Collaborative Lesson/Unit Planning Template

Teachers – Beth Meyer, Teresa Spieker Course Title - ELA/Social Studies Grade – 4Librarian – Angie Moorhead

Unit - Wax Museum of Famous Persons in History Today’s Date - April 7, 2011

Beginning Date – February 2, 2011 Duration - @ 4 weeks Due Date – March 17, 2011

1. Rationale or purpose for this learning experience: Why are we doing this? What student outcomes do we expect? For the school librarian to model and move the students to more of an inquiry –based approach to learning, and enhance student learning through technology.

2. Objectives: What concepts and skills do we want the students to develop? Objectives should come from both the curriculum content and information skills. Students will extend their learning of the standards by selecting a person that lived during the period of the standard. They will learn about accessing information to research the person, and use the information to summarize the person’s impact on history by giving an oral presentation, dressing as the person in the appropriate time period, and use information literacy skills to help put together a Photostory presentation of the work on the unit.

3. Curriculum Standards Addressed in this Lesson/Unit: ELA 4-6.1 Clarify and refine a research topic. 4-6.4 Paraphrase research information accurately and meaningfully. 4-6.5 Create a list of sources that contains information including the author and a title of a publication necessary to properly credit and document the work of others. 4-6.6 Use the internet as a source of information. 4-4.3 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs. SS 4-1 The student will demonstrate an understanding of the exploration of the New World. 4-2 The student will demonstrate an understanding of the settlement of North America by Native Americans, Europeans, and African Americans and the interactions among these Peoples. 4-3 The student will demonstrate an understanding of the conflict between the American colonies and England. 4-4 The student will demonstrate understanding of the beginnings of America as a nation and the establishment of eh new government. 4-5 The student will demonstrate an understanding of the westward movement and its impact on the institution of slavery. 4-6 The student will demonstrate an understanding of the Civil War and its impact on America.

NETS for Students 1b. create original works as a means of personal or group expression. 2a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. 5b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. 6b. select and use applications effectively and productively. Information Literacy Standards 1: The student who is information literate accesses information efficiently and effectively. 3: The student who is information literate uses information accurately and creatively. 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information. 4. Description of Lesson: This lesson will cover learning to use the DISCUS database to research famous people from history, a lesson on plagiarism, taking notes to write a journal and a paper, summarizing their information into an oral presentation, dressing in the appropriate time period, and an overview of Photostory and helping to utilize the program to use the pictures taken during the unit to build a multimodal presentation.

5. Outcomes: (Need to be measurable): By the end of this lesson students will know about the appropriate dress of the time period of the person they are researching, be able to recite important aspects about that person’s impact on history, produce writing showing research skills, and show understanding of the basics of making a multimodal presentation of the unit.

6. Research Process: Simple 4 – M. Alewine

7. Materials/Resources Needed: Smartboard, laptop lab, DISCUS, DISCUS brochures, subject area books, When Marion Copied by Brook Berg, plagiarism handouts, digital camera, Photostory program

8. Teaching Responsibilities:What is the Classroom Teacher’s role both in the Classroom and in the Media Center?

Teach materials of Social Studies content prior to the DISCUS lesson. Help guide student through the steps of using technology Help answer questions pertaining to researching people

B. What is the Media Specialist’s role both in the Media Center and in the Classroom?

Go over computer basics Overview of DISCUS/ special guidance in researching people Answer questions about DISCUS Answer questions about people, research, taking notes Provide lesson on plagiarism Overview of Photostory program Provide guidance in taking digital pictures, helping to take pictures

Providing guidance and help in putting together Photostory group project

C. What Information Finding Skills and Technology Skills will the Media Specialist Specialist Integrate into the Curriculum? (check what is applicable)

Introduce Review “How to” Assessment Sheets (Rubrics, etc.)

_______ ___x____ Online Catalog _______ _______

____x___ _______ Reference Books _______ _______

____x___ ____x__ Non-fiction Books _______ _______

_______ _______ CD-ROMs _______ _______

_______ _______ Internet _______ _______

___x____ _______ Internet Based Reference Tools ___x____ ___x____

___x____ _______ Other print or electronic resource ____x___ ___x____

_______ _______ Graphic Organizer Software _______ _____

_______ _______ Multimedia Software _______ _______

_______ _______ Word Processing Software _______ ______

_______ _______ Spreadsheet Software _______ _______

_______ _______ Data Base Software _______ _______

_______ _______ Multi-tasking _______ _______

___x____ _______ Loading and importing graphics _______ ___x____and sound

_______ _______ Other software programs _______ _______

9. Student Information Finding Process: How will the students gather the information? This includes both the physical location and extraction (comprehension) of information. How will students record information? Specific note taking skills may be taught or reinforced through mini-lessons. Who will monitor the students during this process? The students will gather the research information from DISCUS, and through small group discussions at each table, and with the teacher and the librarian. They will record information by taking notes. A mini lesson on note taking strategies will go along with the process.

10. Describe how the needs of different learners will be accommodated: This lesson is flexible in how the design and delivery of the end product should look, so it is accommodating to different learning styles and levels of instruction.

11. Presentation of Final Products: How will students present their findings? What form will the final product take? What ways can technology be involved? The final product will be a formal paper written from the research gathered on the person, the final presentation will be a “wax museum” production of the students in costume doing their oral presentations. Technology will be involved through the use of digital photos taken throughout the unit and put into a group Photostory presentation.

12. Assessment: How will students be evaluated? How will you measure whether or not your students met the outcomes of this lesson? Some examples are: portfolios, surveys, tests, graphs, rubrics, self-assessment, etc. Observation and questioning, students will self- assess on second DISCUS lesson to be able to access the site and go to correct areas of site for research, answer questions on worksheet about plagiarism and provide input in class discussion, fill out survey about DISCUS and plagiarism lesson, and complete steps in adding to the Photostory.

13. Lesson/Unit Evaluation (To be completed after teaching this unit.):

A. What worked well during the unit? Working with the teachers to add lessons needed of research and plagiarism, teachers being fairly flexible, but especially intern being able to work with them when needed.

B. What changes need to be made? Working with 2 classes at once was somewhat overwhelming to try and get accomplished some of the things we wanted to get done, and in the future gradually trying to change some aspects of the unit to include higher thinking skills.

C. Did the library media center's collection and technology hardware, including computers/computer lab meet the unit's objectives? Using a Scale, rate the media center’s collection and technology hardware: 5= Excellent; 4=Above average; 3=Average; 2=Below average;1=Poor

___3__ Diversity of formats - print, non print, electronic (CD-ROM)

___4__ Timeliness (up to date)

___4__ Relevance to unit needs

___3__ Amount (enough materials for the number of students involved)

__4___ Reading level

__4___Internet access

__4___Web resources

__4___ Online databases

14. What materials/technology are needed if the lesson/unit is repeated?

The laptop lab had several computers that did not work or had issues that slowed the students down.

More resources needed from the library for time period non-fiction and biographies Using some type of online storage would be useful in order to share folders