Wolves: Using more than one source

Submitted by lhowlett on Thu, 06/21/2012 - 06:23Printable version Bookmark and Share
Created By:
Lisa Howlett
Title/Role:
School Librarian
Organization/School Name:
O'Malley Elementary School
Location:
Alaska

Grade Level:
2
Type of Lesson:
Stand-alone lesson
Type of Schedule:
Fixed
Collaboration Continuum:
Moderate
Content Area:
Science
Content Topic:
Wolves
Standards for the 21st-Century Learner
Skills Indicator(s):
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.
Dispostion Indicator(s):
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.
Responsibilities Indicator(s):
2.3.1 Connect understanding to the real world.
Self-Assessment Strategies Indicator(s):
2.4.3 Recognize new knowledge and understanding.
Scenario:
This lesson is conducted directly prior to the onset of the second grade science unit about Alaskan animals. It is an introduction to the research process in which students will participate as they study various Alaskan animals. The SL demonstrates and guides students in the search for answers to specific questions by the use of more than one resource. The types of resources utilized include non-fiction books, periodicals, and the Internet. Two to three 30-minute weekly library lessons will be provided by the SL. Student experiences and conclusions will be assessed by the SL, classroom teacher, and classroom peers.

Overview:
This lesson takes place prior to second grade students’ embarking on their science unit about Alaskan animals. They will work in groups of three to answer two questions about wolves. Each member in the group will use one of the three types of sources to answer the two questions. Then, they will share their answers with each other and each group will share a statement of their conclusions.

Final Product:
Students produce individual written answers to the two questions, as well as group-generated feedback regarding researching using more than one resource.

Library Lesson:
Students work with the SL in a series of two to three sessions to collect facts, process information, and share their conclusions with the whole class.

Estimated Lesson Time:
90 minutes
Assessment
Product:
Students individually produce written answers to factual questions related to wolves by researching with only one source. Following this individual activity, the three members in the group combine their information and compare/contrast their findings in written form. As a whole group, oral discussion takes place to provide opportunity for peer evaluation of others’ findings.

Process:
The process of accessing information will occur during observation by the SL. The collection of facts will be assessed through individual research worksheets, as well as small group collaboration worksheets.

Self Questioning:
Do I feel comfortable using more than one resource to gain factual information? Why is it important or helpful to use more than one type of resource to gain factual information?

Instructional Plan
Resources students will use:
Still image (i.e.paintings, drawings, plans, and maps)
Interactive Resource (i.e. webpages, multimedia learning objects, chat services)
Text (books, letters, poems, newspapers, etc.)

Interactive Resource URL:
http://

Resources instructor will use:
Projector
Laptop
Smart board

Instruction/Activities
Direct instruction:
Day 1. SL introduces the upcoming classroom science unit by showing photos of a variety of Alaskan animals on the wall screen. SL then narrows the focus to wolves and asks the whole group to volunteer ideas on how to access information about wolves. As they are sharing ideas, SL lists their suggestions to project on the screen. Some of these ideas might include asking someone, an encyclopedia, a newspaper, a magazine, a book, or the Internet.

Modeling and guided practice:
Day 2. SL instructs that students will work in groups of three, with each member of the group using a different type of resource to answer factual questions about wolves. SL models the use of non-fiction books, periodicals, and the Internet to answer the specific questions: What do wolves eat and where do wolves live? The SL writes on a worksheet and projects it so students can view the process.

Independent practice:
Day 3. Each student uses his or her assigned type of source and writes the answers to the two questions.


Have you taught this lesson before:
No

Strategies for differentiation:
SL consciously groups students according to reading and writing skill levels. In addition, sources of lower readability are provided for students with lower reading skills and scribing is offered to those with difficulty writing or spelling. Steps to complete the tasks are visually presented for reference throughout the entire lesson. Whole group, small group, and individual activities are provided.