Information Literacy Collaborative Unit

Title: Going Batty

Grade: 1st

Teachers: 1st grade teachers and Cindy Smith

Subject: Science

Time Frame: 2 weeks (6 sessions in MC)

Learner Analysis

Group of Learners
The class that this unit will be designed for 8 first grade classes. The classes range in size from 16 to 21
students. One of the classes is an inclusion class with 4 special needs students. The inclusion class has
an inclusion teacher that pulls the students for additional support and will co teach.

The classes include students that read below level. The classes include students that are in the gifted
program. The inclusion class has 2 students that are developmentally delayed. The other 2 students
have autism. Finally there are several students in the classes that have ADHD. There are also several
students that are ESOL.
Motivational Strategies

Attention- The students’ attention will be gained and held as they choose their sources for the bat
research. They will generate questions and research for the answers.
Relevance- Research will be linked to learning in the classroom on animals and habitats. Students will
be taught that research extends beyond the classroom.
Confidence-Students will be provided with the rubric and expectations prior to the beginning of the
research. They will also be monitored and their work will be evaluated along the way.
Satisfaction-Students will be encouraged and given feedback along the way. Positive reinforcement will
be used to encourage optimum performance and effort. Students’ work will be evaluated using the
rubric provided.
Resources

Books- A set of encyclopedias, atlas, thesaurus, and dictionary will be provided for research. The
students will also have help locating non-fiction books that related to bats.

Technology- Students will be using Pixie to create their final projects. They have been using Pixie in the
Technology class and have had sufficient practice to create an animal project.
Students will have access to a few research sites that have been pre-selected: National Geographic kids,
factmonster.com and Encyclopedia Britannica for kids. http://www.quia.com/pop/30049.html?
AP_rand=1984552722
http://www.quia.com/cb/463422.html
http://www.cyberbee.com/cb_copyright.swf
http://www.copyrightkids.org

Essential Questions

Overarching Questions Topical Questions

How can distinguish fact from fiction? What is a fact?
How can I find information? What is a source of information?
How do I report information? What are knowledge webs?
What makes a good question? How do I begin and end an informational text?
What are the reasons to read? How do I find information on the internet?
How do I take a note?
Understandings
Students will understand that….
Facts and opinion are different and have their own purposes.
Information has a variety of sources including books and the internet.
A good question is open and has a purpose.
When reporting research it should be clear and concise.
Information is more useful when it is organized.
Informational writing includes an opening, closing, and a focus. It includes details and graphic features.

Standards

AASL Standards
1.1.3 Develop and refine a range of questions to frame the search for new understanding.
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.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
1.4.3 Monitor gathered information, and assess for gaps or weaknesses.
2.1.2 Organize knowledge so that it is useful.
3.1.3 Use writing and speaking skills to communicate new understanding effectively.
3.2.3 Demonstrate teamwork by working productively with others.
4.1.1 Read, view, and listen for pleasure and personal growth.
4.1.2 Read widely and fluently to make connections with self, the world, and previous reading.
4.3.2 Recognize that resources are created for a variety of purposes.

ELA1R1 The student demonstrates knowledge of concepts of print. The student

c. Demonstrates an understanding that punctuation and capitalization are used in all written sentences.
ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text.
The student
e. Distinguishes fact from fiction in a text.
The student produces informational writing that:
a. Begins to capture a reader’s interest.
b. Stays on one topic and begins to maintain a focus.
c. Adds details to expand a topic.
d. Begins to use organizational structures (steps , chronological order) and strategies (description).
e. Begins to use graphic features (charts, pictures, headings).
f. Begins to use a variety of resources (picture dictionaries, Internet, books) and strategies to gather
information to write about a topic.
g. Begins to develop a sense of closure.
h. May include oral or written prewriting (graphic organizers).
i. May include a draft that is revised and edited.
j. May be published.

Knowledge and Skills

Knowledge Skills
Students will know… Students will be able to…
Sources of information create questions on bats
The components of informational writing create a Pixie product
The definition and difference of a fact and opinion locate and identify facts on habitat, food and
Relevant vocabulary words general information about an animal
Information is more useful when it is organized take notes from sources
Writing requires multiple drafts or attempts distinguish between fact and opinion
use correct writing mechanics

Stage 2

Notes (Interpret, Perspective)

Worksheet on notes (included)
Students will use worksheet to gather information and facts. They will need to evaluate what is a fact
and what is opinion when finding information. They will be evaluated using the rubric below on their
note taking skill.
Performance Task (Explain, Apply, Perspective)
Students will create a technology product that teaches their classmates about a bat of their choosing.
The product will be evaluated using the rubric below. The product will include facts and information on
the habitat, food, and general information about the animal the student has chosen. The product will
be created using Pixie and must include an image or drawing of the chosen bat that is factual.

Goal: Your goal is to teach your classmates about a bat of your choosing.
Role: You are a teacher
Audience: Your audience is a class of 20 students
Situation: You have been asked to teach a group of first grade students about a bat.
Performance: You need to create a product using Pixie that give facts and information about the bat you
have chosen
Standards: Your presentation needs to include habitat, food, general information, and illustration or
picture of the bat.

Journal Entry (Self Knowledge)

Students will record in writing journal what they learned about the research process.
Stage 3

Where are your students headed and Why?

W What is required of them?
Where are the students headed and Why?
The teacher will introduce this unit by:
Introducing the standards that the unit will be covering. The teacher will explain informational writing
and the components of informational writing.
Students will explain the differences in writing types they have learned (persuasive, narrative) as
compared to informational writing.

What is required of them?

The students will be given the rubric for discussion and will be given general requirements of unit.
How will the students be hooked and held in this unit?
H
How will the students be hooked and held in this unit?
There will be several entry points that hook the student within the unit.
Beginning of the unit:
Students will listen to a book of informational writing and discuss what makes it different from the other
types of writing previously learned.

Fact/Opinion:
Students will discuss why a dog makes a good pet. They will decide whether the reasons are factual or
opinions.

Fiction:
Photostory of Stellaluna
Fiction vs. Non-Fiction
Why is Stellaluna a fictional book?

What activities, instruction, and guidance will be provided to enable and equip
E students to explore and experience the important ideas in this unit?
 Instruction will be given on facts and opinions. The differences of the two will be discussed and
modeled as whole group.
 Students will be asked to give an example of a fact and opinion as an activity and will be
assessed at the time by the Media Specialist.
 Students will be given instruction on Atlases, dictionaries, thesaurus, almanac, and
encyclopedia.
 Students will complete a skills test on their knowledge of reference skills.

What activities, products, and performances will be designed to provide students

R with the opportunity to reflect, rethink, and revise?
Reflect:
Students will reflect in their writing journals throughout the unit.

Rethink:
The teacher will meet with students during research time to evaluate progress and help students focus
and redirect. Students will complete note cards to organize information for review. Students will
organize information using a web.

Revise:
Students will create rough drafts of informational writing.
What self-assessments and self-evaluations will students participate in to allow
E for reflection and transfer of learning?
Students will have a final journal entry at end of unit discussing informational writing and the research
process.
How will instruction and activities be tailored to provide for the various learning
T needs, styles, knowledge, and interests of students?
Ways to teach students with different modalities
Visual- Students will be given note worksheet to organize facts. They will also create an information
web to see the information. Some of the content will be given on the Activboard.

Kinesthetic- Students will be moving around the room and locating sources from a wide variety of
sources. They will be doing research on their own and directed by the Media Specialist.

Interpersonal- Students will be consulting with the teachers and peers as they complete their research
and project.

Verbal-Directions and the majority of the content for this unit will be delivered verbally.

Intrapersonal- The final product will be completed as an individual project. Students will be working on
research the majority of the time as individuals.
Logical- Students will create graphic organizers and use the note worksheet to help organize their
research and facts.

Modifications for:
Gifted Students- Students will be asked to expand upon the research and extend their learning.
Factmonster.com has a reading level that is higher that the gifted students could benefit from.

ADHD- Students will be given opportunities to move about during research. Students will have
assignment broken into smaller parts. Note worksheet helps to chunk information into workable parts
for ADHD children.

Students with learning disabilities- Students will have their assignments broken into smaller parts. They
will be using the computer to complete the assignment thus allowing for those with writing
complications for modification. Students will be given time to work with the inclusion teacher. The
internet sources provide for video for those students below reading level.

ESOL – Students will be provided sources in their primary language.

How will learning experiences be organized/sequenced to provide for the greatest

O acquisition/understanding?
Session 1
 Hook- show students a grasshopper (real or picture) and ask them if they think they could ever
eat an insect.
 Explain that there are many animals that eat insects. Ask students if they can name some.
However, some animals only eat fruit. Explain that I will be reading a book about a bat that only
eats fruit, fruit bat.
 Read Stellaluna- Identify as reading the misconceptions in the book and the facts embedded in
the book.
 Discuss sequencing. Students will provide examples of something that happened at the
beginning, middle and end of the book Stellaluna.
 Students will draw a picture of something that happened at either: the beginning, middle, or
end of the story. Each child tells where it is from in the sequence when picture is turned in.
Photostory will be assembled with students.

Session 2
Fiction vs Non-fiction
 Hook- Students sequence illustrations of Stellaluna.
 Students will begin an interactive Venn diagram on fiction vs. non-fiction found here
http://www.readwritethink.org/classroom-resources/student-interactives/venn-diagram-circles-
30006.html
 They will begin with fiction as we discuss how they know Stellaluna is a fictional book.
 Show examples of non-fiction books on bats. Explain the difference between non-fiction and
fictional books. Discuss the parts of a non-fiction book: glossary, table of contents, index, and
illustrations.
 Complete Venn Diagram with information on non-fiction books. Ask if there is any characteristic
that belongs in both the non-fiction and fiction.
  Play the game found at http://www.studyzone.org/testprep/ela4/i/fictionnonp1st.cfm

Session 3
research skills review (previously covered by Media Specialist at beginning of the year)
 Media specialist will review Atlas, Dictionary, Encyclopedia, and Almanac with the students.
 Media Specialist will review sites that are going to be used for the unit.
 Students will complete a skills check on the Activboard and individual computers to assess their
knowledge of reference material.
http://www.quia.com/pop/30049.html?AP_rand=1984552722
http://www.quia.com/cb/463422.html
 Media Specialist will review how to create questions for research (covered in previous lesson at
beginning of school year)

Session 4 Research
Media Specialist will model how to use note worksheet and record sources Students will have session to
work on research from sources.
The students will be given the note worksheet to help on their search for facts.

Session 5 Research
Media Specialist will explain how to create an information web. Students will complete research and
begin web for Pixie product.
 Animal Research Project
Teacher Name: k budge and c smith
Student Name:     ________________________________________

CATEGORY 4 3 2 1
Notes Notes are recorded Notes are recorded Notes are Notes are recorded
and organized in legibly and are recorded. only with
an extremely neat somewhat peer/teacher
and orderly organized. assistance and
fashion. reminders.
Presentation Electronic Electronic Electronic Electronic diagrams
diagrams and diagrams and diagrams and and illustrations are
illustrations are illustrations are illustrations are not accurate OR do
neat, accurate and accurate and add neat and accurate not add to the
add to the reader's to the reader's and sometimes reader's
understanding of understanding of add to the reader's understanding of
the topic. the topic. understanding of the topic.
the topic.
Topics include All topics are All topics are All topics are One or more topics
habitat, food, and addressed and all addressed and addressed, and were not addressed.
general questions most questions most questions
information answered with at answered with at answered with 1
least 2 sentences least 2 sentences sentence about
about each. about each. each.
Mechanics No grammatical, Almost no A few grammatical Many grammatical,
spelling or grammatical, spelling, or spelling, or
punctuation errors. spelling or punctuation errors. punctuation errors.
punctuation errors

Internet Use Successfully uses Usually able to use Occasionally able Needs assistance or
suggested internet suggested internet to use suggested supervision to use
links to find links to find internet links to suggested internet
information and information and find information links and/or to
navigates within navigates within and navigates navigate within
these sites easily these sites easily within these sites these sites.
without assistance. without assistance. easily without
assistance.
 Note Worksheet
Name
__________________________________________________________________

Animal ________________________________________________

My Question about habitat Answer

I plan to look: Source

My Question about habitat Answer

I plan to look: Source

My Question about food Answer

I plan to look: Source

My Question about food Answer

I plan to look: Source

My Question about the animal Answer

I plan to look: Source

My Question about the animal Answer

I plan to look: Source

Name __________________________________________________________

Animal Research Web

Habitat
Food

General Information