GarnerK_Information Literacy Lesson Plan and Pathfinder

Melvil Math Collaborative Numbers & Operations/Information Literacy Plan

GRADE: 7 TEACHER(S): Miss Garner (MS); Mrs. Ingram, Mrs. Clenney, Mrs. Green (teachers) CONTENT TOPIC: Mathematics and the Dewey Decimal System 7th grade math students are completing a numbers and operations unit that will integrate real-world applications of numbers and operations skills and content knowledge. One lesson within this unit will focus on the conversion of fractions to decimals and will allow the introduction of 21st century learning skills and dispositions. STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS Standard: 1 - Inquire, think critically, and gain knowledge. 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. 1.1.2 Use prior and background knowledge as context for new learning. 1.1.9 Collaborate with others to broaden and deepen understanding. Benchmark(s): Grade 8 Frame independent learning activities, whether personal or academic, around a critical-thinking process that involves asking questions, investigating the answers, and developing new understandings. Dispositions Indicator(s): 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information. 1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success. 1.2.6 Display emotional resilience by persisting in information searching despite challenges. Responsibilities Indicator(s): 1.3.2 Seek divergent perspectives during information gathering and assessment. 1.3.4 Contribute to the exchange of ideas within the learning community. Self-Assessment Strategies Indicator(s): 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.4 Seek appropriate help when it is needed.

CONNECTION TO COMMON CORE & STATE STANDARDS

GarnerK_Information Literacy Lesson Plan and Pathfinder

Common Core Standards The Number System 7.NS - Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. 2. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. d. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Georgia Performance Standards Number and Operations - Students will further develop their understanding of the concept of rational numbers and apply them to real world situations. M7N1. Students will understand the meaning of positive and negative rational numbers and use them in computation. b. Compare and order rational numbers, including repeating decimals. OVERVIEW: As part of a larger numbers and operations unit working with rational numbers, fractions, decimals, and percents, math teachers will be focusing not only on mathematical concepts but also on how such concepts can be applied and utilized in real-world scenarios. After having completed the subdivided portion of the unit on fractions, teachers will begin the portion of the unit that deals with converting fractions to decimals and interpreting the value of decimal numbers before moving on to percentages. The real-world application of this particular division of the entire unit will take place in the media center. FINAL PRODUCT: Upon completion of classroom and library instruction, students will take part in a group scavenger hunt competition. The scavenger hunt clues will require mathematical skills (converting fractions to decimals) to arrive at Dewey decimal classification call numbers. When student work yields the appropriate call number, students will be required to find the corresponding book in the media center, retrieve a hidden call number card within the book, and return to a display board to order the decimal numbers on the cards from least to greatest within their groups. The final product will be a tri-board with 10 appropriately organized Dewey decimal call numbers. This will become one part of the entire units real-world math projects/displays. LIBRARY LESSON(S): The media specialist will address each of the 12 seventh grade math classes as groups before the library scavenger hunt begins. She will present a mini-lesson on the Dewey Decimal System and how it works. To guide her discussion, she will use a GoAnimate video she created that illustrates the purpose of the Dewey Decimal System as well as include PowerPoint slides that provide visual examples of the role decimal numbers play in library cataloging. ASSESSMENT _Product - Students will produce a display board featuring organized Dewey decimal call number cards they have collected from a library scavenger hunt, which will act as an example of real-world math. Along with the display board, students will turn in the worksheet containing the completed scavenger hunt math problems demonstrating their ability to manipulate and interpret fractions and decimal numbers. The math teachers will grade both

GarnerK_Information Literacy Lesson Plan and Pathfinder

products, and the media specialist will assist in grading the display boards for correct Dewey decimal order. _Process - During the work period, the math teachers and media specialist will observe the students to informally assess both problem solving skills and 21st century literacy skills and dispositions. The media specialist will use a 21st century literacy checklist to assess each group during the work period. _Student self-questioning 1) Did my group complete the task? 2) Did I contribute to my groups effort to complete the task at hand? 3) Did I utilize available resources when in need? 4) Do I understand the connection between mathematics and literacy skills? INSTRUCTIONAL PLAN _Resources students will use: Students will use textbooks, media specialist provided pathfinder, and group members as resources for completing their task. _Instruction/activities o Direct instruction: Direct instruction will take place in the media center for 5 to 10 minutes. The media specialist will address the students as one group, reminding the students of the Dewey Decimal System using GoAnimate and connecting math and information literacy. Also, at this time, the media specialist will explain the library scavenger hunt to the students and will introduce a real-world math pathfinder that students and teachers may use throughout the remainder of their unit. o Modeling and guided practice: The media specialist or math teacher will demonstrate how students are to acquire and utilize clues by converting the practice problem at the top of student worksheets from a fraction to a decimal, retrieving the associated book, and placing the hidden decimal card found in the book on the display board. o Independent practice: Students will be divided into six groups. Each group will be given the scavenger hunt worksheet and released to begin work. The group that finishes first will win the competition, but all groups must finish in order to receive a grade. o Sharing and reflecting: Upon completing the scavenger hunt, the students, the teacher, and the media specialist will reconvene to discuss the class periods events. Additionally, before leaving, the media specialist will have each group attempt to find a math connection to their assigned Dewey decimal category as a ticket out the door. Assessment of Student Learning and Results Assessment: Math Assessment The assessment for student success regarding the Common Core and Georgia Performance Math Standards included the scavenger hunt worksheet where groups were required to convert fractions into decimals in order to yield one half of a Dewey Decimal call

GarnerK_Information Literacy Lesson Plan and Pathfinder

number. These were not generally graded for accuracy as students were forced to self-correct throughout the process in order yield the appropriate clues and in order to be lead to the corresponding books. The math teachers did, however, grade the scavenger worksheets for completion and also assessed groups based on completion of the final Dewey Decimal card display board which provided evidence of both accurate computation of the math problems and provided a measure of student ability to order decimal numbers accurately. Library Assessment The assessment for student success regarding 21st Century Learner Goals included a checklist of observed 21st Century standards and a ticket out the door discussion wherein student groups were required to connect math to the Dewey Decimal categories in which thy were working for their scavenger hunts. Results: Math Results: All groups in all classes finished both the scavenger worksheet page and the Dewey Decimal card display boards accurately. The nature of the assignment did not allow for incorrect answers. However, some classes, due to abilities and time constraints, were allowed to complete fewer math problems and to turn in partially completed display boards. Library Results: It was easy to observe the Skills, Responsibilities, and Self-Assessment categories of the checklist in all groups as these categories were built into the assignment inherently. It was much more difficult to observe the Dispositions category of the checklist within the groups. None of the regular education or inclusion class groups exhibited all checklist four dispositions on the checklist. Dispositions were, however, relatively strong in the gifted education classes. The two most infrequently observed dispositions across all 12 mathematics classes and 68 individual groups were the following: 1) Display initiative and engagement by posing questions and investigating answers. 2) Maintain a critical stance by questioning the accuracy of all information. Reflection: Positive Observations From a student standpoint, the kids were very eager to participate in the lesson largely because of the competitive aspect. Groups worked hard to accomplish their task, and the teachers were all excellent partners in trying to make the lesson run smoothly and flawlessly. The task, in general, was very easy to alter for time and student ability level. Regarding teachers, they were overjoyed with the collaboration, the change of venue, and the efforts on my part to make the library a place that even math classes can utilize and enjoy. They also really appreciated the pathfinder and plan to use it throughout the unit and the remainder of the school year. They even mentioned beginning next year by linking to their own web pages and establishing the pathfinder as a permanent resource for their students. From my own perspective, the collaboration with teachers was wonderful. I consider myself much more of a teacher than a media specialist, and I loved the opportunity to plan collaborative lessons that will hopefully benefit many more students than I could have ever reached on my own in the classroom. While implementing 21st century standards into a mathbased unit was slightly more challenging than implementation in other content areas, I think it will go a long way in providing a solid and consistent foundation for 21st century skills and

GarnerK_Information Literacy Lesson Plan and Pathfinder lifelong learning.

Changes for the Future Group work seemed to only partially assess student learning. Inevitably, some groups worked exceptionally well together (particularly in gifted classes), dividing the work and conquering. In fact, all of the groups divided the work, likely due to the push of competition, and completed the task. However, there were a few students who did not participate in the mathematics portion of the assignment and only were runners for the scavenger hunt. Perhaps, the next time we complete the activity we will require that each group member take a turn being the mathematician, the runner, and the sorter. Additionally, it was difficult to assess each individual student with the 21st Century Literacy checklist in the time allotted. Therefore, I assessed groups as a whole. Next year, it may be beneficial to schedule more than one day in the media center or to follow students through the remainder of their unit to get a better individual picture.

GarnerK_Information Literacy Lesson Plan and Pathfinder

21st Century Literacy Checklist Assessment Standard: 1 - Inquire, think critically, and gain knowledge. Skills Follow an inquiry- based process in seeking knowledge Make the real- world connection for using this process in own life Use prior and background knowledge Collaborate with others Dispositions Display initiative and engagement by posing questions and investigating answers Maintain a critical stance by questioning the accuracy of all information Demonstrate adaptability by changing resources or strategies when necessary Display emotional resilience by persisting in information searching despite challenges. Responsibilities Seek divergent perspectives during information gathering and assessment. Contribute to the exchange of ideas within the learning community Self-Assessment Strategies Monitor processes for effectiveness and progress and adapt as necessary Use interaction with and feedback from teachers and peers to guide process Seek appropriate help when needed

When Are We Gonna Use This? Pathfinder Link http://whenarewegonnausethis.wikispaces.com/