Information Literacy Lesson Plan
FRIT 7136 Spring 2013
grade Teacher: Tammy Allen
Content Topic: Quantitative Measures – Mean, Median, Mode, Range, and Box &
STANDERDS FOR THE 21ST
– CENTURY LEARNER GOALS
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.
1.1.2 Use prior and background knowledge as context for new learning.
- Explore general information sources to increase familiarity with the topic.
- Develop a schema or mind map to express the big idea.
1.2.2 Demonstrate confidence and self-direction by making independent choices in the
selection of resources and information.
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
pattern and any striking deviations from the overall pattern with reference to the
context in which the data was gathered.
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.
Student will produce a video/poster/presentation via a Web 2.0 tool that exhibits their
knowledge of the content.
Students will use the Pathfinder that I created for directions and resource links to Web
2.0 tools and examples of final products.
- 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?
Resources students will use:
Online subscription database(s) Web sites Books Reference
Non-print Periodicals/newspapers Other (list):
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
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.
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
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.