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Course Standards
General Course Information and Notes
General Notes
Library Media programs provide a welcoming, resource-rich environment that support multiple literacies, cultivates a culture of inquiry and literacy appreciation, and encourages the independent, ethical exploration of information and ideas.
In this course third grade students will experiment with and use print and digital resources; create and evaluate various forms of media and self-select materials for personal and academic needs in the library/media center. They will experiment with presentation formats to convey meaning and understanding. Students will use accurate vocabulary, terms, and procedures, as well as time-management and collaborative skills. Content includes but is not limited to, topics in social studies, science and mathematics with the use of technology and through shared experiences with multiple genres of print and non-print materials.
Instructional Practices
The purpose of this course is to provide a student-centered library media program that helps students to be information literate. Students will learn to use information for critical thinking and problem solving through instructional experiences based on, but not limited to, the Next Generation Sunshine State Standards (NGSSS) that are most relevant to this course. Appropriate correlations will also be made with ISTE, FINDS, READS, and AASL standards to ensure a comprehensive educational experience.
The framework of the library media center instructional program is:
- We can share knowledge and participate ethically and productively as members of a democratic society.
- We can draw conclusions, make informed decisions, collaborate, and apply knowledge to new situations using technology and other information tools.
- We can pursue personal and aesthetic growth.
- We can inquire, think critically, and gain knowledge from a variety of sources.
In this course the library media educator will integrate grade levels/subject areas through the development, implementation and assessment of instructional lessons, units, and projects. Grade level standards are the immediate focus of this course; however, it is important for educators to understand the K-12 standards as the ultimate achievement goal as students' progress.
English Language Development (ELD) Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf.
General Information
Educator Certifications
Student Resources
Original Student Tutorials
This SaM-1 video provides the students with the optional "twist" for Lesson 17 and the Model Eliciting Activity (MEA) they have been working on in the Grade 3 Physical Science Unit: Water Beach Vacation.
To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.
Type: Original Student Tutorial
This video introduces the students to a Model Eliciting Activity (MEA) and concepts related to conducting experiments so they can apply what they learned about the changes water undergoes when it changes state. This MEA provides students with an opportunity to develop a procedure based on evidence for selecting the most effective cooler.
This SaM-1 video is to be used with lesson 14 in the Grade 3 Physical Science Unit: Water Beach Vacation. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.
Type: Original Student Tutorial
In this video Sam-1 introduces a Model Eliciting Activity (MEA) challenge. Students will take their prior experiences from the properties unit and apply their knowledge of investigating sea turtle nesting temperatures.
Students will develop a hypothesis, design an experiment, and support their reasoning to determine how to best study different methods for cooling sea turtle nesting areas.
Type: Original Student Tutorial
In this video, SaM-1 introduces a part 2 twist to the Model Eliciting Activity (MEA). In the optional twist, students will need to modify their original diet for a senior chimpanzee. The first video provided meal planning information to add to the knowledge students gained throughout the unit to start the challenge.
Type: Original Student Tutorial
In this video, SaM-1 introduces a Model Eliciting Activity (MEA) challenge for the students. This video provides meal planning information to add to the knowledge students gained throughout the unit. Students will be asked to develop a varied diet for a chimpanzee at the CPALMS Rehabilitation and Conservation Center based on the color, shape, texture, and hardness of the food.
In the optional twist, students will need to modify their original diet for a senior chimpanzee. The optional twist also has a SaM-1 video to introduce the twist challenge.
Type: Original Student Tutorial
In this video, SaM-1 introduces a part 2 twist to the Model Eliciting Activity (MEA) challenge. In the optional twist, students will need to design a prototype toy suitable for a Florida panther with an injured leg. This first video provides background information on why and how animals need to be entertained.
Type: Original Student Tutorial
In this video, SaM-1 introduces a Model Eliciting Activity (MEA) challenge for the students. This video provides background information on why and how animals need to be entertained. Students will have the opportunity to apply what they learned about physical properties and measuring linear lengths as they are asked to design a prototype toy for Florida panthers housed at the CPALMS Rehabilitation and Conservation Center.
In the optional twist, students will need to design a prototype toy suitable for a Florida panther with an injured leg. The optional twist also has a SaM-1 video to introduce the twist challenge.
Type: Original Student Tutorial
In this video, SaM-1 introduces a part 2 twist to the Model Eliciting Activity (MEA) challenge. In the first video, students were asked to design a habitat for an elephant or gorilla that will be housed at the CPALMS Rehabilitation and Conservation Center. In this twist, students will need to modify their design to accommodate a senior elephant or gorilla.
Type: Original Student Tutorial
In this video, SaM-1 introduces a Model Eliciting Activity (MEA) challenge for the students. This video provides habitat information to help the students use the knowledge they gained throughout the unit. Students are asked to design a habitat for an elephant or gorilla that will be housed at the CPALMS Rehabilitation and Conservation Center. Students will need to describe the physical properties (color, shape, texture, hardness) of the features they selected for the habitat while explaining the rationale behind their design choices.
In the optional twist, students will need to modify their design to accommodate a senior elephant or gorilla. The optional twist also has a SaM-1 video to introduce the twist challenge.
Type: Original Student Tutorial
In this SaM-1 video, students will use their listening and writing skills to watch a video to learn about the affects temperature has on sea turtles' nests, preparing them for an investigation in subsequent lessons within the unit.
Type: Original Student Tutorial
In this SaM-1 video, students will use their listening and writing skills to learn about sea turtles, preparing them for subsequent lessons in the unit.
Type: Original Student Tutorial
Learn how to identify explicit evidence and understand implicit meaning in a text, supporting details in informational text and explain how the details support the main idea.
Type: Original Student Tutorial
Learn how to identify relevant details in informational texts to answer questions and use text evidence to support your answers with this interactive tutorial. You can also practice making inferences based on the relevant details.
Type: Original Student Tutorial
Learn how to identify explicit evidence and understand implicit meaning in a text.
You will be able to identify literal and nonliteral words and phrases in sentences and stories. You will also be able to find the meaning or words and phrases by looking carefully at what the author is saying.
Type: Original Student Tutorial
Learn to describe characters’ feelings, traits, and motivations using excerpts from Charlotte's Web. In this interactive tutorial, you will also learn how to identify and explain how characters’ actions contribute to the events in a story.
Type: Original Student Tutorial
Help Dan the Detective answer questions about a story, using key details from the story to support your answers with this interactive tutorial.
Type: Original Student Tutorial
Lesson Plan
In this lesson plan, students will explore the history and meaning behind various patriotic holidays and make personal connections with those holidays including, Constitution Day, Memorial Day, Veteran’s Day, Patriot Day, President’s Day, Independence Day, and Medal of Honor Day.
Type: Lesson Plan
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