How Administrator/Teacher/Librarian/Technologist Teams Can Collaborate
to Design and Implement Effective Standards-Based Instruction
Saturday, November 15, 201 3
1:00-2:15 PM
th
AASL 16 National Conference, Hartford, CT
Collaborate 21 is an IMLS grant-funded initiative with Valley City State University and ND LEAD as
partners. The project's mission is to develop, implement and disseminate projects integrating content
standards and 2 1'1 Century Skills in K-12 classrooms under the leadership of the local school
administrator and in collaboration with the school librarian.
One of the school districts involved in the Collaborate 21 Project was Burlington Public Schools.
Their project focused on a sixth grade interdisciplinary unit on Egypt. Today’s presentation is
provided by educators from Burlington Public School and the Collaborate 21 Project sponsors and
directors. To view other schools projects, go the Collaborate 21 Website and select one of the
schools listed on the top banner.
Visit our website at: http://libguides.library.vcsu.edu/collaborate21
To view the prezi presentation by Burlington Public School go to:
http://tinyurl.com/burlingtonprezi
Or contact:
Dr . Jim Stenehjem atjim.stenehjem @ ndlead.org
Konnie Wightman at konnie.wightman @ vcsu.edu
Donna James at donna .jame s@ vcsu .edu
Collaborate 21
Burlington Elementary School, North Dakota
Ancient Egypt Cross Curricular Unit
Presented by Jean Klein, Kayla Andersen, Annie Smith
I. Collaboration Process:
A. PLC
 During the first couple weeks of school, the entire 6th grade team came
together and collaborated using the new Common Core Standards. We
brainstormed different ideas that tied together 6th grade curriculum on
an Essential question. As a team, we decided to base lessons around the
factors that made the Ancient Egyptian Cultures so successful, focusing
on specific subject area instruction.
II. Collaboration
A. Math
 A video was shown that compared the size of an Egyptian pyramid, to
baseball field and city block. Farm students took it a step farther by
determining how many acres a pyramid covers. Using the cubit system
for measurement, the students worked together to measure out the
base of The Great Pyramid and estimated the amount of snow angels
that fit inside.
B. Reading/Language Arts
 Students collaborated in all aspects of the research process and wrote
research papers about Egyptian Pyramids and Pharaohs.
C. Science
 Focusing on the scientific process, students mummified apples and
hotdogs and created an Ancient Egyptian water clock.
D. Reading
 In guided reading groups, students read the Egypt Game by Zilpha
Keatley Snyder. Comparing the fictional character’s rituals to actual
historical rituals.
E. Social Studies
 Compared agricultural techniques of the past to techniques still used
today focusing on the shadoof. Compared past and present usage of
water for transportation and irrigation.
III. Creativity
A. Social Studies
 Students created Ancient Egyptian Job posters focusing on various
employments. Students also researched Ancient Egyptian Gods and
Goddesses and created posters using bright color and hieroglyphic
boarders.
IV. Communication/Innovation
A. Social Studies/Language Arts
 Students created Help Wanted commercials using many 21-Century
skills. Students had the opportunity to write scripts, act, direct, record,
and edit their commercials using Ipods and Imovie.
B. Reading/Language Arts/Media Specialist
 To present the student’s findings on Egyptian pyramids and pharaohs, the
Media Specialist introduced Prezi, a 21-Century presentation tool.
V. Critical Thinking
A. Students
 Students wrote reflections evaluating their projects using their Google
Site e-portfolios.
B. Teachers
 Reflected as a team the effectiveness of this project based unit and
revised areas for continued use in the 2013-2014 school year. This
project based unite has lead the staff to acknowledge cross curricular
success and has created the template necessary to continue to plan
implementing cross-circular units aligning with the Common Core
Standards.
C. Assessments:
 Assignments, rubrics, graphs and tests
Comments from School Personnel After Completing the year’s activities

“My vision for the library media specialist has changed and is evolving.”

“As an administrator I learned that I need to allow more collaborative planning time for
all of my staff.”

Developed administrators’ awareness and support for the librarian’s active role as
collaborative instructional partner

Provided an opportunity for librarians to exhibit their collaborative skills with teachers
and other school professionals.

Scaling Up (expanded for next year)

Sustaining (most of the projects will continue)

Administrator support is critical

“We is better than Me”

Technology enhanced the learning experience

Provided enthusiasm for students and teachers
 Librarians can influence their principals to include them in collaboration.