My Personal Wellness
Created By:
Christina T. Russo
Title/Role:
librarian, STEM
Organization/School Name:
New Canaan High School Library
Location:
Connecticut
Grade Level:
9 Type of Lesson:
Lesson in a unit Type of Schedule:
Flexible Collaboration Continuum:
Intensive Content Area:
Health Content Topic:
A collaborative, blended approach to health, information and digital literacy. Scenario:
My Personal Wellness (MPW) is a collaboration among health teachers, librarians, technology integrators, special education teachers, and town library to engage students in 21st century literacies. The team's focus for the library lesson is research and the creation of an annotated bibliography on a personal wellness issue. Librarians model and teach using enduring understanding and essential questions. Librarians integrate a blended inquiry process using Moodle (online course platform). During the information search process (ISP) students learn how to be accountable, productive and creative. Before coming to the library, teachers have students reflect on their own wellness, analyze their nutrition and physical activity using www.mypyramidtracker.gov, compare and contrast data to national recommendations, set SMART Goals, and write on their wellness. Librarians have students write essential questions, thesis statements and keywords on MyPyramidTracker nutrition and physical activity results. Students, during the inquiry-based research process, a use variety of appropriate information resources, read critically, write, participate in peer-to-peer review, create an evaluative annotated bibliography, and use technology effectively. Librarians and teachers use ongoing assessments (rubric, pre-test, post-test, observation, & annotated bibliography) and give feedback. The team creates a rubric to determine the criteria for this project and to assess higher-order-thinking and "habits of mind." Librarians continue instruction in 10th grade health.
Overview:
Students answer the essential question(s): What do I need to know and do to live a balanced and healthy life? What do I need to know and do to become a life-long learner? They design advanced research strategies to access, evaluate, analyze, and synthesize information from appropriate sources to construct understanding and to become health-literate. They research a wellness concern and create an evaluative annotated bibliography to demonstrate creativity and productivity. Final Product:
Students will create annotated bibliographies on a personal wellness issue and upload it onto their My Personal Wellness website. Library Lesson:
Students will learn to be critical thinkers, effective users of ICT resources and technology, as well as life-long learners by generating keywords, an advanced research strategy, essential questions, a thesis statement and bibliography by using the gradual release model (RTI). Each student will follow an inquiry-based process to make real-world connections to his/her own life by researching a wellness (dietary or physical activity) concern and then creating an annotated bibliography to document his/her research. Librarians offer direct or indirect conferencing and assessments at every stage of instruction. Students will use feedback to modify and create an evaluative annotated bibliography. Students will upload their annotated bibliographies onto their My Personal Wellness website.
Estimated Lesson Time:
120 minutes Have you taught this lesson before:
Yes Strategies for differentiation:
Librarians will differentiate in process, content and product throughout this project. For example, if a student is not able to write a 250 word wellness plan (essay), he/she can answer questions in writing (simple sentences) or answer them in person. If a student is unable to input dietary and physical activity onto www.mypyramidtracker.gov, a SPED or health teacher will assist. Librarians work face-to-face with individual students to developing keywords and questions. If a student is unable to use a database effectively, a librarian or peer will help him/her to access information and interpret results. We have students research for newspapers because of the range of reading levels. The reading teacher or librarian may assist a student in reading or interpreting his/her selected article. We guide students with lower reading level ability to select an article from USA Today (2/3 grade reading level) and not from the Wall Street Journal (8/9 grade). We utilize a gradual release model, not only to foster independent learning, but so we can work one-on-one with students who need the support. Librarians will address all learning modalities/styles. Each lesson is accompanied by a very, very brief "whole class" instruction period, online tutorials (YouTube, Vimeo or SlideShare), hyperlinks, interactive forms, essential questions, checklists, handouts, books and detailed directions on the Moodle. The librarians and teacher are always available to answer questions or guide instruction. SPED teacher modifies assignments and activities for students with IEPs in conjunction with teachers, librarians and technology integration teacher. If a student is not able to write an annotation, he/she can give his/her evaluation orally. Librarians will use technology to engage students and as an aide for special needs students.