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School Library

Collaboration Planning

Teacher(s): Lynn Wilcox & Kayla Saunders Unit: The Lemonade War Challenge Project
Grade Level: Grade 3 Magnet Classroom Plan Date: January-February 2017 Time Frame: 6 Lessons for Part 1
only

Unit Overview and Description:


Part One
This is a collaborative project between the library media class and the Grade 3 Magnet classroom. The inspiration
behind the plan is the book, The Lemonade War by Jacqueline Davies and Alex’s Lemonade Stand, an
organization which benefits children suffering from childhood cancer. The project will be split into two different
components. The first component will comprise of the students reading the text, The Lemonade War to help
establish a foundation of competition and emphasis upon various business and economic concepts. Mrs. Wilcox
will be responsible for teaching the economic and Social Studies components while Ms. Saunders will instruct the
reading and math components. Upon conclusion of the novel, the students will work together with support from
both teachers to create a lemonade stand and donate the profits to Alex’s Lemonade Stand. The class will set a
goal to raise $5,000 to compete with other schools and to earn a visit from The Lemonade War author, Jacqueline
Davies.

Part Two (will be a separate Unit Plan)


Once the students have had an opportunity to experience the challenges and successes of running a class
business, the project will shift to individual business products. The students will use their time in library using the
Makerspace to create a product and develop a plan for marketing their product. In addition, Mrs. Saunders will
provide the students additional time in class for product development and completion.

Culminating Learning Product:


At the end of the unit, the students will have their own product and have devised a market plan to sell their
product. The students will present and sell their final product at an exhibition of learning which will be attended
by parents, school staff and other community stakeholders. In addition to their rubric scores, attendees of the
learning exhibition will be encouraged to provide quality feedback to help students reflect upon their learning
experience.

AASL Standard(s) and/or County or State Library Content Standards


Standards: English Language Arts:
RI.3.2 Determine the main idea of a text; recount the
1.0 Define and Refine Problem or Question: Students will key details and explain how they support the main
be able to follow an inquiry process to define a idea.
problem, formulate questions, and refine either or RI.3.4 Determine the meaning of general academic
both to meet a personal and/or assigned information and domain-specific words and phrases in a text
need. (AASL 21st 1) relevant to a grade 3 topic or subject area.
RI.3.5 Use text features and search tools (e.g., key
1.A.1.b – Explain how the process can be used to solve a words, sidebars, hyperlinks) to locate information
personal information need relevant to a given topic efficiently.
RI.3.8 Describe the logical connection between
particular sentences and paragraphs in a text (e.g.,
2.0 Locate and Evaluate Resources and Sources:
comparison, cause/effect, first/second/third in a
Students will be able to follow an inquiry process to
sequence).
identify, locate, evaluate, and select resources and
W.3.2 Write informative/explanatory texts to examine
sources in a wide variety of formats to meet the
a topic and convey ideas and information clearly.
information need in an ethical manner. (AASL 21st 2)
RF.3.3 Know and apply grade-level phonics and word
analysis skills in decoding words.
2.A.1.b With guidance, decide which resources best
RF.3.4 Read with sufficient accuracy and fluency to
match an identified information need.
support comprehension.

2.B.1.d With guidance, select print, online, and L.3.2 Demonstrate command of the conventions of
multimedia sources. standard English capitalization, punctuation, and
spelling when writing.
3.0 Find, Generate, Record, and Organize
Data/Information: Students will be able to follow an Math:
inquiry process to find, generate, record, and organize
information relevant to the information need in an 3.OA.D.8 Solve two-step word problems using the
ethical manner. (AASL 21st 1) four operations. Represent these problems using
equations with a letter standing for the unknown
3.A.2.a—With guidance, differentiate between fact and quantity. Assess the reasonableness of answers using
opinion within a specific source. mental computation and estimation strategies
including rounding.
3.B.1.b—With guidance, generate information in an
appropriate format. Social Studies:

1.C.1 Explain the rights and responsibilities of being a


3.C.3.a – Reflect upon the need to revise research
member of the school and the community.
questions and, with guidance, refine research questions
based on new information discovered in the inquiry
a. Describe the responsibilities of being an effective
process.
citizen, such as cleaning up your neighborhood, being
informed, obeying rules and laws, participating in
4.0 Interpret Recorded Data/Information: Students will be class decisions, and volunteering
able to follow an inquiry process to interpret recorded
data/information to create new understandings and
knowledge related to the information need in an ethical
manner. (AASL 21st 2)
Objectives/Learning Outcomes: • How does the structure support the author’s
The students will be able to: purpose?
• ask and answer text dependent questions. • How do the key details support the main
• determine the main idea and supporting details. idea?
• determining meaning of words and phrases • Based on the audience and purpose, what is
using context. the best structure for the text?
• use text structure to describe connection • How do effective writers hook and hold their
between sentences and paragraphs. reader’s attention?
• reading grade-level text with purpose and • How do I know that I have used an effective
understanding. and efficient strategy?
• create an interest survey to determine a need • What makes an effective citizen?
within the school community. • Does citizenship matter?
• gather notes and use resources to create a • How can citizens take part in civic life?
product and establish a business. • How do my personal decisions and civic
• use economic principles to devise a product. actions affect others?
• How are governments created, structured,
maintained, and changed?
• What are the roles and responsibilities of
citizens and government in a democratic
society?
• How can I impact social change?
• How do I set up a business?
Teacher will: Librarian will:
• provide reading instruction using the text, The • determine the prior knowledge of students by
Lemonade War. administering a pre-assessment of economic
• provide learning opportunities to support the concepts (what is a business, what is an
mathematic concepts and problems that are entrepreneur, how do I determine the needs of a
introduced in the text. (i.e. creating a budget, consumer, what is profit/loss, how do I maintain a
applying for a loan for start up costs) business, what is marketing and why is it important,
• allow additional instructional time for the creation what is supply/demand, etc.)
and production of a product. • provide instruction of the economic principles
• model the first business experience of selling needed to help students begin their own business
lemonade at various school events. • allow use of the Makerspace to create a final
product (Part 2).

Materials: Unit Assessments:


• Makerspace materials – 3D printer, various craft Diagnostic or Pre-assessment – For Part 1 only
materials, student selected craft materials A pre-assessment will be given using Google Forms
brought from home and posted into Google Classroom related to the
• Student copies of The Lemonade War economic skills and concepts.
Resources:
• The Internet Summative
• Kid Blog for students to reflect upon the steps in A post assessment will be given to students to
the process of their learning demonstrate what they learned about economic
• Graphic organizer application for taking notes skills. In addition to a few multiple choice questions,
on the iPad such as Mind Map there will be some performance based questions to
• Google Forms/Google Classroom give students an opportunity to demonstrate their
• Safari Montage video clips about starting a skills.
business – cookie video
In addition, the class lemonade stand will also be a
chance for students to practice and demonstrate the
concepts that they learned throughout the unit. The
enclosed rubric will be completed by students as a
chance for them to reflect upon their participation
throughout the unit. The teacher will also complete
the unit to evaluate students performance.

Project Calendar
Outline of Learning Actions
T-Teacher and L-Librarian
Day 1 T – The teacher will introduce the book, The Lemonade War and will begin to read the text as part of
a shared reading experience.
L – Give students the pre-assessment to determine knowledge of business skills. The librarian will
introduce what is a business and use the Safari Montage cookie video to help with the inquiry
question – What do I need to do to start up a business? Students will record observations from the
video in their graphic organizer or notes section of their iPad. The librarian will use the notes to
determine student understanding.
Day 2 T-Continue reading The Lemonade War and developing reading comprehension skills.
L- Discuss coming up with a business plan and have students conduct informal surveys to determine
need within the school community. The informal surveys and business plan completion will be the
form of assessment used to determine whether or not students are reaching their learning goals.
Day 3 T-Students will continue to read The Lemonade War and connect their reading to the knowledge
they have gained about establishing a business.
L—Have students research and learn about the money aspect of beginning a business – start up
costs, borrowing and making a case for a loan, making money, profit and expenses. Use Safari
Montage to help give students a picture as to real-life scenarios Have students complete a brief
exit ticket to demonstrate what they learned from Safari Montage.
Day 4 T – Continue reading The Lemonade War and establish a budget for their class created lemonade
business.
L—Continue to explore what might be the challenges of a new business – particular emphasis on
supply and demand, employees, customer satisfaction and services. Have students complete a
self-reflection as to what they believe might be some of the challenges for their own business.
Day 5 T – Continue reading The Lemonade War and begin to write to persuade others to try the class
created lemonade business.
L—Students will learn about market a business and the things to consider when marketing their class
lemonade stand.

Day 6 The teacher and the librarian will work together with the students to actually launch the class
lemonade stand. In addition, the librarian will give the summative assessment to determine student
understanding of the unit.

Librarian and Co-Teacher(s) Reflection of Collaborative Process and Planning:


1) How the planning went
I believe the planning with Mrs. Saunders went smoothly. Mrs. Saunders and I seemed very open to one
another’s suggestions. There was a great deal of dialogue and I think both of us are equally excited about
the possibilities of this project. I believe our energy and enthusiasm will certainly help our students have a
positive learning experience and will obtain higher levels of achievement.

2) What stumbling blocks were encountered


The most significant stumbling block that we encountered was trying to find time to sit down together to
create a unit. I believe time is half of the battle when collaborating with teachers. In addition, I believe it
was a challenge for me to consider elevating the instruction to meet the needs of the magnet students. I
did not realize how many things needed to be considered and the additional standards necessary for
completing plans in the magnet program.

3) What was learned in the course that you applied to the planning?
The stages and the levels of collaboration were very significant when Mrs. Saunders and I sat down to plan
together. I believe that there was more consideration as to how we would be able to work together to
achieve true collaboration. In addition, I believe the information that I learned in Module 2 about true
collaboration certainly helped me with the overall design of this unit plan.
The Lemonade War Project Rubric – Mrs. Wilcox and Mrs. Saunders Name: ______________
CATEGORY 4 (exceeds) 3 (meets) 2 (approaching) 1 (needs improvement)
Contributions Routinely provides useful Usually provides useful Sometimes provides Rarely provides useful
ideas when participating in ideas when participating useful ideas when ideas when participating
the group and in in the group and in participating in the in the group and in classroom
classroom discussion. A classroom discussion. A group and in discussion.
definite leader who strong group member classroom discussion. May refuse to participate.
contributes a lot of effort. who tries hard! A satisfactory group
member who does
what is required.

Quality of Work Provides work of the Provides high quality Provides work that Provides work that usually
highest quality. work. occasionally needs to needs to be checked/
be checked/redone by redone by others to
other group members ensure quality.
to ensure quality.

Time- Routinely uses time well Usually uses time well Tends to procrastinate, Rarely gets things done by the
management throughout the project to throughout the project, but always gets things deadlines AND group has to adjust
ensure things get done on but may have done by the deadlines. deadlines or work responsibilities
time. Group does not have procrastinated on one Group does not have because of this person\'s inadequate
to adjust deadlines or thing. Group does not to adjust deadlines or time management.
work responsibilities have to adjust deadlines work responsibilities
because of this person\'s or work responsibilities because of this
procrastination. because of this person\'s person\'s
procrastination. procrastination.

Problem-solving Actively looks for and Refines solutions Does not suggest or Does not try to solve problems or
suggests solutions to suggested by others. refine solutions, but is help others solve problems.
problems. willing to try out Lets others do the work.
solutions suggested by
others.

Focus on the task Consistently stays focused Focuses on the task and Focuses on the task Rarely focuses on the task and
on the task and what what needs to be done and what needs to be what needs to be done. Lets others
needs to be done. Very most of the time. Other done some of the time. do the work.
self-directed. group members can Other group members
count on this person. must sometimes nag,
prod, and remind to
keep this person on-
task.

Working with Almost always listens to, Usually listens to, shares, Often listens to, shares Rarely listens to, shares with, and
Others shares with, and supports with, and supports the with, and supports the supports the efforts of others. Often
the efforts of others. Tries efforts of others. Does efforts of others, but is not a good team player.
to keep people working not cause \"waves\" in sometimes is not a
well together. the group. good team member.

Date Created: Oct 01, 2016 07:41 pm (CDT)

The above rubric was created using www.rubistar4teachers.org