Magee M. Kloepfer
Assignment #1- SOL Identification
1) Science 5.6 The student will investigate and understand characteristics of the ocean environment.
Key concepts include: Geological characteristics, Physical characteristics, Ecological characteristics
[TESTED]
As a librarian I would pick out some nonfiction books with the ocean as the theme. Once the teacher
has taught the students about the 3 different characteristics, we would divide the class into groups.
Each group would be assigned one of the books to read and analyze and identify elements of the 3
characteristics.
2) BIO.7, The student will investigate and understand how populations change through time. Key
concepts include
a)
evidence found in fossil records;
b)
how genetic variation, reproductive strategies, and environmental pressures impact the
survival of populations;
c)
how natural selection leads to adaptations;
d)
emergence of new species; and
e)
scientific evidence and explanations for biological evolution.
[TESTED]
As the librarian I would collaborate with the teacher to create a project where the students would
research a species that has adapted and changed through time. In their report they would have to show
the changes the species has gone through and include an explanation as to why the changes occurred. I
would research valid websites and databases for the students to use.
3)English 8. 4 The student will apply knowledge of word origins, analogies, and figurative language to
extend vocabulary development within authentic texts.
a)
Identify and analyze an author’s use of figurative language.
b)
Use context, structure, and connotations to determine meaning and differentiate among
multiple meanings of words and phrases.
c)
Use roots, affixes, cognates, synonyms, and antonyms to determine the meaning of unfamiliar
words and technical vocabulary.
d)
Use dictionaries, thesauruses, and glossaries to determine definition, pronunciation,
etymology, spelling, and usage of words.
e)
Discriminate between connotative and denotative meanings and interpret the connotation.
f)
Extend general and specialized vocabulary through speaking, listening, reading, and writing.
[TESTED]
I would have the classroom teacher pick a story that they wanted their students to read. The story
would have to include vocabulary that was unfamiliar to the students. After they read the story, I would
teach a lesson on etymology and teach the students what resources they can use to define words they
are unfamiliar with.
4) Social Studies, USI.6 The student will demonstrate knowledge of the causes and results of the
American Revolution by
a)
identifying the issues of dissatisfaction that led to the American Revolution;
b)
identifying how political ideas shaped the revolutionary movement in America and led to the
Declaration of Independence;
c)
describing key events and the roles of key individuals in the American Revolution, with
emphasis on George Washington, Benjamin Franklin, Thomas Jefferson, and Patrick Henry;
d)
explaining reasons why the colonies were able to defeat Great Britain.
[TESTED]
I would work with the classroom teacher to decide what specific key events of the American Revolution
they wanted their students to know. I would then research and find valid databases and websites for
the students to use. The teacher and I would then teach the students how to create an illustrated
timeline of the key events. The timeline would have to include the event, dates, a short description, and
an original sketch to help represent the event.
5) Social Studies CE.4 The student will demonstrate knowledge of personal character traits that
facilitate thoughtful and effective participation in civic life by
a)
practicing trustworthiness and honesty;
b)
practicing courtesy and respect for the rights of others;
c)
practicing responsibility, accountability, and self-reliance;
d)
practicing respect for the law;
e)
practicing patriotism;
f)
practicing decision making;
g)
practicing service to the school and/or local community.
[TESTED]
For this SOL the librarian could help the teacher create a mock election. The class would be presented
with 2 candidates. The librarian would help the class research the platforms of the candidates. Then
using their research the students would create campaign material (brochures, posters, etc) for the
candidate of their choice. The librarian could show the students the various programs available to
create these materials. Then after the students present their candidates, the class would hold a mock
election.
6) English 7.9 The student will apply knowledge of appropriate reference materials to produce a
research product.
a)
Collect and organize information from multiple sources including online, print and media.
b)
Evaluate the validity and authenticity of sources.
c)
Use technology as a tool to research, organize, evaluate, and communicate information.
d)
Cite primary and secondary sources.
e)
Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for
gathering and using information.
As a librarian I would collaborate with the classroom teacher on creating a research project for the
students to complete. I could help find and suggest valid databases and websites for the students to
use. I could also take this opportunity to show the students the organization of the library and teach
them how to find the books they need.
7) Spanish SI.3 The student will understand simple spoken and written Spanish presented through a
variety of media and based on familiar topics.
1.
Identify main ideas and some details when listening and reading.
2.
Comprehend simple, culturally authentic oral and written materials, such as announcements,
messages, and advertisements that use familiar vocabulary and grammatical structures.
3.
Follow simple instructions, such as those about classroom procedures or for using computers
and other classroom technology.
For this SOL the librarian could work with the classroom teacher to find advertisements in Spanish using
vocab the students would understand. The students would have to translate the ads and then create
one on their own using the vocab they have learned in class.
8) Family Life Education: 2.8 The student will be conscious of how commercials use our emotions to
make us want products.
Descriptive Statement: Children are introduced to the concept of media influences, which is
developed further at higher grade levels. The students are given examples of techniques used by the
media to create excitement and a desire to purchase products. Students will begin to understand how
the media affects mental health issues such as self- esteem or body image.
I would collaborate with the classroom teacher to create a project where students have to analyze
magazine ads. They would have to pick an advertisement and write down how they are influencing their
audience. The students could then create an advertisement for their favorite book or toy using the
techniques they learned about.
9) Economics and Personal Finance, EPF.11 The student will demonstrate knowledge of planning for
living and leisure expenses by
a) comparing the costs and benefits of purchasing vs. leasing a vehicle;
b) comparing the advantages and disadvantages of renting vs. purchasing a home;
c) describing the process of renting housing;
d) describing the process of purchasing a home;
e) calculating the cost of utilities, services, maintenance, and other housing expenses; and
f) evaluating discretionary spending decisions.
For this SOL the librarian and classroom teacher could collaborate by creating a “real life” simulation
project for the students. The librarian could provide databases on occupations and salaries. The
librarian could also provide a list of websites that the students could use to spend their money- ex.
Realtor websites, utilities sites, and car dealerships. The students would use these databases and sites
to create a monthly budget using their pretend salary.
10) Visual Arts: 3.16 The student will compare and contrast art and architecture from other cultures.
For this SOL the librarian would gather books that depict various types of art and architecture from
different cultures around the world. The librarian and classroom teacher could create a project where
the students would have to pick two styles to research and create a presentation comparing and
contrasting the styles.