Collaborative Lesson Plan

LyAnne Polk (Media Specialist)

Julie Hernandez (4th Grade Representative)
Devon Morrison (5th Grade Representative)
LIBRARY CONTEXT:
o Fixed
o Flexible
Combination
o Stand-alone lesson
Lesson in a unit

o Individualized Instruction
o Multiple lessons in a unit

COLLABORATION CONTINUUM:
o None
o Limited
Moderate
o Intensive
CONTENT TOPIC:
Science - 4th grade Food Chains / 5th Grade Electricity

STANDARDS FOR THE 21ST-CENTURY LEARNER

Skills Indicator(s):
1.1.4 Find, evaluate, and select appropriate sources to answer questions.

2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express
new understandings.

3.1.4 Use technology and other information tools to organize and display knowledge and understanding in
ways that others can view, use, and assess
Benchmark(s):

1.1.4 Select and use appropriate sources, including specialized reference sources and databases, to answer
questions.

1.1.4 Use multiple resources, including print, electronic, and human, to locate information.

2.1.6 Experiment with text and visual media to create products.

3.1.4 Use various technology tools to retrieve and organize information.

3.1.4 Use a variety of media and formats to create and edit products that communicate syntheses of
information and ideas.

Dispositions Indicator(s):

1.2.3 Demonstrate creativity by using multiple resources and formats.

2.2.4 Demonstrate personal productivity by completing products to express learning.

Responsibilities Indicator(s):

1.3.5 Use information technology responsibly.

Self-Assessment Strategies Indicator(s):

1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.

1.4.4 Seek appropriate help when it is needed.

Content Standards Addressed:

4th Grade Science GA Standards of Excellence:
S4L1. Students will describe the roles of organisms and the flow of energy within an ecosystem.
a. Identify the roles of producers, consumers, and decomposers in a community.
b. Demonstrate the flow of energy through a food web/food chain beginning with
sunlight and including producers, consumers, and decomposers.
4th Grade ELA GA Standards of Excellence:
ELAGSE4RI3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text,
including what happened and why, based on specific information in the text.
ELAGSE4RI7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, time lines, animations, or interactive elements on Web pages) and explain how the
information contributes to an understanding of the text in which it appears.
ELAGSE4SL5: Add audio recordings and visual displays to presentations when appropriate to enhance
the development of main ideas or themes.
5th Grade Science GA Standards of Excellence:
S5P3. Students will investigate the electricity, magnetism, and their relationship.
a. Investigate static electricity.
b. Determine the necessary components for completing an electric circuit.
c. Investigate common materials to determine if they are insulators or conductors of electricity.
5th Grade ELA GA Standards of Excellence:
ELAGSE5RI1: Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text
ELAGSE5RI7: Draw on information from multiple print or digital sources, demonstrating the ability to
locate an answer to a question quickly or to solve a problem efficiently.
ELAGSE5SL4: Report on a topic or text or present an opinion, sequencing ideas logically and using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an
understandable pace
ELAGSE5SL5: Include multimedia components (e.g., graphics, sound) and visual displays in
presentations when appropriate to enhance the development of main ideas or themes.
ISTE Standards for Students:
2.a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media

3. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources
and media.

READING COMPREHENSION STRATEGY:

Determining Main Ideas and Synthesizing Information
LESSON OBJECTIVES:
Overview:
To supplement science lessons in both fourth and fifth grade classrooms, the students will use curated lists of
web resources to locate facts to support their answers on a set of questions created by their teachers. Fourth
grade students will be researching food chains, while fifth grade students will be focusing on electricity. Once
the students have the information required by the questionnaire, they will use their Google accounts to login
into ThingLink. Next, they will upload an image from a teacher selected gallery and add at least 5 facts from
the questionnaire.
Final Product:
Students will create a ThingLink presentation to share the information they have gathered about their assigned
topics.
Library lesson(s):
Students will be actively engaged in a variety of tasks, including collaboration with peers, gathering information
to support and provide evidence for answers to a set of questions, and creating ThingLink presentations to share
what they have learned.
Estimated lesson time:
Two 45-minute class periods
ASSESSMENT
Product:
Students will use a copy of a rubric to both plan and complete the project, while the teacher and school librarian
will use the same rubric to assess the final ThingLink presentations.
Process:
Students will begin and end each work session with a team meeting to discuss roles and responsibilities, as well
as progress towards the final goals.
Student self-questioning
What is my plan for research?
How do I evaluate the information that I find?
Have I found enough accurate information to answer all my questions?
Have any main ideas emerged from the research?
What organizational patterns will help me make sense of my information?
What technology tools will help me organize and make sense of my information?
What decisions or conclusions have I drawn, and how are they supported by the evidence?

INSTRUCTIONAL PLAN
Resources students will use (Check the appropriate box and list the resources below)
Nonprint
Web sites
o Books
o Reference
Online subscription database(s)
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.)

Direct instruction:
o The classroom teacher will provide direction instruction on the science standards within the
classroom, prior to this lesson in the library.
o The SL will provide direct instruction on the use of ThingLink and the curated list of resources.
Modeling and guided practice:
o To incorporate the reading comprehension strategies, the teacher will demonstrate the process for
locating reliable resources to answer a set of questions, and how to effectively provide evidence to
support the answers.
o Afterwards, students will practice the process using resources from a Bag-the-Web curated list. The
school librarian will model the steps for creating and adding facts (tags) to a ThingLink presentation.
Independent practice:
o Students conduct research using several different sources found within a digital Bag-the-Web folder
created by the librarian.
Sharing and reflecting
o Students will share their ThingLink presentations by presenting it to their classmates.
o Students will reflect on each part of the process as they complete it. They will post their reflection
for each assignment as a comment on the assignment link in Google Classroom.
STRATEGIES FOR DIFFERENTIATION
Leveled classroom texts and library books will be accessible to students that are not efficient with the digital
resources.
School librarian will teach the steps for creating a ThingLink aloud with the class. She will also provide
students with one-on-one assistance as needed.
The question sets and answer formats will be modified as needed for various students.

ThingLink Grading Rubric

Your presentation will be assessed using the following guidelines:
CATEGORY

Use of Class Time

Used time well

during each class
period. Focused on
getting the project
done. Never
distracted others.

Used time well

during each class
period. Usually
focused on getting
the project done and
never distracted
others.

Used some of the

time well during
each class period.
There was some
focus on getting the
project done but
occasionally
distracted others.

Did not use class

time to focus on the
project OR often
distracted others.

Title

Thinglink has an
appropriate title
using capital letters
where needed.

Thinglink has an
Thinglink has title
appropriate title, but
but title doesnt
student forget to
match subject.
capitalize.

Thinglink has no
title.

Required Elements

The Thinglink
includes at least 5
correct tags.

The Thinglink
includes only 4
correct tags.

The Thinglink
includes only 3
correct tags.

The Thinglink
includes 2 or less
correct tags.

Attractiveness

The Thinglink is
exceptionally
attractive in terms
of design, layout,
and neatness.

The Thinglink is
attractive in terms
of design, layout
and neatness.

The Thinglink is
acceptably
attractive though it
may be a bit messy.

The Thinglink is
distractingly messy
or very poorly
designed. It is not
attractive.

Capitalization and
punctuation are
correct throughout.

There are a couple

of errors in
capitalization or
punctuation
throughout.

There are 3 -4
errors in
capitalization or
punctuation
throughout.

There are 5 or more

errors in
capitalization or
punctuation
throughout.

Mechanics

Total Points Earned: ______ / 20

.