Library Lesson 2 - Inquiry Based:

Body Glog Standards 1. Inquire, think critically, and gain knowledge. 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 3. Share knowledge and participate ethically and productively as members of our democratic society.

Benchmarks: 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. 1.1.2 Use prior and background knowledge as context for new learning. 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.1.9 Collaborate with others to broaden and deepen understanding. 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. 2.1.2 Organize knowledge so that it is useful. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real- world situations, and further investigations. 2.1.4 Use technology and other information tools to analyze and organize information. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 3.1.1 Conclude an inquiry- based research process by sharing new understandings and reflecting on the learning.

3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 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. 3.1.5 Connect learning to community issues. 3.1.6 Use information and technology ethically and responsibly.

Disposition Indicators: 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. 1.2.3 Demonstrate creativity by using multiple resources and formats. 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information. 1.2.5 Demonstrate adaptability by changing the inquiry focus, questions,resources, or strategies when necessary to achieve success. 1.2.6 Display emotional resilience by persisting in information searching despite 1.2.7 Display persistence by continuing to pursue information to gain a broad perspective. 2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn. 2.2.2 Use both divergent and convergent thinking to formulate alternative conclusions and tests them against the evidence. 2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion. 2.2.4 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion. 2.2.5 Demonstrate personal productivity by completing products to express learning. 3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. 3.2.3 Demonstrate teamwork by working productively with others.

Responsibility Indicators: 1.3.1 Respect copyright/ intellectual property rights of creators and producers. 1.3.2 Seek divergent perspectives during information gathering and assessment. 1.3.3 Follow ethical and legal guidelines in gathering and using information. 1.3.4 Contribute to the exchange of ideas within the learning community. 1.3.5 Use information technology responsibly. 2.3.1 Connect understanding to the real world.

2.3.3 Use valid information and reasoned conclusions to make ethical decisions. 3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community. 3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints. 3.3.4 Create products that apply to authentic, real-world contexts. 3.3.5 Contribute to the exchange of ideas within and beyond the learning community.

Self-Assessment Strategy Indicators: 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.3 Monitor gathered information, and assess for gaps or weaknesses. 1.4.4 Seek appropriate help when it is needed. 2.4.1 Determine how to act on information (accept, reject, modify). 2.4.2 Reflect on systematic process, and assess for completeness of investigation. 2.4.3 Recognize new knowledge and understanding. 3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectivelyin the future. 3.4.2 Assess the quality and effectiveness of the learning product. 3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints.

Scenario: This inquiry based lesson has been created to be used with 5th graders at an elementary school. There are between 20 - 30 students in the classroom ranging between various ability levels.

Common Core 5.L.1 Understand how structures and systems of organisms (to include the human body) perform functions necessary for life. 5.L.1.2 Compare the major systems of the human body (digestive, respiratory, circulatory, musculoskeletal, and cardiovascular) in terms of their functions necessary for life

Overview: Students will research the five major systems of the human body: digestive, respiratory, circulatory, musculoskeletal, and cardiovascular using the Big6 research method. They will use

websites and print resources, including some of the books they reviewed in the last lesson, to research their topic. After collecting information from these sources, they will develop some additional questions that they still have and each group will meet with the school nurse to interview her regarding their unanswered questions. Students will create a glog to display their understanding of the topic.

Final Product: After collecting all their research, they will use edu.glogster.com/ to create a glog about their system.

Library Lesson: Students will come to the media center to learn about Big6 and complete their research. Following that they will complete their glog in the media center as the teacher and media specialist facilitate. Finally they will share their glogs with each other through a carousel sharing session where they will receive feedback from their peers.

Assessment: Each glog must answer the question: how does this system perform functions necessary for life and what are some problems that can occur with this system? Additionally, each glog must include pictures, text, audio and/or video to convey all information.

Product: Each group will create in a glog that demonstrates their understanding of their topic including but not limited to - how the system performs functions necessary for life and what some of the problems are that can occur with this system.

Process: MC will explains the steps of Big6 The Big6™ Skills The Big6 is a process model of how people of all ages solve an information problem. From practice and study, we found that successful information problem-solving encompasses six stages with two sub-stages under each: 1. Task Definition 1.1 Define the information problem 1.2 Identify information needed 2. Information Seeking Strategies 2.1 Determine all possible sources 2.2 Select the best sources 3. Location and Access 3.1 Locate sources (intellectually and physically)

3.2 Find information within sources 4. Use of Information 4.1 Engage (e.g., read, hear, view, touch) 4.2 Extract relevant information 5. Synthesis 5.1 Organize from multiple sources 5.2 Present the information 6. Evaluation 6.1 Judge the product (effectiveness) 6.2 Judge the process (efficiency)

(Step 1) Teacher and MC will explain the task- research the one major system of the human body: digestive, respiratory, circulatory, musculoskeletal, and cardiovascular. Use websites and print resources, including some of the books you reviewed in the last lesson, to research your topic. After collecting information from these sources, you will develop some additional questions that you still have and each group will meet with the school nurse to interview her regarding their unanswered questions. You as a group will create a glog to display your understanding of the topic. MC will model extracting information from the texts and putting it on a word document. MC will also monitor how to use Citation Maker to collect the bibliographic information. Group Students - teacher decides whether to let them choose their topic or assign it and their group members. (Step 2) Begin brainstorming all possible resources- including the books they used during the Book Buffet. They identify the best ones to use. (Step 3) Students locate those sources and begin looking at them. (Step 4) Students use the resources to collect (extract) information about their topic. Collect this information on digital notecards (word document). Make sure to collect pictures and video(es) that could be included on your glog. Collect the copyright information as you get it - Use http:// citationmachine.net/index2.php to keep your bibliography of resources. ○ Analyze this information and determine what other questions do you still have? What information do you still need to collect? ○ Write questions to ask the school nurse when you get to interview her. MC will model how to use glogster. (Step 5) Then students will organize all the information you collected and visit edu.glogster.com/ to view some other glogs to see how other students presented their information. Design and create a glog to present your information - make sure your glog

answers the questions: how does this system perform functions necessary for life and what are some problems that can occur with this system? Additionally, your glog must include pictures, text, audio and video to convey all information. Students will share their glogs in a carousel fashion using computers. Groups carousel around to the different computers and using one sticky note for each person making two comments about each project. They should (1) comment on the information presented and (2) ask a question that they have now that they’ve seen this information. The groups will return to the computer with their glog and discuss the comments made by their peers and how they could answer these unsolved questions. Is it that they needed to present the info in a different - or clearer format? Was their information left out? Was this just a random question that their peers are curious about? (Step 6) Students will evaluate the process in which they completed their task. The students will answer these questions after they share on an index card: What worked well with our process? What didn’t work? What would have made it easy to do this?

Student Self Questioning: Standard 1: Why am I doing this research? How do I locate these sources? Have any main ideas emerged from the research? Standard 2: What did I learn about inquiry? What new understandings did I develop about the topic or idea? What new questions do I now want to answer about the topic or idea? Standard 3: How will I get help to revise and edit my product? How can I get feedback on my final product to use in my next inquiry project? How have I shown responsibility in finding and using information in an ethical way? Standard 4: How can I find interesting information about this idea? Why am I interested in this idea? How does it connect to what’s important to me personally? How does this compare to other things I’ve read or viewed?

Media Coordinator Instructional Plan: Resources Students will use: ■ ■ ■

■

■

Google Docs, Word (PC), or Pages (mac)- to collect their research Online subscription databases(s) ● http://www.worldbookonline.com/wb/Login?ed=wb Websites ● http://citationmachine.net/index2.php ● http://kidshealth.org/kid/ ● http://www.kidskonnect.com/subjectindex/31-educational/health/ 337-human-body.html ● http://www.sciencekids.co.nz/sciencefacts/humanbody.html ● http://www.kidsbiology.com/human_biology/index.php ● http://www.gosh.nhs.uk/children/general-health-advice/body-tour/ ● http://kids.discovery.com/tell-me/science/body-systems Books ● From Head to Toe: The Amazing Human Body and How It Works ● The Skeleton Inside You: Let’s Read and Find Out Science 2 ● The Magic School Bus Inside the Human Body ● Me and My Amazing Body ● Digestive System by Sarah Tieck ● Cells by Marina Cohen ● Breath: The Respiratory System by Gillian Rosen-Houghton ● Muscles: Our Muscular System by Gillian Houghton ● A Journey Through the Digestive System with Max Axiom, Super Scientist by Emily Sohn (Also has a CD with it). Reference ● First Human Body Encyclopedia (DK Reference Series)

****All books/websites have been listed in a table below containing resource type, bibliographic information, grade level, and selection criteria.****

Instructional Activities: Direct Instruction: Modeling and guided practice: The teacher will explain the task to the students and show them the Big6 steps. Then, the media specialist can choose one resource to use to model taking notes in a word document and how to use Citation Maker to collect the bibliographic information for the source. After all the research is collected, the media specialist will show them how to sign on to Glogster and how to create a glog using their

information to answer how does this system perform functions necessary for life and what are some problems that can occur with this system? Independent practice: Students will work in their group to collect information about their system and build their glog. Sharing and reflecting: Students will share their glogs in the media center one day (as decided by the media specialist and teacher) in a carousel fashion. Computers will display each groups’ glog. Groups carousel around to the different computers and using one sticky note, make two comments about each project. They should (1) comment on the information presented and (2) ask a question that they have now that they’ve seen this information. The groups will return to the computer with their glog and discuss the comments made by their peers and how they could answer these unsolved questions. Is it that they needed to present the info in a different - or clearer format? Was this information left out? Was this just a random question that their peers are curious about? Evaluating: The students will answer these same questions after they share on an index card: What worked well with our process? What didn’t work? What would have made it easy to do this?

Responsibilities: Media Coordinator: ○ ○

Collect resources Prepare to teach the model lesson of Big6 and how to model collection of information, along with Citation Maker

Teacher: ○ ○ ○ ○ ○

Collect resources Prepare students for the project Co-teach with media specialist Schedule lab time Schedule time during week to come to media center

Other: ○

School Nurse - be interviewed by each group to help them in answering their unanswered questions or guide them towards better questions

Evaluation of Unit:

The teacher and media specialist will meet after the lesson is finished and discuss the students’ responses along with their own thoughts and additional questions: What worked well in the unit? What needs improvement? Were the media Center resources adequate? What additional resources would be helpful for future projects?

Index of Possible Resources to Use: Resource Type F - Fiction NF - Non-Fiction Ref - Reference Website

Resource Bibliographic Info

Grade Level

Selection for Critieria

NF

Seuling, Barbara (2002). Fron Head to Toe:3-6 The Amazing Human Body and How It Works. New York: Holiday House.

This is an age appropriate book with an age appropriate level of 4.8. Kirkus Reviews states, “The book is aimed at young children who are beginning to wonder what is inside the body. The author introduces bones, muscles, organs, and senses with good illustrations and information.” The School Library Journal states, “The explanations are clear, straightforward, and conversational. This books is a welcome addition.”

NF

Balestrino, Philip (1989). The Skeleton Inside You: Let’s Read and Find Out Science 2. New York: HarperCollins.

Part of a science series, this book gives an introduction to the human skeletal system and tells how the 206 bones work together, grow,

K-5

make blood, and what happens when they break. The book has a 2.7 reading level and is best for students that struggle with reading. This book is a good choice when modifying a lesson for struggling readers. F with NF parts

NF

Cole, Joanna (1989). The Magic School K-5 Bus Inside the Human Body. New York: Scholastic.

In this children’s classic, Ms. Frizzle the classroom teacher, takes her class on a tour of inside the human body where they identify key parts and organs while a magic school bus that can take students on any field trip they desire. Although the series is over twenty years old this book has been re-released with updated scientific information. This 3.9 reading level is interesting to all elementary children.

Sweeny, Joan (2000). Me and My Amazing Body. New York: Iowa: Dragonfly Books.

This book’s heroine is a young girl who tells the reader about how various parts of her body recieve energy and work together as a body. She describes skin, bones, muscles, blood, heart, lungs, and stomach and how the parts

K-5

connect to each other. The book is interesting and best suited for struggling readers. NF

Tieck, Sarah (2011). Digestive System. Minnesota: ABDO.

3-6

Highly recommend by Horn Book, Library Media Connection, and School Library Journal, this book describes how a person’s body processes food and converts it into energy. The book also has chapters that deals with medical conditions such as diarrhea, high blood pressure, and asthma. Also gives to have good health. The book is age appropriate.

NF

Cohen, Marina (2010). Cells. New York: Crabtree Publishing.

5-8

This book describes how all living things are made of cells and how the cells work together to make plants, animals, and human beings. Includes photographs, diagrams, and bibliographical references. This book is age appropriate and is suited best for good readers.

NF

Houghton, Gillian (2007). Muscles: The Muscular System. New York: Rosen Publishing

3-6

Part of the Body Works Series and reviewed by the School Library Journal as an excellent resource

for the library, this book explains fifth grade curriculum in a simple way at a second grade reading level. The book tells how the body’s hundreds of muscles work together with other body parts. This book is an excellent resource to help students not at reading level and is good for lesson modifications. NF

Houghton, Gillian (2007). Breath: The Respiratory System. New York: Rosen Publishing.

3-6

The School Library Journal states, “Although packed with a great deal of new vocabulary for young readers, the large print, labeled diagrams, and glossary help make the title(s) easily accessible for the target audience.” The book features fullcolor illustrations, glossary, pronunciation guide for new words, and a list of related web sites. The book has an interest level for grades 3-6 and a reading level of grades 2-3. This is age appropriate and can be used when modifying assignments.

NF

Sohn, Emily (2009). A Journey Through The Digestive System with Max Axiom,

5-8

This book is part of a series that

Super Scientist. Minnesota: Capstone Press.

uses Max Axiom, a superhero scientist, who can shrink himself in order to tour his friend’s digestive system. The book will appeal to children since it is written with comic style panels and gives basic information about organs and their functions. Reviewed by The Horn Book in Fall 2009, the review states the story line and the narrative can be distracting and times. The book is age appropriate and has a reading level of 4.7.

Ref

Smith, Penny (2005). DK First Human Body Encyclopedia. New York. DK Publishing.

2-8

Kirkus Reviews stated, “...Full of fun facts, detailed illustrations and close-up photographs, it's a treasure trove of information about the human body. Rather than simply spitting out facts, however, the book's designers have done an admirable job of spreading the wealth of material across each page, mixing in illustrations alongside the photos and even including trivia questions at the bottom of every page....”

Ref

Walker, Richard. (1999). The Kingfisher

K-5

Good review

First Human Body Encyclopedia. New York: Kingfisher Publications.

from Library Journal, “Earning high marks for visual appeal, this introduction to human anatomy features photos of bright-faced children posed on every page, along with plenty of informative, color-enhanced views of insides and outsides...”

Website

KidsHealth. (1995) Retrieved November 1, 2012 from http://kidshealth.org/kid/

2-8

Interactive Website with valid information. Also age appropriate.

Website

Kids konnect. (2012). Retrieved November 1, 2012 from http:// www.kidskonnect.com/subjectindex/ 31-educational/health/337-humanbody.html.

3-8

Contains links to all systems of the body. Age appropriate.

Website

Smith, R. (2011, december 8). Human body facts. Retrieved November 1, 2012 from http://www.sciencekids.co.nz/ sciencefacts/humanbody.html.

3-8

Interactive site. Created/designed by a scientist that wanted to make science information accessible and fun for students.

Website

Kids Biology. (2011). Biology for kids. Retrieved November 1, 2012 from http:/ /www.kidsbiology.com/human_biology/ index.php.

2-8

Age Appropriate. Interactive site.

Website

"Body tour." Great Ormond Street 2-8 Hospital - Children's Hospital and Medical Research. Great Ormond Street Hospital for Children NHS Foundation Trust, n.d. Web. 4 Nov. 2012. http:/ /www.gosh.nhs.uk/children/generalhealth-advice/body-tour/.

Age appropriate. Interactive site. Created/designed and published by a children’s hospital.

Website

"Discovery Kids :: Body Systems ."Discovery Kids :: Home . N.p., n.d. Web. 4 Nov. 2012.
Age appropriate. High interest level.

2-8

/kids.discovery.com/tell-me/science/ body-systems>.