Julia Alethea Da Silva-Beharry Information Literacy Unit Plan

Julia Alethea Da Silva-Beharry Information Literacy Unit Plan.doc (Wk 13 Final Project)
Name:
Julia Alethea Da Silva-Beharry
A. Format of the Information Literacy Unit Plan
Academic Subject(s): Science
Topic(s) of Unit: Rock Hunters
Grade Level(s): 2
Standards Integrated into the Lesson Plan (not information literacy standards):
Student Content Standards
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Maryland Technology Standards for Students (MTSS) (2007)
School Improvement in Maryland (SIM) (2008)
National Educational Technology Standards for Students (NETS*S) (2007)
Learning Objectives for 5-Day Unit:
Students will
– Develop knowledge skills from their observation that there are many types of rocks with a
massive amount of unlike features.
– Gain knowledge of names of different kinds of rocks or the geological reasons for different
rock formations
– Learn about the various types of rocks by researching different significant sizes, colors and
shapes of rocks and sharing their knowledge with their classmates
– Have knowledge awareness that there are many sizes, color and shapes of rocks in our
environment.
– Enhance their knowledge skills of technology by using the free Web and library databases for
their research
– Also be able to recognize that our earth has sand, which is very small particles of rock;
pebbles and small rocks that they may discover in the earth; and huge mountains
– Learn how to cite the sources they used in correct APA or MLA citation format
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Julia Alethea Da Silva-Beharry Information Literacy Unit Plan.doc (Wk 13 Final Project)
Information Literacy Objectives:
Standard 2.0 Earth/ Space Science http://mdk12.org/assessments/vsc/science/bygrade/grade2.html
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Students will use scientific skills that are logical and apply procedures and give explanation on the
chemical and
physical connection and geological reasons for different rock formations in the environment on our
earth
Students will use their inquiry knowledge skills and find information on the various types and sizes of
rocks
Standard 3.0 Research and Information Fluency
http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_St
andards.pdf
• Students will use various print and electronic resources to find information on the various types and
sizes of rocks
• Students will go outdoor to seek and collect rocks that are of various size and shapes that are part of
our earth
• Students will consider the different places they search for rocks and critically evaluate the sources
they find different rocks shapes and sizes for accurate information
Standard 1.0 Creativity and Innovation
http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_St
andards.pdf
• Students will take notes on their science subject activity they are researching and select the most
resourceful information for their presentation
Standard 4.0 Teaching for Communication and Expression
http://mdk12.org/instruction/curriculum/technology_literacy/vsc_technology_literacy_standards.pdf
• Students will do an oral and written presentation on their project they have researched to share with
their teacher and classmates
Standard 2.0 Digital Citizenship
http://mdk12.org/instruction/curriculum/technology_literacy/vsc_technology_literacy_standards.pdf
• Students will cite the sources they used in correct APA or MLA citation format
Prerequisite Student Skills:
Students will be able to:
o apply existing knowledge to recognize and identify a variety of appropriate rocks in different shapes,
colors and sizes
o write and speak for a variety of purposes; use information literacy systems for communication and
work collaboratively with audience
o ethically use a variety of selected information media and technology skills that process data and report
results that supports learning
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Julia Alethea Da Silva-Beharry Information Literacy Unit Plan.doc (Wk 13 Final Project)
Materials
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Rocks student E-Sheet
My Rock student sheet
Making a Scale teacher sheet
Paper bags or container for collecting rocks
Paper clips
Yardstick
Duct tape
Rubber band
String
Strawberry basket
Information on this lesson is available prior to beginning this lesson with the students, these websites
are informative teacher resources:
Rocks
Rocks and Minerals
The Rock Cycle
Brief Overview of Unit
This lesson supports features of content standards in a tri-fold approach (MTSS 2009, SIM 2008, NETS*S
2007 and some aspects of the 21st Century Skills) and focuses on kindergarteners doing detailed observations
of rocks. Learners’ knowledge skills will be developed from their observation that there are many types of
rocks with a massive amount of unlike features. Even though the students are in second grade level it is
necessary that they gain knowledge of names of different kinds of rocks or the geological reasons for different
rock formations. These learners are at the academic level where they are ready to understand that there are
many sizes and shapes of rocks in our environment. These students will also be able to recognize that our
earth has sand, which is a very small particle of rock; pebbles and small rocks that they may discover in the
earth; and huge mountains.
Teacher to Teacher
My “grade 2 lesson plan” supports information literacy and other content standards, particularly since
appropriate educational activities are used to accomplish the “stimulation of learning skills” for this group of
students. Generally students are self-determined to go online and navigate in virtual environments. I will
therefore emphasize that adaptors (students, teachers, parents and other stakeholders) should sustain their
“knowledge awareness” and switch over to meet the development of the 21st Century Skills and other
“newer information literacies” that support student learning.
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Julia Alethea Da Silva-Beharry Information Literacy Unit Plan.doc (Wk 13 Final Project)
Procedures/Daily Activities
Day 1
 Students will go outdoors to view rocks in their natural surroundings .This is an ideal way to introduce
the idea that rocks of various shapes, colors and sizes are part of our earth.
 If it is possible, I will take my class outdoor and ask them to look for the different places they see
rocks.
 To keep this lesson focused on the benchmark, I will ask my students questions that help them to
consider the different rock sizes and shapes they see. (For example, there may be gravel in a parking
lot, rocks large enough to sit on near a tree, and sand around a pond.)
 If it is not possible to take an outdoor walk, Students will try to find magazines and books with
photographs of rocks to invite this kind of discussion.
 After students return to looking at their rock collections they would divide themselves into small groups
(groups of 4-5 work well).
 Each student will choose one or two rocks from their collection to bring to the small group.
 Students will have some time to look at each others rocks.
 Give students magnifying lenses to examine their rocks closely.
 Students will let each other know about their rocks.
 After the students have had some time to explain their rocks to each other, they will then conduct a
class discussion that challenges them to use more detail in their explanations.
Day 2
 For a practical illustration, I will hold up a pencil in front of the class and then ask them to describe the
pencil. This will stimulate them to develop a more detailed description by asking:
o What is the color of the pencil?
o What is at the end of the pencil?
o What is at the other end of the pencil?
o What is the length of the pencil?
o What do you remember when you look at the pencil?
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Then I will hold up another pencil that is slightly different in size and color, I will ask the identical
questions to assist students to recognize the significance of using descriptions for evaluating similar
objects.
Students will return to their small groups and I will give each student the My Rock student sheet and I
will ask them to complete items #1 and #2 on the sheet.
Next, each group will obtain a box of paper clips.
Students will then be taught how to link the paper clips to make a chain.
Students will be told to make a paper clip chain that is long enough to fit around their rock. (If a
student recognizes that the length of the last paper clip makes the chain a little longer than they
require, but without it, it is not long enough, then specific instruction will be given to ensure they have
the required final product. For example, the rock requires six paper clips to complete the chain as
another part to go around the rock. This introduces the concept of whole and part without going
beyond their cognitive level.)
Let students record their measurement on their student sheet (item #3), and then record their
measurement pictorially (item #4).
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Julia Alethea Da Silva-Beharry Information Literacy Unit Plan.doc (Wk 13 Final Project)
Day3
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Then bring students together for a large group discussion about how these measurements help to
illustrate their rocks. Communicate with students about why people measure things. Then ask
students:
o What do people learn when they measure something?
o How is measuring something can be helpful?
o What you learned about your rock when you measured it with paper clips?
o Did each of you use the same number of paper clips? (Allow students to compare their paper
clip chains so that they would have an opportunity to see the many different lengths they
needed for their different rocks. Then ask the students:
o When you examine one of these paper clip chains, what you observe about the rock it
measured?
o When you observe these paper clip chains (use two from the class to demonstrate), what do
you recognize about the two rocks they measured?
For additional information and ideas about how to communicate with grade 2 students about measurement
and the usefulness of standardized units, see the Science NetLinks lesson, Estimation and Measurement.
Day 4
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At this point, students have made observations and recordings about the shape, size, color, and
circumference of their rock.
To help them think about weight, give students the opportunity to use a scale for weighing their rock.
Various types of scale will work for this exploration, and there is more than one kind of scale, students
can “read” their rock’s weight in different ways. The goal of this discovery is for students to think about
the fact that different rocks have different weights.
Students can also experiment with weighing a variety of rocks. If there is no access to a scale, or are
interested in making a scale from some basic materials, see the Making a Scale teacher sheet.
To respond to item #5 on the student sheet, have students weigh their rock (the same rock they have
been observing throughout this exercise).
Then allow students to find rocks from their collection that are lighter rock, then rocks that are heavier.
Students should place these rocks in the appropriate spaces in the table provided for item #5. If
students in my group seem ready for another challenge, they will be asked a few questions about the
similarities and differences between the light and heavy rocks. They will be asked:
o Is there anything similar about your group of light rocks? Heavy rocks?
o What seems different among these light rocks? Heavy rocks?
o Do small rocks always light?
o Do all the heavy rocks have the same color?
o Do the rocks that have the same shape weigh the same?
These questions will help students think more critically about various attributes and their relationship to weight.
Students will know that it is what a rock is made of that determines its weight and not the color or shape. Since
this idea involves concepts beyond their cognitive level, it is not necessary to spend much time discussing it,
but it introduces students to the idea that when weighing a rock some attributes should be considered.
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Julia Alethea Da Silva-Beharry Information Literacy Unit Plan.doc (Wk 13 Final Project)
However, the measuring activity would encourage students to consider the concept of weight but not exact
weight measurements. Students will practice with a measuring tool (a scale) and this give them an opportunity
to use more than one kind of scale, although the function of each scale job is to measure; and they will begin
to formulate hypotheses about their rocks, the scale, and the idea of weight. This strengthens and establishes
the measurement concepts that will become more detailed and exact in later years.
Day 5
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Bring students back together in a large group. Facilitate a discussion to review their observations
from the following questions:
o What did you learn about your rock?
o What did you learn about the rocks in your group?
o How did you find out how big around your rock is?
o How did you find out about your rock’s weight?
o What words can you use to describe your rock (have them focus on the attributes they
observed in this lesson—size, shape, color, etc.)?
o What description words could help someone else learn about your rock, even if they could
not see your rock?
o How would this description help someone else know about your rock?
Student Assessment and Evaluation
Students will be assessed on what they learned from this lesson. They will play a guessing game with their
rocks and their student sheets. Students will work in pairs with some rocks displayed in front of them. Then
one student in each pair will look at his/her partner’s student sheet and try to guess which rock the sheet
describes. If a student is having difficulty guessing which rock the sheet describes. The partner of the student
can make more detailed descriptions on the student sheet to give the student additional clues. (This will
challenge and motivate students to provide specific and accurate recordings.) Students should be able to use
paper clip chains and the scale to assist them to guess precisely and correctly. However, if the first group of
students guessed the correct rocks, then the other partners will take turn at guessing.
While students are playing, I will walk around the classroom to help students brainstorm about ways they can
clarify their descriptions. I will refer to the questions listed throughout this lesson to reinforce the ideas of
observation and description. I will use the score from the question for the final assessment of their project.
They are expected to attain an A or a B grade score in order to achieve a pass grade for the project.
B. Analysis of Information Literacy Lesson Plan
Rationale for Activities
In my opinion students will be able to meet the academic standards by applying their existing knowledge to
obtain acceptable educational results base on these activities that I have selected. Students should also be
able to read and understand a variety of materials from information literacy systems. This information is
supporting Standard 1.0 (NETS*S 2007). The students should also be able to identify what they need to know
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Julia Alethea Da Silva-Beharry Information Literacy Unit Plan.doc (Wk 13 Final Project)
about the topic prior to reading about the topic by using a range of strategies. This information sustains
Standard 2.0 (SIM 2008). Additionally they will be able to write and communicate ethically to a collaborative
audience using several appropriate media sources that report results of their research activities. This
information promotes standard 4.0 (MTSS 2007).
These activities support my educational philosophy as a guide to inspire me throughout my life, particularly
because of my obligation towards early childhood children in my educational career. It will continue to function
as a catalyst in my life around all my rotating decisions to guide every facet of my life.
Some of my philosophies about teaching and learning emphasized that: “I believe a good educator will always
continue to expand their knowledge and adapt with the changing times. This is will help them to create a more
successful classroom”. In my opinion, a true professional educator will ensure that “No Child Left Behind”
(NCLB 2001). The law requires states to develop standards that measure students’ progress toward them,
publish “report cards” on schools, make sure teachers are highly qualified, and take action when schools aren’t
safe or making enough academic progress.” It is of my great concern that the majority of adaptors (students,
teachers, parents and other stakeholders) need to focus on becoming “technology literate” in a timely manner.
This is imperative to the “educational developmental needs” of particularly early elementary (childhood)
children. I will emphasize that “education enhanced students learning skills” with the use of “selective
basic educational and information literacy skills”. The integration of both skills stimulates students learning
awareness and improves their academic achievements.
These activities are in a sequential manner to build and reinforce this information literacy unit plan that is
developed because this academic document is appropriate and imperative towards student learning. These
educational standards and activities are appropriate for stimulating students’ focal point. A variety of selected
educational skills are effectively integrated in this information literacy unit plan to inspire students learning
abilities (MTSS 2007) and (NETS*S 2007) to meet the goals and objectives of “newer information literacy
skills”.
It is very critical that this unit study is created to shape my current educational career in a natural positive way
that comes along with my self-fulfilling vision. I aim to maintain, a positive attitude and high expectations in my
classroom each day. I am fully aware that I am obligated to my students, as well as my community, to offer
consistency, diligence and empowerment to my service (job) in the hope that I can ultimately inspire and
encourage such characteristics in the children as well. Additionally the above philosophies will remind me of
my moral obligation as a professional educator, especially considering that not all students have the same
intelligent quotient (IQ) and learning ability. It is therefore imperative that I get acquainted with the use of
appropriate educational technology and literacy standards so that no student will leave behind (No Child Left
Behind Act 2001).
Explanation of the Information Literacy Component
As an educator/ childcare provider, I will implement information literacy skills more effectively in my classroom
curriculum particularly when I expand my academic program in the near future. I recognized it is critical to
teach information literacy to students in every subject areas and not only in the science area of the unit study.
Additionally I am looking forward to obtain technical training so that I would be able to discharge the
application for the next dimension of literacy information for the benefits of my students in my classroom and
my local community.
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Julia Alethea Da Silva-Beharry Information Literacy Unit Plan.doc (Wk 13 Final Project)
I choose to introduce rock activities in this unit plan for these students because it will enhance their learning
skills. Rock is an educational constructional object for learning in an informal or a formal educational setting.
Kids of all age enjoy activities with Rocks.
Children learn through playing and it is very amazing how brilliant students use their imagination to complete a
fact. The topic, “Rock Hunters” functions as a vital part of my curriculum to simulate learning. My young
achievers’ fine motor and social skills continue to develop during their “Rock Play”. Sometimes my students
have a solitary play with Rocks. It exercises their thinking power and expands their artistic, scientific and other
dormant talent.
It is therefore very important to state that I could not have accomplished my objectives without integrating a
variety of appropriate newer literacy skills in my unit plan. Our “everyday activities” include various areas of
discipline that requires information literacy skills. Teachers and educators have a vital role to disseminate
information to students and stakeholders whose intelligent quotients are at different levels. It is therefore
imperative that I myself and other educators obtain training in current information literacy skills to meet the
needs of the culture of our society.
C. Reflection on Unit Lesson Plan
My Learning about Information Literacy
In some measure I have combined three recognizable content standards with aspects of other content
standards and incorporated them in my information literacy unit plan. These standards were the Directed
Instructional Models and Constructivist Models. These models comprise of Teaching/ Learning Methods,
assessment Methods, Instructional Needs and Problems Targeted and Criticisms. The literacy skills that I have
selected are very significant. They are used for improving my pedagogical skills and stimulating my students
learning ability to meet their potential needs through the development of not only science, but also math,
spelling, reading and writing among other skills.
In this proposed project section A. (Description of Information Literacy Unit Plan) was slightly new in the aspect
of creating an Information Literacy Unit Plan for Grade 2 science subject. Nevertheless it is very interesting
how I interwoven a multiple of standards in my information literacy unit plan and focus extensively on how my
document will be implemented to sustain the enhancement of student learning.
The preparation aspect of my unit plan stimulated my focal point and expanded my learning abilities. I have
applied a considerable amount of ideas from both my conference notes and my recommended readings from
my EDTC 605 course content in developing my unit plan. It is therefore essential that I continue to focus on
becoming more “educational literate” in a timely manner. This plays a vital role towards the “educational
developmental needs” of particularly early elementary (childhood) children. In the near future I am expecting
to implement my technology integrated lesson plan in a computer lab or classroom to inspire students learning
ability.
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Julia Alethea Da Silva-Beharry Information Literacy Unit Plan.doc (Wk 13 Final Project)
Future Explorations
I aim to maintain, a positive attitude and high expectations in exploring a similar lesson for the future. On the
other hand I may encounter some obstacles. My questions are: (a) Should I try to develop my own questions
prior to the lesson plan? and (b) How can I be proactive to stimulate students with different learning abilities in
the same classroom through information literacy skills?
The avenue I may need to explore the next time I have to do a similar lesson plan is that I will develop my own
questions prior to the topic of the lesson plan. Additionally I will develop a lesson plan with a title that will
incorporate the theme of the month when the lesson plan would be implemented. This is also imperative
because it will give the students an opportunity to explore for extensive knowledge.
Other Future Explorations:
Based on the content of my information literacy lesson plan I should conduct prior searches with links related
to a wider range of information literacy lesson plans. I will visit an elementary school in my community and
conduct a classroom observation on the integration of information literacy skills and focus on my research for
lessons that are directly related to my grade level. This can also be a key approach to conduct my research
activities. Nevertheless these are my other “SMART RESEARCH APPROCHES” for my further research
explorations.
D. Reflection on the Semester
I have an awesome and never-ending educational knowledge with the use of technology and information
literacy skills that I was exposed to during my EDTC 605 course. I explored for my knowledge and recognized
that I can also share information by posting resource websites on Webliography. I carefully browsed through
my syllabus and course content and made maximum use of the wealth of relevant resources that were
available to me in my classroom session. It is also compulsory for me to state that my group members and I
discharged team spirit attitude and successfully ensure that our assignments and peer viewed assignments
were accomplished in a timely manner. We communicated by means of group conference, collaborative
document as well as online chat and brought our objective task into fruition very effectively and efficiently. It is
a mixed moment for me to arrive at a successful final point of my course. Nevertheless I will always treasure
my wealthy experience of responses and discussions from my fellow classmates and Professor Dr.Cristie
Grunwald who unselfishly disseminated information and empowered me towards a newer learning that I will
cherish for life time. Why am I still writing? It is because I recognized the significance of sharing my experience
of participating in my classroom that teaches with internet “Newer Information Literacies for Newer Times”.
As a final point, for the near future I will be using online lessons along with my current face-to face classroom
sessions to further promote “Newer Information Literacies for Newer Times”. Nevertheless my learning
ability has expanded towards using a variety of educational techniques through information literacy skills. I will
therefore reinforce these skills to create web links with appropriate information in my classroom
http://juliadasilva-beharry.weebly.com/ website. These web links will be further developed to empower children
(students), parents and community (stakeholders) about “New Information Literacies for New Times”
among other pertinent information literacy awareness.
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Julia Alethea Da Silva-Beharry Information Literacy Unit Plan.doc (Wk 13 Final Project)
D. References and Annotated References
Arizona, T. (2007). Partnership for 21st Century Skills. 21st Century Framework. Retrieved
November 24, 2009 from
http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120
Da Silva-Beharry, J.A. (2009). Julia’s Pre-K Classroom. Retrieved on November 29, 2009 from
http://juliadasilva-beharry.weebly.com/
Hot Chalk. (2009). Rock Science Lesson Plan Page. Retrieved on November 20, 2009
from http://www.lessonplanspage.com/ScienceRocks4.htm
International Society for Technology in Education. (2007). NETS for Students. (2007).
Retrieved November 26, 2009 from
http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETSS_2007_Student_Profiles.pdf
Maryland State Department of Education. (2008). School Improvement in Maryland.
State Curriculum: Science Grade 2. Retrieved on November 30, 2009 from
http://mdk12.org/assessments/vsc/science/bygrade/grade2.html
National Forum on Information Literacy, Inc. (2009). Definitions, Standards and
Competencies
Related
to
Information
Literacy.
Retrieved
December
1,
2009
from
http://www.infolit.org/definitions.html
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Julia Alethea Da Silva-Beharry Information Literacy Unit Plan.doc (Wk 13 Final Project)
Open Direct. (2009). Science: Earth Sciences: Geology: Rocks and Minerals.
Retrieved on November 24, 2009 http://search.dmoz.org/cgibin/search?search=Rocks&all=no&cs=UTF-8&cat=Science
Science NetLinks. (2009). Rock Hunters. Retrieved on November 20, 2009 from
http://sciencenetlinks.com/lessons.php?DocID
S.O.S. for Information Literacy. (2009). A Treasure Hunt: Reading for Information and
Note Taking. Retrieved on November 20, 2009 from
http://www.informationliteracy.org/plans/view/265/back/0
U.S Department of Education. (2001). Enhancing Education Through Technology. No
Child Left Behind. Retrieved November 23, 2009 from
http://www.ed.gov/legislation/ESEA02/pg34.html
Holistically, the standards provide examples to prepare students for “lifetime next generation learners” that
will enable them to contribute significantly to a universal culture. Similarly the purpose is to develop standards
that will guide educational leaders in planning effective lesson plans. Therefore these lesson plans should
include appropriate technology systems that educators can use efficiently to sustain learning, teaching and
educational awareness.
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