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COLLABORATIVE INFORMATION LITERACY LESSON PLAN

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					          COLLABORATIVE INFORMATION LITERACY LESSON PLAN

Teacher’s name:___Ashley Hamilton____________

Library Media Specialist’s name:__Jennifer Haveman (Lisa Mills, mentor)_______________

Other team members’ names and roles (if applicable):____LaMonique Flournoy; Mary
Porter__(Social Studies teachers)

Title of Lesson:____Introduction to the Lewis and Clark Expedition: Finding Information in the
Databases_

Intended Grade Level(s):___3___

Number of Students Involved:_126 (entire 3rd grade over three days)____

Length of Lesson :____30 minutes per class, plus time with small groups to record; additional
in-class time for viewing end product and note taking (worksheet)___

AASL 21st-Century Learner Standard(s) addressed (4 possible):

2 Draw conclusions, make informed decisions, apply knowledge to new situations, and create
new knowledge
3 Share knowledge and participate ethically and productively as members of our democratic
society

TEKS (optional):

-Describe how Lewis and Clark contributed to the expansion of the United States by exploring
and mapping a route to the west coast
-COMMUNICATION: express ideas orally and through written and visual formats
-ORGANIZE AND USE INFORMATION: locate information from different sources; sequence
and categorize information; interpret oral, visual, and print material

Goals and Objectives of the Lesson:

Students will use the Britannica database in order to become familiar with its features.
Students will apply previously learned knowledge regarding nonfiction print materials to
nonfiction digital materials (skimming headings, bolded words).
Students will become familiar with the people, places, and events surrounding the Lewis and
Clark Expedition.

What Is the Problem to Be Solved?

Who were the major participants/what were the important places involved in the Lewis and Clark
Expedition?
How can I (the student) use the database to locate information to answer this question?

Proposed Learning Activities and Products:

Guided lesson to find databases and relevant information
Small group (2 to 3 students) search for topical information

Product: PhotoStory (7 photographs) with narration by students

List of Materials and Technology Needed for Lesson:

Computers with Internet access (Database: Britannica Kids)
Worksheets, fill-in-the-blank format, for students to cull information from the database articles
       (Thomas Jefferson, Louisiana Purchase, Meriwether Lewis, William Clark, Missouri
       River, Sacagawea, Rocky Mountains)
       Students will also be asked to find one “interesting fact” about their assigned subject.
Prepared PhotoStory, with pictures representing each category
Microphone for recording
CDs for delivery of final product to classroom teachers
Summary “note-taking” worksheet (with Word Bank)

Responsibilities of Each Team Member (What will each of you do/teach in the lesson?)

Prior to database instruction: Classroom teachers introduce Westward Expansion
Lesson: Computer database lesson (Librarians) in two parts: how to use the computer and
location of databases (prior lesson by Librarian); finding a specific database, skimming articles
(headings), and locating relevant information (Librarian Intern)
Recording information (Librarian Intern)
Showing end product, guiding students through note-taking exercise (Classroom teachers)

Description of Information Literacy Skills Integrated into the Lesson:



Description of How Student Learning Will Be Assessed:
Each class will produce its own PhotoStory; information collected from the databases will be
assessed by the librarian as they come to the library in their small groups to record their findings
into PhotoStory; students will modify as needed (not graded). Students will view their class’s
version and complete “notes” (fill-in-the-blank), which will be assessed by the classroom teacher
for a daily grade.

Description of How the Collaborative Planning Process Was Beneficial:
Classroom teachers were able to offer content knowledge and “best practices” for ability levels,
including grouping students according to ability (one student with “higher” ability with one who
needs assistance). Librarians’ product provided more exposure to content material and through
more learning styles than classroom teachers have the time to provide.

Description of the Biggest Challenges to Collaborative Planning:

Finding time for planning was the biggest challenge. Only one teacher was available to meet
with the librarians before school started, and the meeting was very brief. Also, teachers typically
use the library lesson time to prepare for their own lessons, and most were reluctant to give up
that time. Rather than simultaneous collaborative teaching, we “made do” with coordinating
classroom and library lessons.


How Will You Evaluate the Success of the Collaborative Planning Process?

Feedback from teachers: do individual groups respond to class discussions as “experts” on their
specific area of research? Did the final presentation assist students in understanding the
curriculum? Did the project develop an enthusiasm for and an inquisitiveness about the subject
matter?
Most importantly, I anticipate gauging the students’ enthusiasm for their portion of the creation
of our “presentation.”

				
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