Teacher Feedback: - Web viewStudents will work with partners to complete worksheets to determine...

Running Head: LIBS 6142 Group 2 Collaborative Information Literacy Lesson

1st Grade Collaborative Information Literacy Lesson – Pumpkins

Group Members:

Andrea Barnhart

Elizabeth Greene

Lisa Jeffcoat

Tammy McCarn

LIBS-6142 Instructional Foundation of the School Library

East Carolina University

Dr. L. Dotson

November 1, 2013

2

1st Grade Collaborative Information Literacy Lesson – PumpkinsTable of Contents

Lesson Length………………………………………………….……………………....4

Student Prior Knowledge………………………………………….…………………...4

Lesson Objectives…………………………………………………….………………..4

Standards………………………………………………………………….…………...5

North Carolina Essential Standards K-2 Science...…………………………..………..5

Common Core State Standards for Math…………...…………………………….……5

AASL Standards for the 21st Century Learner………………………………………..6

P21 - Twenty-first Century Student Outcomes………………………………..……....6

Justification for Selected Standards…………………………………………………....6

Modifications and Strategies for Students with Special Needs…………………….….7

Explanation of Lesson as a Component of a Larger Unit……………………………...7

Rationale for Selecting the Super 3 Model…………………………………….………8

Overall Lesson Materials List…………………………………………………….……9

Materials for Science Lessons..………………………………………………….…….9

Materials for Math Lessons...…………………………………………………….…..10

Lesson Procedures……………………………………………………………….…...10

Day 1 Science: Plant Life Cycle Introduction……………………………….……….10

Day 2 Science: How Seeds Grow…………………………...………………….…….11

Day 3 Science: Life Cycle of a Pumpkin..…………….………………………….….12

Day 1 Math: Measurement……………………..………………………………….....14

Day 2 Math: Unit Length…………………………………….………………….……15

Day 3 Math: Counting……………….....……….…………………………………....15

Higher Level Thinking Questions……………………………………………............17

3

Explanation of Rubrics…………………………….…………………………………18

Assessments………………………………………….……………………………….19

Formative Assessment: Cooperative Activity………….………………...……...…...19

Formative Assessment: Cooperative Activity…………….……………………..…...19

Summative Assessment: Cooperative Activity……………….……………………...19

Rubrics…………………………………………………………….………………….20

First Formative Assessment Rubric…………………………………….…………….20

Second Formative Assessment Rubric....………..………………………….……......21

Summative Assessment Rubric…………………………………………………...….22

Teacher Feedback……………………………………………………………….……23

Libby’s Feedback...………………...…………………………………………….…..23

Andrea’s Feedback………………….……………………………………….……….24

Lisa’s Feedback………...……………………………………………………….……25

Tammy’s Feedback…………………………………………………………………...26

Group Learning…………………………………………………………….…………27

Reflections…………………………………………………………………….……...28

Libby’s Reflection……………………………………..…………………….……….28

Andrea’s Reflection…………………………………………………………….…….30

Lisa’s Reflection……………………………...……………………………………....31

Tammy’s Reflection……………………………………………………………….....32

References..……………………………………………………………………….….33

Appendix A: Matching Plant Vocabulary……………………………...………….....34

Appendix B: KWL-RAN Worksheet………...……………….……………………...35

Appendix C: Pumpkin Life Cycle Activity……………………………………….….36

Appendix D: How Big? Worksheet.………………………………….………………37

Appendix E: How Many Paperclips? Assessment…………...………………………38

Appendix F: 100 Pumpkin Seeds Worksheet………………...………………………39

4

1st Grade Collaborative Information Literacy Lesson – PumpkinsLesson Length:

3 Days – 30-60 minute periods during Math and Science time

This lesson will be cross-curricular and incorporate 1st grade Math and Science standards.

Student Prior Knowledge: Students are familiar with Revised Bloom’s Taxonomy terms

Students are familiar with the KWL-RAN chart

Students know how to work cooperatively with partners and in small groups

Students understand the procedures for using supplies in the classroom

Students understand the procedures for presenting projects to the class

Students understand the procedures for listening to projects being presented

Lesson Objectives: Recognize that plants and animals need air, water, light (plants only), space, food and

shelter and that these may be found in their environment.

Give examples of how the needs of different plants and animals can be met by their

environments in North Carolina or different places throughout the world.

Summarize the needs of living organisms for energy and growth.

Summarize the basic needs of a variety of different plants (including air, water, nutrients,

and light) for energy and growth.

Count to 120, starting at any number less that 120. In this range, read and write numerals

and represent a number of objects with a written numeral.

Measure lengths indirectly and by iterating length units.

Order three objects by length; compare the lengths of two objects indirectly by using a

third object.

Express the length of an object as a whole number of length units, by laying multiple

copies of a shorter object (the length unit) end to end; understand that the length

measurement of an object is the number of same-size length units that span it with no

gaps or overlaps.

5

Read, view, and listen for information presented in any format (e.g., textual, visual,

media, digital) in order to make inferences and gather meaning.

Collaborate with others to broaden and deepen understanding.

Continue an inquiry-based research process by applying critical-thinking skills (analysis,

synthesis, evaluation, organization) to information and knowledge in order to construct

new understandings, draw conclusions, and create new knowledge.

Be open and responsive to new and diverse perspectives

Interpret information and draw conclusions based on the best analysis

Assume shared responsibility for collaborative work, and value the individual

contributions made by each team members.

Standards:

North Carolina Essential Standards K-2 Science: First Grade Ecosystems

Essential Standard 1.L.1 Understand characteristics of various environments and

behaviors of humans that enable plants and animals to survive

o Clarifying Objective 1.L.1.1 Recognize that plants and animals need air, water,

light (plants only), space, food and shelter and that these may be found in their

environment.

o Clarifying Objective 1.L.1.2 Give examples of how the needs of different plants

and animals can be met by their environments in North Carolina or different

places throughout the world.

Molecular Biology

Essential Standard 1.L. 2 Summarize the needs of living organisms for energy and

growth.

o Clarifying Objective 1.L.2.1 Summarize the basic needs of a variety of different

plants (including air, water, nutrients, and light) for energy and growth.

Common Core State Standards for Math: Grade 1: Number & Operations in Base Ten: Extend the counting sequence.

6

o CCSS.Math.Content.1.NBT.A.1 Count to 120, starting at any number less that

120. In this range, read and write numerals and represent a number of objects

with a written numeral.

Grade 1: Measurement & Data: Measure lengths indirectly and by iterating length units.

o CCSS.Math.Content.1.MD.A.1 Order three objects by length; compare the

lengths of two objects indirectly by using a third object.

o CCSS.Math.Content.1.MD.A.2 Express the length of an object as a whole number

of length units, by laying multiple copies of a shorter object (the length unit) end

to end; understand that the length measurement of an object is the number of

same-size length units that span it with no gaps or overlaps.

AASL Standards for the 21st Century Learner: 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.

1.1.9 Collaborate with others to broaden and deepen understanding.

2.1.1 Continue an inquiry-based research process by applying critical-thinking skills

(analysis, synthesis, evaluation, organization) to information and knowledge in order to

construct new understandings, draw conclusions, and create new knowledge.

P21 Standards: Learning and Innovation Skills:

o Creativity and Innovation

Be open and responsive to new and diverse perspectives

Critical Thinking and Problem Solving

o Interpret information and draw conclusions based on the best analysis

Communicate and Collaborate

o Assume shared responsibility for collaborative work, and value the individual

contributions made by each team members.

Justification for selected standards:The standards in this unit allow cross-curricular learning to occur with the incorporation of

Mathematics Common Core Standards, North Carolina Science Essential Standards, AASL

Standards for 21st Century Learning and P21 Standards. The first grade Mathematics Common

7

Core Standards NBT.A.1, MD.A.1 and MD.A.2 are addressed in the lessons by students

counting pumpkin seeds, by estimating and then measuring the circumference of a pumpkin with

string as well as comparing the lengths by graphing the results, and by expressing the length

around a pumpkin in the same-size length units of paperclips. The first grade North Carolina

Science Essential Standards 1.L.1.1, 1.L.1.2 and 1.L.2.1 are addressed in the lessons by students

learning about the basic needs of plants, specifically the life cycle of the pumpkin in a region like

North Carolina. The AASL Standards for 21st Century Learning 1.1.6 is addressed in the lessons

by students gathering meaning from information presented in various formats such as videos,

books and hands-on learning. The AASL Standards for 21st Century Learning 1.1.9 and 2.1.1 as

well as the P21 Standards of Creativity and Innovation, Critical Thinking and Problem Solving

and Communicating and Collaborating are addressed by students applying critical-thinking skills

and working together in collaborative groups.

Modifications and strategies for students with special needs:All modification and accommodations will be implemented as directed from student’s

Individualized Education Programs or Personalized Education Program. Modifications and

accommodations specific to this lesson are as follows:

Visual learners will gain insight by watching all videos on the life cycle of a seed, how a

seed grows, and the life cycle of a pumpkin.

Auditory learners would rather listen to things being explained than read about them.

Information will be recited and repeated out loud. Reciting information out loud. Students

may have a separate setting during portions of the assignment since other noises may

become a distraction.

Kinesthetic students will gain knowledge when measuring the pumpkins and getting to

count the seeds. Assistance will be provided if needed.

Students will receive extra time to complete classroom worksheets and projects.

Explanation of Lesson as a Component of a Larger Unit:These science and math lessons are part of a larger Pumpkin Unit done during the month of

October. Students read fiction and nonfiction books about pumpkins. Guided reading group and

read aloud titles could include From Seed to Pumpkin by Jan Kottke, It’s Pumpkin Time! By Zoe

Hall, Patty’s Pumpkin Patch by Teri Sloat and The Biggest Pumpkin Ever by Steven Kroll. After

reading or listening to books, students also complete writing activities such as opinion pieces

8

(CCSS.ELA-Literacy.W.1.1), informative/explanatory texts (CCSS.ELA-Literacy.W.1.2) and

narratives (CCSS.ELA-Literacy.W.1.3). Pumpkins can also be used in Social Studies. A visit to

a pumpkin patch on a farm can be used to illustrate the concepts of goods and services as well as

supply and demand (NC Essential Standards First Grade Social Studies – 1.E.1 Understand basic

economic concepts.)

Rationale for Selecting the KWL-RAN:The Reading and Analyzing Nonfiction strategy, also known as RAN, is a modification of the

KWL strategy. The KWL asks readers to think about three items: what they know; what they

want to know; and, after research, what they learned. Although this can be a powerful strategy to

strengthen children’s literal comprehension with informational text, it depends on various

variables to be successful. It contains five categories. The first category is called “What I Think I

Know.” This allows the reader to acknowledge that not all background knowledge may be

accurate. In essence it allows for approximations of knowledge. With this in mind the second

RAN category is titled “Confirmed.” Often with young learners it can be referred to as “Yes, I

Was Right.” This category allows learners to confirm prior knowledge as they read through the

text. Children also need to know that when they read a text to gain information, facts presented

by the author may be different from their prior knowledge. That becomes the third category of

the RAN, “Misconceptions.” The fourth category in the RAN strategy is called “New

Information.” Unlike the second category in the model, which seeks to encourage children to

confirm background knowledge, this section encourages the reader to think about information

that is new learning. In this way children are able to gather many of the literal understandings of

the text that were not part of their prior knowledge. Armed with new information, the children

are able to raise questions, which become the fifth category in the model called “Wonderings.”

Readers usually raise questions during and after they read a piece, not before. Therefore, it

makes sense to include this question at the end of the reading process and not at the beginning, as

is the case with the KWL.

9

Overall Lesson Materials List:Day 1 Science Lesson:

Teachers will need a Promethean Board, Computer, and Projector

A pumpkin

Discovery Education Website: http://app.discoveryeducation.com/search?

Ntt=plant+cycle&N=18340##

The book by: Levenson, G (2002). The pumpkin cycle: The story of a garden. Berkeley,

CA: Tricycle Press.

A class set of worksheets on matching vocabulary words to various plant parts.

(Appendix A).

Day 2 Science Lesson:


A pumpkin seed

Anchor chart paper




CA: Tricycle Press.

A class set of a KWL RAN chart so students may fill in information. (Appendix B)

Day 3 Science Lesson:


A pumpkin and a seed



The book by: Titherington, J. (1990). Pumpkin, pumpkin. New York, NY: Greenwillow

Books.

Anchor Chart Paper

A class set of Lifecycle of a pumpkin worksheet (Appendix C)

1 paper plate, scissors, glue, string, and crayons for each student

Summative Assessment Rubric for each student

Day 1 Math Lesson:

10

1 pumpkin for every 3 students

1 ball of yarn for every 3 students

Class set of Scissors

1 large piece of chart paper with a graph drawn on it (just like student worksheet)

Class set of Worksheet titled “How Big?” (Appendix D)

Class set of Pumpkin stickers

Day 2 Math Lesson:

Each student needs their “Just Right” string from the previous math lesson

1 box of small paperclips for every 3 students

1 box of large paperclips for every 3 students

Class set of worksheet titled “How Many Paperclips?” (Appendix E)

Day 3 Math Lesson:


Parent helpers

Newspaper to cover the desks

Class set of disposable plastic bowls

Knives for the teacher and parent helpers to use to cut the tops off the pumpkins

Class set of glue

Class set of worksheet titled “100 Pumpkin Seeds” (copied on cardstock) (Appendix F)

Paper towels

Lesson Procedures:Day 1: Science Lesson (30-45 minutes)

Location: Classroom

Materials:


A pumpkin

Web site: http://app.discoveryeducation.com/search?Ntt=plant+cycle&N=18340


CA: Tricycle Press.

A class set of worksheets on matching vocabulary words to various plant parts.

(Appendix A).

11

Procedures:

1. Introduction: Holding up a pumpkin ask student: Stand up if you know what this is?

Now sit down if you know how this pumpkin began its plant life cycle? What…No one

knows; well let us begin learning about the beginning stages of a plant life cycle for this

pumpkin!

2. Statement of Objective: Today we are going to watch a short video about the beginning

of a life cycle of a plant. What do you think I mean when I say “plant life cycle?” After

we watch the video, we are going to read the first few pages of The Pumpkin Cycle. We

will discuss the first element of the plant life cycle. As a whole class we will complete a

worksheet about plants and their parts.

3. Instruction: Students watch the Intro/Song video segment (2:24 minutes) to the Plant

Life Cycle Series on Discovery Education. The username is Rabbitjack and the password

is carrots. Then the teacher will read aloud the first 4 pages of The Pumpkin Cycle.

Students will record their learning in their Science notebooks.

4. Guided Practice: Students will work with partners to complete worksheets to determine

which vocabulary word matches the plant parts. Teacher collects the completed

worksheets. This will be the first formative assessment.

5. Closure: Turn to the person next to you and share one thing that you learned today about

the Plant Life Cycle then ask your partner if they have ever tried a baked pumpkin seed.

Day 2: Science Lesson (30-45 minutes)

Location: Classroom

Materials:


A pumpkin seed

Chart paper

Discovery Education Website:

http://app.discoveryeducation.com/search?ntt=plant+cycle&N=18340


CA: Tricycle Press.

A class set of a KWL RAN chart so students may fill in information. (Appendix B).

Procedures:

http://app.discoveryeducation.com/search?ntt=plant+cycle&N=18340

12

1. Introduction: Holding up a pumpkin seed ask students: How does a seed grow? Snap

your fingers once if have tried to grow a plant from a seed? How did it go; were you

successful? Great! Today, we are going to learn how a plant can grow from a seed!

2. Statement of Objective: Before we begin our lesson, we are going to complete an

anchor chart on what we know about seeds. We will then watch a short video about how

plants can grow from a seed. After we watch the video, we are going to finish our book

The Pumpkin Cycle. Together, will discuss the elements the seeds need in order to grow.

Finally, we will complete what we learned about seeds and compare the information to

our strategy anchor chart.

3. Instruction: Students watch the video segment How Seeds Grow (2:35 minutes) in the

Plant Life Cycle Series on Discovery Education. The username is Rabbitjack and the

password is carrots. The teacher will read aloud the remaining pages of the The Pumpkin

Cycle. As a class, the teacher and students will complete the remaining elements of the

KWL RAN chart.

4. Guided Practice: The teacher and students will discuss what elements seeds need in

order to grow. They will discuss the different types of seeds that grow into plants.

Together, the class will complete the KWL RAN strategy anchor chart; each student will

write the information on their own copy of the chart.

5. Closure: Turn to the person next to you and share one thing that you learned today about

the elements a seed needs to grow. Tell your partner about a time you tried to grow a

plant from a seed and why you think you were successful, or not successful.

Day 3: Science Lesson (30-45 minutes)

Location: Classroom

Materials:


A pumpkin and a seed



The book by: Titherington, J. (1990). Pumpkin, pumpkin. New York, NY: Greenwillow

Books.

Anchor Chart Paper

13

A class set of Lifecycle of a pumpkin worksheet (Appendix C)

1 paper plate, scissors, glue, string, and crayons for each student.

Summative Assessment Rubric for each student

Procedures:

1. Introduction: Holding up a pumpkin and a seed ask students: How does a seed grow into

a pumpkin? Raise your hand if you have ever grown your own pumpkins? Today, we are

going to learn how a seed becomes a plant and then becomes a pumpkin!

2. Statement of Objective: We are going to watch the last video segment on the plant life

cycle. Today our video is called The Lifecycle of a Pumpkin! After we watch the video,

we are going to read a different book called Pumpkin, pumpkin by Jeanne Titherington.

Finally, we are going to complete a craft project about the lifecycle of a pumpkin. Are

you excited? Me too! Let’s begin!

3. Instruction: Students watch the video segment Life Cycle of a Pumpkin (2:01 minutes) in

the Plant Life Cycle Series on Discovery Education. The username is Rabbitjack and the

password is carrots. The teacher will read aloud Pumpkin, pumpkin by Jeanne

Titherington. Students will sketch the lifecycle of the pumpkin in their Science

notebook. The students will individually complete the classroom craft: Lifecycle of a

Pumpkin. This will be used as a Summative Assessment.

4. Cooperative Practice: After reading Pumpkin,Pumpkin, the teacher and students will

discuss the process of the lifecycle of a pumpkin. The teacher will write the six steps on

the anchor chart. The students will complete a craft activity which will require them to

construct the life cycle of a pumpkin in the correct sequence. The students will tape the

completed pumpkin crafts on the wall under their name-tags. The teacher will be able to

view these crafts with a rubric for their summative assessment.

5. Closure: Turn to your science partner and explain which part of the pumpkin life cycle

is your favorite part, and explain why you chose that part of the process. Listen as your

partner explains their favorite part as well.

Day 1: Math Lesson (30-45 minutes)

Location: Classroom

Materials:

14


1 ball of yarn for every 3 students

Class set of Scissors

1 large piece of chart paper with a graph drawn on it (just like student worksheet)

Class set of Worksheet titled “How Big?” (Appendix E)

Class set of Pumpkin stickers

Procedures:

1. Introduction: “Imagine putting pants on your pumpkin and using a belt to help hold up

those pants. Where would you put the belt? Around the middle, correct.”

2. Statement of Objective: “Today we are going to guess how big our pumpkin is around

the middle. In math terms we would call this estimating the circumference of our

pumpkin.”

3. Instruction: The teacher models how to guess the circumference of the pumpkin and

cuts a piece of string based on that guess. Then the teacher sees if the string fits around

the pumpkin – too much string, not enough string or just right. Next the teacher takes a

pumpkin sticker and places on the large chart under the words Too Long, Just Right or

Too Short. Last the teacher uses a piece of string to measure around the middle of the

pumpkin and cuts a piece that is just right. This piece of string will be used in the next

lesson. It should be labeled with the child’s name on a tag of masking tape.

4. Guided Practice: Now students work in their small groups (no more than 3 students per

pumpkin). Each student guesses the length of string, cuts that length, and checks the

length against the pumpkin. Then each places a pumpkin sticker on the class chart. Last

each student measure their pumpkin with a piece of string and cuts a piece that is Just

Right. A

5. Independent Practice: After everyone in the class has placed their pumpkin sticker on

the class chart, each student fills out the “How Big?” worksheet.

6. Closure: “Now share your results with a person who was not in your group.” Students

should stay on task.

Day 2: Math Lesson (30-45 minutes)

Location: Classroom

Materials:

15

Each student needs their “Just Right” string from the previous math lesson

1 box of small paperclips for every 3 students

1 box of large paperclips for every 3 students

Class set of worksheet titled “How Many Paperclips?” (Appendix F)

Procedures:

1. Introduction: “Yesterday we guessed how big our pumpkins were, around the middle,

with string. Then we checked our answer. Put one finger in the air if your guess was too

big. Put two fingers in the air if your guess was just right. Put three fingers in the air if

your guess was too short.”

2. Statement of Objective: “Today we are going to make more guesses or estimates. We

are going to guess how many paperclips it would take if we lined them up end-to-end

next to our piece of string.”

3. Instruction: “All of these small paperclips are the same length. All of these big

paperclips are the same length.” First the teacher models how to line up the small

paperclips end-to-end next to the piece of string (the teacher does not do this for the

entire string). The teacher repeats the process with the large paperclips.

4. Cooperative Practice: Students work in different groups today. First they guess how

many small paperclips and large paperclips it will take to go the length of their string.

Then students use the small paperclips and then the large paperclips to measuring their

“Just Right” piece of string.

5. Independent Practice: Students complete the “How Many Paperclips?” worksheet.

This is the second formative assessment.

6. Closure: “Now share your results with a person who was not in your group.”

Day 3 Math Lesson: (45-60 minutes)

Location: Classroom

Materials:


Parent helpers

Newspaper to cover the desks

Class set of disposable plastic bowls

Knives for the teacher and parent helpers to use to cut the tops off the pumpkins

16

Class set of glue

Class set of worksheet titled “100 Pumpkin Seeds” [copied on cardstock] (Appendix G)

Paper towels

Procedures:

1. Introduction: “Who’s ready to reach inside a pumpkin and pull out the seeds? How

many seeds do you think are in one pumpkin?”

2. Statement of Objective: “Today each student is going to count pumpkin seeds by 10’s.

You need to share the pumpkin with your group members. Every pumpkin has a

different number of seeds inside. You are going to see if you and your group members

have enough seeds inside your pumpkin for you each to count out 100 seeds.”

3. Instruction: The teacher and parent helper cut the tops off the pumpkins. The teacher

models how to reach in and pull out pumpkin seed, place them in the bowl, clean the

pumpkin seeds with a paper towel. Once a student has 10 clean pumpkin seeds he or she

glues the seeds in a box on the worksheet.

4. Cooperative Practice: Students work together, pulling out pumpkin seeds and cleaning

them off.

5. Independent Practice: Students glue pumpkin seeds on to their worksheet by 10’s.

6. Closure: “Share with someone, who was not in your group, if you were able to count out

100 pumpkin seeds.”

Higher Level Thinking Questions:

17

The Bloom’s Taxonomy worksheet can be used within the lesson at the teacher’s discretion to

promote higher level thinking among the students.

Remember:

At what time of year is a pumpkin seed planted?

Can you describe a pumpkin seed?

Understanding:

Can you retell the story of the life cycle of a pumpkin?

How would you illustrate the life cycle of a pumpkin?

Applying:

What could not have happened once the seed what planted and why?

How could you demonstrate how big a pumpkin would grow based on the size of the

seed?

Analyzing:

Are there any similarities between the different seeds you have looked at?

Compare and contrast your life cycle to that of the pumpkin seed.

Evaluating:

What would be the consequences if we did not plant any seeds?

What is the most significant event in the life cycle of a pumpkin?

Creating:

Can you compose a poem about the life cycle of a pumpkin?

How many ways can you determine the measurement of a pumpkin?

Explanation of Rubrics:

18

The formative assessment rubrics are designed to assist the teacher in understanding how well

the students comprehend the concepts taught during the lesson. All first grade students receive a

number grade that correlates to Outstanding, Satisfactory, Need Improvement, or Unsatisfactory

as their grade.

The first assessment’s rubric is based on the students comprehension of the essential vocabulary

terms used throughout the video and classroom read aloud. Students will match vocabulary word

to the image that corresponds to the meaning. First grade students should be able to determine

the meaning of these words without assistance. There are classroom books on plants that may be

referenced to if a student needs additional assistance. Students are graded using the 4 to 0 point

scale.

The second assessment rubric is based on a student’s general understanding of estimation and

math skills. Students should be able to make an estimate within reason once they view and

examine the paperclips and their pumpkin. They should also be able to determine how many

blocks to color on their worksheets. Students will be able to compare and contrast their work by

answering the succeeding questions. The rubric is designed to measure how well the students

complete this task through the 4 to 0 point scale.

The final summative assessment is to determine the students overall understanding of a

pumpkin’s life cycle. Students are scored on how well they assemble the project. Students will

prepare the life cycle of a pumpkin in sequential order. Their grade is based on a 4 to 0 point

scale. Teachers will use this rubric to determine the amount of work completed in the correct

order. Students will have anchor charts, classroom books, and their science notebooks to assist in

this summative assessment.

Assessments:

19

Formative Assessment: Cooperative ActivityStudents will work together in pairs to complete a worksheet in Science. They will match plant

vocabulary words with the correct corresponding image. The teacher will use this worksheet to

assess if the students gained a general understanding of essential plant vocabulary terms.

Formative Assessment: Cooperative ActivityStudents will work together in pairs to determine the circumference of a pumpkin during their

math lesson. Students will be given a worksheet, small paperclips, and large paperclips. They

will make an estimated guess to determine how many small paperclips linked together will fit

around the circumference of the pumpkin. They will repeat the process with the large paperclips.

Next, the students will color in the amount of clips they used around the circumference of the

pumpkin on their worksheets. Finally, students will answer the prompted questions using the

data they collected from the activity. Students will be assessed on how accurately they counted

the number of small and large paperclips that equaled the circumference of the pumpkin and how

correctly they colored in the corresponding bar graphs.

Summative Assessment: Cooperative ActivityStudents will work individually to complete a class project on the life cycle of a pumpkin for

Science. They will cut out images of the pumpkin life cycle process. Students will color the

parts and glue them to a paper plate in sequential order. Students will have anchor charts

available for reference, as well as classroom books on the life cycle on a pumpkin. Students will

be assessed on how well they put the life cycle in sequential order.

Rubrics:

20

First Formative Assessment

Vocabulary Match-up: Science Lesson

Day 1

Student Name:

____________

Total 4 points=Outstanding

Total 3 points=Satisfactory

Total 2 Points=Needs Improvement

Total 1 point=Unsatisfactory

Match the plant with the vocabulary word.

Students match all 6 vocabulary terms correctly with the corresponding image.

Students match 4 of the six vocabulary terms correctly with the corresponding image.

Students match 2 of the six vocabulary terms correctly with the corresponding image.

Students do not match any of the vocabulary words correctly.

Score:

Second Formative Assessment

21

Math Lesson

Day 2

Student Name:

_____________

Total 4 points= Outstanding




How Many Paperclips?Pumpkin Activity

Student accurately estimated and counted the number of small and large paperclips that equaled the circumference of the pumpkin. Student correctly colored in the corresponding bar graphs.

Student accurately counted the number of small and large paperclips that equaled the circumference of the pumpkin. Student correctly colored in the corresponding bar graphs

Students had difficulty accurately counting the number of small and large paperclips that equaled the circumference of the pumpkin. And/Or Student had difficulty coloring in the bar graphs.

Student was unable to complete the activity – either counting the small and large paperclips or completing the corresponding bar graphs.

Score:

Summative Assessment

22

Science Lesson

Day 3

Student Name:

_____________

Total 4 points= Outstanding




Life Cycle of a Pumpkin Craft Activity

Pumpkin Life Cycle in correct sequence, leaving out no important parts of the life cycle. Colored and glued correctly.

Pumpkin Life Cycle in correct sequence leaving out no important parts of the life cycle. Cycle is not Colored, but is glued correctly.

Pumpkin Life Cycle is in correct sequence, but they left off an element of the cycle. Cycle is colored, but is glued correctly.

Cycle is in correct sequence, but they left off an element of the cycle. Cycle is not colored or glued correctly.

Score:

Teacher Feedback:

23

Libby: This collaborative information literacy lesson on “Pumpkins” was shared with two 1st

grade elementary teachers. These teachers are responsible for teaching the science and math

Common Core Standards. Both were quite impressed with the detail provided for this lesson.

Each has a pumpkin unit that they already teach, and they are now interested in incorporating

elements of this lesson as well.

Positive Feedback: The first teacher that I presented this collaborative information literacy lesson

to found many similarities to her own pumpkin unit. She also uses both the math and the science

standards when using pumpkins. She found that her students enjoy using a tangible object when

learning and it helps them when measuring, estimating, etc. She also liked the questions posed as

the part of the introduction. She said that cross-curricular learning is always great to use in the

elementary setting since students are able to learn multi-faceted elements revolving around the

same topic. The second teacher loved the handouts for this unit. She also enjoyed the video

portions and thought that it was a great way to switch things up for the students since they are so

used to just hearing the teacher talk and explain things. She also thought that activities with the

pumpkins were a great way to get volunteers involved in the classroom. She loves inviting

parents/guardians to assist with class work and this would be the perfect unit to do so. Both

teachers found the RAN strategy to be incredibly insightful. They had never heard of it and saw

the benefits of using it compared to the KWL chart.

Suggestions: The first teacher appreciated the facts that all of the links were included, but she

was concerned as to what she would do if the internet was not working properly that day, which

is always a concern for teachers since the Wifi is not consistent in our building. She would like

to have hard copies of the information provided or a transcript of the videos, just in case there

was an issue with the Wifi. The second teacher’s main concern was getting enough volunteers

for the day of the pumpkin cutting. She suggested even having the pumpkins pre-cut so that there

would be no knives out in the classroom.

Andrea: The math and science pumpkin lessons were shared with two teachers. Both have

experience teaching all subject areas in elementary schools, working with students in

24

kindergarten through fifth grade. One teacher has over thirty years of experience while the other

has six years of experience. Both have experience in regular education classrooms but have

worked with special needs students in mainstream settings. I met with the teachers together.

Positive Feedback: They felt the cross-curricular math and science lessons were well-designed.

The activities were age appropriate and incorporated various learning styles – auditory, visual

and kinesthetic. Working with young students requires modeling of instructions and hands-on

activities which keep students engaged. They really liked the videos and the worksheets. Both

have used KWL charts before but had not heard of the KWL-RAN model. They were interested

in learning more about the model. Thematic seasonal units, which can be used throughout

subject areas, are very popular in elementary schools. Teachers are always looking for new ideas

to incorporate into units from year to year. Both teachers have taught pumpkin units and

appreciated the new resources.

Suggestions: One of the teachers suggested backup materials, should the science videos be

unavailable due to technological or internet difficulties. Perhaps a book that presents the same

information about the plant cycle, how seeds grow and the pumpkin cycle. The other teacher

suggested allowing two days for the pumpkin seed counting lesson. It’s a fun but messy lesson.

She suggested removing and cleaning the seeds during one 30-45 minute period. Then counting

and gluing the seeds in groups of tens on the following day. We decided to leave the pumpkin

seed counting lesson as a one-day activity, but lengthen the lesson to 45-60 minutes.

Lisa: This pumpkin math and science lesson plan was shared with two classroom teachers. One

teacher has been a first grade teacher for 18 years while the second teacher has been a second

grade teacher for only 7 years. They both enjoy using technology to support their lessons and

25

utilize hands on learning when the opportunity presents itself. I value these teachers and their

opinions as they are committed to their work with this age bracket.

Positive Feedback: Both teachers agreed the lessons were interesting and active. The teachers

thought the lessons would provide learning across the curriculum as it tied together math,

science, and language arts. The videos would engage the students as the producers designed the

videos for that age group. The math lessons looked like they would be fun and engaging, and

would encompass many of the skills the students need to understand. The learning points are

cohesive to the teaching points in the common core curriculum.

Suggestive Feedback: The teachers pointed out a couple of ideas that may help students

understanding of the science and math lessons. The first suggestion is for students to write the

life cycle in their Science notebooks. The plan did not ask students to record their thoughts or

information they learned. As budding scientists, recording and journaling helps them keep track

of their thoughts, as well as lend a way for students to remember the strategies the teacher taught.

Another idea was to allow a longer timeframe, or another day for the math lesson involving

counting seeds. Although cleaning pumpkins of their seeds is an effortless task for adults,

younger children have a difficult time using their fine motor skills to clean out the pumpkins.

The process involves sensory sensitivities which can be more prevalent at this age. The teacher

recommended extending the time to clean the pumpkins of its seeds, or moving the counting

portion to another day. By offering plastic gloves, for the students who do not want to touch the

pumpkin, teachers give sensory students an opportunity to participate in the same project.

Tammy:

26

Group Learning:We decided to create lessons that sought to combine first grade math and science standards with

a fun autumn theme such as pumpkins. We enjoyed researching ways we could create lessons

27

which used pumpkins as the focus to study ecosystems and biology along with numbers,

measurement and data collection. These lessons gave us a good insight into first grade

standards. Many of us have used KWL charts during lessons in the classroom and library. We

were interested to learn how the KWL-RAN differed from the regular KWL format. In regards to

the KWL chart, the authors note, “In spite of its utility and the appeal of its simplicity, it is

Stead’s view that the KWL model may not help young information seekers when their

knowledge of a topic is sketchy or nonexistent. In order to engage children in understanding

topic content at a deeper level, Stead created the RAN chart, an acronym for ‘Reading and

Analyzing Nonfiction” (Thomas, Crow & Franklin, p. 74). Many first grade students come to

school with limited background knowledge regarding the basic needs of plants and plant life

cycles. We were excited to learn about the KWL-RAN chart. We believe the addition of this

model to the lessons will assist students with their understanding of the nonfiction material.

Reflections: Libby: This lesson incorporates several facets that are essential to teach students in math and

science in the first grade including various aspects of the life cycle of plants, the needs of plants,

28

measuring, counting, estimating, comparing, interpreting information and draw conclusions

based on the best analysis, assume shared responsibility for collaborative work, and value the

individual contributions made by each team member. These skills are vital in order for students

to progress in their educational pathway. I also found that focusing on these science and math

standards has given me greater insight into the 1st grade curriculum. Throughout the building of

this unit, I learned an immense amount on the RAN strategy. We’ve all met children who, when

faced with a KWL Chart (What I Know, What I Want to Know, What I Learned), often place

interesting (but sometimes untrue or irrelevant) interpretations in the “What I Know” column,

leaving the teacher to decide how to post the kids’ ideas in this column. The RAN chart this

column to “What I Think I Know,” instead, so working with this column can be a true

brainstorming activity, as well as a very effective way to set a purpose for reading, because the

children then begin reading with a purpose, looking to decide which of the things they think they

know are actually true (and helping them to anticipate that this might actually happen, that some

of their preconceived notions might be false). Also, the filling out of a KWL Chart didn’t always

help children organize their next steps and set their purposes for reading in a way that helps them

read related nonfiction texts strategically. The RAN strategy does this very strategically. The

terminology is easy for elementary students to understand, yet it forces them to use inquiry, think

critically, and gain knowledge when used properly. I also found that time is a major factor when

creating elementary level lessons. Time constraints are an issue that could arise with this lesson.

Teachers would have to ensure that they follow the lesson procedures to ensure that students

complete all activities and assessments within the time frame. Another issue that could cause

problems would be the lack of internet. Schools are constantly battling Wifi and without the use

of the online tools, this lesson would not be as sufficient. As an educator, I always enjoy learning

about new methods that could assist in student learning. I have transitioned from the high school

setting to an elementary school setting, and I found the RAN strategy to be incredibly insightful.

This would be a great tool for me to use in my library lessons to ensure student understanding.

Learning more about the RAN strategy was helpful since I was only familiar with the KWL

chart. This method will be a great tool for me to use in my lessons now to ensure student

understanding. I am constantly trying to find way to assist teachers, and now I feel more

comfortable finding resources that could utilize the RAN strategy and fit the Common Core State

Standards for 1st grade math and science.

29

Andrea: These collaborative information literacy lessons address a number of different

standards which include the basic needs of plant, plant life cycles, counting, measurement,

collaborative learning and critical thinking skills. The value of these lessons is that they combine

all of the standards in a fun, hands-on unit. These lessons will improve student’s thinking

30

because they require students to make educated guesses (estimate), answer open-ended Revised

Bloom’s Taxonomy questions posed by the teacher, work collaboratively together and problem

solve. I also enjoyed creating this math and science pumpkin unit with my group members. As a

second grade teacher, I had created pumpkin units. That was a few years ago, before the

Common Core Standards. It was interesting to see how this unit fits better with first grade now.

Also, my group members found resources that I had not used in the past. It made me wish I was

currently teaching first grade. I love seasonal thematic unit and students do too. I’m quite

familiar with using KWL charts. Before reading the Thomas, Crow and Franklin (2011) book, I

was unfamiliar with the KWL-RAN model. The traditional KWL chart has three columns

labeled: What I Know, What I want to Learn and What I learned. While the RAN strategy has

five columns labeled: What I Think I know, Confirmed, Misconceptions, New Learning and

Wonderings. Since young elementary students have limited background knowledge and also

often have misconceptions, I can see the value in the RAN model. It is a teaching strategy I will

definitely use in the future with nonfiction material. It is also a strategy I would share with

teachers at a professional development meeting.

Lisa: Math and Science are not my strong points when teaching lessons to students. This lesson

afforded me the opportunity to learn how easy it can be to create an across-the-curriculum lesson

plan. The science plant lesson easily translated into a math lesson. Both of the subjects

incorporated literary works that coincided with the theme of the lessons which was pumpkins. I

31

have used educational sites such as Discovery Education in the past. This website is an amazing

tool to use in conjunction with lessons. Providing a few keywords in the search box resulted in

several videos among different age brackets. This site requires a subscription that is renewed

annually. For the purpose of this lesson plan, I had to reveal my username and password;

however, they will be changed as my year subscription is about to expire. It amazes me to see

how many resources are available for literary works; a couple of quick searches provided an

abundance of literature that would coincide with the lesson’s theme. Learning how to incorporate

the KWL-RAN model when using non-fiction text was interesting. I am currently teaching fifth

grade with a non-fiction unit. I employed this model with my students to help them gather

information as they read their new material. My students were already familiar with the KWL

chart, so taking this process to the next level was an easy step. The results were clear and

concise. Students understand exactly what they knew and needed to learn. This method also

helped them to synthesize their literary works as they had to cross reference their books. The

misconception column helped my students understand what they thought was true, but was

disproven while reading. There were several ah-ha moments during the time we used this model.

My teacher feedback provided a valuable piece that was missing from out lesson. Students in

science are asked to keep a journal to record their learning and thoughts; just as a scientist might

do in the real world. Bother teachers realized the lesson was missing this important component.

Because of their feedback, this was entered into the lesson plan. Another suggestion was to

realize that some younger students may have a hard time feeling inside of a pumpkin. Providing

students with a glove would help overcome this sensory experience. This experience has taught

me that with a few strokes of a keyboard, I can find resources to co-teach any subject my staff

may ask of me. When I am a Media Center Specialist, I will not be intimidated to provide

support in science or math because I have learned how to utilize resources that blend together.

Tammy:

32

References

100% Educational Videos. (2002). Plant life cycles. [Segments 1, 2, & 7]. Retrieved from

http://www.discoveryeducation.com/

33

A to Z Teacher Stuff. (2012). Pumpkin, pumpkin sequencing activity. Retrieved from

http://printables.atozteacherstuff.com/375/pumpkin-pumpkin-sequencing-activity/

English Language Learning Series. (2002). The language of Science: Plants lesson 1[PDF].

NewYork, NY: Rizzoli Publications.

Hall, Z. (1999). It’s pumpkin time! New York, NY: Scholastic.

Kottke, J. (2000). From seed to pumpkin. New York, NY: Children’s Press.

Kroll, S. (2007). The biggest pumpkin ever. New York, NY: Cartwheel Books.

Levenson, G. (2002). The pumpkin cycle: The story of a garden. Berkeley, CA: Tricycle Press.

Rose Tree Media School District. (2010). Tony Stead’s RAN (reading and analyzing nonfiction)

chart. Retrieved from www.rtmsd.org/page/827

Sloat, T. (1999). Patty’s pumpkin patch. New York, NY: G.P. Putnam’s Sons.

Thomas, N., Crow, S. & Franklin, L. (2011). Information literacy and information skills

instruction: Applying research to practice in the 21st century school library. (3rd ed.).

Santa Barbara, CA: Libraries Unlimited.

Titherington, J. (1990). Pumpkin, pumpkin. New York, NY: Greenwillow Books.

Appendixes:

Appendix A: Day 1-Science: Matching plant vocabulary words with the picture.

34

Plants Level 1Draw a line from the word to the matching picture.

1.Leaf a.

2.Pinecone b.

3.Flower c.

4.Stem d.

5.Fruit e.

6.Forest f.

Appendix B: Day 2 Science-KWL RAN Worksheets for students to fill out with the teacher:

35

Fill in the blanks: Name:______________________

What I Think I Know about How Seeds Grow into Plants:

After watching the How Seeds Grow and reading the book The Pumpkin Life Cycle:Is this information correct?:

Is the information I thought wrong:

What did I learn New today?

What am I wondering?

Appendix C: Day 3 Science Activity

Directions: Cut out the bubbles. Color in the images. Fold the bubbles on the dotted line and glue in the correct order on your string. Connect your string to your pumpkin with a drop of glue.

36

Please see the classroom example.

Appendix D: Day 1 Math Activity

37

Name_______________________________________________

How Big?Directions: For each column, color in how many students guessed too long, just right and too short.

Number of Students

Too Long Just Right Too Short

15

14

13

12

11

10

9

8

7

6

5

4

3

2

1

My guess: (circle one) Too Long Just Right Too Short

Why do you think you guessed too long, just right or too short?

__________________________________________________________________________________________

__________________________________________________________________________________________

Appendix E: Day 2 Math Activity (Second Formative Assessment)

38

Name: _______________________________

How Many Paperclips?

1. I guessed my pumpkin would be ___________ small paperclips around.

2. I guessed my pumpkin would be ___________ large paperclips around.

3. My pumpkin was ________________ small paperclips around.

4. My pumpkin was ________________ large paperclips around.

My guess of small

paperclips

Color the boxes

red

My guess of small

paperclips

Color the boxesBlue

Number of small

paperclips

Color the boxesRed

Number of large

paperclips

Color the boxesblue

25 25 25 2524 24 24 2423 23 23 2322 22 22 2221 21 21 2120 20 20 2019 19 19 1918 18 18 1817 17 17 1716 16 16 1615 15 15 1514 14 14 1413 13 13 1312 12 12 1211 11 11 1110 10 10 109 9 9 98 8 8 87 7 7 76 6 6 65 5 5 54 4 4 43 3 3 32 2 2 21 1 1 1

Appendix F: Day 3 Math Lesson

39

Name___________________________________

100 Pumpkin Seeds

Directions: Glue 10 pumpkin seeds into each box. Once you fill all the boxes you will have 100 pumpkin seeds.

10 20 30 40 50

60 70 80 90 100

Directions: Answer these questions after you and your group members have each glued 100 seeds to your worksheets or have glued all the seeds in your pumpkin.

40

1. Are there any seeds left in your pumpkin?______________________________________

2. Guess how many seeds are left in your pumpkin.______________________________

Teacher Feedback: - Web viewStudents will work with partners to complete worksheets to determine...

Documents

Transcript of Teacher Feedback: - Web viewStudents will work with partners to complete worksheets to determine...