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Allison Baker Collection Development Assignment FRIT 7134 Spring 2011 February 21, 2011

DESCRIPTION OF SITE AND LEARNERS


I work at Cowan Road Elementary School which is located in Griffin, GA. It is one of eleven elementary schools in Griffin-Spalding County Schools. In this school district, there are also four middle schools, two high schools, and several private schools. At Cowan Road Elementary, there are currently 647 students enrolled. It is located in a transient zone with 74% percent of students qualifying for the free or reduced lunch program; many of our students enroll and withdraw within a single school year. There are 665 students, 45 faculty members, 2 administrators, and 35 classified staff members. We are a Title I school. With technology having a large influence here, the teachers, staff, and students place a high value on the efficient operation and resources available in their media center. The schools media center is strategically located at the center of the school and boasts a collection of 19994 holdings, which gives the school an average of about 30.9 books per student. The media center is attached to a computer lab (mainly used for ALEKS in upper grades), but this computer lab is NOT maintained as a part of the media center. In the media center is a collection of six computers that can be used for Destiny look up, AR, or other online research; an ACTIVboard; and LCD projector. We also house one TV/VCR/DVD set that can be checked out (however, all classrooms are set up with a VCR/DVD player attached to an ACTIVboard with projector). The media center does have a connection for closed circuit viewing with

VCR/DVD, in addition to the set-up that allows the production and viewing of our morning news show (produced by fifth graders). Griffin, Georgia is located in Spalding County. It is considered to be in the West Central portion of Georgia, approximately 45 miles South of Atlanta. Spalding county has an approximate population of 65,000 people, with 27% of an under 18 population. The 2007 per capita income was $26,842. With only 4% of the county have graduate degrees and 32% not having completed high school (nor receiving a GED), education is NOT emphasized in many of the homes. In 2008, the county's unemployment rate was 8.5%, higher than the state average of 6.9%. Sadly, the county's rate of child abuse cases investigated (319) is also higher than the state average (192). Nearly 64% of the cases investigated were substantiated. Cowan Road Elementary serves many of these low income families. There are seven First Grade teachers at Cowan Road Elementary School this year, teaching a total of 111 students. There are three EIP self-contained classes and four other classes. There are two Gifted students, kept together in one classroom. There are two Special Ed students. Ethnic Group African American Students Caucasian Hispanic Multi-racial Asian ELL Total Number of students 45 10 11 10 0 10 Percentage based on 111 first graders 41% 9% 10% 9% 0% 9%

The reading levels of the students is also within a wide range. One of the gifted students currently reads on a 4.7 level, while we have many EIP students who read on a

0.1 and 0.2 level. We have sixteen students (14%) who are progress monitored and are in RtI tier 2 or 3 for reading based on STEEP fluency scores.

CURRICULUM REVIEW
For this activity, I have chosen to focus on the weather standards as they are in the First Grade Science Georgia Performance Standards. These standards are as follows: S1E1. Students will observe, measure, and communicate weather data to see patterns in weather and climate. a. Identify different types of weather and the characteristics of each type. b. Investigate weather by observing, measuring with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal or on a calendar seasonally. c. Correlate weather data (temperature, precipitation, sky conditions, and weather events) to seasonal changes. S1E2. Students will observe and record changes in water as it relates to weather. a. Recognize changes in water when it freezes (ice) and when it melts (water). b. Identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid (water). CONCEPTS There are different types of weather. KNOW AND DO Identify the basic types of weather and describe characteristics of each. Illustrations of each type of weather compiled to create a Weather Book. The top of each page will name the weather that the student is illustrating. LANGUAGE EVIDENCE OF LEARNING Temperature Science Journal Entries Wind Weather Book will Precipitation be created by each Weather events- student thunderstorm Fall Detective tornadoes, and Collection hurricanes. Hurricane Poster Thunderstorm Recipes Weather Mobile Thermometer Science Journal entries. Wind vane Monthly Weather Class Rain gauge Chart Temperature Precipitation Weather events Rainbow Sky conditionssunny, cloudy, etc.

Weather can be communicated to others by observing and collecting data.

Observe weather by using simple weather instruments to record data. Students will document daily weather (year-long activity) in a Science Journal. A monthly weather class chart will be used to document the different types of sky conditions. This chart will be used to compare the seasons. This chart will list:

The four seasons have distinct weather patterns. The different seasons affect the way we live in our world.

Daily: Temperature: Use a thermometer to determine the temperature. Rain gauge measurement: the class will make a rain gauge to use daily. Sky conditions (sunny, cloudy, etc.) Monthly Class Tree observation. Students will use the digital camera and paste the picture on the chart. Shadow Measurement. Students will measure the shadow of a permanent object outside and see the difference among the shadows season by season. Perform an experiment using a wind vane. Used to determine which direction the wind is blowing. Examine data collected to compare and contrast the differences in weather among the seasons. Students will use a graphic organizer to compare the seasons. The class chart, which is collecting data on weather, will be used to examine the patterns in each season. Sort clothing in baskets labeled by each season. Word web for each season with activities that students can do during that season.

Winter Spring Summer Fall Season

Science Journal entries. Correct clothing sort according to seasons. Correct word web. Spring Observations Venn Diagram Seasons Clothing Books Seasons Flip Book Paper Plate Illustration

COLLECTION REVIEW
In viewing materials available in the media center, these materials are scattered because of the different types accessible. Upon entering the media center, the non-fiction books are located to the left. If you viewed our media center from above, the non-fiction books form a "U." The far side of the "U" is the reference materials. This does allow the non-fiction and reference books to be in fairly close proximity to each other. There are tables located in the middle of this "U." However, this is the table section with the ACTIVboard and projector that is used for classroom instruction in the media center.

These tables are often filled with classes. The reference books are not within reach when the tables are full of students. The fiction chapter books are in another "U." These two "U's" are side by side when viewed from above. There were not many chapter books concerning weather found in our media center. On the other hand, there were several easy and everybody (fiction and non-fiction mixed that are 1.9 AR level and above, but NOT chapter books) books that do address the topic of weather. The easiest, and most logical, method of finding a list of "weather" materials in our media center was to use Destiny and complete a Resource List search. I was able to search for only non-fiction and reference materials, all materials on weather, or only teacher-accessible materials. I was also able to find resources available from other media centers in our district. The overall condition of all the books, non-fiction, chapter, and easy or everybody, were in overall good condition. I did notice the usual wear and tear of books; some had repairs noted. Some books showed more wear - specifically the easy and everybody books - but all were in general good condition. This may be, in part, because of extensive weeding that our media center went through last year. Due to the recent change in OPAC to Destiny, the amount of weeding was not tracked last year, but all agree that it was a large number of materials (estimated in the thousands). Depending on the search parameters used, the weather collection ranged from 25 to nearly 369! After working on the search method used, I determined a fairly accurate count of approximately 120 books in our media center on weather. There are also three videos and several guided reading book sets in the teacher resources on weather.

A few of the books were published in the mid-1990's; there is even one published in 1984. The vast majority of the books were published since 2000, though. Since weather is NOT a topic that readily changes (like politics, technology), I don't feel the age of the books is an issue. There are some topics within weather (for example, forecasting) that technological advances would create a concern with the age of materials. First grade standards do not address these topics. In looking at the number of the media center holdings, our records total 19,994. Most of the books on my topic of weather are found in the 550s of the non-fiction section. If looking at only the non-fiction books that are directly appropriate for first grade students, there are only about 12 books. Of these, they have been checked out a total of 21 times in the last three months (including Thanksgiving, Christmas, and winter breaks). To me, this indicates a need for more non-fiction weather titles that young children can access. How closely the books actually match the curriculum was also taken into account. Most of the books do work within the specifics of the standards. The primary problem is that most of the non-fiction books are written above the readability level of even aboveaverage first grade readers. The average AR level for the books was 4.2! Summary of collection needs: 1. Choose resources that have been published within the last five years. Most of the books we already have were published between 1995 and 2005. While these are, for the most part, still up to date on the weather information needed for first grade standards, additions to the collection should be newer.

2. Add titles that are multicultural in nature. The best source of these may be in fiction that include weather topics. 3. Choose mostly non-fiction and resource books since there is such a small selection of these resources. Make sure these resources are on levels that first graders can possibly read; aim for 2.5 - 4.0 (or lower than 2.5 when possible). 4. Find several videos, but dont spend too much money on this resource since the teachers have access to United Streaming. One issue to watch for is that weather videos showing real footage of storms can be very frightening for young children. Keep this in mind when selecting videos. 5. Georgiastandards.org includes the units and lessons that could be used to cover the weather standards. In addition to lessons and activities, a list of "suggested literature" is included. These books should be cross-referenced to current media center holdings and preference given to ordering items not currently in the media center. Some of these books are older, but given the state is recommending them, preference should be given as they are often tied into the frameworks units online.

BUDGET SUMMARY
After looking through several book vendors' selections, I have found what I feel to be a group of titles (books, DVDs, CDs, manipulatives, and one website subscription) that will enhance the existing collection of weather books. In following the above guidelines, I was able to focus on the most dire needs of our students and media center. In order to complete the purchases, I would need $3247.35. Relevant titles include weather terms, types of weather, tools used in predicting weather, seasons, and fiction books (these often included the multicultural books on this topic) including these topics.

Preference was given to books on the list available from the state as suggested literature in effectively teaching weather to first graders. A school wide subscription to science az.com is also included in this pricing; this site has extensive printables, projectables, and additional plans on weather that meet the standards. The site also has many additional resources for other grades. Additional online resources are located at http://allisonbaker.pbworks.com/w/page/37015922/Weather. Please see the attached EXCEL spreadsheet for exact titles, prices, publishers, and how the money will be spent.

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