Creepy, Crawly Insects - Where Can I Find Out More?

Submitted by ldrumm on Wed, 04/11/2012 - 23:13Printable version Bookmark and Share
Created By:
Laurie Drumm
Title/Role:
Instructor/Clinical Faculty
Organization/School Name:
The College School, University of Delaware
Location:
Delaware

Grade Level:
1, 2
Type of Lesson:
Lesson in a unit
Type of Schedule:
Fixed
Collaboration Continuum:
Moderate
Content Area:
Science
Content Topic:
Insects
Standards for the 21st-Century Learner
Skills Indicator(s):
1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
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.
2.1.4 Use technology and other information tools to analyze and organize information.
Dispostion Indicator(s):
1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.
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(s):
1.3.5 Use information technology responsibly.
Self-Assessment Strategies Indicator(s):
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
1.4.4 Seek appropriate help when it is needed.
Scenario:
This lesson is an extension of the Insect unit taught in the 1st and 2nd grade Science class. This lesson is appropriate for students with varied reading levels. The classroom teacher offers instruction and hands-on activities about insects through the adopted curriculum. The SLMS demonstrates KidsInfoBits to revisit research and note taking skills to record important information specific to the research project, building on prior information seeking activities. KidsInfoBits is a subscription-based online database that provides leveled articles as well as the option to "Listen." Other age-appropriate databases, online sites, and printed resources can also be used for this activity. This lesson/project was created collaboratively between the SLMS and the classroom teacher, and will be implemented in four 45 minutes weekly library sessions, with additional time provided by the science teacher as needed. Research and note taking will be assessed by the SLMS; and the SLMS, the Science teacher, and classroom peers will assess the presentation. Follow up activities will be offered by the Science teacher as part of the Science curriculum.

Overview:
First and second grade students, currently studying insects in Science, will visit the library to research various insects, take notes on important information, create a presentation, and share findings with peers. Students design presentations to address the following essential questions: What makes this creature an insect? What do I want to tell other students about this insect?

Final Product:
Students develop presentations (using SMART notebook, PowerPoint, or other presentation software) to be shared with their Science class.

Library Lesson:
Students work with the SLMS in a series of four sessions to access information, collect important facts, and create a presentation.

Estimated Lesson Time:
45 minutes
Assessment
Product:
SLMS, Science teacher, and classmates offer positive feedback as well as constructive criticism on presentations through rubrics created by SMLS and classroom teacher. SLMS/teacher rubric criterion include access of information, note taking of important facts, and features of presentation. Student rubric criteria include organization, delivery, and appeal of presentation.

Process:
The process of accessing information will be assessed through SLMS observation and questioning techniques. The collection of facts will be assessed through an analysis of note taking worksheets. And the presentations will be assessed by the SLMS, the Science teacher, and classmates through scoring rubrics created in a collaborative effort by the SLMS and the Science teacher.

Self Questioning:
Are my facts accurate? Can I explain this information to my classmates? Is my presentation appealing?

Instructional Plan
Resources students will use:
Dataset (ie. lists, tables, databases)
Still image (i.e.paintings, drawings, plans, and maps)
Sound (i.e. music playback file, audio compact disc, recorded speech or sounds)
Text (books, letters, poems, newspapers, etc.)

Resources instructor will use:
Laptop
Smart board

Instruction/Activities
Direct instruction:
Connect current lesson to prior knowledge by asking students what they can tell the SLMS about insects. Brainstorm a list of insects and allow students to select their choice insect.

Modeling and guided practice:
Demonstrate use of resources available for searching. Remind students how locate information in an encyclopedia, how to utilize online catalog to locate books (or pull books in advance), how to search online, and/or how to access an online database. Model note taking for students by reading an article orally, thinking out loud about important and/or interesting facts, and record facts on note taking graphic organizer.

Independent practice:
Students will access information, locate relevant articles, read and/or listen to information, and record important facts about the insect of their choice.


Have you taught this lesson before:
Yes

Strategies for differentiation:
One strategy for differentiation is to offer specific leveled database articles to certain students, based on reading abilities. This includes online resources that have a listening component for non-readers. Another strategy is to adapt the number of required facts for students with varied writing skills - students with more advanced skills can take a greater number of notes at a higher level than students who are struggling writers. An additional differentiation strategy is to have the students work with buddies, either in the classroom or older students, who can help with the reading and writing requirements.