Information Literacy Lesson Plan

Pathfinder URL: https://gaywilson.wikispaces.com/creek-cherokeepathfinder

Gay Wilson Frit 7136 Dr. K. Kennedy

Action Example Template

GRADE: 2

TEACHER(S): G. Wilson and E. Quon

CONTENT TOPIC: Social Studies Creek and Cherokee Indian Cultures STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS Standard: Standard 1: Inquire, think critically, and gain knowledge. Skills Indicator(s): 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects. 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 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. Benchmark(s): *Students will recognize and use facts that answer specific questions. *Students will interpret information represented in pictures, illustrations, and simple charts. *Students will form simple questions and begin to explore ways to answer them. *Students will formulate questions related to listening activities. *Students will ask I wonder questions about the topic, questions, or problems. *Students will understand the basic organizational structure of books. *Students will distinguish between fiction and nonfiction books. *Students will understand that the library has an organizational theme.

*Students will select and use appropriate sources, including picture dictionaries, beginning encyclopedias, magazines, maps, and globes, to answer questions. *Students will use simple note-taking strategies as demonstrated by SLMS. *Students will write, draw, or verbalize the main idea and supporting details. Dispositions Indicator(s): 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. 1.2.3 Demonstrate creativity by using multiple resources and formats. 1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success. 1.2.6 Display emotional resilience by persisting in information searching despite challenges. Responsibilities Indicator(s): 1.3.2 Seek divergent perspectives during information gathering and assessment. 1.3.4 Contribute to the exchange of ideas within the learning community. 1.3.5 Use information technology responsibly. 1.3.3 Follow ethical and legal guidelines in gathering and using information. Self-Assessment Strategies Indicator(s): 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.4 Seek appropriate help when it is needed. 2.4.1 Determine how to act on information (accept, reject, modify) 2.4.3 Recognize new knowledge and understanding.

CONNECTION TO LOCAL OR STATE STANDARDS SS2H2 Historical Understanding-The student will describe the Georgia Creek and Cherokee cultures of the past in terms of tools, clothing, homes, ways of making a living and accomplishments a. Describe the regions in Georgia where the Creeks and Cherokees lived and how the people used the local resources. b. Compare and contrast the Georgia Creek and Cherokee cultures of the past to Georgians today. OVERVIEW: In a second-grade unit on Creek and Cherokee Indians, students will utilize multiple sources of research to compare early Georgia Indian culture to that of which we live today in Georgia. Students will gain knowledge of regions in which the Indians lived in order to survive on Georgias resources within specific means. FINAL PRODUCT: Students will create a web design utilizing Kidspiration software depicting the following categories: food they ate, clothing they wore, houses they lived in, tools they used, and resources they used from the land. Using this web design created using Kidspiration, students will also create a map that shows a typical Creek or Cherokee village, complete with examples of each category mentioned previously. Students will write a one-page essay explaining the differences between how the Creeks/Cherokee Indians lived in the early days of Georgia versus how people live today in Georgia. LIBRARY LESSON(S): Students will work with the SLMS in a series of lessons in which students will learn how to (1) develop questions that relate to and are of importance to the Creek/Cherokee culture, (2) select a variety of resources to locate relevant information, (3) use and create a graphic organizer to sort information collected, and (4) assess information to decide if it answers desired needs. ASSESSMENT

Product: SLMS, 2nd Grade Teacher and students assess projects, maps, and essays using rubrics and checklists that focus on details related to knowledge gained to answer essential questions. KWL chart should contain elements previously known about Indians, essential questions that students want to know about Creek and Cherokee culture, and knowledge gained about Creek/Cherokee civilization. Process SLMS and teacher review graphic organizers, maps, and essays by students to determine whether students (1) chose appropriate sources and information to gain appropriate knowledge, (2) information is correct and accurate, (3) map of village contains appropriate elements and resources, and (4) information is written in second-grade terms within essay writing. Student self-questioning -Did I understand the assignment? -Was I able to come up with questions that were important and related to my topic? -Was I able to successfully use different resources from the media center and the pathfinder to locate the information that I needed? -Was I able to decide if the information that I found was the information that would answer my questions? -Was I able to adjust and adapt my searching when I was having trouble? -Did I ask for help when I needed it? INSTRUCTIONAL PLAN Resources students will use: *online subscription database *Websites

*Kidspiration software *Reference materials *Non-print materials Resources SLMS, Teacher and Technology Specialist will use: *LCD projector *Mimio *Elmo *HP Laser Color 4650 printer *Reference materials included on pathfinder: including print materials and videos currently burned to DVD at Richmond Hill Elementary School.

Instruction/activities Day One: Direct instruction: The SLMS and the classroom teacher discuss students prior knowledge about obtaining information through research. SLMS will review graphic organizers used in the past and reintroduce a KWL chart. Students will be encouraged to think about what they already know about Creek and Cherokee Indians, what they want to know about the Creek and Cherokee Indians, and the last section of the chart will be left to fill in after the research process is complete: What I learned about Creek and Cherokee Indians? Modeling and guided practice: The SLMS will use a LCD projector and Mimio to complete the first two columns of the K-W-L Chart. The classroom teacher will assist students as they list the facts that they already know and what they would like to know about the Creek and Cherokee Indians.

Independent practice: The SLMS will then review the research procedure and orientate students to appropriate places in the library in which the information can be obtained: informational books (previously pulled by SLMS), encyclopedias, and various websites. Using their own K-W-L chart, students will research what they want to know about these early Americans. Sharing and reflecting: Upon evaluating questions and information found through independent practice, students will use the Elmo to share their K-W-L chart. Lesson 2 Direct Instruction: The SLMS will guide children through a research process in the lab using Kid-Friendly search engines. Appropriate key words will be discussed. Students will be instructed to look for sites that give them information on the Creek and Cherokee cultures. Modeling and guided practice: The SLMS will model how to pick out and record important facts about the Creek and Cherokee Indians. The concept of note-taking will be stressed as opposed to copying every word from internet sources. Students will be encouraged to divide information into the following categories: tools used, types of homes in which they lived, foods they ate and grew, resources they used, etc. Independent practice: Students will search Internet using age appropriate sites (previously discussed and provided by the SLMS) and record information found. Students will record information using note-taking strategies and divide this information into the categories discussed during modeling and guided practice. Sharing and reflecting: Through whole group discussion students, SLMS and classroom teacher will decide which

information will be included in the Kidspiration web project. Students will revise notes and record relevant information to be used in next lesson. Lesson 3 Direct Instruction: The SLMS will provide instruction on how to use Kidspiration software to create an organizational web. This web will be printed and used to help students complete their final project. Final project will include an essay and a village map. Modeling and guided practice: The SLMS will follow children through the creation of a web using Kidspiration software. SLMS will create an example web on another topic modeling exactly how the software is to be used showing a step-by-step procedure. Independent practice: Students will create a web showing Creek and Cherokee cultures and various categories reflecting information obtained during research process. Students are encouraged to use correct spelling of all key words and elements of web project. Students will save individual documents to their student folder on the Shares Drive. Sharing and reflecting: Students will print webs upon completion and using Elmo will share them with peers. Students will discuss information they recorded on their individual webs. Students will critique peer webs. Lesson 4: Direct Instruction: The SLMS will discuss the use of a Venn diagram graphic organizer and how it will be used to compare and contrast the cultures of Creek and Cherokee Indians of early Georgia to the lifestyles we live today.

Modeling and guided practice: The SLMS will create a Venn diagram using the LCD projector and Mimio. The diagram will be divided into the following categories: How Creeks and Cherokee Indians lived in the past and how WE live today in Georgia. The media specialist will remind students that the center overlapping section reflects things that are common for both time periods. Independent practice: Students will be provided a copy of a Venn diagram to use to put information in appropriate categories. Students will then use this information to write one-page essay about cultures of Creek and Cherokee Indians compared to how we live today in Georgia. Sharing and Reflecting: Students will share their essay with the class. Upon completion of the unit, students essays will be displayed in hallway along Kidspiration web and village map they created and printed during computer lab time. During each lesson taught by the SLMS, the classroom teacher may be present to assist and monitor students needs.

**Accommodations and modifications were made for students with special needs.**

Assessments: Students helped create this rubric prior to beginning this project. SLMS and classroom teacher will use this rubric to assess students work. Upon assessing work, SLMS and classroom teacher will record any modifications to be made in future lessons. Rubric for Informational Research Kidspiration Web, Compare/Contrast Essay and Creek/Cherokee Village Map This rubric will be used for all three parts of the assignment.

Creek/Cherokee Indian Culture Project Rubric SS2H2 The student will describe the Georgia Creek and Cherokee cultures of the past in terms of tools, clothing, homes, ways of making a living, and accomplishments. Does Not Meet Rating
Compare/Contrast Essay

Meets 2
Information is somewhat organized. Handwriting is legible, but could be neater. Writing has some grammatical errors. Content length is brief, missing some material. More information could be notated to clearly state similarities and differences.

Exceeds 3 Information is accurate and written neatly. Writing is free of grammatical errors. Writing length is appropriate and clearly addresses all aspects of assignment. Writing clearly states similarities and differences in culture of then and now.

Score/Comments

1 Information is unclear and unorganized. Handwriting is illegible. Important facts are missing and clear points are not made. Little effort put into writing and organizing essay to make a point about similarities and differences

Village map

Map is missing critical elements. Drawing is messy and unorganized. Items are not clearly labeled or located in appropriate places.

Map is somewhat complete with village located near water source, but missing other elements. Some labels and elements are missing. Neatness needs attention.

Map shows village located near a water source (river or large creek). Both winter and summer homes are shown on map. Gardens showing appropriate foods grown by Creek/Cherokee Indians. Indians wearing clothing examples,

Kidspiration Web

Web is incomplete, missing critical elements from lab research, not organized or complete. Student clearly did not understand utilization of software to produce legible web document.

Web is missing some elements, but has flow of information correctly separated into appropriate categories. Evidence that student understood assignment is present. Appropriate use of software is evident, but not thorough.

Web is thorough and contains all elements of research completed: types of homes, types of foods, tools used, clothing, resources used, and accomplishment s. Student clearly understood assignment and use of software.

Creek/Cherokee Unit Quiz Name: _______________________________ Date: _________

Word Bank:

river village

winter clothing

summer deer

hunting bow

songs

roundhouse

tools

1.

Creek Indians lived in a large, long house in the _______________________ with open walls.

2. Creek Indians lived in a smaller, round house in _______________________ to keep them warm. 3. Creek Indians made their own _________________________ to hunt and farm. 4. Creek Indians gathered in the ______________________________ , which was a centrally located building in the village. 5. Children and adults sang _________________ to tell their stories. 6. Creek and Cherokee Indians built their villages close to a _____________________ or a large stream. 7. Many Creek and Cherokee made their ___________________________ from animal skins. 8. Creek and Cherokee Indians hunted _________________, rabbit, and fowl. 9. Men were __________________________ for food while women tended the gardens and the children. 10. A common tool used for hunting was a ___________ and arrow. Self Assessment: Creek/Cherokee Culture Lesson 1. How did I show that I did my best to research the information needed and answer all questions needed to complete my project? _______________________________________________________________________ _______________________________________________________________________

2. How did I show my work in a complete, neat, and organized manner so others would enjoy looking at it and reading my production? _______________________________________________________________________ _______________________________________________________________________ 3. How did I treat my classmates with respect as we searched on the internet and read print materials? _______________________________________________________________________ _______________________________________________________________________ 4. How was it evident that I followed instructions and listened to the SLMS, Teacher, and Technology Specialist when instructions were given? _______________________________________________________________________ _______________________________________________________________________ 5. How did I check my work before printing it and handing it in to be sure it was complete and had all elements of the rubric present? _______________________________________________________________________ _______________________________________________________________ 6. What new information did I learn from this lesson that I can use to complete projects and other work in the future? _______________________________________________________________________ _________________________________________________________________ 7. How will I use the skills obtained from this lesson in future scholastic endeavor? _______________________________________________________________________ _______________________________________________________________________ 8. How will I be able to tell others what I learned from this lesson, so they will be interested and want to complete the same lesson? _______________________________________________________________________ _______________________________________________________________________ 9. My favorite part of this project was____________________________________________________________________ _______________________________________________________________________

10. The most fascinating piece of information I learned about Creek and Cherokee Indians culture is _______________________________________________________________________ _______________________________________________________________________ 11. I think life would be the same as it is today or different without the influence of the Creek and Cherokee Indians. Explain. _______________________________________________________________________

Post-Project Conference Members present: student, classroom teacher and SLMS SLMS and the classroom teacher will briefly meet with each student to evaluate projects and go over rubrics with students. The self-assessment was a key element in this conference, as it gives the SLMS and classroom teacher feedback as to whether students gained knowledge from this lesson and now posses new lifelong learning skills that they can use with future research projects. Students will be given an opportunity to ask questions and options will be discussed to improve skills and teacher will commend students on a job well done.

Reflection: Before beginning this project, I sat down with the classroom teacher to determine what unit she was working on in her classroom. She was just beginning her unit on the Creek/Cherokee Indians. We discussed what prior knowledge the students had on this topic. After I gathered my information for this unit, I went back to her to share with her what lessons I had planned. We discussed what they knew about a KWL chart. She told me that they had used it in another lesson and the students were familiar with how it worked. We also discussed note-taking strategies. She told me that she would introduce that skill in another subject so that the students would be some what familiar when I talked to them about note-taking strategies during the researching phase of this project. She also agreed to assist in the computer lab in an effort to ensure each student could

receive assistance through the research process. Additionally, we discussed students prior knowledge of a Venn diagram. She informed me that she had taught that skill in math but it was earlier in the year and that the students may need to reminded what each section represents. She suggested I remind the students that the center portion reflects the things that the two being compared have in common. Once I gathered this information from the teacher I had a better understanding of what I could do to make the most of my time with her class. As I collaborated with the classroom teacher, she made me aware of some concerns she had with a few students. She informed me that it would be difficult for her lower-level and ESOL students to gather certain information. We discussed specific students strengths and weaknesses. As an accommodation, I paired these students with other students that had a better comprehensive understanding of the expectations of the project. The lower students could then modify what they did understand and adjust information according to suggestions from higher performing students. We also discussed the fact that some students are technologically challenged (due to lack of exposure and/or other circumstances) while others were a little more advanced. Keeping this in mind, I paired the more advanced students with students that may need some assistance. In addition, I grouped these pairs up front and closer to me so that I could monitor and assist them. Having this information helped me to create a seating chart which allowed me to manage my time effectively. As I prepared for this project I found that this topic (Creek and Cherokee Indians) could be difficult for elementary children to research because much of the information is written on a higher reading level. I had to evaluate each site and make sure that the sites I chose were grade/age appropriate and kid-friendly. Also providing videos and printed material was on their grade level proved to be helpful. In addition, I chose Kidspiration software because it was kid-friendly and I thought it would be easy for the student to navigate and be successful. I felt that the experience of researching the topic on the web was relevant and beneficial to gaining understanding of the standards. Exposure to the different websites allowed students to see numerous readings about different aspects of the Creek and Cherokee culture. Many of trials and tribulations they experienced, such as spelling, key words, etc., were discussed as they found sites that provided relevant information. I think it was a great learning experience for them. Several historical stories and events were also found and discussed as students found sites that interested them. The most difficult part for the students was sorting through the information and pulling

out the simple elements/details that they needed to complete their assignment. Some of the students seemed to get sidetracked as they navigated through these sites. Having a copy of the KWL chart with them at all times and a checklist of individual questions that they needed to answer proved to be a great resource to keep them on task while in the computer lab doing research. Keeping a pencil and clipboard with these documents on hand also helped the students stay organized. Overall, I found the project to be a valuable learning experience. I believe the final product showed mastery of the standards taught. Students gained understanding and showed the appropriate location of the Creek/Cherokee villages was near a water source and why. Drawings showed gardens with appropriate crops being raised, children and adult Indians were dressed in the types of clothing made from deerskin and other animal hides. The Kidspiration webs were clear and fairly accurate. If I do this project again I would allow more time. More time could have been spent on simple spelling and organizational skills. Most of the student found the information easily, however, some of them did not have enough time to gather all of the information on the web and put in the appropriate places. These students would have benefited from a little extra time. In the future, I need to make an extra session available to work with these students in a small group setting. I was definitely impressed with how well the students grasped the compare/contrast skill. This was evident in their writing about how different lifestyles are today than they were when the Creeks and Cherokee Indians first lived in Georgia. All of these aspects were discussed with the students upon closure of the unit. Students are looking forward to a similar project as they learn about James Oglethorpe and other famous Georgians.