Charity Hayashi LIS 686 Spring 2013

Unit Outline
1. Unit Title- Life Cycles 2. Essential Question: How do living things change during the life cycle? 3. Primary Content Area: Science 4. Grade Level: 2 5. Unit Duration: 22 lessons (2 lessons/wk = 11 weeks) 6. Description of Unit: Purposeo All living organisms experience change. This unit presents an opportunity for students to learn how animals, plants and insects undergo a process of change and growth during the life cycle. Student Activities/Taskso Students will investigate changes in living organisms. Working collaboratively, they will locate and summarize information from two or more sources. Students will then have the opportunity to select an animal, plant or insect of their choice to individually research while applying inquiry based learning skills. Final Product & Audienceo Students will create a digital story to explain their life cycle research. The eBooks will be presented and read aloud to a Kindergarten class studying the differences and similarities between plants and animals.

7. HCPS Standards Directly Addressed: Life and Environmental Sciences: Standard 4 Structure and Function in Organisms: Understand the structures and functions of living organisms and how organisms can be compared scientifically. o Benchmark SC.2.4.1: Explain how plants and animals go through life cycles. 8. Common Core Standards Directly Addressed: Language Arts- Reading Informational: Key Ideas and Details 2.RI.3- Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Language Arts- Craft & Structure

2.RI.5- Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

Language Arts- Writing: Production and Distribution of Writing 2.W.6- With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. 9. Standards for the 21st Century Learner Directly Addressed: Standard 1: Inquire, think critically, and gain knowledge. 1.1.3- Develop and refine a range of questions to frame the search for new understanding. 1.1.5- Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations and create new knowledge. 2.1.3- Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations and further investigations. 2.1.5- Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. Standard 3: Share knowledge and participate ethically and productively as members of our democratic society. 3.1.1- Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 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.

10. Assessment Criteria Based on Standards: I can explain how plants, animals, and insects experience change in life cycles. I can locate information using text features. I can summarize information to support my research. I can present my final product to a Kindergarten class studying plants and animals.

11. Tools or Methods for Assessment: Students will develop ideas and organize their thoughts by completing graphic organizers and note taking forms. Checklists and Exit Passes will be completed by both the students, teacher (and/or LMS) to assess learning goals.

A final project rubric will be used to guide the development and assessment of the final project (digital story). LIFE CYCLES Unit Timeline Grade 2

Session # 1

Location LMC

Classroom

3-4

LMC

Focus Task Definition: Introduce Unit Gain understanding of life cycles. Explain life cycle phases. Describe how living organisms change and grow. Task Definition: Understanding purpose of unit Develop an understanding of different life cycles. Select a plant/animal/insect life cycle to research individually. Information Seeking Strategies: Understand librarys arrangement of information print resources. Locate print resources in library that supports their life cycle research project. Location & Access/Use of Information: Locate important life cycle details in sources using text features. Homework: Find life cycle details in selected print resources for research project. Synthesis: Summarize information from two or more sources by circling important details written in Finding Information note taking forms. Combine and transfer circled details to My Writing Plan Graphic Organizer. Homework: Summarize their research project information by circling and transferring details to their own Writing Plan. Synthesis: Continue summarizing information by writing captions for each life phase of My Writing Plan. Homework: Summarize research project details by writing captions for their life phases. Use of Information: Highlight key words in captions of My Writing Plan to include in illustrations. Draw and color illustrations to match captions for

5-6

LMC

7-8

LMC

9-10

Classroom

11-12

Classroom

life cycle phases. Homework: Complete illustrations at home. Use of Information Create rough draft of story map to guide layout of final digital story (title page, introduction page, and four phase pages) Communicate New Knowledge: Take digital photos of phase illustrations and upload to digital file. Communicate New Knowledge: Develop an understanding of iBooks & how to create digital stories. Communicate New Knowledge: Create digital story of life cycle research using uploaded images of illustrations, captions, book cover, and phase pages.

13-14

LMC

15

LMC

16

LMC

17-19

LMC

20-21

Kindergarten Share Findings Classroom Read digital stories aloud to different Kindergarten classes currently learning about the differences between plants and animals. Classroom Reflection Students will orally share in small groups their discoveries about changes in life cycles.

22

TASK DEFINITION 1. Unit Title and Grade: Life Cycles (Grade 2) 2. Lesson Title: Task definition- Introducing theme 3. AASL Standards: Standard 1- Inquire, think critically and gain knowledge. 1.1.6- Read, view, and listen for information presented in any format in order to make inferences and gather meaning. Standard 3- Share knowledge and participate ethically and productively as members of our democratic society. 3.1.1- Conclude an inquiry based-research process by sharing new understandings and reflecting on the learning. Common Core State Standards: Reading Informational: Key Ideas and Details 2.RI.2- Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. Writing: Research to Build and Present Knowledge 2.W.8- Recall information from experiences or gather information from provided sources to answer a question. Speaking and Listening 2.SL.1- Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. HCPS: Life and Environmental Sciences: Standard 4 Structure and Function in Organisms: Understand the structures and functions of living organisms and how organisms can be compared scientifically. o Benchmark SC.2.4.1: Explain how plants and animals go through life cycles. 4. Learning Objectives/Goals: We will: Explain the phases in a life cycle. Describe change and growth in living things. 5. Assessment Criteria: I can name the phases of a life cycle of an animal, insect, or plant. I can describe at least two changes that happen in each phase of a life cycle. 6. Assessment instrument: Life cycle graphic organizer created by teacher and LMS.

7. Resources used: Monarch Butterfly Info Sheet Chicken Info Sheet Sunflower Info Sheet Life Cycles Video & Game http://www.sheppardsoftware.com/scienceforkids/life_cycle/movie.htm Additional Materials: Graphic Organizer (enough for each student) 4 large colored photographs depicting stages of frog life cycle, reinforced with cardboard backing Chart paper Hula Hoop Post it notes 8. Responsibilities of Teacher & LMS This lesson will be taught by both teacher and LMS and will take place in the library and computer lab due to the utilization of computer software & print resources. The teacher leads the theme introduction and the LMS provides facilitation to students during collecting information from online and print resources. 9. Lesson Procedure: a. Introduce Theme/Motivate Curiosity: (Teacher) o Post todays goals and criteria on chart paper. We will: Explain the phases in a life cycle. Describe change and growth in living things. Today we will be learning about life cycles and how all living things change and grow. Place four large colored pictures (labeled with phase names) depicting each stage of a frogs life cycle, on the board (no specific order). Here we have some pictures of a life cycle. Can you tell me the different details you see in each picture? (call on students for answers) Write student answers on separate post-it notes and stick to edges of each picture. b. Present New Concept: (Teacher) Link picture discovery to new unit by asking students: o What do these pictures have in common? Are they phases from the same life cycle or animal? (yes, they represent a frogs growth and change) o Based on the pictures, how does a frog start its life? (egg) o Take egg picture off board and ask student volunteer to tape the egg picture to the top of a hula-hoop to represent the first life cycle stage. Review the details students noticed in the egg picture.

o Proceed doing the same with each stage, emphasizing the frogs changes until all pictures are in order on the hula-hoop. Tape arrows in between each picture to show correct life cycle direction. o While holding hula-hoop, introduce essential question: HOW DO LIVING THINGS CHANGE DURING THE LIFE CYCLE? Post question on chart paper and hang hula-hoop on display for future reference. c. Activity Demonstration: (LMS) o We have just learned how a frog changes during its life cycle. Now you are going to have a turn to learn how other types of living things change through their life cycles. o In this activity, you will be assigned a type of animal, insect, or plant. You will be finding: all of its phase names one (or two) details of how it looks (or changes) in each phase o Hold up graphic organizer. This is the graphic organizer you will be completing to explain what you have discovered. o Just as we explained the details of a frogs phases on sticky notes as a class, you will be writing down the phase names located under the pictures in each phase box and writing one or two details about how the animal changes in that phase. o I will be assigning you partners to complete this activity together. We have two stations set up for you to rotate through in order to complete the graphic organizer. The first station is the info sheet station where you will be looking at information on your assigned animal, insect, or plant. You only need to find information for ONE animal or insect. (Hold up info sheets for students to see) The second station is in the computer lab where you will be watching a short life cycle video and playing a life cycle game, noticing the different ways that animals and insects change during their life cycles. You may play the game more than once, but please make sure each partner has a turn. d. Practice & Feedback: (LMS) Have two separate information areas set up prior to the sessioncomputer lab & info sheet stations. Students will work in pairs and visit both information stations with their partners. They will have 10 minutes to work at each station. Teacher assists students at the info sheet station and LMS assists at the computer lab station. c. Assess for learning. (Teacher & LMS) Reassemble the class in the library.

Place 3 pieces of labeled chart paper up on board: Monarch Butterfly; Chicken; Sunflower Have each pair share one change or detail they observed in their life cycle. As students share, write their discoveries under each life cycle name on chart paper. Explain to students that even though the life cycles they discovered are a little different from each other, all experience change and growth in some shape or form.

10. Assessment Tools The Graphic Organizer checklist will be the primary assessment tool used for this lesson. Students will also complete an Exit Pass on notebook paper, answering the following questions: The animal, insect, or plant I learned about today was a _______. One way this animal or insect changes during their life cycle is: I would like to find out more about the life cycle of a _________ .

Wikipedia: User: Tarquin

The Life Cycle- Task Definition

Wikipedia: User: Froggydarb

Wikipedia: User: Michaelwild

The Life Cycle- Task Definition

http://www.soil-net.com/album/Animals/Reptile_Amphibians/slides/Frog%2005.html

The Life Cycle- Task Definition

Monarch Butterfly
1

Lonnie Huffman

Egg

Wikimedia: User: Armon Flickr.com: The Natural Capital

Butterfly

Caterpillar

Wikipedia: User: Umbris

Chrysalis

The Life Life CycleCycle- Task Task Definition Definition The

Chicken
1

Wikimedia: User: Fir0002

Egg

Flickr.com: Steven L Johnson

Flickr.com: Troy B. Thompson

Adult Chicken

Hatchling

Pixabay:User: Hans

Chick
The Life Cycle- Task Definition

Sunflower
1

Flickr.com: Leo Reynolds

Seed

FreeFoto.com: Ian Britton

Wikimedia: User: Bluemoose

Sunflower

Seedling

Flickr.com: yuan2003

Flower Bud
The Life Cycle- Task Definition

Life Cycle of a ______________

Learning Goals We will: Explain the phases in a life cycle. Describe change and growth in living things.

Team Member Names:

_________________________________

Phase 1:_______________________________

_____________ Phase 4: __________________ Phase 2:___________________

Phase 3:__________________

Student Assessment Checklist: I can name the phases of a life cycle of an animal, insect, or plant. I can describe at least two changes that happen in each phase of a life cycle. Yes Not Yet

Teacher Yes Not Yet

The Life Cycle- Task Definition

LOCATION & ACCESS 1. Unit Title: LIFE CYCLES- Grade 2 2. Lesson Title: Location & Access 3. AASL Standards: Standard 1- Inquire, think critically and gain knowledge. 1.1.6- Read, view, and listen for information presented in any format in order to make inferences and gather meaning. Standard 3- Share knowledge and participate ethically and productively as members of our democratic society. 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. Common Core Standards: Reading Informational: Craft & Structure 2.RI.5- Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

HCPS Standards: Standard 4: Life and Environmental Sciences: STRUCTURE AND FUNCTION IN ORGANISMS: Understand the structures and functions of living organisms and how organisms can be compared scientifically Benchmark SC.2.4.1- Explain how plants and animals go through life cycles 4. Lesson Goals for learner: We will: Name the four phases of a life cycle. Locate details for each life phase. 5. Criteria to assess student achievement of goals: We can use one or two text features in a print resource to find life cycle information. 6. Assessment instrument: Students will use the Learning Goal Checklist located at the bottom of the Finding Information note taking form to assess whether they have met or not yet met the learning goals for the lesson. Teacher/LMS will use the same checklist to assess student learning. 7. Resources Used: Finding Information Note Taking Form Zemlicka, Shannon. From Tadpole to Frog. Minneapolis: Lerner Publications Company, 2003. Print.

Additional print resources used in class activity: Hartley, Karen. Ant. Des Plaines, IL: Heinemann Library, 1998. Print. Bug Books. Heinemann First Library. Hartley, Karen. Fly. Des Plaines, IL: Heinemann Library, 1999. Print. Bug Books. Heinemann First Library. Magloff, Lisa. Duckling. New York: Dorling Kindersley Limited, 2003. Print. Watch me grow. Magloff, Lisa. Rabbit. New York: Dorling Kindersley Limited, 2004. Print. Watch me grow. Magloff, Lisa. Penguin. New York: Dorling Kindersley Limited, 2004. Print. Watch me grow. Marsico, Katie. A Baby Lobster Grows Up. New York: Childrens Press, 2007. Print. Scholastic news nonfiction readers. Marsico, Katie. A Manatee Calf Grows Up. New York: Childrens Press, 2007 Print. Scholastic news nonfiction readers. Zollman, Pam. A Bear Cub Grows Up. New York: Childrens Pres, 2005. Print. Scholastic news nonfiction readers. Other materials needed: Document camera or overhead projector 8. Responsibilities of Teacher & LMS: This lesson will be taught by the LMS and will take place in the library. The teacher will assist in filling in the graphic organizer using the document camera as the LMS models how to locate life cycle details using text features. Both LMS and teacher will assist students while they practice finding information using text features in small groups. 9. Lesson Procedure: (LMS) a. Introduce Purpose: Post learning goal and assessment criteria on chart paper and go over with class. b. Hook Interest: As you know, we have been learning about changes in life cycles. Up until now we have been observing with our eyes all the changes that happen in each phase by noticing the details. Today, we are going to have another chance to look for details in life cycles, but this time we will be using print resources to find our information. Hold up print resource From Tadpole to Frog. There is a lot of great life cycle information in this non-fiction text. What are some text features we talked about last lesson that would help us find important details in this book? Do I just open the book wherever and start reading? (no, look at the pictures, look at the table of contents, subheadings tell you what the page is about) c. Present/Model New Concept:

Yes, as we talked about in our previous lesson, text features are just like a road map.they help direct us to find the information we are looking for. Lets do a quick review of the text features found in print resources (recap text features to students) Now we are going to use text features to look for information in this book on a frogs life cycle. To do this, your teacher and I are going to complete a Finding Information note taking form. Teacher places note taking sheet on document camera/overhead projector for large group to see. LMS goes over learning goals, assessment checklist and explains the layout of the note taking form. LMS models how to complete the note taking form. First, we are going to look for a name and the details to enter into the Phase 1 box. By turning to the table of contents, I am able to see how the book identifies/labels the beginning of a frogs life. I can see here under the beginning of my life in the table of contents might be a good place to start looking. This can be found on page 3. Lets turn to page three and see what details we can find about Phase 1. Proceed to fill in Phase 1 box while thinking out loud in front of students. Make a point to address how using the various text features helps you to find important details to add to your phase 1 box. If time does not permit to complete the entire graphic organizer in front of students, model how to find and insert information for at least the first two phases in the Finding Information notes.

d. Practice: (LMS) Now you are going to have the chance to practice finding details using text features. I will be breaking you up into teams and your group will be finding details on a plant/animal/insect we have not already discovered during this unit. Pass out the Finding Information sheet and go over with class. Be sure to complete the assessment checklist at the bottom when you are finished. This is a good way to see if there are areas you need to go back and change before turning it in. Break class up into groups of 3-4. Pass out print resources for students. Teacher and LMS walk around to provide students with assistance. Note: Unit Timeline allows for this lesson to be completed in two parts, especially if students need additional time completing graphic organizers in their teams. e. Recap/Assess work Teacher and LMS bring students back together and ask them to share as a class what text features were used to find details in the text. Students will then complete an Exit Pass by writing down on notebook paper two of the text features they used during the lesson. Homework: Students will start finding information on their research project by completing their own Finding Information note taking form at home using selected print resources from the library.

10. Assessment Tools: The Finding Information note taking form will be the main assessment tool for this lesson. Group Member Names:

Finding Information
The life cycle of a ______________________

________________ _______________ ________________ _______________

We can name and describe the phases of a life cycle.

We found the information using: (check all) Table of Contents Index Glossary Pictures & Illustrations Subheadings

Phase 1:_______________________

Phase 2:________________________

Table of Contents Index Glossary Pictures & Illustrations Subheadings

Phase 3:_________________________

Table of Contents Index Glossary Pictures & Illustrations Subheadings

Phase 4:_________________________

Table of Contents Index Glossary Pictures & Illustrations Subheadings

Title of the book:_____________________________________________________ Author Name:_______________________________________________________

Student Teacher

Met Learning Goal Checklist: We can name the four phases of a life cycle. We can write one or two details for each phase.

Not Yet

Met

Not Yet

We can use one or two text features to find our information. The Life Cycle- Location & Access

Finding Information- Student Example

SYNTHESIS 1. Unit Title & Grade: Life Cycle (Grade 2) 2. Lesson Title: Synthesis- Selecting and Summarizing Important Details 3. Standards Used: AASL: Standard 2- Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1.1- Continue an inquiry-based research process by applying critical thinking skills to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. Common Core: Reading Informational: Integration of Knowledge and Ideas 2.RI.9- Compare and contrast the most important points presented by two texts on the same topic. HCPS: Standard 4- Life and Environmental Sciences: STRUCTURE AND FUNCTION IN ORGANISMS: Understand the structures and functions of living organisms and how organisms can be compared scientifically SC.2.4.1- Explain how plants and animals go through life cycles 4. Goals for Learner: We will summarize life cycle information from two sets of notes. 5. Criteria to Assess Student Achievement of Goals: We can circle at least two important details for each phase. We can combine and transfer circled phase details into a graphic organizer. Scoring Guide: A checklist (met vs. not yet) will be completed by both the student and LMS to determine learning goal achievement. 6. Assessment Instrument: My Writing Plan Graphic Organizer 7. Resources Used: My Writing Plan Graphic Organizer (blank) Finding Information notes (Samples A & B) Document Camera OR overhead projector (if no document camera provided) Overhead copies of My Writing Plan and Finding Information sheets if using an overhead projector.

8. Roles of Teacher and LMS: For this lesson, the LMS will be the primary instructor the lesson with the teacher providing support and assistance to students during partner work. 9. Procedure: LMS a. Introduce Purpose: Post learning goals and assessment criteria on chart paper and go over with class. b. Hook Interest: LMS (10 minutes) I happen to know that you all have been doing a fantastic job collecting information about your animal/plant/insect. Pretty soon we will begin writing our own life cycle stories based on the animal you have chosen to investigate. You have gathered information using the Finding Information note taking forms (hold up stack of sample sheets). But how are you going to get ALL this information (hold up notes) into a one-page story? What do you think? How might I find the important information I need in order to get ready to write a story about my animal/insect/plant? (put your notes in order, circle or star the information you want to share, staple it together so you dont lose it) Those are all great ideas. What I am going to show you today is how to choose the most important information from all your notes and organize it by putting it onto ONE sheet of paper. This is going to help make your story writing easier and simpler, because all you will need to look at is one piece of paper instead all your different notes when it comes time to write and illustrate your story. c. Present/Model New Concept: LMS (15 minutes) Place blank copy of My Writing Plan on document camera (or overhead). Pass out blank My Writing Plan to each student. MODEL THE WRITING PLAN: o This Writing Plan is a great way to combine the important information you want to include in your final story. Looking at the Writing Plan, lets review the learning goals by reading out loud the checklist at the bottom of the page. Review each learning goal with students. o Lets go over the layout of My Writing Plan. The left column Information from my notes is what we will be working on today, this is where you will be writing the most important facts and details for each life phase. The right column, My Caption, will be not be filled out today as we will be completing this in our next lesson. (To help students remember not to fill out My Caption, it may be helpful to have students fold paper in half vertically along middle line to separate the two columns and hide the My Caption column.) o To begin My Writing Plan, I must write the life cycle name at the top (frog), along with my name. o Next, I will move down to the Phase 1 box. Phase 1 box is where I am going to put information on the beginning of a frogs life. o How will I know what to put in this Phase 1 box? As you all know, we have been discovering together as a class about different life cycles

o o o

o o o

(frog, butterfly, chicken). We have collected information from different resources and found details in each life phase note taking form. Here is some of the information we have discovered about frogs. Hold up each note taking form, Sample A and Sample B. Pass out Sample A & Sample B Finding Information sheets. If possible, provide the organizers on different colored sheets of paper to help students distinguish between the different samples. By checking through the sample note taking forms, I can locate the beginning of a frogs life by looking at the Phase 1 details in each sample. Everyone turn to the Sample A Finding Information sheet and find the Phase 1 box details. Read Phase 1 details out loud. Here I notice an important detail about a frog I want to include in My Writing Plan- the frog begins its life as a clear egg with a black spot. To remember this, I am going to: 1. circle the detail I think is important with a colored pencil 2. Rewrite/transfer the circled details in Phase 1 box of My Writing Plan. Model circling the egg information in Sample A and then writing down clear with black spot. Now, look at Sample B. Is there any other information in this Phase 1 that I want to include in my final story? Yes, here I wrote down that the egg is laid underwater. Model how to circle the egg information in Sample B and write in the Phase 1 box of My Writing Plan the egg is laid in water.

d. Practice: LMS (15 minutes) Now is your turn to complete a different phase in My Writing Plan by working in teams using the information about frogs in Samples A & B. Lets look at the assessment checklist #1 on the attached page to make sure you are completing the organizer correctly. Do NOT use Checklist #2, as we will be using #2 with the next lesson. Note: If different checklists are confusing for students, consider cutting checklist sheet in and only providing one checklist for students for each synthesis lesson. Break class up into groups and assign each team a phase to complete. More than one group will need to be assigned to the same phase due to number of students. Groups will work on circling and transferring important details and completing their assigned phase in My Writing Plan. LMS and Teacher walk around to answer questions and assist groups in completing the graphic organizer. e. Assess Work: LMS (10 minutes) Bring class back together to review their answers for Phase 2-4 details. Have different groups share their answers out loud to the class. LMS completes the large blank My Writing Plan Information from my notes column with student answers, modifying as needed. Students are encouraged to fill in their own Writing Plans along with the LMS.

After large group My Writing Plan is filled in, ask students: What was something that surprised you as you began selecting the information you wanted to use? Was it easy or difficult to decide information to include? (there was more information than what would fit in the box, some of the information on the different graphic organizers was the same). This activity showed us how important it is to select the most important details about your animal/plant/insect. You cannot tell us everything about your (animal). As you found out in this exercise, there isnt enough time or space to give us every detail, but you can summarize by telling us the most important details. You all showed great effort today with this activity, great job. Homework: Students will summarize their research project details by circling and transferring details from their Finding Information notes to My Writing Plan.

10. Assessment Tools My Writing Plan graphic organizer & completed checklist will be the assessment tool used for this lesson.

Sample A- Handout (before circling exercise)

Sample A- Handout (after circling exercise)

Sample B- Handout (before circling exercise)

Sample B- Handout (after circling exercise)

My Writing Plan
The life cycle of a ____________________

Group Member Names: _______________ _____________ ______________ _____________

Learning Goal: I will summarize life cycle information from two sets of notes.

#1- Information from my notes Phase 1:

#2- My caption
____________________________________ ____________________________________ ____________________________________ ____________________________________

Phase 2:
____________________________________ ____________________________________ ____________________________________ ____________________________________

Phase 3:
____________________________________ ____________________________________ ____________________________________ ____________________________________

Phase 4:
____________________________________ ____________________________________ ____________________________________ ____________________________________

Modified from Harada, Violet H., and Joan Yoshina. (2004). Inquiry Learning Through Librarian-Teacher Partnerships.

The Life Cycle- Synthesis

My Writing Plan
Assessment Criteria Checklist- #1

Group Member Names: _______________ _____________ ______________ _____________

Learning Goal: I will summarize life cycle information from two sets of notes. Student Met Not Yet Teacher Met Not Yet

#1- Information from My Notes We can select and circle at least two important details for each phase. We can combine the important phase details into one graphic organizer.

--------------------------------------------------------------------------------------------------------------------Group Member Names: _______________ _____________ ______________ _____________

My Writing Plan
Assessment Criteria Checklist- #2

Learning Goal: I will summarize life cycle information from two sets of notes.

My Captions We can write captions in complete sentences for each phase.

Student Met Not Yet

Teacher Met Not Yet

The Life Cycle- Synthesis

Student Example My Writing Plan Note: Only the left column Information from my notes is completed as students will fill out only this portion of the graphic organizer during this lesson.

COMMUNICATE NEW KNOWLEDGE 1. Unit Title and Grade: Life Cycles (Grade 2) 2. Lesson Title: Communicate New Knowledge 3. AASL Standards: Standard 3- Share knowledge and participate ethically and productively as members of our democratic society. 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. Common Core State Standards: Language Arts- Writing: Production and Distribution of Writing 2.W.6- With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

4. Learning Objectives/Goals: I will create a digital story template to guide my final project. 5. Assessment Criteria: I can: o Insert a page into my digital story o Insert gallery boxes into a digital page 6. Assessment instrument: Checklist 7. Resources used: iBooks Author program (created on Mac, viewed on iPad) Computer Lab Smart Board or projector connected to LMS computer for large group demonstration Assessment Criteria Checklist 8. Responsibilities of Teacher & LMS This lesson will be taught by the LMS and will take place in the computer lab due to the utilization of computer software.

9. Lesson Procedure: a. Introduce Theme/Motivate Curiosity: (LMS) Post todays goals and criteria on chart paper. o I will create a digital story template to guide my final project. Today we will have a chance create a template, or outline, for your digital story.

In the last lesson, you uploaded your illustrations, and today you will be learning how to insert pages and illustrations into a digital story.

b. Present New Concept: (LMS) While students sit at their own computers, have them focus their attention on the large screen at the front of the room for the teacher demonstration. Another option is to have students sit up in the front of the room by the screen away from computers, or even in the library (with screen, projector and laptop) to provide instruction w/o distraction of computers. Open iBooks Author. Today we are going to be using a program called iBooks Author. This program allows you to create a digital story, and then view it electronically on an iPad. Here is a student example of a life cycle digital story created last year. Before I tell you how to create the story, lets talk about some details or parts of this page that you notice. Ask for student answers (each phase is on a different page, there are captions for each picture, the phases are labeled). Lets look closer at some of the details behind this digital story. o Notice the title page. It has the name of the insect, along with an illustration and the authors name. o Then is the introduction. You have already written out your introduction, so all you will need to do is type in the words you have written on your rough draft story map. o Next is where the phases are put in order, one phase per page, just like turning the page when reading a book. The phases are not placed just anywhere, as this would confuse the reader. o Each page has three parts: phase # and name illustration captions in full sentences Point to the digital phase page. This is where we will be focusing our efforts today- on creating a page for one of your life cycle phases. Now we are going to have the chance to try iBooks Author together. I will lead you step by step as a group on how to set up your digital story and insert a page as well as a gallery box I showed you in the student example. c. Activity Demonstration: (LMS) Have students open iBooks. Show students how to select a provided template and save the digital story before they begin creating their own story. Proceed to show students how to choose the Dedication page as the first page and then how to add new another new blank page. Students follow. Demonstrate how insert the gallery widget. Students follow. Select widgets-gallery image and show how to click and drag the gallery box onto the page, also how to modify the gallery box size. Wait for students to try on their own.

Demonstrate where to find uploaded digital images on computer and how to click and drag an image into the gallery box on the first page. Have students follow your directions and try inserting an image into the first gallery box. Now is your chance to try inserting another page into your iBook and add a gallery widget on your own. If you have additional time, feel free to add an illustration to the your gallery box

d. Practice & Feedback: (LMS) Students will have 15 minutes to practice inserting the second page and gallery widget into their iBook. If time allows, students are encouraged to insert illustrations into their gallery boxes. LMS and teacher will use this time to assist students with questions they may have. Additional lessons for communicating new knowledge will follow to instruct students on how to create a book cover, introduction, phase names, and captions. e. Assess for learning (Teacher & LMS) Both students and teacher/LMS will complete the Assessment Criteria checklist to assess learning. As a large group, have students share what they discovered (surprises and mistakes) while inserting pages and gallery boxes into their pages. 10. Assessment Tools Students will complete an Assessment Criteria checklist. Note: The final project rubric has been included in the unit for future reference.

Name:__________________________

iBooks Author Learning Goal: - I will create a digital story page template to guide my final project.

Assessment Criteria Checklist I can insert a page into my digital story. I can insert a gallery box into a digital story page.

Met

Not Yet

Life Cycles- Communicate New Knowledge

Name:______________________________________

Final Project Rubric

Learning Goal: I will create a digital story to explain how an animal, plant or insect experiences change during its life cycle. Doing Well Getting There Need Help My pictures have only one color.

Criteria Illustrations

My pictures are hand My pictures have two drawn with a variety colors. of colors. All my pictures have details. Some of my pictures have details.

My pictures do not have details.

Information

Phase information is correct.

Most of the phase information is correct.

Some of the phase information is correct.

All captions match the illustrations.

Some captions match the illustrations.

Only one caption matches its illustrations.

Organization

I placed all the I placed most of the phases in the correct phases in the correct order. order.

I placed one phase in the correct order.

My captions are written in full sentences.

Some captions are written in full sentences.

Captions are not in full sentences.

Final Project Example Front Cover

First Page- Introduction