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Intro to AGOPPE Lesson Plan

Lesson: Intro to AGOPPE Course: Library Unit: Research Methods Grade: 4th and 5th Collaboration Continuum: None Library Scheduling: Fixed Teacher(s): S. Hamm and E. Vandivier School: Hearst Elementary School Duration: 45 minutes

Learning Objectives
Students will identify an authentic information problem in their own lives. Students will demonstrate knowledge of the steps of the research process by explaining one step they could take to solve an information problem in their own lives.

Agenda:
1. What is an information need? 2. Intro to AGOPPE Presentation 3. Model AGOPPE process with lets take a trip exercise 4. Information Problem Exit Ticket

Materials: 1. AGOPPE handouts 2. Information need exit ticket 3. Presentation Power Point (or another method for content presentation)

Lesson Design Preparation:


The largest element of preparation for this lesson is ensuring that technology is available and functioning for the lesson. Teacher should also brainstorm relevant information needs to anticipate students who need additional support in generating ideas. Examples of such ideas could be: planning a trip to the movies, choosing a healthy lunch, buying the best new sports equipment, etc.

Scenario and learner context:


This lesson was taught by the librarian as part of the introduction to the library and research methods near the beginning of the school year as part of several library orientation/ library welcome sessions. To achieve maximum effectiveness, this lesson could also be taught in collaboration the classroom teacher to aid students in preparing their rst inquiry project of the year, and the initial discussion of personal research and information needs would be followed up by connecting to an upcoming inquiry project and outlining the steps of the research process as they would look for the project. Students who attended Hearst last year were introduced to the AGOPPE research model near the end of the year. Prior knowledge, however, was not assumed or expected because of summer loss of learning and new students who may not have received similar instruction at previous schools. As of the teaching of this lesson, initial testing data for students had not been released yet for the 2012-2013 school year, so an accurate assessment of reading and math levels was difcult, but school-wide data indicated that students would be at varying levels of achievement. Accommodations including additional one-on-one instruction, and, in one instance, serving as a scribe for all written work, were applied as needed.

Lesson sequence:
Direct instruction: To begin the lesson, the librarian will ask students how many of them have conducted research before. Let them know that by the end of the class period, they will all be able to identify ways that they may have done research in their daily lives. During the lesson, the instructor will use the provided PowerPoint slides to introduce the concept of information, an information need, and research. The teacher will model the research process using a relatable example (taking a trip). Planning the trip will be broken down systematically into steps -- Asking questions, gathering information to answer the questions, organizing the information to make decisions about the trip, preparing for the trip by packing and creating an itinerary, going on the trip, and then evaluating how the trip was fun by asking ourselves questions and looking at pictures. Modeling and guided practice: Students will share examples of information problems in preparation for their exit ticket. The teacher should provide feedback to clarify and correct responses. Finally, the librarian should model responding to the Information Need Exit Ticket.

Independent practice: To ensure that students understand the concepts of the lesson, have students complete the Information Exit Ticket independently. Assessment: Since this lesson is at the beginning of a longer unit, assessment will be primarily formative. The librarian should review exit tickets to ensure that students were able to identify an information problem (ex. buying new shoes or choosing a movie to go to) and could identify at least one step needed to solve the problem (ex. comparing websites to nd the best price or using fandango.com to read movie reviews).
Note: An alternate method of presentation will be needed in case of technology failure. Printing pictures and preprepared chart paper is one possible option.

AASL Standards for 21st Century Learner S1.1 1_x_2__3__4__5__6__7__8__ S1.2 1__2__3__4__5__6__7__ S1.3 1__2__3__4__5__ S1.4 1__2__3__4__ S2.1 1__2__3__4__5__6__ S2.2 1__2__3__4__ S2.3 1_x_2__3__ S2.4 1__2__3__4__ S3.1 1__2__3__4__5__6__ S3.2 1_x_2__3__ S3.3 1__2__3__4__5__6__7__ S3.4 1__2__3__ S4.1 1__2__3__4__5__6__7__8__ S4.2 1__2__3__ S4.3 1__2__3__4__ S4.4 1__2__3_x_4__5__6__

Content Standards:
CCSS.ELA-Literacy.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efciently.

Justification of methods and materials: Teaching information literacy is one of the primary jobs of the school librarian. As part of teaching information literacy, the school librarian should model an inquiry-based approach to research (AASL, 2009). The AGOPPE process, like other widely used research structures like the Big 6 or Kuhlthaus Information Search Process, teaches students the foundational skills needed for research in upper elementary school through college and beyond. We chose this particular method -- using a relatable, non-academic model for the research process -- to ensure that students could begin to understand the relevance of the AGOPPE method. According to Small et al (2012), relevance is one important factor in student motivation, so we hope that beginning the research process by making it personal will increase student engagement with the concepts.

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