Information Literacy Lesson and Pathfinder

Frances Fitzpatrick

FRIT 7136 Spring 2012 Dr. Kathryn Kennedy Georgia Southern University

Pathfinder: Let's Learn About Animals!

https://kindergartensciencelesson.wikispaces.com/

Frances Fitzpatrick

Grade: Kindergarten Teacher: Chris Gale Library Context

__ Fixed _X_ Flexible __ Combination __ Individualized instruction _X_ Stand-alone Lesson __ Lesson in a unit __ Multiple lessons in a unit

Media Specialist: Frances Fitzpatrick

Collaboration Continuum
___ None ___Limited __X_ Moderate ___ Intensive

Content Topic: Sorting a group of animals into various categories based on their
observable features and habitats.

Estimated lesson time: 45 minutes

Standards for the 21st-century Learner Goals

Standard 1: Inquire, think critically, and gain knowledge. Skills Indicator: Use prior and background knowledge as context for new learning. Benchmarks 1.1.5 Recognize and use facts that answer specific questions. Interpret information represented in pictures, illustrations, and simple charts. 1.1.9 Listen to others with respect. Share knowledge and ideas with others by discussion and listening. Disposition Indicator 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. Responsibilities Indicator 1.3.4 Contribute to the exchange of ideas within the learning community. 2.3.1 Connect understanding to the real world. Self-Assessment Strategies Indicator 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.4 Seek appropriate help when needed.

Frances Fitzpatrick

Scenario
The school librarian collaborates with Kindergarten teachers to help plan a lesson unit concerning various ways to sort animals (and other objects) based on observable features. While each sorting activity is a learning opportunity, the lesson as a whole introduces students to the idea that a large group of objects can be divided into smaller groups in multiple ways based on various criteria. The teachers collaborate with the librarian by making suggestions on how best to introduce the lesson and perpetuate student involvement. The teachers will assist with student assessment after the lesson is implemented, and then follow up with further instruction in the classroom.

Connection to Local or State Standards

Content Standard - Life Science SKL1 Students will sort living organisms and non-living materials into groups by observable physical attributes. a. Recognize the difference between living organisms and non-living materials. b. Group animals according to their observable features such as appearance, size, motion, where it lives, etc.

Overview
In a lesson about sorting living organisms into groups based on various criteria, kindergarten students will share their thoughts, discuss ideas, and collectively decide how a group of animals should be sorted based on specific criteria. The essential questions include: Can living organisms be sorted in various ways? How do we decide how to sort them based on certain criteria?

Final Product
Students complete a matching project in two parts. Given two sets of 16 paper cut-out animals and two mini-posters, students will first match each animal to one of four types of motion. Students will then match each of the same 16 animals to one of four habitat types.

Library Lesson
Students will learn that non-living objects (such as books and other materials) can also be sorted and grouped in various ways based on specific criteria. In the media center computer lab, the students will be introduced to the Lesson Pathfinder, Lets Learn about Animals! They will be encouraged to explore and experience the educational websites listed there. The list of websites includes both learning resources and interactive games that will teach children more about animals, their characteristics, and their habitats.

Frances Fitzpatrick

Assessment
Product- After completing the group activity, students will individually complete assessments through use of handouts by placing paper animal cut-outs on sheets of paper designed as miniatures of the posters presented in the lesson. Process- The librarian and teacher will observe and assist the students as needed during the assessment. The teacher will review the assessments to look for correct matches between the animals and their types of motion and habitats. Student Self-questioning- Did I understand my task? Did I listen carefully enough to find the information I need? Did I use the information I already knew? Did I participate and contribute to the group learning activity?

Instructional Plan Resources Students Will Use

___ Online subscription database _X_ Websites ___ Books ___ Reference __X_ Nonprint ___ Periodicals/newspapers

Instruction/Activities
Direct Instruction- The school librarian seats the class in a semi-circle in front of her. She shows the students her box of 16 toy animals. She talks about how a group of animals can be sorted into different sub-groups by choosing various criteria. She shows the students a large poster that is divided into 4 categories based on types of motion: walk, hop, swim, and fly. Collectively, the class decides where each toy animal belongs on the poster. The students take turns placing each animal on the poster. When the poster is complete, the librarian introduces a second poster, this one divided into 4 categories of habitat type: grasslands, ocean, pond, and forest. The class completes this poster in the same fashion. Modeling and Guided Practice- The librarian seats the students at their work tables and gives each child two sheets of paper, each a replica of the large posters. Each child is given two baggies, each containing paper cut-outs of the 16 animals used in the presentation. She demonstrates how each child should glue the paper animals on the sheets according to the categories.

Frances Fitzpatrick

Independent Practice- The children work individually to match the animals with the correct categories of motion type and habitat type. Students are allowed to ask the librarian or teacher for assistance as needed. Sharing and Reflecting- When the students have completed the assessments, the librarian walks around the work tables, asking students to comment on their choices and allowing group discussions to develop.

Reflection
Most of the pre-presentation discussion and organization between the teacher and myself took place through email or short conversations between classes. The teacher was very helpful with suggestions regarding choice of topic, presentation tips, and assistance during the presentation. The teacher was easy to work with and was generous with the amount of class time she allowed me to use. She allowed me to fully design the presentation and was willing to participate in the presentation and assessment activities in the roles we outlined for her. The class was very attentive, interested, and well-behaved. The children were very enthusiastic when discussing answers to the various questions and respectful of others answers. They were very polite about taking turns placing the toy animals on the posters. During the assessment period, some children quickly positioned their animals on the mini-posters, while others took more time to complete the product, and a few students required assistance from the teacher to finish the assessment. 60% of the class completed the assessment product within ten minutes, 90% of the class completed the product within fifteen minutes, and 100% of the class finished within twenty minutes.

There were two special highlights for me during the lesson. One was the enthusiasm and collaboration observed in the communication between the children while completing the lesson and assessment. During the presentation and again during the assessment process, the children were very willing, respectful, helpful, and friendly to one another while contributing to the group discussion and making suggestions to each other during the assessment.

Frances Fitzpatrick

A second highlight was an impromptu conversation that took place during the lesson. While encouraging the class to consider different ways to sort members of a larger group based on various criteria, I suggested multiple ways to divide the children themselves. This idea included dividing the class into groups based on criteria such as height, age, and gender, and then upon more creative, fun criteria such as favorite ice cream flavor, favorite color, or favorite type of toy. The children greatly enjoyed choosing their individual criteria and observing and commenting on the resulting groups. This activity seemed to help the children reach a deeper understanding of how and why subgroups can be formed from a larger population.