Lesson+Comparison

Students
The seventh grade students have advanced inquiry skills compared to those of the first graders. First grade students are just beginning to explore basic resources, such as parents, teachers, community members, books, and some websites. They are just beginning to read and put words together to form sentences; therefore the resources they use must provide verbal or visual aids to assist them in understanding. Throughout the unit the students will be recalling types of farm animals and then using those animals to write sentences. This specific skill is part of the questioning and exploring phases of inquiry. By recalling the information from the story, virtual tour, and live tour, the students will use that information to write complete sentences and complete their story.

The seventh grade students are more aware of the different types of resources available to them and how to find information within those resources. They already understand how to form sentences and are refining their writing skills by using sentences to form paragraphs or short news articles. Because the seventh grade students have developed a higher level of writing and locating resources, these students will be expected to evaluate the resources, analyze the information within the resource, and put information together to make a brochure or newsletter article. These skills allow the students to complete all phases of the inquiry process in some way, challenging the students to take the thinking to a higher level than simply recalling information.

Callison writes, //"Scaffolding is a temporary device in construction or building repair and eventually removed when the desired work is accomplished. So too in learning construction the expert fades from the situation as the novice masters the necessary skills and takes on a new set of mental models or mastered skills"// (Blue Book, p. 523). The main illustration of scaffolding throughout these two lessons is through the use of resources. As mentioned above, the first grade students are just becoming aware of the many types of resources available to them. Therefore, the resources they use throughout the unit have already been evaluated and are provided to them. Because the seventh grade students are being taught how to evaluate resources for accuracy and reliability, the resources are not being given to them. Even though a pathfinder may be provided, it is up to the student to evaluate the information with the resource to determine if the information is useful for their research. This example shows how the teacher/media specialist is fading from the situation, allowing the student to take over their own learning.

Instructional Specialist
The role of the instructional specialist does not change much between the two different units. Many of the responsibilities or collaboration opportunities at the first grade level are also required at the seventh grade level, only at a deeper level. For example, the instructional specialist can facilitate small groups discussions at both levels. At the first grade level, he/she is simply listening to the students read and helping them if they need it. At the seventh grade level, he/she may need to guide the students and keep them focused on the task at hand. He/she can also ask the students questions and facilitate a conversation within the small group as well. In terms of resources, at the first grade level, the instructional specialist is collaborating with the teacher to provide the resources for the students. He/she can already have the website loaded for the students to explore. Whereas at the seventh grade level, the instructional specialist need only to guide the students in locating and evaluating proper resources. Finally, no matter which grade level the instructional specialist is collaborating with the lesson will only be successful when he or she, as the expert, displays a positive attitude to the students. Callison lists several elements of scaffolding identified by Berk and Winsler. One states: "Warmth and responsiveness. Engagement of the novice will be more likely when the expert displays attitudes that are pleasant, warm, and responsive to the learner" (Blue Book, p. 525). While this is an element of scaffolding, I would also argue that it is a crucial part of collaboration as well. As experts, if the teacher and instructional specialist are not excited about the topic or presentation of information, how can they expect the student, as a novice, to get excited?

Standards
By looking at the language arts standards for each grade level, it is easy to see how the two grade levels compare as far as expectations for the students. However, when looking at the 21st Century Standards, it is not as easy. Let's explore these together.


 * **1.2.3 Demonstrate creativity by using multiple resources and formats.**
 * First Grade - The students will use multiple resources including the virtual tour, live tour, and story to recall different types of farm animals. They will then demonstrate creativity by using this information to write a story using complete sentences.
 * Seventh Grade - The students will explore and evaluate multiple resources before creating a brochure and/or newsletter article demonstrating creativity and understanding of information.
 * **2.3.1 Connect understanding to the real world.**
 * First Grade - The students will be able to connect the information they have gathered both from the story and the virtual tour by traveling to a local farm to see the animals at work.
 * Seventh Grade - When the students are researching information for the newsletter article, they will be using an element or event from the story to connect it to the real world in some way. For example, a student may choose to study yellow fever. He/she may write about the two doctors mentioned throughout the novel and explain what they did to stop the epidemic. Then they may compare that to what is known about yellow fever today.
 * **3.1.4 Use technology and information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.**
 * First Grade - The students will be using the information they gathered during the virtual tour to complete a worksheet. They will then share what they learned with the class. The teacher could also hang these worksheets in the hallway to show other students what they learned. The class could also turn their story they write into a short slide show presentation, much like the example found on the Student Models or Products page.
 * Seventh Grade - The students will use a productivity tool to create the brochure and newsletter article that displays the information they learned while researching.
 * **4.3.1 Participate in the social exchange, both electronically and in person.**
 * First Grade - The students will be divided into small groups to read the story together and share their final written story.
 * Seventh Grade - The students will participate in small groups discussions. They will converse about several topics: vocabulary words, comprehension of the story, sharing of products made, and reflections. If the teacher/media specialist decides to collaborate with another classroom, the students could also blog about these topics.