This document provides details of an information literacy lesson plan created by Laurie Roberts for a 1st grade reading/science class. The lesson involves students locating facts about different weather types from non-fiction books and online. Students are placed into groups and search the media center and internet for facts, then present their findings to the class. The document outlines learning objectives, materials, procedures, assessments and a reflection on collaborating with the classroom teacher to teach the lesson. It discusses challenges with collaboration and ways the lesson could be improved, such as shortening internet research time.

1. Laurie Roberts
ITEC 7136- Fall 2008
Grade 1- Weather
Locating information in non- fiction text about the different types of weather
Background:
This information literacy lesson plan was created for a first grade reading/ science class.
The students have just finished their unit on weather in Open Court, and since most of the
books are fiction, the teacher wanted the students to visit the media center to find non-
fiction books on the different types of weather, locate 5 facts from the book, and then use
the internet to locate 5 facts. Since there are not 20 different types of weather, she
wanted to place the students in groups of 3 so we would not have to hear the same facts
over, and over again. This lesson would be an integrated lesson with reading/ science.
The students would review fiction/ non-fiction.
Learning Outcomes:
Students will search the non- fiction section to find text about weather.
Students will find 5 facts about their type of weather in a non- fiction text.
Students will search the internet for facts about their type of weather.
Students will present the facts that they have found to the class.
GPS Standard:
S1E1. Students will observe, measure, and communicate weather data to see
patterns in weather and climate.
a. Identify different types of weather and the characteristics of each type.
ILLSSL Standards:
Standard 1 The students who is information literate accesses information efficiently
and effectively.
Indicator 5: Develops and uses successful strategies for locating information.
Standard 3 The students who is information literate uses information accurately
and creatively.
Indicator 2: Integrates new information into one’s own knowledge
Standard 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.
Indicator 1: Shares knowledge and information with others
Indicator 1: Respects others’ ideas and backgrounds and acknowledges their
contributions

2. Laurie Roberts
ITEC 7136- Fall 2008
Information Literacy Lesson Plan
Materials and Equipment:
Smart Board
Computers with internet access and word
1 fiction and non fiction book about weather
Computer with Destiny access to locate non fiction books
Fiction/ non-fiction books about weather
Picture of non- fiction section in media center
Brain pop Jr. Videos
Total Duration of Lesson: 110 Minutes (2- 55 min. reading blocks)
Procedures:
Introduction:
Ask students, “How many of you can tell me something about weather based on the
stories that you have been reading in Open Court?” Most of the students will bring up
things that are fiction because all of the books in the unit are fiction. Then, tell the
students that all of those are good points, but that we are going to learn some real facts.
Show the students a video about fiction/ non-fiction books on the smart board from the
brain pop jr. website, to refresh their memory. Since the students have already learned
about this, it would be a review.
Step 2:
The Media Specialist will read a non-fiction book, The Weather and Us by Ann Merk,
and a fiction book, Cloudy with a Chance of Meatballs by Judi Barrett. Make a chart
of the differences in the two books. They should notice things like the fact that the books
look different, the pictures are different, table of contents, fiction stories contain things
that are make believe, etc… Talk about how you could tell the difference between
fiction /non-fiction books just by looking at the book and not reading it. Explain to the
students that these books are separated in the media center because they are different.
Show the students the picture of where the non- fiction section is located in the media
center compared to the fiction section.
Step 3:
The class then will walk down to the media center to be taught how to find the books
about weather. The Media Specialist will see if the students can recognize the non-
fiction section after seeing the picture on the smart board. Once they have found the
section, talk about it and how it looks. Allow the students to look around and see how the
books are arranged. Then, show them the fiction section. Ask the students if they can
tell the difference in the two sections. If not, explain to them that the non- fiction section
is arranged by what the book is about and the fiction section is arranged by author’s last
name. Then, the students will go to the laptops that will be set up on the tables with

3. Laurie Roberts
ITEC 7136- Fall 2008
Destiny already accessed. The Media Specialist will ask the students if they know how to
easily find a book in the library without having to search for it forever. Using the
laptops, the MS and teacher will show the students how to find books about their type of
weather. The Media Specialist will then take the students over to the shelves and show
students how to use the information in Destiny to find the book on the shelf. After this,
the teacher will aid students in finding books about their type of weather while the MS
teaches the students how to search the internet for facts. The MS will give them a brief
lesson on how to search the internet for facts. She will walk around to ensure that they
are searching correctly. When the students have their 5 facts from their books and from
the internet, the teacher and MS will help them to turn their information into a
PowerPoint presentation that will be presented in front of the class.
*As an extension activity or independent work, the students may use the websites on
the following website:
The wiki URL is: http://weather-roberts.pbwiki.com/Weather
This wiki was created by the classroom teacher and MS.
Assessments:
• The students will be assessed using the rubric for the presentation and group
effort individually.
• The teacher and MS will observe the students as they are using Destiny and
searching for books in the non- fiction section and on the internet.
• The students will also be assessed using the teamwork effort, meaning that this
will be taken into account when grading the group cooperation section.
The following rubric was using for teamwork:

4. Laurie Roberts
ITEC 7136- Fall 2008
Name___________________________
Fact Finding 1
I did not find
facts about my
type of weather.
2
I found facts
about weather,
but not 10.
3
I found all 10
facts about my
type of weather.
Presentation 1
I did not read my
assigned fact to
the class.
2
I read my
assigned fact to
the class, but I
was not loud
enough, I did not
speak clear
enough, and I did
not look at the
audience.
3
I read my
assigned fact to
the class and I
read it loud,
clear, and I
looked at the
audience.
Listening 1
I did not listen to
the presentations.
2
I listened to most
of the
presentations.
3
I sat quietly and
listened to all
presentations.
Group
Cooperation
1
I did not share
my fact with my
group or help my
group members
find facts about
our type of
weather. I did
not help my
group with our
presentation.
2
I shared my fact
with my group
and I helped my
group part of the
time. I helped
my group with
most of our
presentation.
3
I shared my fact
with my group
and I helped my
group members
with all of our
presentation.
Your Score:________
11 to12 points= S
9 to 10 points= N
4 to 8 points= U

5. Laurie Roberts
ITEC 7136- Fall 2008
Reflection
I really enjoyed teaching this lesson. It was great to see how well collaboration
really works. The teacher was very open to the idea and also enjoyed the lesson. It was
nice to have a chance to practice collaborating and teaching a different group of students
from a different grade level.
Since I am currently teaching Kindergarten, I chose to work with a first grade
teacher. I chose someone that I was fond of, but was not one of my best friends, because
I truly wanted to take this lesson seriously. It seemed like a great opportunity to
collaborate with a teacher that I knew, but was not that close to. It was nice to see first
hand how collaboration worked. The hardest thing about collaboration, like everyone
else will agree, was time. There is not enough time in the day. It was very hard to find
time to meet, because we did not have a common planning time. She also had kids that
were involved with extracurricular activities after school which took up most of her time.
The main way that we communicated was through email and on the phone. We had each
other’s cell phones, so we talked mostly at night after she put the kids to bed. This was
perfect for me because I had finished everything that I needed to for school and had time
to clear my mind. When we started this project, I was surprised at how smoothly it went.
We really fed off of each other and shared ideas. We both shared in the responsibility
and had a blast teaching the kids. We are both outgoing, so we made it fun for the kids.
The main thing that I learned was how involved and knowledgeable the MS has to
be in order to collaborate. She would have to know the standards across the grades. We
just had professional development on this topic, and most teachers did not see the

6. Laurie Roberts
ITEC 7136- Fall 2008
significance of everyone in the school knowing the GPS standards. She would have to be
familiar with each grades standards. The other problem is that most teachers are not
aware of the duties of a MS and have a hard time remembering that they once taught and
can teach. When most of the teachers saw me in the media center teaching, they were
very interested to see what was going on. I think that it is important for the MS to let
everyone know what she does and topics that she can teach. Like we have discussed in
class, most of the teachers are unaware of the definition of Information Literacy or have
ever heard the word. This would be a nice session to teach one day, informing teachers
of what students are supposed to know and be taught in the media center.
The thing that I would have changed most about this lesson is the time that it took
to teach it. It took a little longer than expected by the time that we taught and reviewed
concepts, the trip to the library, and helping the students complete their presentation. The
students did surprisingly well getting the facts together and completing their Power
Points. They loved working together to form a Power Point Presentation. The other
thing that I might revise is where the search the internet. They did well with this, but I
think that I would have tried this a different day or taken it out completely. Although
they did well with it, it was very time consuming and we could have saved time by
omitting this or doing it on a different day. The other thing that was a problem is the
students choosing the correct facts and be able to read the facts aloud. We really had to
recite them before the presentations to ensure that all children could read them.
Overall, I think that the students did really well considering that I was not the real
MS and they knew that. This lesson got many teachers interested in collaboration that
had before not been very open to it. The MS on the other hand was not as open to the

7. Laurie Roberts
ITEC 7136- Fall 2008
idea. However, I think that if they push the idea enough, she will have to budge a little.
If not, at least they are aware that it is out there. I have also already talked to the
principal about trying to work in a session where the MS would explain her duties to the
teachers and also explain some things that she could come in and help with. In with this
session, she would help come up with ways of integrating information literacy into the
lessons and curriculum. I think that this was a great way to change up the scenery and
get students excited about something that would have otherwise been boring in the
classroom. Most of the students in the classroom admitted that they had never checked
out a book from the non- fiction section because they thought that they were boring. I
think that this lesson was great practice!!!