Information Literacy Lesson Plan

Jason Smith
Georgia Southern University
FRIT 7136 – Spring 2013
Reference and Information Sources
GoView Georgia Online
Dr. Judi Repman, Instructor

Research Pathfinder:
GRADE: Fourth Grade TEACHER(S): Marie Saxon (Gen Ed) & Jason Smith (SLMS)
CONTENT TOPIC: Animals of Papua New Guinea
1. Inquire, think critically, and gain knowledge.
2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create
new knowledge.
3. Share knowledge and participate ethically and productively as members of our democratic
Skills Indicators
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.
2.1.4 Use technology and other information tools to analyze and organize information.
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
● Use various note-taking strategies (e.g., outlining, questioning the text, highlighting,
graphic organizers).
● Paraphrase or summarize information.
● Draw conclusions based on facts and premises.
● Use word processing, drawing tools, presentation software, graphing software, and other
productivity software to illustrate concepts and convey ideas.
● Use different technology tools for research to meet information needs.
● Use a variety of media and formats to create and edit products that communicate
syntheses of information and ideas to multiple audiences.
Dispositions Indicators
1.2.3 Demonstrate creativity by using multiple resources and formats.
3.2.2 Show social responsibility by participating actively with others in learning situations and by
contributing questions and ideas during group discussions.
Responsibilities Indicators
1.3.1 Respect copyright/intellectual property rights of creators and producers.
3.3.4 Create products that apply to authentic, real-world contexts.
3.3.5 Contribute to the exchange of ideas within and beyond the learning community.
Self-Assessment Strategies Indicators
1.4.1 Monitor own information-seeking processes for efectiveness and progress, and adapt as
2.4.1 Determine how to act on information (accept, reject, modify).
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ELACC4RI9: Integrate information from two texts on the same topic in order to write or speak
about the subject knowledgeably.
ELACC4W5: With guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, and editing. (Editing for conventions should demonstrate
command of Language standards 1–3 up to and including grade 4.
ELACC4W7: Conduct short research projects that build knowledge through investigation of
different aspects of a topic.
ELACC4W2: Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
ELACC4W6: With some guidance and support from adults, use technology, including the
Internet, to produce and publish writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single
ELACC4SL4: Report on a topic or text, tell a story, or recount an experience in an organized
manner, using appropriate facts and relevant, descriptive details to support main ideas or
themes; speak clearly at an understandable pace.
ELACC4SL5: Add audio recordings and visual displays to presentations when appropriate to
enhance the development of main ideas or themes.
While reading the book The Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of
New Guinea by Sy Montgomery in class,fourth grade students will begin a research project on
one of five animals living in Papua New Guinea: the wombat, the koala, the cuscus, the pithou,
or the tree kangaroo. Students will come to the media center to learn research skills in order to
gather information on the animal of their choosing. Students will look for information about the
animals life cycle, body, habitat, food, and other interesting facts. Students will create a
multimedia project to present their findings.
Students will learn how to takes notes from various types of media including: print, web, and
video. Students will use the pathfinder created by the SLMS (found here) to gather information
for their multimedia projects. Students will use a graphic organizer to collect their notes and use
later on the final product.
Students will learn how to locate books in the media center, and how to search for books on
their given topic. Students will review how to use the reference section to find information there
as well. Students will also use the pathfinder in order to find/use various resources and media
on the internet. Students will then use school and district recommended search engines and
databases to further collect and share information.
1. Students will use the website evaluation questions to determine the quality of websites
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2. Students will use the note taking graphic organizer to add information found in books,
and sort the information found online. This will allow students to decide if they need
more information in a given area.
3. Students will reflect on their research (the mediums used) each day by answering the
reflection question (found in the self-questioning section) and posting to Edmodo.
4. Students will use the created rubric in order to guide research and production of the final
1. The SLMS and classroom teacher will use the website evaluation handouts to assess if
students understand how to determine the quality of a web resource.
2. The SLMS and classroom teacher will use the graphic organizer to assess if students
understand how to summarize and take notes from resources used.
3. The SLMS and classroom teacher will use the graphic organizer to make sure students
are not plagiarizing and copying information and judge if they understand copyright.
4. The SLMS and classroom teacher will use the daily reflection questions (found in the
self-questioning section) on Edmodo to determine if students are using various forms of
media to conduct their research.
5. The SLMS and classroom teacher will use the rubric to assess the information students
used in completing their multimedia project.
Student self-questioning
1. Did I use more than one format to find my research (ie: book, video, website,
2. Did I evaluate the website before I took notes?
3. What will be the best way for me to share my research with others (ie: powerpoint, video,
photo story, podcast)?
4. Did I use my own words when taking notes, or did I copy straight from the text?
Resources students will use:
x Online subscription database(s) x Web sites x Books x Reference
x Nonprint ! Periodicals/newspapers x Other (list): Pathfinder
Day 1
Direct instruction: The SLMS will engage the students by using the LCD projector and
Promethean board. The students will be introduced to the pathfinder in order to gather
information. Databases and search engines will be discussed, as well as search tips and
techniques to improve results from searches.The SLMS will go over note-taking strategies with
the students using web resources. The SLMS will lead a discussion about copyright and how to
summarize notes.

Modeling and guided practice: The SLMS will use the Promethean board to go through the
first steps of the pathfinder and demonstrate the proper way to take notes on the sites provided.
Students will discuss as a class whether the website is a good source of information or not. As a
class, we will complete a website evaluation page on one of the sites, and take notes. The class
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will also discuss what information on the website is necessary information relating to their
project, and which information is not needed. The SLMS will show students how to use the
district databases and search engines provided in the pathfinder.
Independent practice: Students will begin their research on their chosen animal. Using the
pathfinder, students will complete the website evaluation page and take notes from the websites
given. Students will then continue research using various forms of media, and utilizing district
databases and search engines.
Sharing and reflecting: After the lesson has completed, students will reflect on the lesson by
answering questions posted on Edmodo. Students will be able to continue the discussion at
home and in their regular class by utilizing the Edmodo virtual classroom. Students will also be
encouraged to share resources they find on Edmodo that were not on the pathfinder.
Day 2
Direct instruction: The SLMS will review the items taught in day one. Then the class will
discuss what types of information they are looking for according to the rubric. The class will
review the notes taken from the previous lesson, and identify what information they still need.
The class will review the sections of the library, and discuss what can be found in each section
(specifically nonfiction and reference sections). The class will then review how they might use
the printed materials in the media center to fill in missing information needed for the project.

Modeling and guided practice: The SLMS will guide the class in an excercise to analyze the
notes the class took as a group in the previous lesson. The SLMS will model the thinking
needed to identify what information my be missing, and where in the library that information
could be found. The SLMS will the model how to use the electronic library catalogue to find
books in the media center on the topic.
Independent practice: Students will review their own notes, and identify what information they
still need in order to have all information needed in accordance to the rubric. Students will then
utilize the resources in the library, including the nonfiction and reference sections, to complete
their research.
Sharing and reflecting: During the lesson, the SLMS will conference with students to discuss
how they feel about their research. Students will grade their notes in accordance to the rubric,
and discuss why they give themselves the grades with the SLMS. The SLMS will then help
guide students in ways they might improve their research, and where they might find the
information needed.
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Collaboration for this project was fairly easy. There are many reasons why I think our
collaboration went so well. The teacher I worked with has collaborated with me before. Having
worked together in the past helped make the work go smoother because we were already
aware of each others’ teaching styles. Another reason collaboration went so well is because the
teacher working with me is a tech savvy teacher, and is aware/uses many of the same tools I
use. The last reason I belive the collaboration worked is because we communicate well
together. She and I are in continued contact through email and text. This continuous and open
communication helps ensure that each of us is aware of what the other is doing and what
expectations they have.
Overall I feel the lesson was a success. There were many improvements I would make in order
to make it more successful in the future. The first change needed is for the lesson to be spread
over three days instead of two. Crunching this much instruction and material in two days was a
bit much. Perhaps if the instruction was delivered over three days, and more independent work
time spread out amongst the first two days, the students would have more time to digest the
material. Another idea that I feel would make the lesson more successful would be to include
multimedia objects in the pathfinder that students could use in their final products. The school
district subcribes to sites, such as Discovery Streaming, that allow students to use and edit their
media. Photos from Discovery Streaming could be placed on the pathfinder for students to use,
as well as video clips that students could narrate over in order to make the final product more
grade appropriate.
Looking at the lesson from purely the research and information literacy side, the students were
able to grasp the concepts. Students were able to find the information needed during their
research, as well as evaluate the usefulness of various websites. I feel that with the changes
mentioned in the reflection, this lesson could become even more of a success.
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“Amazing Animals”
Quest for the Tree Kangaroo

Exceeds Satisfactory Needs
Unsatisfactory Pts
Student has
provided 5 or
more facts
about the life
cycle, habitat,
food, and body
Student has
provided at
least 4 facts
about the life
cycle, habitat,
food, and body
Student has
provided at
least 3 facts
about the life
cycle, habitat,
food, and body
Student has
provided less
than 3 facts
about the life
cycle, habitat,
food, and body
material in a
fun & creative
way. Picture/
videos were
used in the
material in a
fun & creative
material in a
fun or creative
Student did not
present content.
and grouped it
in correct
sections of
and no more
than two items
were out of
and no more
than three
items were out
of place.
information and
more than three
items were out
of place.
All work cited,
pictures and
videos. At
least 3
sources used.
Student used
at least 3
sources, but
some photos
or videos were
not cited.
Student used
at least 2
Student used
less than 2
sources or
citations were

Grade _________
Smith 7

©1996-2009. Kathy Schrock. All rights reserved. Permission to reproduce for classroom use granted.
Permission to re-post or derivative works are not granted. Please link to this URL from your page.

Name:_____________________________________ Date:____________

©1996-2009. Kathleen Schrock (
Kathy Schrock's Home Page

1. How are you hooked to the Internet?
___ Modem and phone line
___ Direct (cable, fiber, or DSL) connection at school/home

2. What Web browser are you using? _____________________________

3. What is the URL (address) of the Web page you are using?


4. What is the name of the site?


Part 1: How does it look?

As you look at the questions below, put an X in the “yes”
or “no” column for each.
Does the page take a long time to load?
Are there big pictures on the page?
Is the spelling correct on the page?
Is the author's name and e-mail address on the page?
Is there a picture on the page that you can use to choose links?
(Image map)

Is there information in columns on the page? (Table)
If you go to another page, is there a way to get back to the first

Is there a date that tells you when the page was made?
If there are photographs, do they look real?
If there are sounds, do they sound real?

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©1996-2009. Kathy Schrock. All rights reserved. Permission to reproduce for classroom use granted.
Permission to re-post or derivative works is not granted. Please link to this URL from your page.

Part 2: What did you learn?

As you look at the questions below, put an X in the
“yes” or “no” column for each.
Does the title of the page tell you what it is about?
Is there an introduction on the page telling you what is included?
Are the facts on the page what you were looking for?
Would you have gotten more information from an encyclopedia or
online database?

Would the information have been more useful in the encyclopedia
or database?

Does the author of the page say some things you disagree with?
Does the page lead you to some other good information (links)?
Does the page include information you know is wrong?
Do the pictures and photographs on the page help you learn?

Part 3: Summary

Looking at all of the questions and answers above, write a paragraph
telling why this Web site is helpful (or not helpful) for your project.

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Amazing Animals
Identifying Animal Characteristics
Name: _________________________________________
Write facts about your animal in the boxes below.
Smith 10

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