Collaboration+Project


 * Collaboration Project **
 * 1) ** Overview: **

I will be working with a second grade class, and the unit will focus on combining the classroom teacher’s core content standards while collaborating with the media specialist to integrate the AASL Standards for the 21st Century Learner, and NETS-S standards, which will emphasize inquiry based learning, through a backward design approach. This unit has been used before, however the teacher didn’t incorporate the technology standards, nor did she use digital products for an assessment tool. The unit had been a typical “bird unit”. So, we are redesigning the unit to engage all the learners through a variety of teaching techniques and also introducing the Super 3 Research model, as a tool for gathering their information. The students will apply the knowledge they have gained through teacher guided research, group activities, and independent information retrieval, to create a “Glogster” that will organize their information for presentation, in a technological format. Students will work in groups to create their “Glogster”, and will also present it to their classmates as group. The media specialist will be using her own personal designed Glogster to share the “Super 3” research tools that will be used in the study. This will be a perfect way to introduce a “Glogster” and its abilities, before asking the students to create one of their own. The students will initially choose their top two preferred animal groups and the classroom teacher and I will place students in the animal group in which they have the most interest. We will have four students in each group, as there are six animal classification groups, and twenty-four students in the class. If we are unable to place the students in their first choice we will manipulate groups so they can be in their 2nd choice, as we want them to be highly engaged in their final group project. At the end of this unit students will be able to create their, “Glogster” based on the assigned animal’s classification, and organize the information about its habitat they have acquired through our research and lessons, sharing with the class an oral journey through their “Glogster”. The students will be able to demonstrate an understanding of the needs and characteristics of animals as they interact in their own distinct environments. The students will be able to apply relevant questions to distinguish specific characteristics of animals that connect them to a specific animal group. The students will be able to create a “Blabberize” digital presentation, which will include a picture of their chosen animal. The student will be able to apply the process of the Super 3 Research Model, to gather information to create their Glogster. The students will create a Glogster (an electronic poster) sharing the information they have retrieved, through their use of the Super 3 model, to represent an animal classification. Essential Questions: How do the physical characteristics affect an animal’s ability to survive in its habitat? Supporting Questions: How do we classify animals (including mammals, birds, amphibians, reptiles, fish and insects) according to their physical characteristics? What are the physical characteristics of mammals, birds, amphibians, reptiles, fish and insects? (Animal’s size, weight, height, colors, skin covering, body features) What are the basic needs of animals for survival in their habitat? In collaborative activity we will complete a K-W-H-L chart with the students to determine the extent of their knowledge of the different animal classifications and habitats as well as technological proficiency for completing the final project, a Glogster. Based on the K-W-H-L activity we learned that the students recognized the different animal classification names. They were unable to list characteristics of each, nor an understanding of the specific environmental needs of each animal group, nor articulate an understanding of the specific environmental needs of each animal in order to survive. At the end of this unit students will be able to create their, “Glogster” based on the assigned animal’s classification, and organize the information they have acquired about their characteristics through our research and lessons, and share with the class an oral journey through their “Glogster”. **2. Learners/Needs Assessment:** The teacher is using this unit to “piggy-back” on her literacy instruction to also help students with comprehension strategies when reading text. This is a perfect unit to do with this group of struggling readers. Animals are a topic which is interesting to most students. The cooperating teacher suggested that by integrating this topic into her reading skill instruction, the students will be so focused on the topic they will be unaware of the instruction being implemented to increase comprehension. Previously she has felt unsuccessful in teaching reading comprehension strategies in isolation. So, we are going to include these skills through the unit on Animals.
 * This project is a collaboration unit focused on the topic of “Life Science”, and more specifically, “Animals”, and their scientific classification, designed for a group of second grade students. The reason for choosing this unit is the opportunity to collaborate with the regular classroom teacher and include the technology standards. The topic is of “high interest”; because students love animals and learning about the different characteristics will intrigue them.
 * Learning Outcomes:
 * The classroom consists of twenty-four second graders. Based on documentation shared with me by the classroom teacher 90% of the students are reading on a 1.5 grade level and 10% are on a 1.0 grade level. This is a summer school class, and the students are not reading on grade level. All the students in the class did not meet appropriate yearly adequate progress based on MAPS scores, so they were given the option to attend summer school, all students will be promoted to the 3rd grade. The students learning styles are very similar. The students in this particular group are very visual learners, and this is one of the reasons integrating the technology into the study will help engage the students. The students are also auditory learners, as they are struggling in reading, and need instruction that is not frustrating for them, in order the gain content knowledge. With this class the learning needs also are very similar, and will be addressed through grouping, computer guided instruction, as well as teacher directed instruction combined with team teaching and collaboration with the teacher librarian. The students will be working on their higher- order thinking skills throughout this unit. They will gain the knowledge needed to be able to synthesize it and then create a “glogster” that will organize the information for presentation and explanation.

**3. Timeline/Unit Curriculum Map for Unit of Study**

A Flip book will be created and labeled before the first article is viewed. Each flip will be a different animal classification. After viewing the article the first day, students will draw a picture of any animal that belongs in that group, and also fill in questions they are searching for and any other WOW facts. The first animal group will be done together as a class. That will be the insects. The following day’s students will continue to work with a partner, as they view the bookmarked video, and gather information for their flipbook. The media specialist and teacher will facilitate the learning. After six days students will come together as a group with their flipbook, and as class create an animal classification chart, by using Kidspiration. The media specialist will print the class creation, and all students will have a copy. ||  || The second part of this lesson will be discussing variety of sources. We will refer to the pathfinder. The teacher will collect the books off the library shelves and magazines, while the media specialist will pull up the Websites on the Smart Board to share with the students to model where the sources are located. Students will be able to circulate in their assigned groups through the different sources, and finding some they have particular interest in. ||  || 16 |||| Media center, computer lab || 45 minutes || Teacher and media specialist || With their pathfinder in hand, students placed in their “animal groups” will begin the day as a researcher. Each group will have an Animal Research Book Template, which will help them organize the information they are gathering about their animal. This activity will be independent as well as a group activity. Students will be placed in group’s s. A timer will be set for 15 minutes. Each group will rotate around the media center. One group will be at the computers( exploring websites from pathfinder, one group will be with the nonfiction section of the library looking for books on their animal group, 2 groups will be in the computer lab (which is connected to the media center) these two groups will actually spend 30 minutes at one time together with the media specialist. The media specialist will get them all to the glogster homepage, and guide them through the creation of their template setup which will mirror the one they will create as a group. The students will be working independently at their own computer the first 15 minutes, with the media specialist guiding them through the glogster website, the second 15 min they will get to work on the glogster webpage, trying out tools and graphics etc. The media specialist will be available for questions, and instruction. Students are staying together with the animal group, for example mammals, or fish etc. Each student will research a specific animal in that classification that they personally want to know more about. After the four days the group will come together to make comparisons of information, and decide what they want to use as the WOW factors in their Glogster. A glogster template will be given to each group, so they can have a plan worked out before they begin to actually create their glogster on the computer. ||  || computer lab || 45 minutes || Teacher and media specialist || Students will work in groups on their glogsters. ||  ||
 * Day || Where || Time Allotted || Who |||| What ||
 * || 1 |||| Media center || 45 minutes || Teacher and media specialist || Student’s introduction to two animal websites with interactive games via digital board. Large Group activity: charting of animals differences observed. ||  ||
 * || 2 |||| Media center || 45 minutes || Teacher and media specialist || Students will be introduced to the term”habitat” and how animals have specific needs in their habitat. Students will view an interactive PBS website that will allow students to learn about animal habitats and the animals that live there. The media specialist will be projecting video on SMART board, and students will be placed with a partner to discuss answers for interaction on the board. Refer to chart from Day 1 to compare and change. Students will create a movie with movie maker found at the end of the video. It will be done as a class. They will focus on one habitat. ||  ||
 * || 3 |||| classroom || 45 minutes || Teacher and media specialist || Teacher will be leading students in a class lesson on classifying items. She will be using different items and letting students group them according to characteristics. This will help them understand the concept of Classification in general, as well as characteristics. Media specialist will assist in the classroom, to be able to gather an understanding of student’s perceptions of classifying. ||  ||
 * || 4,5,6,7,8,9 |||| Computer lab || 45 minutes || Teacher and media specialist || Students will visit DISCUS. The media specialist will project her screen to the front wall so she will be modeling the appropriate steps to get to the website. The media specialist will have already bookmarked the video segment to be viewed. The students will be reading/listening to an article provided through the elementary Britannica Encyclopedia, about birds, fish, insects, mammals, reptiles and amphibians. Before this begins students will create a list of questions they want to know about each animal group. These questions will be typed up and placed under the flap of the flip book. (As a reminder to students what they are searching for).
 * || 10 |||| Media center || 45 minutes || Teacher and media specialist || The media specialist will share her glogster on the Super 3 research model, and what it is as well as ask the students if they would choose a favorite animal group to do “research on”. The teacher will use her glogster to explain what the Super 3 is and its importance. There will also be a big chart at the front of the room with the Super 3, and the steps displayed. The last part of the class students would write down their top 2 favorite animal groups. They may refer to their flip book or the Kidspiration chart if they want to. The teacher and media specialist would take the request and create 6 groups of 4. These groups will be announced day 11. Students will be using the Super 3 model to conduct specific research plans in order to gather and organize their information about their animal group, in order to create the final product, a glogster. ||  ||
 * || 11 |||| Media center || 45 minutes || Teacher and media specialist || Students are grouped by animal group classification. Students will individually use the KWL chart and complete the first two columns. They share what they know and want to know about a specific animal in that animal classification group. (Ex. Amphibians… the student may choose frogs). ||  ||
 * || 12 |||| Media center || 45 minutes || Teacher and media specialist || The mini lesson to focus on today will be “credible sources”. The media specialist will share the pathfinder with the students. She will explain that these specific bookmarked sites all contain information that is credible. She will explain about information found on the internet and how it can sometimes be incorrect.
 * || 13 |||| Media center || 45 minutes || Teacher and media specialist || The media specialist will come dressed in a long coat with a hat and a magnifying glass, she will explain the reason for her outfit, and that today she will be a researcher. She will research her favorite animal group, which happens to be insects. The specific animal she research from that group will be a ladybug. She will use the pathfinder to visit websites that can give her information to place on her graphic organizer. The graphic organizer has a place for animal’s size (including weight, and height), colors, skin covering, body features, and a big place for animal name and its classification (fish). This graphic organizer was created from the basic questions shared earlier by students. Also the media specialist will have books already selected off the library shelves to project on the board through the document camera. A mini-lesson on “paraphrasing” will be discussed as well as modeled. ||  ||
 * || 14 |||| Media center || 45 minutes || Teacher and media specialist || A mini lesson and activity on plagiarism will be conducted as a group lesson, with independent activities included. ||  ||
 * || 13,14,15,
 * || 18,19 |||| Media Center,
 * || 20 |||| MediaCenter || 45 minutes || Teacher and media specialist || Students will present their Glogster to the class. Parents will be invited, as well as the principal. Each students will receive an “Animal Expert” certificate, and will also do a comment card on each group to share there compliments on each presentation. Students will also complete self evaluation on their own projects. The teacher will use these as an assessment of learning, and comprehension, as well as knowledge of the research process. Their will be animal cookies for snacks for parents and students as well as “jungle juice”. ||  ||
 * || 21 |||| Computer lab || 45 minutes || Teacher and Media Specialist || Students will create a “blabberize”, to share understanding of Super 3 model. ||  ||

Curriculum Template e.g. presentation, digital interactive board, guided discussion, etc.? || Resources e.g., print, multimedia, kits || Org e.g.Lggp/Ind (large group, independent, pairs, or ??? || Final Product (multi-media, artistic, dramatic, musical, combination of 2 or more) || Students will create a “Glogster”, which is an electronic poster. ||
 * Primary Methods of Instruction
 * presentation, digital interactive board, guided discussion ,SMART board, document camera, modeling || FOSS animal Kit for Grade 2. DISCUS: Elementary Britannica, Websites, PBS, World Book Print Encyclopedia, ETV video clips, PowerPoint presentations, SMART notebook lessons. || Final project will be completed in small groups, and presented in small groups. Other activities throughout the unit will include individual, large group, and team pairing. || Multi-media project:

**4.Standards:** (South Carolina Department of Education, 2010) ||   Information Literacy Standards   (American Association of School Librarians, 2009) ||   National Education Technology Standards   (International Society for Technology Education, 2007) || Indicators: 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 2.1.4 Use technology and other information tools to analyze and organize information. || 1. Creativity and innovation (1.a, 1.b 2. Communication and Collaboration (2.a,2.b,2.c,2.d) 3. Research and Information Fluency (3.a, 3.b,3.c,3.d 4. Critical Thinking, Problem Solving, and Decision Making 4.a,4.b,4.c, 5. Digital Citizenship 5.a,5.b,5.c, 5.d 6. Technology Operations and Concepts 6.a,6.b,6.d ||
 * Content Standards
 * 2-2 The student will demonstrate an understanding of the needs and characteristics of animals as they interact in their own distinct environments.(Life Science) || Standard 1: Inquire, think critically, and gain knowledge.

**5. Learning Strategies & Activities and Formative Assessments:** We will begin by providing background knowledge on the concept of “habitat”, and the reason habitats are different, and animals that live in the various habitats. This will be done through a PBS video clip, and followed by a related interactive story maker activity on the SMART board. Following the introduction Formative Assessment: Flip book: organizational strategy, note taking, inquiry, and critical thinking KWL Chart: inquiry, and analyzing Kidspiration Animal Classification Creation 1 class creation: to access critical thinking strategies, analyzing information from the group, and organizing information retrieval Animal Research Booklet, which will be used when, researching their “specific” animal from their assigned animal group: to access comprehension of text, research abilities, use of technology and websites, as well as book location, and appropriate web use Glogster (Group) 1 per group: to access information retrieved during research and technology creation, related to information literacy, and critical thinking, Blabberize product: to access knowledge of the steps in the Super 3 Research Tools Rubric: Students will complete an Animal Research Self Evaluation Students will complete an “Animal Research Presentation Comment Card for each group. Teacher and SLMS will respond to the students “Animal Research Self Evaluation and also reflect on their observations of the students’ ability to present the information they retrieved through their research. The teacher and media specialist will monitor and adjust groups as needed, for differentiated instruction. The teacher and media specialist will make the online DISCUS articles available in different reading levels for students, as well as activate the audio for students who have a specific reading challenge. Also students with lower reading levels will be paired with students that are more advanced, for cooperative learning. There will be times available for the students who work at a slower pace, to return to the media center for individual instruction, and guidance. Wiki Pathfinder: Animal Classification Animal Classification Pathfinder Wiki (Click highlighted text to view wiki)
 * A Flip book will be created by each student and labeled before the first information article is viewed. Each flip page will be used for recording information on the six animal classifications and habitats.
 * Students will be visiting the San Diego Zoo Kid Territory Website and also the Interactive Animals of the World website: [|www.sandiegozoo.org/kids/index.html] and [|www.kidscom.com/games/animal/animal.html] the media specialist will project the site on the SMART board and the students will view information on animals and their habitats. Students will be interacting with the SMART board and participating in games about mammals, insects, reptiles, amphibians, birds and fish.
 * Students will view an interactive PBS website that will allow students to learn about animal habitats and the animals that live there. [|www.pbs.org/kratts/crazy/wlh]
 * Students will be reading an article provided through the elementary Britannica Encyclopedia online about birds, fish, insects, mammals, reptiles, and amphibians.
 * Once students have completed this initial information gathering, the media specialist will share her own Glogster on the Super 3 with the class as an entire group. She will explain the research process and the reasons for using it.
 * Students will be introduced to the Kidspiration software, and will create a group graphic organizer of the six different animal classifications and their habitats. All students will participate in this group activity. The final product will be printed and copied for all students to refer to as needed.
 * Students will be working in groups while progressing through the unit while rotating through various learning stations that will focus on different resource tools and websites. The teacher and media specialist will be facilitating this process as they gather information about their specific animal group. Students will have a printable “Animal Booklet” template to guide them through their research.
 * Students will participate in 2 mini lessons created by the media specialist on: plagiarism, and paraphrasing when taking notes. The first lesson will consist of students drawing a picture of any animal the like, and doing it the best way they can. Then after they are finished, the teacher will take up the papers, and then give them back to other students, who will be asked to put their name on the work they receive. This will be a clear lesson in putting “your name on someone’s work”. The media specialist will follow with introducing the big word: Plagiarism and then will share a web site ([]).
 * Students will also participate in a mini lesson on para phrasing. The media specialist will be using the document camera and a non fiction book about a ladybug to show examples of finding an important fact and putting it in their own words. The students will identify and re-phrase other important facts from the book while, displaying their efforts on the SMART board.
 * The media specialist and teacher will facilitate the learning of the glogster ([|www.glogster.com]) website tools with small groups, while the other
 * Students are rotating stations during their initial research. The students will be using their own computer, while the teacher models specific steps on the board of her projected screen. Students will be given independent time to work on the website to create their own Glogsters.
 * The students will create a Blabberize ([|www.blabberize.com]) to explain the Super 3 research process. They have prior knowledge of using this software and enjoy it.
 * 1) **Resources/Tools: Pathfinder:**


 * 1) **Collaboration (Role of the School Library Media Specialist and the Role of the Classroom Teacher):**

Collaboration is amazing. The results are apparent, from the beginning. Collaboration does demand an extra bit of preparation, and planning time between the teacher and the media specialist, but the benefits are worth it. When I went to this second grade teacher with the idea of collaborating on a project where I couldn’t teach the students a tool for research, she seemed very hesitant at first. Her first concern was that the summer school session was very short, and she had a lot to cover with the students. I told her I understood, but would love to chat with her for a few minutes about her plan of topics and lessons for the summer session. She was very kind to share what objectives she would be working on, and the level of students she had, as well as the goals that had been set for the summer. I took notes as she shared me quite a bit objectives and standards she needed to focus on with the students, and her topics of study. I looked of her plans, and it immediately struck an idea. She had a major emphasis on working with these particular students on reading comprehension. All the students were below grade level in reading comprehension, and she was focusing on a specific comprehension strategies. She was going to be using the basal reader as a basis for text. I thought what better way to make the learning fun, than to have the students read something that was very interesting to them. I have worked with these students before, and the entire second grade loves when their teachers are studying “Animals”. I always have students coming to the library asking for animal books, and they are so sad when the unit ends. I spoke to Mrs. Eachues, the second grade teacher, the next day, and shared an idea I had for collaboration. I thought it would be really effective if instead of using the basal, students use the library books, and the topic of animals. While they are learning about the specific comprehension strategy the teacher is explaining in the classroom, they can then apply it when doing their research on the Animal Groups in the library. They also could learn about the Super 3 model, a research tool, and create a multimedia project all at the same time. Mrs. Eachues thought the idea was great, she commented that many of the children didn’t get a very good grade in the “Animal” unit, because it involved reading nonfiction, which seemed to be difficult for the students. This collaboration turned into a perfect partnership. The students were mastering the comprehension strategies, while also conducting research and using a new tool. Mrs. Eachues assessed the comprehension strategies, while I was assessing the research strategies, and it was wonderful! Together we both assessed their overall presentation of their final product, which was a glogster about the five animal groups taught in the second grade science standards, as well and the information literacy standards and the technology standards. The final product would be evidence for us of the students meeting the objectives we had been teaching in collaboration. It was really amazing, after about a week, it seemed as though Mrs. Eachues and I were teaching the same thing, our goals overlapped, and the both complimented each other. My lessons would not have been as meaningful if the students were learning about the Super 3, in isolation. When I collaborated with Mrs. Eachues and was able to help her teach about the Animal Groups, it made my part very simple. At the end of the collaboration, which took about 4 weeks, Mrs. Eachues and I sat down and reflected on how things went, and what we would have done differently. Mrs. Eachues suggested that having more time would be beneficial. Also she stated that during the upcoming regular school year, she wanted to do this exact collaboration, when she was teaching the Animal Classifications. I was thrilled with that comment, and assured her we would do that. I also encouraged her to collaborate with me on any other topic. I told her the information literacy standards, as well as the technology standards I need to teach the students are always more meaningful when I can connect them to a study occurring in the classroom. We both felt very good about the collaboration, as well products the students completed. The students were so proud of their projects, we invited the parents to come to the “Animal Expert Extravaganza”, and it was a huge success. Below is the evaluation tool I asked Mrs. Eachues to fill out regarding the collaboration project in general. I did on myself, and we met together and reviewed them.


 * ** Collaborative Work Skills : Animal Classification Unit Rubric ** ||
 * CA Category || 4 || 3 || 2 |||| 1 ||   ||
 * Time-maTim4 Time-Management || Routinely uses time well throughout the project to ensure things get done on time. Teacher does not have to adjust deadlines or work responsibilities because of this person's procrastination. || Usually uses time well throughout the project, but may have procrastinated on one thing. Teacher did not have to adjust deadlines or work responsibilities because of this person's procrastination. || Tends to procrastinate, but always gets things done by the deadlines. Teacher does not have to adjust deadlines or work responsibilities because of this person's procrastination. || Rarely gets things done by the deadlines AND teacher has to adjust deadlines or work responsibilities because of this person's inadequate time management. ||||  ||
 * Preparedness || Brings needed materials to class and is always ready to work. || Almost always brings needed materials to class and is ready to work. || Almost always brings needed materials but sometimes needs to settle down and get to work || Often forgets needed materials or is rarely ready to get to work. ||||  ||
 * Focus on the task || Consistently stays focused on the task and what needs to be done. Very self-directed. || Focuses on the task and what needs to be done most of the time. Teacher can count on this person. || Focuses on the task and what needs to be done some of the time. Teacher must sometimes nag, prod, and remind to keep this person on-task. || Rarely focuses on the task and what needs to be done. Lets others do the work. ||||  ||
 * Attitude || Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). || Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s). || Occasionally is publicly critical of the project or the work of the teacher. Usually has a positive attitude about the task(s). || Often is publicly critical of the project or the work of the teacher or other students. Often has a negative attitude about the task(s). ||||  ||


 * 8. SLMS’s Lesson Plan with Use of a Research Model:**

Lesson Plan Format Indicators: 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 2.1.4 Use technology and other information tools to analyze and organize information. || Super 3 Printable Detective clothing: magnifying glass, overcoat Animal Book Template Nonfiction book on fish Computer, SMART board, || Summative: Students will create a “blabberize” in which they will explain how the Super 3 Tool helped them through their research. Students will create a Glogster with their group, and present it to the class. ||
 * Title of the Lesson || Super 3 ||
 * Grade / Time Required || 2nd/45 minutes ||
 * Standards (numbers & brief explanations) || Standard 1: Inquire, think critically, and gain knowledge.
 * Goal || The students will be able to apply the steps in the Super 3, in order to research the animal they chose, and then create a “Glogster” based on information retrieved. ||
 * Pre-requisites || Students have had activities about the 6 different animal groups, and the characteristics which identify the animal to a specific group. Students are familiar with the computer and safety practices have been taught. ||
 * Objectives/Learning outcomes || Students will be able to: apply their knowledge gained through the teacher Super 3 model, and role play, and conduct independent research using the Super 3 steps. Students will create a presentation using the web2.0 too, Glogster, to share with the class. ||
 * Activities/Strategies (including differentiations) || Media Specialist will enter into the media center dressed as a “detective”. She will begin asking questions to the students and the classroom teacher about animals. The responses will be overwhelming, as the media specialist has no order to her research. So, the teacher suggests she find Mrs. Pollard, as she told her about a cool tool called the “Super 3”, and that may help to organize all her information. So, the “detective” leaves and “Mrs. Pollard returns. She had spoken with the distressed detective and wanted to share a research tool the students could use so you don’t get in the frantic state as the “detective”. The media specialist pulls up her Glogster she has created on Super 3. Then she models the steps with a nonfiction book on fish. She models on large chart paper, and has students guiding her with responses. The students are then given a sheet with the Super 3 on it, for them to refer to while conducting their research. ||
 * Resources/Materials || Glogster created by myself and colleague Beth Sexson: []
 * Assessments (formative and summative) || Formative: Teacher and Media specialist will observe students while they are progressing through their independent Research using the Super 3 model.

The students will be evaluated throughout the project by a flip book, which is used during the first part of the collaboration, while students are gathering their initial information about the five different animal classifications. The next tool that will be used during the study is the “Animal Booklet”, which students will be working on independently; there is another “Animal Booklet” which can be used for struggling writers, which gives them the option of drawing pictures. As the students are working through the unit we will also observe the steps they are taking to ensure they are following the Super 3 Research Plan. Formative Evaluation: The students will create a glogster, with the use of a pre-made template. They will be assessed by a rubric. The students will also assess their classmates and themselves on a “Comment Card”. The students will create a “blabberize” which will explain their knowledge of the Super 3.
 * 9. Summative Evaluation:**
 * 1) **Reflection**

As I reflect on the past four weeks, I am amazed at just how much of an impact collaboration can have on the learners. When I refer to learners I am including the students as well as myself and the cooperating teacher, Mrs. Eachues. The entire process, from planning our project until the final day of presentations, was an experience like none I have encountered in all my years as a classroom teacher. I felt as though we were one big team, and all on the same page. The students were applying knowledge to important topics, and it all meshed just perfectly. Another very interesting perception that Mrs. Eachues and I made was the fact that the students thought it was cool how science, reading and computers could all be taught together. The students are so use to subjects being taught in isolation; this collaboration was inspiring and engaging for them. The students seemed very relaxed and open to having two teachers sharing in the teaching. The limitations that affected us were the amount of time. This was done in a summer school session that last only 4 weeks, we could have used more time. I don’t feel as though we had any other limitations. We had access to a full computer lab, which is connected to the media center, and almost all of the library books were checked in for the summer. So, conditions were perfect for this collaboration. Mrs. Eachues and I were so very pleased at the achievement of the students. The pride they had been apparent the day of presentations. When we started planning the presentation party, the students began to ask if their parents could come. Not to long after that they wanted to have snack and drinks that related to the projects. So, we had animal crackers, and jungle juice. We even did a little decorating to set the mood. It was fabulous.

**References:**

//Blabberize.com - Got a Picture? Blabberize It!// Web. . "Classification." //AwesomeScienceTeacher Resources//. Web. . //Educational Media and Technology Yearbook//. 34 (2009): 291-310. Print. //Glogster – Poster Yourself | Text, Images, Music and Video//. Web. . //Ipl2: Information You Can Trust//. Web..  "Kid's Corner - Main Page on Animal Classification - Mammals, Reptiles, Birds, Amphibians and Fish." //Sheppard Software: Fun Free Online Learning Games and Activities for Kids.// Web. . Liljedahl, Daniel J. //Collaboration in an Elementary School Setting between Teachers and the School LibraryMedia Specialist: Perceptions and Achievement//. , 2006. Print. //Lesson Plan SOS//. Web.. . Morris, B.J. "Principal Support of Media Specialist and Teacher Collaboration: a Research Study." //Educational Media and Technology Yearbook//. 34 (2009): 291-310. Print. Pappas, Marjorie L. "Primary Sources and Inquiry Learning." //School Library Media Activities Monthly//. 23.1 (2006): 23-26. Print. Schrock, Kathleen. //Kathy Schrock's Guide for Educators.// 1 June 1995. . "Super3." Web. 24 July 2011. . Pappas, Marjorie L. "Primary Sources and Inquiry Learning." //School Library Media Activities Monthly//. 23.1 (2006): 23-26. Print.