My Personal Wellness

Submitted by Luhtala-Russo on Mon, 04/11/2011 - 19:09Printable version Bookmark and Share
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.
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.
2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
Dispostion Indicator(s):
1.2.3 Demonstrate creativity by using multiple resources and formats.
2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.
4.2.2 Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements.
Responsibilities Indicator(s):
1.3.5 Use information technology responsibly.
2.3.1 Connect understanding to the real world.
4.3.1 Participate in the social exchange of ideas, both electronically and in person.
Self-Assessment Strategies Indicator(s):
1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
2.4.2 Reflect on systematic process, and assess for completeness of investigation.
3.4.2 Assess the quality and effectiveness of the learning product.
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
Assessment
Product:
Students and librarians will use a rubric to assess annotated bibliographies on criteria including: currency, authority, accuracy, scope, point-of-view, purpose, audience, conclusion, special features and fluency.

Process:
Librarians use diagnostic, formative and summative assessments: rubric, pre-test and post-test , observation, conferencing, checklists, keyword document form, newspaper evaluation form, summary of the newspaper, screen shot of NoodleBib dashboard (questions and thesis statement) highlighted newspaper article, the annotation activity document and annotated bibliography to give feedback and grade students. Librarians analyze data from the Moodle: individual activity (posts and views) to guide, modify and differentiate instruction for individual students. Librarians, health teachers, technology integration teachers, and SPED teacher(s) consult and debrief often during the project in order to monitor progress.

Self Questioning:
Students will use self-question strategies throughout the process as indicated in the lesson. Multiple literacies or "new literacies" require a unique set of ICT competencies such as comprehension monitoring/self-questioning. What do I need to know and do to live a balanced and healthy life? Was I able to develop essential questions on my wellness concerns? Did my essential questions support my thesis statement? Do I understand the difference between keyword and subject searching? Do I understand what an advanced search strategy is? Was I able to revise my searching strategy? Was I able to determine the currency, authority, scope, relevancy, and purpose of the resources I found to answer my essential questions and support my thesis statement? Do I understand what an annotated bibliography is? Do I have enough information to complete my website? What new understandings did I develop about my own personal wellness? Did I ask for help from my teacher, librarian or peer when I needed it? Did I use interaction and feedback from a teacher, librarian or peer to guide my inquiry? How did the use of technology help me? Was I able to self-direct? Was I persistent, flexible and adaptable?

Instructional Plan
Resources students will use:
Dataset (ie. lists, tables, databases)
Moving Image (i.e. animations, movies, tv program, video)
Interactive Resource (i.e. webpages, multimedia learning objects, chat services)
Service (i.e. photocopying service, bank service, interlibrary loans)
Sound (i.e. music playback file, audio compact disc, recorded speech or sounds)
Text (books, letters, poems, newspapers, etc.)

Interactive Resource URL:
http://www.nchslibrary.info, Moodle, Google APPS, www.mypyramidtracker.gov

Resources instructor will use:
Projector
Laptop
White board
Smart board
VCR/DVD player
Other

Other instructor resources:
iPads, iTouches, smartphones,

Instruction/Activities
Direct instruction:
A librarian will introduce the concept of annotated bibliography using an interactive white board (SmartBoard). She asks the essential question- what is an annotated bibliography? Wait for students to respond. Librarian uses the responses to clarify any misconceptions and guide discovery. The librarian scaffolds learning using the MPW Moodle: with detailed directions, examples and explanations, an interactive annotated activity document, and online tutorial on NoodleBib. Librarians conference with students to scaffold learning. She may direct a student to the writing center to further scaffold learning.

Modeling and guided practice:
Librarians will model and guide practice at every junction of the process through guided discussion, observation, direct questioning, use of online tutorials, working one-on-one with students, and offering after school sessions. Librarians will use the gradual release model (RTI) to transfer responsibility for learning to students during the informational search process and creating annotated bibliographies.

Independent practice:
Students will ask questions, read directions and explanations on the Moodle, watch the online tutorial(s), fill-in their annotated activity documents, create NoodleBib accounts for MLA, write questions and thesis statements on NoodleBib dashboard, input bibliographic information for newspaper articles, and write annotations. They will take screen shots of the NoodleBib dashboard and upload their annotated bibliographies onto their websites. By the end of the project, students will hand-in a hardcopy with attachments: screen shot of NoodleBib dashboard with questions and thesis statement, keyword document, copy of the highlighted newspaper article, summary and annotated bibliography.


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.