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  • BUILDING INFORMATION LITERACY  
    Introduction Information Literacy Information Process Learning Outcomes Building Site What's New

     

    Vanishing Animals

    • Grade Three
    • Language Arts (Reflexions)
    • Science (Life Cycles Unit)
    Gulf Shore Consolidated School

    Telephone: (902) 963-7810
    Fax:
    Website:

    Teachers:
    Charlene Matthews, Teacher-Librarian
    Parker Grimmer, Grade 3 Teacher
    (Heather MacNeill, Teacher-Librarian, revised for 1998-99)
    (Michelle McCabe, Classroom Teacher, revised for 1998-99)


    Project Outline

    Introduction
    (Curriculum Context - Background Information)

    This activity, which involves students working in pairs, integrates both information technology skills and several other information skills and strategies. These were necessary for students to access and interact with information from a variety of learning resources. The data was collected and then entered into a teacher-created ClarisWorks database about vanishing animals. Students used the four books provided with the Reflexions program materials for this language arts theme as well as additional learning resources, located in their school library and beyond.


    General Goals
    (Why are we doing this?)

    To provide students with an opportunity to achieve learning outcomes within the framework provided by the Information Process. This will involve learning about various "vanishing" (or endangered) animals, using multiple print and multimedia resources (pre-selected for the students' use.)


    Student Learning Outcomes
    (Knowledge, Skills, Strategies and Attitudes from the Atlantic [APEF] Curriculum)

    Planning Stage

    GRADE LEVEL: TRANSITIONAL
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • with assistance, answer their own questions and those of others by seeking information from a variety of sources
    -- identify their own personal and learning needs for information
    -- generate their own questions as a guide for research (1)
  • Gathering Information Stage

    GRADE LEVEL: TRANSITIONAL
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • select, independently and with teacher assistance, texts appropriate to their interests and learning needs (1)
  • Interacting With Information Stage

    GRADE LEVEL: TRANSITIONAL
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences

  • ask and respond to questions to clarify information and to explore possibilities or solutions to problems (2)

  • GRADE LEVEL: TRANSITIONAL
    GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • engage in and respond to a variety of oral presentations and other texts (4)

  • GRADE LEVEL: TRANSITIONAL
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • with assistance, answer their own questions and those of others by seeking information from a variety of sources
    -- identify their own personal and learning needs for information
    -- generate their own questions as a guide for research
    -- use a range of print and non-print materials to meet their needs
    -- use basic reference materials and a database or electronic search
    -- begin to reflect on their own research process (1)

  • GRADE LEVEL: TRANSITIONAL
    GCO G (Reading/Viewing)
    respond critically to a range of texts, applying their understanding of language, form, and genre

  • question information presented in print and visual texts
    -- use a personal knowledge base as a frame of reference (1)
  • identify some different types of print and media types
    -- recognize some of their language conventions and text characteristics
    -- recognize that these conventions and characteristics help them understand what they read and view (2)
  • respond critically to texts
    -- formulate questions as well as understandings (3)

  • GRADE LEVEL: TRANSITIONAL
    GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity, precision, and effectiveness

  • select, organize, and combine relevant information from at least two sources, without copying verbatim, to construct and communicate meaning (5)
  • Organizing Information Stage

    GRADE LEVEL: TRANSITIONAL
    GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity, precision, and effectiveness

  • select, organize, and combine relevant information from at least two sources, without copying verbatim, to construct and communicate meaning (5)
  • Creating New Information Stage

    GRADE LEVEL: TRANSITIONAL
    GCO I (Writing/Other Ways of Representing)
    create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

  • create written and media texts using a variety of forms
    -- experiment with other media to increase the impact of their presentations (1)

  • GRADE LEVEL: TRANSITIONAL
    GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity, precision, and effectiveness

  • experiment with technology in writing and other forms of representing
    -- use a tape recorder to tape dramatic presentations, readings of published work, and retellings
    -- use a simple word processing program to draft, revise, edit, and publish
    -- use a drawing program (computer software)
    -- with assistance, use the Internet to communicate (4)
  • select, organize, and combine relevant information from at least two sources without copying verbatim, to construct and communicate meaning (5)
  • Sharing and Presenting Information Stage

    GRADE LEVEL: TRANSITIONAL
    GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • engage in and respond to a variety of oral presentations and other texts (4)

  • GRADE LEVEL: TRANSITIONAL
    GCO I (Writing/Other Ways of Representing)

  • demonstrate some awareness of purpose and audience (2)

  • GRADE LEVEL: TRANSITIONAL
    GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity, precision, and effectiveness

  • experiment with technology in writing and other forms of representing
    -- use a tape recorder to tape dramatic presentations, readings of published work, and retellings
    -- use a simple word processing program to draft, revise, edit, and publish
    -- use a drawing program (computer software)
    -- with assistance, use the Internet to communicate (4)
  • Assessment and Evaluation Stage

    GRADE LEVEL: TRANSITIONAL
    GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • engage in and respond to a variety of oral presentations and other texts (4)

  • GRADE LEVEL: TRANSITIONAL
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • with assistance, answer their own questions and those of others by seeking information from a variety of sources
    -- identify their own personal and learning needs for information
    -- generate their own questions as a guide for research
    -- use a range of print and non-print materials to meet their needs
    -- use basic reference materials and a database or electronic search
    -- begin to reflect on their own research process (1)

  • GRADE LEVEL: TRANSITIONAL
    GCO I (Writing/Other Ways of Representin)
    create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

  • consider their readers' questions, comments, and other responses in assessing their work and extending their learning (3)


  • Learning Resources Required
    (Print, non-print, audio-visual, electronic, community)

    Print - Books About Vanishing Animals

    • Vanishing Animals of the Wide Open Spaces, (Language Arts program book, available in each school), (no publisher specified)
    • Vanishing Animals of the Mountains, (Language Arts program book, available in each school), (no publisher specified)
    • Vanishing Animals of the Water, (Language Arts program book, available in each school), (no publisher specified)
    • Vanishing Animals of the Jungle and Forest, (Language Arts program book, available in each school), (no publisher specified)
    • 1000 Facts About Wild Animals, Moira Butterfield, (no publisher specified)
    • Amazing Birds (Eyewitness Jr.), Alexandra Parsons, (no publisher specified)
    • Remarkable Animals, David A. Christie, editor, (no publisher specified)
    • The Biggest, David Armentrout, (no publisher specified)
    • Dangerous Animals, Susan Sumpkin, editor, (no publisher specified)
    • Giant Animals, Thane Maynard, (no publisher specified)
    • Endangered Animals, Lynn Stone, (no publisher specified)
    • Wildlife Alert, Gene Stuart, (no publisher specified)
    • Monkeys and Apes, N.S. Barrett, (no publisher specified)
    • Will We Miss Them? (series), Alexander Wright, (no publisher specified)
    • Amazing Mammals (Eyewitness Jr.), Alexandra Parsons, (no publisher specified)
    • The Big Cats: Lions, Tigers, and Leopards, Jennifer C. Urquhart, (no publisher specified)
    • Take Action: World Wildlife Fund, Anne Love and Jane Drake, (no publisher specified)
    • Saving Our Animal Friends, Susan McGrath, (no publisher specified)
    • The Fastest, David Armentrout, (no publisher specified)
    • Cheetah, Carolyn Arnold, (no publisher specified)
    • Mammal (Eyewitness), Steve Parker, (no publisher specified)
    • Boas, Pythons, and Anacondas, Eric Ethan, (no publisher specified)
    • The Longest, David Armentrout, (no publisher specified)
    • The Fascinating World of Snakes, Maria Julivert, (no publisher specified)
    • Scaly Babies: Reptiles Growing Up, Ginny Johnston and Judy Cutchins, (no publisher specified)
    • The Lion Family Book, Angelica Hofer, (no publisher specified)
    • Inside the Whale, Ted Dewan, (no publisher specified)
    • Whales, Nomads of the Sea, Helen S. Sattler, (no publisher specified)
    • Whales, Lesley Dow, (no publisher specified)

    Print - Articles About Vanishing Animals

    • "Big Book Magazine (Issue #1, Whales)," (no publisher specified)

    Electronic - CD-ROM

    • Compton's Encyclopedia (various articles about animals), (The Learning Company)
    • Encarta '97(various articles about animals), (Microsoft)
    • Dangerous Creatures, (Microsoft)
    • Animals 2.0, (no publisher specified)

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