Information Literacy Lesson Plan Grade: 3 Current Topic- Habitats Standard 2: Draw conclusions, make informed decisions, apply

knowledge to new situations, and create new knowledge. Skills Indicator(s): 2.1.2 Organize knowledge so that it is useful. 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. Benchmarks: 2.1.2 Organize notes and ideas to form responses to questions. Organize the information in a way that is appropriate for the assignment or question. 2.1.3 Identify connections to the curriculum and real world. 2.1.4 Use word processing, drawing, presentation, graphing, and other productivity tools to illustrate concepts and convey ideas. Dispositions Indicator(s): 2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn. 2.2.4 Demonstrate personal productivity by completing products to express learning. Responsibilities Indicator(s): 2.3.1 Connect understanding to the real-world Self-Assessment Strategies Indicator(s): 2.4.2 Reflect on systematic process, and assess for completeness of investigation. How to animals adapt to their habitats? What are characteristics of your animals habitat? What impact does an animals habitat have on its life? Teachers: Whitney Sanders Charmane Devers

Connection to Local or State Standards Life Science S3L1. Students will investigate the habitats of different organisms and the dependence of organisms on their habitat. c. Identify features of animals that allow them to live and thrive in different regions of Georgia. ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student m. Recalls explicit facts and infers implicit facts. o. Uses titles, tables of contents, and chapter headings to locate information quickly and accurately and to preview text. ELA3W1 The student demonstrates competency in the writing process. The student f. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic. i. Begins to include relevant examples, facts, anecdotes, and details appropriate to the audience. Overview: Students in a 3rd grade class will gain more knowledge on habitats. They will focus on one animal and research the animals characteristics as they apply to its habitat in Georgia. The essential questions for this unit/lesson will be: How to animals adapt to their habitats? What are characteristics of your animals habitat? What impact does an animals habitat have on its life? Students will use the media center and other resources to research their animals and different kinds of habitats. This lesson consists of five lessons. Students have mastered the knowledge of the regions of Georgia in prior lessons. Final Product: Students will create a model of their animal and the habitat it lives in. They can create this model any way they would like. In doing this it will allow the students to explore their creativity. Along with the model they must include factual information. This may be done in any way. Suggestions are: research paper, informational paragraph, notes attached to the model, etc. Library Lessons: Students will acquire the knowledge of how to use the resources in the library. These include: internet use, encyclopedia, dictionary, and books on the card catalogue (OPAC). Students will also learn how to cite a research source using MLA citations. Assessment: ProductTeacher and media specialist will use a Habitat Packet and rubric when assessing the students. These two assessments will be summative and formative. A packet will be the first assessment that will be use. Student will be researching animals for their research project. The packet will include all of the information they are required to find. This list will include: class, color sizes, legs, fur or hair, unusual features, weight, babies, habitat, region, interesting facts, etc. They are allowed to use books, internet, and encyclopedias

to find their information. This will cover the skills of locating facts and evaluating information. I will use this packet to be sure they are on the right track with finding enough information to create their project. This will also be a check point to be sure they are completing the project in a timely manner. The next assessment will cover effectively using information. This will be a rubric to assess their final project. After students have located and evaluated their information they will then effectively use the information. The final project will consist of them making a habitat with their animal. They must be sure to make the habitat exactly as it would be in the real world. They will also include facts (any way they would like~~ CREATIVITY) with their habitat. The rubric will be created with the students using: progressing, meets, and exceeds. This way they are familiar with the format and know exactly what is expected. Process: Teacher and media specialist will informally evaluate the students Habitat Packet with 3 criterias. Completeness: this will ensure the students are on the right track and completing enough information to complete a final product. Relevant Information- they will be sure to check that the student understands the questions being asked and finding the correct information for each question. Resources: Students need to use at least 3 different resources for their information. They will create a works cites page with these resources. The media specialist and the teachers will formally assess the students final product with a rubric that was created with the students as a whole. Student Self-questioning: Assessment- Students will be asked to assess the draft of their final product using a copy of the final rubric. This will ensure that the student knows exactly what is expected, as well a, if they are missing and key factors of the project. At this point they can also assess themselves in answering the essential questions of the unit. How to animals adapt to their habitats? What are characteristics of your animals habitat? What impact does an animals habitat have on its life? Instructional Plan Resources students will use: online subscription, web sites, books, reference, non-print, other Computer with internet access Habitat Packet Assignment Rubrics- found on assignment Pathfinder http://habitatresearch.pbworks.com/w/page/32558064/~~~Habitat-Research~~~ Books- found on assignment Pathfinder and library Websites- found on assignment Pathfinder Reference Books- found on assignment Pathfinder Non-print materials

Instructional activities Lesson One-Teacher only/Direct Instruction Hook: The teacher will begin the lesson by watching a short video on habitats. United Streaming Videos, www.unitedstreaming.com. Accounts are free. Habitats: Homes for Living Things (15:00) This video will review the concept of what a habitat is and the kinds of habitats animals live in. (Student have already mastered this information in prior lessons) Activity 1: Direct instruction from teacher The teacher will present the project to the class. To begin, the teacher will create an anchor chart with the students. Included in this chart will be the standards and essential questions for the unit. As a whole, they will write each habitat in Georgia that they have studied. They will then list characteristics of each. This anchor chart will be hung in the room for students to use as a reference when completing their activities. The teacher will then go over the Habitat packet with the class. This packet includes all of the information the students need to find when researching their animal. She will give examples of how to answer the questions in the packet. This will ensure the students know how detailed their answers need to be. She will also give examples of the final product for the students to look at so they know their goal. Independent- Students will begin thinking about an animal or Georgia habitat they would like to complete their project on. Lesson Two: Direct Instruction with media specialist and teacher Hook: The ms will begin by showing the students a PowerPoint on habitats. This will refresh their minds and begin their thinking of what animal they would like to research. She will then discuss Georgias habitats as a whole group. To do this using a smart board or projector the class will view the following PowerPoint: http://www.forsyth.k12.ga.us/130720727221515780/lib/130720727221515780/Georgia_ Regions_and_Habitats.ppt#274. This PowerPoint will review each region in Georgia and will give examples of animals that can be found there. Activity one: Teacher/Ms Direct Instruction/ Independent Practice After the PowerPoint the ms will review the research materials in the library that the students have access to. The ms will go over where to find encyclopedias, non-print items, how to use the card catalog to find the information on their topic, and webpages (pathfinder). This will be a review for them since they have used the library materials in the past. After reviewing all of the resources the ms will allow students time to pick an animal. During this time the teacher will assist the ms and the students. Each student must have their animal approved by the teacher or ms before beginning. Once their animal has been approved students will complete part of their packet independently. This page consists of their name, their animal and what region their animals habitat is in. If

they do not know their animals habitat they will complete that once they begin their research. Activity Two: Modeling and Guided Practice with teacher and ms As a whole the teacher, ms, and students will create a rubric for the assignment. The teacher will have an outline rubric for the class to follow however, the students will decide on what characteristics they feel are meets, progressing, and exceeds. As they are creating their rubric the teacher will guide the students in being sure the rubric meets the standards and addresses all aspects of the research project. After the rubric has been made the teacher will give each student a copy to keep in their research folder along with their packet. They can refer to this throughout the process. Lesson three: Whole Group/Guided Practice/Independent Work Activity One: Direct Instruction The media specialist will teach the students how to cite a source they use. Using the packet and a smart board the media specialist will scan the citation page to use as an example. They will use MLA style citations. They are to cite an encyclopedia, a book, and a website. She will demonstrate, using the actual resource, where to find the year, publisher, publication and URL. She will also show examples of citing and have a poster for students to refer to as they are working. Activity Two: Independent Practice Students will begin the research process for their animal. Using their habitat packet as a guide of what information they need to find. The teacher and media specialist will assist students in finding the reference materials and using the information to answer the questions correctly. The teacher will begin conferencing with each student. She will be looking at their packets and giving positive feedback any ways of improvement as to how they are answering their questions and the information they are finding. This will allow the teacher to informally assess their understanding of habitats and the research process. Lesson Four: Independent Practice/Guided Practice Activity: This day will be a work day for students to research and finish up their packets. The teacher and ms will continue to assist and monitor the students. The MS will conference with students on the citing of their sources to be sure they fully understand and are on the right track. The teacher will continue to conference with students based on their Habitat packet. However, this day is for independent work for the students to complete their packets. Students will be given enough time on this day to complete their packet and citation pages. Final Product: Independent Practice Activity one: Students will be given one week to create a model of their habitat. Students are to create the actual habitat and include their animal in it. They should include as many characteristics as possible in the habitat. As part of the model, they need to include all of the required information. These are the questions that they have researched from their

Habitat packet. This information can be included in any creative way. Students are to use the rubric when completing the final product. This will be done as an out of class assignment. Lesson 5- Sharing and reflecting Activity One- Students will present their habitats to the class. Each student will share their project and the facts they have researched. Other classmates may ask questions. After each student has been given a chance to share students will have an opportunity to walk around the room and have a closer look at the habitat. The projects will be displayed in the media center for other students to enjoy. Activity Two- Student will grade themselves using the rubric they created with the teacher. This will hold the students accountable to their work and see if they have mastered the skills and standards needed. After, as a whole group, they will refer back to the anchor chart and discuss the standard again and answer the essential questions. Direct Instruction The teacher will review with the students about prior skills of Georgia Habitats. The media Specialist will review with the students how to use the research materials in the library. The media specialist will teach the students how to cite a source using MLA citing. Modeling and Guided Practice The teacher will guide the students in creating an anchor chart. The teacher will model and guide the students in creating a final rubric for their project. The media specialist will guide the students in the research process. The media specialist will guide the students when citing their sources. Independent practice The students will work on their research packet and answering the questions. The students will create a model of their animal and its habitat. Sharing and reflecting The students will share their models and research information with other peers. The students will assess themselves using the final rubric they have created. Lesson Materials and Equipment All research resources from the library Computers Internet Access Overhead projector- when creating rubric as a whole Smart board- lesson on citing Habitat Packet Anchor Chart Projector to show video

Anchor Chart: This will be created as a whole group instruction on day one using prior knowledge. Georgia Habitats Standard: Students will investigate the habitats of different organisms and the dependence of organisms on their habitat. c. Identify features of animals that allow them to live and thrive in different regions of Georgia. Essential Questions: How to animals adapt to their habitats? What are characteristics of your animals habitat? What impact does an animals habitat have on its life? Habitat Characteristics

Habitat Characteristics

Habitat Characteristics

Habitat Characteristics Georgia Animal/Habitat Diorama and Report Rubric Progressing Toward Animal/Habitat Report Uses 3 or more Uses 2 Uses 1 resources. resources. resource. Exemplary Proficient Not Yet Does not use a resource.

References

Details

Capitalization/ Punctuation

Environment

Animal/Habitat

Creativity/ Neatness

Details are Details are Few details specific and general and support the support the support the topic. topic. topic. There are no There are few There are some capitalization/ capitalization/ capitalization/ punctuation punctuation punctuation errors. errors. errors. Animal/Habitat Diorama The exhibit The exhibit The exhibit displays 3 or displays 2 more displays 1 more more details of details of their details of their their environment. environment. environment. The habitat The habitat The habitat correctly correctly displays the displays the displays the animal and its animal and its animal and its home showing home showing home showing few details. many details. some details. The diorama The diorama The diorama neatly displays neatly displays displays little creative some creative creative thought. thought. thought.

Details do not support the topic. There are many capitalization/ punctuation errors. There is no evidence of more details of their environment. The habitat does not display the animal and its home. The diorama displays no creative thought.

Animal Habitat Research Packet

A third grade research project by:__________________

Animal Name:____________________________________________________________ What region of Georgia does your animal live in? _______________________________ Draw a picture of your animal.

What class does this animal belong to? (circle one) Mammal Bird Fish Reptile

Amphibian

Insect

Describe this animal: Color, size, how many legs, does it have fur?, any unusual features

How much does this animal weigh?

How tall or long is this animal?

What is a group of these animals called?

What are the babies of this animal called?

What does this animal eat?

Describe the habitat/environment of this animal? (characteristics, grass, land, water, trees, etc.)

How is this animal born? (life cycle, alive, hatch from an egg) Describe

_______________________________________________________________________ _ Find 3 other interesting facts about your animal: 1~_____________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ __2~___________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ ____3~_________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ ______

Information Sources Where did your information come from? Reference Encyclopedia: MLA Style Citation Authors name (last, first, middle)_____________________________________ Period. Internet Web Site: MLA Style Citation Book: MLA Style Citation Article title (quotation marks)_______________________________________Period. Authors name (last, first, middle)marks) ______________________________Period. Title of web site (quotation ___________________________________ ___Period. Title (underlined) ____________________________________________________Period. Title of Encyclopedia (underlined) _____________________________________Period. Date of access: Day Month (abbreviated-period.) Year__________________ no period Year_______________followed by edition, abbreviated (ed.)________________Period Place of Publication__________________________________________________Colon: URL (<web site address in angle brackets>)__________________________Period Example: Chase, Philander D. Washington, George. The World Book Encyclopedia. 2000 ed. Publisher_________________________________ (comma), Year_____________Period. Example: Example: Presidential Campaign. 5 Oct. 2002 http://www.cnn.com. Parker, Steve.Magnets. New York: Lorenz Books, 1997.

Reflections This lesson has taught me so much about how collaboration with a media specialist should be. In my personal teaching experiences I have not had a lot of time to collaborate with a media specialist besides the usual finding of books. By doing this lesson it taught me how beneficial it can be to use the specialist and the resources they have available. The third grade teacher I collaborated with has several years of teaching experience. She typically uses the media center and the specialist when teaching all subject areas. This is why I chose to work with her. I felt she could show me how to

collaborate more effectively and how to use the resources in all areas. After speaking with her about our collaboration efforts she decided on using Science as a focus. They had just finished up a unit on Habitats and she wanted the students to expand their knowledge and complete a project. As we left our first collaboration meeting we decided to brainstorm some ideas of how to expand on the standards they had recently mastered and come back together to discuss ideas. I think that is one of the most important parts of collaborating, taking the time to think and brainstorm allows for more creative outcomes. In our next collaboration meeting we both shared the ideas we had come up with in trying to incorporate science, technology, and reading skills. We both had great ideas, which made it hard to decide. After deciding on the final outcome, (a model project) we began to map out each lesson. We decided based on the students in her class that a review of habitats and library materials would be needed. So our first lesson began with that. After meeting one more time we had a concrete lesson plan and both felt very comfortable with our parts. I felt that since I have experience with third grade students that gave me an advantage as being the role of media specialist. I understand the role of the teacher, as well as, how important it is to integrate subject areas. As a teacher we are required to teach so many concepts that if integration is not a part of our lessons we many never get to all of them. In knowing this I felt I was able to understand how the students have several standards in one lesson they need to master. Just because I am the media specialist does not mean I need to concentrate only on reading skills.

I chose to collaborate with Mrs. Devers because I have not had an opportunity to work with her before. I felt this would be a true collaboration and learning process. If I had to narrow down the things I learned about collaboration I would choose: Give time for brainstorming- After the initial meeting, walk away and give yourself time to be creative. Integrate- Integrating your subject areas allows for a broader collaboration. Integrating with a media specialist can integrate reading and technology but we should not stop there. Find a teacher who is great at teaching social studies and integrate a science lesson with her and her students. Be organized- When working with other staff member is it important to stay organized and remember to be prepared. It is not true collaboration if you are not prepared when you are meeting. After completing the lesson and evaluating the final product we can see that our collaboration efforts and lessons were successful. Students were able to walk away having mastered the standards and being able to answer the essential questions. We both felt that the lessons ran very smoothly and the students had fun while learning. After each lesson we met to discuss what we felt went well and what needed some improvements, so that the next time we completed this lesson we could make the necessary changes. We both thought that the final projects turned out great and because the students were enjoying it they seemed to show more effort. We also really liked the habitat packets and felt that the packet covered the facts we were looking for and was a great way to keep the students organized. A few areas we would like to change next year would be the lesson on citing. Since this was the first time the students had been exposed to citing sources we

would like to add a lesson or two in. These lessons would focus mainly on how to cite and where to find the citing information. We felt that these lessons could go into the lesson plan or take place before we begin this lesson. Another element that could use some improvement was time. Mrs. Devers felt that she should have given students more time to research and explore their materials. She thought that next time she could use part of her reading block to send students in small groups to continue research. I thought this would be very beneficial because as media specialist, I would have the opportunity to help these students in small groups as they came in for research. When discussing our methods of teaching we felt that they were effective to our students. Having the video as a review automatically caught their attention. The smart board was a great tool to use when discussing citations. It was easy for everyone to see and I was able to scan the actual page the students were using. This was great because it gave them a concrete example and they could see exactly what was expected. I learned a lot from this lesson about collaboration and reflection. It is so important to use the staff members around you. We are all unique and different in our ideas and teaching styles. We need to use this to our advantage so that we can reach all of our students. Reflecting back on the lessons you have taught is a great way to learn. As an educator it is important that every school year be a learning process for not only your students but yourself. We need to continue to learn how to reach our students in multiple ways. Reflection is a great tool to use from year to year, so that we not only learn about the good and the bad of a lesson we learn how to become better teachers.