First, I would invite the teacher to the library and have students choose questions to research about water from a display. For example, students could answer, “Why can’t we just make water?” Or “Is there Water in Space?” To find the answers to their questions, I would demonstrate to students how to access Explora for School libraries, which provides links to credible articles, and also have a display from the library’s reference collection on water. If my library did not have enough variety in reference books, I would borrow books like “DK Eyewitness series: Water” by John Woodward, or the picture book “Water” by Trevor Day. The DK Eyewitness series books have a lot of information organized in small chunks in an engaging way. The “Water” book by Trevor Day discusses the water cycle as well as other important aspects of water resources. This addresses the IA Standard from AASL standards, “formulating questions about a curricular topic.”

Students can further tie their learning to their own community by answering questions about the Anchorage’s own water source, Eklutna Lake. Students might find the answers to the questions “Where does Anchorage get its water?” or “Where does Anchorage’s water go when we’re done using it?” To find answers to these questions, we can review the Anchorage Wastewater Utility website. This addresses standard IID, “Reflecting on their own place within the global learning community.”

Since the librarian would likely only have a class period or two to help students with this research, I would focus on generating good questions with them and helping the students tie their learning about the water cycle to our greater Anchorage water system. 

The learner competencies in adding this step would be D 1,2, 3, and 6.

I would also encourage them to evaluate the quality of their resources, so they become more capable and confident researchers. (For example, showing them how a video from NASA’s website might be a better resource than the first random video they find when googling “water cycle.” When I tried this, I found a kids youtube video by a creator called “Peekaboo Kidz.”)

The AASL learner competencies I am trying to address through these changes to the lesson would be IV.A. 1, 2 and 3; Determining the need to gather information, Identifying possible sources of information and Making critical choices about information sources to use.

First, in providing the background or key information to start with, the current lesson plan only uses a NASA scientist viewpoint, I would encourage brainstorming about other perspectives they might research: maybe a weatherman’s explanation or the Department of Conservation, a Native American point of view, etc., to compare each group’s perspective on the water cycle and its importance. 

 I would encourage students to then research the water cycle on their own and identify pertinent resources and information from their chosen group’s perspective. 

This is an excellent place for a minilesson about choosing reliable resources and crediting their sources. Explaining that crediting your source also helps you keep your research organized and reliable.

They can then pair-share their findings with the group so that we may discuss the merits of each of the credible resources.

We would use a variety of resources, books, school-subscribed databases, and the web to find our resources, visiting the library for a time.

This would use AASL A.IV.2 & 3 Identifying possible sources of information. Making critical choices about information sources to use.

And B.II.2 Evaluating a variety of perspectives during learning activities.

Another option might be to give groups some of the questions to research and come up with answers to present to the class.

It would make the whole Unit longer in the fact that each demonstration could be taught in this fashion.

This would connect to the AASL standards 1.A1 formulating questions about a curricular topic, 3.A.3 Deciding to solve problems informed by group interactions, and 4.A.1 Determining the need to gather information

I liked that you tied this unit to the Montana cultural and demographic landscape. This could easily turn into a discussion of the difference between owning bodies of water (can not do) and owning water rights (can do) and why these are put into place.

·       III.A.1 School librarians facilitate collaborative opportunities by challenging learners to work with others to broaden understandings.

·       III.A.3  School librarians facilitate collaborative opportunities by organizing learner groups for decision making and problem solving.

·       III.B.2  School librarians demonstrate the importance of personal, social, and intellectual networks by cultivating networks that allow learners to build on their own prior knowledge and create new knowledge.

·       III.D.2 School librarians foster active participation in learning situations by creating a learning environment in which learners understand that learning is a social responsibility.

-III. B. 2. School librarians demonstrate the importance of personal, social, and intellectual networks by: Cultivating networks that allow learners to build on their own prior knowledge and create new knowledge.

-II. A. 3. School librarians direct learners to contribute a balanced perspective when participating in a learning community by: Differentiating instruction to support learners’ understanding of cultural relevancy and placement within the global learning community.

-V. B. 1. School librarians stimulate learners to construct new knowledge by: Teaching problem solving through cycles of design, implementation, and reflection.

-III. D. 3. School librarians implement and model an inquiry-based process by: Enabling learners to seek knowledge, create new knowledge, and make real-world connections for lifelong learning.

-IV. C. 1. The school library facilitates the contribution and exchange of information within and among learning communities by: Providing an environment in which resources that support the school’s curriculum and learning goals can be collaboratively selected and developed.

-V. C. 3. The school library prepares learners to engage with a larger learning community by: Building and advocating for strong relationships with stakeholders who recognize and support an effective school library.