Teacher: Serena Ramirez School Year 2021-2022

Date: October 9, 2021

Lesson Title: Are Humans the cause of Global Warming?
Grade Level: 4th Grade
Standard: Key Ideas and Details:

4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

AASL Shared Foundations, Domains, and Competencies:

Standard 1: Standard 2: Standard 3:
I. INQUIRE: Build new knowledge by inquiring thinking
critically, identifying problems, and developing strategies for III. COLLABORATE: Work effectively with others to broaden perspectives and IV. CURATE: Make meaning for oneself and others by collecting,
solving problems. work toward common goals. organizing, and sharing resources of personal relevance.
D. GROW: Learners participate in an ongoing inquiry-based D. GROW: Learners select and organize information for a variety of
process by: audiences by:
1. Performing ongoing analysis of and reflection on the quality,
1. Continually seeking knowledge. usefulness, and accuracy of curated resources.
ESIFC Anchor Standards and Indicators:
Standard 1: Standard 2: Standard 3:
II. Multiple Literacies: Use multiple literacies to explore, IV. Personal Growth and Agency: Engage in personal exploration,
learn, and express ideas - "We are readers, writer, and creators III. Social and Civic Responsibility: Demonstrate civic responsibility, respect for social and emotional growth, independent reading and learning, and
in multiple formats." diverse perspectives, collaboration, and digital citizenship - "We are citizens." personal agency - "We are confident, independent learners."
2.1: Information-fluent learners use multimedia literacy skills
and knowledge to deconstruct and learn from texts in multiple 4.1: Information-fluent learners use information and ideas presented in
formats through comprehension, analysis, interpretation, and any format to reflect on and pursue personal interests, develop
evaluation. #REF! strengths, and engage in personalized and independent learning.
ESIFC Anchor Standards and Indicators:
Phase of Inquiry: Evaluating Media
Skill:
Evaluating a Media Source for Accuracy and Purpose

Brief Overview: In Science, 4th grade students have been learning about the negative changes to Earth caused by humans regarding the usage of natural resources and the
effects of their negative actions. Since Global Warming is a very controversial topic, this is the perfect opportunity for students to learn to research and find
credible resources using the lateral reading process.

Guiding Question:
How can we find credible resources to support our research on people's affect on natural processes and resources?

Students will be able to: SWBAT identify credible resources using lateral reading strategies.
SWBAT will use the lateral reading method to find credible resources.
SWBAT will fine three credible reasons they believe or do not believe humans are the cause of Global Warming.
SWBAT will organize their responses using a graphic organizer.
SWBAT will use a checklist to work as groups to measure website credibility.

Learning/Teaching Activities Materials:

CT= Classroom Teacher L = Librarian

Introduction/Prior Knowledge L will ask ss to share how or where do they search for credible resources. Ss will
input their responses in a class jamboard. L will ask the ss why do they choose those Jamboard: https://jamboard.google.
search options? L will take 2-3 responses and introduce the ss to the purpose of com/d/1KP5rNmVYRkTEBHeOr_7Mj650rOvHRVVtcn_AkzztLE8/e
today's lesson. dit?usp=sharing
L will explain that although web search engines are beneficial sources for
researching a topic, we have to make sure the sources are credible. L will bring the ss ~device (laptop)
attention to the board. L will state " When conducting research we need to keep 3 ~Jamboard:
questions in mind." ~Powerpoint: https://docs.google.
com/presentation/d/1qCOlfofebzgeuvQKgoBJVljOa8_ZatL5xL_xF-
Librarian will share the the 3 questions: kk2Ng/edit?usp=sharing
1. Who is behind the information?
2. What is the evidence? Short Video: https://youtu.be/q1k8rcYUmbQ
3. What do other sources say?

L will tell the ss " Today I will be teaching you how to research using a strategy
called Lateral Reading."

L will show short video "Writing Videos for Kids: How to Evaluate Sources for
Reliability" to emphasize why the 3 questions are so important when research.
Direct Instruction L will explain the process of Lateral Reading. (Lateral Reading is a strategy where https://docs.google.com/presentation/d/1qCOlfofebzgeuvQKgoBJVljOa8_ZatL5xL_xF-kk2Ng/edit?us
you research like a fact checker. You open at least 3 tabs and dive deep into a
search. A fact checker inputs the topic of their search in a search engine and chooses
a website that they feel is a valid source of information. From that source you look
for a fact, statement or person that stands out in that research and then use the 2 tab
to search that. You then choose a website source from that search and then choose
another website. For the third tab you can choose wikipedia and refer to the
references or if you feel your 2 search had something that was worth digging deeper
you can search that. Then you compare you 3 sources and see if they seem like valid
research.)

L will go through the 6 basic steps using the powerpoint provided focusing on the
topic water pollution and it's affects on animals.
Guided Practice The L will explain to the ss to ss they will be trying the Lateral reading strategy
together. L will direct the ss to open 3 tabs on their browser by clicking the + tab on Worksheet 4.23:
the browser. L will direct ss to return to the initial first tab.

L will then tell ss to input "oysters important to water."

L will tell the ss "let's scroll down and see what searches came up."
L will ask ss "which site seems it could be most credible?"
L will follow up the question with "What makes you say that?"
L will take ss suggestion and click the link. Ss and L will briefly scan the site.
L will ask ss "Refer to when we first learned about key words when searching. Are
their any keywords or searches that stand out to you?"
L will take a few responses and then create a broad term based on ss responses.
L will direct ss to click on the next tab and input the term they created in the search
engine.
L will follow the process of choosing a site and then scan read.
L will emphasize if the responses seem credible they can follow through to make an
additional key word/topic search or rephrase search using wikipedia to read a
wikipedia reference page based on the topic and looking at valid reference.
 L will ask ss if they have any questions regarding the search. L will than refer back
to the 3 guiding questions during a lateral reading search. L will ask ss to answer
each question verbally based off their search on oysters.
L will than explain to the ss that they will be creating a search on their own. SS are
creating a search using the topic they have been learning in class "People's affect on
natural process and resources" or "people's role in global warming."

L will present the attached worksheet 4.23. Directing the SS to evaluate their
Independent Practice resources using their judgment made from the Lateral reading strategy.

Digital:
Ipad or computer
L will provide 5 minutes for ss to share out with a partner using a peer feedback Checklist: https://docs.google.
checklist regarding successful implementation of the Lateral Reading strategy and com/document/d/1vOjJLhD3gs3YfGRDTukFYlGrvrW5Rip5VJqh8nf
Closing/Sharing/Reflection success at finding a credible resource. rm1U/edit?usp=sharing
Assessment(s) Completed Modified 4.23 Worksheet
Peer Checklist Worksheet 4.23
Reading and Audio settings will be provided on devices of non readers.
Translation add on will be be set up for ENL population
Accommodations/Modifications for All Learners Google Translate
Ss will either print out resourches to support their research to support their findings.
Ss will start identifying key resource on a graphic organizer to start organizing their
findings.
Ss will create a written presentation (newsletter, brochure, persuasive essay or
debate), media (podcast, flipgrid, youtube-like video) or poster/diagram presentation.
Activities for Extending the Learning
Created by Sharon Fox (Tuxedo Union Free SD) and adapted by Katie Lambert (Brighton CSD). Excerpted from National School Library Standards for Learners, School Librarians, and School Libraries by the American Association of School Librarians,
a division of the American Library Association, copyright © 2018 American Library Association. Available for download at www.standards.aasl.org. Used with permission.