Information Literacy Plan Christy Jacobs Georgia Southern University FIRT 7136 Spring 2012 Dr.

Kennedy Reference and Information Sources

Research Pathfinder: http://www.livebinders.com/play/present?id=334169

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Grade: 3rd

SLMS: Ms. Christy Jacobs Teacher: Ms. Amanda Roberts

Content Topic:

Famous American Figures

Standards for the 21st- Century Leaner Goals: I. AASL Standards: a. 1: Inquire, think critically, and gain knowledge b. 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. Skills Indicator(s): a. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. b. 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. c. 2.1.4 Use technology and other information tools to analyze and organize information. d. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problem Benchmark(s): a. 1.1.4 i. Identify and recognize appropriate sources to gain information. ii. Evaluate sources based on appropriate URL guidelines b. 1.1.6 i. Through peer reviewing and presentations, students will read, view, and listen to further their knowledge of the presented American. c. 2.1.4 i. Students will use a Web 2.0 from a generated list and organize their information of the American Hero of their choice to present to the class. d. 2.1.5 i. Through use of peer review, students will exchange ideas to help make the presentation more interesting and informational. Dispositions Indicator(s): a. 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. b. 2.2.4 Demonstrate personal productivity by completing products to express learning. Responsibilities Indicator: a. 1.3.5 Use information technology responsibly

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VI.

Self-Assessment Strategies Indicator(s): a. 1.4.3 Use interaction with and feedback from teachers and peers to guide own inquiry process. b. 1.4.4 Seek appropriate help when it is needed. Content Area: Social Studies

Connection to State Standards: Georgia Grade Level Expectations: 3rd Grade Georgia Performance Standards: VII.

SS3H2 The student will discuss the lives of Americans who expanded peoples rights and freedoms in a democracy. a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (womens rights),Mary McLeod Bethune (education), Franklin D. Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting rights), and Csar Chvez (workers rights) b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.

Scenario using SS3H2 a, b: The student will focus on one great American of their choice and create a multimedia presentation using a web 2.0 tool of their choice. The presentation must represent understanding of the Americans contributions to the United States. Overview: This lesson will be taught near the completion of the individual study of all famous Americans and their contributions made to America listed in GPS SS3H2a. The library lesson will teach the importance of finding information on the American of their choice (from the standard) and using this information to create a Web 2.0 presentation using pictures and information of contributions the American made. Students will be partnered up so that they may peer review each others presentation before it is submitted. Also, the SLMS will take part in student/teacher conferences to make sure students are aware of what is required in their presentation. Essential Questions: VIII. IX. What can we learn from the life of ______________? What contribution did ____________ make to society and American life?

Final Product:

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Each student will present a multimedia presentation of a great American from SS3H2 a using a Web 2.0 tool of their choice. Students will use the choices available from the SLMS created pathfinderhttp://www.livebinders.com/play/present?id=334169. Library Lesson(s): The SLMS will show students the pathfinder and how to locate the pathfinder from the school website. She will also guide students through the available resources needed to create their final project. The SMLS will define the appropriate URL choices required and the teacher and SMLS will help students evaluate the sources they find. Finally, the SLMS and the teacher will review the rubric for their final project and show students of different web 2.0 tools available to use for their presentations. Students will then begin forming their presentations. Assessment: I. Product: a. The student will use the rubric to peer assess and assist each other with their presentation (See Appendix 3) b. The teacher and SLMS will use the rubric to evaluate each students presentation (See Appendix 4) Process: a. The teacher and SLMS will use My 5 Acceptable URLs handout to determine student progress and comprehension in finding appropriate and acceptable sources to locate information online. b. The teacher and SLMS will evaluate students understanding of the Web 2.0 tools, the process, and finding appropriate information through student observation. Student Self-Questioning: a. What sources will give me accurate and factual information on my American figure? b. How will I organize this information in my project? c. What Web 2.0 tool will I use to complete my project? d. Did I follow the rubric and complete all parts completely? e. Did effectively help my partner to the best of my ability? f. Did I accurately represent my American figure and the contributions they made to America?

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Instructional Plan: Resources Students Will Use:

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Online Subscription Database(s)

Website(s)

Books

Reference

Nonprint Periodicals/ Newspapers Other: Pathfinder Resource: http://www.livebinders.com/play/present?id=334169 Instruction/Activities: Day One: I. Direct Instruction: The SLMS will begin the lesson by discussing the project with the students and explaining how she will be helping the students to locate resources and presentation models using technology. The SLMS will show the students the pathfinder created for the project: Famous Americans Who Pushed the Envelope on the Promethean Board. She will go through the choices of Famous Americans, the internet resources available, along with educational videos available to assist students in completing their final product. Modeling and Guided Practice: The SLMS will model finding information about a selected famous American using the given pathfinder. The SLMS will also model for students the importance of using appropriate URL addresses to get factual information. Together, students and teachers will watch a video from: http://youtu.be/ELclOOxzt3U. At the completion of the video, students and teachers will create a graphic organizer of appropriate URL addresses acceptable for use (See Appendix 1). Independent Practice: Students will determine the famous American they want to study and find five appropriate URL addresses with information regarding this American (See Appendix 2). Sharing and Reflecting: If time permits, students will share a resource they found and how they know that it is an appropriate source.

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Day Two: I. Direct Instruction: The SLMS will begin by introducing students to Web 2.0 tools using http://web2012.discoveryeducation.com/web20tools.cfm. The SLMS will guide students through the different types of presentation, video, mobile, and community tools available for creation on the web. Modeling and Guided Practice: SLMS will continue to look at the Web 2.0 tools available for student use through the site pathfinder. The SLMS will go through

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each tab explaining how the Web 2.0 is used and through giving examples of how students could use that tool for their final product. III. Independent Practice: Students will begin exploring the different Web 2.0 tools on the pathfinder to determine which they would like to use for their final product. Students will then begin to work with the Web 2.0 tool of their choice and their researched information to create a finished product. Sharing and Reflecting: If time permits, students will share the web 2.0 tool they chose and why.

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Follow-up Days: Students will continue to return to the computer lab to work on their Web 2.0 tool presentation of their famous American. Guidance will be given as needed by the SLMS and teacher as well as the peer review partner assigned.

Assessment of Student Learning and Results: Results: 37 students successfully completed a PowerPoint presentation of their famous American. All students stayed actively involved and understood what was required and where to find engaging information based on the URL study from Day One.

Reflection of BOTH Lesson and Collaboration: First of all, the students absolutely loved the integration of technology with classroom curriculum and all were so excited to print out a hard copy of their presentations so they could show their parents what they had created. However, initially when I was designing and implementing my lesson plan I had intended for my students to all use Microsoft PowerPoint as their multimedia tool. I now realize that this subjects my students and their creativity to one tool and therefore, I have gone back and adjusted my ILLP and my pathfinder to include various Web 2.0 tools for students to decide for themselves which would be best for their final product. This way, my lesson and pathfinder are both ready for future use with various Web 2.0 tools. Focusing on Microsoft PowerPoint alone for thirty-seven students was a task as my collaborating teacher did not know how to create a PowerPoint lesson herself. It was helpful that this lesson was at the completion of a unit on Famous Americas so the students already had information and hard print resources to pull from. Even though the students had already studied these famous Americans in detail, it did not de-rail the

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excitement and anticipation to find new facts and information to present through technology. Therefore, the lesson itself was engaging as was evidenced by student observations, peer reviews, and conferences with feedback. From collaboration with the classroom teacher beforehand, I knew that the she would be more of an aid than teaching the students how to use and incorporate the technology effectively. The particular teacher with whom I partnered, was older and had not experienced using PowerPoint during her years in school or college. However, despite the classroom teacher not having the experience with technology or Microsoft PowerPoint she was extremely open and helpful as we discussed how the lesson would take place during planning and lunch. The slight problem we did incur was the amount of time it took students to complete the tasks, to the time we had specified from our collaboration and working on a time schedule with the schools computer lab. The computer lab was only available for use for one time period and the students had never before navigated the internet besides searches in Google. Therefore, teaching them how to search and what URLs were acceptable took time as well as how to start and get going in PowerPoint. The lesson plan initially was designed for two days, however the follow up days were critical as it took the students more time than expected to complete the task. Despite the time differences, it was extremely gratifying for the students, as well as me when they had a finished product to share with their peers. I thoroughly enjoyed this lesson as this was my first time teaching a class technology and then correlating it with standards.

Appendix 1:

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Acceptable URLs for Famous American Final Product

Appendix 2:

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5 Acceptable URLs
Name:________________________________

Date:________________________________

Famous American:______________________________

URL Address:

Author:

Last Updated Date:

Purpose of Site:

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2.

3.

4.

5.

Appendix 3:

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Peer Assessment Rubric

Name:_______________________________________

Peer being reviewed:____________________________________

Criteria: Sources

Content Information

Attractiveness

Collaboration with Peers

4 All sources are acceptable. All content/inform ation regarding American of choice was met or exceeded. Makes excellent use of technology and uses graphics to enhance the presentation. Always listens to, shares with, and supports others efforts. No misspellings or grammatical errors.

3 of sources used are acceptable All content/informat ion regarding American of choice was met.

2 of sources used are acceptable Content/informat ion was lacking in one area.

1 Less than of sources used are acceptable. Content/informat ion was lacking in two or more areas.

Makes good use Makes use of Little or no use of technology technology, but it of technology is and uses distracts from evident and it graphics to the presentation distracts from enhance the and graphics are the presentation presentation. blurry. and graphics are blurry. Almost always Usually listens Rarely listens to, listens to, to, shares with, shares with, and shares with, and and supports supports others supports others others efforts. efforts. efforts. Three or less words misspelled or grammatical errors. Four or less words misspelled or grammatical errors. Four or more words misspelled or grammatical errors.

Grammar

Appendix 4

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Assessment Rubric
Name:_______________________________________

Famous American:__________________________________________

Date:___________________________________________ Criteria: Sources 4 All sources are acceptable. All content/inform ation regarding American of choice was met or exceeded. Makes excellent use of technology and uses graphics to enhance the presentation. Always listens to, shares with, and supports others efforts. No misspellings or grammatical errors. 3 of sources used are acceptable All content/informat ion regarding American of choice was met. 2 of sources used are acceptable Content/informat ion was lacking in one area. 1 Less than of sources used are acceptable. Content/informat ion was lacking in two or more areas.

Content Information

Attractiveness

Collaboration with Peers

Makes good use Makes use of Little or no use of technology technology, but it of technology is and uses distracts from evident and it graphics to the presentation distracts from enhance the and graphics are the presentation presentation. blurry. and graphics are blurry. Almost always Usually listens Rarely listens to, listens to, to, shares with, shares with, and shares with, and and supports supports others supports others others efforts. efforts. efforts. Three or less words misspelled or grammatical errors. Four or less words misspelled or grammatical errors. Four or more words misspelled or grammatical errors.

Grammar