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Info Literacy Plan
Info Literacy Plan
Info Literacy Plan
Info Literacy Plan
Info Literacy Plan
Info Literacy Plan
Info Literacy Plan
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Info Literacy Plan

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  • 1. Hagey 1Information Literacy Lesson Plan Lauren Hagey FRIT 7136 Pathfinder URL http://environmentresources.pbworks.com
  • 2. Hagey 2 Title of What is my role in protecting Grade 3rd Grade – Special Education Lesson the environment? LevelCurriculum Science - Environment Time 3- 45 minute class periods Area Frame Overview of Reliable Source UnitThis unit is designed for a 3rd grade special education class with mostly autistic students. The students arelearning about the environment, ways people are hurting the environment, and ways they can help theenvironment. The teacher wanted students to be able to use the media center as a source for workingindependently, but also to cater to some of their special needs. All of the resources found in this unit areavailable online. Stage 1 – Desired ResultsContent Standards:Information Literacy Standards for Lesson:1.1.4 – Find, evaluate, and select appropriate sources to answer questions.1.1.6 – Read, view, and listen for information (eg textual, visual, media, digital) in order to make inferencesand gather meaning.3.1.5 – Connect learning to community issues.4.1.5 – Connect ideas to own interests and previous knowledge and experience.3rd Grade GPS Standards for Unit:S3L1. Students will investigate the habitats of different organisms and the dependence of organisms on their habitat. c. Identify features of animals that allow them to live and thrive in different regions of Georgia. d. Explain what will happen to an organism if the habitat is changed.S3L2. Students will recognize the effects of pollution and humans on the environment. a. Explain the effects of pollution (such as littering) to the habitats of plants and animals. b. Identify ways to protect the environment. • Conservation of resources • Recycling of materialsBig Idea from Lesson: Relating InformationCore Tasks from Lesson: Researching a topic to find useful and relevant information Relate information found to interests and experiences
  • 3. Hagey 3 Lesson UnderstandingsStudents will understand that: - an animal’s habitat/environment is vital to their survival. - they have a responsibility to take care of the environment. - different forms of pollution are harmful to the environment. - they can look up information about their environment.Related Misconceptions: - The environmental problem is too big for one person. - People can’t do anything about it because limited information is available. Lesson Essential QuestionsOverarching Question: Topical Questions:- Why is it important to know about the - How is the environment affected by what humans do?environment? - How are animals affected by what happens to the environment? Lesson Knowledge and SkillsKnowledge SkillsStudents will know: Students will be able to: - Their actions effect the environment. - Find ideas for their own environment clean up - They have a chance and opportunities project. to help the environment. - Use the computer to find information about the environment. Lesson Materials and Equipment - At least 10 computer stations for student use - Handout “Environmental Kids Club” - Access to Media Center Resources
  • 4. Hagey 4 Lesson Procedures/Activities1. Activating StrategyThe media specialist will begin by showing a slide show of pictures of animals or the environment that hasbeen harmed by human activities. Toward the end of the slideshow, it will show people helping theenvironment. These will include pictures of people cleaning sea life after the oil spill, a community pickingup trash along a very polluted highway, planting gardens/trees in community areas, throwing recyclableitems in designated areas, and people carpooling to work.2. Activity OneWith the media specialist, the students will make a brainstormed list of various ways they have seen peoplein their community pollute. Another list will be compiled of ways students have seen people in theircommunity prevent pollution or helped their environment.3. Activity TwoStudents will go to their individual computers with a worksheet. They will go to http://www.epa.gov/kids/and visit various sections of the website to learn about different ways they can help or get involved inpreserving the environment. Students will follow and fill out the Environmental Kids Club worksheet.4. Activity ThreeStudents will visit http://pbskids.org/arthur/games/groovygarden/index.html and click on dirt piles toanswer questions about what smart decisions they can make to help the environment.5. Activity FourStudents will visit http://pbskids.org/zoom/activities/action/way04.html and scroll to the project spotlightsand pick on that they would like to try themselves or vote on as a class to participate in. Lesson Assessments1. “Environmental Kids Club” Handout2. Graphic OrganizersCause and effect – demonstrates how students know how different activities can effect the environment.3. K-W-LShows what students knew before the activity, what they learned, and what they still want to know. Reflection During the process of coming up with this lesson plan, I felt very challenged having to work with specialeducation children. I tried to use many fun and kid-friendly resources online so that they could work at theirown pace and so that the lessons would lend themselves to the students’ different needs. Many of thestudents have needs where visual cues and interaction are very helpful. The teacher I worked with was very helpful in telling me some of the activities that they will be doing inthe classroom, outside of media-driven activities. She really wanted me to find some sources for thestudents to try to work individually. She wanted to come up with a good example of how they could cometogether as a class and do something good for the environment. That’s why I chose to have them look at
  • 5. Hagey 5several projects that they could take on themselves. The teacher plans on having her students vote on one ofthem to do by the end of the semester. The students really enjoyed all of the activities. It seems that they learned the most and enjoyed theEnvironmental Kids Club page the most. The K-W-L was helpful for me to see what students still wanted tolearn after their lesson. Since I am not currently working in a school, collaborating was a bit challenging. I believe that workingwithin a school with the media specialist resources will definitely help in the future. I would definitely keepall of these resources to use with other teachers in the future, as well. Environmental Kids ClubHABITATS1. Go to: http://www.epa.gov/kids/2. Click on Plants and Animals3. Click on EEK! Environmental Education for Kids3. Click on Critter Corner4. Click on Habitats5. Go through the different habitats and write 2 interesting facts about each one:Backyard Birds1.2.Forest Habitat1.2.Lakes are Great1.2.Prarie Habitat1.2.Wetland Habitat1.2.
  • 6. Hagey 6YOU AND YOUR ENVIRONMENT1. Go back to: http://www.epa.gov/kids/2. Click on You and Your Environment3. Go to Energy Quest4. Click on the yellow game device on the dresser.5. Click on “Connect the Dots”6. Click on the dots in order of the numbers to find shapes. Do at least 5 shapes.7. Write one thing about each shape that you can do to help that thing in the environment. 1. 2. 3. 4. 5.RECYCLING1. Go to: http://www.epa.gov/recyclecity/mainmap.htm2. Click on different sections of the picture to go to different parts of Recycle City3. Every building will tell you their part in recycling when you click on it. There are several workers in eachbuilding that can tell you more as well.4. We’re going on a Scavenger Hunt! Find the following: • Something made from recycled tires • A way to use vinegar • A use for old bricks • Something made from old milk containers • An electric car • How coffee grounds can be reused
  • 7. Hagey 7 Cause and Effect Cause Effect1. Throwing trash in the lake.2. Too many people driving to work.3. Fertilizer on lawns that drains into streams.4. Leaving the lights on when you leave a room.5. Running the dishwasher half full.

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