Collaborative Unit Planning Sheet

Library Media Specialist

Emily Morris

School

Teacher(s)

Grade(s)

Content Area

Unit of Study

Acton Elementary School

Mr. Happy

Ms Smith

Ms. Brown

Mr. Clark

3rd grade

K - 4

core curriculum

Elementary music

Citizenship & National Heritage

*(Teachers' names are fictitious because I don't have a school job with which to test this project at this time.)

**Indiana Academic Standards/Other Standards met from the unit**
Content Area	Standard /Indicator Number	Explanation
Social Studies	3.2.1	Explain that people are citizens of the community, state, and nation and explain the importance of good citizenship.
Social Studies	3.2.2	Identify fundamental democratic principles and ideals in American songs, stories, and symbols.
Social Studies	3.2.6	Discuss and explain the meaning of the Pledge of Allegiance. Explain other ways citizens can affirm their citizenship.
Social Studies	3.2.7	Use a variety of information resources to gather information about community leaders and civic issues.
Music	3.1.3	Sing a memorized song that emphasizes the cultural heritage of class members.
Music	3.8.1	Identify familiar pieces of music from other eras.
Music	3.8.2	Identify a piece of music from a cultural background in addition to those represented in class.
Language Arts	3.2.1	Use titles, tables of contents, chapter headings, a glossary, or an index to locate information in text.
Language Arts	3.2.2	Ask questions and support answers by connecting prior knowledge with literal information from the text.
Language Arts	3.2.6	Locate appropriate and significant information from the text, including problems and solutions.
Language Arts	3.4.1	Find ideas for writing stories and descriptions in conversations with others; in books, magazines, or school textbooks; or on in the Internet.
Language Arts	3.4.2	Discuss ideas for writing, use diagrams and charts to develop ideas, and make a list or notebook of ideas.
Language Arts	3.4.3	Create single paragraphs with topic sentences and simple supporting facts and details.
Language Arts	3.4.4	Use various reference materials (such as dictionary, thesaurus, atlas, encyclopedia, and online resources).
Language Arts	3.4.5	Use a computer to draft, revise, and publish writing.
Language Arts	3.7.13	Plan and present dramatic interpretations of experiences, stories, poems or plays.
Information Inquiry	1	The student who is information literate accesses information efficiently and effectively.
Information Inquiry	1.1	Recognize the need for information
Information Inquiry	1.3	Formulates questions based on information needs.
Information Inquiry	1.4	Identifies a variety of potential sources of information.
Information Inquiry	1.5	Develops and uses successful strategies for locating information
Information Inquiry	2	The student who who is information literate evaluates information critically and competantly.
Information Inquiry	2.1	Determines accuracy, relevance, and comprehensiveness.
Information Inquiry	2.4	Selects information appropriate to the problem or question at hand.
Information Inquiry	3	The student who is information literate uses information accurately and creatively.
Information Inquiry	3.1	Organizes information for practical application
Information Inquiry	3.2	Integrates new information into one's own knowledge.
Information Inquiry	3.3	Applies information in critical thinking and problem solving.
Information Inquiry	3.4	Produces and communicates information and ideas in appropriate formats.
Information Inquiry	7	The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.
Information Inquiry	7.1	Seeks information from diverse sources, contexts, disciplines, and cultures.
Information Inquiry	9	The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.
Information Inquiry	9.1	Shares knowledge and information with others.
Information Inquiry	9.2	Respects' others ideas and backgrounds and acknowledges their contribution.

Goals and Objectives of Unit

Objectives of the Unit

Proposed Learning Activities and Projects

Times and Dates in Planning

Students will appreciate the symbolic historical and cultural heritage of the United States.

Students will understand and explain the importance of good citizenship and a democratic society.

Students will become more proficient in the steps of the Big6 information inquiry model.

Students will become more active in metacognition.

Students will perform in a school music program.

Students will complete each step in the Big6 information inquiry model.

Students will research one symbol of United States national heritage.

Students will be able to sing 6 patriotic songs.

Students will create a poster displaying the end results of research.

Students will evaluate information found in 3 resources for accuracy, currency and relevancy.

Students will organize information in a graphic organizer.

Students will use Kidpix software to create a graphic for the visual aid.

Students will complete each step of the writing process while creating a 3 paragraph report.

Writing a research report over a cultural or historic patriotic symbol of United States heritage.

Creating a poster with images and report over what was learned from the research.

Patriotic school music program and project presentation

Field trip to Indiana Capital Building

Watch a video over citizenship and discuss.

4 weeks in the late winter, to connect the program (unit culmination) with President's Day.

Responsibilities

Teacher(s)

School media specialist

Students

Mr. Clark (music): Teach the songs for the program and the historical / cultural importance of the music.

Mr. Happy (social studies): Teach the content about citizenship, democracy, Pledge of Allegiance. Co-teach information inquiry project.

Mr. Happy, Ms. Brown, Ms. Smith (language arts): Teach the writing process for research report. Poster creation.

Ms. Brown (math teacher): Liaison for field trip.

Ms. Smith (science teacher): Help organize the presentation aspect of research projects during program.

Big6 information inquiry model

Writing process

Kidpix software

Poster creation

Gather informational resources prior to unit.

Kidspiration software

Research a national symbol.

Find, use, and evaluate information resources.

Write a 3 paragraph (minimum) research paper.

Create a poster visual aid to augment symbol research.

Create a graphic on KidPix to illustrate symbol.

Sing 6 songs in musical program.

Present research to school community during program.

Log of Instructional Activities Actually Carried Out by the Library Media Specialist
Teach the steps of Big6 informational inquiry model.
Model good questions to use in inquiry searching.
Identify a variety of information resources for students to use.
Model strategies for finding information.
Model information evaluation for currency, accuracy and relevancy.
Model how to take notes.
Model how to cite sources.
Co-teach writing process.
Model the use of a graphic organizer in Kidspiration.
Encourage group information sharing.
Teach and model use of KidPix to create a graphic.

Evaluation of Unit:

If this unit was actually taught, the evaluation would be here.

Credits:

This form was adapted from the traditional Collaboration Form from QVSD.

Back to Part C of Professional Toolkit

Page created: November 30, 2005

Page last revised: November 30, 2005