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Information Literacy Lesson

PlanKelly StibrichGeorgia Southern University

FRIT 7136 Dr. Stephanie Jones

Research Pathfinder:

http://3rdgradepathfinder.pbworks.com

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GRADE: 3 TEACHER(S): Kelly StibrichChristina Signore

CONTENT TOPIC: Topographical features of the United States

STANDARDS FOR THE 21ST-CENTURY LEARNER GOALSStandard:

1. Inquire, think critically, and gain knowledge.3. Share knowledge and participate ethically and productively as members of ourdemocratic society.

Skills Indicator(s):1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, andmake the real-world connection for using this process in own life.1.1.3 Develop and refine a range of questions to frame the search for newunderstanding.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.3.1.4 Use technology and other information tools to organize and display knowledgeand understanding in ways that others can view, use, and assess.

Benchmark(s):1.1.1

Generate questions and practice different way to locate and evaluate sourcesthat provide needed information.

1.1.3Formulate questions about the topic with guidance.Assess questions to determine which can be answered by simple facts, whichcannot be answered, and which would lead to an interesting inquiry.Revise the question or problem as needed to arrive at a manageable topic.

1.1.4Understand the librarys organizational scheme and what main topics areincluded in each section.Select and use appropriate sources, including specialized reference sourcesand databases, to answer questions.Use multiple resources, including print, electronic, and human, to locateinformation.Use text features and illustrations to decide which resources are best to use andwhy.

1.1.6Use various note-taking strategies.Paraphrase or summarize information in various formats.Draw conclusions based on facts and premises.

3.1.4

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Use different technology tools to retrieve and organize information.Use a variety of media and formats to crete and edit products that communicatesyntheses of information and ideas.

Dispositions Indicator(s):

1.2.2 Demonstrate confidence and self-direction by making independent choices in theselection of resources and information.1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, orstrategies when necessary to achieve success.

Responsibilities Indicator(s):1.3.3 Follow ethical and legal guidelines in gathering and using information.1.3.5 Use information technology responsibly.

Self-Assessment Strategies Indicator(s):1.4.1 Monitor own information-seeking processes for effectiveness and progress and

adapt as necessary.1.4.3 Monitor gathered information, and assess for gaps or weaknesses.1.4.4 Seek appropriate help when it is needed.

COMMON CORE STANDARDSCC.3.R.I.1 Key Ideas and Details: Ask and answer questions to demonstrateunderstanding of a text, referring explicitly to the text as the basis for the answers.CC.3.R.I.7 Integration of Knowledge and Ideas: Use information gained fromillustrations (e.g., maps, photographs) and the words in a text to demonstrateunderstanding of the text (e.g., where, when, why, and how key events occur).CC.3.R.I.9 Integration of Knowledge and Ideas: Compare and contrast the most

important points and key details presented in two texts on the same topic.CC.3.SL.1 Comprehension and Collaboration: Engage effectively in a range ofcollaborative discussions (one-on-one, in groups, and teacher-led) with diverse partnerson grade 3 topics and texts, building on others' ideas and expressing their own clearly.CC.3.W.6 Production and Distribution of Writing: With guidance and support fromadults, use technology to produce and publish writing (using keyboarding skills) as wellas to interact and collaborate with others.CC.3.W.7 Research to Build and Present Knowledge: Conduct short research projectsthat build knowledge about a topic.CC.3.W.8 Research to Build and Present Knowledge: Recall information fromexperiences or gather information from print and digital sources; take brief notes onsources and sort evidence into provided categories.

CONNECTION TO LOCAL OR STATE STANDARDSSS3G1 The student will locate major topographical features.

OVERVIEW:Mrs. Signores 3rd grade class will learn about different research resources available tothem and then use those resources to search for information regarding a topographical

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feature of the United States. They will find information that they believe would convinceothers to visit this place. Using the information that they find, they will create a one pagedocument with information that would persuade someone to visit this place.

FINAL PRODUCT:Students will create a one page word document with images and information about theirchosen topographical feature. This information should be a handout designed topersuade someone to visit this place.

LIBRARY LESSON(S):The students will learn how to search for and find resources on the electronic schoollibrary catalog, the districts elementary virtual library, and the SLMS created pathfinder.

ASSESSMENT Product

-The students, SLMS, and teacher will use the attached rubrics to self-assess(students) and assess (teacher and SLMS) the report assignments.-Students will use the given guidelines (see logbook handout attachments #1, #2,and #3) to record their search and information throughout the process.

Process-The teacher and SLMS will observe throughout the process to see if thestudents are able to successfully locate information using the online catalog,databases, and pathfinder.-The teacher and SLMS will monitor to see that the students are taking detailednotes in their logbook throughout the process.

Student self-questioning-What keywords should I use?-Am I searching for information that will persuade someone to go to this place?-Am I recording my progress and notes in my logbook?-Am I taking detailed enough notes to complete my project?-Am I recording my sources?

INSTRUCTIONAL PLAN

Resources students will use:

Online subscription database(s)Web sites

Reference

BooksOther: Research Pathfinder: http://3rdgradepathfinder.pbworks.comPeriodicals/newspapersNonprint

Instruction/activities

http://3rdgradepathfinder.pbworks.com/http://3rdgradepathfinder.pbworks.com/

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Day Oneo Direct instruction: The SLMS will introduce the electronic school library catalog, howto access it, and its different features using the Smartboard. She will then review thenonfiction areas of the library (students have already had a introduction to the library atthe beginning of the school year). The important focus to impart is that the online

catalog is to find books from the library, not to gain information immediately regarding aresearch topic.o Modeling and guided practice: Using one of the assigned topographical features,the students, teacher, and SLMS will brainstorm a list of keywords to use whensearching. The SLMS will model how to use the online catalog to search for relevantsources and how to use the logbook to record source information to use later when inthe library.o Independent practice: Students will begin to work with partners to look up relevantbooks for their topographical feature on the online catalog. They will record theirfindings in their logbook (see logbook handout attachment #1). During their free librarytime, they will go to the library and check out books they believe would be helpful in

their assignment. They will then use these books to take relevant notes in their logbook(see logbook handout attachment #2). The SLMS and teacher will monitor, helpingwhen necessary.o Sharing and reflecting: Students will share how it went using the online catalog.They will discuss difficulties and if they found useful sources to use in their project.

Day Twoo Direct instruction: The SLMS will introduce the districts elementary virtual libraryand the SLMS created pathfinder on the Smartboard. She will show the many differentresources available on the virtual library and how to access them. Since this is the thirdgraders first time using this resource, 3 or 4 databases should be sufficient. She will

also show how to access and use the pathfinder for their project. The teacher willdiscuss how to record sources after a search.o Modeling and guided practice: Using one of the places on the topographical featurechoice list, the SLMS will model using relevant keywords to search for resources in theBritannica Online School Edition for elementary school that was accessed using thedistricts elementary virtual library. If more practice is needed, the SLMS will search foranother topic using a different database. Students will guide the SLMS throughout thesearch. A handout of user names and passwords to access these databases will begiven to students.o Independent practice: With partners, students will start researching their topic usingthe databases and pathfinder. They will record their sources and take notes on theirfindings in their logbook (see logbook handout attachment #3).o Sharing and reflecting: Students will share how it went using the virtual library andpathfinder. They will discuss difficulties and sources that they found.

Follow-up days: Over the next few days, students will work on their projects in classand during free library time. Students will then begin working on their word documents.The teacher and SLMS will be available for help finalizing their research and creating

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their document. The students, teacher, and SLMS will assess their final project usingthe rubric (see rubric attachment #4)

Research Pathfinder: http://3rdgradepathfinder.pbworks.com

Reflection of Both Lesson and Collaboration:

To be honest, as far as collaboration goes, we could have planned this moretogether. I think I did most of the planning because I knew she was overwhelmed withher own work. I knew that science and social studies dont get as much focus in ourschool as math and reading so I decided to ask her if we could use one of the standardsfrom those subjects for our lesson. Christina suggested social studies because it wouldthen lend itself to being the background knowledge for a writing lesson later on. Welooked through the standards and decided upon topographical features because wethought the kids would be the most engaged on this topic. I kind of took the planning onfrom there. We talked back and forth about four times about what I wanted to do

regarding the lesson and she gave her input. I learned from her throughout this that herkids had had an introduction to the library and were pretty self sufficient at findingbooks. I also learned that the kids were great at using programs on the computer sothese things definitely were things to consider when planning the lesson and activities. Ithink it would be easier to plan something like this if both people sat down from thebeginning to sketch the entire lesson out together. I think I just knew what I needed todo and didnt want to infringe on her valuable time too much.

On the first day, I began by introducing Cybercat, our online catalog. Many of thestudents had seen the media specialist or teachers use this tool but had never used itthemselves. They were amazed to see how easily they could find where books werelocated in the library! Most students said they usually chose books from a certain

section in the library, or from sections that they knew had sports or animal books. Wediscussed the many other nonfiction topics there were and how they were separated inthe library. One of the hard parts was that many of the students had never heard ofmany of the topographical features listed on the chart, so they were having troublecoming up with any other keyword besides the name. Just using the names assearching keywords seemed to give us good results so we just stuck with that. Thestudents did a great job using Cybercat to look up books for their assigned feature.They had a little trouble recording information correctly and detailed enough in theirlogbook handout. If I had to go back, I would have modeled filling this out more in frontof the class and maybe even had them copy an example of how it should look that theycould go back to. The students, on their own time, were supposed to check out booksrelated to their assigned topic on their library time. Due to schedules and what not,many students didnt have their books by the time I went back for the second lesson. Ithink it would be easier to make sure these things get done if the lesson and learning issomething that has to be done rather than doing me a favor by letting me work on alesson in your classroom. I think more time would be made for the project. The secondday seemed to go a little rougher. I didnt feel like I had enough time to teach all of theinformation they needed well enough to do the project. I think simply starting off with alesson on how to search would have been better than actually trying to complete an

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entire project. Giving the students too much choice with regards to databases andonline encyclopedias did not work out. We ended up teaching them how to use only oneand the pathfinder to use for research. Since the kids really had never researchedanything before and had never used these resources, the teacher and I spent a lot oftime helping them navigate the database/encyclopedia. I think next time I would just like

to give them some time to play around and explore with the resources. I think futureprojects would benefit from this. We ended up rushing through the rest of the lessondue to time constraints. The students were able to use their notes to complete the paperduring their technology time. It didnt turn out how I had hoped, and not having enoughtime had a lot to do with it. I think I should have tried to do less and make sure the kidsunderstood it really well.

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Logbook handout attachment #1

Date__________________________________________________________________

Title__________________________________________________________________

Author________________________________________________________________

Call Number___________________________________________________________

ShortDescription____________________________________________________________

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Date__________________________________________________________________

Title__________________________________________________________________

Author________________________________________________________________

Call Number___________________________________________________________

ShortDescription____________________________________________________________

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Date__________________________________________________________________

Title__________________________________________________________________

Author________________________________________________________________

Call Number___________________________________________________________

ShortDescription____________________________________________________________

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Logbook handout attachment #2

Title__________________________________________________________________

Author________________________________________________________________

Call Number___________________________________________________________

Notes___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Author________________________________________________________________

Call Number___________________________________________________________

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Logbook handout attachment #3

Author________________________________________________________________Keyword/Subject/Article_________________________________________________

Encyclopedia Name/Website_____________________________________________http address___________________________________________________________Notes_________________________________________________________________

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Author________________________________________________________________Keyword/Subject/Article_________________________________________________Encyclopedia Name/Website_____________________________________________http address___________________________________________________________

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Rubric attachment #4

Basic On Track Superstar

Research I used oneresource.

I used two to threeresources.

I used four or moreresources.

I found one reason

to persuade

someone.

I found two reasons

to persuade

someone.

I found three

reasons to

persuade someone.

My reason was

basic with few

details.

My reasons had

included details.

My reasons were

fully developed with

many details.

I used completethoughts in my note

taking.

I used somekeywords and

phrases and

included relevant

information.

I used manykeywords and

phrases. I used my

own words. I found

a lot of information

to use in my

reasons.

Product Many of my

sentences were not

complete. I left out

a lot of capital

letters and

punctuation in my

sentences.

Most of my

information was

listed in complete

sentences. Most of

my sentences had

capital letters to

begin them and

punctuation to end

them.

Most, if not all, of

my information was

listed in complete

sentences. All of my

sentences had

capital letters to

begin them and

punctuation to end

them.

My final product

met the minimum

requirements of the

assignment.

My final product is

neat and attractive

and all parts are

included.

My final product is

neat, attractive, and

with lots of attention

paid to details.Rubric ideas taken fromhttp://www.delave.santacruz.k12.ca.us/DocsAndPDFs/ResearchRubricThirdGrade.pdf