Information Literacy Collaborative Planning Template

21st Century Learner Standards Collaboration Planning Sheet

rd
Grade Level: 3 Grade Teacher/Team: Cassie K./ Sharon K./ Tina S. Planning Date: 3/19/18 - 3/26/18
Content area(s): Science & Social Studies Lesson(s)/Unit(s) of Study: Natural Disasters Timeline: March 2018

State Content Standards/Benchmarks/Indicators: Nebraska Science Standard SC 3.12.4C ; Nebraska Social Studies
Standard 3.3.5, 3.3.6 ; LA 3.3.1a, 3.3.2a, 3.4.1a, 3.4.2b

AASL Standards Shared I. Inquire II. Include III. Collaborate IV. Curate V. Explore VI. Engage
Foundations
(Using the AASL Standards Framework for
Learners, type shared foundation, domain, and
competency in rectangles below, e.g., I.A.1.)
Domains

A. Think II.A.3. III.A.2. IV.A.1. & 2. V.A.3. VI.A.1. & 3.

B. Create I.B.1. & 3. II.B.2. III.B.1. & 2. IV.B.1. & 3. VI.B.2.
C. Share I.C.4. II.C.2. III.C.2. IV.C.1. & 3. V.C.3. VI.C.2.
D. Grow I.D.3. II.D.2. III.D.1. IV.D. 2. V.D.2. VI.D.1. & 3.

Description of Pre-Assessment: Students will complete a 10 question Kahoot Quiz pretest in a whole group setting with the
classroom teacher.
Results of Pre-Assessment: 24 students took the 10 question Kahoot Quiz pretest. 68% of the questions were answered
correctly and 32% were incorrect. 5 questions had a student accuracy rate that fell in the 80%-100% range. 3 questions had an
accuracy rate that fell in the 50%-79% range. 2 questions had a 0%-49% accuracy rate. Only 2 of the 24 students got 10/10
questions correct.

Learning Activities/Projects: Materials/Resources Needed: Person(s) Responsible:

Mini lesson on reliable search engines Computer, internet, and projector. ESU8 Specialist; LMS; Classroom Teacher
and websites. (NebraskAccess, World Book Online, & Safe Search Kids)

Mini lesson on paraphrasing- Students Paraphrasing Flipchart, paraphrasing task LMS; Classroom Teacher
will practice paraphrasing using task cards, pencil, and paper.
cards.

Students will research a natural disaster Print and nonprint resources, IPads with LMS; Classroom Teacher
internet access, research worksheet, and
with a partner, completing a worksheet pencil.
with research questions.

Students will complete a Piktochart One IPad per pair, Piktochart App. LMS; Classroom Teacher
information poster of their natural
disaster.

Students will share their final Piktochart Printed copy of their Piktochart project. LMS; Classroom Teacher
with their peers.

Description of Post-Assessment: Students will complete the same 10 question Kahoot Quiz for the posttest. Also, students
will also be evaluated throughout their research using the Information Literacy Checklist. The final research Piktochart project
will be graded using the Natural Disaster Research Project Rubric.
Results of Post-Assessment: 24 students took the 10 question Kahoot Quiz posttest. 89% of the questions were answered
correctly and 11% were incorrect. 9 questions had a student accuracy rate that fell in the 80%-100% range. 1 question had a
student accuracy rate that fell in the 50%-79% range. 0 questions from the posttest had a 0%-49% accuracy rate. 10 of the 24
students got 10/10 questions correct; only 1 student scored under a 70%.

23 out of the 24 students met every skill on my Information Literacy Checklist. Also, 23 out of 24 students received 84% or
higher on their Natural Disaster Research Project Rubric. 8 received 100%, 7 received 96%, 2 received 92%, 4 received 88%, 2
received 84%, and 1 received 64%.

Comments/Evaluation of the Unit: Overall I think the project went great! The kids had such a fun time conducting their research
and creating their Piktochart. They were so proud to stand in front of the class and share their work. The evidence from the pre and
post-assessment showed that not only did they have fun, but they also learned a lot about natural disasters. The third grade teacher
and I already discussed how we need do more projects like this. We are thinking of possibly doing a similar research project on the 7
continents next fall.

Created by Sherry R. Crow Courtesy Colorado Springs District 11; adapted 2008, 2018

*See below for materials, assessments, worksheets, and student examples.

 Names:______________________________________________

Natural Disaster___________________________
Research Resource The Author’s Words My Words
Questions (Book or Website)
__________________________________ __________________________________
_________________________________ _________________________________
What’s your _________________________________ _________________________________
natural disaster? _________________________________ _________________________________
__________________________________ __________________________________
_________________________________ _________________________________
_________________________________ _________________________________

__________________________________ __________________________________
What causes your _________________________________ _________________________________
natural disaster, _________________________________ _________________________________
why does it _________________________________ _________________________________
happen? __________________________________ __________________________________
_________________________________ _________________________________
_________________________________ _________________________________

__________________________________ __________________________________
What are the _________________________________ _________________________________
positive/ _________________________________ _________________________________
negative effects? _________________________________ _________________________________
__________________________________ __________________________________
_________________________________ _________________________________
_________________________________ _________________________________
 Research Resource The Author’s Words My Words
Questions (Book or Website)
__________________________________ __________________________________
How can you _________________________________ _________________________________
prepare if your _________________________________ _________________________________
natural disaster _________________________________ _________________________________
happens? __________________________________ __________________________________
_________________________________ _________________________________
_________________________________ _________________________________

__________________________________ __________________________________
Any additional _________________________________ _________________________________
facts you want to _________________________________ _________________________________
share about your _________________________________ _________________________________
natural disaster? __________________________________ __________________________________
_________________________________ _________________________________
_________________________________ _________________________________

* At least one of your resources must be a website and one of your resources must be a book.
 Information Literacy Checklist Template

Skills/Tasks:

book and a reliable website

Students will pick a natural

Students will present their

Students will complete the
Natural Disaster Research

Students will complete a

to answer their research
Students will use both a
paraphrasing using task

information gathered.
Students will practice

Piktochart using the

disaster to research,

project to the class.

worksheet.

questions.
AASL Standards cards.
I.D.3.; I.D.3.; I.B.1. & 3.; I.B.1. & 3.; III.A.2.; I.C.4.;
III.B.2.; II.A.3.; III.B.1.; II.B.2.; III.B.1.; III.A.2.;
Addressed: III.D.1.; III.A.2. III.D.1.; II.C.2.; III.C.2.; III.B.2.;
IV.A.1. & 2.; IV.B.1. & 3.; II.D.2.; V.D.2.; III.D.1.;
V.C.3.; IV.C.1. & 3.; IV.A.1. & 2.; VI.A.1. & 3.; VI.A.1. & 3.;
V.D.2.; V.A.3.; IV.B.1. & 3.; VI.C.2., VI.C.2.;
VI.B.2. V.C.3.; IV.C.1. & 3.; VI.D.1. VI.D.2.
VI.B.2. IV.D.2.

Students:
 Natural Disaster Research Project Rubric
5 3 1

The students used one The students used one The students did not
Resources Used book resource and one book resource and an use a book resource or
NE LA, 3.4.1a, 3.4.2b reliable website. unreliable website. reliable website.

Researching Natural The students were able The research worksheet The research worksheet
to completely fill out may be missing some may be missing some
Resource
the research worksheet information, but the information and/or the
NE Science SC 3.12.4C
and completed the research was students needed an
NE Social Studies
research with little or completed with little or ample amount of help
3.3.5, 3.3.6
no help. no help. when researching.
NE LA, 3.4.1a, 3.4.2b

Paraphrasing The students were able The students were able The students were not
NE LA, 3.4.1a, 3.4.2b to independently put to put the research able to put the
the research information in their information in their
information in their own words with some own words.
own words. assistance.

The research answers The final project was The final project was
to all 5 questions, a neatly displayed, but not neatly displayed,
Creation of the
Title, and the was missing one of the may have been hard to
Information on a researchers’ names 5 questions, a Title, or read, and was missing
Piktochart were neatly displayed the researchers’ names. one of the 5 questions,
NE LA, 3.4.1a, 3.4.2b on their final project. a Title, and/ or the
researchers’ names.

Presentation of the The students shared the The students shared the The students did not
information with their information with their share their information
Final Project to
peers, showing that peers, but may not with their peer (just
Peers they clearly understand have a clear stood there and did
NE Science SC 3.12.4C their natural disaster, understanding about not share) and/or
NE Social Studies answering all of their their natural disaster. seemed to lack
3.3.5, 3.3.6 peers’ questions. (Ex: had trouble knowledge about their
NE LA 3.3.1a, 3.3.2a, answering questions) natural disaster.

Total (out of 25) =

Materials: All print materials were selected using Follett Destiny online catalog. Twenty-one of
the print resources were from Neligh-Oakdale School Library and twenty-four were checkout from the
Neligh Public Library. I wanted a large selection of resources at a variety of reading levels for the
students to use. The nonprint resources were those used for the mini lesson on reliable resources,
the mini lesson on paraphrasing, as well as the website/app used to create the students’ final
research project.

Print Resources
Author Title Publisher Date
Aaseng, Nathan Avalanches Lucent Books 2002
Armour, Cy Earthquakes! Teacher Created Materials 2012
Black, Vanessa Disaster Zone: Wildfires Pogo 2017
Black, Vanessa Disaster Zone: Ice Storms Pogo 2017
Black, Vanessa Disaster Zone: Dust Storms Pogo 2017
Black, Vanessa Disaster Zone: Floods Pogo 2017
Bliss, Pamela Earth Science Introduction to National Geographic School 2005
Weather
Branley, Franklyn Tornado Alert Harper & Row 1988
Chaing, Mona; Crane, Oil Spill Disaster in the Gulf Scholastic Inc. 2010
Cody; Hamalainen,
Karina; Jones Lynda
Challoner, Jack Eyewitness Hurricane & Tornado DK Publishing 2000
Cole, Joanna The Magic School Bus: Inside a Scholastic Inc. 1995
Hurricane
Cooper, Jason Wind The Rourke Corporation 1992
Davies, Jon Storm Chasers! On the Trail of FarCountry Press 2007
Twisters
Duden, Jane Earthquake! On Shaky Ground Perfection Learning 1997
Duden, Jane Floods! Rising, Raging Water Perfection Learning 1999
Duden, Jane Avalanche! The Deadly Slide Perfection Learning 2000
Dussling, Jennifer Earthquakes Grosset & Dunlap 2004
Dwyer, Helen Eye Witness Disaster Volcanoes! Marshall Cavendish 2010
Gifford, Clive Extreme! Chasing the World’s Most Capstone Press 2009
Dangerous Storms
Graf, Mike Tornado! The Strongest Winds on Perfection Learning 1999
Earth
Hirschmann, Kris Hurricanes Lucent Books 2002
Johnson, Rebecca Great Ideas of Science Plate Twenty- First Century Books 2006
Tectonics
Kline, Lisa Floods Lucent Books 2004
Kramer, Stephen Lightning Carolrhoda Books 1992
Lantier-Sampon, Hurricane! The Rage of Hurricane Gareth Stevens Publishing 1993
Patricia Andrew
Lassieur, Allison Earthquakes Lucent Books 2002
Martin, Fred Focus on Disasters Flood Rigby Education 1996
Martin, Fred Focus on Disasters Weather Rigby Education 1996
Martin, Fred Focus on Disasters Earthquakes Rigby Education 1996
Martin, Fred Volcano Rigby Education 1996
Mogil, H.; Levine, Extreme Weather Simon & Schuster Books for 2008
Barbara Young Readers
Morrison, Taylor Wildfires Houghton Mifflin Company 2006
Netzley, Patricia Thunderstorms Kid Haven Press 2003
Olson, Nathan Hurricanes Capstone Press 2006
Rotter, Charles Tornadoes Creative Education 1998
Royston, Angela Weather Around You Raintree Steck-Vaughn 1998
Rubin, Ken Volcanoes & Earthquakes Simon & Schuster Books for 2007
Young Readers
Rusch, Elizabeth Volcano Rising Charlesbridge 2013
Simon, Seymour Lightning William Morrow 1997
& Company
Simon, Seymour Storms William Morrow & Company 1989
Soler-Rodriguez, A.M. Fires Lucent Books 2004
Sorenson, Margo Tsunami! Death Wave Perfection Learning 1997
Stamper, Judith Smart Words Reader Volcanoes Scholastic Inc. 2010
Stamper, Judith Smart Words Reader Earthquakes Scholastic Inc. 2010
Watts, Claire Natural Disasters DK Publishing 2006

NebraskAccess
Paraphrasing Task Cards
By: Rachel Lynette
Piktochart
Safe Search Kids
World Book Online
Nonprint Resources
www.nebraskaccess.nebraska.gov Website
www.teacherspayteachers.com PDF Download
(Bought for $3.19)
www.piktochart.com Website & IPad App
www.safesearchkids.com Website
www.worldbook.com Website
 Reflection of Planning, Teaching, and Assessment

Planning:

I reached out to Sharon K. and asked her if she would like to co-teach a research project with

me on natural disasters. I noticed that in third grade we were introducing natural disasters in an

upcoming social studies lesson and thought it would be a much more engaging way to teach the

material. We began collaborating on what we wanted the project to include. After some discussion

we decided to make the project a bit bigger, including a mini lessons on reliable resources and

paraphrasing. In past projects, we tell the kids to “put it in their own words”, but after some

discussion we decided most of them don’t know how to “put it in their own words”. That’s when we

decided a paraphrasing lesson was necessary. Our current LMS suggested contacting our local ESU

and seeing if they would be interested in coming in to teach a lesson on reliable resources. I

contacted Tina S. at ESU8 and she was very eager and excited to come in. I told Sharon K. I would

look for a good lesson on paraphrasing, as well as find the print resources. Next, we sat down and

decided what our expectations would be for the final project. We rough sketched a rubric with our

expectations and later I typed it up. Finally, we decided it was important to have an example for the

students so we sat down and made an example of the research worksheets and made a quick

example on Piktochart.

Teaching:

Before teaching, Sharon K. had the kids take the Kahoot pretest during their “tech time”. Later

that day, Tina S. came in to teach the kids a lesson on reliable resources. She had an engaging

PowerPoint presentation. Together they looked at some different “unreliable websites” and she went

over how to determine if a website is reliable or unreliable. She then showed them three search
engines that are kid appropriate and will help eliminate some of the unreliable websites. She

overviewed NebraskAccess, Safe Search Kids, and World Book Online.

The next day, Sharon K. taught a mini lesson on paraphrasing. She used the task cards from a

lesson I found off TeachersPayTeachers and together they practiced some examples. They mainly

focused on rearranging the information. This was a great way to introduce paraphrasing at the third

grade level. Then she had them pair up and practice paraphrasing facts with their partner. Sharon K.

and I walked around and assisted the groups.

The following day Sharon K. went over the project, rubric, expectations, and examples. She

then partnered up her students and the pairs picked their natural disaster. I provided a list of natural

disasters based off the books I could find. There were certain natural disasters that didn’t have print

resources available at the N-O School Library, so I found some additional resources at the Neligh

Public Library. To spread out the pairs, I took half to the library and Sharon K. kept half in her room.

The kids dived right into researching! While they worked I walked around and filled out my

Information Literacy Checklist, tracking as the pair completed each skill. I also was available to help

find information and assist any way I was needed. The kids worked great, but at the end of the day

we realized we needed an additional day for researching. The next day most groups continued

researching, however a few groups were done and ready to start their Piktochart. By the end of the

day, all the groups were working on their Piktocharts. The kids then spent their tech time finishing up

their Piktocharts. It was amazing to see the excitement the kids had as they were changing the

background, colors, and adding graphics.

Finally, it was time to share their hard work. The partners went to the front of the class one at

a time and shared their Piktochart. You could tell they were so proud of their hard work. The

students were all very professional and tried their best to explain their natural disaster and answer

any questions Sharon K., the students, or I had.

Assessment of Students’ Learning:

While working, I walked around and assessed the students using the Information Literacy

Checklist, as well as analyzed each group, keeping the rubric in mind. 23 out of the 24 students met

every skill on my Information Literacy Checklist. Most groups worked really well together and needed

minimal help finding facts, siting sources, or paraphrasing. We did have three groups where one of

the students wasn’t helping and was goofing off. It worked really well to have a chat with the

unhelpful students and explain to them that they are at a “1” on the rubric and that they have a

chance to get to a “3” if they started working. After our discussion, I saw a big change in their

willingness to help.

As the students presented, I helped Sharon K. fill out the bottom two questions on the rubric

relating to the Piktochart and presenting. Some of the kids received a 3 for not fully understanding

their natural disaster once we started asking questions, but most received a 5. They were so

professional and proud when presenting. You could even tell a few of them had practiced ahead of

time who would share each part. The students in the audience also did an exceptional job asking

questions and respectfully listening. After school, Sharon K. and I sat down together and finished

filling out the rest of the rubric, taking a closer look at their research worksheet, their resources used,

and discussing how much assistance each group needed. I am pleased to say, all but one student

received an 84% or higher! The one student who did not was marked down due to his lack of

participation during the research processes and creation of the Piktochart. 8 received 100%, 7

received 96%, 2 received 92%, 4 received 88%, 2 received 84%, and 1 received 64%. Sharon K.

and I were both very pleased with the results, as we both felt anything above an 80% is considered

mastery level. Overall, I think the rubric was a good assessment tool. It clearly laid out our

expectations. A minor change I would make is adding to the ‘1’ column “did not help partner”. We did

not think of that as a possible situation when we made the rubric.

 After the students finished presenting, Sharon K. gave the Kahoot pretest again as a posttest.

All 24 students retook the 10 question Kahoot Quiz pretest as a posttest. 89% of the questions were

answered correctly and 11% we incorrect. This was a nice improvement from the pretest in which

68% of the questions were answered correctly and 32% were incorrect. Below is a table showing the

percentage of students who accurately answered each of the 10 questions. I categorized the

percentages into 80%-100%, 50%-79%, and 0%-49%. My thought behind this were that anything

80% and above is considered satisfactory, while anything below should be retaught for mastery. The

results from the pretest showed half of the questions had an accuracy rate of less than 79% and half

had an accuracy rate of 80% or greater. However, the posttest had only one question with an

accuracy rate of less than 79% and the other nine questions had an accuracy rate of 80% or greater!

In addition to, 10 of the 24 students got 10/10 questions correct on the posttest!

Percentage of students who Number of questions answered Number of questions answered

answered questions correctly correctly in pretest correctly in posttest

80%-100% 5 9

50%-79% 3 1

0%-49% 2 0