroo

ELACC4W6 & ELACC4SL5

Exceeds Satisfactory Needs

Improvement

Unsatisfactory Pts

Information

Creativity

Organization

Citations

Student hasprovided 5 or

more factsabout the lifecycle, habitat,food, and body

Student hasprovided at

least 4 factsabout the lifecycle, habitat,food, and body

Student hasprovided at

least 3 factsabout the lifecycle, habitat,food, and body

Student hasprovided less

than 3 factsabout the lifecycle, habitat,food, and body

Studentpresented

material in afun & creativeway. Picture/videos wereused in the

project

Studentpresented

material in afun & creative

way.

Studentpresented

material in afun or creative

way.

Student did notcreatively

present content.

Studentorganizedinformation

and grouped itin correct

sections of

presentation.

Studentorganized

informationand no more

than two itemswere out of

place.

Studentorganizedinformation

and no morethan three

items were outof place.

Studentorganized

information andmore than threeitems were out

of place.

All work cited,including

pictures andvideos. At

least 3sources used.

Student usedat least 3

sources, butsome photos

or videos werenot cited.

Student usedat least 2sources.

Student usedless than 2sources or

citations weremissing.

Grade _________

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1996-2009. Kathy Schrock. All rights reserved. Permission to reproduce for classroom use granted.

Permission to re-post not granted. Please link to this URL from your page.

Name:_____________________________________ Date:____________

CRITICAL EVALUATION OF A WEB SITEELEMENTARY SCHOOL LEVEL

1996-2009. Kathleen Schrock ([email protected])Kathy Schrock's

http://

1. How are you hooked to the Internet?___ Modem and phone line___ Direct (cable, fiber, or DSL) connection at school/home

2. What Web browser are you using? _____________________________

3. What is the URL (address) of the Web page you are using?

http://_______________________________________________________

4. What is the name of the site?

_________________________________________________________

Part 1: How does it look?

As you look at the questions below, put an X in the yesor no column for each.

YES NO

Does the page take a long time to load?

Are there big pictures on the page?

Is the spelling correct on the page?

Is the author's name and e-mail address on the page?

Is there a picture on the page that you can use to choose links?(Image map)

Is there information in columns on the page? (Table)

If you go to another page, is there a way to get back to the firstpage?

Is there a date that tells you when the page was made?

If there are photographs, do they look real?

If there are sounds, do they sound real?

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1996-2009. Kathy Schrock. All rights reserved. Permission to reproduce for classroom use granted.

Permission to re-post is not granted. Please link to this URL from your page.

Part 2: What did you learn?

As you look at the questions below, put an X in theyes or no column for each.

YES NO

Does the title of the page tell you what it is about?

Is there an introduction on the page telling you what is included?

Are the facts on the page what you were looking for?

Would you have gotten more information from an encyclopedia oronline database?

Would the information have been more useful in the encyclopediaor database?

Does the author of the page say some things you disagree with?

Does the page lead you to some other good information (links)?

Does the page include information you know is wrong?

Do the pictures and photographs on the page help you learn?

Part 3: Summary

Looking at all of the questions and answers above, write a paragraphtelling why this Web site is helpful (or not helpful) for your project.

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_______________________________

Amazing AnimalsIdentifying Animal Characteristics

Name: __________________________________________

Write facts about your animal in the boxes below.

BODY HABITAT

FOOD LIFE CYCLE

FUN FACT

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Documents

Informational Literacy Lesson Plan