Baker

Book Survey for 4th Graders**
 * Information Literacy Lesson Plan

Pre-Assessment: Students in the 4th grade at Elkton Elementary School were surveyed for feedback concerning the need for changes or improvements in their school library. The result of data collected from this survey revealed the students’ frustrations of not being able to check out more than the required number of books, and also the unavailability of books to be found in their specific reading genre. Of the forty 4th grade students surveyed 27 indicated that a new and larger selection of books was needed to compel them to access the library for leisure reading. Lack of funding for library book purchases is a serious concern for the school. In their survey the students will create questions resulting in a plan to raise money to purchase additional books for the library.

Standard and Goal GLE 0401.4.1 Conduct research to access and present information

0401.4.2 Use current technology as a research and communication tool for personal interest, research, and clarification

0401.4.3 Gather and record information on a research topic from a variety of sources

Instructional Objectives: A – Audience: • TLW become familiar with methods of gathering data. TLW effectively use research strategies to gather information in order to generate a survey to administer to school age peers.

• TLW will apply appropriate elements of the writing process: prewriting, drafting, revising, editing, and publishing.

B – Behavior: • Students will be divided into groups and work collaboratively to create contents of a survey.

• Students will collaborate among the members of their group and the different groups within the class to compose a survey.

C – Conditions: • Mastery of the concept will be determined by accurate completion of the survey.

• Students sharing their product with classmates and explaining their thought process to their peers

• Achievement of these tasks results in mastery of the basic concept of researching.

D- Degree: • Each member of the group will make a contribution to the goals of the group.

• Students are expected to create quality surveys to administer to each grade level at Elkton School.

Materials and Media: Student: chart paper, pencil, markers, survey writing link conducting research, Internet access http://www.accesscable.net/~infopoll/tips.htm

Teacher: PowerPoint lesson, screen, LCD projector

Set Induction: Mrs. Baker surveyed our class a few weeks ago to ask us what we think the library should change or improve upon. Mrs. Baker has come to share the results of the survey. Today we are going to write a survey like the one she gave us.

Instructional Sequence: • Mrs. Baker will further engage the students in a discussion about the results of the library survey. Questions will be encouraged. • Mrs. Baker will talk a little about writing a survey and show a PowerPoint presentation on the topic. • Students will be placed in groups of five students, and each student will be given a piece of paper and a pencil. • Students will assign a scribe to write down ideas. • Mrs. Baker will refer to the URL on writing a survey. She will review important information and sharing strategies. • Students will be given 20 minutes to begin research on the survey by following suggestions from the PowerPoint and writing a survey link. • Students will formulate ideas and write down at least one survey question. • Students will share the idea/question with the class. • Materials will be collected and saved for next day’s class.

Closure: Mrs. Baker will make a quick review of the key points for writing a survey and restate the goal of the assignment. The teacher will ask three questions about the lesson, and ask if the students have any questions. Close by telling them that the lesson will continue the next day of class.

Assessment: Objectives have been mastered if the student actively participated in his group in order to assist the group in achieving their task successfully. Additional assessment includes participation level, accuracy of questions asked and answered, and teacher observation.

Adaptations and extensions: Difference in student’s learning disabilities and/or partnering the student with a partner of a different ability level provides for variance in learning styles. Instruction delivery is provided using the following methods: direct instruction, computer research, print materials, individual and/or group discovery. Additional modifications will be given as needed.

Reflection: This collection of lessons is quite involved, but I hope the students glean new research skills and competencies. Additionally, it will allow the students to make an impact on library improvements by actively participating in acquiring new books for their library.