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Information Literacy Lesson Plan
Shannon Moore
FRIT 7136 Spring 2013
Pathfinder URL
https://sites.google.com/site/hms6thgr...
Grade: 6th
grade Teacher: Tammy Allen
Content Topic: Quantitative Measures – Mean, Median, Mode, Range, and Box &
Whisker ...
pattern and any striking deviations from the overall pattern with reference to the
context in which the data was gathered....
to figure out how they work and which one appeals more to them. Once students have
had a chance to explore all their optio...
Information Literacy Lesson Plan
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Information Literacy Lesson Plan

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FRIT 7136 Info. Lit. Plan

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Information Literacy Lesson Plan

  1. 1. Information Literacy Lesson Plan Shannon Moore FRIT 7136 Spring 2013 Pathfinder URL https://sites.google.com/site/hms6thgrademathpathfinder/about-the- teacher
  2. 2. Grade: 6th grade Teacher: Tammy Allen Content Topic: Quantitative Measures – Mean, Median, Mode, Range, and Box & Whisker Plots STANDERDS FOR THE 21ST – CENTURY LEARNER GOALS Standard(s): Standard 1 – Inquire, think critically, and gain knowledge Standard 2 – Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge Standard 3 – Share knowledge and participate ethically and productively as members of our democratic society. Skills Indicator: 1.1.2 Use prior and background knowledge as context for new learning. Benchmark: - Explore general information sources to increase familiarity with the topic. - Develop a schema or mind map to express the big idea. Dispositions Indicator: 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. Responsibilities Indicator: 1.3.3 Follow ethical and legal guidelines in gathering and using information. Self-Assessment Strategies Indicator: 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. CONNECTION TO LOCAL OR STATE STANDARDS MCC6.SP.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots. MCC6.SP.5 Summarize numerical data sets in relation to their context, such as by: a. Reporting the number of observations. b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. c. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall
  3. 3. pattern and any striking deviations from the overall pattern with reference to the context in which the data was gathered. Overview: Mrs. Allen’s Accelerated Math class has finished their unit on numerical data and quantitative measures. Students focused on mean, median, mode, range, and creating box and whisker plots from this data. Mrs. Allen would like assistance from me in implementing a culminating activity for students to display their knowledge of this standard. I will assist Mrs. Allen in this project by providing students with instruction and resources of Web 2.0 tools to use in displaying their information. Final Product: Student will produce a video/poster/presentation via a Web 2.0 tool that exhibits their knowledge of the content. Library Lesson: Students will use the Pathfinder that I created for directions and resource links to Web 2.0 tools and examples of final products. Assessment: - Product: Mrs. Allen and I will assess the students’ project for accurate information of math terms and process of creating the box and whisker plot. - Process: Mrs. Allen and I will observe student progress throughout the class period and answer any questions that may arise from students. - Student self-questioning: 1. What do I already know or think I know about this topic? 2. What are all the sources that might be used? 3. How do I locate these sources? 4. What technology will help me create a product or presentation? Instructional Plan:  Resources students will use: Online subscription database(s) Web sites Books Reference Non-print Periodicals/newspapers Other (list):  Instruction/activities: 1. Direct Instruction: Students will join the Media Specialist in the computer lab for the first day of instruction. The MS will review the content that Mrs. Allen has previously covered with students and then explain to them that they will be creating a product that shows “what they have learned” using various Web 2.0 tools. 2. Modeling and guided practice: The MS will show the students the Pathfinder that was created to assist them during this project. The MS will show students a few examples of possible final products and then go onto show the different options in the Web 2.0 tools students may use. 3. Independent practice: Students will then navigate to the Pathfinder provided by the MS. Once there, students will have the opportunity to explore the Web 2.0 tools
  4. 4. to figure out how they work and which one appeals more to them. Once students have had a chance to explore all their options, they will need to choose one tool to produce their product. After they make this selection, students will then begin creating their product. **This will take several days to complete** 4. Sharing and reflecting: After projects are complete, students will share with the MS which tools they liked and why and also those that they found to be too difficult to navigate or figure out for this particular project. Reflection: I felt this lesson went very well considering I know nothing about MATH – even when pretending to be the media specialist. The collaboration between Mrs. Allen and I was primarily through face to face conversation during team planning time. I introduced Mrs. Allen to new Web 2.0 tools to use for student projects and I showed her how each one worked. From there, we then decided that the data and measures unit of their math curriculum would be the best standards to assess for this project. Mrs. Allen was very excited to know about all the resources available for students to use when creating projects. When I introduced the lesson on the first day, students were very unsure of what was expected of them. After explaining the “self-questioning” assessment to them and providing them with examples of final products they were a little more understanding of what was expected. We had very little time on the first day for students to explore all the options, so after the second day of the lesson students were very excited about the project. I found that some students wanted to create a project with more than one Web 2.0 tool. I explained to them that for this project, it could only be one option, but that in the future, they were able to use any of the options to create projects for other classes if they wanted to. (I was excited for them at this point) One of the biggest problems we found while observing during the lesson is that students didn’t want (forgot) to complete the self-assessment. Being that this class is the gifted/accelerated class, they “think” they don’t need to do it because they already know what to do. By the third and fourth day of working on this project, students were very involved in the process of completing their assignment. After Mrs. Allen graded/assessed each project she shared the results with me. I was thrilled to know that two students who generally do not complete assignments or projects on time (or at all) had some of the best projects of the entire class. The knowledge these students gained and applied during this project will definitely come in handy in other classes in the future.

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