Animal Research Project

Created by:

Mark Popovich

Title/Role:

Library-Media Teacher

Organization/School Name:

Tehipite Middle School

Location:

California

Grade Level:

Type of Lesson:

Lesson in a unit

Type of Schedule:

Combination

Collaboration Continuum:

Intensive

Content Area:

Educational technology

Language Arts

Science

Content Topic:

Animals

Standards for the 21st-Century Learner

Skills Indicator(s):

1.1.4 Find, evaluate, and select appropriate sources to answer questions.

2.1.4 Use technology and other information tools to analyze and organize information.

3.1.2 Participate and collaborate as members of a social and intellectual network of learners.

Dispositions Indicator(s):

1.2.3 Demonstrate creativity by using multiple resources and formats.

2.2.4 Demonstrate personal productivity by completing products to express learning.

Responsibilities Indicator(s):

1.3.1 Respect copyright/intellectual property rights of creators and producers.

1.3.2 Seek divergent perspectives during information gathering and assessment.

1.3.3 Follow ethical and legal guidelines in gathering and using information.

Self-Assessment Strategies Indicator(s):

1.4.4 Seek appropriate help when it is needed.

3.4.2 Assess the quality and effectiveness of the learning product.

Scenario:

This is the first lesson in a multiple day science research lesson on animals. The students will be introduced to the Big6 research planning model.The lesson is led by the Library Media Teacher with support of the Science Teacher and the Language Arts Teacher. The students will be in groups and the Library Teacher will lead them through filling out the Big6 page. The 3 teachers will be working with the groups to give them a clear understanding of how important it is to have a plan when writing a research paper. The Library Teacher will lead a discussion on each area of the form and its importance to the process. The students will be given a new form and choose the wild animal they want to write their report on. They will then go onto the library web site and find a book on their animal and get the book from the shelves to show they know how to use the computer catalog. They will then pick 5 questions they want to know about their animal. They must have teacher approval. Library teacher will end by reviewing how to use databases from school and home.

Overview:

The lesson is designed to teach students how to use the BIG6 graphic organizer so they will have a systematic way to approach research papers. The students will then have to look-up a book on the subject and retrieve the book form the shelf to show they can use the library online catalog system. A review on accessing databases from the school lab and home will be done. Student will choose topic.

Final Product:

1.The students will write a two page paper summarizing their findings. They will include a bibliography page listing all of the sources they used in MLA format. 2.They will also be required to put on a PowerPoint presentation of their findings to the class.

Library Lesson:

1. The students will learn how to access all of the libraries databases form the computer labs and home. 2. The students will review how to use the library site to find books in the library on a topic and demonstrate their ability to do so by looking up a book and retrieving it from the shelves. 3. Students will show they know how to use the Big6 Research Model.

Estimated Lesson Time:

60 minutes

Assessment

Product:

First Lesson 1: The product for the first lesson is to have chosen your animal and 5 questions that you want to find out about the animal. You have this information in the correct places on the Big6 form. 2. Student will be able to pull up a needed database and log in. 3. The student will be able to find a book that contains his animal and will get it from the shelves and bring to the teacher to show they can use the library's print resources. Unit Product Science Standards: 7b: Use a variety of print and electronic resources (including the World Wide Web) to collect information and evidence as part of a research project. 7e: Communicate the steps and results from an investigation in written reports and oral presentations. Product: 1. They will be expected to write a two page paper on their findings about the animal they chose. This will include a bibliography page listing citations for all information that is used. This will include at least two printed sources and all online sources, databases or websites, that they have used. This will be in MLA form. 2.They will give a PowerPoint presentation on their animal to the class in the library.

Process:

The students will be graded by all three teachers. The Language arts teacher will grade the papers that they have written. The Science Teacher will give them a grade for the content of the PowerPoint and their paper. The Library Media Teacher will grade their PowerPoint presentations and their references.

Student self-questioning:

The student will use the Big6 Research model form. The last part of the form must be filled out before they turn in their project. This is a self evaluation form of the finished product. They must evaluate how well they met the expectations for the project. They will go over this with one of the teachers and will be given a chance to improve their work.

Instructional Plan

Resources students will use:

Dataset (ie. lists, tables, databases)

Software

Text (books, letters, poems, newspapers, etc.)

Resources instructor will use:

Smart board

Instruction/Activities

Direct instruction:

1. Library Teacher will go through the Big6 Research Model with students. He will explain the form and how each part is used as they go through the steps to finish the project.

Modeling and guided practice:

Students in a group are given a copy of the Big6 and asked to fill it out the first 2 sections. The teachers check to see that the students are filling out the form correctly.

Independent practice:

After going through the Big6 in a group setting each student is given a clean copy of the form. They are to fill out the first two parts of the form using the wild animal they have chosen to do their research project on. All teachers will be working with the students to guide them through choosing which animal they will be doing their report on. They will then choose the 5 things that they want to know about that animal. This will be the basis for their reports. Then they will look up a book of their choice and bring it to one of the teachers to show they can use the library site to find printed material. This has been covered in a previous lesson in the library and is a good time to a review an essential skill that students will need in the future.

Have you taught this lesson before:

Yes

Strategies for differentiation:

1.The databases we use will read the text to the student. 2. They can be accessed from home. 3.The databases will convert text to other languages. 4.Students are given written instruction as well as verbal instructions for them to follow.

AASL/Common Core State Standards Crosswalk

English Language Arts:

CC.7.SL.4 » English Language Arts » Presentation of Knowledge and Ideas » 4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. (7)

CC.7.R.L.1 » English Language Arts » Key Ideas and Details » 1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (7)

CC.7.W.7 » English Language Arts » Research to Build and Present Knowledge » 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. (7)

CC.7.W.6 » English Language Arts » Production and Distribution of Writing » 6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. (7)

CC.7.SL.1.c » English Language Arts » Comprehension and Collaboration » c. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. (7)