GRADE:4th

TEACHER(S):Mrs.Wheeler
LMSCandidate:KrystleLeanza

CONTENTTOPIC:
SocialStudieswithELAintegration

EssentialQuestions:
Howdowegatherinformation?Howdowesummarizetheinformationfoundduringresearch
toreflectthemainideas?Howdowecitethefoundinformation?

STANDARDSFORTHE21STCENTURYLEARNERGOALS

Standard:
1. Inquire,thinkcritically,andgainknowledge.
2. Drawconclusions,makeinformeddecisions,applyknowledgetonewsituations,and
createnewknowledge.
3. Shareknowledgeandparticipateethicallyandproductivelyasmembersofour
democraticsociety.

SkillsIndicator(s):
1.1.5Evaluateinformationfoundinselectedsourcesonthebasisofaccuracy,validity,
appropriatenessforneeds,importance,andsocialandculturalcontext.
2.1.2Organizeknowledgesothatitisuseful.
3.1.4Usetechnologyandotherinformationtoolstoorganizeanddisplayknowledgeand
understandinginwaysthatotherscanview,use,andassess.

Benchmark(s):

DispositionsIndicator(s):
1.2.6Displayemotionalresiliencebypersistingininformationsearchingdespitechallenges.
2.2.1Demonstrateflexibilityintheuseofresourcesbyadaptinginformationstrategiestoeach
specificresourceandbyseekingadditionalresourceswhenclearconclusionscannotbedrawn.
3.2.1Demonstrateleadershipandconfidencebypresentingideastoothersinbothformaland
informalsituations.

ResponsibilitiesIndicator(s):
1.3.3Followethicalandlegalguidelinesingatheringandusinginformation.
2.3.2Considerdiverseandglobalperspectivesindrawingconclusions.
3.3.2Respectthedifferinginterestsandexperiencesofothers,andseekavarietyofviewpoints.

SelfAssessmentStrategiesIndicator(s):
1.4.2Useinteractionwithandfeedbackfromteachersandpeerstoguideowninquiryprocess.
2.4.3Recognizenewknowledgeandunderstanding

3.4.2Assessthequalityandeffectivenessofthelearningproduct.

Connectiontolocalorstatestandards:
SocialStudies:
SS4H5Thestudentwillanalyzethechallengesfacedbythenewnation.
c.IdentifythethreebranchesoftheU.S.governmentasoutlinedbytheConstitution,describe
whattheydo,howtheyrelatetoeachother(checksandbalancesandseparationofpower),and
howtheyrelatetothestates.
EnglishLanguageArts
ELAGSE4W7:Conductshortresearchprojectsthatbuildknowledgethroughinvestigationof
differentaspectsofatopic.
ELAGSE4W2:Writeinformative/explanatorytextstoexamineatopicandconveyideasand
informationclearly.
ELAGSE4W8:Recallrelevantinformationfromexperiencesorgatherrelevantinformationfrom
printanddigitalsourcestakenotesandcategorizeinformation,andprovidealistofsources.

Scenario:
Ms.Leanza,aschoollibrarystudentreachedouttoMs.Wheelertoaskwhatinformationliteracy
skillsherstudentswerestrugglingwith.Ms.Wheelersresponsewasresearchskills.Shestated
thatmanyfourthgradestudentsstrugglewithgatheringinformation.Theydonotknowhowto
determinewhichsitesdisplaycredibleinformation,andtheydonotunderstandthattheymust
givecredittotheauthorswhenresearching.SheaskedifMs.Leanzawouldconsiderworking
togethertowalkthefourthgradestudentsthroughaguidedresearchproject.Thestudentsare
currentlylearningaboutUSgovernment.Ms.LeanzaandMs.Wheelercollaboratedtodetermine
thatitwouldbegreattointegratetheresearchlessonwiththefourthgradesocialstudies
curriculum.Understandinggovernmentischallenging,thereforethiswoulddeepthestudents
understandingofthecontentwhilegivingthemtoolsthatcanbeusedforfutureprojects.The
childrenwillbeguidedthroughresearchinginformationabouteachbranchofgovernment.They
willtakenotes,summarizeinformationlearned,andcreateafinalproductdemonstratingtheir
knowledgeutilizingaweb2.0tool.Forthisproject,wewilluseGlogsterEDU.

Estimatedtime:
1.5Hours

Learneranalysis:
4thGrademixedabilitiesclass(somegifted,ELL,Sped.students)
31students
18malestudents
13femalestudents

Surveyofneededskillsasreportedbyclassroomteacher:
Gatheringcredibleinformation
Notetakingstrategies
Summarizingtechniques
Citinginformation

*Theclassroomteacherandthemediaspecialistwillcoteachthislessonusingdifferent
coteachingmodels.

Instruction/activities
*ThelessonwilltakeplaceintheclassroomteachersroomutilizingtheCOWcartsothateach
childhasalaptoptoworkwith.

Lesson1LocatingandEvaluatingInformation:
Coteachingmodelteamteaching

Directinstruction:
ThemediaspecialistandteacherwilllogontoGalileoKidsanddisplaythisonthe
interactivewhiteboard.
Shewillchooseatopicandmodelhowtousethissearchprogram.Forexample,shewill
choosetheanimalpandaanddisplayhowtosearchthistopic.
Whenthesearchresultsappear,shewillexplaintostudentshowtonarrowtheresults
downtothemostpertinentinformation.Forexample,wewillchangethedatesof
publicationtoreceivemoreuptodateinformation.
Shewillshowtheadvancedsearchpagetostudentsaswellashowtosearchonlyby
categoryorauthorortitle.Shewillshowstudentshowtonarrowthefieldtomagazine
articleaswell.

Modelingandguidedpractice:
Themediaspecialistandteacherwillmodelthesearchtechniqueswithanother
topicBenjaminFranklin.Thestudentsshouldwatchcloselyandaskquestionsifneeded.
Thestudentswillfollowalongonthewhiteboard.

Independentpractice:
ThestudentswilllogontoGalileoKidsandcompleteapracticesearchusingthetopicthe
constitutionoftheUnitedStates.
Thestudentswillfollowinstructionsthataregiventothemontheirsearchcheatsheet.

Sharingandreflection:

 StudentswillpairsharetheirexperiencesusingGalileoKidstosearchforinformation.
Theywilldiscussonethingthatwassimple,andonechallengetheyfaced.
Themediaspecialistandteacherwillcallonthreechildrentoshare.

Assessment:
Studentswillwriteanonlinejournalresponsedescribingtheirmethodsofsearchingand
reflectonthelessonthroughtheirGoogleDocaccount.

Theinquirybasedlearning
productistheculminatingassessmentforthisunit.

Strategiesfordifferentiation:
Studentswillbegivenalistofstepbystepinstructionsforsearchinginformationin
Galileokids.
Thecomputerprogramwillhaveaudioenabled,sotheinformationcanbereadaloud.
Studentswillbeseatedinmixedabilitylevelgroups,sopeerhelperswillbeutilized.
Studentswillbeprovidedwithtexttospeechsoftwareifneeded.

Resources:
Galileosearchcheatsheetseecuratedresources

Lesson2NotetakingStrategiesandDemonstratingLearningThroughanInquiryBased
LearningProduct:
Coteachingmodel:teamteachingfordirectinstruction,andstationteachingforguidedand
independentpractice.
Directinstruction:
Themediaspecialistandteacherwillmodelappropriatenotetakingstrategiesbyusing
anexamplefromyesterday.WewillchoosethetopicPandaforthisexample.
Wewillpulloursearchfromthepreviousdayslessonandchooseupto3sourcesto
gatherinformationfrom.
Aswegatherinformation,studentswillbeinstructedonhowtoproperlytakeCornell
notes.Wewilldiscussthedosanddontsofnotetakingincludinghowtosummarizethe
informationusingonesownwords.
Next,wewilldiscussplagiarismandcitingsourcesbydisplayingaposterforstudentsto
useasaguide.Thistiesintonotetaking.Thiswillbecovereddiscussedinthenextlesson
aswell.
Themediaspecialistandteacherwillexplainthatwhenthestudentsaredonegathering
theirinformation,theywillneedtopulloutthemainideas(astheyhavewrittenintheir
notes)todisplayusinganonlineposter.Theteacherwillshowthestudentsanexample
andprovideaquicktutorialofhowtouseGlogster.Thestudentswillbegintheironline
posterattheendoftodayslessonandwillfinishandsharetheprojectduringclasstime.

Modelingandguidedpractice:
Thestudentswillbedividedinto2groupsbasedonabilitylevel.
Themediaspecialistwillworkwithstudentsongatheringinformationontheirtopicfrom
yesterdaythethreebranchesofgovernment.
*Studentsshouldtorecordtheirsourceof
informationontheappropriatesheet.
Theteacherwillworkwithstudentsontakingcornellnotesoncetheyhavelocated
information.Shewillalsoexplainfinalprojectinstructions.Studentsshouldinclude3
mainideastakenfromCornellNotes.

Independentpractice:
ThestudentswillworktotakeCornellnotesontheirtopicthethreebranchesof
government.
Oncestudentshavenotesfrom3sources,theywillbegintheirfinalproject.
Studentswillworkontheironlineposterfollowingtherubricguidelineswithteacher
scaffolding.

Assessment:
CornellNotes

 Studentswillworkinsmallgroupstocreateaprojectthatdemonstratestheirknowledge
oftheinformationgathered.TheywillusetheirCornellnotesandsourcestocreatean
onlineposterusingtheweb2.0toolGlogsterEDU.Studentsshouldfollowinstructions
andadheretorubric.

Sharingandreflection:
Studentswillpresenttheirfinalprojecttothewholegroup.

Strategiesfordifferentiation:
Studentswillreceivemoreorlesshelpbasedonabilitylevel.
Smallgroupinstruction.

Resources:
NotetakingSheetSeeCuratedResources
CornellNotesTemplateSeeCuratedResources
PlagarisminfographicSeeCuratedResources
FinalprojectRubric

Lesson3CreatingaBibliography:

Directinstruction:
Studentswillwatchthefollowingvideoonplagiarism:
https://www.brainpop.com/english/writing/plagiarism/
Theinstructorswilldisplaytheplagiarisminfographicfromthepreviouslessonand
describewhywemustnotcopysomeoneelseswork.
Theinstructorswillexplainthatwewillciteallofthesourcesweusedtocreateour
onlineposterinthepreviouslesson.
TheinstructorswillmodeltakingsourcesfromthePandaresearchlessonandshow
studentshowtocreateabibliography.Forthepurposeofthislesson,wewilldiscuss
citingonlinesources.
Theteacherswillshowstudentsatemplateandfollowthetemplatetomakethecitation.
Shewillrepeatthisprocesswitheachadditionalsource.

Modelingandguidedpractice:
Theinstructorswillprovidestudentswith3additionalsourcesontheotherpractice
topictheUSconstitution.
Studentswillpracticeputtingtheinformationintheproperformatusingthetemplate
provided.

Independentpractice:
Studentswillworktoputtheirsourcesfromthepreviouslessononbranchesof
governmentintopropercitationsusingtemplateprovided.

Sharingandreflection:
Studentswillreflectonthelessonbydiscussinganychallengeswiththeirpermanent
partner.

Strategiesfordifferentiation:
Somestudentsmaytypeintoanelectronictemplatewhileadvancedlearnerswillnotbe
providedatemplate.

Resources:

Brainpopvideo:
https://www.brainpop.com/english/writing/plagiarism/
Curated
Resources
Bibliographytemplateseecuratedresources