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    Introduction Information Literacy Information Process Learning Outcomes Building Site What's New


    The Earth's Crust

    • Grade 8
    • Science Face-Lifting a Planet
    Southern Kings Consolidated School
    RR #4, Montague, Peter's Road, PE, C0A 1R0
    Telephone: 962-7400
    Fax: 962-7406

    Merilyn Mitchell, Teacher Librarian (
    David Miles, Grade 8 Science Teacher (

    Implementation Plan

    Teacher's Role

    To introduce the earth science unit, and to stimulate and engage students' curiosity, questions, and discussion, the science teacher, David will use several theme-related videos in the classroom. As students will be working in small groups of 2 or 3, he will divide them into teams. With the teacher librarian, David will guide the groups to cooperatively choose a topic for investigation, and to think critically and construct understandings of earth science concepts, as they follow the information process.

    Teacher-Librarian's Role

    During the introduction, the teacher librarian, Merilyn, will present an overview of the unit's activities, explaining the students' collaborations in teams, formats of products included in portfolios, webpage designs, learning resources, timelines for research, note-taking, rough drafts, final copies, HTML programming, and FTP loading to the Internet, evaluations of students and products, work areas in classroom, library, and computer lab, etc. Merilyn will also book the library and lab for this unit.

    With the science teacher, the teacher librarian will closely monitor and coach the students, providing individual and group instruction during each stage of the information process. Individual instruction will be given 'on demand' in HTML programming by the teacher librarian.

    Schedule for Activities and Time Frame - 5 weeks at 4 periods per week per class

    Step 1

    With their team members, students choose their topic from the following:

    -Introduction to the Earth's Crust

    -Plate Tectonics (2 groups possible)

    -Continental Drift

    -Alfred Wegener

    -Shaping of the Continents

    -How Mountains Are Formed

    -Why Earthquakes Occur (2 groups possible)

    -Why Faults Happen in Certain Places


    -Why Volcanoes Erupt (2 groups possible)

    Step 2

    Students access information on their topic from these resources:

    -sites listed on 'The Earth's Crust' webpage:

    -specific-topic books reserved on library cart


    -encylopedia CD-ROMs

    Step 3

    Each group of students takes 4 pages of notes in their own words in point form, and cites at least 4 sources of information in a bibliography, using as a guide, 'Bibliography Guidelines' located on the school's website ( This section will be included in their portfolio and passed in at end of project for evaluation.

    Step 4

    Students make a rough copy of their report and bibliography, and have another group proofread their draft for paragraph structure, grammar, and spelling; then, students edit their corrections. This section will be included in their portfolio and passed in at end of project for evaluation.

    Step 5

    With their team members, students complete a final copy of their written report with a cover page, 400 word essay, and bibliography. This section will be included in their portfolio and passed in at end of project for evaluation. One team member types the essay in Clarisworks, and spellchecks it; another member types the preliminary HTML coding, and the Bibliography with the appropriate HTML.

    Each group locates pictures pertinent to their topic on the Internet, and sends email messages to the owners of these graphics, requesting permission to use them on their webpage. When permission is granted, students download the pictures to their disks, and include the appropriate HTML coding in their webpages. After the teachers approve their files, students transfer them to Notepad, and save them as HTM files on their disks, which will be uploaded via FTP to the Internet by the teacher librarian.

    Evaluation: Assessment of Students, Evaluation of Activity and Author Study

    During the project, both the science teacher and the teacher librarian will make anecdotal evaluations on students' successes in following the information process, as well as use students' portfolios (containing notes, rough drafts, and final copies)and webpages for assessment.

    In addition, members of each group will use the Peer/Group Evaluation form to assess each other's collaborations and activities within the group.

    Students will, as well, complete the Project Self-Evaluation form to reflect on their information process, and their own products.

    Show Me The Outline and Outcomes

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