Lesson+Plan+Collaboration

=__Comprehensive Collaborative Lesson Plan Page__=


 * **Collaborators:** Rebekah Espinosa: Teacher and Lisa Kreutziger: Librarian


 * **Instructional Level: 3rd Grade, Advancing Readers**


 * **Link to Lesson Plan Deconstruction Page**


 * **Link to @Lesson Plan Discussion**


 * Link to Brainstorming:[| https://cacoo.com/diagrams/3o2I2XJaPKaDPT13]


 * **Link to Student Graphic Organizer**


 * **Link to Student/Educators Rubric**


 * **Link to @Lesson Plan Product**

a Person who first approached the other partner. a Motivation for the partnership: a required project, a new/different resource, learning problem, or other reason.  a Where (location within the school) the first collaborative conversation took place. || One of these is missing from the scenario || Two of these are missing from the scenario || All three of these are missing from the scenario. ||
 * Scenario Page and Collaborative Planning Form Page (A.3.3 - Benchmark) - (below)
 * CATEGORY ||  || 8 || 4 || 0 ||
 * ** Motivation of Collaborators ** || The scenario gives a complete description of how the two collaborators began their instructional partnership. It includes all of these:
 * Instructional goals and STandards || The scenario includes:

 a Grade level. a Content area(s). a Initial goal(s). a Initial objective(s). || One of these is missing from the scenario || Two of these are missing from the scenario || Three or more of these are missing from the scenario. ||
 * Understanding by Design: ||
 * ** Standards **
 * And Objectives ** || The collaborative planning form includes:

a Content-area standards – ** including ** a **reading comprehension standard**. a Content-area objectives. a AASL standard(s) and strand(s) (S4L). a S4L objectives (indicators).


 * See below. ** || One of these is missing from the planning form. || Two of these are missing from the planning form. || Three or more of these are missing from the planning form. ||
 * ** Assessment Tool(s) ** || The collaborative planning form includes:

a At least one graphic organizer. a ** Self-assessment rubric ** for students. a Assessment rubric for educators. (This can be the same but ** MUST ** be noted as such.) a ** Responsibilities ** for assessment. || One of these is missing from the planning form. || Two of these are missing from the planning form. || All three of these are missing from the planning form. ||
 * ** Post your scenario here. **

**__Scenario__** v ** Person who first approached the other partner: ** The classroom teacher approached the librarian after hearing about new resources and having had successful collaborations with the librarian in past.

v ** Motivation for the partnership: a required project, a new/different resource, learning problem, or other reason: ** The district recently acquired access to useful science databases. The librarian briefly introduced the World Book Kids and PebbleGO databases to teachers during the most recent faculty meeting. Both educators would like to explore the ease of use and effectiveness of these new resources through a collaborative lesson.

v ** Where (location within the school) the first collaborative conversation took place: ** After being approached about a collaborative project, the librarian suggested they meet to discuss the topic the following day. The first collaborative conversation took place in the library during the teacher's planning period.

v ** Grade level: ** 3rd Grade - Advancing Readers

v ** Content area(s): ** Science and English Language Arts

v ** Initial goal(s): ** The purpose of this lesson is to explore how animal adaptations help them to survive in their environment and to use a KWLQ chart to access prior knowledge, recognize new knowledge and understanding, and record questions posed before, during, and after reading.

v ** Initial objective(s): ** 1. Students will create authentic questions pertaining to the purpose of physical and/or behavior adaptations of animals. 2. Students will use 2-3 resources to gather information to answer their questions.

3. Students will organize new knowledge so that it is easily understood and accessible. 4. Students will analyze their questions, answers, and ideas for future study in order to logically explain what they learned about animal adaptations and how they approached their learning.

* I linked a copy here that we can collaborate on for questions 1 & 5*
 * ** Complete the additional questions on the actual A.3.3 Rubric before you submit it. **


 * ** Copy, paste and fill in a collaborative planning form here. **

**__Collaborative Planning Form__** v Content-area standards – **including** a **reading comprehension standard:** Primary Standards and Objectives: Primary Standards: Science: 3.10 Animal and Plant Adaptations (A) explore how structures and functions of plants and animals allow them to survive in a particular environment (TEA)

Reading Comprehension: ELA Fig 19.B "ask literal, interpretive, and evaluative questions of text" (TEA) ELA 3.13 "Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding." (A) "plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals)" (B) <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">"draw conclusions from the facts presented in text and support those assertions with textual evidence" (TEA)

Technology Applications: (7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to: (A) use software programs with audio, video, and graphics to enhance learning experiences; (B) use appropriate software to express ideas and solve problems including the use of word processing, graphics, databases, spreadsheets, simulations, and multimedia; and (C) use a variety of data types including text, graphics, digital audio, and video. (TEA)

Secondary Standards: ELA 3.17 "Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text." (TEA) ELA 3.25 "Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them." (A) generate research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic" (TEA)

ELA 3.27 "Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local experts on the topic)." (TEA) ELA 3.29 "Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings." (TEA) ELA Fig 19 " Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers." (TEA)

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Technology Applications: (3) Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to: (A) follow acceptable use policies when using computers; and (B) model respect of intellectual property by not illegally copying software or another individual's electronic work. (TEA)

(4) Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to: (A) apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies; (TEA)

(5) Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to: (A) acquire information including text, audio, video, and graphics; (TEA)

v <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Content-area objectives <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Students will be able to: <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">1. Explore how physical and behavioral animal adaptations help them to meet their needs and survive in their environment. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">2. <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Use information from 2 to 3 resources to answer your questions about animal adaptations. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">3. Ask before, during, and after reading questions. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">4. Create and present a chart to the class that explains your learning process.

v <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">AASL standard(s) and strand(s) (S4L) & v <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">S4L objectives (indicators): <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">1 Inquire, think critically, and gain knowledge. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">1.1Skills <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">1.1.2 Use Prior and background knowledge as context for new learning. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">1.1.3 Develop and refine a range of questions to frame the search for new understanding. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">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. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">1.1.9 Collaborate with others to broaden and deepen understanding.

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">1.2 Dispositions in Action <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.

1.3 Responsibilities 1.3.1 Respect copyright/intellectual property rights of creators and producers. 1.3.3 Follow ethical and legal guidelines in gathering and using information. 1.3.4 Contribute to the exchange of ideas within the learning community.

1.4 Self-Assessment Strategies 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.4 Seek appropriate help when it is needed.

2 Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1 Skills 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. 2.1.2 Organize knowledge so that it is useful. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.

2.2 Dispositions in action 2.2.4 Demonstrate personal productivity by completing products to express learning.

2.4 Self-Assessment Strategies 2.4.3 Recognize new knowledge and understanding. 2.4.4 Develop directions for future investigations.

3 Share knowledge and participate ethically and productively as members of our democratic society. 3.1 Skills 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 3.1.6 Use information and technology ethically and responsibly.

3.2 Dispositions in Action 3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. 3.2.3 Demonstrate teamwork by working with others.

3.3 Responsibilities 3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community. 3.3.2 Respect the differing interests and experiences of others and seek a variety of viewpoints.

4 Pursue personal and aesthetic growth 4.1 Skills <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">4.1.4 Seek information for personal learning in a variety of formats and genres. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">4.1.5 Connect ideas to own interests and previous knowledge and experience.

4.2 Dispositions in Action <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">4.2.1 Display curiosity by pursuing interests through multiple resources. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">4.2.3 Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences.

4.3 Responsibilities <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">4.3.2 Recognize the resources are created for a variety of purposes.

4.4 Self-Assessment Strategies <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">4.4.1 Identify own areas of interest. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">4.4.2 Recognize the limits of own personal knowledge.

v <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">At least one graphic organizer: <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">KWLQ Chart, ** Student Graphic Organizer**

v **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Self-assessment rubric **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">for students: **Student/Educators Rubric**

v <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Assessment rubric for educators: (This can be the same but **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">MUST **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> be noted as such.) <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Educators will use the same student rubrics and reflection questions to grade student's KWLQ charts, assess mastery of lesson concepts, and make adjustments for future lessons.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> v **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Responsibilities **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> for assessment: Students are responsible for a degree of self-assessment and personal reflection through the use of student rubrics and reflection questions. The librarian and teacher will collaboratively grade rubrics the following day during the teacher's planning period. Reviewing student rubrics and work products together will begin<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> a shared reflection on the strengths and weaknesses of the lesson. This reflection will be used to improve future collaborations.

v ** Relevance ** to students’ lives (Why should students learn this? Why will they care?): Student curiosity will be piqued by viewing a few photographs of unusual animals including a picture of the leafy sea-dragon, star-nosed mole, and bighorn sheep glued to poster boards. The librarian will explain that questions are an important part of learning because they help focus what we pay attention to and what we learn. Students will each get a marker and write at least one question they have about one of these animals on the poster boards. Brainstorm ways that students adapt to situations that happen throughout the school day. Ex: What does your body do to cool you off when you run and play at recess? What would happen to us if we could not adapt in this way? (Big Idea: Adaptation is needed for survival.)

v Responsibilities for gathering or creating resources: Teacher and Librarian will collaboratively plan for and create resources. Librarian will gather library books and create links to agreed upon district research databases such as World Book Kids and PebbleGo. The links will be accessed through the library website by grade level, subject, and project name. The teacher will make enough paper copies of the rubric and KWLQ graphic organizer for student pairs to complete during the lesson.

v Instructional responsibilities during implementation for each partner or joint responsibilities for both partners: Collaboration: Joint Responsibility Assessment: Joint Responsibility Process: Motivation will be presented by the librarian with the teacher monitoring for student understanding. Presentation: The teacher will have previously taught lessons on behavioral and physical animal adaptations, ensuring students understanding of necessary vocabulary (behavioral, physical, adaptation, survival). The librarian will model reading a book of animal facts while thinking out loud. One question she will pose during her think aloud will be," I wonder why frogs have sticky tongues". The teacher will record questions the librarian comes up with on a KWLQ chart posted on the interactive white board. The librarian will present new resources to students that can be used to answer questions. Guided Practice: Joint Responsibility Closure: Students will make presentations and teacher will close lesson. During the reflection, the librarian will record students' shared reflections on the interactive white board.

v Technology tools integration (or explanation of why technology is not part of the lesson/unit): Student laptops from the computer on wheels (cow) will be utilized for student groups to access district research databases through the library website. v Materials (consumables such as graphic organizers, notemaking tools, art supplies): KWLQ graphic organizers, rubrics, highlighters, sticky notes, pencils, student laptops, various nonfiction texts on animals

<span style="background-color: #ffffff; color: #008000; font-family: 'Times New Roman',Times; font-size: 16px;">American Association of School Librarians. //<span style="background-color: #ffffff; color: #008000; font-family: 'Times New Roman',Times; font-size: 16px;">Standards for the 21st Century Learner //<span style="background-color: #ffffff; color: #008000; font-family: 'Times New Roman',Times; font-size: 16px;">. Chicago: American Association of School Librarians, 2007. Print. <span style="background-color: #ffffff; color: #008000; font-family: 'Times New Roman',Times; font-size: 16px;">Moreillon, Judi. //<span style="background-color: #ffffff; color: #008000; font-family: 'times new roman',times; font-size: 16px;">Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact //<span style="background-color: #ffffff; color: #008000; font-family: 'Times New Roman',Times; font-size: 16px;">. Chicago: American Library Association, 2007. Print. TEA. State of Texas. Texas Education Agency (TEA). // Texas Essential Knowledge and Skills for Grade 1 //. Austin: Texas Education Agency, 2011. Print. <[]>.
 * References: **

>> (A) "generate research topics from personal interest or by brainstorming with others, narrow to one topic, and formulate open-eneded questions about the major research topic" (TEA) >>> 3.10 Animal and Plant Adaptations >>> (A) explore how structures and functions of plants and animals allow them to survive in a particular environment (TEA) >>> 1.1Skills >>> 1.1.2 Use Prior and background knowledge as context for new learning. >>> 1.1.3 Develop and refine a range of questions to frame the search for new understanding. >>> 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. >>> >>> 1.2 Dispositions in Action >>> 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. >>> >>> 1.3 Responsibilities >>> 1.3.1 Respect copyright/intellectual property rights of creators and producers. >>> 1.3.3 Follow ethical and legal guidelines in gathering and using information. >>> 1.3.4 Contribute to the exchange of ideas within the learning community. >>> >>> 1.4 Self-Assessment Strategies >>> 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. >>> 1.4.4 Seek appropriate help when it is needed. >>> >>> 2 Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. >>> 2.1 Skills >>> 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. >>> 2.1.2 Organize knowledge so that it is useful. >>> 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. >>> >>> 2.2 Dispositions in action >>> 2.2.4 Demonstrate personal productivity by completing products to express learning. >>> >>> 2.4 Self-Assessment Strategies >>> 2.4.3 Recognize new knowledge and understanding. >>> 2.4.4 Develop directions for future investigations. >>> >>> 3 Share knowledge and participate ethically and productively as members of our democratic society. >>> 3.1 Skills >>> 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. >>> 3.1.3 Use writing and speaking skills to communicate new understandings effectively. >>> 3.1.6 Use information and technology ethically and responsibly. >>> >>> 3.2 Dispositions in Action >>> 3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. >>> 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. >>> 3.2.3 Demonstrate teamwork by working with others. >>> >>> 3.3 Responsibilities >>> 3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community. >>> 3.3.2 Respect the differing interests and experiences of others and seek a variety of viewpoints. >>> >>> 4 Pursue personal and aesthetic growth >>> 4.1 Skills >>> 4.1.4 Seek information for personal learning in a variety of formats and genres. >>> 4.1.5 Connect ideas to own interests and previous knowledge and experience. >>> >>> 4.2 Dispositions in Action >>> 4.2.1 Display curiosity by pursuing interests through multiple resources. >>> 4.2.3 Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences. >>> >>> 4.3 Responsibilities >>> 4.3.2 Recognize the resources are created for a variety of purposes. >>> >>> 4.4 Self-Assessment Strategies >>> 4.4.1 Identify own areas of interest. >>> 4.4.2 Recognize the limits of own personal knowledge. >>> (A) follow acceptable use policies when using computers; and >>> (B) model respect of intellectual property by not illegally copying software or another individual's electronic work. (TEA) >>> >>> 4 Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to: >>> (A) apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies; (TEA) >>> >>> 5 Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to: >>> (A) acquire information including text, audio, video, and graphics; (TEA) >>> >>> 7 Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to: >>> (A) use software programs with audio, video, and graphics to enhance learning experiences; >>> (B) use appropriate software to express ideas and solve problems including the use of word processing, graphics, databases, spreadsheets, simulations, and multimedia; and >>> (C) use a variety of data types including text, graphics, digital audio, and video. (TEA) __ **Implementation** __
 * = ** Template for Collaborative Lesson Plan – A. 4.2 ** ||
 * Follow this lesson plan template. Keep the template text in **bold** font. Add your information in regular font. ||
 * __ **Planning** __
 * **Reading Comprehension Strategy:** Questioning
 * **Reading Development Level**: 3rd Grade - Advancing Readers
 * **Instructional Strategies:** Cues and Questions, Modeling, and Collaborative Learning Groups
 * **Lesson Length:** 45-55 minutes
 * **Purpose:** The purpose of this lesson is to explore how animal adaptations help animal's survive in their environment and to use a KWLQ chart to access prior knowledge, recognize new knowledge and understanding, and record questions posed before, during, and after reading. This lesson focuses on understanding the relationship between questions and the process of acquiring new, useful knowledge.
 * **Objectives:**
 * 1) Students will create authentic questions pertaining to the purpose of physical and/or behavior adaptations of animals.
 * 2) Students will gather information and apply what they have read in 2-3 resources to answer their questions, demonstrating their understanding of the purpose of some animal adaptations.
 * 3) Students will organize and synthesize new knowledge so that it is easily understood and accessible.
 * 4) Students will analyze their questions, answers, and ideas for future study in order to logically explain what they have learned about animal adaptations and evaluate how questioning help the learning process.
 * **Resources, Materials, and Equipment**
 * **Children’s or Young Adult Literature (fiction and informational books)**:
 * Jackson, Tom. //Frog: A Photographic Portrait//. Photographs by Thomas Marent. London: DK Publishing, 2008. ISBN 978-0756667283
 * Bentley, Dawn. //The Icky Sticky Frog//. Ill by Salina Yoon. Piggy Toes Press, 1999. ISBN 978-1581170429
 * **Websites (including pathfinders):**
 * []
 * []
 * World Book Kids
 * **Graphic Organizers: [[image:https://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32"]] KWLQ Document.doc**
 * **Materials:**<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;"> KWLQ graphic organizers, rubrics, highlighters, sticky notes, pencils <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">, <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">various nonfiction texts on animals
 * **Equipment:** student laptops, interactive white board, and projector
 * **Collaboration:** The librarian will introduce the importance of questions in the learning process. Two possible ways one might come up with questions over any topic, including animal adaptations, will be introduced to students. The librarian will demonstrate reading a section of //The Icky Sticky Frog// and will develop a question from what was read in the fictional text. The teacher will then discuss liking frogs after seeing them on the Animal Planet and will pose questions based on prior knowledge. The teacher will demonstrate choosing a nonfiction text based on these questions. The teacher will then begin to read a section from the nonfiction text, //Frog: A Photographic Portrait//, as the librarian fills in a KWLQ chart with questions prior to reading the book and questions that form as the teacher reads the book. The librarian will review electronic resources that are available to help find answers to student questions. Educators will then divide the class into half. Students will view a sampling of fiction and nonfiction books on various animals. Students will form into small groups based on common interest over specific animal adaptations. Educators will assist students in gathering information, organizing knowledge, and forming questions through the use of a KWLQ chart. Educators will prompt students to consider how questions help one acquire and synthesize new knowledge. Educators will help students practice their presentation in preparation for students sharing their new knowledge with the whole group. Educators will collaboratively grade rubrics and discuss the success of the lesson the following day.
 * **Assessment:** **Student/Educators Rubric**
 * **Standards (from the TEKS or other state standards)**
 * **Reading** **and/or writing:** ELA Fig 19.B "ask literal, interpretive, and evaluative questions of text"
 * **Research/Research Plan:** ELA 3.25 "Students ask open-ended research questions and develop a plan for answering them." (TEA)
 * **Listening and speaking:** ELA 3.29 "Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings." (TEA)
 * **Other content areas:**
 * Science:
 * **Information literacy (from the AASL Standards):**
 * 1 Inquire, think critically, and gain knowledge.
 * **Educational technology:**
 * 3 Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to:


 * **Process**
 * **Motivation:** A brief slideshow of animal pictures will be presented to students. This will include unusual looking animals without their habitat in the background. Students will turn over a photo of the habitat at their table and discover the animal they will be studying by matching their habitat with one of the animals on the power point. Students will share which animal characteristics gave them clues as to their habitat. The librarian will explain that scientists would never have found out many interesting things about these animals if they hadn't been curious and asked questions. Ask students to share questions they might ask about these animals.
 * **Student-friendly Objectives:**
 * 1) Write what you already know about your animal's physical and behavioral adaptations.
 * 2) Ask questions before, during, and after you read about your animal's adaptations.
 * 3) Record your questions and the answers you have learned on your graphic organizer and share with the class.
 * 4) Choose your most important question for the next investigation and decide how using questions can help you learn.
 * **Presentation:**The teacher will have previously taught lessons on behavioral and physical animal adaptations, ensuring students understanding of necessary vocabulary (behavioral, physical, adaptation, survival). The teacher will read a short fiction story over frogs. The teacher will pose the question," I wonder why frogs have sticky tongues". The librarian will then proceed to read a section of a nonfiction book about frogs while using the thinking-a-loud strategy to model asking questions and looking for information about the frog's adaptations using text features. The teacher will record questions the librarian comes up with on a KWLQ chart posted on the interactive white board. The librarian will present new resources to students that can be used to answer questions.
 * **Student Participation Procedures:**
 * 1) Discuss and write notes about what you __already know__ about your animals adaptations on the KWLQ chart.
 * 2) Discuss and write questions you __want to find out__ during your research (before reading).
 * 3) Pause while reading each page or webpage and write __answers__ AND __new questions__ about __what you learned__ (during reading).
 * 4) After using all resources, discuss and write answers you have __learned__ to your questions AND new questions you need to find out to design your zoo habitat during the next lesson.
 * 5) Working together, use the rubric to grade your KWLQ chart and answer the reflection questions.
 * **Guided Practice:** Both educators monitor student groups' ability to read and locate information in nonfiction texts, databases, and websites. They also provide support when needed for pausing to make notes and ask questions on the KWLQ chart. Educators listen in on group discussions to ensure students are staying on task and that all group members are participating. As groups finish their graphic organizers, educators help them prepare for sharing their findings.
 * **Closure:** Both teacher and librarian will work with student groups to prepare for presentations such as choosing a speaker, main points to make, etc. Students will make presentations and teacher will close lesson. During the reflection, the librarian will record students' shared reflections on the interactive white board.
 * **Reflection**: How did questioning help you better understand what you were reading about animal adaptations? Why is it important for humans to understand how animal adaptations help them to survive? What misconceptions did your group have about animal adaptations? What did you think you knew before, that you learned was incorrect after doing your research? Pick one of your questions to investigate in the future and write it below. Why did you chose this question for your next investigation? What resources will you use to discover the answers to your question?
 * **Extensions:** Student groups collaboratively choose one question to investigate during the next inquiry lesson. Students will use question answers over animal adaptation to design a zoo habitat for the animal they are investigating. The habitat will show consideration for the animal's unique needs and adaptations they use to meet those needs so as to be as natural an environment as possible. For example, after investigating why camels have humps, a group might create a very arid, dessert like habitat that allows for plenty of walking room. To allow for differentiation, students with strong critical thinking skills will investigate a question pertaining to an animal and then adapt the animal to an incompatible habitat. This would require students to synthesis what they know about the animal, habitat, and adaptations to ensure their new hybrid animal could survive in this new environment. For example, if this group of students chose a monkey and the desert, they might consider shortening the monkey's tail, providing protection to the pads of the monkey's hands and feet, and changing the monkey's food and water sources.

American Association of School Librarians. //Standards for the 21st Century Learner//. Chicago: American Association of School Librarians, 2007. Print.
 * References: **

Moreillon, Judi. //Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact//. Chicago: American Library Association, 2007. Print.

TEA. State of Texas. Texas Education Agency (TEA). //Texas// //Essential Knowledge and Skills for Grade 3//. Austin: Texas Education Agency, 2011. Print. <[]>. ||