School Library

Collaboration Planning 2-24-12 mk

Teacher(s): Piper, Mills, Houston Unit: Survival (Science)

Grade Level: 5th Plan Date: 9/28/2017 Time Frame: 2 weeks

Unit Overview and Description: Students will determine invasive and native species of plants in the schools
garden. They will identify characteristics of the invasive species that allow them to thrive in that habitat by
conducting research. Students will also research the native plant species to determine its benefits to the habitat.
Using the knowledge they have gained, they will remove the invasive species from the garden. Finally, they will
create a present a product that demonstrates their learning and real-world impact.

Culminating Learning Product: Presentation of what they learned and how they applied it to the garden habitat.

AASL Standard(s) and/or County or State Library Content Standards:

Standards: NGSS: 4-LS1-1 Construct an argument that plants
and animals have internal and external structures that
AASL: function to support survival, growth, behavior, and
 2.1.3: Use strategies to draw conclusions from reproduction. [Clarification Statement: Examples of
information and apply knowledge to curricular structures could include thorns, stems, roots, colored
areas, real-world situations, and further petals, heart, stomach, lung, brain, and skin.]
investigations. [Assessment Boundary: Assessment is limited to
 1.1.2 Use prior knowledge as context for new macroscopic structures within plant and animal
learning systems.]
 2.4.4 develop directions for future investigations
 1.1.6 Read, view, and listen for information
 1.4.4 seek appropriate help when it is needed
 1.2.1 Display initiative and engagement by posing
questions and investigating the answers beyond
the collection of superficial facts
 1.4.2 Use interaction with and feedback from
teachers and peers to guide own inquiry process
 1.2.6 Display emotional resilience by persisting in
information searching despite challenges
 3.2.3 Demonstrate teamwork by working
productively with others
 3.4.2 assess the quality and effectiveness of the
learning product
 3.2.1 demonstrate leadership and confidence by
presenting ideas

MSDE: 5.1.a.
5.0 Share Findings/Conclusions: Students will be able to
follow an inquiry process to share findings/conclusions in
an appropriate format to support written, oral, and
multimedia information products and evaluate the
products and the processes in an ethical manner.
1. Use a variety of formats to prepare
the findings/conclusions of the information need for
sharing.
 a. With guidance, organize and display
findings/conclusions in a variety of
formats, including the use of
technology.
Objectives/Learning Outcomes: Essential Questions:
By October 23rd, students will identify 4 combined Science: What internal and external features do
internal and external adaptations unique to invasive plants have to allow them to survive?
plants using inquiry-based research to remove invasive LMS: How can I use Web 2.0 tools to show the
species from the school garden and present their findings. real-world impact of invasive plant species?

Teacher will: Librarian will:

 Present the project (including photos of the  Identify and collect resources to support
habitat) student learning of invasive species such as:
 Assign heterogeneous groups with plant species o Graphic organizers to keep track of
 Facilitate research and discussion (what native research (paper or Web 2.0 depending
plant do they have, why are the invasive species on student choice)
thriving, what can they do to support the native o Websites on species of plants we would
species, etc.) find in the habitat (both native and non-
 Work with content supervisors to acquire tools for native)
plant removal o Videos on the impact of invasive
 Guide students with the removal process species
 Assess the student’s final project o
 Create a pathfinder or start page with the
above resources
 Support students with the research process
 Create a rubric (with the teacher) for the
summative assessment
Materials: Unit Assessments:
Resources: Diagnostic or Pre-assessment
Internet Students will view a photo of a garden at our sister
Power Point school and identify pros and cons of the growth.
Digital camera Formative
Reference books Drawn out plan of plant removal
Pencil/Paper Summative
Rubric Students will remove invasive plant species from a
Pathfinder designated section of the habitat. They will create a
Web 2.0 tools (Mindmeister, Sway, Prezi, DE boards, project with before and after pictures and identify the
etc.) issues of invasive species and how they solved the
problem.

Project Calendar
Outline of Learning Actions
T-Teacher and L-Librarian
Day 1 T: Give pre-assessment to students. Introduce the project to students and assign groups. Review
Classroom requirements and constraints and answer questions. Teacher will ask for student input on a rubric.
Finally, take a trip to the habitat that they will be working on. Have students identify where their
plant species is located. Students can take a picture of their area for future reference.

Embedded AASL Dispositions: 1.1.2 Use prior knowledge as context for new learning
Self-assessment Strategies: 2.4.4 develop directions for future investigations
Day 2 L: Review the pathfinder/start page with students and the worksheet/tool they can use to take notes.
Media Students will start researching information about their plant species.
Center T: Will review final rubric after considering student input.

Embedded AASL Dispositions: 1.1.6 Read, view, and listen for information
Self-assessment Strategies: 1.4.4 seek appropriate help when it is needed
Day 3 L & T: Will support students as they continue to research their plant species and take notes on the
Media organizer of their choice.
Center
Embedded AASL Dispositions: 1.2.1 Display initiative and engagement by posing questions and
investigating the answers beyond the collection of superficial facts
Self-assessment Strategies: 1.4.2 Use interaction with and feedback from teachers and peers to
guide own inquiry process
Day 4 L & T: Students will research invasive species and take notes on the organizer of their choice. The
Media LMS will conference with students to clarify any issues with the research process. Any content
Center misconceptions will be sent to the teacher.

Embedded AASL Dispositions: 1.2.6 Display emotional resilience by persisting in information

searching despite challenges
Self-assessment Strategies: 1.4.2 Use interaction with and feedback from teachers and peers to
guide own inquiry process
Day 5 T: Students will have printed pictures of their section of the garden. They will work with their
Classroom group to mark plants for removal (invasive species) and plants to keep (native species). Teacher
will approve the design. This will also be used for the formative assessment.

Embedded AASL Dispositions: 2.2.3 employ a critical stance

Self-assessment Strategies: 2.4.4 Develop directions for future investigations
Day 6 T: With the tools provided from the content supervisor, students will go to the garden and begin the
Habitat removal of invasive species. They will take a before and after photo of their work and document
any plant/animal interactions they see while they work.

Embedded AASL Dispositions: 3.2.3 Demonstrate teamwork by working productively with others
Self-assessment Strategies: 3.4.2 Assess the quality and effectiveness of the learning product
Day 7 L: LMS will demonstrate tools they can use for their final project such as PowerPoint, Photo Story,
Media and Sway. The LMS will also show how to upload photos from the previous day to these tools.
Center Students will work on adding photos and content to their presentation

Embedded AASL Dispositions: 2.2.4 demonstrate personal productivity by completing products to

express learning
Self-assessment Strategies: 2.4.3 Recognize new knowledge and understanding
Day 8 L & T: Peer evaluations! Students will do a gallery walk of the unfinished projects and leave
Media feedback in the form of 2 stars and a wish. (2 things they like and 1 thing they could improve)
Center
Embedded AASL Dispositions: 3.2.2 show social responsibility by contributing questions and
ideas during group discussions
Self-assessment Strategies: 3.4.2 assess the quality and effectiveness of the learning product
Day 8 L: Students will finish their final product and make changes based on peer feedback.
Media
Center Embedded AASL Dispositions: 2.2.4 demonstrate personal productivity
Self-assessment Strategies: 3.4.2 assess the quality and effectiveness of the learning product
Day 9 T: Students will present their project to the class. The teacher will grade the project according to
Classroom the rubric. Students will reflect on the learning process.
L: Will assess student’s ability to complete the research process.
 Embedded AASL Dispositions: 3.2.1 demonstrate leadership and confidence by presenting ideas
Librarian and Co-Teacher(s) Reflection
3.4.1ofAssess
Collaborative Process andlearning
Planning:
Self-assessment Strategies: the process by which was achieved
For this unit plan I worked with other teachers in my grade. Since this is a new lesson we are going to tackle
together this year I thought it would be fitting to have their input.
Differentiation:
Originally, I had received a call from the STEM supervisor of my county asking me if we could somehow find a
The heterogeneous
way groups
to get our fifth they
graders will be in
involved assigned to work
the removal with will
of plants differentiate
at our students.
sister school. These
He took me groups will
to the location and
beshowed
assigned a specific plant species that correlates to student’s ability levels. Additionally, they will
me what would be necessary to get the project underway but left the rest up to me. I wanted to meet have
choice when
with my it comes
team to which
to discuss how tools theygoing
we were want to
to incorporate
use to organize
this and present
hands-on new knowledge
project with.
with the rest of the “Survival”
unit we teach. Since the outcome is so hands-on, it seemed like a great way to incorporate some research and
technology to balance out the lesson.
Rubric:
We met during our common planning time to discuss this upcoming project. Since we knew we would need
CATEGORY
tools 4
and help from central office it made sense 3 to backwards map it.2 We thought about what 1 are two end goals
Plan for Organizing
would be: 1) removal Students
of invasive have
plants and 2) Students have of their work.
presentation StudentsFromhave Students
there, we were have
able to putno
the
Information developed a clear developed a clear
rest of the pieces into place in terms of how to present, research, and rubrics. developed a clear clear plan for
plan for organizing plan for organizing plan for organizing organizing the
When it comes to what technology to use to present, we sat down with the media specialist information
the information as it the information in the information as it to see what students
is gathered and in the final research is gathered. All
are already familiar with. Since they use Discovery Education in science, that was a given. Our LMS informed AND/OR students in
the final research product. All students can
us that they already know how to use Prezi and PowerPoint but that Sway and organizational tools like the group cannot
Mindmeister could beproduct. All
easily presented to thisstudents
group ofcan independently
fifth graders during the course of theexplain
project.their
As a team
we discussed how we wanted to give students options on what they wanted to use in order to allow some plan.
students can independently explain most of this organizational
differentiation to take independently
place. explain this plan. plan.
explain the planned
The biggest obstacle we organization of the time in the media center with our LMS. Luckily, we have something
had was finding
called “flex time” whichresearch
is likefindings.
a study hall. As a team we were able to determine that we should have enough
Adaptations
time with the librarianResearchers
each day and we couldResearchers
use flex time if one ofResearchers identifyableResearchers
the classes wasn’t identify
to make it that day.
Requirements independently independently at least 2 combined
Our librarian has our flex time off which provides us enough time to use the media center and her expertise. 1 internal or external
Some things that we haveidentify at least
planned for 4the media
identify
centerat don’t
least 3need the
internal
LMS suchand external adaptation
as when students are that allow
working
combined
on their multimedia projects. Theinternal combined
classroom teacher internal
should adaptations
be able to that to any
provide answers plants to thrive.
questions students
and external and external allow
might have during this time, which also makes scheduling time with the LMS a little easier.plants to
adaptations that adaptations that thrive.
allow plants to allow plants to
As for assessment, we felt comfortable that we had enough to go off of if we gave them a simple pre-
assessment, formative,thrive.
and final graded rubric. thrive.
I brought up the idea of student input into the rubric, which my
Content
team liked. The more involvement we can get from ouressential
Covers topic in- Includes students the Includes
more we essential
feel they will Content
be engagedis minimal
throughout the process. depth
Thatwith
being details knowledge
said, the rubric you see about theis information
below about For the
pre-student input. ORfinal
thereproduct
are several
it
and examples. topic. Subject the topic but there
will be hard to have the classroom teacher and LMS sit in on all the presentations. We decided that the teacher factual errors.
will grade based on the Subject
rubric knowledge
and the LMS will knowledge
completeappears
a checklistare
of 1-2 factualability to complete the
student’s
is excellent.
research process while they are working. to be good. errors.

After backward mapping the unit and discussing thoroughly our expectations for the project, we are excited to
start it with our students. We understand there might be some hiccups along the way but we know the students
are going to enjoy this inquiry-based project.
 Works Cited

Standards for the 21st-Century Learner in Action. (2009) Chicago: AASL.

“Fifth Grade Survivor Unit: Adaptations.” Carroll County Public Schools.

Next Generation Science Standards, www.nextgenscience.org/dci-arrangement/4-ls1-molecules-organisms-

structures-and-processes.

School Library School Library Media Media State Curriculum, Maryland State Department of Education, 26 Oct.
2010, mdk12.msde.maryland.gov/share/vsc/vsc_librarymedia_grpk8.pdf.