Unit Plan Template for LIS 654

Subject Area for Collaboration: Science

Grade Level: 4th

Overview: Students will be able to research, record, and share information about how an animal uses it adaptations to survive in its environment.

Individual Lesson Plans:Lesson 1: Don’t Believe Everything You Read: Evaluating Websites for AccuracyLesson 2: What a Web We Weave: Animal Adaptations Web CreationLesson 3: Final InvestigationsLesson 4: Voice ItLesson 5: The Voice of Animal Adaptations

Scenario: The students have been learning about different animals and their adaptations within their own classrooms during science lessons. The teacher and the librarian have met and decided to expand this unit of study by having the students come to the library twice a week for two a half weeks to complete a mini research project. The students will work in partners to research an animal and its adaptations, record the new knowledge in a final product, and then present this information to the class.

Teacher Role: After pursuing this 4th grade teacher for months, the librarian convinced the teacher to collaborate on a science unit. The teacher agreed because curriculum night was fast approaching and she wanted to have something to share with the parents.

The teacher’s role for this unit would be to teach the students about: what adaptations are, the purpose that they serve, and examples of how various animals use their adaptations to survive in their own environments. This would be done within the science classroom before this collaborative unit is scheduled to begin. The teacher would also play a role in monitoring and helping students as they work on this unit as well as assessing the graphic organizers and the students’ final products once the collaborative unit is complete.

The librarian’s role will be to teach, assess, and guide the students through the research process. The librarian will teach about and model using reliable sources for research. The librarian will also teach students how to use print and online resources to complete a graphic organizer with guiding questions on it. The librarian will guide the students through creating a VoiceThread to demonstrate their understanding of this unit, and she

will also lead the students through their presentations of these final products. The librarian will foster a student led discussion on audience etiquette that will be used during the presentations. The librarian will assist the teacher with assessing the overall unit and the students’ final products.

Collaboration Continuum: Moderate

Type of Library Schedule: Combination: Two lessons will be conducted a week. One will be during the class’s regularly scheduled library time. The second lesson of the week will take place on the librarian’s “flex” day. The unit will take approximately two and a half weeks plus a day for presentations to the class.

Essential Question: How do different animals use their adaptations to survive in their environments?

Common Core State Standards and/or Other State Standards:

4.L.1 - Understand the effects of environmental changes, adaptations and behaviors that enable animals (including humans) to survive in changing habitats.

4.L.1.2 - Explain how animals meet their needs by using behaviors in response to information received from the environment.

Standards for the 21st Century Learner:Skills, Dispositions, Responsibilities, Self-Assessment Strategies:

Standard 1: Inquire, think critically, and gain knowledge.1.1.4 Find, evaluate, and select appropriate sources to answer questions. (Lesson 1 & 3)1.1.9 Collaborate with others to broaden and deepen understanding. (Lesson 2 & 3)1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information. (Lesson 1)1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. (Lesson 3)

Standard 2: Draw conclusions, make informed decisions, apply new knowledge to new situations, and create new knowledge.2.1.2 Organize knowledge so that it is useful. (Lesson 2 & 4)2.2.4 Demonstrate personal productivity by completing products to express learning. (Lesson 2 & 3)2.4.2 Reflect on systematic process, and assess for completeness of investigation. (Lesson 2)

Standard 3: Share knowledge and participate ethically and productively as members of our society.3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. (Lesson 4)3.1.6 Use information and technology ethically and responsibly. (Lesson 5)3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. (Lesson 5)3.2.3 Demonstrate teamwork by working productively with others. (Lesson 4)3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community. (Lesson 2)3.4.2 Assess the quality and effectiveness of the learning product. (Lesson 5)3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstration of respect for other viewpoints. (Lesson 5)

Standard 4: Pursue personal and aesthetic growth.

4.3.1 Participate in the social exchange of ideas, both electronically and in person. (Lesson 5)

Objectives (compile from the lessons)

Lesson 1: Students will be able to keyword search to find websites on a topic and evaluate those websites for validity and accuracy.

Lesson 2: Students will be able to extract key information from a variety of sources to complete a web graphic organizer showing how an animal uses its adaptations to survive in its environment.

Lesson 3: Students will be able to use various sources to research and record information about how an animal uses it adaptations to survive in its environment.

Lesson 4: Students will be able to use VoiceThread to create a multimedia presentation.

Lesson 5: Students will be able to evaluate their own and their peers multimedia presentations.

Final Student Products

Lesson 1: Students will complete a website evaluation checklist to evaluate each of their three websites.

Lesson 2: Students will complete a graphic organizer, to record essential information from sources to apply to the animal adaptation research project.

Lesson 3: Students will complete the graphic organizer that records the information that has been learned from researching the animal and its adaptations.

Lesson 4: Students will complete a VoiceThread presentation with a picture of an animal and a voiceover.

Lesson 5: Students will present their animal adaptation VoiceThread and will evaluate their own and their peers multimedia presentation.

Assessments (librarian/teacher tools for assessing, compiled from the lessons): Product, Process, Self-Questioning

Lesson 1: The students will complete an exit ticket after the lesson. The teacher will use the answers on the exit ticket as well as the website evaluation checklists and observations to assess students.

Lesson 2: What a Web We Weave: Animal Adaptations Web Creation:The librarian and/or teacher will use a checklist to assess students’ progress as they work to compile information and complete the graphic organizer.

Lesson 3: The students’ completed graphic organizers will be used as an assessment. For the assessment tool, the librarian and/or the teacher will use the lesson 3 checklist.

Lesson 4: A VoiceThread with a picture and voice over will be used to assess students in the lesson. Students will use their knowledge and notes to create a VoiceThread presentation to indicate two (2) truths and one (1) lie about their chosen animal.

Lesson 5: The teacher and librarian will complete a rubric on each presentation. Students will evaluate their own presentation and their peers presentations.

Student Self-Questioning:

Lesson 1: Students will complete a checklist to answer questions about their websites. They will also complete an exit ticket that answers the following questions:

● Why is it important to evaluate the source and validity or accuracy of information?● Which of the questions in the checklist do you think are most important when

making research decisions? Why? Please explain your answer.

Lesson 2:

● Did I understand my task? ● Did I research my sources carefully enough to find the key information I need? ● Did I check the reliability of my sources?● Did I participate and contribute to the group learning activity? ● Did I complete the task?

An exit pass, with the following question, is also completed by students to self-assess their contribution to their partnership.

● What information did you contribute to the animal adaptation web?” (The librarian provides feedback to prepare student for next research lesson.)

Lesson 3:● Did I understand my task? ● Did I use appropriate sources to find the information that I need? ● Did I check to see if the sources were reliable? ● Did I participate and work together well with my partner? ● Did I complete the task?

Lesson 4: Voice It● What is VoiceThread?● Why would I use VoiceThread?● How do I use VoiceThread?● What does my animal use to survive?● How does my animal adapt?● What are the truths about my animal I will include in my presentation?● What lies about my animal will I include in my presentation?● What lie is the most believable and why?

Lesson 5: The Voice of Animal AdaptationsStudents will present their VoiceThread to the class. Each student will complete “Two Stars and a Wish” on their peers presentations and their presentations.

○ What did I like about their presentation? ○ What do I wish they did differently? ○ What do I think we did well as a team? ○ What could my team have done differently on our presentation?

Resources Students Will Use (library resources, technology equipment, art supplies, etc.)

Lesson 1: ● 5 W’s Handout for each student found here:

http://www.schrockguide.net/uploads/3/9/2/2/392267/5ws.pdf

● 3 website evaluation checklists for each group found here: http://www.forsyth.k12.ga.us/cms/lib3/GA01000373/Centricity/Domain/1962/Website%20Evaluation%20Rubric.pdf

● Computer with internet access● Exit Ticket (See Below)

Lesson 2: What a Web We Weave: Animal Adaptations Web Creation● Visual Activator (“Web” Graphic Organizer Template, projected on screen)● Graphic organizer● Print sources - nonfiction books, magazines, and reference sources● Computers● Internet sites

Lesson 3: Final Investigations● computers● graphic organizer ● pencils● print sources (such as reference sources and nonfiction books)

Lesson 4: ● Computer● VoiceThread● paper● pencils/pens● magazines● glue

Lesson 5: The Voice of Animal Adaptations● “Two Stars and a Wish” (https://www.surveymonkey.com/s/SXXVPHX)● Computer or Ipad for “Two Stars and a Wish” survey● projector and computer for presentations● VoiceThread presentations

Lesson One in Animal Adaptations Unit Lesson By: Tyson Pentecost

Grade Level: 4th Grade

Library Context (fixed, flexible, combination, individualized instruction, stand-alone lesson, lesson in a unit, multiple lessons in a unit): Combination: Two lessons will be conducted a week. One will be during the class’s regularly scheduled

library time. The second lesson of the week will take place on the librarian’s “flex” day. The unit will take approximately two and a half weeks.

Collaboration Continuum (none, limited, moderate, extensive): This lesson is moderate on the collaboration continuum.

Content Topic: Learning about different sources and evaluating their accuracy (especially related to the Internet)

Estimated Lesson Time: 45 min

STANDARDS FOR THE 21ST-CENTURY LEARNER

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

Disposition Indicators:1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information.

Scenario:

Connection to state or local standards:

4th Grade Science Essential Standards:

4.L.1 - Understand the effects of environmental changes, adaptations and behaviors that enable animals (including humans) to survive in changing habitats.

4.L.1.2 - Explain how animals meet their needs by using behaviors in response to information received from the environment.

Overview: (include objectives here, i.e., what the learner will know or be able to do)● I can find resources on a certain topic.● I can analyze these internet resources to determine their accuracy.

Essential Question:How do different animals use their adaptations to survive in their environments?

Final Product: Completed checklists and exit ticket http://www.forsyth.k12.ga.us/cms/lib3/GA01000373/Centricity/Domain/1962/Website%20Evaluation%20Rubric.pdf

Library Lesson(s): - Find sources related to a topic- Analyzing sources to determine their accuracy

Assessment Product:Completed checklist and exit ticket

Assessment Process:The librarian and teacher will circulate the room as students perform research and evaluate their resources. They will meet at the end of the lesson to discuss what they observed. The librarian will also evaluate their checklists and exit tickets for understanding.

Student Self-Questioning:Students will use the checklist to answer questions about each website they find. They will also answer the following questions on an exit ticket at the end of the lesson.

● Why is it important to evaluate the source and validity or accuracy of information?● Which of the questions in the checklist do you think are most important when

making research decisions? Why? Please explain your answer.

Instructional Plan

Resources students will use:● 5 W’s Handout for each student found here:

http://www.schrockguide.net/uploads/3/9/2/2/392267/5ws.pdf● 3 website evaluation checklists for each group found here:

http://www.forsyth.k12.ga.us/cms/lib3/GA01000373/Centricity/Domain/1962/Website%20Evaluation%20Rubric.pdf

● Computer with internet access● Exit Ticket (See Below)

Resources instructor will use:● Projector ● Computer with internet access● Research resources about animals including: encyclopedias, nonfiction books on

animals, magazine articles etc. ● 5 W’s Handout found here:

http://www.schrockguide.net/uploads/3/9/2/2/392267/5ws.pdf● Checklist found here:

http://www.forsyth.k12.ga.us/cms/lib3/GA01000373/Centricity/Domain/1962/Website%20Evaluation%20Rubric.pdf

● Exit Ticket (See Below)

Instruction/Activities

Direct Instruction:

The librarian will begin by telling students that they will be conducting research on the animals that were chosen in class. (This will have already been discussed in the regular classroom.) The librarian will then tell the students that they will be using many sources.

She will briefly describe the sources (this is a skill that has been worked on previously) and tell them that today they are going to focus on internet sources.

She will then tell students that she is going to demonstrate by doing research on bernese mountain dogs. She will show them this website: http://descy.50megs.com/akcj3/bmd.html . This is a “hoax” website that has german shepherds in the pictures instead of bernese mountain dogs.

As she explores the website with the students hopefully some of the students will pick up on this and begin questioning it. This will lead her into the discussion of analyzing internet resources for accuracy. She will pass out and discuss the 5 W’s poster with the students. Then she will introduce the checklist.

Modeling and guided practice (10 min):

The librarian will project her computer screen onto the board. She will begin by doing a google search about her animal (this is an animal that no one else in the class has) and selecting a website. She will then model analyzing the website and completing the checklist with student help.

Once the librarian feels that the students understand the concept she will give all of the groups the same website to analyze and complete the checklist. The librarian and teacher will circulate to check for understanding and troubleshoot.

Once all of the groups have finished they will come together as a whole group to discuss the website, their checklist, and whether they think it is a valid website or not.

Guiding Questions: 1. Where would I look to find information about when the website was created

and last updated?2. What tab do you think I would click on to find information about the website

creator or organization?3. Is there any information on your checklist that you can not find?4. Do you notice anything incorrect or inaccurate about this website?5. Why do you think this website is accurate?

Independent practice:

In predetermined groups, students will keyword search their animal and pick three websites that they find to analyze. They will use the checklist to analyze these websites with their group.

Sharing and reflecting:

Students will complete the exit ticket and if there is time they will share with the class what they found out about the websites and what they learned about analyzing them.

Strategies for differentiation:

Struggling students can be grouped with the teacher so that they are able to have more assistance. They can also have a simplified version of the checklist and already be given the three websites they are going to analyze instead of searching for them.

Advanced students can evaluate more sources. They can also compare and contrast two websites or a website and another resource that they found to figure out which one is the most helpful and explain why. Another way to differentiate for advanced students is to have them explain how a source that is inaccurate could be made better.

Name:

Exit Ticket

1. Why is it important to evaluate the source and validity or accuracy of information?

2. Which of the questions in the checklist do you think are most important when making

research decisions? Why? Please explain your answer.

Lesson Two in Animal Adaptations Unit for LIS 654

Lesson by: Suzy Collins Unit Plan Title: Animal Adaptations Subject Areas for Collaboration:Science

Grade Level:Fourth Library Context (fixed, flexible, combination, individualized instruction, stand-alone lesson, lesson in a unit, multiple lessons in a unit): Combination, Multiple Lessons in Unit Collaboration Continuum (none, limited, moderate, extensive): Moderate Content Topic: Animal Adaptations Web Creation Estimated Lesson Time: 45 minutes STANDARDS FOR THE 21ST-CENTURY LEARNER Skills Indicators: 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.1.9 Collaborate with others to broaden and deepen understanding Disposition Indicators: 2.2.4 Demonstrate personal productivity by completing products to express learning. Responsibilities Indicators: 3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community. Self-Assessment Strategies Indicators: 2.4.2 Reflect on systematic process, and assess for completeness of investigation.

● Scenario: The students have been learning about different animals and their adaptations within their own classrooms during science lessons. The teacher and the librarian have met and decided to expand this unit of study by having the students come to the library twice a week for two a half weeks to complete a mini research project. The students will work in partners to research an animal and its adaptations, record the new knowledge in a final product, and then present this information to the class.

NC Essential Standards for Science4.L.1 - Understand the effects of environmental changes, adaptations and behaviors that enable animals (including humans) to survive in changing habitats.4.L.1.2 - Explain how animals meet their needs by using behaviors in response to information received from the environment.

Overview: ● I can gather information from reliable sources for the purpose of research.● I can complete a web graphic organizer to show my animal’s adaptations. and

how it survives in its environment.

Essential Question:

How do different animals use their adaptations to survive in their environments? Final Product:Students complete a graphic organizer to record information from sources they have vetted to apply to their animal adaptation research project. Library Lesson(s): Students will recognize quality resources and use key information from these resources to answer the essential question about animal adaptations. Assessment Product: An exit pass is completed by students to self-assess their contribution to their partnership. The question, “What information did you contribute to the animal adaptation web?” is answered by the student. The librarian and/or teacher reviews the exit passes and provides feedback (questions and comments) to facilitate improvement in the graphic organizer in preparation for the next lesson. Assessment Process: The librarian and teacher observes students as they work collaboratively on their graphic organizer. The librarian will use the attached checklist to assess the accuracy of the graphic organizer. Student Self-Questioning: Did I understand my task? Did I research my sources carefully enough to find the key information I need? Did I use information I already knew? Did I participate and contribute to the group learning activity? Did I complete the task?

Instructional Plan

Resources students will use: Visual Activator (“Web” Graphic Organizer Template, projected on screen), Computers, Internet Sites, Graphic Organizer, pencils, non-fiction books, and reference resources Resources instructor will use: Projector, iPad, Visual Activator (“Web” Graphic Organizer Template)

Instruction/Activities Direct Instruction: This lesson will begin with the librarian briefly reviewing Lesson One, which instructed learners how to evaluate sources. A template of the “web” graphic organizer is projected onto a screen for use as a visual activator. The librarian explains the process for beginning research and recording information onto the graphic organizer. Students work with their partner to gather information from resources that provide key points about their animal and its adaptations to its environment. Modeling and guided practice: The librarian explains to students that quality research is dependent upon quality resources. As students gather resources students should ask themselves if the resources contain information essential to the topic and if it answers their questions. The librarian models how to extract pertinent information from

a resource and apply it to the graphic organizer. This will serve as a guide for students as they work together to complete the task. Once the graphic organizer is complete, students will see that the web serves as a framework for the entire project. Independent practice: Students demonstrate their understanding by accurately identifying resources and contributing to the animal adaptations graphic organizer. Sharing and reflecting: Each group shares interesting facts about their animal’s adaptations with the whole group. Each student is given an exit pass to reflect on their contribution to the graphic organizer. Strategies for differentiation:

● Students who have difficulty writing information on the graphic organizer may type their information on the computer using a word processor software such as Microsoft Word.

● Students may use reading materials of varying levels to accommodate different reading levels.

● Advanced students may add additional information to their graphic organizer about their animal’s adaptation or assist their partner with their graphic organizer.

Lesson #2 Assessment Checklist(for Librarian and/or Teacher use only)

Student: __________________________ Animal:_________________________

Did the student... Yes No

Identify appropriate resources to find key information about their

animal’s adaptations?

Extract key information from resources to contribute to the

graphic organizer?

Enter information on graphic organizer that is accurate and

complete?

Participate and contribute meaningfully to the group?

Lesson 2 Exit Ticket (For Student)

Name:

Exit Ticket

What information did you contribute to the animal adaptation web?

Visual Activator Web Graphic Organizer:

Example of Web Graphic Organizer (Partially completed to show students correct and incorrect ways to complete the graphic organizer)

LIS 654 Subject-based Collaborative Unit Plan - Fourth Grade – Animal Adaptations

Lesson 3 by Amanda Austin - Final Investigations

Grade Level: Fourth Grade Library Context (fixed, flexible, combination, individualized instruction, stand-alone lesson, lesson in a unit, multiple lessons in a unit): Combination, Multiple Lessons in a Unit. Collaboration Continuum (none, limited, moderate, extensive): Moderate Content Topic: Animal Adaptations Estimated Lesson Time: 45 minutes North Carolina Essential Standards for Science:4.L.1 - Understand the effects of environmental changes, adaptations and behaviors that enable animals (including humans) to survive in changing habitats.4.L.1.2 - Explain how animals meet their needs by using behaviors in response to information received from the environment. North Carolina Essential Standards for Information and Technology:4.SI.1 – Apply criteria to determine appropriate information resources for specific topics and purposes. STANDARDS FOR THE 21ST-CENTURY LEARNER Skills Indicators: 1.1.4 - Find, evaluate and select appropriate sources to answer questions.1.1.9 - Collaborate with others to broaden and deepen understanding. Disposition Indicators: 2.2.4 - Demonstrate personal productivity by completing products to express learning. Responsibilities Indicators: Self-Assessment Strategies Indicators: 1.4.2 - Use interaction with and feedback from teachers and peers to guide own inquiry process. Scenario: The students have been learning about different animals and their adaptations within their own classrooms during science lessons. The classroom teacher and the librarian have met and decided to expand this unit of study by having the students come to the library twice a week for two a half weeks to complete a mini research project. The students will work in partners to research an animal and its

adaptations, record the new knowledge in a final product, and then present this information to the class. Overview: I can use various sources to research and record information about how an animal uses it adaptations to survive in its environment. Essential Question:How do different animals use their adaptations to survive in their environments? Final Product:Students will complete a web graphic organizer with their partners. This will allow the students to record the information they have learned from researching the animal and its adaptations. Library Lesson(s): Students will practice using various sources to gain information about an animal and its adaptations to record in a final product (the graphic organizer). Assessment Product:The librarian and the teacher will assess the completed graphic organizer on the following criteria: (1) all sections of the graphic organizer have been completed, (2) students answered the questions on the graphic organizer appropriately, (3) various resources were used to complete the research, (4) the students developed two truths and a lie about the animal’s adaptations Assessment Process: The librarian observes students as they work with their partners during the research part of the lesson. The librarian will also observe as students work in groups of four at the end of the lesson to share their graphic organizers. The librarian and the classroom teacher will check the graphic organizers to make sure they were completed accurately and that two truths and a lie were recorded in the final section. The classroom teacher and/or the librarian will use the attached checklist to assess if the product was created accurately.

Student Self-Questioning: Did I understand my task? Did I use appropriate sources to find the information that I need? Did I check to see if the sources were reliable? Did I participate and work together well with my partner? Did I complete the task?

Instructional Plan Resources students will use: computers, graphic organizer, print sources (such as reference sources and nonfiction books)

Resources instructor will use: graphic organizer, projector, document camera

Instruction/Activities Direct Instruction: The lesson will begin with a review of what was completed in the previous lesson. The students will sit with their partners in the computer lab (or at a table where they would have access to other computers). The partners will receive back the graphic organizers that they began working on in the previous lesson. The partners will look back over these graphic organizers together to make sure that the information that has been recorded thus far makes sense and fits in the appropriate places on the graphic organizer. The librarian will then do a quick review of what has been learned about so far in this unit by displaying the “Reviewing our Research” PowerPoint slide (see below). She will remind students to use various sources to complete this research: print sources (such as encyclopedias and nonfiction books) and digital resources (such as reliable websites and online databases like www.ncwiseowl.org). She will also remind students that they will need to complete the rest of their graphic organizers today by answering the rest of the questions with appropriate information. If students develop any new wonderings of their own, these can also be recorded in their graphic organizers.

Modeling and guided practice: The librarian will then pull up the example graphic organizer on the projector using a document camera. She will read over the example graphic organizer about tigers that the students saw in the previous lesson and remind the students of how each section has been filled out and the information is appropriate for the question. She will then introduce the final section of the graphic organizer to the students: the two truths and a lie section. She will explain to the students that this is the part of the process that will make their final product and presentation become more interesting to the listening audience. This part of the graphic organizer requires the students to record two truths about their animal and its adaptations. However, they will also have to develop a believable lie about an adaptation that this animal does not really have. With the students’ input and guidance, the librarian will model developing two truths and a lie about the tiger that can be recorded on the example graphic organizer. Independent practice: Students will work with their partners to finish their research on the animal they have chosen. They will continue to fill out and finish their graphic organizers by the end of this lesson. This will enable them to record the information that has been learned about the animal and how its adaptations have helped it to survive in its own environment. The students will use print and online sources with their partners to complete the graphic organizer. They will also develop and record the “two truths and a lie” section of the graphic organizer regarding their animal’s adaptations. Sharing and reflecting: Once finished with their graphic organizers, each set of partners will get in a group with another set of partners to make a group of four. They will share their research findings and graphic organizers with each other to get any feedback for possible improvement.

Strategies for differentiation: -Students with physical writing difficulties could type their notes into a word document if needed.-Students could use different level sources according to their reading abilities.-For advanced learners, students could record extra information about their animal on their graphic organizer.

Lesson #3 Assessment Checklist(for teacher/librarian use only)

Student: ________________________ Chosen Animal: _____________________

Did the student... Yes No

Complete all sections of the graphic organizer?

Answer the questions on the graphic organizer appropriately?

Use various sources to complete the research?

Develop and write two truths and a lie about the animal’s adaptations?

LIS 654 Subject-based Collaborative Unit Plat - Fourth Grade – Animal Adaptations

Lesson 4 by Freda HowellGrade Level: Fourth Grade Library Context: Combination, Multiple Lessons in a Unit. Collaboration Continuum: Moderate (Librarian and teacher) Content Topic: Animal Adaptations: Voice It Estimated Lesson Time: Two days (45 minutes per lesson) STANDARDS FOR THE 21ST-CENTURY LEARNER Skills Indicators: Disposition Indicators: 2.1.2 Organize knowledge so that it is useful. Responsibilities Indicators: 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.3.2.3 Demonstrate teamwork by working productively with others. Self-Assessment Strategies Indicators: Scenario: Students have used various sources to research and record information about how an animal uses it adaptations to survive in its environment. This lesson will be over two (2) days. Day 1 will consist of learning about VoiceThread, writing voiceovers, and researching an animal picture to use. Day 2 will be used to rehearse, record, and check/edit the voice overs for the VoiceThread. Students will be asked to record a few fun facts, two (2) truths and one (1) lie for their presentations. Librarian and teacher will give continuous feedback throughout the entire two day process. Connection to state or local standards:

● 4.L.1 - Understand the effects of environmental changes, adaptations and behaviors that enable animals (including humans) to survive in changing habitats.

● 4.L.1.2 - Explain how animals meet their needs by using behaviors in response to

information received from the environment. Overview:

● I can use VoiceThread to create a multimedia presentation

Essential Question:How do different animals use their adaptations to survive in their environments? Final Product:A VoiceThread presentation with a picture of an animal and a voiceover. Library Lesson(s): Over the course of two days, students will learn VoiceThread and be able to create a presentation that has an animal picture and a voice over. Assessment Product:VoiceThread Presentation Assessment Process:Students will use their knowledge and notes to create a VoiceThread presentation to indicate two (2) truths and one (1) lie about their chosen animal. Student Self-Questioning:What is VoiceThread?Why would I use VoiceThread?How do I use VoiceThread?

What does my animal use to survive?How does my animal adapt?What are the truths about my animal I will include in my presentation?What lies about my animal will I include in my presentation?What lie is the most believable and why?

Instructional Plan Resources students will use:Computer, VoiceThread, paper, pencils/pens, magazines, and glue

Resources instructor will use:Computer, projector, VoiceThread, paper, pencil, pen

Instruction/Activities

Direct Instruction:1. Day 1 : After students have finished learning and taking notes about their animals and

creating two (2) truths and one (1) lie, the librarian will help them create a multimedia presentation in VoiceThread. One account will be created by the librarian for students to add their presentations.

2. The librarian will show students an example of what they will create using VoiceThread.

3. After showing the example, there will be a class discussion to gauge if students have the concept of the presentation. “What did you notice about the presentation? What things did you see? What things did you hear? Which one is the lie for this animal? Why is that the lie?”

4. Students will learn how to create a VoiceThread by watching the librarian create a

VoiceThread by searching a picture, saving it to the hard drive, opening VoiceThread, signing in, uploading the picture, adding voice over (a few facts, two (2) truths, and one (1) lie), saving the presentation, and playback of the presentation.

5. Students will get out their two truths and a lie graphic organizer. The librarian and the teacher will provide table assistance to help students create a clear voice over for their VoiceThread. After students have completed the write up, they will research an animal picture for the VoiceThread. The librarian and teacher will collect the voice overs and assess them to make sure that it has the requirements for the presentation.

6. Day 2: Students will be given back their voice overs. Librarian and teacher will give

feedback to students as needed. Students will take turns at their tables rehearsing their VoiceThread voiceover with their classmates. Before the student records, they will practice their reading once more for both the library teacher and science teacher.

7. Students will upload their animal picture and record their voice over on their

VoiceThread.

Modeling and guided practice:

1. The librarian will create a VoiceThread for the students.

2. The librarian will show students how to search for animal pictures for their VoiceThread.

3. Librarian will show students how and where to save the picture on the hard drive and what to save the file as. (ex. scivthreadanimal = scivthreadelephant).

4. Librarian will read to students the voiceover for the VoiceThread; making sure to point

out the fun facts, the two (2) truths, and one (1) lie.

5. Librarian will go to VoiceThread and log in, explaining to students that they will not need a login because all students will use one VoiceThread that the librarian has set up for the class.

6. Librarian will create a new VoiceThread.

7. The saved animal picture will be uploaded and given a name (ex. Elephant).

8. The librarian will record the voiceover on the VoiceThread.

9. The class will listen to the playback and discuss the VoiceThread.

http://voicethread.com/#u4293891.b6725607.i35190476 “What do you think about the presentation? What would you add? What would you take away? What are the truths about the animal? What is the lie about the animal? Why is that a lie about the animal? What did you hear? What did you see? What did you like? What did you not like?”

10. Students will be asked to start gathering their thoughts and writing their voice overs for

their animals. After the voice over has been written, students will need to research, name, and save an animal picture for their VoiceThread. The librarian and teacher will assist as needed.

11. Voice overs will be collected and evaluated by librarian and teacher in preparation for

Day 2.

Independent practice: On Day 2, students will be given back their voice overs. The librarian and teacher will address any questions, comments, and/or concerns with voiceovers and help students make any corrections. Students will practice reading their voice overs at their tables with their classmates. Before the student records, they will need to read it once more for the librarian and teacher as they will provide final feedback and guidance. Sharing and reflecting:

Before Day 2 concludes, the class will have a final wrap-up of the lesson. Students will be asked to share their favorite part of the lesson and their least favorite part of the lesson. Librarian and teacher will share final thoughts on the lesson by asking student self-questions. Strategies for differentiation: Lower level – Students will use magazines to create a picture collage of their animal. They will include a few fun facts, one (1) truth and one (1) lie. Higher level – Students will create a multiple VoiceThread for their animals. This VoiceThread will include various species of their chosen animal. They will include fun facts, two (2) truths, and two (2) lies for each animal in the VoiceThread.

Lesson Five in Animal Adaptations Unit

LESSON 5: SuAnn Klawitter Title: The Voice of Animal Adaptations

Grade Level : 4th

Library Context: This is the fifth lesson of a five part science unit. The library is on a fixed schedule but additional lessons will occur during the librarian’s “flex” time.

Collaboration Continuum (none, limited, moderate, extensive): This lesson will be a moderately collaborative lesson. The classroom teacher will work with the librarian to help the students work in groups to research, collaborate, and share information.

Type of Library Schedule: Combination: Two lessons will be conducted a week. One will be during the class’s regularly scheduled library time. The second lesson of the week will take place on the librarian’s “flex” day. The unit will take approximately two and a half weeks with an additional day designated for class presentations.

Content Topic: Presenting and evaluating new knowledge on animal adaptations through VoiceThread.

Estimated Lesson Time: 1 hour 40 minutes or more as needed

STANDARDS FOR THE 21ST-CENTURY LEARNERSkills Indicators:3.1.6 Use information and technology ethically and responsibly.Disposition Indicators:3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.Responsibilities Indicators:4.3.1 Participate in the social exchange of ideas, both electronically and in person. Self-Assessment Strategies Indicators:3.4.2 Assess the quality and effectiveness of the learning product.3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstration of respect for other viewpoints. (Lesson 5)

Scenario:Lessons/discussions on animal adaptations were conducted by the teacher during science lessons. Students were teamed with a partner and selected an animal to research prior to beginning the five part collaborative lesson. The previous lessons include acquiring skills to evaluate different sources, becoming competent in note taking on graphic organizers, learning and utilizing research skills, and presenting their new knowledge in a final product, VoiceThread. During the the fifth and final lesson, students will discuss and create audience etiquette criteria, present their VoiceThread, complete peer assessments and self-assessments, and model appropriate audience behavior. Students will expand their knowledge of animal adaptations that help with survival in their particular habitat.

Connection to state or local standards : 4.L.1 - Understand the effects of environmental changes, adaptations and behaviors that enable animals (including humans) to survive in changing habitats.4.L.1.2 - Explain how animals meet their needs by using behaviors in response to information received from the environment.

Overview: ● I can evaluate my peers presentations.● I can complete a self-evaluation on my team’s presentation.● I can implement the student created audience etiquette standards.

Essential Question:How do different animals use their adaptations to survive in their environments?

Final Product: ● Team’s Voicethread● Student completed “Two Stars and a Wish” of peers presentations● Student completed assessment of self

Library Lesson: The librarian will lead a discussion about audience etiquette and guidelines will be student created. Students will present their VoiceThreads and the audience will complete “Two Stars and a Wish” on their peers presentation and model appropriate audience behavior. Presenters will complete a self-assessment of their team’s project. Assessment Product:

● A rubric will be completed on each presentation by the teacher and the librarian. (Example #1)

● Each student will complete a “Two Stars and a Wish” on their peers presentations and their presentations. (Example #2)

Assessment Process: The librarian and teacher will complete a rubric for each presentation that will include content, voice, grammar and spelling, design elements, research, and an audience etiquette bonus. An informal assessment will occur as the teacher and librarian observe audience behavior. In addition, students will complete a “Two Stars and a Wish” of their peers presentation. Additional evidence of learning is the “Two Stars and a Wish” self-assessment. The teacher and librarian rubrics and the “Two Stars and a Wish” information will be reviewed by the teacher, who will determine a final grade and will provide feedback to the students.

Student Self-Questioning: While students are listening and watching the presentations, they will document comments on their “Two Stars and a Wish” peer and self assessments. (What did I like about their presentation? What do I wish they did differently? What do I think we did well as a team? What could my team have done differently on our presentation?) During modeling and guided practice, the librarian will demonstrate and provide examples of positive feedback (Stars) and ideas of development or improvement (Wish).

Instructional PlanResources students will use:

● “Two Stars and a Wish” (https://www.surveymonkey.com/s/SXXVPHX)● Computer or Ipad for “Two Stars and a Wish” survey

● projector and computer for presentations● VoiceThread presentations

Resources instructor(s) will use:● projector● computer● rubric● chart paper and markers

Instruction/Activities

Direct Instruction: The librarian will begin with a discussion on audience etiquette, the students completion of “Two Stars and a Wish”, and the rubric. The librarian will preside over the dialog of audience etiquette which will be a student developed set of criteria for appropriate behavior. Sample criteria may be:

● Listen quietly during presentations.● Watch the entire presentation.● Sit calmly and in silence.

In addition, the librarian will explain the purpose of “Two Stars and A Wish” which is to encourage each of them to reflect on their own and each other’s learning. It is a peer assessment that encourages “two stars” or two positive forms of feedback and a “wish” which indicates where improvement could be made. The survey or evaluation will be completed on each presentation, including their own presentation. After “Two Stars and A Wish” explanation, the librarian will demonstrate how to use SurveyMonkey on the iPads or computers. The website is found on the favorites bar for easy access. Finally, the librarian will explain that a rubric will be completed on the presentation by both her and the teacher. Within, the rubric is an area for audience etiquette. Students will be assessed on their behavior based upon the student developed criteria and bonus points will be awarded.

Modeling and guided practice: The librarian will guide the students through a demonstration and provide examples of positive feedback (Stars) and ideas of development or improvement (Wish). This will be helpful to students who need assistance. Students will complete a “training” assessment on the demonstration in SurveyMonkey. Examples may include:

● The graphic(s) were very colorful.● The introduction was grabbed my attention.● I learned a lot from the presentation.● One thing I learned was …….

● I couldn’t hear the audio at times and wish that I could.● I think the Two Truths and A Lie was too easy.● Include a “Star” or a “Wish” about how you worked with your teammate when you

complete the self-assessment. Example: I respected my teammates viewpoint. I included my teammate when he/she was not sharing their thoughts. I made decisions without asking. I feel that we shared the work equally.

Independent practice: While students are listening and watching the presentations, they will be completing the “Two Stars and a Wish” assessment on their peers and/or themselves through SurveyMonkey. The students will display proper audience etiquette by following the criteria that were student created.

Sharing and reflecting: Throughout the presentations, students are sharing their thoughts through the “Two Stars and a Wish” assessment of their peers and on their own presentation.

Strategies for differentiation:The librarian and teacher provide additional assistance to students who require it. Written examples of “Wishes” and “Stars” are provided during the guided practice and can be used during the assessment. In addition, the teacher can pair an ESL learner with a non-ESL learner to assist with completing the assessments.

Example #1

VoiceThread Rubric Exemplary

3Proficient

2

Needs Improvement

1Score

Content The information is accurate, thorough and well organized! The students clearly understood their animals adaptation.

The information is mostly accurate. It is organized well and students seem to be understand their animals adaptation.

Information is missing or incorrect and students do not show an understanding of their animals adaptation.

Voice The recorded voice was

The recorded voice was

The recorded voice was not

always clear and understandable.

mostly clear & understandable.

clear and/or not understandable.

Design Elements

Excellent graphic choice. It enhances the presentation.

Good use of a graphic to enhance presentation. Very neat.

Fair use of graphic in the presentation. Nice but inaccurate.

Research Good research shows!

The research is adequate but lacks key elements.

Research was incomplete.

Audience Etiquette: Bonus Points

Student displayed outstanding behavior by showing respect and being an active listener.

Student displayed suitable conduct and was respectful.

Student displayed poor behavior and was disrespectful.

Grand Total:

Example #2