Information Literacy Lesson Plan Emily S.

Fincher Georgia Southern University FRIT 7136

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Information Literacy Lesson Plan and Pathfinder

GRADE: 2nd CONTENT TOPIC: Matter
ST

STANDARDS FOR THE 21 -CENTURY LEARNER GOALS Standard: 1- Inquire, think critically, and gain knowledge Skills Indicator: 1.1 Inquire, think critically, and gain knowledge. Benchmarks:

1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life. 1.1.9 Collaborate with others to broaden and deepen understanding.
Dispositions Indicator:

1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.
Responsibilities Indicator(s):

1.3.4 Contribute to the exchange of ideas within the learning community.

Self-Assessment Strategies Indicator:

1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
CONNECTION TO LOCAL OR STATE STANDARDS

S2P1. Students will investigate the properties of matter and changes that occur in objects. a. Identify the three common states of matter as solid, liquid, or gas. b. Investigate changes in objects by tearing, dissolving, melting, squeezing, etc.

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OVERVIEW:

As part of a science unit on matter, students will be divided into groups and assigned one of the three states of matter. Students must research the state of matter they have been given and present a short presentation on it. Students will also be given the opportunity to have the class participate in a science experiment they have come up with involving their state of matter.
FINAL PRODUCT:

Students will present their presentations via PowerPoint, poster or storyboard. The teacher will make available the resources need to present the science experiment to the class.

LIBRARY LESSON(S): Students will be taken to the media center and under the guidance of the media specialist and classroom teacher, be given an introduction in research using search engines, encyclopedias, and other resources. Students will be shown how to weed out relevant information and how to cite sources at an appropriate level. ASSESSMENT Product

The classroom teacher, media specialist and students will assess the answer that students provided on activity sheet during lesson to confirm that students made the correct observations. The activity sheet can be viewed here: http://cybersmartcurriculum.org/assets/files/activitysheets/2-3/Using_Keywords.pdf

Process

The teacher and media specialist will observe the students as they conduct their searches on the Internet and complete their activity sheets. The teacher and media specialist ask questions of the students to check for understanding as the students work through the lesson.
Student self-questioning How could I change my wording to make my search more efficient? What key words should I use to make my search more efficient? Do the results that I have found match my topic and would they be helpful?

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INSTRUCTIONAL PLAN Resources students will use: __ Online subscription database(s) Nonprint X Web sites __Books __Reference

__Periodicals/newspapers

Other (list):

Instruction/activities o Direct instruction: The media specialist begins the lesson by asking students about their use of the Internet to find information. She asks if anyone has ever researched anything. She is anticipating that not many of the students have. She then introduces the activity from CyberSmart and shows the students how to use the search engines to search for relative information. o Modeling and guided practice: The teacher and media specialist pass out the materials to students. After having students read opening paragraph, the media specialist and teacher help students to find the correct website to begin. Students work individually with the teacher and media specialist circulating to help with questions that may arise and to monitor work. Periodically the media specialist and the teacher will ask students to share results of searches and what they have learned about effective search methods. o Independent practice: Upon completion of the activity sheets, the media specialist asks the students to search independently for information on their type of matter. The media specialist and teacher remind students to change their wording as they need to. They also circulate to help students that may encounter a problem. o Sharing and reflecting: After conducting independent searches for information on the types of matter, the media specialist asks the students to share the results they were given and which ones were most helpful.

Pathfinder URL: https://matterpathfinder.wikispaces.com/

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REFLECTION

I received some resistance from the classroom teachers when I approached them about doing this assignment. Because of our curriculum, research if frowned upon. Students are supposed to read and discover, not look at up things on the Internet. I actually wound up having to do the assignment during their planning time. The classroom teacher that finally agreed teaches the GATE class which is the gifted children. They had never had any research assignment. Teaching younger kids the research skills they need can be very difficult. I knew that we were in for a challenging assignment when we sat them down at the computers. We went into the computer lab so each child would have their own computer, but that meant that we each had to have ten children to monitor. We had the expected problems, How do you spell this?, How do I go back?, My computer doesnt work right!. After 15 minutes, most of them seemed to get the hang of it. All of them had a reasonable site that gave them information whether on their own or through teacher redirection. We completed the CyberSpace activity. I then instructed students to search the web for their topic. We had literally thousands of sites that popped up from games to play about matter to sites that gave links to NASA. Weeding through those with the students took forever because we had to pretty much go to each one and help them read it then decide if it was relative to their search. If not, they had to go back and change their wording to see if they got a better search. Next time, I will definitely spend more time in the planning stages in consultation with the classroom teacher. It would probably also be beneficial to make sure the classroom teacher has some research strategies of her own. The projects did turn out cute. Most of them chose to do a storyboard instead of a PowerPoint because they wanted to draw, but that will give us another opportunity for a lesson in creating a PowerPoint! The teacher used them as a Performance Task and they were displayed in the hall. We also wound up inviting parents. The students also found several science experiments that they wanted to do while searching for information. One group used balloons and hair, one group made Jello, but my favorite was the group that chose to make root beer floats demonstrating the bubbles in the root beer as a gas.

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References

American Association of School Librarians. (2009). Standards for the 21st century learner in action. Chicago, IL: Author. CyberSmart! Education. (2009). Smart keyword searching. Retrieved from http://cybersmartcurriculum.org/assets/files/activitysheets/2-3/Using_Keywords.pdf