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Instructional Goals:
-Students will be able to use the library resources to create a product that uses analytical, comprehension, and application skills.
Learning Objectives:
Third and fourth grade students will be able to:
-to locate 1 fiction and 2 non-fiction resources (books or encyclopedias) using the OPAC.
-interpret the information they find and manipulate it into a diary entry providing clues to the animal's identity.
-choose to draw a picture and scan it into the computer or to search on the internet to locate and save an image of their animal. -create a diary entry that will include a link to the answer page "Whooo Am I?" with a picture of the animal, the animal's name and the bibliographic information for which they will use the reference Job-Aid that they are already familiar with.
Motivational Goals:
-Generate interest in the research project
-Watch owl video clip and create an example with the class. -Establish important research skills, Locate their books, use the information, and cite it appropriately using modeling and a job-aid. -Give checklist job aid so they can immediately cross off 2 things from the list. (Less daunting than a long list of blank boxes.)
-Build and reinforce confidence- Play guessing games using behaviors to hint to the animals for example sentences for their entries.
-Motivate continuing information exploration -Create final product and post on the library web
-Promote satisfaction in research accomplishments -Showing off their work to the entire class
Job-Aids: Bibliographic help sheet that they are used to using; a glossary of terms; and a check-list of tasks.
Books
- One animal diary (SPUNKY'S DIARY) Video
-One animal behavior video
-(I USED AN EXCERPT FROM AN OWL VIDEO) Software
- Microsoft WORD for data entry with spell-check
Day 1
INTRODUCTION
The initial attention motivator will be to read aloud a couple of chapters from SPUNKY'S DIARY (ISBN: 0764224050). I would show the students relevance by explaining the need for the ability to describe events in their day and being able to get information from print sources. Explain the task and lead into video, watch an exerpt of an animal video.
-Another attention motivator will be to brainstorm with the students about the behavior of the animal in the video and write brainstorming answers on whiteboard
-The confidence motivator of experience will be to use an overhead projector to write out the diary entry to allow class to experience the task. Watch owl video, brainstorm and create with students and example of a diary entry.
BODY
Select your animal and find your books on the OPAC Confidence -I will model searching the OPAC and bring kids to the non-fiction area and model locating books. Point out where fiction books are and see if they can apply their knowledge by locating the fiction book. Play guessing game describing behaviors so they can guess the animal. Go over glossary of terms that may be found in the sources. To build confidence I would model how easy it is to pick descriptors that show the animal. I give the descriptors and they guess. Using the glossary job aid. Choose their info from the sources writing at least 2 facts or items down on the bibliographic job aid that they are familiar with. Build students' confidence by repeating experiences and revieewing the job aid.
Wrap up
Day 1
Review
Day 2:
Review Allow students to finish finding information from their sources write diary entry draft and provide bibliographic info Competence and success? Type final draft in Microsoft Word (being sure to spell-check) and the LMS will save to a disk with the student's name. Draw/Find picture of animals this will provide confidence and relevance by giving the students a choice to draw and scan, or find the image on the internet. When the students finish the LMS will save image to disk using the student's name as part of the file name. The LMS will paste all of the students work into individual templates with their first names as the HTML titles for easy evaluation and so the students can easily find their work. The LMS will do a couple of entries in front of the class so they can be exposed to HTML (4th grade students are eligible to join the school Web Club). This builds confidence through modelling so the students can add to the design of their diary entries if they want to. Before Day 3 the images were posted on the web
Day3
CONCLUSION TADA!!!!!
Show the kids their work and publicize to school. Pride in their work will give the students satisfaction! Encourage future research by suggesting we format the diary entry with colors and more graphics, etc. This could be an enriching factor for really motivated students.
