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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)


    Implementation Plan

    Teacher's Role

    The classroom teacher introduced the resource-based learning activity to the students, assisted them as they chose an endangered ("vanishing") animal from their language arts theme, for further investigation, (after reading the "Vanishing Animals" series), worked in collaboration with the teacher-librarian to guide students through each stage in the information process, and structured the database to meet the learning needs of the students. (The teacher introduced this part of the activity but both teachers assisted students with entering and manipulating the data, to answer their own questions about the endangerment of the animals.)

    Teacher-Librarian's Role

    The teacher-librarian pre-selected learning resources that were used by the students (in addition to the "Vanishing Animals" books,) which were accessible to the students through the use of several learning stations (or learning centres) according to the types of animals being studied by each group of students. These stations were located in the school library. The teacher-librarian introduced/reviewed each of the stages in the information process, providing students with the structure, skills and strategies they required at each of the stages, worked with the classroom teacher to facilitate the students' individual and group work through conferencing and direct intervention where necessary and assisted students in entering data in their database activity, and assisted with assessing students' achievement of identified outcomes and evaluating their products.

    Schedule for Activities and Time Frame - Two cycles/Ten school days

    Day One: Introduction (Planning Stage)

    Students reviewed the animals they had read about in class, suggested possible reasons for their endangered status. Topics (animals) were identified, questions (for inquiry) and categories (for database) developed, students were placed in pairs (partners for working on one animal). The product (database) was also described in some detail, and students noted that their work would be shared within the classroom and with their book-buddies (audience).

    Day Two (Gathering Information Stage)

    Students identified possible sources of information; teacher-librarian reviewed (i.e., learning stations) and evaluation skills (critieria for useful resources were reviewed). Students cooperated and "gathered" information sources, began to evaluate the content, from the appropriate station.

    Days Three and Four (Interacting With Information Stage)

    Students used reading, viewing, listening, interviewing skills to identify relevant information, then used their note-taking records for recording information about their animal; sources were also noted. There are two copies of the form so students may use the second copy for revised data.

    Days Five and Six (Organizing Information, Creating New Information, Sharing and Presenting Information Stages)

    Students entered their data into the ClarisWorks database (with assistance from the teachers), and there was extensive discussion (in groups, in class) about the new information they learned about their animals' endangerment when the data was sorted/manipulated. The concepts of "fields and records" were reinforced throughout this activity! It was also necessary to explore new concepts such as "pressure felt by animals in endangered situations, vanishing habitats.

    Following the actual activity, the students' work (database pages were printed) was included in a class booklet; their data was also stored on a floppy disk for others to share. The students also made cut-out illustrations of their animals and displayed these on a painted mural background, depicting each of the habitats they had learned about. This mural was displayed in the library for others to learn more about their project.

    Evaluation: Assessment of Students, Evaluation of Activity.

    Evaluation occurred throughout this project. Students used self-evaluation as they considered their product, and reflection as they assessed their own work throughout the process, teachers evaluated the students actual product and they assessed (through observations) their performance, with regard to their information literacy and technology outcomes.

    Show Me The Outline and Outcomes

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