I work at Mission Road Elementary which is located in Cartersville, Georgia.

Mission Road Elementary is part of the Bartow County School System. The school was built in 1985 and currently has 520 students enrolled. The school serves students in grades K-5. Mission Road Elementary is located in a close knit rural community. There are 43 certified teachers, 2 administrators and 20 classified staff members. The media center is located near the center of the building and is accessible from the 1st grade hall and the 2nd grade hall. There is a full-time media specialist and I am the media clerk. We have a collection of 13,227 holdings with the majority of our collection being greater than 10 years old. There is a computer lab in the media center with 9 desktop computers for research and for taking Reading Counts quizzes, a Promethean Board, and closed-circuit capability to show educational videos at the request of teachers. Bartow County is located in the Northwest Georgia Regional Development Area in the scenic foothills of Georgias Appalachian Mountains. Bartow County is approximately 45 miles northwest of the city limits of Atlanta. It is home to the Etowah Indian Mounds, Red Top Mountain State Park, Booth Western Art Museum, and the Tellus Museum. Around the perimeter of Bartow County is a hub of educational institutes including Kennesaw State University, Shorter College, Berry College, Georgia Highlands College and Chattahoochee Technical Institute. The Bartow County School System is the 25th largest school district in the state of Georgia. There are 21 schools in Bartow County, each accredited by the Southern Association of Colleges and Schools. There are 12 elementary schools, 4 middle, and 3 high schools, as well as Stars Pre-K, a state funded center and the Bartow Academy Alterative School. Of the total student population 80% are Caucasian, 8% are African American and 7% are Hispanic. At Mission Road Elementary, there are three 4th grade classrooms this year. There are a total of 81 students at this grade level. One of the classes is an EIP selfcontained class which has 20 students. In second grade, there are a total of four classrooms. There are 94 students in the 2nd grade. One of the classes is an EIP selfcontained class with 15 students.

CURRICULUM REVIEW
For this project, I have chosen to focus on the solar system as the area I would like to develop. This unit is taught in the 2nd and 4th grade in great detail with both of these grade levels doing solar system projects. For this reason, I will be choosing materials that will be on both grade levels. The following standards are addressed when this is unit taught:

2nd GRADE STANDARDS S2E1. Students will understand that stars have different sizes, brightness, and patterns. a. Describe the physical attributes of stars size, brightness, and patterns. S2E2. Students will investigate the position of sun and moon to show patterns throughout the year. a. Investigate the position of the sun in relation to a fixed object on earth at various times of the day. b. Determine how the shadows change through the day by making a shadow stick or using a sundial. c. Relate the length of the day and night to the change in the seasons (for example: Days are longer than the night in the summer.) d. Use observations and charts to record the shape of the moon for a period of time. 4th GRADE STANDARDS S4E1. Students will compare and contrast the physical attributes of stars, star patterns, and planets. a. Recognize the physical attributes of starts in the night sky such as number, size, color and patterns. b. Compare the similarities and differences of planets to the stars in appearance, position, and number in the night sky. c. Explain why the pattern of starts in a constellation stays the same, but a planet can be seen in different locations at different times. d. Identify how technology is used to observe distant objects in the sky. S4E2. Students will model the position and motion of the earth in the solar system and will explain the role of relative position and motion in determining sequence of the phases of the moon. a. Explain the day/night cycle of the earth using a model. b. Explain the sequence of the phases of the moon. c. Demonstrate the revolution of the earth around the sun and the earths tilt to explain the seasonal changes. d. Demonstrate the relative size and order from the sun of the planets in the solar system.

COLLECTION REVIEW
Our solar system materials are very lacking. We just finished weeding this section and the solar system was one area that was very outdated. We currently have a total of 1318 items in the Natural Sciences/Mathematics section of our library. The average age of these materials is 12 years old. A collection analysis by the 10s shows that only 59 items are part of the Astronomy and Allied Science section and the average age of these materials is 10 years old. All of the solar system books in our library are in the 520s. We do have10 videos and DVDS. However, the copyright date on the majority of these is 1995 with the oldest date being 1987 so most of these are outdated. Through a search on Web Safari, which is the software that we use in Surpass to catalog our collection, there are no solar system related items in any other section of the library other than the 520s. Since the average age of most of the materials that we hold is 10 years old, this is a concern since Pluto is no longer even considered a planet. This needs to be addressed in my collection development plan so I will look for books that were published in 2007 or after. I next looked at the circulation of this section. The total number of holdings in the library is 13,227. Since January 1, 2007 the materials in the 520 section have been checked out an average of 4.2 times per item and there are 59 items in this section. Since I have chosen to work with 2nd grade and 4th grade standards, I will look for materials that are on both grade levels. For this assignment, we are only to order one copy of materials. However, if this were a real life situation, I would be ordering more than one copy since both grade levels would be checking out the materials. When this particular unit is taught, one grade level always has to wait on the other one to finish using the materials so this has been a problem in the past.

SUMMARY OF COLLECTION NEEDS

1. Choose materials that were published in the last 3 years. 2. Choose mostly non-fiction books but considered other genres that might pertain to the solar system if they seem fitting to the curriculum. 3. Look for updated videos.

BUDGET SUMMARY
I looked at several vendors when completing my collection of solar system materials. In the end, I have found a diverse list of books (fiction, nonfiction, poetry and even Greek mythology), ebooks, a giant solar system floor puzzle for the 2nd grade

teachers and videos. I have ordered the majority of materials from Titlewave for a total of $816.76. Titlewave had book reviews from Horn Book, Booklist, Library Media Connection and School Library Journal. The reviews were readily available to view and helped in my decision making process. My order from Delaney Books totals $146.74. Delaneys website was the least user friendly in my opinion and I had to search for the reviews. They were not as readily available as Titlewave reviews. Finally to complete my order, I ordered $150.33 from Bound to Stay Bound Books. The grand total of my order is $1113.83. As I stated earlier though that if this were a real life situation my order would be doubled since I actually would order more than one copy of the materials so that both grade levels would have access to them. I could spend the remainder of my budget on additional computers for the media center and those would be ordered through the county. I talked to my technology specialist and she said that a new computer through the county would cost $750 so I could order up to 3 computers for the lab. My orders for each vendor are following and I used a piece of software called SnagIt to capture the images.