Information literacy unit ubd (praciticum)

Laurie Roberts
FRIT 7737
Fall 2010
Title: Information Literacy Subject/Course: Science Grade: Third
Identify Desired Results
Established Goals:
21st
Century Learner Standards:
1.1.2 – Use prior and background knowledge as context for new learning.
1.1.3 – Develop and refine a range of questions to frame the search for new understanding.
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for
needs, importance, and social and cultural context.
1.1.6 – Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in
order to make inferences and gather meaning.
1.1.7 – Make sense of information gathered from diverse sources by identifying misconceptions, main and
supporting ideas, conflicting information, and point of view or bias.
1.1.9 – Collaborate with others to broaden and deepen understanding.
1.2.2 Demonstrate confidence and self- direction by making independent choices in the selection of resources
and information.
1.2.3 Demonstrate creativity by using multiple resources and formats.
1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information.
1.3.1 Respect copyright/ intellectual property rights of creators and producers.
1.3.3 Follow ethical and legal guidelines in gathering and using information.
1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-
world situations, and further investigations.
2.1.4 Use technology and other information tools to analyze and organize information.
3.1.2 Participate and collaborate as members of a social and intellectual network of learners.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
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.
3.2.3 Demonstrate teamwork by working productively with others.
ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student
a. Reads a variety of texts for information and pleasure.
b. Makes predictions from text content.
c. Generates questions before, during, and after reading.
d. Distinguishes fact from opinion.
g. Summarizes text content.
h. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers.
j. Identifies and infers main idea and supporting details.
k. Self-monitors comprehension to clarify meaning.
l. Identifies and infers cause-and-effect relationships and draws conclusions.
m. Recalls explicit facts and infers implicit facts.
n. Identifies the basic elements of a variety of genres (fiction, non-fiction, drama, and poetry).
o. Uses titles, tables of contents, and chapter headings to locate information quickly and accurately and to
preview text.
p. Recognizes the author’s purpose.

q. Formulates and defends an opinion about a text.
r. Applies dictionary, thesaurus, and glossary skills to determine word meanings.
ELA3W1 The student demonstrates competency in the writing process. The student
e. Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets,
subheadings, numbering).
The student produces informational writing (e.g., procedures, report, correspondence) that:
a. Captures a reader’s interest by setting a purpose and developing a point of view.
b. Sustains a focused topic.
c. Includes the appropriate purpose, expectations, and length for the audience and the genre.
d. Includes relevant examples, facts, anecdotes, and details.
e. Uses organizational structures for conveying information (chronological order, cause and effect, similarities
and differences, questions and answers).
f. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic.
g. Provides a sense of closure.
h. May include prewriting.
i. May include a draft that is revised and edited.
Reading
Grade: 3
Domain: Reading for Information
Domain Description
Reading for Information refers to the skills required to read, recall, and analyze details and
information from various texts. Texts may include: nonfiction articles, biographies, subject-area
texts, and reference sources.
Standard Associated with Domain
ELA3R3
Associated Concepts, Skills, and Abilities
•Make predictions based on the text
•Differentiate fact from opinion
•Summarize text content
•Interpret information from graphic features, such as:
o illustrations
o diagrams
o charts
o graphs
o graphic organizers
•Recognize and infer main idea and supporting details
• Draw conclusions from text
•Recognize explicit facts
•Infer implicit facts
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.

Students will understand that:
*A fact can be proven.
*An opinion is how someone feels.
*A non-fiction text contains a main idea
and supporting details.
*The main idea and supporting details
can be used to summarize content.
*They have to give credit when using
someone’s work.
Essential Questions:
*How do I identify fact and opinion in a text?
*How can I prove that facts are true?
*What clue words will help me to identify
facts and opinions?
*VOCABULARY: fact, opinion, prove,
accurate, author's purpose
*How can I identify main idea and supporting
ideas in non-fiction text?
*How is the main idea used to summarize
content?
*How can I give credit to a person when using
their work?
At the end of this unit, the student will
know:
*The difference between a
fact/opinion.
*Clue words for determining a
fact/opinion.
*How to find main idea and
supporting details in a non-fiction
text.
*The main idea and supporting
details can be used to summarize
content.
*When using someone else’s work,
you must create a bibliography.
At the end of this unit, the student will
be able to:
*Determine whether a statement is a
fact or opinion.
*Read a passage or text and pick out
the main idea and supporting details.
*Use the main idea and supporting
details to summarize content.
*Create a multimedia project.
*Create a bibliography.

Stage 2- Assessment
Performance Assessment –
Students will choose an animal from the http://naturalhistory.uga.edu/ website and create one of the
following:
1. PowerPoint presentation which will be uploaded to slideshare.
2. Photostory Presentation.
3. Windows Movie Maker Presentation.
The presentation will include facts about the animal and its habitat and a bibliography page. The students will
complete a rubric on their presentation.
Other Evidence:
*Students will be required to answer essentials questions each day.
*Students will be use pictures of animals to determine fact/opinion.
*Students will be given a sticky note with fact or opinion on it and will have to find a partner
with a picture of an animal and determine whether it is fact/opinion.
*Students will be required to read 3 passages about habitats in GA and highlight facts in
yellow and opinions in red.
*Students will create a graphic organizer on fact/opinion. (Fact/opinion Word Map)
*Students will complete a fact/opinion book on an animal from GA.
*Students will be read three passages about habitats in GA and will have to highlight main
idea in yellow and supporting details in red.
*Students will have to complete a graphic organizer on main idea and supporting details.
*Students will choose 5 resources for their multimedia project and complete a checklist.
*Students will complete worksheet about their animal.
*Students will complete a bibliography format sheet for resources used in project.

Learning Plan
Prior to beginning this unit, students completed a unit on “Habitats of Georgia”. Students
where assessed on Habitats of Georgia and the results showed that everyone in the class had
mastered the content, so the teacher wanted to the students to create a multimedia project on
the animal of choice (which was chosen prior to beginning this lesson). She felt that by
planning and delivering this unit, it was a good way to incorporate science into language arts
and writing. The students have already worked with the programs that will be used for their
presentations, so this will be a review. They have also completed a presentation in their social
studies class and have already been taught where and how to find information to go in their
presentations. However, on the previous presentations and the CRCT there were significant
weaknesses in fact/opinion when referring to non-fiction text and choosing the main idea and
supporting details. The teachers felt that they needed lessons on how to summarize content.
W-
This unit will be taught to a group of third grade gifted students. The students know the animals of Georgia
and the different habitats in GA. They were familiar with some of the animals, but some of them were new to
them. The students will complete lessons on fact/opinion, main idea and supporting ideas, and then creating a
bibliography. The students will have to complete graphic organizers on fact/opinion and main ideas. The
teacher will explain that a fact is true and that an opinion is how someone feels. The students will be taught
that there are words that can help them determine whether a statement is a fact or opinion. The students will
be taught how to find the main idea and supporting details so that they can choose the important information
and summarize the content. They will then be shown how to create a bibliography so that they can use it in
their presentation. They will then create a presentation using one of the choices above. The students will
include information in their presentation mentioned in the rubric and create a bibliography on the last page.
They will then present the presentations to their parents on parent night.
H-
The students will be hooked at the beginning of each lesson.
F/O:
* The teacher will read the book Actual Size by Steve Jenkins. The teacher will have two cookie jars. One
labeled fact and one labeled opinion. The students will have a cookie with either a fact or opinion from the
story written on it and will have to place it in the correct cookie jar.
Main Idea:
*The teacher will read Crocodiles and Alligators by Seymor Simon. The teacher will model how to find main
ideas and details and then allow students to volunteer.
*Students will also view the powerpoints from http://seafordelementary.wikispaces.com/3rd+Grade and
http://jc-schools.net/ppts-la.html.

For the multimedia project, the students will be read Our librarian won’t tell us anything. The teacher will use
this book as a review of how to locate information in the library and to ensure students that she is there to
help them with anything that they need help with.
E-
*The students will have cards on their table. They will have to pick up two cards and try to match them. One
will be a fact and the other will about the same thing just stated as an opinion.
*The teacher will call out a fact or opinion and you will go to the correct corner.
*The teacher will flash a picture on the smartboard. The students will have fact or opinion on a sticky under
their chair. When it is their turn, they will look at the picture and then come up with a fact or opinion
according to what is written on their sticky note.
*Students will be shown and picture and will have to make up a story about the picture and students will
determine main idea and details.
*Students will complete a ice cream sundae sheet with main idea and details of their animals habitat.
*Students will then complete the hand organizer of their animal.
*Students will create graphic organizers on both lessons, which will ensure understanding of the content.
*Students will create a multimedia project of choice on an animal in GA.
R-
*Students will complete the graphic organizers alone and then pair with a partner to peer review. *The
students will also complete a booklet on their animal and then it will be peer reviewed and changes must be
made before creating the multimedia assignment.
*The students will complete a bibliography format sheet on their sources and the students will check their
peers to ensure that no errors have been made.
*The rubric for the presentation will be given out at the beginning of this unit and reviewed. The students will
then pair with a partner and then complete their rubric together before presenting.
E-
*Students will evaluate their work completing the graphic organizer on both units. They will also evaluate their
work by completing their booklet on their animal, sources checklist, bibliography format sheet, and their
presentation rubric. Their work will also be evaluated by completing the activities listed above.
T-
Visual- Powerpoints and book will be used for teaching. The students will complete graphic organizers.
Interpersonal- The students will work in pairs to help each other complete the graphic organizers and to check
work. The students that are having trouble will be paired with another student for their presentation.
Kinestetic- Students will be able to use the computer to find three sources on the internet for their project.

The students will be able to look through books and encyclopedias.
Auditory- The teacher will be teaching information and using powerpoint presentations to present
information.
*Students who prefer to work alone may do so.
*Students who need extra time may work at a slower pace.
*Students who require assistance will be paired with another student who has mastered the assessments.
*Some students will only be given one reading passage or the article will be shortened. They will also not have
to complete as many steps in the presentation if working alone.
O-
Fact and Opinion Lessons:
Hook Activities:
Actual Size by Steve Jenkins
Cookie Jar Activity- Students will read their cookie and place it in the correct fact/opinion cookie jar.
2 corner’s with fact/opinion- Teacher will read statement and students will go to correct corner.
Teaching Points:
Worksheet with passages on fact/ opinion. Students will highlight facts in yellow and opinions in red.
Powerpoint from: http://languagearts.pppst.com/fact-opinion.html
Powerpoint presentation from: online.morainevalley.edu/.../PatriciaGalien/.../FactOpinionComp.ppt
Closure Acitvities:
Fact/ Opinion Game- Students will play matching game with fact/opinion cards.
Sticky note/ pictures- Students will be shown picture and will have to create a fact or opinion statement about
the picture according to their sticky note.
Main Idea:
Hook Acitivites:
*Read Crocodiles and Alligators by Seymor Simon. Have students come up with main idea and details about
pictures in book.
*Have students complete hand organizer for their animal.
Teaching Points:
http://www.brainpopjr.com/readingandwriting/comprehension/mainidea/preview.weml
Powerpoint presentation from: http://seafordelementary.wikispaces.com/3rd+Grade and http://jc-
schools.net/ppts-la.html.
Complete passages worksheet.
Complete ice cream sundae organizer for their animals habitat .

Closure:
Have students pull a picture from the mystery bag and then tell a story about it using the hand organizer.
Bibliography Lesson:
Hook: Have two students act out a drama on stealing each others work. Then ask students how that would
make them feel. Tell them that when something is yours and someone wants to use it, they have to ask. Read
My librarian won’t tell us anything and explain to them what they will be creating a bibliography for their
multimedia project and that you as the media specialist will be there to help them. Tell them that they will use
the following website to choose an animal from GA. http://naturalhistory.uga.edu/
Teaching Points:
Use 2 books, an encyclopedia, and internet site and model how to find information on the book to complete
the bibliography format sheet. Allow students to practice by completing their own bibliography format sheet
by finding their 5 resources on their animal. They will also have to complete their sources checklist at this time
to ensure they used all sources required.
Closure: Have students answer the essential question to their partner.
Once all lessons have been taught, the students will research their animal using the 5 resources, which have
been approved by their teacher. They will complete the animal booklet and then have their teacher check off
on it. Once it has been checked, they may choose the type of multimedia project they want to create and then
begin working on it. Presentation will have to be checked, using the rubric, by students and teachers before
presentations can be presented.

Fact/Opinion Passages
All bears are brown. They are very small. Bears are mammals.
Bears hibernate during the winter. Bears live in the water.
Alligators are very mean. They live in freshwater. They will eat
anything that they can find. Alligators mate in the late spring.
Alligators live in the zoo.
Deer only live in Georgia. White tail deer are the smallest
members of the North American Deer Family. Male deer are
called bucks. Deer do not have horns. Deer produce eggs.

Fact Word Map
What is it? What is it like?
What are some examples?
Taken From: http://www.wcolweb.com/learningfocus/g3.htm
A fact is something that is true.
Facts

Opinion Word Map
What is it? What is it like?
What are some examples?
Taken From: http://www.wcolweb.com/learningfocus/g3.htm
An opinion is what someone thinks or feels.
Opinions

Graphic Organizer
Fact/ Opinion
Signal Words

Taken from: http://www.studyzone.org/testprep/ela4/h/mainidea.htm

Ice Cream Cone Graphic Organizer will be printed from:
http://www.eduplace.com/graphicorganizer/
Bibliography format sheet will be taken from:
http://www.tonibuzzeo.com/ourlibrariancurriculumguide.pdf

Resources Checklist
________ I chose one non-fiction book on my animal.
________ I chose one reference book article on my animal
________ I chose 3 online articles on my animal.
Revised from:
http://www.tonibuzzeo.com/ourlibrariancurriculumguide.pdf

Animal Presentation Rubric
Partially
Meets
Meets Exceeds
Science
My presentation includes all necessary factual information
about my animal.
Language Arts
I read a variety of print and electronic resources about my
animal.
I added new information from a variety of resources to the
information I learned in Science Class.
My presentation reflects proper use of grammar (spoken)
and writing conventions (written).
Information Literacy
I used all 5 sources to create my presentation.
I properly cited each source I used in my research and in
creating my presentation on the Bibliography Format Sheet.
I included a bibliography or bibliography slide with my
presentation.
Technology
I located and accessed information about my animal and
habitat from selected websites.
I used technology appropriately to create a presentation
that meets the criteria in the rubric.
This rubric was revised from: http://www.tonibuzzeo.com/ourlibrariancurriculumguide.pdf

All
About
________________
By:______________
What a __________________________ looks like.

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What a ____________________ eats.

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Where a __________________________lives.

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Interesting Facts about a______________________________.

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Rubric for Animal Booklets

Exceeds Meets Does not meet
Main Idea/
Details
All details support
the main idea
Most details
support the main
idea
Details do not
support the main
idea
Fact/Opinion Book contains all
facts
Book contains
mostly facts
Book contains
mostly opinions
Exceeds= 5-6
Meets= 3-4
Does not meet= 1-2
Reflection on Test Score Analysis and Delivery of Unit

For this unit, I collaborated with the gifted teacher. We pulled the CRCRT results from
the 09-10 school year. We reviewed them and found a significant weakness in reading. We
found that they had trouble picking out fact or opinion and finding the main idea of a reading
selection. We chose to make up a lesson on those two things and incorporate it into the science
curriculum so that they could create their animal project afterwards.
I think overall this unit went wonderful! It was a lot of work trying to collaborate while
not being at the school full-time, but we assigned roles, and it worked wonderful. We
communicated a lot through email, which was easy. We also met 3 times in the media center to
ensure that everything was on target. The teacher and I had similar personalities; we were both
laid back and wanted the students to have fun with this unit. The students had been dying to
complete another project using Windows Movie Maker so we wanted to give them a chance to
show what they had learned by incorporating this program.
The students did a great job with the unit. They loved having two teachers and being able
to get out of the classroom and have a change of scenery. This was something that was new and
fun to them. They enjoyed being able to take what they had learned and turn it into a
multimedia project. The students did a great job on the projects and were so excited that their
parents were there to watch them. I was really impressed with what all they learned. Every
student met or exceeded everything on both rubrics. The students peer reviewed the rubric with
a partner before turning in a draft of the assignment and were able to make corrections.
Overall, I was very proud of the students and I look forward to creating more units in the future!

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