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Information Literacy Collaborative Unit

Information Literacy Collaborative Unit


In Colorado elementary schools where teachers and librarians collaborate most, CSAP scores average about 20% higher than for schools without such collaboration.
http://www.lrs.org/documents/quotable/qf_school_flyer.pdf

As my SLMS site supervisor read the candidate requirements list she immediately suggested I work with Erin Hesses 5th grade Science class; specifically, their Human Body Unit. The SLMS stated that though students receive repeated instruction on information literacy skills, they require repetitive lessons on all aspects, particularly utilizing varied reference resources (1.1.4, 1.1.5, 1.1.6) and demonstrating confidence and self-direction by making independent choices in the selection of resources and information (1.2.2). To begin, I researched the Colorado State Report Cards, Colorado DOE, School View, and the Library Research Service, among others, to gather an overall view of standardized test scores, including strengths and weaknesses. Though unsuccessful uncovering statistics on specific strands of the the 21st Century Learner Standards, I found an excellent report, School Librarians Continue to Help Students Achieve Standards: The Third Colorado Study (2010) (http://www.lrs.org/documents/closer_look/CO3_2010_Closer_Look_Report.pdf), highlighting exactly how staffing, budgets, collection, and library visits help students achieve the standards. From the state site I found the following statement, Steamboat Springs School District trends positively in many areas. We have high academic achievement and typically score between 1232% points higher than the state averages in Reading, Writing, Math and Science for grades 3-10 over the past three years. SSSD continues to demonstrate student growth above the Adequate Growth expectations for elementary, middle school and high school levels in Reading Writing and Math, (https://cedar2.cde.state.co.us/documents/UIP2010/2770-0000.pdf). Finally, after reading various reports combined with specific school data, and acknowledging every day observations and interactions we decided to focus on: Students utilizing varied reference resources (1.1.4, 1.1.5, 1.1.6) Demonstrating confidence and self-direction by making independent choices in the selection of resources and information (1.2.2). Displaying persistence by continuing to pursue information to gain a broad perspective (1.2.7) Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community (3.3.1).

Title: The Human Body Topic: Researching the Human Body

Subject/Course: Science Life Science Grade: 5 Designers: Tammy Stratton, Erin Hesse

Stage 1 Desired Results


Established Goals: Colorado Academic Standards Standard 2: Life Science Prepared Graduates Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize living systems dependence on natural selection. Grade Level Expectations: Fifth Grade Concepts and skills students master: 2. Human body systems have basic structures, functions and needs. Evidence Outcomes Students Can: a) Develop and communicate an evidence-based scientific explanation regarding how humans address basic survival needs b) Analyze and interpret data to generate evidence that human systems are interdependent c) Assess further scientific explanations regarding basic human body system functions d) Create and evaluate models of human body systems and origins e) Compare and contrast a human system to that of another organism, and provide hypotheses about why the similarities and differences exist ISTE (International Society for Technology in Education) Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues.

AASL Standards for the 21st Century Learner

1. Inquire, think critically, and gain knowledge. 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 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. 1.1.9 Collaborate with others to broaden and deepen understanding. 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. 1.2.3 Demonstrate creativity by using multiple resources and formats. 1.2.6 Display emotional resilience by persisting in information searching despite challenges. 1.2.7 Display persistence by continuing to pursue information to gain a broad perspective. 1.3.1 Respect copyright/intellectual property rights of creators and producers. 1.3.3 Follow ethical and legal guidelines in gathering and using information. 1.3.4 Contribute to the exchange of ideas within the learning community. 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. 2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.2 Organize knowledge so that it is useful. 2.1.4 Use technology and other information tools to analyze and organize information. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 2.2.4 Demonstrate personal productivity by completing products to express learning. 2.3.1 Connect understanding to the real world. 2.4.1 Determine how to act on information (accept, reject, modify). 2.4.4 Develop directions for future investigations. 3. Share knowledge and participate ethically and productively as members of our democratic society. 3.1.1 Conclude and inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 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. 3.1.6 Use information and technology ethically and responsibly. 3.2.3 Demonstrate teamwork by working productively with others.

3.3.4 Create products that apply to authentic, real-world contexts. 3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future. 3.4.2 Assess the quality and effectiveness of the learning product. 3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints. 4. Pursue personal and aesthetic growth. 4.1.4 Seek information for personal learning in a variety of formats and genres. 4.1.8 Use creative and artistic formats to express personal learning. 4.2.1 Display curiosity by pursuing interests through multiple resources. 4.3.1 Participate in the social exchange of ideas, both electronically and in person. 4.3.2 Recognize that resources are created for a variety of purpose. 4.4.5 Develop personal criteria for gauging how effectively own ideas are expressed.

Understandings: People can create goals about their own lifestyle such as exercising every day and eating health foods based on an understanding of human body systems. Societal norms and practices that are intended to protect our health such as wearing a bicycle helmet can be based on scientific evidence.
By learning and utilizing 21st-century

Essential Questions: How do the five human body systems work together? What environmental factors may affect the body systems? What happens if a body system fails? How does a body system failure affect the other systems? How can technology enhance understanding? How can we find out things we want to know? In what ways can technology enhance expression and communication?
How do I use technology to showcase

skills, people may express new ideas gained through information presented in various formats and connect the ideas to the human experience.

my knowledge of the human body systems?

Students will know The five human body systems studied in class. How to identify major parts of the body systems. The connection between healthy life practices and the body systems. The challenges and benefits of group collaboration. The uses of specific technology and research skills to locate, analyze, and interpret information.

Students will be able to Identify the circulatory, respiratory, excretory, digestive, and skeletal systems. Identify major parts of each body system. Explain how the systems work together. Identify the consequences when a body system fails. Access information located on Weebly site and wiki pages. Input information onto a wiki page. Plan and interpret the body systems functions through the use of technology (specifically, Show Me App on iPad)

Stage 2 Assessment Evidence


Performance Tasks: You work at the largest technology corporation in the world, Banana, Inc., with your team chosen to test the latest applications developed for their tablet, the oBod II. As the culminating project, youre to create a presentation utilizing the new educational Show Me Application to demonstrate the capabilities and/or limitations of the tool. The project requires group collaboration to successfully analyze, evaluate, de-bug, and then produce a demonstration similar to a real-world classroom assignment. To assist with your assignment, the project leader chose to focus on 5th grade criteria as your presentation topic; therefore, Life Science: Human Body Systems will encompass your research, evaluation, and final project. You will present the completed project to the Application Engineers, while explaining the process required and insights learned regarding the design, creation, and demonstration of the Show Me Application.

Key Criteria: Your final presentation needs to include:

A completed wiki page for each separate body system (see wiki page for specific criteria). A clear explanation of how to access the Show Me Application. A clear explanation of how to select a photo and utilize the chosen photo to illustrate the functions of the body systems (editing, drawing, labeling, etc.). Accurate and complete analysis of the process of creation. Directions for uploading and/or embedding completed project to wiki page or social networking sites.

Other Evidence: Ability to delegate responsibilities. Ability to work collaboratively. Use of critical-thinking and inquiry skills to successfully complete assignment.

Stage 3 Learning Plan


Learning Activities: Due to Science class meeting approximately three hours a week, activities are completed as time allows. Also, a website and wiki are available for students to access outside of school to assist with further understanding and completion of assignments. Information Literacy skills are intertwined within entire unit, with Miss Hesse responsible for alignment to Colorado Academic Standards and Ms. Stratton responsible for Information Literacy skills. Teachers work in-class, online, and within school library media center to complete unit. 1. As a pre-assessment, students interact with Miss Hesse in a whole group to complete a large KWL chart focusing on the human body. Once the students have identified "What" they want to know, these prompts can help guide the unit. We will also utilize the KWL chart midway through unit and at end point in order to adjust for students learning or misconceptions. (W, H) 2. Begin by presenting the YouTube video, Human Body, to hook students with examples of body systems utilizing engaging, modern animations. (http://www.youtube.com/watch?v=E3lcatLn7W4) ((H, T) 3. After completion of video, ask the question, What did you have for lunch? Where do you think your food is at this moment? to hook students into considering the digestion process. Model by telling what teacher had for lunch and answering the presented questions. (H) 4. Have students jog in place then ask, Whats happened with your heart? Whats happening with your breathing? to hook students into considering the circulatory and respiratory systems. (H) 5. Continue with whole group discussion about the respiratory, circulatory, digestive, excretory, and skeletal systems. Allow students questions and comments to direct majority of discussion. (H, E)

6. Introduce Essential Questions, understandings, expectations and the culminating unit performance task along with rubric then discuss questions and concerns (Show Me Application project). (W) 7. Introduce the key literary terms using the Smart Board. After students copy down terms, encourage them to ask questions concerning the final goals and their relevance. (E) 8. Present sponge activity: Individually, have students create a graphic organizer with each system represented and write everything fact or fallacy they can think of in 10 minutes. Afterwards, discuss their findings then students rethink and revise their understanding. (R) 9. Divide the class into five groups of four utilizing the Learners Analysis and teachers knowledge to ensure that at least one in each group is a Linguistic Learner. (T) 10. Depending on availability, have students access wiki either on computers or iPads. Assist students as needed to wiki class page entitled, The Human Body. (E) 11. Discuss the five categories within the template then allow students to access the different body systems wiki pages through links listed at bottom. (E, O) 12. Students work in their groups to divide responsibilities according to the template (e.g., John = Label Diagram, Caroline = How System Functions.) Complete Group Members template with each name listed according to responsibility. (O) 13. Introduce Weebly website, Researching the Human Body, (http://researchhumanbody.weebly.com/index.html) and allow students time to explore links, discuss questions and concerns. Focus on how to search the online research tools such as databases and encyclopedias. Explain the wiki and the website may be accessed outside of school to complete responsibilities. (O, T) 14. Students complete each body systems Jog-the-Web and begin researching to complete wiki template. (O) 15. Introduce Performance Task: Show Me Application (W) 16. Teacher describes the following scenario for students: 17. You work at the largest technology corporation in the world, Banana, Inc., with your team chosen to test the latest applications developed for their tablet, the oBod II. As the culminating project, youre to create a presentation utilizing the new educational Show Me Application to demonstrate the capabilities and/or limitations of the tool. The project requires group collaboration to successfully analyze, evaluate, de-bug, and then produce a demonstration similar to a real-world classroom assignment. To assist with your assignment, the project leader chose to focus on 5th grade criteria as your presentation topic; therefore, Life Science: Human Body Systems will encompass your research, evaluation, and final project. You will present the completed project to the Application Engineers, while explaining the process required and insights learned regarding the design, creation, and demonstration of the Show Me Application. 18. Hand out assignment scenario, guidelines and rubric. Teacher leads in-depth discussion regarding requirements, expectations and questions. (W, E) 19. Teacher leads demonstration of accessing the Show Me Application step-by-step. 20. Continue to demonstrate how to choose a photo, how to draw/mark on photo, how to record voice with action, and how to save and upload to appropriate site. 21. Students begin the activity in their groups as employees of Banana, Inc. Following assignment scenario and rubric guidelines, students utilize their understanding of accessing information through the wiki, Weebly website, and online resources. (O)

22. Completion of wiki pages is ongoing, as is the learning and demonstration of skills with the iPad Show Me Application. (O) 23. Upon completion of Show Me Projects, groups present their completed project utilizing the Performance Task and Key Criteria as the framework for their presentation. (O) 24. Students peer review all group presentations. Teacher also utilizes grading rubric to ensure students understanding. Students revise and rethink presentation as necessary. (E, R)

Performance Task(s) Rubric(s) Multi-Media Project: Show Me Application and Presentation


Teacher(s): Ms. Stratton Miss Hesse Student:

Category
Content

4
Covers topic indepth with details and examples. Subject knowledge is excellent.

3
Includes essential knowledge about the topic. Subject knowledge appears to be good. Makes good use of font, color, graphics, effects, etc. to enhance to presentation.

2
Includes essential information about the topic but there are 1-2 factual errors

1
Content is minimal OR there are several factual errors.

Attractiveness Makes excellent


use of font, color, graphics, effects, etc. to enhance the presentation

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation

content.

content. More than four errors in spelling or grammar

Mechanics

No misspellings or grammatical errors.

Three or fewer misspellings and/or mechanical errors Product shows some original thought. Work shows new ideas and insights.

Four misspellings and/or grammatical errors.

Originality

Product shows a large amount of original thought. Ideas are creative and inventive

Uses other people's ideas (giving them credit), but there is little evidence of original thinking One requirement was not completely met.

Uses other people's ideas, but does not give them credit.

Requirements

All requirements are met and exceeded

All requirements are met.

More than one requirement was not completely met.

Show Me Application Presentation: Peer Review


Student Name: Body System:

Category
Originality

4
I thought the presentation was very original, with content and ideas presented in an interesting way

3
I thought the presentation showed some originality, with content and ideas presented in an interesting way

2
The presentation was ok, but I didnt feel it was very original or interesting.

1
The presentation did not hold my attention because it was a rehash of other people's ideas and/or graphics and showed very little

attempt at original thought.

Effectiveness

I feel I learned a lot about this body system. The group did an excellent job of presenting the material in a clear and easy-tounderstand way. I understood and enjoyed the presentation.

I feel I learned some about this body system. The group did a good job of presenting the material in a clear and easy-tounderstand way.

I feel I learned little about this body system. The group did a fair job of presenting the material, but it was somewhat confusing.

I feel I did not learn anything about this body system. The group did a poor job of presenting the material, as it was confusing and hard to follow. I did not enjoy the presentation.

Personal Preference

I enjoyed the presentation, but found it somewhat difficult to understand.

I enjoyed the presentation somewhat, but it was difficult to understand.

Would You Approve the Product?

YES

NO

Other Evidence (e.g. tests, quizzes, work samples, observations) Academic Prompts:

Facet 1: Explanation: sophisticated and apt theories and illustrations, which

provide knowledgeable and justified accounts of events, actions, and ideas. Facet 3: Application: ability to use knowledge effectively in new situations and diverse, realistic contexts. Colorado Academic Standard: Concepts and skills students master: 2. Human body systems have basic structures, functions and needs. a. Develop and communicate an evidence-based scientific explanation regarding how humans address basic survival needs AASL Standards for the 21st Century Learner

2.3.1 Connect understanding to the real world. 2.4.1 Determine how to act on information (accept, reject, modify).

Imagine that you are stranded on an island with only one piece of technology (i.e., t.v., computer, iPad, etc.) and one place to plug it in or charge it. Explain how you could use this technology to help you survive.

Student Self-Assessment and Reflection Assessment #1

Facet 1: Explanation: sophisticated and apt theories and illustrations, which

provide knowledgeable and justified accounts of events, actions, and ideas. Facet 3: Application: ability to use knowledge effectively in new situations and diverse, realistic contexts. Colorado Academic Standard: Concepts and skills students master: 2. Human body systems have basic structures, functions and needs. d. Create and evaluate models of human body systems and origins In a guided discussion, students describe their experiences/difficulties in identifying body systems and how they function independently and interdependently.

Based on results of the discussion, the teacher will make modifications to instruction.

Assessment #2 Facet 6: Self-Knowledge: the wisdom to know ones ignorance and how ones
patterns of thought and action inform as well as prejudice understanding. Colorado Academic Standard: Concepts and skills students master: 2. Human body systems have basic structures, functions and needs. d. Create and evaluate models of human body systems and origins

Students will review their graded rubrics from the Performance Task, reflect on their performance and recognize their strengths and weaknesses with understanding and applying their knowledge of the human body systems.

Teacher will also review the graded rubrics for further evidence of students incorporation of technology to create well-designed, engaging works.