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


    Flight Science

    • Grade 5
    • Science
    St. Peter's Consolidated School
    St. Peter's, PE, C0A 2A0
    Telephone: 961-7275
    Fax: 961-7277

    Eileen Higginbotham, Teacher-Librarian, St. Peter's (
    Laureen Steadman, Grade 5/6 teacher, St. Peter's (
    Louise Deagle, Grade 5 teacher, Rollo Bay (

    Implementation Plan

    Teacher's Role

    The teacher's role is to set expectations for the behaviour and grading for the RBL unit. The teacher will do grading/evaluation, creation of stations, form groupings of students, assist in selecting the day's stations, and facilitate the stations for the day. The teacher will participate in the selection and collection of resources for the unit. All of this unit is done with a collaborative, team-teaching philosophy between the classroom teacher(s) and the teacher-librarian.

    Teacher-Librarian's Role

    The teacher-librarian is responsible for preparing and setting out what is needed for the day's selected stations. The T-L participates in the selection and collection of resources for the unit. The T-L facilitates the stations and reinforces expectations for behaviour. The grading/evaluation of the stations is done in partnership with the classroom teacher. Again, all of this unit is done with a collaborative, team-teaching philosophy between the classroom teacher(s) and the teacher-librarian.

    Schedule for Activities and Time Frame - one hour daily for five days

    Step 1

    Day one: The teacher-librarian will come up to the classroom(s) to assist the teacher in the explanation of the unit, the groupings, cooperative learning, grading/evaluation, and expectations of behaviour. At this point, the class would move to the library resource centre to begin work on stations. The teachers will have selected 10-14 stations to have ready and set out for the day. The T-L would have ensured that these are set out and ready to go. Each group would choose a station to begin with and the teachers, monitors, etc would circulate and facilitate the cooperative learning process. Each group would complete two to four stations in one session.

    Step 2

    Day Two: The T-L would set out the selected stations (10-14) for the day, adding some new stations and taking away some stations. Students would continue with yesterday's station or begin a new station. Each group would be expected to complete two to four stations.

    Step 3

    Day Three: Same as day two.

    Step 4

    Day Four: Same as day two.

    Step 5

    Day Five: Same as day two. In the last fifteen minutes, students would organize completed stations to hand in for grading/evaluation. The students would return to the class with the teacher(s) and T-L. Students will evaluate the unit and the group they worked with in the form of a journal response to be handed in to provide feedback to the teachers.

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

    There was a self-assessment, peer assessment, or group assessment portion to many of the learning stations. There were many bonus points for aspects such as neatness, effort, cooperation, and creativity, some of which was also self-assigned grades. Students were asked to respond with a journal article to discuss what they learned, what they enjoyed, and how their group worked.

    Teachers assessed students in the areas of participation, responses, note-taking, completion of activities, use of tape-recorder/recording, experiment charts, data, and results, and technology objectives.

    There was ongoing assessment in the form of anecdotal records of the group process and participation. Each teacher sat with each group at least twice during the week to do this ongoing assessment.

    Accompanying Documents
    (Adobe Acrobat [.pdf] Format)

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  • Center 10

    Show Me The Outline and Outcomes

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