Adrea Wright
L553
Project 3
A Mix of Living Systems and Renaissance Personalities:
An Exploration in Unit Development
Student Audience
Although I am not a teacher, I will be basing this project on a student audience
similar to the population found at Central Elementary School (CES) in Lebanon, Indiana.
According to statistics found on the Lebanon Community School Corporation1, the
average class size at CES is eighteen students, about seventeen percent of their students
fall under the special education category. The school is ninety-eight percent white, with
thirty-five percent of the population receiving free lunch/text books. The school has
about 370 students currently enrolled, making it smaller than average size. Nine percent
of the students are considered “gifted,” and the gifted programming is somewhat limited.
During the year 2004, about three quarters of the third graders passed their state reading
and math testing, falling in line with the state average.
Lebanon, the county seat for Boone County, is mostly rural. Though at one time,
this city was bustling, the economy is currently at a standstill as factories and other
industries have since shut down. The majority of residents live at or just below middle
class income levels, around six percent of the community lives at poverty levels. About
fifteen percent of the population holds a bachelor’s degree, while eighty-five percent
have graduated from high school2.
As part of this project, I will focus on both the first and sixth grade class at CES.
Keeping the above facts in mind, the first grade class can be expected to enter with a
mixture of basic skills. However, overall most students would most likely have limited
reading and math skills. The more advanced in the class would be able to write and read
simple three-letter words, whereas those at the bottom of the class would not have any
reading or writing ability. The students who are behind may have had frustrating
experiences with the learning aspect of school, they may be more of a challenge to
motivate, whereas students who have had successful experiences at school may be easier
to motivate, simply because they enjoy learning (or believe they are “good” at it).
Similar to the first graders, the sixth grade class could also be expected to have a
range in skills, come from families who may not have advanced education, and to have
some special need students as well. According to the Indiana Department of Education,
sixth grade students should have moved beyond basic reading skills into “reading to
learn” performance. Motivation factors would be similar to those mentioned above.
When unit-planning for a class of first graders, I focused on building not only
skills but confidence. It’s a sad fact that at such an early point in a child’s education,
1
2
Lebanon Community School Corporation: http://www.leb.k12.in.us/Portals/0/0665.pdf
Census Bureau – statistics for zip code 46052 from the year 2000
some students can feel like failures. By sixth grade, students have built on many of the
fundamental skills and are ready to begin more in depth information inquiry exploration.
These students are more independent and must be prepared to enter middle school. With
both of these age groups, I hope to build a learning environment3, not just a classroom.
As many of these students may come from families where education may be of
low priority, it was important to make the units engaging, that will build foundational
skills, confidence, and a passion for learning. A large part of making learning
meaningful is to connect it to the real world. For the first graders, that would include
stepping out of the classroom and into nature. The sixth graders will explore events and
figures of the European Renaissance, and how these ideas connect to us today. Though
there will not be any field trips for this short unit, there will be a fierce competition in the
form of “Renaissance Idol” a re-working of the popular television show “American Idol.”
Part One: First Grade Unit
Bugs, Plants and Animals – Oh My: A Living Systems Unit Designed for First
Graders
Student Objectives:
By the end of this unit, students will be able to:
 Distinguish between living and non-living organisms
 List the three defining elements of living organisms – eating, breathing, and
drinking
 Differentiate between real and non-real attributes of living organisms
 Classify and organize organisms into three categories: plants, animals, and insects
 Explain basic components of the life cycle
Unit Overview
This unit will focus on living systems in nature. Each section will build upon the
proceeding section. The two-week unit will begin with a discussion of what is living and
non-living with the introduction of “Fred – the pet rock.” This lesson will be followed by
an overview of real and non-real attributes of living organisms. Students will then focus
on the diversity of life, concentrating on the three basic categories already covered in
previous lessons – plants, animals, and insects. After this section is complete, we will
move to the final section – the life cycle. Students will learn the basics of how plants and
animals interact with each other in order to survive.
This unit will culminate in a field trip to the Eagle Creek Park, where students
will go on a nature walk in which they must record their observations and actively
classify what they see. After the nature walk, students will go to the Eagle Creek Park
Nature Center where they will learn more about the life cycle through a presentation
given by one of the center’s naturalists. Students will have the opportunity to ask the
naturalist questions. The Nature Center showcases a variety of plant and animal habitats,
giving students a real world opportunity to explore nature.
Lamb, Annette. “Exploring the Teaching/Learning Environment.” Building Treehouses for Learning
Technology in Today’s Classroom. 2003 (http://eduscapes.com/info/treechpt1aa.html)
3
Many children of this age group have a narrow categorization of plants and
animals. Some may assume that a tree or an apple is not a plant, or that only vertebrates
are animals. Assumptions about what is living may be based on simple ideas such as
movement or reproduction, meaning that clouds or wind could be considered alive4. This
unit aims to clarify these complexities on a first grade level; hence much of the
information given to the students will use simple language and not rely heavily on
reading and writing skills, as many first graders are not proficient in them yet. Instead
the focus will be on building these skills.
This unit will follow the Super35 information inquiry model, which will be
discussed at length in the next section. Super3 provides young students with a simple
way to organize their inquiry: plan, do, and review. This model will lead the organization
of the unit, where students will be guided in small inquiries throughout the unit.
Outline/Timeline
Time/Lesson
(Each day is broken into
30-45 min. sessions)
Day One - Four – Unit
Introduction
Focus: Living and nonliving organisms
Teacher/Library Media
Specialist (LMS) Role
Teacher
– Introduce unit and Fred –
the pet rock; begin class
discussion on Fred with
questions such as: Is Fred
alive? Why and why not?
LessonsFind an example of a living Record student responses
and non-living item at home on board. Guide students to
(Day one and two)
the three main
characteristics of living
organisms: drink, eat, and
Create a concept map
breathe. (Day one)
(Day 3 and 4)
- Have class share their
worksheet with a partner.
Student must give a reason
why they decided the item
was living or non-living.
- Will discuss what
different students found,
did anyone find the same
thing? Was it hard?
- Review three
characteristics with students
again (Day two)
4
Student tasks and Super3
Role
Plan: Students will join in
classroom discussion. They
will understand the main
elements of living
organisms.
Do: Students take home
worksheet to find an
example of a living and
non-living item in their
home.
Review: Students will share
their living/non-living
worksheets with a partner.
Students will engage in
class discussion about what
they found at their homes.
Do: Student pairs create a
concept map using
Kidspiration software that
demonstrates their
knowledge of the subject.
Benchmark for Science Literacy, p. 102
(http://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=5&DocID=395)
5
Super3 web site - http://academic.wsc.edu/redl/classes/Tami/super3.html - chart is included in the
“Resources” section
LMS
–Library instruction using
Review: Students share
Kidspiration software for
their maps with the class.
student’s to create a concept
map to connect what they
have learned about living
and non-living
characteristics. (Day three –
four)
Day Five – Six:
Real and Non-real
attributes of living
organisms.
Lessons –
Real and non-real attributes
drawing activity
Storytime Discussion
Teacher
- Bringing out Fred again,
discuss what attributes
rocks really have and don’t
have (ex: rocks do not wear
glasses).
- Using a slide show,
present children with
different examples of
plants, animals, and insects
that feature real and unreal
attributes. Discuss these
features. (Day 5)
LMS
- Read two books to the
students and discuss the
attributes. (Day 6)
Book suggestions:
Don’t Let the Pigeon Drive
the Bus by Mo Williams
If you Give a Mouse a
Cookie by Laura Joff
Numeroff
Day Seven - Nine
Diversity of Life:
Students learn to
differentiate between
plants, animals, and
insects
Lessons –
(Day 5)
Plan: Students will engage
in class discussion and view
a slide show.
Do: Have students draw a
picture of an animal, plant,
or insect of their choosing,
doing a real activity and
doing an unreal activity.
Students must include a
sentence describing the
picture (i.e. “A cat that is
eating.” or “A cat that is
singing.”
Review: Students must
share worksheet with
partner. Student worksheets
will be posted in the
classroom.
(Day 6)
Students will have story
time in the media center.
They will discuss books
afterward.
Plan: To find out more
Teacher
-Introduce the new topic –
about your group’s
diversity of life, use the first category.
day to discuss the general
differences between the
Do: Visit media center
categories with the class.
where the LMS will guide
- Read What do you do with students to different
a Tail Like This? by Robin
resources to assist them in
Page
their search.
Group project about animal,
plant, or insect
- Discuss points of story
with class
Review: Each group will
- Divide the class into three present their findings to the
groups (one for each
class.
category, important to have
a reader and writer in each
group); each will be
responsible to find three
characteristics that all of the
items in the category share.
Each group will also be
responsible to provide the
class with three examples of
their category, and one
example of what their topic
eats/consumes to grow (ex:
a tree needs soil, a ladybug
eats leafs.)
-Guide and oversee groups
in their inquiry
investigation.
-Explain to students that
they will need this
information for their field
trip to Eagle Creek Park.
LMS –
-Have age-appropriate
resource packets gathered
(both print and web, for
plants, animals, and insects)
to assist the students in
reaching their research
goals. The students should
be able to use these packets
in their classrooms, to allow
for more time.
Day Ten:
Field Trip to Eagle Creek
Park
Lesson –
Nature Walk Worksheet
Final student evaluation
Teacher
- Plan and reserve ahead
of time to have a
naturalist present
diversity of life
information to the first
graders, along with a
tour of the nature
Plan: To find animals,
insects, plants, and rocks on
nature walk and in nature
center.
Do: Go on nature walk, fill
out worksheet.
-
center’s displays.
Culminate unit with a
nature walk and instruct
students to observe
their surroundings so
that they can record it
in their worksheets.
Review: Share insights with
the class.
Students fill out, with help
from the teacher, their
student evaluation form.
Standards Addressed by Unit:
Indiana Academic Standards:
Science:
1.4.1 – Identify when stories give attributes to plants and animals, such as the ability to
speak, that they do not really have.
1.4.2 – Observe and describe that there can be differences, such as size or markings,
among individuals within one kind of group.
1.4.3 – Observe and explain that animals eat plants or other animals for food.
1.4.4. Explain that most living things need water, food, and air.
Language Arts:
1.2.3 Respond to who, what, when, where, why, and how questions and discuss the main
idea of what is read.
1.2.4 Follow one-step written instructions
1.6.1 Print legibly and space letters, words, and sentences appropriately.
1.6.2 Write in complete sentences.
Information Literacy Standards:
Standard 1: The student who is information literate accesses information efficiently and
effectively.
Standard 2: The student who is information literate evaluates information critically and
competently.
Standard 3: The student who is information literate uses information accurately and
creatively.
Standard 9: The student who contributes positively to the learning community and to
society is information literate and participates effectively in groups to pursue and
generate information.
Collaboration and Information Fluency:
As noted in the outline, this unit was developed with collaboration between a
classroom teacher and library media specialist (LMS) in mind. Collaboration is an
essential element within creating a learning environment. In working with first graders,
LMSs can bring their own expertise in creating resources packets that are age-appropriate
(a challenge for early readers). Also the LMS can instruct students in using concept
mapping software (such as Kidspiration). Through collaboration, the teacher can create a
more engaging learning environment.
Collaboration in this unit also allows student to become information fluent.
Information fluency is defined by Callison6 as “the ability to apply the skills associated
with information literacy, computer literacy, and critical thinking to address and solve
information problems across disciplines, across academic levels, and across information
format structures.” This unit integrates information literacy through the use of
information packets provided by the LMS, computer literacy through the introduction of
concept mapping software, and critical thinking skills by guiding first graders in making
connections and broadening new concepts (such as the life cycle and attributes of living
systems).
Information Inquiry Model
Stephanie Harvey7 defined inquiry as requiring us to “dig beneath the surface to
explore a topic, dwell in it, wonder about it, and find out more information.” When
working with first graders, it was important to use a model that would provide a sturdy
framework to build on in the future, in order to learn skills that will allow them to “dig
deeper” into subjects as they mature as students. Before becoming information miners, I
wanted students to build their confidence as information scientists through introducing
them to the Super3.
As mentioned above, the Super3 is a condensed version of the Big6, a popular
inquiry model created by Mike Eisenberg and Bob Berkowitz8. This model is built on six
fundamental steps in the research model. The Super3 boils those steps down to three
basic processes: Plan, Do, and Review. This model, created by Tami J. Little, was
created to use vocabulary that young students would understand, a benefit when working
with students who may be unfamiliar with formal information inquiry.
One drawback in using any information inquiry model, especially with first
graders of varying abilities, is that it may be too structured. Students may feel confined
to certain steps and get frustrated or think their own way of researching information is
wrong. Implementing information inquiry models at a young age may stifle a student’s
just-as-correct instinctual steps to learning.
Despite these potential drawbacks, introducing a sound inquiry model at a young
age assists students in developing their skills as information scientists because it
introduces consistency and organization into their work. First graders are just beginning
a long journey in their education, it is best to equip them with information utilizing skills
from the beginning. Super3 provides an easy transition to the Big6 as the student
matures.
6
Information Fluency, from the Virtual Inquiry website: http://virtualinquiry.com/inquiry/inquiry5.htm
Harvey, Stephanie. Nonfiction Matters: Reading, Writing, and Research in Grades 3-8. Stenhouse
Publishers. 1998. Quoted from Virtual Inquiry - http://virtualinquiry.com/inquiry/inquiry1.htm
8
Big6 website: http://www.big6.com/
7
Model Comparison
In the unit, the Super3 model is introduced in every lesson, as a series of mini
information inquiries. On the culminating lesson, the students record their observations
of living systems on a worksheet. This worksheet will later be added to the student’s
First Grade Portfolio which will be presented to each student at the end of the school
year. This falls in line with the “Do” step of the Super3. A similar process can also be
found in Lamb’s 8Ws9, through the Weaving and Wrapping steps10.
Lamb’s Weaving step consists of synthesizing and organizing information that has
been previously gathered. Since the nature walk is the culmination of a series of lessons
on the diversity of life, students are using their worksheets to categorize the information
they have learned thus far (ex: What is the difference between an animal and plant?
What types of plants can I find?).
In the Wrapping stage, students focus on creating a product to “effectively convey
ideas” (Lamb). As first graders, their information inquiry is controlled, meaning the topic
and materials are already chosen. In this case, so is their final product, yet the students
have their choice in what to include in their observations and how to classify their
information. Their “package” is already chosen, but they are able to choose what to place
in it.
Student Performance
In accordance to the lesson objectives provided above, students will be evaluated
on their ability to complete assignments and tasks correctly, their participation, and their
self-evaluation. If a student has done poorly on the technical aspects of an assignment
(i.e. misspellings, incorrect sentence structure), but has obviously given the assignment a
lot of effort (admittedly this is subjective), that will be taken into account when tallying
up final points. The following page provides an example of a checklist that could be used
for assessment of the unit.
Worksheets and activity completions will be used to gauge student’s
understanding of the topic. These elements will be viewed on an individual basis
(through the checklist assessment) and also as a group element. If there are certain points
that many of the first graders did not understand (this can be monitored through student
work and self-evaluations-example provided in “Feedback” section), then it should be
considered the fault of the teacher/LMS, resources, or unit, and re-tooling should be
done.
Annette Lamb’s 8Ws found on the Eduscapes website: http://eduscapes.com/info/topic71.htm
This particular step is directly aligned with academic standards 1.4.1, 1.4.2, 1.4.3, and 1.2.4, and
Information Literacy Standards 1, 2, and 3.
9
10
Student Name _______________________
Date______________
Plants, Bugs, and Animals – Oh My:
Unit Evaluation Checklist
3 Points
Excellent
2 Points
Satisfactory
1 Point
Needs Improvement
0 Points
No Effort
Visual Work
__ creative and colorful
__ accurate, correct, and significant
__ displays that student followed oral instruction
__ neat and thoughtful
__ colors used correctly
Written Work
__ sentences are complete
__ no misspellings
__ letters are facing the correct direction
__ punctuation and capitalization correctly used
__ tenses are correct
__ information is accurate
__ follows directions
Presentation/Group Work
__ contributes to group’s ideas and goals
__ takes turns when sharing group information
__ listens to others when it is not their turn to talk
__ helps others in the group who are struggling with activity (if applicable)
__ listens to instructions from LMS and teacher
Time Management
__ allows sufficient time to finish assignments
__ turns in completed assignments by due date
__ spends time to complete quality work
Total Points: __/60
**Adapted from “Student Inquiry in the Research Process” created by Leslie B. Preddy (Perry
Meridian Middle School).
Teaching Materials – First Grade Unit
Lesson Plan – Do rocks wear glasses?
Objective:
First graders will be able to distinguish between real and unreal attributes of plants,
animals, bugs, and rocks.
Academic Standards:
Science:
1.4.1 – Identify when stories give attributes to plants and animals, such as the ability to
speak, that they do not really have.
Language Arts:
1.6.1 Print legibly and space letters, words, and sentences appropriately.
Write in complete sentences.
Information Literacy Standards:
Standard 1: The student who is information literate accesses information efficiently and
effectively.
Standard 2: The student who is information literate evaluates information critically and
competently.
Standard 3: The student who is information literate uses information accurately and
creatively.
Lesson Requirements:
Time: Session one – forty minutes, Session two – thirty minutes
Materials needed: Fred, the pet rock, Real and Not Real worksheets (provided in learning
materials section), chalkboard/whiteboard for listing, marker or chalk
Technology: Computer and Projection Screen (for use of the power point slide show), Do
Rocks Wear Glasses? - Power Point Presentation
(http://portfolio.iu.edu/adcwrigh/Real_Slide_Show.ppt - can be accessed
from this URL)
Print Resources: Don’t Let the Pigeon Drive the Bus by Mo Williams
If you Give a Mouse a Cookie by Laura Joff Numeroff
Lesson Outline:
Classroom should be situated so that students’ desk are in a semi-circle around the
teacher. This will help facilitate a sense of community with the students as it will allow
them to be somewhat face-to-face. This lesson will follow the Super3 model, Plan, Do,
Review. The steps will be highlighted within the lesson.
Session One (All activities will take place in the classroom; instruction will be given by
the classroom teacher):
Springboard:
Bring out Fred, the pet rock. Students should already be familiar with Fred from
the previous lesson. Begin by talking with students about your good friend Fred and how
you think he is the greatest pet ever (no maintenance). However, lately you have been
wondering if Fred is actually alive? Ask the students if they can help you figure this out.
Information Exploration [Plan: Find out how to tell the differences between real and not
real attributes in nature]:
Using Fred as an example, ask the class what is different about him and the rocks
they see outside? On the board have a column, one side with “Real” and the other side
with “Not Real.” After a list of about five characteristics is listed, begin to discuss with
students about characteristics of the other categories they are studying are, again list these
on the board, following the column breakdown. Try to pair down characteristics to three
main ideas things that are alive need to: drink, breathe, and eat. Pair down three
characteristics that the four categories do not do (ex: talk, go to school, or wear clothes).
Active Involvement:
Present students with the Power Point slide show. Try to elicit a response from
every student. Reinforce turn-taking and listening skills for the first graders. Provide
feedback to students’ comments (ex: Good observation! or provide an example to help
students understand why a comment was not correct). Use student responses as a guide
to gauge their understanding of the material.
Information Exploration [Do: Real and Not Real worksheet, Review: Share with
neighbor, collect and post pictures in classroom]:
Allow students time to complete Real and Not Real Worksheet (about ten –
twelve minutes), assist students who are struggling with writing skills (worksheet
requires two complete written sentences). For the last two-three minutes, instruct
students to share their worksheet with their neighbor, explain to students that they need to
explain their example and non-examples to their neighbor. The neighbor must respond
with some sort of feedback (ex: something they like about the picture or a similarity to
their own picture). Collect pictures to post on the wall.
Transition [Review: Discuss what students have learned]:
Review and summarize information that students have learned that day (three
alive characteristics and three non-real characteristics). Thank students for all of their
great participation and hard work, and explain to them that tomorrow they will be visiting
the media center for a story time. The books will feature animals doing things that might
not be real, they will have to listen carefully and decide.
Session Two (All activities discussed will take place in the media center; instruction will
be given by the library media specialist):
Springboard [Plan: To find out what is real and not real in stories]:
Mention to students that you understand they have learned a lot about real things
that animals, etc. do, and things they don’t do. Introduce books and instruct students to
think about if the characters are acting like real animals would.
Information Exploration [Do: Analyze two stories, what was real, what wasn’t]:
Read the books listed in the materials section (or other books of your choosing).
Lead discussion with students about the elements of the story. [Review: Discuss the
differences/characteristics found in the book with the group].
Active Involvement [Review: Discuss the differences/characteristics found in the book
with the group]:
Start with basic questions, such as: can anyone give me an example of something
real pigeons don’t do but that the pigeon did in the story? Why do you think the author
did that? Does it make the story more interesting or more confusing, what do you think?
Etc. Let the students explore the stories, but try to keep the discussion on topic.
Transition/closure:
Review key elements of discussion, thank students for their participation. Explain
to students that now that they have these concepts down, they are ready to move on to the
next part of the lesson, where they will be exploring the differences within the categories
they have been studying.
Learning Materials for Do Rocks Wear Glasses?
Real and Not Real worksheet included on next page.
Name____________________________
Date__________________
Draw a picture of a plant, bug, or animal doing something real and something not
real. Write a sentence describing the activity.
Example:
Not Real
This owl is jumping rope.
Not Real
Real
This owl is sleeping.
Real
_______________________________________
_________________________________________
_______________________________________.
_________________________________________.
Feedback and Evaluation
The success of this lesson will be determined by a two-fold assessment. One part
of this assessment will be a student self evaluation that will be given at the end of the
unit. The second part will be a conferencing session with between the classroom teacher
and the library media specialist.
The student self evaluation (example provided on next page) implements smiley
and frowney faces to assist students who have limited writing and reading skills.
However, writing is included as a part of the self evaluation in order to encourage and
assist students in building their foundational skills. The self evaluation sheets will also
provide important feedback for both the teacher and the LMS, perhaps some activities
were too challenging (the “hardest part” category), or maybe some students are listing
inaccurate information in the “new things I learned” category. Both the LMS and the
teacher will be able to re-tool this lesson for future classes as students continue to assess
the unit.
The self evaluation also gives students a space to put together everything they
have learned from the unit and assess what they found meaningful or significant. It is
important for young students to understand the learning experience has personal meaning
and is not just done for a grade or for the teacher.
After students have filled out their self evaluations, the classroom teacher and
library media specialist will conference together, evaluate students’ work, self
evaluations, and individual progress checklists (using the checklist from the “Student
Performance” section). The classroom teacher and the LMS should then discuss the
results of these measures. What do they each think was the most successful aspect of the
lesson? What was the least useful? How could the unit be more successful in the future?
Lesson plans and materials should then be restructured based on the results of the
conferencing.
Name_________________________
Date_______________
Student Self Evaluation for:
Plants, Bugs, and Insects – Oh My
I worked hard on my tasks for this unit.
I liked it when _____________________________________
________________________________________________
________________________________________________.
I worked well with my sharing partner.
I thought it was hard when__________________________________
_______________________________________________________
______________________________________________________.
Something new I learned was_______________________________
_______________________________________________________
______________________________________________________.
**Adapted from “Student Inquiry in the Research Process” created by Leslie B. Preddy
(Perry Meridian Middle School
Part two: Sixth Grade Unit
Who will be the First Renaissance Idol? A Sixth Grade Unit Exploration of the
European Renaissance
Main Unit Objectives:
At the completion of the unit students will be able to:
 Recognize an explain the main ideas, figures, and interests of the European
Renaissance
 Place the European Renaissance on a timeline of major world events
 Locate main areas of the European Renaissance on a map
 Write a short research paper using note-taking
 Format a document on a word processor
 Create an annotated bibliography
 Create a Power Point presentation
Unit Overview
This unit is designed to equip sixth grade students with a working knowledge of
the European Renaissance. Students will develop this knowledge through a series of
lectures/videos, personal inquiry, group work, and a culminating project at the end
(Renaissance Idol). This unit is structured to take place in about seven class periods,
students should be given a weekend to work on their project.
The unit covers a lot of information in a short amount of time, so it is important to
focus on the general information about the Renaissance rather than specific details. By
the end of the unit, students should be able to give the time period, the location (on a
map), and details about the six main figures the unit focuses on: William Shakespeare
(writing), Leonardo da Vinci (invention), Michelangelo (art), Nicholas Copernicus
(science), Galileo Galilei (science), and Martin Luther (religion/philosophy), specifically:
What did this person contribute? Where did this person live? How has this person
influenced/impacted our society today?
Becoming familiar with the great accomplishments of these figures will assist
students in putting together the concepts of what the Renaissance period was, literally a
“re-birth” from the Dark Ages. In order to formulate these concepts students will
participate in the “Renaissance Idol” competition. This will be based on the popular
television show “American Idol,” which is a singing competition where finalists are
voted off each week by viewers, based on their performance.
“Renaissance Idol” will be different in that instead of voting a figure off, a top
finalist will be voted for in one session. Student teams are put together to promote each
of the six figures. They will need to convince the audience (peers from other classes) to
vote for their figure to be the first ever Renaissance Idol in three minute presentation.
The students must incorporate a Power Point slide show into their three minute
presentation (for the purposes of the assignment, students should already be familiar with
Power Point, if not, more time may need to be scheduled). Students may use music,
dance, stand-up, whatever they decide to do in order to grab the audience’s attention.
In addition to group presentations, students will also have to turn in a two page
report on their figure, they can choose from a list of topics provided by the teacher. Due
to the length of this paper, the inquiries must be easily covered within two double spaced
pages, so they will not be too in depth. Students will receive a list of topics that they can
explore and/or expand. This paper will be due the day of the presentations. Their report
must be word-processed and include an annotated bibliography with at least three sources
(can be print or web-based).
On the final day of the unit, students will regroup as a class and discuss the
project, what they learned, what was challenging. As part of this final discussion, they
will need to fill out a student self evaluation sheet and complete a short quiz.
Outline/timeline
Time/Lesson
Day One – Renaissance
Introduction
Lesson – What is the
Renaissance?
Day Two – Team
Assignments –
Teacher/Library Media
Specialist
Teacher
- Begin discussion with a
presentation of the
Renaissance Idols through
showing the class their
pictures, with their names
attached.
-Ask the students if anyone
has ever heard of these
men? Can someone share
with the class information
they know about them?
-After class discussion, give
a more in depth description
of each man, his life and his
contributions. Explain that
these men are part of a time
period known as the
Renaissance (aka “rebirth”).
-Students must write and
turn in a question they have
before the end of class,
explain to students that it
will be answered in the next
period.
Student Tasks and Big 6
Role
Students
-Engage in class discussion
-Take notes throughout the
video
-Write down a question you
have at the end of the lesson
-Turn question into the
teacher before leaving class
Teacher-Choose a few of the
students’ questions to
Students
-Meet fellow teammates
-Review guidelines
Renaissance Idol team
designation and class
lecture
answer/discuss
-Designate teams by
dividing the class into six
groups (ex: Team
Shakespeare).
-Provide students with
guidelines handout for
project requirements
- Discuss the figure report
and hand out requirements
and topic list to each
student (the student does
not have to the paper on
his/her team’s figure).
Day Three –
-Discuss presentation ideas
roles of the group
-assign group roles (each
student will be an “expert”
on one aspect of their
figure, ex: Shakespeare’s
works expert)
Big 6 Step:
1). Task Definition:
-create a group presentation
based on our assigned
figure
-write a two page report on
a topic chosen from handout
LMS
- Note-taking lesson
Media Center –
- Annotated Bibliography
lesson
Lesson –
- Present students with pre“Meet your new best friend, assembled info packets for
the research journal” – note- their team (info packets
taking instruction (25
contain lists of
minutes)
webographies and print
resources for their team
“How to impress your
figure, these resources
friends: Annotated
should be divided into
Bibliographies” –
relevant categories (i.e.
instruction on creating
biography, works, etc.)
annotated bibliographies
(25 minutes)
Students –
-Become familiar with
research journal for notetaking
-Receive hand-out and
information on
bibliographies
-Receive Big6 process
handout
Day Four – Five
Students
-Research expert topic
Media Center – Research
time/presentation
organization.
Teacher and LMS
-Both observe student work
and be available for any
student conferencing
Big6 Step:
2). Information Seeking
Strategies:
-use topical guide for topic
formation
-use research journal for
narrowing
3). Location and Access:
-use team resource packets
to begin research
Big6 Step:
4). Use of Information:
-take notes and evaluate
resources using resource
Day Six
Media Center –
Loose ends day - final day
to bring presentations
together/rehearse.
Day Seven
Renaissance Idol
presentations
Renaissance figure report
due
Unpack – What did we
learn?
Teacher and LMS
-Observe/guide student
work; be available for any
needed conferencing.
-Check all groups’
presentation plan to make
sure everyone is on track.
-Check resource journals to
check students’ progress for
personal inquiry
Teacher
-collect personal reports
-collect research journals
-have student audience
assembled, explain the
competition.
-view presentations,
distribute points based on
checklist
-award ceremony, make
sure to make everyone feel
like a winner
-distribute self evaluations
for students to fill out
-final discussion and
review: What did you learn?
What questions do you still
have, etc.
notebook
-reassess questions if
needed
Student
- Presentation plans must be
completed and organized.
Big 6 Step:
4). Use of Information:
-Continue taking notes
5). Synthesis:
- Finalize Figure
presentations
-Prepare to turn in report
(can work at home as well,
but report must be word
processed).
Student
-Turn in personal report
-present Renaissance Idol
performance piece/Power
Point
-Fill out self evaluation
-Participate in final
discussion
Big6 Step:
5). Synthesis:
-Renaissance Idol
presentation
-Turn in personal report
(include bibliography and
research journal).
6). Evaluation:
-self assessment
-final discussion
-short quiz
Standards Addressed by Unit:
Indiana Academic Standards:
Science:
6.1.10 Recognize the diverse perspectives, ideas, interests, and personalities that brought
about the Renaissance in Europe.
6.1.11 Analyze the interconnections of people, places, and events in the economic,
scientific, and cultural exchanges that led to the European Renaissance and voyages of
discovery.
6.1.16 Develop and compare timelines that identify major people, events, and
developments in the history of individual civilizations and/or countries that comprise
Europe and the Americas.
6.1.19 Analyze cause-and-effect relationships, keeping in mind multiple causation,
including the importance of individuals, ideas, human interests, beliefs, and chance in
history.
Language Arts
6.1.21
Form research questions and use a variety of information resources* to obtain,
evaluate, and present historical data on the people, places, events, and
developments in the history of Europe and the Americas.
6.2.3 Connect and clarify main ideas by identifying their relationships to multiple
sources
and
related
topics.
6.2.4 Clarify an understanding of texts by creating outlines, notes, diagrams,
summaries,
or
reports.
Example: Take notes while reading to create an outline or graphic organizer, such as a
concept map, flow chart, or diagram, of the main ideas and supporting details from what
is read. Read an informational book and summarize the main ideas.
6.4.1 Discuss ideas for writing, keep a list or notebook of ideas, and use graphic
organizers to plan writing.
6.4.2 Choose the form of writing that best suits the intended purpose.
6.4.3 Write informational pieces of several paragraphs that:
 engage the interest of the reader.
 state a clear purpose.
 develop the topic with supporting details and precise language.
 conclude with a detailed summary linked to the purpose of the
composition.
6.4.4 Use a variety of effective organizational patterns, including comparison and
contrast, organization by categories, and arrangement by order of importance or climactic
order.
Research and Technology
6.4.5 Use note-taking skills.
6.4.6 Use organizational features of electronic text (on computers), such as bulletin
boards, databases, keyword searches, and e-mail addresses, to locate information.
6.4.7 Use a computer to compose documents with appropriate formatting by using
word-processing skills and principles of design, including margins, tabs, spacing,
columns, and page orientation.
6.5.3 Write research reports that:
 pose relevant questions that can be answered in the report.
 support the main idea or ideas with facts, details, examples, and
explanations from multiple authoritative sources, such as speakers,
newspapers and magazines, reference books, and online information
searches.
 include a bibliography.
6.7.13 Deliver persuasive presentations that:
 provide a clear statement of the position.
 include relevant evidence.
 offer a logical sequence of information.
 engage the listener and try to gain acceptance of the proposition or
proposal.
Information Literacy Standards:
Standard 1: The student who is information literate accesses information efficiently and
effectively.
Standard 2: The student who is information literate evaluates information critically and
competently.
Standard 3: The student who is information literate uses information accurately and
creatively.
Standard 4: The student who is an independent learner is information literate and pursues
information related to personal interests.
Standard 5: The student who is an independent learner is information literate and
appreciates literature and other creative expressions of information.
Standard 6: The student who is an independent learner is information literate and strives
for excellence in information seeking and knowledge generation.
Standard 7: The student who contributes positively to the learning community and to
society is information literate and recognizes the importance of information to a
democratic society.
Standard 8: The student who contributes positively to the learning community and to
society is information literate and practices ethical behavior in regard to information and
information technology.
Standard 9: The student who contributes positively to the learning community and to
society is information literate and participates effectively in groups to pursue and
generate information.
Information Fluency
Just as Rome wasn’t built in a day, information fluency is a process that comes
together slowly. Students must acquire information inquiry skills throughout their
maturation process. This unit was created for sixth graders who have already acquired
some basic skills such as reading, writing, and analysis/evaluation of resources. Though
skill levels will vary with every student, this unit aims to continue to build and refine
these skills.
Through the research journal, students learn how to refine their questioning skills,
organize sources, and cite sources. Students are also expected to navigate through a
variety of print and web material through team packets provided by the LMS. The unit
intentionally focuses on students’ ability to use resources, and to provide the time, the
LMS gives the students the resources to look through. As the student matures, it would
be expected for them to be able to evaluate and gather sources on their own.
The final products of the unit, the presentation and the personal report, ask
students to use a combination technology (Power Point, internet, and word processing),
critical and creative thinking skills, and community collaboration to create a final, quality
product. Though they are heavily guided through this process (through checklists,
research journals, and resource packets), a foundation for information fluency is created
for the future. This process follows American educator Horace Mann’s line of thinking
in creating habits of mind11: “Habit is a cable; we weave a thread through it each day, and
at last we cannot break it.” This unit represents just one of those threads.
Collaboration
As evident in the unit outline, the Renaissance Idol unit relies heavily on
collaboration between the classroom teacher and the LMS. Annette Lamb 12 defines
collaboration as “partnership that involves shared responsibility for designing and
developing instructional material as well as implementing instruction.” A culture of
collaboration is essential to nourish within a learning environment.
In this unit, the classroom teacher and LMS collaborate to create an environment
where students are supported in information inquiry and discovery. While the classroom
teacher is responsible for classroom learning (topic introduction and lecture), the LMS
instructs students on tools in organizing and citing information. The LMS also provides
student with resource packets to jumpstart their research. This collaboration truly comes
together at the end of the unit (day four – six) both the classroom teacher and the LMS
work together to conference and assist students in their project completion.
Information Inquiry Model
Renaissance Idol is based on the Big6 model created by Michael B. Eisenberg and
Robert Berkowitz. This model works well with students of the sixth grade level as it
breaks down information inquiry process into six manageable chunks: task definition,
11
12
Habits of Mind website: http://www.habits-of-mind.net/
“Culture of Collaboration” found on the Eduscapes website: http://eduscapes.com/info/planning.html#3
information seeking strategies, location and access, use of information, synthesis, and
evaluation (refer to “Resources” for two examples of charts). The unit follows this
pattern, as is noted in the “Outline/Timeline” above.
A drawback to using this model with sixth graders (unless previously familiar
with the process) is that words such as “synthesis” and “evaluation” may not be clear in
meaning. This may result in frustration or failure to follow the process. This drawback
can easily be corrected by providing clear guidelines to the students (I have found that
Leslie B. Preddy’s version is a bit more user-friendly13). However, the overall affect of
following a model will allow students to adapt to a system of organization, which will
greatly assist them as they continue to mature as students and complete more complex
tasks.
The introduction of an inquiry model may also stressful for some students who
may view it as “extra” work. These students often have their own way of writing papers,
which is generally focused on product output rather than the process. However, as
educators who believe in the importance of inquiry and student discovery, we must help
students “grow in their ability to question.”14 Early application of information inquiry
processes is vital in meeting that goal.
Model Comparison
A main focus in this unit is on steps three (Location and Access) and four (Use of
Information)15. These two steps are covered directly by the LMS in the mini-lessons
“Meet your new best friend, the research journal” in which students are taught how to
take notes, read for understanding, and cite resources. The journal also has a guide to
refining research questions. The LMS will lead students through instruction with a
Power Point presentation, guides, and finally research journals (a packet of information
that will be handed out to each student).
Many other information inquiry models include similar steps. Carol Kuhlthau’s
model (described in her book Teaching the Library Research Process) the Information
Search Process (ISP) differs from the Big6 with its focus on students’ feelings and
attitudes throughout the process. For example, a student beginning the research process
(or in ISP terms Initiating a Research Assignment) may have feelings of anxiety and
uncertainty. This unique outlook examines the research process holistically; it views the
student as a person responding to an experience, not just researching.
Big6 steps #3 and #4 are restructured in ISP terms as three separate steps, with
feelings included: Exploring Information (Feelings: confusion, uncertainty, doubt,
sometimes threat), Formulating a Focus (Feelings: optimism, confidence in ability to
complete task), and Collecting Information (Feelings: realization of extensive work to be
done, confidence in ability to complete task, increased interest). Both steps cover the
main research element of the inquiry process, but from different angles. The Big6 works
to provide the basic task, and the ISP method views it from the emotional/behavioral
factors involved in the research process.
Chart can be found in the “Resources” section
Daniel Callison, Virtual Inquiry website - http://virtualinquiry.com/inquiry/inquiry1.htm
15
Academic standards covered: 6.2.3, 6.2.4, 6.4.1, 6.4.4, 6.4.5
Information literacy standards: 1, 2, 3 4, 6, 8
13
14
Student Performance
By the end of the unit, students should be able to give the time period, the location
(on a map), and details about the six main figures the unit focuses on: William
Shakespeare (writing), Leonardo da Vinci (invention), Michelangelo (art), Nicholas
Copernicus (science), Galileo Galilei (science), and Martin Luther (religion/philosophy),
specifically: What did this person contribute? Where did this person live? How has this
person influenced/impacted our society today?
These main lesson objectives will be measured by students’ performance on their
presentation (a group grade will be assigned), papers, self-evaluation, and quiz. Students
are expected to understand the basic concepts of the Renaissance as discussed in the
“Unit Overview” section. Though it can be difficult to measure how well students have
learned the material, product assessment (through assignment evaluation) is one way to
do it. An overall process assessment (how well they followed the Big6 steps) can be
acquired through the examination of students’ research journals (which are turned in
along with their papers). The research journals can give both the teacher and the LMS a
good picture of how students’ organized information and ideas. It can also be a tool to
re-assess any lessons in the unit, if most students did not grasp certain concepts, that may
signify be a red flag.
The following is a sample of the final student quiz. In order to receive full credit,
the student would need to answer all of the questions correctly.
Sample Final Quiz for Renaissance Idol Unit:
1).What time period was the European Renaissance?
The Renaissance was between the 14th century and 16th century.
2). Name three important figures of the Renaissance.
William Shakespeare, Michelangelo, and Leonardo da Vinci
3). Describe an accomplishments or contribution from each of the above figures.
William Shakespeare’s plays, Michelangelo painted the ceiling of Sistine
Chapel, and Leonardo da Vinci painted the Mona Lisa
4).What country or countries did they live in?
William Shakespeare lived in England. Michelangelo and Leonardo da
Vinci lived in Italy.
5). Name one way each of these three figures have impacted our society today.
We still use the phrases that William Shakespeare used in his plays.
Michelangelo’s work in the Sistine Chapel inspires still inspires artists
today. Da Vinci’s Mona Lisa remains one of the most famous paintings
in the world. His work also inspired one a recent popular novel, The Da
Vinci Code by Dan Brown.
Student Name _______________________
Date______________
Who will be the First Renaissance Idol?
Final Unit Assessment
3 Points
Excellent
2 Points
Satisfactory
1 Point
Needs Improvement
0 Points
No Effort
Written Work
__ sentences are complete
__ correct grammar usage and spelling
__ information is accurate
__ follows guidelines
__demonstrates an understanding of topic
__uses at least three sources
__ organized presentation
__ creative and original thought is demonstrated
__sources are cited correctly
__ no evidence of “copy and pasting” from resources
Presentation/Group Work
__ contributes to group’s ideas and goals
__ Presentation follows scope of guidelines
__ main facts of the figure’s life are discussed
__ figure’s contributions are discussed
__ information is accurate
__creative/imaginative
__effective/persuasive
__organization
Time Management
__ allows sufficient time to finish assignments
__ turns in completed assignments by due date
__ spends time to complete quality work
Total Points: __/63
**Adapted from “Student Inquiry in the Research Process” created by Leslie B. Preddy (Perry
Meridian Middle School).
Teaching Materials – Sixth Grade Unit
Lesson - “Meet your new best friend, the research journal”
Big6 Step: Number Four - Location and Access
Standards Addressed:
Indiana Academic Standards:
Clarify an understanding of texts by creating outlines, notes, diagrams, summaries, or
reports.
Example: Take notes while reading to create an outline or graphic organizer, such as a
concept map, flow chart, or diagram, of the main ideas and supporting details from what
is read. Read an informational book and summarize the main ideas.
6.4.1
Discuss ideas for writing, keep a list or notebook of ideas, and use graphic
organizers to plan writing.
6.4.5 Use note-taking skills
Information Literacy Standards: 1, 2, 3
Lesson Requirements:
Time: Session one – thirty-five minutes
Materials needed: Research journal prompts
Lesson assessment sheets for students
(http://portfolio.iu.edu/adcwrigh/Lesson_Assessment.doc)
MLA citation guides
Technology: Computer and Projection Screen (for use of the power point slide show),
Meet your new best friend... – Slide show
(http://portfolio.iu.edu/adcwrigh/Journal_Slide_Show.ppt - can be accessed
from this URL).
Lesson Outline:
This lesson is designed to be instructed by the Library Media Specialist, in order
to guide students in their usage of their research journals. This lesson is a result of
collaborative planning, as the LMS must be aware of students’ unit and planned
activities. This particular lesson, however, is not collaboratively taught. The teacher will
be in the Media Center to answer or clarify any concepts, if needed.
Desks should be set up in a semi-circle around the projector screen, if possible.
Students should all have a clear view of the slide show.
Springboard:
Begin with a discussion of who likes to write papers. You should get a variety of
responses. Discuss those responses and inform the students that today you will be
helping them learn how to organize their notes through the introduction of the Research
Journal.
Active Involvement:
Hand out Research Journals to students and go through the Power Point
presentation with them. Give students time to look through the journals and ask them
questions detailed in the Power Point presentations, such as – how do you usually
organize materials to write a paper? Do you think this will help? Why or why not?
Some students may not like the journal because it looks like more work. That’s okay;
discuss the pros and cons as a class.
Review a sample journal entry with the students. Provide a good example and a
poor example of a reflection. For example, the first question in the journal is: What did I
learn about my topic today? A good answer to this would be something specific, such as:
I learned William Shakespeare performed his plays in the globe theatre. I know that the
theatre burned down. What other questions do you have? I would like to know what
Shakespeare’s company did after that; did they perform plays somewhere else? Did they
rebuild it?
A poor example of an answer to this question would be: I learned that a lot about
Shakespeare and about what he did. Explain to the students that this answer is too vague
to assist you in your research. When reading the notes you took from your reading, you
would only know that you learned “a lot” about Shakespeare and that he “did”
something. Most resources will list basic facts about your person, but the point of
information inquiry is to find a personal interest that raises a question that you would like
to know more about. The research journal is a guide to help you find your big question.
Information Inquiry:
Explain to the students that as part of their lesson they must complete a mini
information hunt in the library. Give each student three questions (ex: What is the capital
of Nigeria?) along with sample sources they could use (ex: an atlas, an encyclopedia,
Google can only be used for one answer). The questions should of a variety or else
everyone will be waiting for an encyclopedia. Students must find the answers and list
their source using the MLA style. Whoever finishes first (with accurate information),
will be crowned king/queen of the library for the day!
Active Involvement:
Ask students what the hardest part of the hunt was? Did they have a clear idea
where the resources were in the library? Have they used these resources before? How do
they think it will be helpful for them when writing their paper?
ClosureSum up the activities for the day, review, and congratulate students on their
participation. Clear up any concerns or questions and remind the students that both you
and their teacher are great resources for when they are stuck. Ask students to fill out a
short assessment before they leave.
Learning Materials:
Citation Guide:
Works Cited for Grades 6
1. For each source listed, begin first line at margin and indent each line that follows.
2. Underline or use italics for titles of books, periodicals and software. Titles of articles are enclosed
in quotation marks.
3. Note punctuation and follow exactly.
4. If required information, such as author or place of publication, is not available, just leave it out.
5. Arrange all sources in one list, alphabetically by first word, which will generally be either the
author's last name or the first important word of the title.
PRINT SOURCES
Book with one author:
1.
2.
3.
4.
Author.
Title of book.(italicized)
City of publication:
Publisher, date of publication.
Cohen, Daniel. America's Very Own Ghosts.
York: Doubleday, 1985.
New
Book with two authors:
1.
2.
3.
4.
Authors (in the order they are given in the book).
Title of book.(italicized)
City of publication:
Publisher, date.
Smith, Elizabeth, and David Wright.
Chicago: Macmillan, 1995.
Rocks and Minerals.
Encyclopedia and other familiar reference books:
1.
2.
3.
4.
Author of article (if available).
"Title of article."
Title of book.(italicized)
Date of edition. (Volume and page number not necessary if articles are arranged alphabetically).
Eiselen, Malcolm R.
"Franklin, Benjamin."
The World Book
Encyclopedia. 1999.
"France."
Compton's Encyclopedia.
1998.
Article in a periodical:
1. Author (if available).
2. "Title of article."
3. Periodical title (italicized) date: page.
Haverkamp, Beth. "Bad Women and Bandit Queens."
May 1996: 20-22.
"N.F.L. Training Camp Report"
21 Aug. 1996: B12.
Cobblestone
The New York Times
World Wide Web:
1.
2.
3.
4.
5.
Author (if known).
"Title of article."
Title of complete work. (if relevant, italicized)
date of visit.
<full http address>. (enclosed in angle brackets)
Boritt, Gabor S. "Civil War." World Book Online. 10 September 1999.
<http://www.worldbookonline.com/na/ar/fs/ar117060.htm>.
Norton, R.J. "An Overview of John Wilkes Booth's Assassination of
President Abraham Lincoln." Abraham Lincoln's Assassination.
28 Nov. 1999. <http://home.att.net/~rjnorton/Lincoln75.html>.
"Statistical Summary: America's Major Wars." The U.S. Civil
War Center. 14 Aug. 1999. <http://www.cwc.lsu.edu/other/
stats/warcost.htm>.
Arnett, Bill. "Callisto." The Nine Planets. 21 May 1999.
<http://seds.lpl.arizona.edu/nineplanets/nineplanets/callisto.html>.
Winter, Mark. "Nitrogen." WebElements. 9 July 1999. <http://www.shef.
ac.uk/chemistry/web-elements/N/key.html>.
Copyright 2003 Nauset Public Schools - All Rights Reserved
Adapted, with permission, from the Susan Aroldi's Oradell (NJ) site:
How to Create a Bibliography
Research Journal Prompts:
Note: The journal prompts are adapted from the example given in chapter five (p.139) of Inquiry Learning
Through Librarian-Teacher Partnerships by Violet Harada and Joan Yoshina.
Renaissance Idol: Journal Prompts
Steps:
Explore Your Renaissance Figure.
- What do I already know about this person?
- What resources can I further explore?
- How can I connect this information to what I already know?
- What aspects of this person and his accomplishments do I find the most meaningful in my life? Why?
Plan Paper
- What type questions will I answer in my paper?
- What kind of materials will I need?
- What are the best resources to consult?
- Why will this be a good topic for my paper?
- What criteria will I use in deciding what information to include in my paper?
Finalize and evaluate research question
- Is my topic fitting with the goals of the assignment?
- Does my research question clearly and creative?
- Which resources were the best? Why?
- Were my criteria useful in finalizing my research question?
Organize and edit paper
- How do I want to compile my paper?
- What do I want to say in my paper?
- What is the purpose of my paper?
- Is the information covered accurate and clear?
- Where am I having problems?
- What do I need to do next?
Assess the product and process
- Can I summarize the steps I followed in completing my paper?
- What was most difficult for me? Why?
- What criteria did I use to create a quality paper?
- How do I feel about my researching abilities?
- If I had to do it over, what would I do differently?
- Am I satisfied with my work?
Feedback and Evaluation
Feedback from the lesson will primarily be gathered through a lesson assessment
provided by the students. This assessment will gauge what students found important in
the lesson, key words, and what questions they were left with. Assessments are an
important way to build relevant and engaging lessons. Aside from student assessment,
the LMS should take note if the lesson is obviously bombing, i.e. students are failing to
understand the concepts, are not able to pay attention, or seemed overwhelmed. Many of
these issues can be obvious through the level that students are engaged in the lesson. Are
they responding to group questions? If there seems to be a lack of response, then
measures need to be taken to make the lesson more engaging. Students’ comments on the
lesson assessment can be instrumental in reevaluating the lesson’s success.
Collaborative efforts will need to be addressed at the end of the unit. The
classroom teacher and the LMS, through evaluating students’ progress and work, can
decide if the unit was successful or not. Perhaps roles need to be readdressed, or more
time in the media center with resource instruction may be needed (if students’ research is
lacking). Because time restraints are always present, it may be helpful for the LMS and
the teacher to evaluate students’ progress separately, on their own time, make notes, and
find a time to conference together about the unit.
Sample questions that may be useful during the conferencing session include:
What do you think was the most successful aspect of the lesson? What was the least
useful? How could the unit be more successful in the future? Were our assessment
measures useful/effective? What future assessment could be done? Did the unit feel too
rushed?
Part Three: Field Test, Unit Comparison, and Resources
Field Test
Since I am not a teacher, I relied on a pack (read: three) of neighborhood six yearolds to accompany me on a nature walk, the culminating lesson of the first grade unit. As
part of their walk, they had to fill out a worksheet (pictures of the results are included
below). The field test was very illuminating for me. It was interesting to see how
differently each child pursued their work. One participant wanted to draw pictures of
animals that she did not see, one did it as fast as he could, and the other wanted his
pictures so precise that he got frustrated and almost quit in the middle.
Because of this field test, I realized it was important to build in time management
monitors within the unit. I needed to be clearer with the children on how much time they
had, what quality was I expected, and that only animals that were seen on the walk could
be included in the drawings. However, overall, the kids really seemed to enjoy it, and
despite the small issues with the worksheet, I think the lesson was a success. How could
any first grader in their right mind refuse a frolic in nature?
Sample Work:
Catching tadpoles – Eagle Creek Park field test – the three participants are the two boys
in blue and the girl in pink.
Unit Comparison
According the Virtual Inquiry website, information exploration can be ranked in a
hierarchy16. The highest form a student information scientist can achieve is information
fluency. When a student is information fluent, he/she can work across academic
spectrums with a variety of resources and technologies. When designing my units, I kept
this goal in mind, how are these activities going to help students achieve information
fluency?
There is a large gap between what first grade students are able to do and what
sixth grade students can be expected to achieve. In the first grade unit, I focused on
building basic skills of observation, exploration, reading, and writing. Through the
lessons and activities involved, first graders are guided through small chunks of
controlled information inquiry17. I chose a controlled environment because of the entry
level skills that first graders have. In order to have a strong end result, a firm foundation
must be grounded. Students this age are brimming with curiosity – why does the world
work the way it does? So many things are still new and fascinating to them, so
motivation was not a large obstacle when designing their unit.
I also wanted to ensure that the lesson allowed them that ability to question and
explore the world. The nature walk culmination was an essential way to harness that
innate curiosity and instill basic concepts (such as: both a tree and a flower are plants,
and birds, snakes, and dogs are animals). Unfortunately, as students mature, it can
become more difficult to spark their interest.
In their article, “Focus on Understanding,” Carol Koechlin and Sandi Zwaan18
touch on this concern - the eventual loss of natural curiosity as students mature:
[Students] come to school in kindergarten hard-wired to ask a lot of questions,
particularly those higher level “why” questions. What happens along the way to short
those circuits and dampen their “natural inquiry” approach to life? By the time many
students are in middle school, they have difficulty formulating higher-level questions.
By high school there is so much pressure to succeed that the only questions students
ask are: “When is ‘it’ due?” “How much is ‘it’ worth?”
This issue strikes a chord with many concerned educators, how do we keep students
interested in learning? How do we light that fire? Information inquiry is essential in
keeping students focused on the process rather than the product because the model aims
to uncover meaning in learning. If students cannot find connections between their
academic life and the real world, then how can we expect them to be engaged?
Motivation and real world connections were more difficult to cultivate in the sixth
grade unit. I struggled with how to connect the Renaissance world to our current world.
The idea of the Renaissance Idol competition came to mind because in a way, these men
were the rock stars of their time. They pushed the margins of society’s beliefs and
comfort levels. However, unlike mere rock stars, these men fundamentally changed the
16
Virtual Inquiry website: http://virtualinquiry.com/inquiry/inquiry5.htm
Levels of information inquiry are discusses by Daniel Callison on the Virtual Inquiry website:
http://virtualinquiry.com/inquiry/inquiry1.htm
18
Found in Teacher Librarian. Volume 30, number 1, October, 2002. Can be accessed at:
http://www.teacherlibrarian.com/tlmag/v_30/v_30_1_feature.html
17
climate of an era. An important aspect of this unit was for students to understand that
what we do in our lives has an affect; you can make a difference, in small or big ways.
Through the personal projects, students had the opportunity to find a connection
between their lives and the lives of the Renaissance figure. Though the inquiry level was
still guided (topics and resources were provided), students were still allowed some
freedom in what they chose to write about. Along with the freedom to choose, came
more responsibility to use resources well. Though the age of the Google is wonderful in
many ways, it allows students to find and use information in sloppy ways. I have seen
papers written by high school seniors that are obviously more of an information collage
than a product representing original ideas or creativity.
The research journal and citation instruction are avenues I used in the unit to
avoid the Google crutch. Students were only allowed to use Google to find basic facts,
but for their research question, their resources were pre-subscribed through their team
packets. Part of becoming information fluent is understanding how to use the old method
(actually opening up those dusty gigantic reference books) and using electronic resources.
By familiarizing students with both types of resources (and not labeling one “better”), the
seedlings of fluency are planted.
Sixth graders can be expected to formulate ideas and organize their ideas into a
form of presentation. Though the complexity and quality of the work will vary, this unit
does not focus as much on the content of the paper, but rather building the skills in
creating the final product. If the skills used in the inquiry process are strengthened,
students will generally create better work, because it is work that they are interested in.
This unit focused more on teaching the students to question, rather than write a paper.
A difficulty in designing both of these units was how to gauge expected student
ability. As someone without a background in teaching, I was afraid I aimed too high or
too low at times. Also with a classroom population, there will be diverse needs and
abilities. Annette Lamb19 points out that each classroom is unique mix of personalities
and individuals. Lesson planning must take the classroom culture into account – as a
group and as individuals. This was a factor I had never considered beforehand, but an
important one. As a future library media specialist, I hope I will be able to take the time
to learn about my students as unique individuals, and design lessons with them in mind.
Lamb, Annette. “Exploring the Teaching/Learning Environment.” Building Treehouses for Learning
Technology in Today’s Classroom. 2003 (http://eduscapes.com/info/treechpt1aa.html)
19
Additional Resources:
Lesson Resources: Big6 flow chart, Preddy’s Big6 flow chart, Super3 flow chart, and
nature worksheet - http://portfolio.iu.edu/adcwrigh/Appendix_and_Resources.doc
Lesson Planning Links:
Understanding by Design Exchange - http://www.ubdexchange.org/ - this site provides
structure and design ideas in order to create lessons with meaning.
Science Links - http://www.sciencenetlinks.com/matrix.cfm - this site was helpful in
finding lesson ideas for younger students (K-2). It also has great information about
students’ skill levels through the grades.
Lesson Locator - http://www.lessonlocator.org/ - this site is linked to the Indiana
Department of Education, and can locate lesson based on grade level, area of study, and
standards addressed. The resources vary a lot in quality, but there are some good ideas.
42 Explore - http://42explore.com/ - great way to get idea juices flowing.
Information Inquiry:
Virtual Inquiry - http://virtualinquiry.com/ - provides a great overview of the different
aspects of information inquiry, student, instructor, and classroom roles. A good way to
envision the total picture of information inquiry.
Eduscapes - http://eduscapes.com/ - a detailed site with a huge scope of information
for educators. When completely stuck on how to implement information inquiry, a few
clicks should help you out of the rut.
21st Century Information Fluency Project - http://21cif.imsa.edu/ - Includes lesson plans
and ideas that emphasize information fluency.
Collaboration:
Perry Meridian Middle School – Student Information Inquiry http://pmms.msdpt.k12.in.us/imc/Inquiry/ - real world examples of collaboration
between media specialists and classroom teachers. Also there are many resources on this
website that I found helpful while putting this project together.