Action Example

GRADE: 2ND

LIBRARY CONTEXT:
o Fixed o Flexible o Combination o Individualized Instruction

o Stand-alone lesson o Lesson in a unit o Multiple lessons in a unit

COLLABORATION CONTINUUM:
o None o Limited o Moderate o Intensive

CONTENT TOPIC: S2CS5.Students will communicate scientific ideas and activities clearly.
a.Describe and compare things in terms of number, shape, texture, size, weight, color,
and motion.

STANDARDS FOR THE 21
ST
-CENTURY LEARNER GOALS
Standard:

2. Draw conclusions, make informed decisions, apply knowledge to
new situations, and create new knowledge.
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.
3. Share knowledge and participate ethically and productively
as members of our democratic society.
3.1.1 Conclude an inquiry-based research process by sharing new understanding and reflecting
on the learning.

Skills Indicator(s):
1.1.2 Use prior and background knowledge as context for new learning.
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.
1.1.9 Collaborate with others to broaden and deepen understanding.



Benchmark(s):

By the end of the year, you can expect your child to begin to process information and worok
cooperatively with a partner or small group.

Dispositions Indicator(s):
3.2.3 Demonstrate teamwork by working productively with others.


Responsibilities Indicator(s):

1.3.1 Respect copyright/intellectual property rights of creators and producers.
4.3.2 Recognize that resources are created for a variety of purposes.
Self-Assessment Strategies Indicator(s):
1.4.4 Seek appropriate help when it is needed.


Self-Assessment Strategies Indicator(s):

SCENARIO:
Each year the students in second grade a responsible for knowing how to compare things in
number, shape, texture, size, weight, color, and motion. This project focuses on each student will
pretend to become an entomology for the week. During the week the classroom will have lots of
different types of insects around the room. The school librarian and the teacher planned this
project together. The students will be paired with a partner to complete this project. The schedule
is set- up so that the students can work four day in a row on this project for an entire week. The
classroom teacher and librarian wanted to make sure that the students understand how to find
resources for their information, comparing it with their classmates, and having them create a
visual to share out.

Connection to local or state standards
Students demonstrate creative thinking, construct knowledge, and develop innovative products
and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression


READING COMPREHENSION STRATEGY:

Before reading: The teacher will read the title of a book and the authors and illustrators names.
The teacher will also read the print that is located on the back cover of the book and model how
to gather information on the book before reading. This will help students have a better
understanding of the content within the book.

During Reading: The teacher and media specialist will monitor and guide the students as the
students read through the information texts. The group will discuss similar experiences with the
text, other information that they know about the topic, and connect the information to the
everyday lives of the students.

After Reading: The teacher and the students will discuss if the information found would help the
students in being able to classify the insects by texture, size, color, and size.

Reflection: When we are working on text-to- world connections the students will be able to
reflect on things beyond what they read. The students will be able to reflect on what they learn
through their everyday lives.

Reading Objective:

The students will make text-to-world connections. The students will be able to relate what they
learn to their everyday lives such as the color and texture of their clothes and the food they eat.

LESSON OBJECTIVES:
The student will learn to associate organisms with their characteristics.
The student will use observations to classify organisms.


Overview:
The students will examine objects to determine their characteristics. Characteristics include traits
like shape, color, size, and texture. We will discuss that we often group objects together when
they share similar characteristics; we will use the examples of marbles and discuss that they are
round and made of glass, regardless of their color. As a class we will discuss that scientists group
objects to classify and study them. The students will be asked to identify the similarities and
differences of objects within each group. The class will discuss that insects have many
similarities. Insects live outdoors, insects lay eggs, insects have a head thorax, abdomen, insects
have six legs. Insect differences are some insects crawl, while others fly, different types of
insects live in different environments, insects differ by color, size, and shape and some insects
have stingers, others do not.



FINAL PRODUCT:


After classifying the other objects according to similarities and differences, consider the group of
photos, dolls, or other illustrations of humans. Ask students to identify the characteristics shared
by all people. Ask the students to identify differences between groups of people: hair, skin, and
eye color; language; food preferences; clothing; housing

LIBRARY LESSON(S):

The librarian will collaborate with the classroom teacher concerning resources needed for lesson
and unit.

The Second Graders will visit the library for four days in a row for this project. Each visit will be
45 minutes. This includes time to help the students create a graphic organizer on the Activboard.
The graphic organizer will consist of four circles labeled shape, color, texture, and size. Visit 1-
Show example of bugs on the Activboard. Have student volunteers group the insects according
to shape. Visit 2 - Have student volunteers group the insects according to color. Visit 3 - have
student volunteers group the insects according to texture (spiny or smooth). Visit 4 - Have
student volunteers group the insects according to size. The students are guided through the
process of locating informational texts and non-fiction books. The media specialist and
classroom teacher focus on how the information and images in the informational texts can help
students learn the basics about how to classify the different insects. Students learn how to use the
information found in the different texts. The media specialist and classroom teacher will help the
students learn how to take good efficient notes from the texts. The students will make text-to-
world connections while reading the text. They will learn how to compare the different insects
and be able to explain it to a neighbor. Finally, in groups of four the students will create a
graphic organizer of their own to help them remember how to classify insects.

Estimated lesson time: 45 minutes

ASSESSMENT
Product: The final product of the different groups graphic organizer is assessed and
discussed by the classroom teacher. The teacher will use a simple checklist to determine if the
students classified the insects correctly.
Process: The process of note taking is assessed by the media specialist by evaluating the
notes taken by the students.
Student self-questioning: As the students go through this project, they have a daily welcome
message as the students come in to the media center. The questions would be on the lines of
What did we discover yesterday? What was the most difficult part of yesterday? What do
you think will we are going to discover today? These types of questions allow the media
specialist to do quick evaluation and change the course of the lesson if necessary.
Instructional plan

Resources students will use: (Check the appropriate box and list the resources below)
X Online subscription database(s) X Web sites o Books o Reference
o Nonprint o Periodicals/newspapers o Other (list):

Instruction/activities
(Provide explicit details for the lesson including the activities for both the teacher and the library
media specialist.)
o Direct instruction: The direct instruction focused on how to locate information in the
pictures and texts.
o Modeling and guided practice: The media specialist and the classroom teacher will guide
the students in how to take good notes by assisting them with locating the information, recording
it, and then having the students share the information gathered with their classmates.
o Independent practice: The second graders will focus on the shape, color, size, and texture of
insects. As the students work through the different ways to classify insects to create their own
graphic organizer, they will begin to practice what has been modeled. This is a beginning activity
that the students will continue to practice as they move from simple graphic organizers and note
taking to more complex activities that involve graphic organizers and note taking.
o Sharing and reflecting: At the end of the week the Second Graders will share their graphic
organizers. They will enjoy seeing what how they classified an insect and how their classmates
classified the same insect or set of insects.
Strategies for Differentiation
Provide graphic organizer with words on the paper for the students who are having
trouble taking notes.
Pair strong and weak note takers together to help each other.