Scenario+and+Collaboration

Brainstorming Rubric 3.3 Rubric 4.2 Graphic Organizer Resources Lesson Plan

Supplement 1C―Collaborative Planning Sheet, Sample 3

Opening scenario: Teacher Lambert emails Librarian Painter to pull books for a curriculum-based lesson on rocks. Librarian Painter emails Teacher Lambert about meeting with her to discuss a possible collaborative lesson. Teacher Lambert is interested and the two agree to meet after school in the first grade hallway to discuss the idea with other first grade teachers on Tuesday as there is tutoring on Tuesday. Together they discuss the initial lesson details, with Librarian Painter contributing to provide videos and power point on rocks as well as the Cacoo graphic organizer. They determine the best way is to split the class and teach the lesson then regroup to conclude the learning experience.

Brava for the librarian taking initiative after an initial request for resources. This is a plausible if scenario if the librarian has done her homework of educating faculty and administrators about the potential of classroom-library collaboration. This teacher was willing to explore the possibilities with a simple invitation. In many school environments, it will be up to the librarian to make repeated "first" moves.

Students use background knowledge to make sense of new knowledge; therefore, i t is very important that students acquire and utilize the reading comprehension strategy of activating background knowledge. In this practice students will analyze the difference and similarities of rocks and soils as well as become aware of the diversity of rock types by putting their traits on a web 2.0 graphic orgainzer. In addition, students learn how rocks are natural resources provided by the earth.
 * ** Teacher/Topic: Teacher -Lambert, Librarian Painter/Topic - "Rocks," (Observe, Compare, and Describe)/1st grade curriculum ** ||
 * ** Dates/Times: December 12, 2010 @ 10:50-11:50 AM ** ||
 * 1. **Why are we asking students to engage in this learning experience? Goals/Standards**

Rocks are also familiar items in children's outside of school environment. Knowing more about everyday objects can stimulate their long-term disposition to question and seek answers to their questions (in short, to inquire). Hurry for the Web 2.0 integration.

You need to add an ELA-R standard for the background knowledge RCS.

**TEKS STANDARDS**: §112.12. Science, Grade 1, Beginning with School Year 2010-2011 (b) Knowledge and skills (7) Earth and space. The student knows that the natural world includes rocks, soil, and water that can be observed in cycles, patterns, and systems. The student is expected to: (A) observe, compare, describe, and sort components of soil by size, texture, and color; (C) gather evidence of how rocks, soil, and water help to make useful products. **AASL STANDARDS**: Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1 Skills 2.1.2 Organize knowledge so that it is useful. Standard 3: Share knowledge and participate ethically and productively as members of our democratic society. 3.1 Skills 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.

These are carefully selected and measurable. Brava. || Building background knowledge - Since this is your ELA-R/RCS objective, be sure to refer to this knowledge often during the lesson implementation. ||  ||   ||   || - Excellent use of two educators ||   ||||   || Students are given a rock as their "Pet Rock" and compare it to a different partner in the whole group. Students should be using the same words used in the lesson to describe the rock and classify it according to the characteristics. - Brava for the hands-on culmination of the learning engagement ||  || Student will begin by completing a KLWQ chart which will assess their knowlege skills, first as a partner set then as a whole group. Students will begin exploring rocks and asking questions about the size,color, shape, design of, and hardness or smoothness of each rock. They will record their questions on the K-W-L-Q chart under the "W," right? Students will discuss with their partner and write their observations on the paper. <-- I think they need a graphic organizer for this part. Or could they refer to their K-W-L-Q during the discussion. We are looking to evaluate the following: - Excellent Do the students recognize that some rocks are different and some are similiar? What are the different and similiar characteristics? Can the students describe features of each rock? What use might the rock have in our lives (rock garden, toothpaste, etc) || Students will use a student-friendly rubric for self-assessment. Teacher and Librarian will assess as students complete the activity where they describe the rocks and separate them into similiar and different categories. Teacher and Librarian will assess as students use a graphic organizer to separate the rocks. Teacher and Librarian will assess as students determine which category their pet rock most likely resembles. Teacher and Libraran will self assess lesson with teacher/librarian created rubric. ||
 * ** 2. What do we want the students to learn? Performance Indicators/Learning Objectives **
 * Complex thinkers who construct meaning, solve problems, make and evaluate decisions using a variety of thinking strategies
 * Responsible citizens who cooperate with others
 * Collaborative contributors who work with others, acknowledge and contribute ideas, suggestions, and effort
 * Using web 2.0 tools and graphic organizers sorts information so that is makes more sense. ||
 * ** 3. In what specific learning experiences do we want them to engage? Who will be responsible for each? Learning Tasks/Responsible Educator ** ||||  ||   ||   ||
 * Teacher: While in the classroom, the teacher will introduce the lesson "Rock-n-Rollin" by having soil and sand samples. The introduction will give background information, such as where soil and sand come from, vocabulary terms, and who works/studies rocks (Geologist). Students will need to have an understanding that rocks are characterized by their shape, size, minerals, and hardness.
 * Librarian: Students will enter the library where the librarian will show the students two videos relating to Rocks. The librarian will discuss the procedures and objectives in the lesson. Students will work in partner sets and will divide between the librarian and the teachers. ||  ||   ||   ||
 * Teacher and librarian are teaching simultaneously the introduction to Rocks using the KLWQ chart. In each group students will be given paper/pencil, sample rocks, hand lens, and 2 books on rocks. Students will begin to explore their sample rocks and describe each rock as well as placing the rocks in similar/different piles. Students will regroup and begin to describe their sample rocks.
 * Teacher and librarian bring the whole group together. The teacher will present a new sample of rocks while the librarian load the graphic organzier from Cacoo.com onto the computer. As the teacher shows each rock, students decide which category the rock will be placed on the graphic organizer.
 * ** 4. How will they communicate what they learned? Learning Process/Products **
 * ** 5. How will they/we assess their learning? Assessment Criteria/Tool(s) **
 * ** 6. What resources will the students/we need? **
 * KLWQ chart (1 per group, created by librarian)
 * Variety of books on rocks (provided by librarian)
 * Rocks Power Point (Created by librarian)
 * Video "What Are Rocks" and "Why Are Rocks Different" (accessed by librarian through United Streaming)
 * Sample rocks (provided by classroom teacher)
 * Hand lens (provided by classroom teacher)
 * Paper/pencil (provided by classroom teacher & students)
 * Pond Rock (bought from JoAnn's Fabrics by classroom teacher)
 * Computer/projector (secured by librarian)
 * Cacoo.com (set up by librarian)

Rubrics??? ||