Analysis: When talking with the schools academic coach and looking at the CRCT Scores for the

past year, she suggested that I complete a collaborative unit using Information literacy standards with either a 3rd grade science or social studies unit. The reason for this was due to the fact that primary school teachers, in the past, have not been required to teach science and social studies GPS standards. Because third graders are required to test on the CRCT in all subject areas, these areas are beyond the weakest due to the fact that they have not gotten subsequent teaching concerning these subjects over the past three years. Therefore, in order to help develop skills each student needs to evaluate, analyze, and comprehend (which are always low reading test ranges) I decided to complete a collaborative unit with Mrs. Roberts covering animal and plant adaptations and their habitats. This unit was chosen as the third grade will be shortly taking a field trip to Grand Bay Education Wildlife Center in Lenox, GA owned and operated by our RESA district. Through completing this unit before hand, the students will have a better understanding and comprehension on what they see on their trip at Grand Bay. Reflection: Teaching this unit was fun and informative for all involved. Mrs. Roberts, herself, did not know how to import graphics and choose layout designs; however, she was quick to learn and energetic to help her students create using information learned in class. Because the students had not had any prior technology classes or experience with either of the presentation tools, I decided to only choose two and to split the classes up according to which presentation tool the wanted to use. It does seem to limit students, however in the future, I hope to take the same class and implement new presentation or web 2.0 tools so that they are exposed to various resources through technology online. Besides the presentation tools, they were also excited to learn how to find books on a topic in the media center. Up to this point, the students had simply been browsing the shelves trying to find a book they wanted to read, or they would ask Mrs. Watson where every single book was that they wanted. I explained to the students the importance of knowing how to find books and resources available on ones own as Mrs. Watson will not always be able to answer their questions and determine a specific books whereabouts quickly.

Information Literacy Collaborative Unit Teacher: Amanda Roberts SLMS: Christy Jacobs Grade: 3rd Subject: Life Science- Plant and Animal Adaptations & GA Habitats

Stage 1- Desired Results

Established Goals Georgia Performance Standards: S3L1. Students will investigate the habitats of different organisms and the dependence of organisms on their habitat. a. Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live there. b. Identify features of green plants that allow them to live and thrive in different regions of Georgia. c. Identify features of animals that allow them to live and thrive in different regions of Georgia. d. Explain what will happen to an organism if the habitat is changed. Information Literacy Standards for the 21 Century Learner: Inquire, think critically, and gain knowledge: 1.1.5- Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 1.1.6- Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.9- Collaborate with other to broaden and deepen understanding. 1.2.2- Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. 1.3.1- Respect copyright/intellectual property rights of creators and producers. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge: 2.1.2- Organize knowledge so that it is useful. 2.2.4- Demonstrate personal productivity by completing products to express learning. Understandings: Students will understand that.. Animals have different adaptations that help them survive in their habitat. Plants have different adaptations that help them survive in their habitat. Habitats determine what animals can live and survive there. Resources are available, they just need Essential Questions: 1. Why are habitats important to plants and animals that live there? 2. What are adaptations and how do they help plants and animals live and thrive in different regions?

to understand how to locate them in the media center and online. Students will know. Of various sources they can use to find information. How to create presentations using two formats: PowerPoint and Prezi The importance of understanding habitats and their correlation with animals, their characteristics, and adaptations. Performance Tasks: 1. Whats About Me? Students will pick a plant or animal that makes its habitat in GA. They will determine facts about their plant or animal from reputable sources according to guidelines discuss in appendix 4 . The student will create a presentation using PowerPoint or Prezi on their animal or plant of choice citing information gained from resources. Self-Assessments: 1. Destiny Library Survey

Students will be able to Evaluate resources found online for validity. Create a presentation in a format of their choice to present their plant or animal of choice. Share findings of ones plant or animals through an informative blog.

Stage 2- Assessment Evidence

Other Evidence 1. Regional Mini-Books: a. The Piedmont b. The Mountains c. Swamp and Marsh d. The Coastal Plain e. The Ocean

Other Evidence, Summarized Peer Assessment Rubric of presentation (see Appendix 5)

Stage 3 Learning Plan

Learning Activities: (Whereto Method) Where: In order to determine the understanding of the class in terms if GPS standard S3L1 a-d, the classroom teacher will complete an online KWL chart using the following link: http://www.teach-nology.com/web_tools/graphic_org/kwl/ The teacher will then e-mail the results of what the class knows, understands, and wants to learn to the SLMS so that she can determine where the class is before collaborating with the teacher to finalize the unit. After seven days of instruction, the SLMS and the teacher will complete a collaborative lesson using resources online and in the media center for each student to complete their performance task on a GA plant of animal of their choice. Hook: o The SLMS and teacher will begin the lesson through using a song located at: http://www.lilburnes.org/Students/Habitats/index.htm. As this is a two week lesson, the teacher has already introduced students to the various habitats through

using mini books located by the SLMS candidate (See appendix 1). o After reviewing habitats through using a song, we will use the created pathfinder from my library science resources website located at http://christyjacobs.weebly.com/animal-adaptations-and-habitats.html to begin teaching students how to locate informational sources in the media center and online. Equip: Students will all be located on a computer in the media center and be directed as to how to locate resources in the media center and online to use in their performance task. o Students will be introduced to using the Destiny library system and how to locate books accordingly within the center. Student information site and pathfinder can be located at: http://christyjacobs.weebly.com/animal-adaptations-andhabitats.html Students will all look up and locate a book in the media center on their GA plant or animal after viewing the Destiny library system in detail. o Students will be introduced to the importance of internet safety and validity. Rethink & Revise: Students will be lead through a review of GA Plants, Animals, and Habitats through using a slideshow presentation. This will allow each student the chance to revise and rethink the information they have collected on their plant or animal to make sure that it correlates with the chapter of study and with GPS standard S3L1 elements a-d (see Appendix 2). Evaluate: Students will evaluate their understanding of the Destiny library system and their abilities to locate valid internet resources on a topic of study through complete the following survey located under the resources tab at http://christyjacobsinstructionaltech.weebly.com or from http://www.surveymonkey.com/s/6KJJQ9Y Tailored: Students will be grouped according to the type of presentation they would like to make on their GA plant or animal. For this performance task, students will have the option of making a PowerPoint or Prezi presentation. This way the SLMS and the teacher can split and work with both groups so that everyone can work simultaneously to create their presentation. o Students will peer assess each others according to a rubric before submitting their final presentation. (See Appendix 5) Extension: o GA State Animals and Plants: Habitats and Adaptations- A puppet show script (See Appendix 3) o Students will complete a blog post on their plant or animal. They will use the blog located at: http://christyjacobs.weebly.com/classroom-blog-animal-orplant-adaptations-and-habitats-in-ga.html

Additional Resources:

Habitats: Games and Power Points for kids o http://science.k12flash.com/habitats.html o http://switchzoo.com/games/habitatgame.htm o http://pbskids.org/fetch/games/habitats/index.html o http://www.abpischools.org.uk/activescience/module2/home.html Animal Adaptations: Games and Lessons for kids o http://www.ecokids.ca/pub/eco_info/topics/climate/adaptations/index.cfm o http://www.wartgames.com/themes/animals/adaptations.html o http://www.harcourtschool.com/activity/animalneeds/ o http://magma.nationalgeographic.com/ngexplorer/0211/games/game.cgi o http://www.planet-science.com/categories/under-11s/games/2010/09/missionadaptation.aspx o http://naturalhistory.uga.edu/~GMNH/gawildlife/index.php