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Running Head: LIBS 6142 Group 2 Collaborative Information Literacy Lesson
1st Grade Collaborative Information Literacy Lesson – Pumpkins
Elizabeth Greene
LIBS-6142 Instructional Foundation of the School Library
East Carolina University
Dr. L. Dotson
November 1, 2013
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1st Grade Collaborative Information Literacy Lesson – PumpkinsTable of Contents
Lesson Length………………………………………………….……………………....4
Student Prior Knowledge………………………………………….…………………...4
Lesson Objectives…………………………………………………….………………..4
Standards………………………………………………………………….…………...6
North Carolina Essential Standards K-2 Science...…………………………..………..6
Common Core State Standards for Math…………...…………………………….……6
AASL Standards for the 21st Century Learner………………………………………..7
P21 - Twenty-first Century Student Outcomes………………………………..……....7
Justification for Selected Standards…………………………………………………....8
Modifications and Strategies for Students with Special Needs…………………….….8
Explanation of Lesson as a Component of a Larger Unit……………………………...9
Rationale for Selecting the KWL-RAN Model…………………………….….………9
Overall Lesson Materials List…………………………………………………….…..11
Materials for Science Lessons..………………………………………………….…...11
Materials for Math Lessons...…………………………………………………….…..12
Lesson Procedures……………………………………………………………….…...13
Day 1 Science: Plant Life Cycle Introduction……………………………….……….13
Day 2 Science: How Seeds Grow…………………………...………………….…….14
Day 3 Science: Life Cycle of a Pumpkin..…………….………………………….….15
Day 1 Math: Measurement……………………..………………………………….....16
Day 2 Math: Unit Length…………………………………….………………….……17
Day 3 Math: Counting……………….....……….…………………………………....18
Higher Level Thinking Questions……………………………………………............20
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Explanation of Rubrics…………………………….…………………………………21
Assessments………………………………………….……………………………….22
Formative Assessment: Cooperative Activity………….………………...……...…...22
Formative Assessment: Cooperative Activity…………….……………………..…...22
Summative Assessment: Cooperative Activity……………….……………………...22
Rubrics…………………………………………………………….………………….23
First Formative Assessment Rubric…………………………………….…………….23
Second Formative Assessment Rubric....………..………………………….……......24
Summative Assessment Rubric…………………………………………………...….25
Teacher Feedback……………………………………………………………….……26
Libby’s Feedback...………………...…………………………………………….…..26
Group Learning…………………………………………………………….…………27
Reflections…………………………………………………………………….……...28
Libby’s Reflection……………………………………..…………………….……….28
References..……………………………………………………………………….….30
Appendix A: Matching Plant Vocabulary……………………………...………….....31
Appendix B: KWL-RAN Worksheet………...……………….……………………...32
Appendix C: Pumpkin Life Cycle Activity……………………………………….….33
Appendix D: How Big? Worksheet.………………………………….………………34
Appendix E: How Many Paperclips? Assessment…………...………………………35
Appendix F: 100 Pumpkin Seeds Worksheet………………...………………………36
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1st Grade Collaborative Information Literacy Lesson – PumpkinsLesson Length:
3 Days – 30-60 minute periods during Math and Science time
This lesson will be cross-curricular and incorporate 1st grade Math and Science standards.
Student Prior Knowledge: Students are familiar with Revised Bloom’s Taxonomy terms
Students are familiar with the KWL-RAN chart
Students know how to work cooperatively with partners and in small groups
Students understand the procedures for using supplies in the classroom
Students understand the procedures for presenting projects to the class
Students understand the procedures for listening to projects being presented
Lesson Objectives: Recognize that plants and animals need air, water, light (plants only), space, food and
shelter and that these may be found in their environment.
Give examples of how the needs of different plants and animals can be met by their
environments in North Carolina or different places throughout the world.
Summarize the needs of living organisms for energy and growth.
Summarize the basic needs of a variety of different plants (including air, water, nutrients,
and light) for energy and growth.
Count to 120, starting at any number less that 120. In this range, read and write numerals
and represent a number of objects with a written numeral.
Measure lengths indirectly and by iterating length units.
Order three objects by length; compare the lengths of two objects indirectly by using a
third object.
Express the length of an object as a whole number of length units, by laying multiple
copies of a shorter object (the length unit) end to end; understand that the length
measurement of an object is the number of same-size length units that span it with no
gaps or overlaps.
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Read, view, and listen for information presented in any format (e.g., textual, visual,
media, digital) in order to make inferences and gather meaning.
Collaborate with others to broaden and deepen understanding.
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.
Be open and responsive to new and diverse perspectives
Interpret information and draw conclusions based on the best analysis
Assume shared responsibility for collaborative work, and value the individual
contributions made by each team members.
Standards:
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North Carolina Essential Standards K-2 Science: First Grade Ecosystems
Essential Standard 1.L.1 Understand characteristics of various environments and
behaviors of humans that enable plants and animals to survive
o Clarifying Objective 1.L.1.1 Recognize that plants and animals need air, water,
light (plants only), space, food and shelter and that these may be found in their
environment.
o Clarifying Objective 1.L.1.2 Give examples of how the needs of different plants
and animals can be met by their environments in North Carolina or different
places throughout the world.
Molecular Biology
Essential Standard 1.L. 2 Summarize the needs of living organisms for energy and
growth.
o Clarifying Objective 1.L.2.1 Summarize the basic needs of a variety of different
plants (including air, water, nutrients, and light) for energy and growth.
Common Core State Standards for Math: Grade 1: Number & Operations in Base Ten: Extend the counting sequence.
o CCSS.Math.Content.1.NBT.A.1 Count to 120, starting at any number less that
120. In this range, read and write numerals and represent a number of objects
with a written numeral.
Grade 1: Measurement & Data: Measure lengths indirectly and by iterating length units.
o CCSS.Math.Content.1.MD.A.1 Order three objects by length; compare the
lengths of two objects indirectly by using a third object.
o CCSS.Math.Content.1.MD.A.2 Express the length of an object as a whole number
of length units, by laying multiple copies of a shorter object (the length unit) end
to end; understand that the length measurement of an object is the number of
same-size length units that span it with no gaps or overlaps.
AASL Standards for the 21st Century Learner:
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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.
1.1.9 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.
P21 Standards: Learning and Innovation Skills:
o Creativity and Innovation
Be open and responsive to new and diverse perspectives
Critical Thinking and Problem Solving
o Interpret information and draw conclusions based on the best analysis
Communicate and Collaborate
o Assume shared responsibility for collaborative work, and value the individual
contributions made by each team members.
Justification for selected standards:
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The standards in this unit allow cross-curricular learning to occur with the incorporation of
Mathematics Common Core Standards, North Carolina Science Essential Standards, AASL
Standards for 21st Century Learning and P21 Standards. The first grade Mathematics Common
Core Standards NBT.A.1, MD.A.1 and MD.A.2 are addressed in the lessons by students
counting pumpkin seeds, by estimating and then measuring the circumference of a pumpkin with
string as well as comparing the lengths by graphing the results, and by expressing the length
around a pumpkin in the same-size length units of paperclips. The first grade North Carolina
Science Essential Standards 1.L.1.1, 1.L.1.2 and 1.L.2.1 are addressed in the lessons by students
learning about the basic needs of plants, specifically the life cycle of the pumpkin in a region like
North Carolina. The AASL Standards for 21st Century Learning 1.1.6 is addressed in the lessons
by students gathering meaning from information presented in various formats such as videos,
books and hands-on learning. The AASL Standards for 21st Century Learning 1.1.9 and 2.1.1 as
well as the P21 Standards of Creativity and Innovation, Critical Thinking and Problem Solving
and Communicating and Collaborating are addressed by students applying critical-thinking skills
and working together in collaborative groups.
Modifications and strategies for students with special needs:All modification and accommodations will be implemented as directed from student’s
Individualized Education Programs or Personalized Education Program. Modifications and
accommodations specific to this lesson are as follows:
Visual learners will gain insight by watching all videos on the life cycle of a seed, how a
seed grows, and the life cycle of a pumpkin.
Auditory learners would rather listen to things being explained than read about them.
Information will be recited and repeated out loud. Reciting information out loud. Students
may have a separate setting during portions of the assignment since other noises may
become a distraction.
Kinesthetic students will gain knowledge when measuring the pumpkins and getting to
count the seeds. Assistance will be provided if needed.
Students will receive extra time to complete classroom worksheets and projects.
Explanation of Lesson as a Component of a Larger Unit:
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These science and math lessons are part of a larger Pumpkin Unit done during the month of
October. Students read fiction and nonfiction books about pumpkins. Guided reading group and
read aloud titles could include From Seed to Pumpkin by Jan Kottke, It’s Pumpkin Time! By Zoe
Hall, Patty’s Pumpkin Patch by Teri Sloat and The Biggest Pumpkin Ever by Steven Kroll. After
reading or listening to books, students also complete writing activities such as opinion pieces
(CCSS.ELA-Literacy.W.1.1), informative/explanatory texts (CCSS.ELA-Literacy.W.1.2) and
narratives (CCSS.ELA-Literacy.W.1.3). Pumpkins can also be used in Social Studies. A visit to
a pumpkin patch on a farm can be used to illustrate the concepts of goods and services as well as
supply and demand (NC Essential Standards First Grade Social Studies – 1.E.1 Understand basic
economic concepts.)
Rationale for Selecting the KWL-RAN:The Reading and Analyzing Nonfiction strategy, also known as RAN, is a modification of the
KWL strategy. The KWL asks readers to think about three items: what they know; what they
want to know; and, after research, what they learned. Although this can be a powerful strategy to
strengthen children’s literal comprehension with informational text, it depends on various
variables to be successful. It contains five categories. The first category is called “What I Think I
Know.” This allows the reader to acknowledge that not all background knowledge may be
accurate. In essence it allows for approximations of knowledge. With this in mind the second
RAN category is titled “Confirmed.” Often with young learners it can be referred to as “Yes, I
Was Right.” This category allows learners to confirm prior knowledge as they read through the
text. Children also need to know that when they read a text to gain information, facts presented
by the author may be different from their prior knowledge. That becomes the third category of
the RAN, “Misconceptions.” The fourth category in the RAN strategy is called “New
Information.” Unlike the second category in the model, which seeks to encourage children to
confirm background knowledge, this section encourages the reader to think about information
that is new learning. In this way children are able to gather many of the literal understandings of
the text that were not part of their prior knowledge. Armed with new information, the children
are able to raise questions, which become the fifth category in the model called “Wonderings.”
Readers usually raise questions during and after they read a piece, not before. Therefore, it
makes sense to include this question at the end of the reading process and not at the beginning, as
is the case with the KWL.
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Overall Lesson Materials List:Day 1 Science Lesson:
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Teachers will need a Promethean Board, Computer, and Projector
A pumpkin
Discovery Education Website: http://app.discoveryeducation.com/search?
Ntt=plant+cycle&N=18340##
The book by: Levenson, G (2002). The pumpkin cycle: The story of a garden. Berkeley,
CA: Tricycle Press.
A class set of worksheets on matching vocabulary words to various plant parts.
(Appendix A).
Day 2 Science Lesson:
Teachers will need a Promethean Board, Computer, and Projector
A pumpkin seed
Anchor chart paper
Discovery Education Website: http://app.discoveryeducation.com/search?
Ntt=plant+cycle&N=18340##
The book by: Levenson, G (2002). The pumpkin cycle: The story of a garden. Berkeley,
CA: Tricycle Press.
A class set of a KWL RAN chart so students may fill in information. (Appendix B)
Day 3 Science Lesson:
Teachers will need a Promethean Board, Computer, and Projector
A pumpkin and a seed
Discovery Education Website: http://app.discoveryeducation.com/search?
Ntt=plant+cycle&N=18340##
The book by: Titherington, J. (1990). Pumpkin, pumpkin. New York, NY: Greenwillow
Books.
Anchor Chart Paper
A class set of Lifecycle of a pumpkin worksheet (Appendix C)
1 paper plate, scissors, glue, string, and crayons for each student
Summative Assessment Rubric for each student
Day 1 Math Lesson:
1 pumpkin for every 3 students
1 ball of yarn for every 3 students
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Class set of Scissors
1 large piece of chart paper with a graph drawn on it (just like student worksheet)
Class set of Worksheet titled “How Big?” (Appendix D)
Class set of Pumpkin stickers
Day 2 Math Lesson:
Each student needs their “Just Right” string from the previous math lesson
1 box of small paperclips for every 3 students
1 box of large paperclips for every 3 students
Class set of worksheet titled “How Many Paperclips?” (Appendix E)
Day 3 Math Lesson:
1 pumpkin for every 3 students
Parent helpers
Newspaper to cover the desks
Class set of disposable plastic bowls
Knives for the teacher and parent helpers to use to cut the tops off the pumpkins
Class set of glue
Class set of worksheet titled “100 Pumpkin Seeds” (copied on cardstock) (Appendix F)
Paper towels
Lesson Procedures:Day 1: Science Lesson (30-45 minutes)
Location: Classroom
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Materials:
Teachers will need a Promethean Board, Computer, and Projector
A pumpkin
Web site: http://app.discoveryeducation.com/search?Ntt=plant+cycle&N=18340
The book by: Levenson, G (2002). The pumpkin cycle: The story of a garden. Berkeley,
CA: Tricycle Press.
A class set of worksheets on matching vocabulary words to various plant parts.
(Appendix A).
Procedures:
1. Introduction: Holding up a pumpkin ask student: Stand up if you know what this is?
Now sit down if you know how this pumpkin began its plant life cycle? What…No one
knows; well let us begin learning about the beginning stages of a plant life cycle for this
pumpkin!
2. Statement of Objective: Today we are going to watch a short video about the beginning
of a life cycle of a plant. What do you think I mean when I say “plant life cycle?” After
we watch the video, we are going to read the first few pages of The Pumpkin Cycle. We
will discuss the first element of the plant life cycle. As a whole class we will complete a
worksheet about plants and their parts.
3. Instruction: Students watch the Intro/Song video segment (2:24 minutes) to the Plant
Life Cycle Series on Discovery Education. The username is Rabbitjack and the password
is carrots. Then the teacher will read aloud the first 4 pages of The Pumpkin Cycle.
Students will record their learning in their Science notebooks.
4. Guided Practice: Students will work with partners to complete worksheets to determine
which vocabulary word matches the plant parts. Teacher collects the completed
worksheets. This will be the first formative assessment.
5. Closure: Turn to the person next to you and share one thing that you learned today about
the Plant Life Cycle then ask your partner if they have ever tried a baked pumpkin seed.
Day 2: Science Lesson (30-45 minutes)
Location: Classroom
Materials:
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Teachers will need a Promethean Board, Computer, and Projector
A pumpkin seed
Chart paper
Discovery Education Website:
http://app.discoveryeducation.com/search?ntt=plant+cycle&N=18340
The book by: Levenson, G (2002). The pumpkin cycle: The story of a garden. Berkeley,
CA: Tricycle Press.
A class set of a KWL RAN chart so students may fill in information. (Appendix B).
Procedures:
1. Introduction: Holding up a pumpkin seed ask students: How does a seed grow? Snap
your fingers once if have tried to grow a plant from a seed? How did it go; were you
successful? Great! Today, we are going to learn how a plant can grow from a seed!
2. Statement of Objective: Before we begin our lesson, we are going to complete an
anchor chart on what we know about seeds. We will then watch a short video about how
plants can grow from a seed. After we watch the video, we are going to finish our book
The Pumpkin Cycle. Together, will discuss the elements the seeds need in order to grow.
Finally, we will complete what we learned about seeds and compare the information to
our strategy anchor chart.
3. Instruction: Students watch the video segment How Seeds Grow (2:35 minutes) in the
Plant Life Cycle Series on Discovery Education. The username is Rabbitjack and the
password is carrots. The teacher will read aloud the remaining pages of the The Pumpkin
Cycle. As a class, the teacher and students will complete the remaining elements of the
KWL RAN chart.
4. Guided Practice: The teacher and students will discuss what elements seeds need in
order to grow. They will discuss the different types of seeds that grow into plants.
Together, the class will complete the KWL RAN strategy anchor chart; each student will
write the information on their own copy of the chart.
5. Closure: Turn to the person next to you and share one thing that you learned today about
the elements a seed needs to grow. Tell your partner about a time you tried to grow a
plant from a seed and why you think you were successful, or not successful.
Day 3: Science Lesson (30-45 minutes)
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Location: Classroom
Materials:
Teachers will need a Promethean Board, Computer, and Projector
A pumpkin and a seed
Discovery Education Website: http://app.discoveryeducation.com/search?
Ntt=plant+cycle&N=18340##
The book by: Titherington, J. (1990). Pumpkin, pumpkin. New York, NY: Greenwillow
Books.
Anchor Chart Paper
A class set of Lifecycle of a pumpkin worksheet (Appendix C)
1 paper plate, scissors, glue, string, and crayons for each student.
Summative Assessment Rubric for each student
Procedures:
1. Introduction: Holding up a pumpkin and a seed ask students: How does a seed grow into
a pumpkin? Raise your hand if you have ever grown your own pumpkins? Today, we are
going to learn how a seed becomes a plant and then becomes a pumpkin!
2. Statement of Objective: We are going to watch the last video segment on the plant life
cycle. Today our video is called The Lifecycle of a Pumpkin! After we watch the video,
we are going to read a different book called Pumpkin, pumpkin by Jeanne Titherington.
Finally, we are going to complete a craft project about the lifecycle of a pumpkin. Are
you excited? Me too! Let’s begin!
3. Instruction: Students watch the video segment Life Cycle of a Pumpkin (2:01 minutes) in
the Plant Life Cycle Series on Discovery Education. The username is Rabbitjack and the
password is carrots. The teacher will read aloud Pumpkin, pumpkin by Jeanne
Titherington. Students will sketch the lifecycle of the pumpkin in their Science
notebook. The students will individually complete the classroom craft: Lifecycle of a
Pumpkin. This will be used as a Summative Assessment.
4. Cooperative Practice: After reading Pumpkin,Pumpkin, the teacher and students will
discuss the process of the lifecycle of a pumpkin. The teacher will write the six steps on
the anchor chart. The students will complete a craft activity which will require them to
construct the life cycle of a pumpkin in the correct sequence. The students will tape the
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completed pumpkin crafts on the wall under their name-tags. The teacher will be able to
view these crafts with a rubric for their summative assessment.
5. Closure: Turn to your science partner and explain which part of the pumpkin life cycle
is your favorite part, and explain why you chose that part of the process. Listen as your
partner explains their favorite part as well.
Day 1: Math Lesson (30-45 minutes)
Location: Classroom
Materials:
1 pumpkin for every 3 students
1 ball of yarn for every 3 students
Class set of Scissors
1 large piece of chart paper with a graph drawn on it (just like student worksheet)
Class set of Worksheet titled “How Big?” (Appendix E)
Class set of Pumpkin stickers
Procedures:
1. Introduction: “Imagine putting pants on your pumpkin and using a belt to help hold up
those pants. Where would you put the belt? Around the middle, correct.”
2. Statement of Objective: “Today we are going to guess how big our pumpkin is around
the middle. In math terms we would call this estimating the circumference of our
pumpkin.”
3. Instruction: The teacher models how to guess the circumference of the pumpkin and
cuts a piece of string based on that guess. Then the teacher sees if the string fits around
the pumpkin – too much string, not enough string or just right. Next the teacher takes a
pumpkin sticker and places on the large chart under the words Too Long, Just Right or
Too Short. Last the teacher uses a piece of string to measure around the middle of the
pumpkin and cuts a piece that is just right. This piece of string will be used in the next
lesson. It should be labeled with the child’s name on a tag of masking tape.
4. Guided Practice: Now students work in their small groups (no more than 3 students per
pumpkin). Each student guesses the length of string, cuts that length, and checks the
length against the pumpkin. Then each places a pumpkin sticker on the class chart. Last
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each student measure their pumpkin with a piece of string and cuts a piece that is Just
Right. A
5. Independent Practice: After everyone in the class has placed their pumpkin sticker on
the class chart, each student fills out the “How Big?” worksheet.
6. Closure: “Now share your results with a person who was not in your group.” Students
should stay on task.
Day 2: Math Lesson (30-45 minutes)
Location: Classroom
Materials:
Each student needs their “Just Right” string from the previous math lesson
1 box of small paperclips for every 3 students
1 box of large paperclips for every 3 students
Class set of worksheet titled “How Many Paperclips?” (Appendix F)
Procedures:
1. Introduction: “Yesterday we guessed how big our pumpkins were, around the middle,
with string. Then we checked our answer. Put one finger in the air if your guess was too
big. Put two fingers in the air if your guess was just right. Put three fingers in the air if
your guess was too short.”
2. Statement of Objective: “Today we are going to make more guesses or estimates. We
are going to guess how many paperclips it would take if we lined them up end-to-end
next to our piece of string.”
3. Instruction: “All of these small paperclips are the same length. All of these big
paperclips are the same length.” First the teacher models how to line up the small
paperclips end-to-end next to the piece of string (the teacher does not do this for the
entire string). The teacher repeats the process with the large paperclips.
4. Cooperative Practice: Students work in different groups today. First they guess how
many small paperclips and large paperclips it will take to go the length of their string.
Then students use the small paperclips and then the large paperclips to measuring their
“Just Right” piece of string.
5. Independent Practice: Students complete the “How Many Paperclips?” worksheet.
This is the second formative assessment.
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6. Closure: “Now share your results with a person who was not in your group.”
Day 3 Math Lesson: (45-60 minutes)
Location: Classroom
Materials:
1 pumpkin for every 3 students
Parent helpers
Newspaper to cover the desks
Class set of disposable plastic bowls
Knives for the teacher and parent helpers to use to cut the tops off the pumpkins
Class set of glue
Class set of worksheet titled “100 Pumpkin Seeds” [copied on cardstock] (Appendix G)
Paper towels
Procedures:
1. Introduction: “Who’s ready to reach inside a pumpkin and pull out the seeds? How
many seeds do you think are in one pumpkin?”
2. Statement of Objective: “Today each student is going to count pumpkin seeds by 10’s.
You need to share the pumpkin with your group members. Every pumpkin has a
different number of seeds inside. You are going to see if you and your group members
have enough seeds inside your pumpkin for you each to count out 100 seeds.”
3. Instruction: The teacher and parent helper cut the tops off the pumpkins. The teacher
models how to reach in and pull out pumpkin seed, place them in the bowl, clean the
pumpkin seeds with a paper towel. Once a student has 10 clean pumpkin seeds he or she
glues the seeds in a box on the worksheet.
4. Cooperative Practice: Students work together, pulling out pumpkin seeds and cleaning
them off.
5. Independent Practice: Students glue pumpkin seeds on to their worksheet by 10’s.
6. Closure: “Share with someone, who was not in your group, if you were able to count out
100 pumpkin seeds.”
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Higher Level Thinking Questions:
The Bloom’s Taxonomy worksheet can be used within the lesson at the teacher’s discretion to
promote higher level thinking among the students.
Remember:
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At what time of year is a pumpkin seed planted?
Can you describe a pumpkin seed?
Understanding:
Can you retell the story of the life cycle of a pumpkin?
How would you illustrate the life cycle of a pumpkin?
Applying:
What could not have happened once the seed what planted and why?
How could you demonstrate how big a pumpkin would grow based on the size of the
seed?
Analyzing:
Are there any similarities between the different seeds you have looked at?
Compare and contrast your life cycle to that of the pumpkin seed.
Evaluating:
What would be the consequences if we did not plant any seeds?
What is the most significant event in the life cycle of a pumpkin?
Creating:
Can you compose a poem about the life cycle of a pumpkin?
How many ways can you determine the measurement of a pumpkin?
Explanation of Rubrics:
The formative assessment rubrics are designed to assist the teacher in understanding how well
the students comprehend the concepts taught during the lesson. All first grade students receive a
number grade that correlates to Outstanding, Satisfactory, Need Improvement, or Unsatisfactory
as their grade.
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The first assessment’s rubric is based on the students comprehension of the essential vocabulary
terms used throughout the video and classroom read aloud. Students will match vocabulary word
to the image that corresponds to the meaning. First grade students should be able to determine
the meaning of these words without assistance. There are classroom books on plants that may be
referenced to if a student needs additional assistance. Students are graded using the 4 to 0 point
scale.
The second assessment rubric is based on a student’s general understanding of estimation and
math skills. Students should be able to make an estimate within reason once they view and
examine the paperclips and their pumpkin. They should also be able to determine how many
blocks to color on their worksheets. Students will be able to compare and contrast their work by
answering the succeeding questions. The rubric is designed to measure how well the students
complete this task through the 4 to 0 point scale.
The final summative assessment is to determine the students overall understanding of a
pumpkin’s life cycle. Students are scored on how well they assemble the project. Students will
prepare the life cycle of a pumpkin in sequential order. Their grade is based on a 4 to 0 point
scale. Teachers will use this rubric to determine the amount of work completed in the correct
order. Students will have anchor charts, classroom books, and their science notebooks to assist in
this summative assessment.
Assessments:
Formative Assessment: Cooperative ActivityStudents will work together in pairs to complete a worksheet in Science. They will match plant
vocabulary words with the correct corresponding image. The teacher will use this worksheet to
assess if the students gained a general understanding of essential plant vocabulary terms.
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Formative Assessment: Cooperative ActivityStudents will work together in pairs to determine the circumference of a pumpkin during their
math lesson. Students will be given a worksheet, small paperclips, and large paperclips. They
will make an estimated guess to determine how many small paperclips linked together will fit
around the circumference of the pumpkin. They will repeat the process with the large paperclips.
Next, the students will color in the amount of clips they used around the circumference of the
pumpkin on their worksheets. Finally, students will answer the prompted questions using the
data they collected from the activity. Students will be assessed on how accurately they counted
the number of small and large paperclips that equaled the circumference of the pumpkin and how
correctly they colored in the corresponding bar graphs.
Summative Assessment: Cooperative ActivityStudents will work individually to complete a class project on the life cycle of a pumpkin for
Science. They will cut out images of the pumpkin life cycle process. Students will color the
parts and glue them to a paper plate in sequential order. Students will have anchor charts
available for reference, as well as classroom books on the life cycle on a pumpkin. Students will
be assessed on how well they put the life cycle in sequential order.
Rubrics:
First Formative Assessment
Vocabulary Match-up: Science Lesson
Day 1
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Student Name:
____________
Total 4 points=Outstanding
Total 3 points=Satisfactory
Total 2 Points=Needs Improvement
Total 1 point=Unsatisfactory
Match the plant with the vocabulary word.
Students match all 6 vocabulary terms correctly with the corresponding image.
Students match 4 of the six vocabulary terms correctly with the corresponding image.
Students match 2 of the six vocabulary terms correctly with the corresponding image.
Students do not match any of the vocabulary words correctly.
Score:
Second Formative Assessment
Math Lesson
Day 2
Student Name: Total 4 points= Total 3 points= Total 2 Points= Total 1 point=
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_____________
Outstanding Satisfactory Needs Improvement
Unsatisfactory
How Many Paperclips?Pumpkin Activity
Student accurately estimated and counted the number of small and large paperclips that equaled the circumference of the pumpkin. Student correctly colored in the corresponding bar graphs.
Student accurately counted the number of small and large paperclips that equaled the circumference of the pumpkin. Student correctly colored in the corresponding bar graphs
Students had difficulty accurately counting the number of small and large paperclips that equaled the circumference of the pumpkin. And/Or Student had difficulty coloring in the bar graphs.
Student was unable to complete the activity – either counting the small and large paperclips or completing the corresponding bar graphs.
Score:
Summative Assessment
Science Lesson
Day 3
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Student Name:
_____________
Total 4 points= Outstanding
Total 3 points=Satisfactory
Total 2 Points=Needs Improvement
Total 1 point=Unsatisfactory
Life Cycle of a Pumpkin Craft Activity
Pumpkin Life Cycle in correct sequence, leaving out no important parts of the life cycle. Colored and glued correctly.
Pumpkin Life Cycle in correct sequence leaving out no important parts of the life cycle. Cycle is not Colored, but is glued correctly.
Pumpkin Life Cycle is in correct sequence, but they left off an element of the cycle. Cycle is colored, but is glued correctly.
Cycle is in correct sequence, but they left off an element of the cycle. Cycle is not colored or glued correctly.
Score:
Teacher Feedback:Libby: This collaborative information literacy lesson on “Pumpkins” was shared with two 1st
grade elementary teachers. These teachers are responsible for teaching the science and math
Common Core Standards. Both were quite impressed with the detail provided for this lesson.
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Each has a pumpkin unit that they already teach, and they are now interested in incorporating
elements of this lesson as well.
Positive Feedback: The first teacher that I presented this collaborative information literacy lesson
to found many similarities to her own pumpkin unit. She also uses both the math and the science
standards when using pumpkins. She found that her students enjoy using a tangible object when
learning and it helps them when measuring, estimating, etc. She also liked the questions posed as
the part of the introduction. She said that cross-curricular learning is always great to use in the
elementary setting since students are able to learn multi-faceted elements revolving around the
same topic. The second teacher loved the handouts for this unit. She also enjoyed the video
portions and thought that it was a great way to switch things up for the students since they are so
used to just hearing the teacher talk and explain things. She also thought that activities with the
pumpkins were a great way to get volunteers involved in the classroom. She loves inviting
parents/guardians to assist with class work and this would be the perfect unit to do so. Both
teachers found the RAN strategy to be incredibly insightful. They had never heard of it and saw
the benefits of using it compared to the KWL chart.
Suggestions: The first teacher appreciated the facts that all of the links were included, but she
was concerned as to what she would do if the internet was not working properly that day, which
is always a concern for teachers since the Wifi is not consistent in our building. She would like
to have hard copies of the information provided or a transcript of the videos, just in case there
was an issue with the Wifi. The second teacher’s main concern was getting enough volunteers
for the day of the pumpkin cutting. She suggested even having the pumpkins pre-cut so that there
would be no knives out in the classroom.
Group Learning:We decided to create lessons that sought to combine first grade math and science standards with
a fun autumn theme such as pumpkins. We enjoyed researching ways we could create lessons
which used pumpkins as the focus to study ecosystems and biology along with numbers,
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measurement and data collection. These lessons gave us a good insight into first grade
standards. Many of us have used KWL charts during lessons in the classroom and library. We
were interested to learn how the KWL-RAN differed from the regular KWL format. In regards to
the KWL chart, the authors note, “In spite of its utility and the appeal of its simplicity, it is
Stead’s view that the KWL model may not help young information seekers when their
knowledge of a topic is sketchy or nonexistent. In order to engage children in understanding
topic content at a deeper level, Stead created the RAN chart, an acronym for ‘Reading and
Analyzing Nonfiction” (Thomas, Crow & Franklin, p. 74). Many first grade students come to
school with limited background knowledge regarding the basic needs of plants and plant life
cycles. We were excited to learn about the KWL-RAN chart. We believe the addition of this
model to the lessons will assist students with their understanding of the nonfiction material.
Reflections: Libby: This lesson incorporates several facets that are essential to teach students in math and
science in the first grade including various aspects of the life cycle of plants, the needs of plants,
measuring, counting, estimating, comparing, interpreting information and draw conclusions
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based on the best analysis, assume shared responsibility for collaborative work, and value the
individual contributions made by each team member. These skills are vital in order for students
to progress in their educational pathway. I also found that focusing on these science and math
standards has given me greater insight into the 1st grade curriculum. Throughout the building of
this unit, I learned an immense amount on the RAN strategy. We’ve all met children who, when
faced with a KWL Chart (What I Know, What I Want to Know, What I Learned), often place
interesting (but sometimes untrue or irrelevant) interpretations in the “What I Know” column,
leaving the teacher to decide how to post the kids’ ideas in this column. The RAN chart this
column to “What I Think I Know,” instead, so working with this column can be a true
brainstorming activity, as well as a very effective way to set a purpose for reading, because the
children then begin reading with a purpose, looking to decide which of the things they think they
know are actually true (and helping them to anticipate that this might actually happen, that some
of their preconceived notions might be false). Also, the filling out of a KWL Chart didn’t always
help children organize their next steps and set their purposes for reading in a way that helps them
read related nonfiction texts strategically. The RAN strategy does this very strategically. The
terminology is easy for elementary students to understand, yet it forces them to use inquiry, think
critically, and gain knowledge when used properly. I also found that time is a major factor when
creating elementary level lessons. Time constraints are an issue that could arise with this lesson.
Teachers would have to ensure that they follow the lesson procedures to ensure that students
complete all activities and assessments within the time frame. Another issue that could cause
problems would be the lack of internet. Schools are constantly battling Wifi and without the use
of the online tools, this lesson would not be as sufficient. As an educator, I always enjoy learning
about new methods that could assist in student learning. I have transitioned from the high school
setting to an elementary school setting, and I found the RAN strategy to be incredibly insightful.
This would be a great tool for me to use in my library lessons to ensure student understanding.
Learning more about the RAN strategy was helpful since I was only familiar with the KWL
chart. This method will be a great tool for me to use in my lessons now to ensure student
understanding. I am constantly trying to find way to assist teachers, and now I feel more
comfortable finding resources that could utilize the RAN strategy and fit the Common Core State
Standards for 1st grade math and science.
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References
100% Educational Videos. (2002). Plant life cycles. [Segments 1, 2, & 7]. Retrieved from
http://www.discoveryeducation.com/
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A to Z Teacher Stuff. (2012). Pumpkin, pumpkin sequencing activity. Retrieved from
http://printables.atozteacherstuff.com/375/pumpkin-pumpkin-sequencing-activity/
English Language Learning Series. (2002). The language of Science: Plants lesson 1[PDF].
NewYork, NY: Rizzoli Publications.
Hall, Z. (1999). It’s pumpkin time! New York, NY: Scholastic.
Kottke, J. (2000). From seed to pumpkin. New York, NY: Children’s Press.
Kroll, S. (2007). The biggest pumpkin ever. New York, NY: Cartwheel Books.
Levenson, G. (2002). The pumpkin cycle: The story of a garden. Berkeley, CA: Tricycle Press.
Rose Tree Media School District. (2010). Tony Stead’s RAN (reading and analyzing nonfiction)
chart. Retrieved from www.rtmsd.org/page/827
Sloat, T. (1999). Patty’s pumpkin patch. New York, NY: G.P. Putnam’s Sons.
Thomas, N., Crow, S. & Franklin, L. (2011). Information literacy and information skills
instruction: Applying research to practice in the 21st century school library. (3rd ed.).
Santa Barbara, CA: Libraries Unlimited.
Titherington, J. (1990). Pumpkin, pumpkin. New York, NY: Greenwillow Books.
Appendixes:
Appendix A: Day 1-Science: Matching plant vocabulary words with the picture.
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Plants Level 1Draw a line from the word to the matching picture.
1.Leaf a.
2.Pinecone b.
3.Flower c.
4.Stem d.
5.Fruit e.
6.Forest f.Appendix B: Day 2 Science-KWL RAN Worksheets for students to fill out with the teacher:
Fill in the blanks: Name:______________________
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What I Think I Know about How Seeds Grow into Plants:
After watching the How Seeds Grow and reading the book The Pumpkin Life Cycle:Is this information correct?:
Is the information I thought wrong:
What did I learn New today?
What am I wondering?
Appendix C: Day 3 Science Activity
Directions: Cut out the bubbles. Color in the images. Fold the bubbles on the dotted line and glue in the correct order on your string. Connect your string to your pumpkin with a drop of glue.
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Please see the classroom example.
Appendix D: Day 1 Math Activity
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Name_______________________________________________
How Big?Directions: For each column, color in how many students guessed too long, just right and too short.
Number of Students
Too Long Just Right Too Short
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
My guess: (circle one) Too Long Just Right Too Short
Why do you think you guessed too long, just right or too short?
__________________________________________________________________________________________
__________________________________________________________________________________________
Appendix E: Day 2 Math Activity (Second Formative Assessment)
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Name: _______________________________
How Many Paperclips?
1. I guessed my pumpkin would be ___________ small paperclips around.
2. I guessed my pumpkin would be ___________ large paperclips around.
3. My pumpkin was ________________ small paperclips around.
4. My pumpkin was ________________ large paperclips around.
My guess of small
paperclips
Color the boxes
red
My guess of small
paperclips
Color the boxesBlue
Number of small
paperclips
Color the boxesRed
Number of large
paperclips
Color the boxesblue
25 25 25 2524 24 24 2423 23 23 2322 22 22 2221 21 21 2120 20 20 2019 19 19 1918 18 18 1817 17 17 1716 16 16 1615 15 15 1514 14 14 1413 13 13 1312 12 12 1211 11 11 1110 10 10 109 9 9 98 8 8 87 7 7 76 6 6 65 5 5 54 4 4 43 3 3 32 2 2 21 1 1 1
Appendix F: Day 3 Math Lesson
36
Name___________________________________
100 Pumpkin Seeds
Directions: Glue 10 pumpkin seeds into each box. Once you fill all the boxes you will have 100 pumpkin seeds.
10 20 30 40 50
60 70 80 90 100
Directions: Answer these questions after you and your group members have each glued 100 seeds to your worksheets or have glued all the seeds in your pumpkin.
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1. Are there any seeds left in your pumpkin?______________________________________
2. Guess how many seeds are left in your pumpkin.______________________________