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LIBRARY MEDIA SKILLS OBJECTIVES
The students will:
-select and use nonfiction and reference sources to gather specific information on the topic
-use at least two sources to gather information related to the project
-apply research strategies such as
1) using the index or table of contents to identify pages containing pertinent infomrtion;
2) reading headings and subheadings to locate blocks of relevant information:
3) reading to find key words; and
4) skimming to locate required information -use a graphic organizer to focus information
CURRICULUM OBJECTIVES
The students will:
-demonstrate the ability to read various reference and nonfiction sources to gain specific information
-take notes according to a prescribed format provided by the teacher
-write three facts (in complete sentences) for the final report -orally present his or her findings to classmates
-prepare a visual representation of the plant or animal researched. It may include, but not be limtied to, a picture, painting, model, or diorama; or the student may make a sostume and 'become' the plant or animal
MOTIVATIONAL OBJECTIVES
The students will:
-become interested in the research process
-understand the value of information skills
-gain confidence in research ability and accomplishment
| Credits: |
| Linda F Green. Adapted by Kori Gerbig, Syracuse University School of Information Studies |
| Sources: |
| School Library Media Activity Monthly December 1996; 13 (4); 14-16 |
INSTRUCTIONAL ROLES
-This lesson requires the library media specialist and the classroom teacher to work cooperatively. They will aid children in interpreting the information found and translating it into the notes that will be used as the basis of the three-sentence "report"
ACTIVITIES PROCEDURES FOR COMPLETION
-This unit begins in the classroom, using the textbook to cover basic information, with the cooperative learning activities and experiements. The following concepts will be discussed and demonstrated
1) the desert is a place with little rain
2) the desert is very dry
3) light energy heats the air, and this is one of the reasons a desert is so hot
4) desert plants and animals need to have special ways of coping (or adapting) to live in the environment
-The first group of activities will take five or six class periods. -After participating in group experiences and activities to learn about the physical characteristics of deserts, the class will initiate a KWL chart on desert plants and animals they would like to learn about. Each student will choose a plant or animal to research. At this point the lesson plan is initiated and the collaborative teaching begins. The children may work individually or with one other person to find ways the plant or animal they have chosen adapts to the desert habitat. This search for knowledge will be the area covered in the lesson plan. The library media specialist and the teacher will jointly select materials relevant to the topics the children have chosen. Together they will assist the children in the notetaking process and provide assistance in the selection of appropriate materials for research, making sure the children are able to find and comprehend material at their level.
-The class will be divided into two groups for the lesson. While the library media specialist, the library media aide, and the teacher are working on the notetaking portion of the project, the rest of the children will be working on their visual presentation. The groups will then switch roles. This will enable the library media specialist and the teacher to concentrate on a smaller number of children. If necessary, individual help will be given if children have difficulty 'transferring' the textual information into the required facts on the graphic organizer. This part of the unit will take two to four periods.
-The information will then be synthesized into the report (of at least three facts written in complete sentences). This will take place in the classroom, under the direction of the teacher.
FOLLOW-UP
Childern who complete their projects early may wish to make up desert games for the class to play at recess. The class may enjoy writing pen-pal letters to a school class of children living in a desert in the southwestern United States.
