Information Literacy Lesson Plan

A Wet Wedding: How to Measure, Chart, and Predict Rainfall

Amanda Madsen ITEC 7130 Dr. Judith Repman Fall 2008

Unit Overview This information literacy lesson plan will be implemented during the study of the 4th grade science unit of weather. This unit incorporates the mathematical standard of data analysis. The classroom teacher is responsible for teaching social studies, science, reading, and writing and reinforcing math concepts taught by the math specialist at our Title I, Americas Choice School. Currently, she and the math specialist are experiencing severe time constraints and have been unable to provide the students with adequate data analysis practice. Also, because of the intense focus of the Americas Choice reading and writing program, she is having trouble nding time for science and social studies. In addition, the classroom teacher just completed a professional development course that introduced the 21st Century Skills. She communicated to me that she was feeling very overwhelmed with adding one more group of standards for her students to meet. Collaboration with the classroom teacher revealed her need of a unit that integrated math, science, 21st Century, and technology skills through hands-on activities that support our schools School Improvement Plan (SIP) goals. My goal is give her just that. Information Literacy Standards Learner uses skills, resources, and tools to:
1.

Inquire, think critically, and gain knowledge.

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

Georgia Performance Standards S4E4. Students will analyze weather charts/maps and collect weather data to predict weather events and infer patterns and seasonal changes.
a. Identify weather instruments and explain how each is used in gathering weather data and making forecasts (thermometer, rain gauge, barometer, wind vane, anemometer). b. Using a weather map identify the fronts, temperature, and precipitation and use the information to interpret the weather conditions.

c. Use observations and records of weather conditions to predict weather patterns throughout the year. d. Differentiate between weather and climate.

M4D1. Students will gather, organize, and display data according to the situation and compare related features.
a. Represent data in bar, line and pictographs. b. Investigate the features and tendencies of graphs. c. Compare different graphical representations for a given set of data. d. Identify missing information and duplications in data.

Materials and Equipment Anticipation Guide (for each student) LCD Projector SMART Board Laptop with SMART Notebook Lesson (scenario, KWSL chart, etc.) Access to a computer for each child (computer lab) Lesson Guide worksheet (for each student) Time The time frame for this unit is approximately 5 weeks. This lesson should be taught in one 50 minute class session. Assessment Anticipation Guide students will complete the anticipation guide before the lesson begins, and once it is complete. This serves as both a pre and post assessment. Lesson Guide worksheet students will complete this guide as they participate in each step/activity of the lesson. Line Graph each student will make and print a line graph using the website listed below.

Essential Questions Unit EQs: o Do we drink the same water the Dinosaurs drank? o How do we measure, record, chart, and predict weather on earth?

Lesson EQs: o How do I measure rainfall? o How do I use the internet to nd the amount of rainfall in Atlanta in 2007? o How do I use a graph to show change in rainfall over one year? o How can this information be used to predict future rainfall and plan events? Lesson Learning Outcomes The students will: Determine that the amount of rainfall in one area can be measured using a rain gauge. Use internet search skills to locate a chart of monthly rainfall in Atlanta in 2007. Choose the best graph to chart the rainfall over a 7-day period and make a graph online. Apply the found information to answer the scenario.

Introduction (10 minutes) [Instruction of this lesson will be done by the media specialist and take place in the computer lab]. The MS will have the following song playing when the students enter the room: Water Cycle Song: http://tomsnyder.com/products/productextras/ SCISCI/waterlyrics.html Once everyone is seated, the MS will give each student an anticipation guide (see attached). Inform them that this is NOT for a grade; they will ll it out now (at the beginning of the lesson) and later (at the end of the lesson). The students will complete the anticipation guide and put it to the side until the end of the lesson. Remind them to think about the statements on the guide throughout the activities today. Display the following scenario on the SMART board:

Scenario: Sara is planning her wedding. She and her anc will have an outdoor garden ceremony at the Atlanta Botanical Gardens. Sara has not set the date for the wedding yet. She wants to choose a month of the year when it is least likely to rain. During what month should Sara get married? Create a graph to show your data. Display a KWSL chart on the SMART Board that includes the following questions: o What do we know? o What do we want to know? o What steps should we take to nd the needed information? o What did we learn? Lead them in completing the rst three questions and type their answers on the SMART board o What do we know? o Sara wants to get married in the month when it is least likely to rain. o What do we want to know? o How is the amount of rain in one area measured? o In what month does it rain the least? (This is the month that it will be least likely to rain). o What kind of graph should we make to display our rain data? o What steps should we take to nd the needed information? 1. Use our search skills to nd how the amount of rain in one area is measured. 2. Use the internet to nd a chart with the amount of rainfall for each month in 2007. 3. Determine the type pf graph that should be used to display Atlantas 2007 rainfall data. 4. Create a graph to display this data.

Procedure (35 min) The MS will leave the KWSL chart on the board for students to refer to for their steps/plan and give each student a worksheet for them to record their information for each step. Instruct the students to visit the following URL: http:// powersferry.typepad.com/madsen (the class blog) where they will nd a list of steps and URLs that will guide them in locating the necessary information. 5

Step 1: First, students will use Ask Kids to locate the answer to the following question: How is the amount of rain in one area measured? (answer: a rain gauge) Step 2: Next, they will do an internet search using Google to nd a chart with the amount of rainfall for each month in Atlanta in 2007. The MS will guide them in their search and (if they are unable to locate the information) cue them to type monthly rainfall in Atlanta in 2007 into Google. This should lead them the following URL: http://www.srh.noaa.gov/ffc/html/clisum07.shtml which should have this chart:

Jan Feb Mar Apr May June July Aug Sep Oct Nov Dec Total Departure Atlanta 2007 3.95 2.63 1.31 1.79 2.05 3.66 1.85 3.48 2.92 2.47 0.96 4.78 31.85 1971-2 30 yr 5.03 4.68 5.38 3.62 3.95 3.63 5.12 3.67 4.09 3.11 4.10 3.82 50.20 000 avg -18.35

Step 3: They will visit the following link to complete a graph tutorial while answering corresponding questions on their worksheet. From this tutorial, they should determine what type of graph should be used to display Atlantas rainfall data for 2007. Graph Tutorial: http://www.beaconlearningcenter.com/WebLessons/ KindsOfGraphs/default.htm#page2 Step 4: Finally, the students will each create a graph to display this data using the following interactive website: http://nces.ed.gov/nceskids/ createagraph/default.aspx Students can print their line graphs and turn them in to the classroom teacher. Conclusion Guide students in completing the last column of the KWSL chart. Have a few students share their line graphs with the class and lead a discussion to summarize and check over the lesson guide worksheet. Make sure everyone determined the correct month in which Sara should plan her wedding. 6

As students exit the computer lab, play the Water Cycle Song again. Accommodations The lesson guide worksheet is provided to aid students who have trouble following steps and completing tasks independently. ESL students can be assisted by the ESL teacher that services this classroom daily. Students who have difficulty locating information on the internet will be given support by the MS and/or the classroom teacher. In addition, students will be seated strategically next to others who can provide support. Print Resources
o o o o o o o o o o o o Water Dance by Thomas Locker A Drop of Water: A Book of Science and Wonder by Walter Wick The Earth and I by Frank Asch The Magic School Bus: At the Water Works by Joanna Cole The Magic School Bus: Wet All Over by Joanna Cole The Magic School Bus: On the Ocean Floor by Joanna Cole The Magic School Bus: Takes a Dive by Joanna Cole I Am Water (Hello Reader! Science Series) by Jean Marzollo Water by Frank Asch Water, Science, Water Fun: Great Things to do with H2O by Noel Fiarotta and Phyllis Fiarotta Where Does Water Come From? by C. Vance Cast Where Do Puddles Go? by Fay Robinson

Pathnder for Resources (During Lesson) http://powersferry.typepad.com/madsen - Class blog that includes links to the following web resources and websites. http://tomsnyder.com/products/productextras/SCISCI/waterlyrics.html This website includes the Water Song; an educational, catchy song that can help students learn the vocabulary of the water cycle. http://www.srh.noaa.gov/ffc/html/clisum07.shtml - The 2007 Climate Summary for North and Central Georgia provided by the National Weather

Service Forecast Office. The chart of monthly rainfall (in inches) for 2007 is located here. http://www.beaconlearningcenter.com/WebLessons/KindsOfGraphs/ default.htm#page2 This helpful, easy-to-read tutorial of the different kinds of graphs is a great resource for students; whether its used independently, small group, or whole group. http://nces.ed.gov/nceskids/createagraph/default.aspx - A great, interactive website that allows students to create various types of graphs. Pathnder for Resources (For support before and after lesson) Water Cycle and Weather Resources: http://www.epa.gov/ogwdw/kids/ash/ash_watercycle.html - an interactive website that provides colorful images of the water cycle with animated graphics and interactive tools. Created by the EPA. www.epa.gov/safewater/kids/ash/ash_matching.html - an interactive website that provides colorful images in the form of a matching game. Created by the EPA. http://www.edheads.org/activities/weather/frame_loader.htm - students can use this interactive and engaging website to report and predict weather. http://teacher.scholastic.com/activities/wwatch/investigate/ weather_maker.htm - this interactive website allows students to manipulate weather conditions (temperature and humidity) and view the immediate effects of these changes. Graphing Resources: http://www.beaconlearningcenter.com/WebLessons/KidsHavePets/ default.htm - another helpful tutorial for charting and graphing information. http://pbskids.org/cyberchase/games/bargraphs/bargraphs.html graphing game provided by PBS; gives students a chance to practice what they learned in a fun way. This could be a great at-home resource.

http://classroom.jc-schools.net/basic/math-graph.html - this helpful website has about 50 links to various graphing resources including creating graphs, graph games, lesson resources, and videos.

Reection During collaboration, planning, and implementation of this lesson, I had many realizations First, and foremost, I realized just how vital it is for the media specialist and classroom teacher to develop a partnership and form an alliance to help all students. I believe this requires, however, the media specialist to initiate conversation and advertise her availability and interest in working along side the classroom teacher. I think many teachers are unaware of what a valuable resource the MS can be. I now understand how much time goes into an interactive, integrated lesson and how much planning it takes to assimilate various content areas, standards, and technology skills. The media specialist works with all grade levels, and therefore must be familiar with all grade level standards. I believe the task of familiarizing yourself with so many standards is one that requires much organization, dedication, and time. Succeeding at this, however, would seemingly result in greater student achievement and (ideally) a more solid unity of educators. During collaboration, I thoroughly enjoyed being able to assess the needs of a classroom teacher and ask questions to help her meet the needs of our students. I took this into consideration while planning the activities and really tried to take her needs and wants into consideration when planning this lesson. During implementation of this lesson, the classroom teacher and I worked side-by-side with the students to guide them through the activities. Overall, the class was engaged throughout the lesson and was able to follow the steps outlined in the KWSL chart. The classroom teacher later informed me that, the internet search experiences they gained in this lesson have aided them in several endeavors since this activity. She said they are more condent because, even if they dont an answer, they know they can nd it. I believe this is a vital lesson to learn in life and one that will facilitate great achievements. The next time I teach this lesson, I will probably allot more time for the students to complete the activity. Since not all students are used to working on the internet, it took some of them a while to complete each step. Also, for those students that nish early, I should put links to more pathnder resources on the class blog for them to visit.

10

Name__________________

Date__________

Water Cycle Anticipation Guide Write T if you think the statement is true. Write F if you think the statement is false. If you do not know, write a question mark (?). Before Lesson Fact Line graphs should be used to show change in data over time. The amount of rain in one area can be measured using a rain gauge. Rainfall is greater in some months than it is in other months. Rainfall can form a pattern over many years. This pattern can be used to predict future amounts of rainfall. After Lesson

11

KWSL Chart
What steps should we take to nd the What do I want to What do I know? needed What did I learn? know? information?

12

Name__________________

Date_______________

Lesson Guide Worksheet Use this worksheet to record your ndings during the following activities * Go to our class blog to nd links to all of the websites you will use today. 1. Go to Ask Kids and nd the answer to this question: How is the amount of rain in one area measured? ___________________________________________________________ ___________________________________________________________ 2. Use Google to nd a chart with the amount of rainfall for each month in Atlanta in 2007. Record the monthly data below: May______ Jan______ Feb______ Mar______ Apr______ Sep______ 3. Complete the graph tutorial and answer the following questions: a. What kind of graph is shaped like a circle? ________________________________ b. A _________________graph uses bars to show data. c. A __________________graph uses pictures to show data. Jun______ Jul______ Aug______ Oct______ Nov______ Dec______

13

d. A _________________ graph uses plotted connected to form a line to show data. e. A _________________ graph can show changes over time (hint: Treys height over 8 years). During the practice, record your answers below:

1. _____________________ 2. _____________________ 3. _____________________

4. _____________________ 5. _____________________

4. What type of graph should you make to show the change in rainfall over time? _____________________________________ 5. Create your graph by entering the amount of rainfall for each month. When you are nished, raise you hand so that a teacher can check it, then you may print it out. 6. In what month should Sara plan her wedding? ____________________

14