Action Example Templatehttp://whitewatercycle.weebly.com/

GRADE: 4TH

LIBRARY CONTEXT: Fixed Flexible Combination Individualized Instruction

Stand-alone lesson Lesson in a unit Multiple lessons in a unit

COLLABORATION CONTINUUM: None Limited Moderate Intensive

CONTENT TOPIC: Water Cycle

STANDARDS FOR THE 21ST-CENTURY LEARNER GOALSStandard: Standard 1- Inquire, think critically, and gain knowledge.Standard 2- Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.Standard 3-Share knowledge and participate ethically and productively as members of our democratic society.

Skills Indicator(s):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.2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understanding.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.

Benchmark(s): 5th grade benchmarkIndicator 2.1.4: Use technology and other information tools to analyze and organize information.

Use word processing, drawing, and presentation, graphing and other productivity tools to illustrate concepts and convey ideas.

Dispositions Indicator(s): 2.2.4 Demonstrate personal productivity by completing products to express learning.

Responsibilities Indicator(s): 1.3.5 Use information technology responsibly.3.3.4 Create products that apply to authentic, real-world contexts.

Self-Assessment Strategies Indicator(s): 3.4.2 Assess the quality and effectiveness of the learning product.

SCENARIO:The 4th grade students have already had lessons on how water changes from solid (ice) to liquid (water) to gas (water vapor/steam) and changes from gas to liquid to solid. Students have already had a lesson on identifying the temperatures at which water becomes a solid and at which water becomes a gas. The students have already

1

had a lesson on how clouds are formed. All of the prior lessons were taught in the classroom by the classroom teacher. Before this lesson, the classroom teacher introduced the water cycle to the students. The classroom teacher explained the water cycle and showed a Scholastic video about the water cycle. The students also learned a water cycle rap to help them understand and remember the movement of water through the cycle. A classroom lesson to investigate different forms of precipitation and sky condition will follow this lesson. The classroom teacher will teach the lesson.

CONNECTION TO LOCAL OR STATE STANDARDS

(List here relevant content, information literacy, and technology standards)S4E3: Students will differentiate between the states of water and how they relate to the water cycle and weather. d. Explain the water cycle (evaporation, condensation, and precipitation).

ELACC4RI2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

ELACC4RI5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

READING COMPREHENSION STRATEGY:Determining Main Ideas

LESSON OBJECTIVES: Determine main ideas and key terminology of selected resource Further knowledge of the water cycle Use Galileo to find required resource Create and share Word Collage

OVERVIEW:Students will bring their iPad device to the media center. The iPads are a classroom set so all students will have access to an iPad. Students will work individually. They will stay in the media center for 50 minutes. Students will read required text and view required video (Galileo Kids for the Britannica Online Water Cycle resource and BrainPop Water Cycle video. Students will determine main ideas and key terminology from the resources and create a document using the Pages App and a Word Collage using the Word Collage App. Students will also complete a water cycle graphic organizer. Students will display their Word Collage and reflect on the assignment.

http://school.eb.com/levels/elementary/article/476333#9476333.toc

FINAL PRODUCT:1. Pages document of main idea sentences and key terminology2. Word Collage created from the Pages document3. Completed graphic organizer of the water cycle

LIBRARY LESSON(S):(Describe the lesson activities for the selected AASL Standards.)

Students have been learning about the different states of water and the water cycle. They will create a Word document of main ideas and key terminology of the water cycle. Students will then use the Word document to create a Wordle. Students will also complete a water cycle graphic organizer.

Explain instructions for the assignment and tell the students the instructions are listed on Mrs. White’s Water Cycle website. Students will be given the rubric for the assignment. Rubric is also available on the class website. Show the students an example Word Collage. http://whitewatercycle.weebly.com/

2

Teaching Determining Main Ideas Reading Comprehension Strategy: Before students begin to work on their activity, the librarian will remind students that an important part of working with main ideas is making good notes of learning while reading and viewing. The librarian will remind the students that the next step after note making is to summarize learning. While summarizing learning, students should ask themselves:

What was the purpose of the reading and viewing of the video? What facts did I learn about the water cycle? What do I want to remember from the reading and video?

Students will develop a key terms list by using the Essential Terminology Strategy to help summarize their learning.

Students will begin reading the sections labeled “Introduction”, “Evaporation and Condensation”, and “How the Water Cycle Works” from the Galileo Kids for the Britannica Online Water Cycle resource. The students will also view the water cycle video on the site. Student will also view the Water Cycle video on the BrainPop App.(1.1.6 and 1.3.5)

Students will take notes on the reading and video so they can write one or two sentences that represent the main idea of each section or paragraph and video. Students will also list essential terminology from each section.

Students will use their notes to create their main idea sentences and key terms list. These sentences and list will be typed into a Pages document. Students will then go to the Word Collage App and create a Word Collage by copying the text from the Pages document and pasting it into the Word Collage App. (2.1.6, 2.2.4, and 1.3.5)

Students will save the Word Collage to the public gallery for the world to see. Students will also print their Word Collage and display in the media center on a designated wall. Students will log into their email account and email the Pages document to the librarian and the teacher.

Students will be given the water cycle graphic organizer to complete.

After all students have displayed their Word Collages, they will be asked to go and view their classmates’ Word Collages and compare them to their own. The students will go to the Word Collage display in small groups. After all students have looked at the display, there will be a class discussion to reflect on the assignment. The librarian and the teacher will lead the discussion. (3.4.2)

ESTIMATED LESSON TIME:50 minutes

ASSESSMENT Product

Review completed water cycle main idea and key terms document. Review created Word Collage. Review completed water cycle graphic organizer. Use rubric to evaluate document, Wordle and graphic organizer.

ProcessVisit students as they begin to use Galileo and as they begin to develop information for the Pages document and Word Collage.

Student self-questioningStudents will view the displayed Word Collages to see how their collage compares to their classmates’ Word Collage. They will ask themselves “Were there any key terms I should have included in my Word Collage?”

INSTRUCTIONAL PLAN

Resources students will use: (Check the appropriate box and list the resources below) Online subscription database(s) Web sites Books Reference

Nonprint Periodicals/newspapers Other (list): iPad Apps: Word Collage, BrainPop, and Pages

3

Instruction/activities(Provide explicit details for the lesson including the activities for both the teacher and the library media specialist.)

o Direct instruction:The librarian will remind students how to access the class website. The librarian will give a review on how to access Galileo Kids and how to do a search on Galileo Kids. The librarian will review the concept of how to find main ideas and remind students how to access the BrainPop App and the Pages App. The teacher will give instructions on completing the graphic organizer.

o Modeling and guided practice:The librarian will show students how to access the class website, model making a Word Collage and share a completed Word Collage. The librarian will model note taking.

o Independent practice:Students will search the BrainPop App for the Water Cycle resource. They will also search Galileo Kids for the Britannica Online Water Cycle resource. They will use their notes to create the main ideas and key terms Pages document. They will use their Pages document to create the Word Collage. The librarian and the teacher will be available to all students to answer questions.

o Sharing and reflecting: The Word Collages will be printed and displayed in the media center. Students will review the displayed Word Collages. The librarian and the teacher will conduct a class discussion for students to reflect on their Word Collage and compare it to their classmates’ Word Collage.

Strategies for DifferentiationThe required reading has a read aloud option for students who need it.The students who need help on the graphic organizer will be given a graphic organizer that already has the 4 stages of the water cycle listed. This will give those students a starting point for completing the graphic organizer.

4