Escolar Documentos
Profissional Documentos
Cultura Documentos
o Individualized Instruction
o Multiple lessons in a unit
COLLABORATION CONTINUUM:
o None
o Limited
Moderate
o Intensive
CONTENT TOPIC:
Science - 4th grade Food Chains / 5th Grade Electricity
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express
new understandings.
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
Benchmark(s):
1.1.4 Select and use appropriate sources, including specialized reference sources and databases, to answer
questions.
1.1.4 Use multiple resources, including print, electronic, and human, to locate information.
3.1.4 Use a variety of media and formats to create and edit products that communicate syntheses of
information and ideas.
Dispositions Indicator(s):
Responsibilities Indicator(s):
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
3. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources
and media.
INSTRUCTIONAL PLAN
Resources students will use (Check the appropriate box and list the resources below)
Nonprint
Web sites
o Books
o Reference
Online subscription database(s)
o Periodicals/newspapers
o Other (list):
Instruction/activities
(Provide explicit details for the lesson including the activities for both the teacher and the library media
specialist.)
Direct instruction:
o The classroom teacher will provide direction instruction on the science standards within the
classroom, prior to this lesson in the library.
o The SL will provide direct instruction on the use of ThingLink and the curated list of resources.
Modeling and guided practice:
o To incorporate the reading comprehension strategies, the teacher will demonstrate the process for
locating reliable resources to answer a set of questions, and how to effectively provide evidence to
support the answers.
o Afterwards, students will practice the process using resources from a Bag-the-Web curated list. The
school librarian will model the steps for creating and adding facts (tags) to a ThingLink presentation.
Independent practice:
o Students conduct research using several different sources found within a digital Bag-the-Web folder
created by the librarian.
Sharing and reflecting
o Students will share their ThingLink presentations by presenting it to their classmates.
o Students will reflect on each part of the process as they complete it. They will post their reflection
for each assignment as a comment on the assignment link in Google Classroom.
STRATEGIES FOR DIFFERENTIATION
Leveled classroom texts and library books will be accessible to students that are not efficient with the digital
resources.
School librarian will teach the steps for creating a ThingLink aloud with the class. She will also provide
students with one-on-one assistance as needed.
The question sets and answer formats will be modified as needed for various students.
Title
Thinglink has an
appropriate title
using capital letters
where needed.
Thinglink has an
Thinglink has title
appropriate title, but
but title doesnt
student forget to
match subject.
capitalize.
Thinglink has no
title.
Required Elements
The Thinglink
includes at least 5
correct tags.
The Thinglink
includes only 4
correct tags.
The Thinglink
includes only 3
correct tags.
The Thinglink
includes 2 or less
correct tags.
Attractiveness
The Thinglink is
exceptionally
attractive in terms
of design, layout,
and neatness.
The Thinglink is
attractive in terms
of design, layout
and neatness.
The Thinglink is
acceptably
attractive though it
may be a bit messy.
The Thinglink is
distractingly messy
or very poorly
designed. It is not
attractive.
Capitalization and
punctuation are
correct throughout.
There are 3 -4
errors in
capitalization or
punctuation
throughout.
Mechanics