Collection Development Plan Narative
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Collection Development Plan Narative Document Transcript

  • 1. Ashley CampbellCollection Development AssignmentFRIT 7134 – Spring 2010March 3, 20101. Description of the site: a. Mattie Lively Elementary School 502 Students 40-50 Teachers 13,385 Titles in the library collection 20,996 Copies in the library collection b. 1st Grade 4th Grade 76 Students 79 Students 2 Regular Education Classes 4 Regular Education Classes 2 Special Education Classes for Autism 1 ESOL Student and Severe & Profound. 1 ESOL Student c. The additional information the library has for use are the science encyclopedias and ascience kit on rain.2. Curriculum Review a. For this activity, I have chosen to focus my topic on Weather. Weather is taught in thefirst and the fourth grade. The following standards are associated to this topic:S1E1 Students will observe, measure, and communicate weather data to see patterns inweather and climate.a. Identify different types of weather and the characteristics of each type.b. Investigate weather by observing, measuring with simple weather instruments (thermometer,wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions,and weather events) in a periodic journal or on a calendar seasonally.c. Correlate weather data (temperature, precipitation, sky conditions, and weather events) toseasonal changes.S1E2 Students will observe and record changes in water as it relates to weather.a. Recognize changes in water when it freezes (ice) and when it melts (water).b. Identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) orliquid (water).c. Determine that the weight of water before freezing, after freezing, and after melting stays thesame.d. Determine that water in an open container disappears into the air over time, but water in aclosed container does not.S4E3 Students will differentiate between the states of water and how they relate to thewater cycle and weather.
  • 2. a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (watervapor/steam) and changes from gas to liquid to solid.b. Identify the temperatures at which water becomes a solid and at which water becomes a gas.c. Investigate how clouds are formed.d. Explain the water cycle (evaporation, condensation, and precipitation).e. Investigate different forms of precipitation and sky conditions (rain, snow, sleet, hail, clouds,and fog).S4E4 Students will analyze weather charts/maps and collect weather data to predictweather events and infer patterns and seasonal changes.a. Identify weather instruments and explain how each is used in gathering weather data andmaking forecasts (thermometer, rain gauge, barometer, wind vane, anemometer).b. Using a weather map, identify the fronts, temperature, and precipitation and use theinformation to interpret the weather conditions.c. Use observations and records of weather conditions to predict weather patterns throughout theyear.d. Differentiate between weather and climate.b.Standard Concept End Strategies Resources S1E1 Patterns in Create a chart 1. Brain Pop Jr’s weather section. weather describing the different types of 2. Learning Weather Vocabulary weather. Through Song: Understand how to http://public.doe.k12.ga.us/DWPreview .aspx?WID=87&obj=45946&mode=1 use simple weather instruments. 3. The Cloud in the Bottle: Observe the weather http://www.eduref.org/cgi- outside of the school bin/printlessons.cgi/Virtual/Lessons/ Science/Meteorology/MET0003.html for one week. Record the temperature, 4. Science Textbooks precipitation, sky conditions, and weather events on the class calendar. Understand what type of weather occurs in each season. S1E2 Changes in Understand the 1. Brain Pop Jr’s matter section. water as it difference between relates to frozen and melted 2. Changes in Weather Unit: weather water. http://www.ccboe.net/learning/elementary/ files/963A3795B0C9472586BF8724BCC3 Be able to identify D9B9.pdf rain, snow, sleet, and hailstones as either 3. Winter Weather Lesson Plan for
  • 3. solid or liquid. K-1st Autistic Spectrum: http://www.caes.uga.edu/academics/focus Understand that the /firstgrade/earthsci/documents/WinterWeather weight of water stays _earthscience_kautistic.pdf the same in all form. Understand the 4. Science Textbook concept of evaporation.S4E3 Water cycle Understand how 1. Water Cycle Songs: and the http://video.google.com/videoplay?docid=- water changes states 3886253026454851156&ei=B1ONS- states of from solid to liquid mxNsiUlAfhi_3HBw&q=states+of+ water as it water&hl=en&client=firefox-a#docid=- to gas. 7650100012049398784 related to Be able to identify weather the temperatures at 2. Hey Dude, Whats the Deal With which water becomes the Water Cycle?: a solid and a gas. http://www.valdosta.edu/~amsteedley/topic.html# Topic_Overview Understand how clouds form. 3. Enchanted Learning – The Water Describe the water Cycle: cycle. http://www.enchantedlearning.com/subjects /astronomy/planets/earth/Watercycle.shtml Identify the different types of precipitation. 4. Science TextbookS4E4 Using Identify and 1. How to Make Homemade Weather weather understand the use of Instruments: instruments http://www.ehow.com/how_4793816_ the thermometer, rain homemade-weather-instruments.html and maps to gauge, barometer, predict wind vane, and 2. Stuff in the Sky – What’s a weather anemometer. Weather Front?: patterns. http://www.eo.ucar.edu/kids/sky/air5.htm Be able to use and understand a weather 3. Forecasting: map to interpret http://www.research.noaa.gov/k12/html/forecasting2.html weather conditions. Be able to observe 4. What is Climate?: http://www.windows.ucar.edu/tour/ and record weather link=/earth/climate/cli_define.html&edu=elem conditions to predict weather patterns 5. Science Textbooks throughout the year. Understand the difference between weather and climate.
  • 4. 3. Collection Evaluationa. For the collection evaluation I went to the media center to see what types of books theyhad on my topic. The media center has fiction books sorted by author’s last name, nonfictionbooks sorted by Dewey decimal number, Reference books, videos, and a section for non ARbooks. I found most books on weather in the nonfiction section under the Dewey number 551.5and 551.6. The rest of the sources came from the fiction section, magazines, videos, andreference section. I also wanted to evaluate the collection based on the amount of circulation,age, and value. I found that most of the nonfiction collection is very old and outdated. In one of thebooks I found a picture of a weather person using a computer from the 1980’s. Most bookscovers were faded but still in fairly good shape to read on the inside. Most of the books onweather did have good information in them but were outdated. With new technology muchinformation we have about weather has changed over the last few years. As well as updated books I noticed a need for books about the water cycle, books forESOL students, and books that are more multicultural. If possible, some experimental kits onweather would be beneficial because right now the media center only has a kit on rain. Where are the sources on Weather Located?Nonfiction 508.2- 5Total: 32 551.5- 21 551.6- 5 577.3- 1Fiction EA- 1Total: 7 EB- 1 EC- 1 EG- 1 EM- 1 ER-1 EW-1Videos 6Magazines 1Reference 551.5- 1 551.6- 1 Science encyclopedia Kit on RainCassette LC-1Totals Nonfiction Total: 32 Fiction Total: 7 Video Total: 6 Magazine Total: 1
  • 5. Reference Total: 4 Cassette Total:1 All Total: 51Average Age of the Collection 1996 How often are these books circulated? Checked Out This Month 42 Checked Out This Year 526 Total Times Ever Checked Out 6,7684. Budget Summery In ordering books for this section I was able to find valuable resources for students andteachers. I ordered much needed books about the water cycle and several books that are Spanishor bilingual. I also found several books that had updated facts about weather, such as the largestnatural disasters to date. The collection now includes several video recordings, a music CD, andplenty fiction books about weather. I tried to select books that had experiments or activities that students could do as well asone book that has instructions on how to make your own weather instruments. Also included inthe consideration file is a weather science kit that teachers can use with their classes. The total cost for updating the collection is $4,004.97. By adding these books the averageage of the collection increased by seven years from 1996 to 2003. Additional resources to beused with these books can be found on my CDP Weather Resources Wiki page at http://cdp-weather-resources.wikispaces.com/.