Bringing it all together

1. Collaboration Instruction Assessment STUDENT ACHIEVEMENT Bringing it all together Integrating content standards with information skills to foster higher-order thinking and independent learning

2. Third grade science GPS • S3CS6 Researches: Students will question scientific claims and arguments effectively. • Element: S3CS6a Support Claims With Facts and Sources Support statements with facts found in books, articles, and databases, and identify the sources used.

3. Third grade science GPS • S3L1 Habitats: Students will investigate the habitats of different organisms and the dependence of organisms on their habitat. • Element: S3L1a Habitats of Georgia Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live there. • Element: S3L1b Features of Georgia PlantsIdentify features of green plants that allow them to live and thrive in different regions of Georgia. • Element: S3L1c Features of Georgia Animals Identify features of animals that allow them to live and thrive in different regions of Georgia. • Element: S3L1d Results of Change in Habitat Explain what will happen to an organism if the habitat is changed.

4. Third grade ELA GPS • ELA3R2 Vocabulary: The student acquires and uses grade-level words to communicate effectively. • Element: ELA3R2.a VocabularyReads literary and informational texts and incorporates new words into oral and written language. • ELA3R3 Comprehension: The student uses a variety of strategies to gain meaning from grade-level text. • Element: ELA3R3.o ComprehensionUses titles, table of contents, and chapter headings to locate information quickly and accurately and to preview text. • Element: ELA3R3.r Comprehension Applies dictionary, thesaurus, and glossary skills to determine word meanings.

5. Third grade ELA GPS • ELA3W2 Informational: The student produces informational writing (e.g., procedures, report, correspondence) that: • Element: ELA3W2f Informational Uses a variety of resources (encyclopedias, Internet, books)to research and share information on a topic. • ELA3C1 Conventions: The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. • Element: ELA3C1.j Conventions Uses resources (encyclopedias, Internet, books) to research and share information about a topic.

6. AASL Information Literacy Standards • LEARNERS USE SKILLS, RESOURCES, & TOOLS TO: • Inquire, think critically, and gain knowledge. • 1.1.3 Develop and refine a range of questions to frame the search for new understanding. • 1.1.4 Find, evaluate, and select appropriate sources to answer questions. • 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. • 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.

7. Classroom teacher: defining the EQ The topic of my is My research questions are:

8. Media specialist: identifying key words and research procedures The keywords I will use to search are:

9. Georgia, My State habitat books From State Standards Publishinghttp://www.statestandardspublishing.com/

10. Reflection and assessment The best source I found was because

11. Completed organizer: Atlantic ocean habitat

12. Completed rubric: Atlantic ocean habitat

13. Completed organizer: mountain habitat At least 2 facts from each source Source title and type Reflection

14. Completed rubric: mountain habitat

15. Completed habitats flip book

16. Completed habitats flip book

17. More evidence of authentic learning This picture shows students answering a Dr. Suess trivia question using a nonfiction book to answer the question. They’d become so confident in their research skills that the overwhelming majority of correct answers to the questions came from 3rd grade students!