Collaborative Lesson Plan Betsy Davis Emporia State University

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Running Head: Collaborative Lesson Plan: Davis


Collaborative Lesson Plan Betsy Davis
Emporia State University

Running Head: Collaborative Lesson Plan: Davis


I collaborated with a third grade teacher at Sunset elementary within the science curriculum. Collaboration with the teacher occurred before the students’ visit. The third grade investigates sand prairie animals and the compare and contrast skill and expository text structure. Using the existing lessons already planned in the third grade pod I added and expanded the unit to extend to include media literacy skills. This lesson will be taught to all the third grade sections at Sunset elementary.
The first lesson in this integrated lesson starts the conversation using online resources to access information about a given subject. In this lesson we will use Worldbook Online Kids to locate information about the sand prairie animals. I will walk the students through the research process using Worldbook Online Kids and the students’ sand prairie animal packet. The students will have a discussion with the librarian about compare and contrast and Venn diagrams. I will model the use of the Venn Diagram tool.
The second lesson in this integrated lesson will be the time where students begin and finish their research and Venn Diagram.
Scenario: At the beginning of the second quarter, the students will work with the librarian to locate and compare sand prairie animals. This unit will continue in the regular education classroom before and after the information literacy collaboration.
Time Frame: Classroom work continuous throughout the second quarter, October 15- December 21; In the library October 26 and 27.
Content Area Standards: Working with the third grade standards we will address the following Kansas Science and Language Arts standards:
 LIFE SCIENCE – The student will develop an understanding of biological concepts through direct experience with living things, their life cycles, and their habitats. o Benchmark 1: The student will develop knowledge of organisms in their environment (KSDE)
 Reading Standards for Informational Text K–5 o Determine the main idea of a text; recount the key details and explain how they support the main idea. o Compare and contrast the most important points and key details presented in two texts on the same topic. (Common Core)
Library Media Standards: Newton has adopted their own library media standards. I am including both Newton and AASL library media standards.
Newton USD 373: Third Grade: 3:1:1- Organizes information in a group setting, e.g. timeline, graphic organizers

Running Head: Collaborative Lesson Plan: Davis


3:2:1- Formulates conclusions by integrating prior knowledge with new information from new information viewed, read, or heard.
1:2 Uses letter keys 4:1 Uses content area educational software to enhance basic skills and critical thinking AASL: 1.1.2 Use prior and background knowledge as context for new learning. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 2.1.4 Use technology and other information tools to analyze and organize information. 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.
Final product: Venn Diagram including two sand prairie animal.
Library lessons: 2 lessons, 30 min.  Lesson 1: Modeling, rubric
 Lesson 2: Project completion
Assessments: Sand Prairie Animal Project, Rubric
Classroom instructional plan The classroom teacher will introduce the sand prairie animals. Introduction of the opossum and gopher will happen before the lesson.
 Discuss and display habitat, general description, and predators of these animals using visual display, video, and written information.
 Using the sand prairie animal book the classroom teacher will invite students to find special attributes they see in the animals.
Vocabulary: Habitat Predator Prey
Classroom work will extend past the library collaborative lesson.
Library Instructional plan Resources:  World Book Kids Online  ReadWriteThink (  Social Studies Text, Sand Prairie Animal Packet

Running Head: Collaborative Lesson Plan: Davis


 Computer lab, located in library  Printer

Objectives: The learner will (TLW) research attributes of two sand prairie animals TLW compare two sand prairie animals. TLW organize facts into a Venn Diagram accurately. TLW use technology in a meaningful way to display their comparison.

Materials: Day 1: Smart Board Computer Sand Prairie Animal packet ReadWriteThink graphic organizer

Day 2: Computers Animal Facts, WorldBook Online ReadWriteThink graphic organizer Printer

Day 1

Anticipatory set: Ask the students to think about prairie dogs and coyotes and think about ways they are the same and different. Input: Begin compare and contrast conversation. Look at two animals on World Book Online for kids, prairie dog and coyote. Explain that we can talk about these animals using what is the same about them and what is different. Discuss the similarities and the differences between the two animals. Modeling: Use the similarities and differences to create a Venn diagram using read write think and SMART software. Check out.

Day 2

Independent activity: Give the students two animals to compare. Using ReadWriteThink/ Kidspiration have the students complete and print a comparison of the two animals; citing three descriptors of each animal and three similarities.

Evaluation: The students will turn in the Venn Diagram to the classroom teacher as part of the science/social studies grade. Participation and work will be a part of the student’s media grade, see rubric.

Running Head: Collaborative Lesson Plan: Davis


Researched the attributes of two sand prairie animals
Compared and contrasted two sand prairie animals
Organized facts into a Venn Diagram accurately
Total Points

0 Student did not attempt to research
Student did not do any comparison
Did not complete the
Venn Diagram

Student had at least three comparisons
of the two animals Student
completed a Venn
Diagram with three
comparisons in the
appropriate places

Student had at least six comparisons of the two
animals Student completed a
Venn Diagram with
six comparisons
in the appropriate

Student efficiently researched two sand animals Student had at least nine comparisons of the two animals Student completed a
Venn Diagram with
nine comparisons
in the appropriate

5 Total

The lesson went well. The students had a fair amount of background knowledge of sand prairie animals. The students had used Worldbook Online Kids, however looking at several articles and comparing them was a new skill. A fair amount of time was spent trying to figure out how to view two articles at the same time.
The students had several windows open throughout the research process. This proved to be an issue for some students who closed the windows instead of minimizing the window. The use of tabs might alleviate the frustration of accidental window closure.
The first class I used Kidspiration to make the Venn diagram, this program proved to be exceedingly difficult for the students. Not being the student’s regular teacher I assumed a skill set in which they hadn’t developed to the extent I thought they had. Using ReadWriteThink’s interactive Venn diagram was much easier to navigate for the students. I used this graphic organizer for the remaining two classes. The only complaint about ReadWriteThinks interactive Venn diagram is there is no option to “save” only “print”.

Running Head: Collaborative Lesson Plan: Davis


Collaboration for this lesson was relatively brief. The plan times for the library and third grade did not line up and with Mrs. Imler in two buildings time for me to work with the third grade was limited.
I was able to plan with the third grade teacher or two occasions.
I originally discussed the idea with the teacher October 17 for a brief meeting she shared with me her plans for the unit and a sample of the sand prairie animals book. I talked about my initial plans for the lesson and she agreed that it sounded like a good lesson.
I met again before I taught the lesson to confirm the animals that had been discussed in her classroom so far. (This actually ended up being semi problematic, I taught this lesson to two other sections and assumed they had cover the same animals as well and it was not the case.)
After the lesson I shared the Venn diagrams with her and discussed the students who had difficulty with the lesson and what I perceived to be the issue. The unit was to be on going and last until the end of the quarter.

Running Head: Collaborative Lesson Plan: Davis


Common Core State Standards Initiative: English Language Arts Standards, Reading: Informational Texts. Grade 3 (n.d.) Common Core State Standards Inititiave. Retrieved November 22, 2011, from
K-12 Science Standards and Assessments Documents. (n.d.). Welcome to KSDE. Retrieved November 22, 2011, from
Standards for the 21st-century learner in action (2009). Chicago: American Association of School Librarians (AASL).

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Collaborative Lesson Plan Betsy Davis Emporia State University