1. Ashley Campbell
Collection Development Assignment
FRIT 7134 – Spring 2010
March 3, 2010
1. Description of the site:
a. Mattie Lively Elementary School
502 Students
40-50 Teachers
13,385 Titles in the library collection
20,996 Copies in the library collection
b.
1st Grade 4th Grade
76 Students 79 Students
2 Regular Education Classes 4 Regular Education Classes
2 Special Education Classes for Autism 1 ESOL Student
and Severe & Profound.
1 ESOL Student
c. The additional information the library has for use are the science encyclopedias and a
science kit on rain.
2. Curriculum Review
a. For this activity, I have chosen to focus my topic on Weather. Weather is taught in the
first and the fourth grade. The following standards are associated to this topic:
S1E1 Students will observe, measure, and communicate weather data to see patterns in
weather and climate.
a. Identify different types of weather and the characteristics of each type.
b. Investigate weather by observing, measuring with simple weather instruments (thermometer,
wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions,
and weather events) in a periodic journal or on a calendar seasonally.
c. Correlate weather data (temperature, precipitation, sky conditions, and weather events) to
seasonal changes.
S1E2 Students will observe and record changes in water as it relates to weather.
a. Recognize changes in water when it freezes (ice) and when it melts (water).
b. Identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or
liquid (water).
c. Determine that the weight of water before freezing, after freezing, and after melting stays the
same.
d. Determine that water in an open container disappears into the air over time, but water in a
closed container does not.
S4E3 Students will differentiate between the states of water and how they relate to the
water cycle and weather.

2. a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water
vapor/steam) and changes from gas to liquid to solid.
b. Identify the temperatures at which water becomes a solid and at which water becomes a gas.
c. Investigate how clouds are formed.
d. Explain the water cycle (evaporation, condensation, and precipitation).
e. Investigate different forms of precipitation and sky conditions (rain, snow, sleet, hail, clouds,
and fog).
S4E4 Students will analyze weather charts/maps and collect weather data to predict
weather events and infer patterns and seasonal changes.
a. Identify weather instruments and explain how each is used in gathering weather data and
making forecasts (thermometer, rain gauge, barometer, wind vane, anemometer).
b. Using a weather map, identify the fronts, temperature, and precipitation and use the
information to interpret the weather conditions.
c. Use observations and records of weather conditions to predict weather patterns throughout the
year.
d. Differentiate between weather and climate.
b.
Standard Concept End Strategies Resources
S1E1 Patterns in Create a chart 1. Brain Pop Jr’s weather section.
weather describing the
different types of 2. Learning Weather Vocabulary
weather. Through Song:
Understand how to http://public.doe.k12.ga.us/DWPreview
.aspx?WID=87&obj=45946&mode=1
use simple weather
instruments. 3. The Cloud in the Bottle:
Observe the weather http://www.eduref.org/cgi-
outside of the school bin/printlessons.cgi/Virtual/Lessons/
Science/Meteorology/MET0003.html
for one week. Record
the temperature, 4. Science Textbooks
precipitation, sky
conditions, and
weather events on the
class calendar.
Understand what
type of weather
occurs in each
season.
S1E2 Changes in Understand the 1. Brain Pop Jr’s matter section.
water as it difference between
relates to frozen and melted 2. Changes in Weather Unit:
weather water. http://www.ccboe.net/learning/elementary/
files/963A3795B0C9472586BF8724BCC3
Be able to identify D9B9.pdf
rain, snow, sleet, and
hailstones as either 3. Winter Weather Lesson Plan for

3. solid or liquid. K-1st Autistic Spectrum:
http://www.caes.uga.edu/academics/focus
Understand that the /firstgrade/earthsci/documents/WinterWeather
weight of water stays _earthscience_kautistic.pdf
the same in all form.
Understand the 4. Science Textbook
concept of
evaporation.
S4E3 Water cycle Understand how 1. Water Cycle Songs:
and the http://video.google.com/videoplay?docid=-
water changes states 3886253026454851156&ei=B1ONS-
states of from solid to liquid mxNsiUlAfhi_3HBw&q=states+of+
water as it water&hl=en&client=firefox-a#docid=-
to gas. 7650100012049398784
related to Be able to identify
weather the temperatures at 2. Hey Dude, What's the Deal With
which water becomes the Water Cycle?:
a solid and a gas. http://www.valdosta.edu/~amsteedley/topic.html#
Topic_Overview
Understand how
clouds form. 3. Enchanted Learning – The Water
Describe the water Cycle:
cycle. http://www.enchantedlearning.com/subjects
/astronomy/planets/earth/Watercycle.shtml
Identify the different
types of precipitation. 4. Science Textbook
S4E4 Using Identify and 1. How to Make Homemade Weather
weather understand the use of Instruments:
instruments http://www.ehow.com/how_4793816_
the thermometer, rain homemade-weather-instruments.html
and maps to gauge, barometer,
predict wind vane, and 2. Stuff in the Sky – What’s a
weather anemometer. Weather Front?:
patterns. http://www.eo.ucar.edu/kids/sky/air5.htm
Be able to use and
understand a weather 3. Forecasting:
map to interpret http://www.research.noaa.gov/k12/html/forecasting2.html
weather conditions.
Be able to observe 4. What is Climate?:
http://www.windows.ucar.edu/tour/
and record weather link=/earth/climate/cli_define.html&edu=elem
conditions to predict
weather patterns 5. Science Textbooks
throughout the year.
Understand the
difference between
weather and climate.

4. 3. Collection Evaluation
a. For the collection evaluation I went to the media center to see what types of books they
had on my topic. The media center has fiction books sorted by author’s last name, nonfiction
books sorted by Dewey decimal number, Reference books, videos, and a section for non AR
books. I found most books on weather in the nonfiction section under the Dewey number 551.5
and 551.6. The rest of the sources came from the fiction section, magazines, videos, and
reference section. I also wanted to evaluate the collection based on the amount of circulation,
age, and value.
I found that most of the nonfiction collection is very old and outdated. In one of the
books I found a picture of a weather person using a computer from the 1980’s. Most books
covers were faded but still in fairly good shape to read on the inside. Most of the books on
weather did have good information in them but were outdated. With new technology much
information we have about weather has changed over the last few years.
As well as updated books I noticed a need for books about the water cycle, books for
ESOL students, and books that are more multicultural. If possible, some experimental kits on
weather would be beneficial because right now the media center only has a kit on rain.
Where are the sources on Weather Located?
Nonfiction 508.2- 5
Total: 32 551.5- 21
551.6- 5
577.3- 1
Fiction EA- 1
Total: 7 EB- 1
EC- 1
EG- 1
EM- 1
ER-1
EW-1
Videos 6
Magazines 1
Reference 551.5- 1
551.6- 1
Science encyclopedia
Kit on Rain
Cassette LC-1
Totals Nonfiction Total: 32
Fiction Total: 7
Video Total: 6
Magazine Total: 1

5. Reference Total: 4
Cassette Total:1
All Total: 51
Average Age of the Collection 1996
How often are these books circulated?
Checked Out This Month 42
Checked Out This Year 526
Total Times Ever Checked Out 6,768
4. Budget Summery
In ordering books for this section I was able to find valuable resources for students and
teachers. I ordered much needed books about the water cycle and several books that are Spanish
or bilingual. I also found several books that had updated facts about weather, such as the largest
natural disasters to date. The collection now includes several video recordings, a music CD, and
plenty fiction books about weather.
I tried to select books that had experiments or activities that students could do as well as
one book that has instructions on how to make your own weather instruments. Also included in
the consideration file is a weather science kit that teachers can use with their classes.
The total cost for updating the collection is $4,004.97. By adding these books the average
age of the collection increased by seven years from 1996 to 2003. Additional resources to be
used with these books can be found on my CDP Weather Resources Wiki page at http://cdp-
weather-resources.wikispaces.com/.