Lesson+Plan+Scenario+and+Collboration+Page

Assignment 3.3: Scenario and Collaboration Planning Page Ashley and I will "meet" during the following times to work on completing this assignment: Week of April 8th: Ashley and I will meet on Skype on Monday evening to work on filling out the lesson plan template and discuss ideas for extension lessons. Week of April 15th: Ashley and I will both be at the Texas Library Association Conference. We will meet on Tuesday evening, Wednesday during lunch, and Thursday evening to develop the teacher tools for this lesson. Week of April 22nd: Ashley and I will meet on Skype to finalize any unfinished elements on our lesson plan

Motivation Possible Scenario: A third grade teacher sends an email to the first year librarian at their school to request books on the rainforest. The librarian realizes that the teacher is getting ready for the students to begin their district required research project. The librarian believes this is an wonderful opportunity to approach the third grade teacher about working collaboratively on this project. Later that day, the librarian has a chance to discuss the possibility of working with the teacher on this assignment during lunch in the teacher's lounge. The teacher is receptive so they agree on a time that they can meet together to work on planning this lesson. Later that week, they meet in the teacher's classroom during her planning time. The librarian listens to the teacher discuss her ideas about the research project. The teacher wants the final product to be a PowerPoint. The librarian wants to try to incorporate more technology into the final product. The librarian suggest that she can help the students produce a "Prezi" instead of a PowerPoint so the students are integrating new technology. The teacher is intrigued by this idea and exciting for her students to learn a new Web 2.0 tool. She agrees to allow the librarian to incorporate this aspect into the project. The teacher and librarian decide that this lesson will take two forty five minute periods. Their initial goal is to introduce rainforest systems and and the layers of the system. Their initial objectives are to integrate technology into a required Science and Reading TEKS.

Assignment 3.3 Collaborative Planning Form We are asking our students to engage in this learning experience because it is an essential element of the third grade instructional TEKS for Science. This lesson will also incorporate technology skills that the students are required to learn as well. **SCIENCE:** (9) Organisms and environments. The student knows that organisms have characteristics that help them survive and can describe patterns, cycles, systems, and relationships within the environments. The student is expected to: (10) Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to: **TECHNOLOGY:** (1) Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to: (5) Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to: **READING:** (9) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. 13) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (25) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:  31) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others ====‍**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. **====
 * **Teacher/Topic:** Mrs. Weibling (Librarian) and Mrs. Blackwood ( Classroom Teacher). Our topic for these lessons are a Rainforest research project. ||
 * **Dates/Times:** Tuesday, May 8th and Wednesday, May 9th from 10:00-10:45 ||
 * **1. Why are we asking students to engage in this learning experience? Goals/Standards**
 * (A) observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem;
 * (B) identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem such as removal of frogs from a pond or bees from a field
 * (A) explore how structures and functions of plants and animals allow them to survive in a particular environment
 * (A) use technology terminology appropriate to the task;
 * (A) acquire information including text, audio, video, and graphics
 * (B) draw conclusions from the facts presented in text and support those assertions with textual evidence;
 * (A) generate research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic; and
 * (B) generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question.
 * AASL STANDARDS:**
 * 1 Inquire we, think critically, and gain knowledge.**
 * **1.1 Skills**
 * ====‍ 1.1.1Follow an inquiry based process in seeking knowledge in curricular subjects, and make the real world connection focusing this process in own life. ====
 * ====‍ 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. ====
 * ====‍1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, and 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. ====
 * **1.3 Responsibilities**
 * ====‍1.3.3 Follow ethical and legal guidelines in gathering and using information. ====
 * ====‍1.3.4 Contribute to the exchange of ideas within the learning community. ====
 * ====‍1.3.5 Use information technology responsibly. ====
 * ====‍**1.4 Self Assessment Strategies** ====
 * ====‍1.4.3 Monitor gathered information, and assess for gaps or weaknesses. ====
 * **2.1 Skills **
 * 2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
 * ====‍2.1.2 Organize knowledge so that it is useful. ====
 * ====‍2.1.4 Use technology and other information tools to analyze and organize information. ====
 * ====‍2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. ====
 * **2.2 Dispositions in Action**
 * ====‍2.2.4 Demonstrate personal productivity by completing products to express learning. ====
 * **3.1 Skills **
 * ====‍<span style="color: #ff00ff; font-family: 'Times New Roman','serif'; font-size: 16px;">3.1.6 Use information and technology ethically and responsibly. ====
 * ====‍**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3.2 Dispositions in **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">A**ction** ====
 * ====‍<span style="color: #ff00ff; font-family: 'Times New Roman','serif'; font-size: 16px;">3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. ====
 * **3.4 Self Assessment Strategies**
 * ====‍ **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3.4.2 ** <span style="color: #0000ff; font-family: 'times new roman','serif'; font-size: 16px;">Assess the quality and effectiveness of the learning product. ====

|| The teacher will introduce the topic of the intended lesson. She will "snag" the students' interest with a hands on component that will help students understand the idea of a system. Teacher will hand out objects that have multiple parts that make the object work: belt, hanger, toothbrush, game controller, remote, computer mouse, and flashlight. Students will work in groups to identify the parts of each object and how they work together. Teacher will instruct students to create a picture of their item and label each part of their system. Students will create one picture per group with labeled parts. As a group, they will discuss what happens to the system if part of it is taken away. "Does it work as a system with one part missing? Why or why not?" The librarian will present the class with a large KWLQ chart. The librarian will have students access prior knowledge about rainforests to come up with what they "Know" about rainforests. The librarian will have students work through what they "Want" to know. The librarian will read the book, __If I Ran a Rainforest__, by Dr. Seuss to the class to conclude the first day's lesson. **Teacher and Librarian will decide at this point if another lesson session may be needed to complete all tasks.** Lesson #2: The teacher will show the class her Prezi example. The teacher will present the simple instruction sheet to the students after the demonstration. The librarian will instruct the students on the information that they need to include on the Prezi based on the Rubric. The librarian and the teacher will help the students work on their Prezi in the computer lab. At the conclusion of the lesson, the students will work in small groups to complete the KWQL chart based on the information they have learned and what else they would like to learn. **Teacher and Librarian will decide at this point if another lesson session may be needed to complete all tasks.** || As a class, the students will create a KWLQ chart at the beginning of the lesson. They will fill out the K and W parts together. As they work independently, they will create a Prezi to show their knowledge of the different layers of the rainforest, animals that live in each layer, and how they are essential to the rainforest as a system. || Students will self access using the librarian created rubrics. They will also work in small groups to complete with the KWLQ chart to show what they have learned throughout the process about rainforests and other things they may want to learn in the future. Both the librarian and the teacher will be responsible for assessing the students' products. They will compare the rubric scores and will discuss any discrepancies that they have in the rubrics. || A simple step by step instruction sheet on how to create a Prezi. They will also need a rubric to self assess their work product as well as a KWLQ chart with the whole class parts already filled in to complete with their small groups. Technology tools: Computer lab, projection camera or overhead projector. Literacy Resources: __If I Ran the Rainforest__ by Dr. Suess Butcher paper to create initial KWLQ chart. Teacher will produce a sample Prezi to help instruct students on how to create their own. Step by step worksheet on making a Prezi for students. KWLQ charts for students to complete. Copies of Rubrics for students to self assess their Prezi work product. Copies of Rubrics for teachers to assess the students. || [|Student Self-Assessment Rubic.docx]
 * * **2. What do we want the students to learn? Performance Indicators/Learning Objectives**
 * The teacher and the librarian want the students to learn the following:**
 * Review how to use a KWLQ graphic organizer.
 * The main layers of the rainforest, the animals that live in each layer, and how they contribute to the system of the rainforest.
 * How to create a Prezi independently
 * How to work in small groups to gather information
 * How to self assess themselves on a work product ||
 * * 3. In what specific learning experiences do we want them to engage? Who will be responsible for each? Learning Tasks/Responsible Educato**r**
 * We want the students to engage in the following learning experiences:**
 * Lesson #1:**
 * **4. How will they communicate what they learned? Learning Process/Products**
 * **5. How will they/we assess their learning? Assessment Criteria/Tool(s)**
 * Responsibilities for Assessment: **
 * **6. What resources will the students/we need?**
 * The students will need:**
 * The teacher and the librarian will need:**

[|Teacher Prezi Rubric.docx]