The document is Melissa Lewis's information literacy lesson plan for teaching 1st grade students about landforms. The plan includes standards, objectives, activities, and an assessment. The lesson introduces six landforms through a PowerPoint, descriptive modeling, and having students create their own flipbooks labeling and describing each landform. The assessment checklist evaluates students' identification and descriptions of the landforms.

1. Melissa Lewis
Information Literacy Lesson Plan
Information Literacy Lesson Plan
Melissa Lewis
Practicum
March 4, 2009
Resource Wiki:

2. Melissa Lewis
Information Literacy Lesson Plan
Action Example Template
GRADE: 1st Grade
TEACHER(S): Melissa Graham
MEDIA SPECIALIST: Melissa Lewis
CONTENT TOPIC: Social Studies
STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS
Standard:
1. Inquire, think critically, and gain knowledge.
2. Draw conclusions, make informed decisions, apply knowledge to new situations,
and create new knowledge.
Skills Indicator(s):
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.
2.1.2: Organize knowledge so that it is useful.
2.1.5: Use strategies to draw conclusions from information and apply knowledge to
curricular areas, real-world situations, and further investigations.
Benchmark(s):
1.1.2
- Connect ideas to own interests.
- Identify one or two keywords about a topic, problem, or question.
- Share what is known about a topic, problem, or question.
1.1.6
- Use simple note-taking strategies as demonstrated by SLMS.
- Write, draw or verbalize the main idea and supporting details.
Dispositions Indicator(s):
1.2.1
- Display initiative and engagement by posing and investigating the answers
beyond the collection of superficial facts.
Responsibilities Indicator(s):
1.3.2
- Follow ethical and legal guidelines in gathering and using information.
1.3.4
- Contribute to the exchange of ideas within the learning community.

3. Melissa Lewis
Information Literacy Lesson Plan
Self-Assessment Strategies Indicator(s):
- 1.4.2 Use interaction with and feedback from teachers and peers to guide own
inquiry process.
CONNECTION TO LOCAL OR STATE STANDARDS
GPS: SS1G3- The student will locate major topographical features of the earth’s surface.
c. Identify and describe landforms (mountains, deserts, valleys, plains, plateaus, and
coasts).
OVERVIEW:
Essential Question- What are the names of the landforms? What are some words to
describe each one?
This is the first lesson of the first grade unit on landforms. This lesson will serve as a
catalyst to introduce all of the landforms and give a brief overview of each one. The
students will know the names each landform including: mountains, deserts, valleys,
plains, plateaus, and coasts. By the end of the lesson the students will be able to identify
a picture of each landform and give a descriptive word for each.
FINAL PRODUCT:
By the end of the lesson the students will know the names of all six landforms. They will
have general knowledge of each and be able to identify and describe them correctly.
LIBRARY LESSON(S):
ASSESSMENT
The librarian and teacher will use a checklist to assess each student’s knowledge about
landforms. The media specialist and teacher will be able to notably see the knowledge
that each student has regarding each landform and the checklist will be the tool to record
that progress. They will both have a checklist and walk around assessing the students’
work. After the lesson they will review each others’ checklist to discuss student progress
seen and then complete a final checklist using both individuals’ data.
• Product
The students will create a flip book of landforms. On each page of the book the
students will draw a picture of the landform and write descriptive words or sentences
about each depending on their ability level.
• Process
1. Activating Strategy:
The media specialist will begin by showing pictures of different types of landforms.
As each picture is shown the media specialist will ask the students if they know what
that particular picture is called. As each landform is identified the teacher will write it
on a piece of chart paper that is created into a T-chart. Once all of the landforms are
identified and written down for the students then the media specialist will introduce the

4. Melissa Lewis
Information Literacy Lesson Plan
term landforms. She will explain that all of these terms that are in nature are called
land forms because they are pieces of land that are made into a certain form.
2. Activity One:
The media specialist and teacher will then show the powerpoint that goes through and
describes each landform. The media specialist and teacher will each take three of the
slides to teach the students. As each landform is discussed during the powerpoint the
individual teaching that slide will lead the students to think of descriptive words for
each one and the individual not teaching will write the words on the second part of the
T-chart. Once descriptive words are written down for the landform covered on the
powerpoint the media specialist will lead the students to create a motion that represents
that landform. Then both teachers will model saying the name of the landform as they
create the motion for it with their bodies. This will be repeated for all six of the
landforms.
3. Activity Two:
The students will now be asked to put their knowledge about landforms to the test. The
media specialist will explain that each student will create a flip book that has six
different pages. On each page is the name of one of the landforms. They are to draw
an accurate picture of the landform, as well as write a sentence that describes it. The
media specialist and teacher will then hand out the booklets and instruct the students to
use their crayons at their desk to complete the book. The MS and teacher will each
walk around with an assessment chart, give any assistance and prompting that is
necessary, as well as record each student’s progress. After the students are finished
they will be given a chance to share their books with the class by showing their pictures
and reading their descriptive sentences/words for each landform.
4. Summarizer:
As a class the media specialist will review the essential questions and have students
assist in developing answers for each. Then the students will have to complete a 3-2-1.
They will write the names of three landforms, two words to describe them (one for
each), and one sentence that summarizes what they learned during the lesson.
• Student self-questioning
INSTRUCTIONAL PLAN
• Resources students will use:
- Crayons
- Flip Book
- Pencil

5. Melissa Lewis
Information Literacy Lesson Plan
• Instruction/activities
o Direct instruction:
The powerpoint will be used for direct instruction. The media specialist
and teacher will lead the students through the powerpoint and teach the
names, definitions, and characteristics of each landform.
o Modeling and guided practice:
As the media specialist and teacher go through the powerpoint they will
model how to identify the characteristics and how to write them
underneath the correct landform heading. As this process goes along they
will guide the students to begin giving her the information and instructing
her where to put it in the chart. Also, the media specialist will model how
to create the flip book.
o Independent practice:
The students will make their own personal flip book which will give them
a chance to demonstrate what they have learned. They will draw an
illustration and write a description for each landform.
o Sharing and reflecting:
After the students have finished their books they will be given an
opportunity to share their flip book with the class. They will be asked to
get up in front of the class and show everyone their illustrations and
written descriptions.
Reflection:
This was one of the toughest assignments I have had to complete during this program so
far. I knew that it would be challenging, but I did not understand the extent of difficulty.
True collaboration, although immensely effective, takes immense effort. I am not
working as a teacher right now and the county I live in has very strict policies about
outside individuals coming in to teach. Since I have no connections with teachers in this
district yet I was not able to get approved to teach this lesson in the district I live in,
therefore I had to go back to the district I taught in last year to collaborate with a former
colleague. This meant that I had to collaborate with the classroom teacher long distance.
We did most of our collaboration through emails and phone calls which was helpful
overall due to the time constraints that teachers face on a daily basis. However, a face to
face meeting would have been ideal, but it is hard to find time to do that realistically.

6. Melissa Lewis
Information Literacy Lesson Plan
We were able to develop the body of the lesson and assessment activity together. She
told me what kind of activities the students excel in, and with that information I
suggested a few activities that I thought would be good for this content. We then
continued to suggest ideas back and forth until each part of the lesson was developed.
This experience really taught me what it will take to truly collaborate as a media
specialist. I will have to establish to the teachers that although it may take a little effort
on their part and add one more thing to their already crowded agenda, that developing
and implementing lessons together is an effective way to spend their time. I will have to
show them, by gaining their trust, that by collaborating with me it will enrich their
students’ learning experience and ultimately give them another person to help with
teaching the GPS.
Also, as a classroom teacher I am very used to teaching students that I know extremely
well. When you have your own class you know what each student is capable of, what
works best, and what doesn’t work at all. As the media specialist, although you may
know these students names and interact with them occasionally, you are not as
knowledgeable about all of their academic tendencies. This aspect of not knowing the
students as well as the teacher made it difficult when planning the lesson activities
because I wasn’t sure if the students would be capable of doing the tasks I wanted to
include. The teacher was very helpful with this information during out collaboration
conversations, but it was still difficult because I had never been around these students
before. Another thing that gave me some difficulty was the fact that I have never taught
first grade. I have taught second and fourth, and found myself constantly asking the
teacher whether or not first graders could do the activities that had worked for me before.
This truly made me realize how adaptable a media specialist has to be. They have to be
an expert in all of the grade-levels that they work in regards to their capabilities and their
particular standards.
The implementation of the lesson went really well! Overall each activity was a success.
The students were able to gain a significant amount of knowledge through the powerpoint
regarding each landform. However, next time I collaborate I will definitely encourage
the teacher and I to split up activities. It became hard for both of us to go back and fourth
teaching the landforms during the powerpoint. Instead, I would suggest that I take lead
on one activity, while she assists student learning, and then she take lead on the next
activity while I assist and reinforce. I think this would make the lesson run more
smoothly. Also, I with first graders I would make the direct instruction about five
minutes shorter, and then have the work and share time longer. We ran out of time
during the lesson and there wasn’t as much time for students to share as I would have
liked. I felt that the assessment tool was very effective. The students loved completing
the flip books, and you could truly tell if they understood the content by walking around
and watching them fill in the books. Due to the fact that they are first graders some of
them did need assistance and reminding about some of the content, but each student was
able to correctly identify and describe each landform. Below is the final checklist that
assesses each student on their performance. Both the teacher and I collaborated on this
section by observing individually and then discussing our findings to create one chart.

7. Melissa Lewis
Information Literacy Lesson Plan
Student Number Number of Landforms Number of Correct
Correctly Identified/Drawn Descriptive Words for
(out of 6) Landforms (out of 6)

8. Melissa Lewis
Information Literacy Lesson Plan
KAR  
CA  
MAP  
AB  
JC  
JCJ  
AD  
CD  
PD  
JEM  
TG  
TG  
JH  
AL  
DL  
SL  
JN  
DP  
AR  
RS  
ET  
DT  
ZW  
ZJ  
Although this experience had its challenges, it truly allowed me to understand
collaboration realistically. I enjoyed this experience and grew professionally as well.