Reaves 1

GRADE: 4th TEACHER(S): Angela Reaves (SLMS); Pamela Hawkins (teacher) CONTENT TOPIC: Evaluating Resources and Creating Bibliographies- Endangered Species STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS Standard: Standard 1 Inquire, think critically, and gain knowledge Standard 2 Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. Standard 3 Share knowledge and participate ethically and productively as members of our democratic society. Skills Indicator(s): 2.1.2 Organize knowledge so that it is useful. 3.1.1 Conclude an inquiry- based research process by sharing new understandings and reflecting on the learning. Benchmark(s): -Identify bibliographic form -Identify reliable resources and critique them for use of information -Using teacher provided organizers, organize notes into an appropriate order for creating a final product -Create bibliography for books, encyclopedias, and online databases Dispositions Indicator(s): 1.2.3 Demonstrate creativity by using multiple resources and formats. Responsibilities Indicator(s): 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. Self-Assessment Strategies Indicator(s): 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. CONNECTION TO LOCAL OR STATE STANDARDS S4L2. Students will identify factors that affect the survival or extinction of organisms such as adaptation, variation of behaviors, and external features. ELA4W3 The student uses research and technology to support writing. ELA4LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. OVERVIEW: As indicated on the previous years state testing scores, the fourth grade students struggled with organizing knowledge and evaluating information. As the teacher and I had more conversations about this data, we realized that we could target this subject area by collaborating and tying it into science and language arts. The fourth grade students had been studying survival and extinction. We decided to use inquiry-based research to focus on endangered species. After an understanding of endangered species from science class lessons, students choose an endangered species to conduct more in-depth research. The teacher will focus on writing skills using strategies such as note-taking and outlines to help address the literacy skills. With this information, the students will gather information on their topics. The SLMS will support them with information, help them to accurately perform kid-friendly searches, and evaluate their resources. The SLMS will address copyright issues and teach the students how to create a bibliography. The SLMS will provide a pathfinder with helpful information to accompany them. The lesson will be over a duration of two days in order to cover the evaluation of sources and creation of a bibliography. The teacher and SLMS will set aside times and Web 2.0 to collaborate on the lessons. The teacher will provide GPS information as the SLMS will provide information from AASL. Together, they will use teamwork to create the lesson plan and assignments to reach the ultimate goal of addressing the standards and the students needs. FINAL PRODUCT: Students will create an online essay map and bibliography.

Reaves 2

LIBRARY LESSON(S): Part one of the lessons will focus on evaluating the sources and finding relevant information. The teacher will act as a researcher to model for the students how to find a topic and narrow the topic for the specific information they are in search of. The students will participate in a discussion of guidelines they should go by in order to find out if the information is reliable or not. Students will use a guideline handout to rate the reliability of the sources then find reliable sources for their endangered species information. They will use the information found in reliable sources to fill in their outline which was addressed by the teacher with literacy lessons. Part two will consist of writing bibliographies. The students will have an understanding of the feelings of an author who is not given credit. Students will work whole group to place bibliography cards in order. They will use a provided bibliography handout to help to cite their sources from the lesson before. After they have completed the bibliography, the students will use an online essay map to organize their information that has been gathered using their outline. ASSESSMENT 100% of the students completed the activities. In groups, students were accurately able to put them in order with teacher assistance. Rubric Results: 90-100 20 students 80-89 2 students 75-79 1 student Product: Students will place the bibliographic cards in order. Students will use the evaluation form to judge the reliability of the Internet sites. Students will use the note-taking handout to organize information and use the information to create an online essay map. Students will create an accurate bibliography with three sources. Process: SLMS and teacher will assess the bibliographic cards of each group for accuracy. SLMS and teacher will observe the students as they research and use the rubric to assess the product. SLMS and teacher will use the rubric to assess if students are using reliable sources. SLMS and teacher will use the rubric to assess if students are progressing and citing sources. SLMS and teacher will use the rubric to assess the accuracy of the bibliography. Student self-questioning How can I find information about my topic? Is my information reliable? Do I really need this type of information? How do we give credit to others when we use their work and ideas? Do I have enough notes? INSTRUCTIONAL PLAN Resources students will use: Online subscription database(s) Nonprint Web sites Books Reference

Periodicals/newspapers Other (list): Pathfinder http://www.livebinders.com/play/play/334220

Instruction/activities- Day 1 o Direct instruction: To hook the students, the SLMS will begin by asking students how they find information. SLMS will also ask how they know if they information is reliable

Reaves 3 or not. Using the SmartBoard, SLMS will introduce guidelines for researching and give the students handouts with the information. The SLMS will introduce Web-scutters, Web spiders, and bots as well as how they gather information and return it. The teacher will act as a Web-scutter and perform two searches. The first search, we will discuss the endangered species of tigers. The teacher will type in tiger, and the students will observe the irrelevant sources that appear such as golfers, electronics, and football. The teacher will click one of the websites. Using the evaluation criteria handout, the students will decide if this is reliable and relevant information or not using thumbs up or thumbs down. The teacher will be more specific with her search this time using endangered species tiger. This time the students will view more relevant sources for the search. The students will find the guideline on their handout that shows this is a reliable source. o Modeling and guided practice: The SLMS will ask several students to come to the SmartBoard to search for a broad topic. Using the classs suggestions, the student may narrow his or her specific search. In order for a student to make a suggestion, he or she will need to match the research guideline with his or her suggestion. Using the evaluation handout (http://cybersmartcurriculum.org/assets/files/activitysheets/45/Rating_Web_Sites.pdf), the SLMS will explain to the students how to rate each site using the guidelines to find reliable sources. They will use several of the websites the volunteer students find in order to complete the evaluation sheet together. The SLMS will guide the students through the pathfinder showing how they can find information using it. o Independent practice: Using the evaluation form, students will research websites using the pathfinder on endangered species. Students will use the research guidelines to rate the resources to decide if they are reliable and how to improve their search for better accuracy of information. Students will locate three reliable sources (at least one online source) that they will use in their research of the chosen endangered species. Once the teacher and SLMS evaluate the sources, the students will use their sources to record the information on their outlines. o Sharing and reflecting: With time permitting, students will share one source that they located and how they know if it is a reliable source.

Instruction/activities-Day 2 Part I. o Direct instruction: To hook the students, the teacher will place her lunch on the table and walk off. The SLMS will enter, pick up the lunch, write her name on it, and take it. They will ask the students to give a narration of what just occurred. As they lead into the SLMS took the teachers lunch, they can begin to discuss how that feels when someone takes something that is not theirs. The SLMS will create a Tagxedo (http://www.tagxedo.com/) using the words the students suggest how they feel when someone takes something that is not theirs. The SLMS will lead into plagiarism using the analogy of the school lunch taken as authors works are also taken. SLMS will discuss the importance of a bibliography and what it means to plagiarize. Using the SmartBoard, the SLMS will show examples of how to find bibliographic information for various sources. o Modeling and guided practice: The SLMS will give students a booklet handout of examples illustrating how to site different sources (http://www.foresthills.edu/docs/2BibWksht456.pdf). They will discuss whole group each example. The SLMS will explain the bibliographic information handouts using book with one author example. The SLMS and teacher will model working together to cite a book with one author. After an understanding, the students will have one set of cards on each table. In groups of three, students will put the cards in order using their booklets for assistance. Once the students

Reaves 4 have them in correct order, they will glue them together in order on a poster. Groups will present their work. o Independent practice: Using their booklets, the students will use their sources they found previously and cite each of them. o Sharing and reflecting: With time permitting, each student will share how they cited one source and name a high and low of their research process sharing a great moment and what they found most difficult.

Instruction/activities-Day 2 Part II. o Direct instruction: The teacher will instruct the students to bring their outlines. The SLMS will use the SmartBoard to show the students how they will be putting their notes into an online essay map. o Modeling and guided practice: Using http://www.readwritethink.org/files/resources/interactives/essaymap/, the SLMS will use the step-by-step guide to fill out the information illustrating how the students will input their information. o Independent practice: Each student will have their own computer. They will go back to the Pathfinder to find the link to complete the essay map using their outline. They will type the information from the outline onto the essay map. The SLMS and teacher will observe and assist as needed. o Sharing and reflecting: With time permitting, students will present and share their essay maps with the class using the SmartBoard. We will print the essay maps and hang them in the hall. Reflection: I felt relatively confident with this lesson with the amount of collaboration with the teacher. She and I have worked well together in the past, and I knew her class very well. I was nervous about having enough time together to discuss, but we made it work by getting a lot of our discussion through email and phone calls. Once we had a plan of action and knew the direction we wanted to take, we were able to create GoogleDocs to create the lesson and make necessary changes to see what we thought was best for the students. I had something more advanced placed in the lesson and time consuming, and she was able to work with me to help me to make it suitable for her kids and the amount of time we had together. She did an awesome job preparing the students with literacy skills that helped them to create their outline.
With limited time, I passed out the handout containing some guidelines with questions that they would need to ask themselves for reliable sources. I really would rather for us to brainstorm those questions together, but with time a factor (before testing), we really had to make it work. I felt the students would have taken more ownership in the questions if we had worked on them together. This is something I would like to try to incorporate next time and to come with a more creative approach. The students were well behaved, but I know there could have been a better way to approach this lesson. I think they were really excited to see their teacher participating as a web scutter and helping her locate the correct information. They seemed more attentive when it was their turn to come to the SmartBoard to locate a topic. They needed more guidance in this rather than letting their classmates randomly suggest. The students were enthusiastic about getting started on their own. They seemed very eager to begin, but two of them did not listen and took it upon themselves to go to Google. I gave them some one-on-one time to get them back on track. Other students were doing great looking at videos and reading information. The

Reaves 5 teacher and I walked around observing and assisting as needed. We were able to go around to each student to ensure the reliability of the sources. The students were able to navigate Pathfinder relatively easily. Since we ran out of time to share, I had small groups that finished early discuss what they found and how they knew. The teacher and I touched base with those still working to see that they could explain their findings. 22 out of 23 students were able to produce one reliable source. On the second day, the students seemed intrigued with the mini act that the teacher and I put on for them with the lunch. They were able to relate even though some got a little off topic wanting to discuss particular stories. We were able to steer them in the direction to create a Tagxedo where they could visually see all the feelings that an author may have if someone steals his or her work. Presenting the booklets was a little overwhelming for those students who did not have a good idea of what bibliography was. I worked one-on-one with three students to ensure their understanding. We went over each of these examples using actual resources. This took some time so it did cut into our independent working time. The group work seemed to do well; only two of the groups needed assistance from the teacher and me. They were able to glue the notecards together on the poster to put the correct order. Each group did this with 100% accuracy other than the two groups that required assistance from the teacher and me. We posted the posters around the room to allow for independent work time. The students were ready to use their sources from the day before. I did take a small group of students to ensure that they understood what they were doing. The teacher and I observed the work of other students and assisted when needed. Instead of sharing at the end due to time, we had the students use exit tickets to share their highs and lows and partner with one person to share one of their sources. It worked out well even though I had hoped they would share with the whole class. I was able to quickly go over the essay map during the time period. The students had to conduct the maps on a separate day in small groups in the library. The teacher sent over five students each time for me to assist in completing the essay maps. I was able to be very accessible to the students and monitor them closely during this process. They did a great job, and they were able to ask questions that they did not ask in the other whole group sessions. I enjoyed collaborating with the classroom teacher as she had good ideas and insights that I would have not thought of for her class. We really made a great team in ensuring the students gained an understanding of evaluating sources and creating a bibliography. I feel that we targeted their needs from testing to teach them to organize their thoughts. I would like to improve my time management with the lessons and create a more interactive approach to presenting the guidelines and bibliography.

Reaves 6

Name ____________________________

Date _____________

Information Can Help! How do I know if it can help ME?

Questions to ask yourself: 1. Can the author be trusted? -Is the authors name clear? -What makes the author an expert? -How is the grammar and spelling? -Can you contact the author?

2. Will this site have the information I need? -Does this information look useful? -Is it worth bookmarking for future research? -Can you find the date the site was created? -When was the site last changed? -Do the links work?

3. Is this a good research site for students? -Can I read all of it? -Can I find what I need just by looking at it? -Is it easy to move around on site? -Is there useful information for students?

Reaves 7

Name ___________________________________________ ____________ My Endangered Species Outline

Date

A. Introduction _________________________________________________________________(topic ) B. Main Point __________________________________________________________________(que stion) 1. Detail ______________________________________________________________ _________ 2. Detail ______________________________________________________________ __________ 3. Detail ______________________________________________________________ __________ C. Main Point _____________________________________________________________________(q uestion) 1. Detail ______________________________________________________________ ___________ 2. Detail ______________________________________________________________ ___________ 3. Detail ______________________________________________________________ ____________ D. Main Point ______________________________________________________________________( question)

Reaves 8

1. Detail ______________________________________________________________ ____________ 2. Detail ______________________________________________________________ _____________ 3. Detail ______________________________________________________________ _____________ E. Conclusion _______________________________________________________________________( wrap-up)

Evaluating Sources and Bibliography Rubric

Teacher Name: Mrs. Hawkins and Mrs. Reaves Student Name:
CATEGORY Sources 4 All sources (information and graphics) are accurately documented in the desired format. Graphic organizer or outline has been completed and shows clear, logical relationships between all topics and subtopics.

________________________________________
3 All sources (information and graphics) are accurately documented, but a few are not in the desired format. Graphic organizer or outline has been completed and shows clear, logical relationships between most topics and subtopics. 2 All sources (information and graphics) are accurately documented, but many are not in the desired format. 1 Some sources are not accurately documented.

Outline

Graphic organizer or Graphic organizer or outline has been outline has not been started and includes attempted. some topics and subtopics.

Reaves 9

Quality of Information

Information clearly relates to the main topic. It includes several supporting details and/or examples. Successfully uses suggested internet links to find information and navigates within these sites easily without assistance. No grammatical, spelling or punctuation errors.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.

Information clearly Information has little relates to the main or nothing to do with topic. No details the main topic. and/or examples are given. Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. Needs assistance or supervision to use suggested internet links and/or to navigate within these sites. Many grammatical, spelling, or punctuation errors.

Internet Use

Mechanics

Almost no A few grammatical grammatical, spelling spelling, or or punctuation errors punctuation errors.

Notes

Notes are recorded and organized in an extremely neat and orderly fashion.

Notes are recorded Notes are recorded. legibly and are somewhat organized.

Notes are recorded only with peer/teacher assistance and reminders.