A+4.3+Lesson+Plan+Template

Follow this lesson plan template. Keep the template text in **bold** font. Add your information in regular font.

** Planning ** · **Reading Comprehension Strategy:** Questioning

· **Reading Development Level:** Advancing

· **Instructional Strategies:** Cooperative Learning, Notemaking, Questioning, Classifying, Summarizing, and Comparing

· **Lesson Length:** 45-50 minutes  · **Purpose:** The purpose of this lesson is to assist in locating reliable resources for use in constructing a plan for conserving energy in a school or home. Finding and properly utilizing information on the web is an important skill for students to learn and understand. This can be used in many areas of a students life from completing research for a paper to finding credible news reports. This lesson touches on only one use for good information seeking behavior.

· **Objectives:** At the end of this lesson, students will be able to:
 * 1) Design a plan to conserve energy.
 * 2) Follow instructions to complete an assignment.
 * 3) Begin an inquiry process by asking questions and making notes on new information gained.
 * 4) Compare, categorize, and classify websites in their reliability for use as resources.
 * 5) Use a rubric to summarize why websites are reliable and use educated methods of finding reliable sources.
 * 6) Work together to find, share, and evaluate information pertaining to their topic.

· **Resources, Materials, and Equipment:** -Computer hooked up to LCD projector - Allred -Projector screen or SMART board - Allred -Handouts of the rubric - [|Website Evaluation Rubric] - Anderson -Student Computers (1 for every 2 students) - Allred will reserve these -Presentation on Finding Websites - Allred -Demonstration on how to use the rubric - Anderson -List of groups for students - Anderson -List of ideas for different energy resources - Anderson -Graphic Organizer - Allred


 * Children’s Literature**


 * Websites:** Website Evaluation
 * Graphic Organizers:** [|Energy+Project+Graphic+Organizer.docx]


 * Materials:**
 * Equipment -** listed above with resources, materials, and equipment

· ** Collaboration: ** The librarian guides students through the presentation on finding credible websites while the teacher monitors that students are paying attention. The teacher guides students through using the website evaluation rubric while the librarian ensures students are paying attention. When students divide up into groups both educators monitor the students work. Both educators help students complete their K-W-L chart and the website evaluation rubric.

· **Assessment:** Students will self-assess using the given rubric while completing the lesson. The teacher and librarian will use the same rubric to assess students completed work. [|Energy Management Plan Rubric.docx]

· **Standards** **Reading** **and/or writing** - analyze websites
 * **Content Areas** || **Standard** || **Skill** || **Indicator** ||
 * Information Literacy || 1: Inquire, think critically, and gain knowledge || 1.1 || 1.1.1: Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life. ||
 * Information Literacy || 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge || 2.1 || 2.1.1: Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. ||
 * Education Technology || 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge || 2.1 || 2.1.4: Use technology and other information tools to analyze and organize information. ||
 * Listening and Speaking || 3: Share knowledge and participate ethically and productively as members of our democratic society || 3.1 || 3.1.2: Participate and collaborate as members of a social and intellectual network of learners. ||
 * Science || 6.7 || B || Students will design a logical plan to manage energy resources in the home, school, or community. ||
 * Reading || 6.23 || C || Students will record data, utilizing available technology (e.g., word processors) in order to see the relationships between ideas, and convert graphic/visual data (e.g., charts, diagrams, timelines) into written notes. ||
 * Listening and speaking ** - listen to presentation on finding websites; discuss website evaluation form with your partner
 * Science ** - use information about energy types to find ways to manage them;
 * Information literacy -** organize information into graphic organizer; evaluate information
 * Educational technology ** - use technology to research energy resources


 * Implementation**

· **Process**  **Motivation:** The teacher reminds students about their project rubric and presents students with their graphic organizer. Student break into their groups and begin filling out the first and second column of the graphic planner. The librarian then asks students how they plan to find the information they do not already know. The librarian takes notes of the resources students want to use (books, magazines, databases, internet), and highlights the word internet.

1. Find credible websites. 2. Research an energy source. 3. Discover ways to manage energy.
 * Student-friendly Objectives:**

Both educators present the keys to finding reliable websites using search engines, databases, and guiding websites. Educators present the Website Evaluation Rubric and Project Organizer. Both educators work together to evaluate a website based on the Website Evaluation Rubric. The teacher reminds students to review their Project Rubric for guidance.
 * Presentation:**


 * Student Participation Procedures** **or** **Student Practice Procedures:**
 * 1) Review the Project Rubric
 * 2) Review the Website Evaluation Rubric.
 * 3) Review the Project Organizer.
 * 4) Fill out the 1st and 2nd columns of the Project Organizer.
 * 5) Identify the resources you will need to complete your project.
 * 6) Find a website related to your assignment.
 * 7) Evaluate the site using the Website Evaluation Rubric.
 * 8) Continue to locate resources and fill in the Project Organizer.
 * 9) Self-assess your work using the rubrics.
 * 10) Present one website to the class using the Website Evaluation Rubric.

Educators monitor students’ use of the Website Evaluation Rubric and Project Organizer. Educators circulate through the room and assist students who may be having difficulty. To keep students focused on their research, educators ask to see their Project Organizer and ask questions related to the project and where the group is heading with their project.
 * Guided Practice**

Librarian displays the Website Evaluation Rubric and asks students to present their chosen website to the class. Collectively the class evaluates the website and offers feedback.
 * Closure**

How did the website evaluation form help us learn to find better websites? What is the importance of finding reliable websites?
 * Reflection**

· **Extensions** (Moreillon 15): Students will write a review for a website and post it to the teacher's blog. The website has to include some of the information from parts 1 and 2 of the website evaluation form as well as their opinion on the website. Students can also use the information they learned about finding reliable websites in their other classes.

Moreillon, J. //Collaborative strategies for teaching reading comprehension: Maximizing your impact//. Chicago: ALA Editions, 2007. ||

**5 Additional Points:** Each of these is listed or described on the planning form (**one point each**):


 * 1) Relevance to students’ lives:
 * 2) Responsibilities for gathering or creating resources:
 * 3) Instructional responsibilities during implementation for each partner or joint responsibilities for both partners:
 * 4) Technology tools integration (or explanation of why technology is not part of the lesson/unit):
 * 5) Materials (consumables such as graphic organizers, notemaking tools, art supplies)

[|April 25 discussion.docx]