Assignment 11: Pathfinder

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DiversityConsiderations

Eliza Foster ISTC653 Fall 2024

Birds

Fish

Amphibians

Reptiles

Mammals

Just like Jane Goodall, who we've read studies chimpanzees, you are going to pick an animal to study. Choose 1 vertebrate from the groups below. You will use at least 3 sources to research characteristics about your animal and write a paragraph or create a diagram to explain why it is classified in the group that it is. Click this graphic organizer to help you plan your project:

Introduction

Collaborative planning

How to Research

Animal Classification Pathfinder

*This author has written books on multiple animals

*This author has written books on multiple animals

*This series has books on a variety of topics. Use advanced searching (next page) to limit results to only animals.

Author Christopher Blazeman MARC tag: 100 1# Blazeman, Christopher Seymour Simon MARC tag: 100 1# Simon, Seymour

Series National Geographic Kids Readers MARC tag: 490 1# $a National geographic kids readers

Other MARC Fields Aside from titles, you can search by series or author

Broad Specific

Dewey Decimal Look for the number that matches your topic:

Subject Headings Get more specific in your search!Broad: Vertebrates

• Mammals
• Bears
• Wild cats
• Marine Mammals
• Dolphins
• Whales
• Seals
• Primates
• Elephant

• Reptiles
• Snakes
• Lizards
• Alligators
• Turtles
• Crocodiles
• Amphibians
• Frogs
• Birds
• Fish

Animal babies Animals—Habitations

available!

advanced search with title and author

Option 2: Check AACPL instead of your school

Not available Option 1: Place hold and wait

Find the shelf for 597.9 LEV

Available!

Interlibrary Loans After searching, check the location and availability of your book:

1. Click Online Databases 2. Click PebbleGo 3. Click Animals 4. Click the classification group (example: mammals) 5. Click your animal group (example: primates) 6. Find your animal (examples: orangutans) 7. Investigate the tabs. The page will read aloud!

Want a source that is not a book? Try PebbleGo!

Using Databases

Introduction

In this pathfinder, students will align what they are learning in their 3rd grade literacy curriculum about animal classification and conduct research in the media center to complete an informational project. With their classroom teacher, they will first participate in read alouds about vertebrate groups. On their own, they will select an animal to research. Next, students will use print and digital resources in the school library to research their selected animal to gather information on its characteristics and classification. Using their information, they will write an informational paragraph or create a diagram to explain why the animal is classified into the vertebrate group that it is.

MARC Tag: 245 10 $a Vertebrates and invertebrates explained / $c Shirley Smith Duke

Vertebrates and Invertebrates Explained By: Shirley Smith Duke

MARC Tag: 245 10 $a The world encyclopedia of animals : $b a reference and identification guide to 840 of the most significant amphibians, reptiles and mammals / $c Tom Jackson

The World Encyclopedia of Animals By: Tom Jackson

MARC Tag: 245 10 $a Animal encyclopedia :$b 2,500 animals with photos, maps, and more! /$c Lucy Spelman

Animal Encyclopedia By: Lucy Spelman

RDA Books to help you get started:

Diversity

The following UDL checkpoints were incorporated into the pathfinder to benefit all students while embedding supports frequently needed by students who are multi-lingual learners and those with disabilities. UDL Checkpoints: 1.1 Support opportunities to customize the display of information: Layout of the pathfinder elements were intended to be easily clickable with a concept or skill per window. This was intended to reduce extraneous information. There is also the zoom feature, allowing students to expand the view of the windows if needed. Color was used for emphasis when highlighting key steps and using arrows to point out key images. 1.2 Support multiple ways to perceive information: resources were shared in writing, through images, and auditory presentation (audio book options, read aloud feature on PebbleGO) 2.3 Cultivate understanding and respect across languages and dialects: resources were included from AACPS' OPAC which has a languge option at the bottom, offering options other than English. Visuals also convey information to facilitate comprehension of more complex ideas and multi-step research processes. 2.5 Illustrate through multiple media: Key concepts were conveyed in wiritng and through annotated images. 3.1 Connect prior knowledge to new learning: Explicit cross-curricular connections with media as a cultural arts class supported the research for a language arts assignment on a scientific topic. 4.1 Vary and honor the methods for response, navigation, and movement: Housing the pathfinder in Genially allowed for a simple, interactive format that limited the need for navigation and tracking through multiple pages. The expandable windows are easily clickable and easy to collapse and return to the home page. 5.2 Use multiple tools for construction, composition, and creativity: A graphic organizer was provided as an outlining tool to facilitate students' planning and guide their attention to relevant details they needed to look out for in their research. For example, listing the types of coverings (fur, scales, etc...) for them to check off. 7.1 Optimize choice and autonomy- Students had the choice of any vertebrate to research, as well as choice in the format of their final informational presentation- writing a paragraph or drawing a diagram to explain the classification of their animal. 7.2 Optimize relevance, value, and authenticity- By collaborating with the 3rd grade teachers, students were able to experience the relevance of research in a cross-curricular context. The project allowed for active participation and exploration. checkpoitns retrieved from: https://udlguidelines.cast.org/

click here for another language

Option 2: https://aacps.tlcdelivers.com/kids#/categories?__presentation=dogHouse Type your animal here OR click through to find your animal

KEYWORD examples:

• habitat
• covering
• classification
• babies

Type your animal + keywords

More specific? Click here

Using OPACs Option 1: https://aacps.tlcdelivers.com/#section=home General search: Type your animal here Advanced search:

The media specialist and 3rd grade teachers will collaborate to carry out the informational research project included in the CKLA curriculum.

Common Core State Standards Third Grade CCSS.ELA-LITERACY.RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. CCSS.ELA-LITERACY.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-LITERACY.W.3.2b Develop the topic with facts, definitions, and details. Retrieved from https://marylandpublicschools.org/programs/Documents/ELA/Standards/Grades_3-4-5_MCCR_RELA_Standards.pdf AASL Standards Framework for Learners A.I.2 Learners display curiosity and initiative by : 1.Formulating questions about a personal interest or a curricular topic 2. Recalling prior and background knowledge as a context for new meaning B.I.1-3 Learners engage with new knowledge by following a process that includes: 1. Using evidence to investigate questions. 2. Devising and implementing a plan to fill knowledge gaps. 3. Generating products that illustrate learning B.IV.1 Learners gather information appropriate to the task by seeking a variety of sources B.IV.4 Learners gather information appropriate to the task by organizing information by priority, topic, or other systematic scheme. retrieved from: https://standards.aasl.org/wp-content/uploads/2018/08/180206-AASL-framework-for-learners-2.pdf

• Compile relevant sources
• Create a developmentally appropriate and accessible pathfinder
• Collaborate with teacher to create the graphic organizer
• Provide cultural arts time to introduce research aspect of the project
• Model and monitor the navigation and use of media resources
• Give feedback on relevance of student-selected resources
• Grade alongside teacher

Roles of media specialist

Roles of classroom teachers

• Implement CKLA Unit 2 lessons about animal classifications
• teach and review vocabulary (classification, vertebrates, informational)
• Introduce the project
• Collaborate with media specialist to create a graphic organizer
• Provide scoring rubric, grade alongside media specialist

Option 2: Scroll through the pictures and click your animal

Option 1: Use the search feature to filter. "Any type" = animal classification

National Aquarium (use for sea animals!)

1. Using your book and databse research, click the exhibit that best matches your animal
2. Find your animal's page, watch the live cam, and gather more details!

Smithsonian Zoo

Visit these places or their websites to learn more about your animal. Click the pictures to open the website links.

Community Resources