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Miller - J Collaborative Literacy Lesson Plan
Miller - J Collaborative Literacy Lesson Plan
Title of Unit
4 weeks
S4E3. Students will differentiate between the states of water and how they relate to the water cycle and weather. a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water vapor/steam) and changes from gas to liquid to solid. b. Identify the temperatures at which water becomes a solid and at which water becomes a gas. c. Investigate how clouds are formed. d. Explain the water cycle (evaporation, condensation, and precipitation). e. Investigate different forms of precipitation and sky conditions. (rain, snow, sleet, hail, clouds, and fog). AASL Standards: 1. Inquire, think critically, and gain knowledge. 1.1.1 Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the realworld connection for using this process in own life. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 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. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.2.2 Demonstrate confidence and self- direction by making independent choices in the selection of resources and information. 1.3.1 Respect copyright/ intellectual property rights of creators and producers. 1.3.5 Use information technology responsibly. 1.4.4 Seek appropriate help when it is needed.
2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
2.1.6 2.4.1
Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. Determine how to act on information (accept, reject, modify).
3. Share knowledge and participate ethically and productively as members of our democratic society.
3.1.1 3.1.3
Conclude an inquiry- based research process by sharing new understandings and reflecting on the learning. Use writing and speaking skills to communicate new understandings effectively. Seek information for personal learning in a variety of formats and genres. Use creative and artistic formats to express personal learning. Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements.
Understandings
Students will understand that:
Information can be found in a variety of places and formats.
They can use different strategies for locating information quickly and effectively. Not all information is pertinent to their end goal. They need to narrow down key words when doing research. Related Misconceptions: All information is good information. Valuable information can be found in older print materials.
Essential Questions
Overarching Questions: How do we find good information? How can we find information quickly? What are efficient ways to find information online? Topical Questions: How is precipitation made? Why does precipitation come in different forms?
Skills
Students will be able to: Effectively use internet search sites. Sift through information to find key pieces of evidence and main ideas. Create a simple PowerPoint presentation to display their information.
They can use different strategies for locating information quickly and effectively. Not all information is pertinent to their end goal. They need to narrow down key words when doing research.
Essential Questions
Overarching Questions: How do we find good information? How can we find information quickly? Why does precipitation come in different forms? What are efficient ways to find information online? Topical Questions: How is precipitation made?
2 Points
Some good information present. Information is pertinent to the topic. Some pictures are used. Color scheme is easy to follow. Too many animations take away from the presentation. One or two
3 Points
Many pieces of good information. Information is developed, explained, and pertinent to the topic. Good use of pictures. Color scheme and text flow well. Animations are used when appropriate. No spelling or
Total
Visual Appeal
Grammar/Spelling
grammar or spelling mistakes. Mistakes do not distract from the overall presentation.
grammar mistakes.
Other Evidence
-Main Idea Quiz to see how well students can skim and locate particular information. (Explanation) http://www.softschools.com/quizzes/language_arts/main_idea/quiz151 0.html -Observe how students find and use information. (Perspective) -Students type reflection on finding information and the information gathering process. (Self-Knowledge)
Student Self-Assessment and Reflection Students will reflect on the information gathering process. They will discuss what ways they found most effective and why they think it is important to locate information. They will also share websites that they found to be useful.
Week 2 1. Students will go to the Literacy skills website to peruse the materials there. They will learn tips and skills for searching the internet and skimming for information. Link: http://literacyskillsresources.wikispaces.com/Literacy+Skills+Resources (E1) 2. Once they have gone through the wiki, the students will be shown how to create a PowerPoint. (O) 3. Students will continue to search for information. (O) Week 3 1. Students work on finding information and pictures to place in their PowerPoint. (R) 2. Students will work on their PowerPoint presentation. (R)
Week 4 1. Students will finish PowerPoint and type reflection prompt. (R, E2)
Reflection:
Planning: I sat down with a 4th grade teacher at my school to discuss what areas of information literacy were lacking. She made the comment that students needed help skimming and finding main idea of a non-fiction passage. She also mentioned that the students sometimes needed help trying to find websites that contained good information. The students would find themselves at websites that were either too difficult, or they were not fully understanding the overarching questions and were not searching for the correct key words. This prompted me to check on the students performance series scores. We take performance series tests three times a year: August, January, and May. The students are tested on reading, math, language arts, and science. Some areas that were lacking were indeed related to finding main ideas and skimming. In my years of co-teaching, finding the main idea of a passage is always a weakness across grade levels. This is definitely an area in which students can use a boost. I also feel that all students at the elementary level could benefit from a lesson on searching the internet. With the introduction of the Common Core and the focus on research and non-fiction, students can use help knowing where and how to find information. This helped me to create the list of resources found in my wiki (http://literacyskillsresources.wikispaces.com/Literacy+Skills+Resources). I feel that the students could benefit from spending time at this wiki and just perusing the different websites. They will benefit from getting tips on skimming, research, and plagiarism.