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Action Example Template

http://whitewatercycle.weebly.com/

GRADE:
4TH

LIBRARY CONTEXT:
Fixed Flexible Combination Individualized Instruction

Stand-alone lesson Lesson in a unit Multiple lessons in a unit

COLLABORATION CONTINUUM:
None Limited Moderate Intensive

CONTENT TOPIC:
Water Cycle

STANDARDS FOR THE 21
ST
-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):
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.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new
understanding.
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.

Benchmark(s):
5
th
grade benchmark
Indicator 2.1.4: Use technology and other information tools to analyze and organize information.
Use word processing, drawing, and presentation, graphing and other productivity tools to illustrate
concepts and convey ideas.

Dispositions Indicator(s):
2.2.4 Demonstrate personal productivity by completing products to express learning.

Responsibilities Indicator(s):
1.3.5 Use information technology responsibly.
3.3.4 Create products that apply to authentic, real-world contexts.

Self-Assessment Strategies Indicator(s):
3.4.2 Assess the quality and effectiveness of the learning product.

SCENARIO:
The 4
th
grade students have already had lessons on how water changes from solid (ice) to liquid (water) to gas
(water vapor/steam) and changes from gas to liquid to solid. Students have already had a lesson on identifying
the temperatures at which water becomes a solid and at which water becomes a gas. The students have already
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had a lesson on how clouds are formed. All of the prior lessons were taught in the classroom by the classroom
teacher. Before this lesson, the classroom teacher introduced the water cycle to the students. The classroom
teacher explained the water cycle and showed a Scholastic video about the water cycle. The students also learned
a water cycle rap to help them understand and remember the movement of water through the cycle. A classroom
lesson to investigate different forms of precipitation and sky condition will follow this lesson. The classroom
teacher will teach the lesson.
CONNECTION TO LOCAL OR STATE STANDARDS
(List here relevant content, information literacy, and technology standards)
S4E3: Students will differentiate between the states of water and how they relate to the water
cycle and weather.
d. Explain the water cycle (evaporation, condensation, and precipitation).

ELACC4RI2: Determine the main idea of a text and explain how it is supported by key details; summarize the
text.

ELACC4RI5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of
events, ideas, concepts, or information in a text or part of a text.
READING COMPREHENSION STRATEGY:
Determining Main Ideas

LESSON OBJECTIVES:
Determine main ideas and key terminology of selected resource
Further knowledge of the water cycle
Use Galileo to find required resource
Create and share Word Collage

OVERVIEW:
Students will bring their iPad device to the media center. The iPads are a classroom set so all students will have
access to an iPad. Students will work individually. They will stay in the media center for 50 minutes. Students
will read required text and view required video (Galileo Kids for the Britannica Online Water Cycle resource and
BrainPop Water Cycle video. Students will determine main ideas and key terminology from the resources and
create a document using the Pages App and a Word Collage using the Word Collage App. Students will also
complete a water cycle graphic organizer. Students will display their Word Collage and reflect on the assignment.

http://school.eb.com/levels/elementary/article/476333#9476333.toc

FINAL PRODUCT:
1. Pages document of main idea sentences and key terminology
2. Word Collage created from the Pages document
3. Completed graphic organizer of the water cycle

LIBRARY LESSON(S):
(Describe the lesson activities for the selected AASL Standards.)

Students have been learning about the different states of water and the water cycle. They will create a Word
document of main ideas and key terminology of the water cycle. Students will then use the Word document to
create a Wordle. Students will also complete a water cycle graphic organizer.

Explain instructions for the assignment and tell the students the instructions are listed on Mrs. Whites Water
Cycle website. Students will be given the rubric for the assignment. Rubric is also available on the class website.
Show the students an example Word Collage. http://whitewatercycle.weebly.com/

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Teaching Determining Main Ideas Reading Comprehension Strategy: Before students begin to work on their
activity, the librarian will remind students that an important part of working with main ideas is making good notes
of learning while reading and viewing. The librarian will remind the students that the next step after note making
is to summarize learning. While summarizing learning, students should ask themselves:
What was the purpose of the reading and viewing of the video?
What facts did I learn about the water cycle?
What do I want to remember from the reading and video?
Students will develop a key terms list by using the Essential Terminology Strategy to help summarize their
learning.

Students will begin reading the sections labeled Introduction, Evaporation and Condensation, and How the
Water Cycle Works from the Galileo Kids for the Britannica Online Water Cycle resource. The students will
also view the water cycle video on the site. Student will also view the Water Cycle video on the BrainPop
App.(1.1.6 and 1.3.5)

Students will take notes on the reading and video so they can write one or two sentences that represent the main
idea of each section or paragraph and video. Students will also list essential terminology from each section.

Students will use their notes to create their main idea sentences and key terms list. These sentences and list will
be typed into a Pages document. Students will then go to the Word Collage App and create a Word Collage by
copying the text from the Pages document and pasting it into the Word Collage App. (2.1.6, 2.2.4, and 1.3.5)

Students will save the Word Collage to the public gallery for the world to see. Students will also print their Word
Collage and display in the media center on a designated wall. Students will log into their email account and email
the Pages document to the librarian and the teacher.

Students will be given the water cycle graphic organizer to complete.

After all students have displayed their Word Collages, they will be asked to go and view their classmates Word
Collages and compare them to their own. The students will go to the Word Collage display in small groups.
After all students have looked at the display, there will be a class discussion to reflect on the assignment. The
librarian and the teacher will lead the discussion. (3.4.2)

ESTIMATED LESSON TIME:
50 minutes

ASSESSMENT
Product
Review completed water cycle main idea and key terms document. Review created Word Collage. Review
completed water cycle graphic organizer. Use rubric to evaluate document, Wordle and graphic organizer.
Process
Visit students as they begin to use Galileo and as they begin to develop information for the Pages document and
Word Collage.
Student self-questioning
Students will view the displayed Word Collages to see how their collage compares to their classmates Word
Collage. They will ask themselves Were there any key terms I should have included in my Word Collage?
INSTRUCTIONAL PLAN

Resources students will use: (Check the appropriate box and list the resources below)
Online subscription database(s) Web sites Books Reference
Nonprint Periodicals/newspapers Other (list): iPad Apps: Word
Collage, BrainPop, and Pages
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Instruction/activities
(Provide explicit details for the lesson including the activities for both the teacher and the library media
specialist.)

o Direct instruction:
The librarian will remind students how to access the class website. The librarian will give a
review on how to access Galileo Kids and how to do a search on Galileo Kids. The librarian will
review the concept of how to find main ideas and remind students how to access the BrainPop
App and the Pages App. The teacher will give instructions on completing the graphic organizer.
o Modeling and guided practice:
The librarian will show students how to access the class website, model making a Word Collage
and share a completed Word Collage. The librarian will model note taking.
o Independent practice:
Students will search the BrainPop App for the Water Cycle resource. They will also search
Galileo Kids for the Britannica Online Water Cycle resource. They will use their notes to create
the main ideas and key terms Pages document. They will use their Pages document to create the
Word Collage. The librarian and the teacher will be available to all students to answer questions.
o Sharing and reflecting:
The Word Collages will be printed and displayed in the media center. Students will review the
displayed Word Collages. The librarian and the teacher will conduct a class discussion for
students to reflect on their Word Collage and compare it to their classmates Word Collage.
Strategies for Differentiation
The required reading has a read aloud option for students who need it.
The students who need help on the graphic organizer will be given a graphic organizer that already has the 4
stages of the water cycle listed. This will give those students a starting point for completing the graphic
organizer.