Scenario-Collaboration

Benchmark collaboration between Laurie Kent and Michelle Holloway. Laurie is the Librarian. Michelle is the Classroom teacher.

__** Schedule for Completing Lesson Plan A 4.2 **__ Begin filling in lesson plan template - 4/11/12 - Librararian Complete KWL chart template - 4/11/12 - Classroom teacher Complete Research Template - 4/11/12 - Librarian Complete Example Glogster - 4/13/12 - Classroom teacher Add Extensions for Lesson - 4/13/12 - Librarian

A 2nd grade teacher is in the lounge having lunch and discusses her need for more research help to get a topic started for her students on the plant unit..The librarian offers to help by setting up a meeting time to plan for a library introduction lesson on the Plant cycle. The librarian and the 2nd grade teacher meet after school in the library to discuss the lesson. The 2nd grade teacher brings a lesson that she has done before on plant cycles. The librarian ask questions to determine what level of understanding the students should have after the library lesson to start the classroom learning portion of the unit. They collaborate and decide that the students should be introduced by using a nonfiction text and then do some further learning by using the online database //Searchasaurus.// The librarian selects a text, sets up the research template, and locates the article on the //Searchasaurus//. The collaboration will include a KWL chart for the students to fill out after they have had the introductory lesson with the non-fiction text. After the students complete the research template, they will create a glogster poster to be presented to the class that includes the stages of the plant cycle. The classroom teacher will present a sample glogster poster to the students and help them navigate through the glogster creation process. Students will be assessed using a rubric created by the librarian.
 * Possible Scenario**

Supplement 1C―Collaborative Planning Sheet, Sample 3

This unit fulfills a requirement of the Science TEKS. **Science** **TEKS**- (9) Organisms and environments. The student knows that living organisms have basic needs that must be met for them to survive within their environment. The student is expected to: (A) identify the basic needs of plants and animals; (B) identify factors in the environment, including temperature and precipitation, that affect growth and behavior such as migration, hibernation, and dormancy of living things; and (C) compare and give examples of the ways living organisms depend on each other and on their environments such as food chains within a garden, park, beach, lake, and wooded area. (10) Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to: (A) observe, record, and compare how the physical characteristics and behaviors of animals help them meet their basic needs such as fins help fish move and balance in the water; (B) observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant; and (C) investigate and record some of the unique stages that insects undergo during their life cycle. **Technology** **TEKS**- (5) Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to: (A) acquire information including text, audio, video, and graphics; (7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to: (A) use software programs with audio, video, and graphics to enhance learning experiences; and (B) use appropriate software, including the use of word processing and multimedia, to express ideas and solve problems. (3) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: (A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions; (B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">(C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud). <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">14) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about and understand expository text and provide evidence from text to support their understanding. Students are expected to: <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">(A) identify the main idea in a text and distinguish it from the topic; <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">(B) locate the facts that are clearly stated in a text; <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">(C) describe the order of events or ideas in a text; and <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">(D) use text features (e.g., table of contents, index, headings) to locate specific information in text. <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">(15) Reading/Comprehension of Informational Text/Procedural Text. Students understand how to glean and use information in procedural texts and documents. Students are expected to: <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">(A) follow written multi-step directions; and <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">(B) use common graphic features to assist in the interpretation of text (e.g., captions, illustrations). <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">(25) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">(A) gather evidence from available sources (natural and personal) as well as from interviews with local experts; <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">(B) use text features (e.g., table of contents, alphabetized index, headings) in age-appropriate reference works (e.g., picture dictionaries) to locate information; and <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">(C) record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams). <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">(27) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students (with adult assistance) are expected to create a visual display or dramatization to convey the results of the research. || We want the students to learn life cycle of seed plants to include identification of names and pictures in the following steps of the cycle 1) Awakening of the seed 2) Growth 3) Flowering 4) Pollination 5) Fruit 6) Dispersion 7) Seed Objective 1) Students will use a KWL Chart to identify what stages the students already know by name Objective 2) Students will use an online database to fill in the stages of the plant cycle and draw a picture of each stage Objectve 3) Students will use glogster to synthesize the learning onto a presentation tool <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">AASL indicators: <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Standard 1 : Inquire, think critically, and gain knowledge <span style="background-color: #ffffff; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">1.1 Skills <span style="background-color: transparent; color: #9900ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">1.1.1 Follow an inquiry based process in seeking knowledge in curricular subjects, and make the real-world connection for using the process in own life. <span style="background-color: transparent; color: #9900ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">1.1.2 Use prior and background knowledge as context for new learning. <span style="background-color: transparent; color: #9900ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">1.1.6 Read, view, and listen for information presented in any format in order to make inferences and gather meaning. <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">2.1 Skills <span style="background-color: transparent; color: #9900ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">2.1.4 USe technology and other information tools to analyze and organize information. <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">2.3 Responsibilities <span style="background-color: transparent; color: #9900ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">2.3.1 Connect understanding to the real world. <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Standard 3: Share knowledge and participate ethically and productively as members of our democratic society. <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">3.1 Skills <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">3.1.1 Conclude an inquiry-based research process by sharing new undersstandings and reflecting on the learning. <span style="background-color: transparent; color: #9900ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">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 <span style="background-color: transparent; color: #9900ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">3.1.6 Use information and technology ethically and responsibly. || <span style="background-color: transparent; color: #ff0000; font-family: arial,helvetica,sans-serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">The librarian will <span style="color: #ff0000; font-family: arial,helvetica,sans-serif;">read //A Seed is Sleepy// by Dianna Hutts Aston, illustrated by Sylvia Long. The students will read for a purpose to acquire the main ideas of the stages of the plant cycle. <span style="background-color: transparent; color: #ff0000; font-family: arial,helvetica,sans-serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">The librarian and the classroom teacher will assist the students in filling out their KWL charts. <span style="background-color: transparent; color: #ff0000; font-family: arial,helvetica,sans-serif; font-size: 15px; text-decoration: none; vertical-align: baseline;">The librarian will assist the students in locating the article <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">“Keep Flying Dandelion” in the online database //Searchasaurus.// <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">The librarian and the classroom teacher will assist the students in filling out their research template. <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">The classroom teacher will present her example of the glogster poster of the plant cycle for the students. <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">The librarian and the classroom teacher will assist the students in setting up their glogster posters using the information gained from their research template. || Students will complete a KWL chart to assess their prior knowledge. Students will complete a research template during the learning process. Students will complete a glogster poster to synthesize and present all new learning. || Students will self assess and will be assessed by the classroom teacher using a rubric to evaluate the competion of the KWL chart, the research template, and the glogster poster. || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Technology tools: <span style="background-color: transparent; color: #9900ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"> computer, data projector, interactive white board <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Materials: //<span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">A Seed is Sleepy //<span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"> by Dianna Hutts Aston, illustrated by Sylvia Long //<span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Plants //<span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">by Melissa Stewart //<span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Plants //<span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"> by Dana Meachen Rau //<span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Plants //<span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"> by Peter RIley <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Graphic organizer: <span style="background-color: transparent; color: #9900ff; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">KWL chart, <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Online databases: Searchasaurus - “Keep Flying Dandelion” <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Web tool: Glogster for final presentation <span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline;">[] ||
 * **Teacher/Topic: Laurie Kent (librarian), Michelle Holloway (2nd grade teacher) Plant Life Cycle ** ||
 * **Dates/Times: May 3 & May 10; 11:15am- 12:00pm (2, 45 minute lessons) ** ||
 * 1. Why are we asking students to engage in this learning experience? Goals/Standards
 * <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Reading TEKS **
 * 2. What do we want the students to learn? Performance Indicators/Learning Objectives
 * <span style="font-family: Arial,Helvetica,sans-serif;">3. In what specific learning experiences do we want them to engage? Who will be responsible for each? Learning Tasks/Responsible Educator
 * <span style="font-family: Arial,Helvetica,sans-serif;">Lesson 1 **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Lesson 2 **
 * 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?