Sample material from the Biodiversity unit. - Nelson BC TR Uniflip... · Sample material from the Biodiversity unit. ... • Each lesson provides multiple opportunities for students

TeachersResource

Sample material from the Biodiversity unit.

This Teachers Resource sampler includes:

Welcome to Nelson Literacy................................... 4

Instructional Framework ......................................... 6

Introducing the Unit................................................. 8

Planning the Unit .................................................................... 8

Launching the Unit................................................................ 12

Lets Talk: Animal Groups Quiz ............................................ 14

Lesson Plan: Scientific Classification ................. 17

Understanding Reading Strategies

Lesson Plan: Invertebrates and Vertebrates....... 23

Applying Strategies

NEL4 Nelson Literacy 6 Teachers Resource: Biodiversity

Welcome to Nelson Literacy

Features of this Teachers Resource

Planning support to assist you in developing a comprehensiveliteracy program for your students

Instructional approaches that facilitate a gradual release ofresponsibility, from teacher modelling to guided and independentexperiences in all the language arts, based on the BC EnglishLanguage Arts IRP 2006

Assessment tools that help guide instruction

Differentiated instruction to meet individual needs, based on datagathered from observation and formative assessment

Curriculum-area units directly aligned to BCs Grade 6 SocialStudies, Science, and Health and Career Education to helpimprove students literacy skills in content areas

Opportunities for in-depth study and enjoyment of a variety ofliterary forms, text types, and structures in fiction and nonfiction

Word study and vocabulary development strategies

An Instructional Framework chart (Teachers Resource pages 67)outlining the instructional focuses in each unit

Teaching a Unit: A Quick Tour

STEP 1 Begin with the planning tools in Introducing the Unit(Teachers Resource pages 811) Refer to the Unit-at-a-Glance chart on pages 89, which outlines

each lesson focus and instructional approach, the BC PrescribedLearning Outcomes, and available assessment tools.

Read the suggestions in the sections Planning the Unit, OngoingActivities, What You Need, and Family and CommunityConnections.

STEP 2 Use Launching the Unit and Lets Talk (TeachersResource pages 1215) to get started with students Start with the Accessing Prior Knowledge activity on Teachers

Resource page 12.

Draw students attention to the learning goals on the unit openerpage (Student Book 6a, page 41) to preview the focus of instructionand assessment.

Then use the Lets Talk spread (Student Book 6a, pages 4142) toengage students and access prior knowledge.

Use the Read-Aloud selection What Is Biodiversity? (found in theTransparencies for Teacher Modelling).

NEL 5Welcome to Nelson Literacy

STEP 3 Use Transparencies for Teacher Modelling Use the Read-Aloud with the accompanying discussion prompts to

introduce and model the strategy for students.

Use the transparency with the accompanying think-alouds forguided practice and teacher modelling of strategies.

STEP 4 Use the Unit Lesson Plans Note that every lesson begins with an overview page that identifies

BC Prescribed Learning Outcomes and previews the Assessmentfor Learning in the lesson, which outlines ongoing observation,ideas for differentiating instruction, and assessment tools.

Each lesson is organized in a Before/During/After format, withpages from the Student Book conveniently reproduced.

There are two kinds of lesson plans:

Understanding Strategies lessons (e.g., Teachers Resourcepages 1722) provide explicit instruction in using a strategy inone of the English Language Arts Organizers. This type oflesson usually begins with a teacher-modelled experience.

This is followed by an Applying Strategies lesson (e.g., TeachersResource pages 2327), which provides guided andindependent practice with the strategy.

Each lesson provides multiple opportunities for students to speak,listen, read and view, write and represent, and develop medialiteracy. Special features include Differentiated Instruction,Vocabulary, Word Study, and Writing Mini-lessons.

Each lesson engages students in meaningful group, partner, andindependent work, often supported by blackline masters (found atthe back of this Teachers Resource).

Assessment materials on the closing page of each lesson includesuggestions for checking progress and next steps, accompanied bya rubric strip for formative assessment.

STEP 5 Conclude the Unit with the Putting It All Togetherlesson (Teachers Resource pages 5864) This lesson helps students apply and reflect on all the strategies

developed in the unit, and assists in developing a profile of eachstudent to guide instruction.

After completing the selection lesson plan with students, refer tothe assessment section (Teachers Resource pages 6364), whichprovides a reading response and integrated English Language Artsperformance task for summative assessment. The task is supportedby rubrics available on blackline masters. Also featured are ideas forreflecting back on the learning in the unit, student self-assessment,and goal setting.

NELNelson Literacy 6 Teachers Resource: Biodiversity6

Instructional Framework: Grade 6

6b 6a

SUSPENSELiterature

BIODIVERSITYScience

CANADIANCULTURE ANDIDENTITYSocial Studies

YOUR CHOICESHealth andCareer Education

BIOGRAPHYLiterature

ELECTRICITYScience

ORAL LANGUAGE(Speaking andListening)

Active Listening/InteractiveStrategies Use common

courtesies toacknowledgedifferent pointsof view

ComprehensionStrategies Incorporate a

number of ideasheard tovisualize a newpicture

AppropriateLanguage Use appropriate

words andinclusive andnon-discriminatorylanguage

DemonstratingUnderstanding Summarize

importantinformation inconversations

MakingInferences Infer point of

view while youlisten

Active Listening/InteractiveStrategies Paraphrase and

summarize toclarifyunderstanding

READING/VIEWING

Activating PriorKnowledge/MakingConnections Make

connections toself, text, andworld

Visualizing Make pictures in

your mind toclarify complexconcepts

Predicting Make predictions

using textfeatures

Finding ImportantIdeas Find important

ideas andidentifysupportingdetails

MakingInferences Use stated or

implied ideas tosupportinterpretation oftexts

Questioning Ask questions to

checkunderstandingand evaluate atexts message

Text Patterns and Features

Text Pattern Narrative

Text Form Illustration,

chapter story,suspense story,cartoon, movieposter, bookcover, factualrecount

Text Pattern Description

Text Form Photo-match

game,informationalreport,informationalexplanation,observation,article

Text Features Visual

information,captions

Text Form Photo essay,

informationalexplanation,informationalreport,autobiography

Text Pattern Cause/Effect

Text Form Photo collage,

persuasive text,guide, cartoon,public servicead, informationalexplanation,informationalreport



biography,autobiography,profile, bookcover, cartoon,factual recount

Text Features Fonts


informationalexplanation/report, profile,public serviceads, news article

Word Study LanguageConventions Quotation marks;

suffixes, wordpatterns; adverbs,adverb phrases;colon

Form and Style Vivid language

LanguageConventions Word meanings;

commas;subordinateclauses

Form and Style Strong verbs

LanguageConventions Compound

words;parentheses;synonyms;dictionary skills

Form and Style Specific nouns;

simple,compound, andcomplexsentences

LanguageConventions Homophones;

personal objectpronouns;dictionary skills

Form and Style Sentence word

order;alliteration;similes

LanguageConventions Synonyms;

apostrophes;capitalization


dashes; wordpatterns;conjunctions;prefixes, suffixes

WRITING/REPRESENTING

Trait Ideas: Clarify

ideas

Process Generate, gather,

and organizeideas

Trait Ideas: Plan for

concise writing

Process Generate, gather,

and organizeideas

Trait Organization:

Use strongtransitions

Process Draft and Revise

Trait Organization:

Write anorganizedparagraph


Trait Voice: Identify

and define voice


Trait Voice: Put voice

into flat writing


Media Purpose andAudience Identify purpose

and audience fora variety ofmedia texts

Media Forms Identify the

characteristics ofmagazine coversand tables ofcontents

Conventions andTechniques Explain how

conventions areused to conveymeaning in art

MakingInferences/InterpretingMessages Use overt/

impliedmessages inannouncements

AudienceResponses Explain different

audiencesresponses tomedia texts

Media Forms Describe how

some mediatexts suitpurpose andaudience

NEL 7Instructional Framework: Grade 6

6c6b

CANADA'S LINKSTO THE WORLDSocial Studies

EXPLORINGEXTREMEENVIRONMENTSScience

SCIENCE FICTIONLiterature

CANADASGOVERNMENTSocial Studies

YOU IN THEWORLDHealth andCareer Education

EXPLORINGSPACEScience

ExtendingUnderstanding Make

connections inoral texts to theworld aroundthem

AppropriateLanguage Use language to

achieve adesired effect

Vocal Skills andStrategies/Non-Verbal Cues Use appropriate

body languageand gestures

DemonstratingUnderstanding/Clarity andCoherence Communicate in

a clear mannerto present apoint of view

Active Listening/InteractiveStrategies Build on

different pointsof view

PresentationStrategies/Clarityand Coherence Communicate in

a clear, coherentmanner for amultimediapresentation

Summarizing Summarize main

ideas to arrive atnewunderstandingsor conclusions

MonitoringComprehension Clarify meaning

of words andconcepts andcheckunderstanding

Retelling Retell a story to

deepenunderstanding

MakingInferences Make judgments

and drawconclusionsabout ideas intexts

Evaluating Draw

conclusionsabout the validityof ideas andinformation

Synthesizing Synthesize

information fromtwo differentpoints of view

Text Pattern Sequence


informationalreport,informationalexplanation, list,profile

Text Pattern Question/

Answer

Text Form Informational

explanation/report, cartoon,profile


Text Form Comic strip,

short story,poem, radio play

Text Features Features of an

activity

Text Form Informational

explanation,informationalreport,procedural text,quiz

Text Pattern Problem/Solution


news article,procedural text,true story, profile

Text Pattern Compare/Contrast

Text Form Quiz,

informationalreport/explanation,letter to theeditor, blog entry,news article

LanguageConventions Parentheses;

subordinateclauses; wordmeanings;adjectives

Form and Style Simple,

compound, andcomplexsentences


word patterns;idioms

LanguageConventions Personal subject

pronouns;apostrophe;semicolon, colon;verb tenses

Form and Style Vivid language

LanguageConventions Adverbs; word

patterns;dictionary skills

Form and Style Sentence fluency

LanguageConventions Acronyms;

apostrophe;word meanings

LanguageConventions Word patterns;

suffixes, prefixes;quotation marks

Conventions andTechniques Explain

conventions of amedia text

Point of View Recognize that

different adsreflect differentpoints of view

Responding toand EvaluatingTexts Express opinions

about ideas inmedia texts

Conventions andTechniques Explain how

conventions of awebsite helpconvey meaning

Point of View Identify point of

view in variousmedia texts

Media Forms Identify

characteristics ofsome mediaforms

Trait Word Choice:

Use strongwords to makewriting clear andinteresting


Trait Word Choice:

Use correctterminology toestablishauthority


Trait Fluency:

Eliminate run-onsentences


Trait Fluency: Use

elements offluency


Trait Conventions:

Distinguishbetween revisingand editing

Process Edit and

Proofread

Trait Publishing: Use

charts foreffectivepresentation

Process Publish/Share

Introducing the UnitPlanning the Unit

UNIT OVERVIEW

In this unit, students learn about thediversity of living things, theclassification system that scientistsuse to understand and group livingthings on Earth, and thecharacteristics of vertebrates andinvertebrates. As students read thequiz, informational reports andexplanations, and magazine coversand Contents, they develop

the reading comprehensionstrategy of visualizing

the writing strategy of planningfor concise writing

the ability to identifycharacteristics of magazine coversand Contents

an understanding of thecharacteristics of descriptive textpattern

the listening strategy of creativelistening

word study skills

OPPORTUNITIES FOR INTEGRATEDINSTRUCTION: SCIENCE

The purpose of this unit is to provideopportunities for students to developlanguage skills in all organizers whileworking in the content area ofScience. While the unit has stronglinks to the Science curriculum forLife Science: Diversity of Life, it doesnot deliver comprehensive coverageof the Science curriculum.

Teachers can make links to thefollowing Life Science: Diversity ofLife Prescribed Learning Outcomes:

Distinguish between life forms asbelonging to one of fivekingdoms: Plantae, Animalia,Monera, Protista, Fungi

Analyze how different organismsadapt to their environments

Launching the UnitLets Talk

Read-AloudWhat Is Biodiversity?Transparencies for Teacher

ModellingAnimal Groups Quiz SB 6a, pp. 4243;

TR pp. 1415

Understanding Reading Strategies:Visualizing

Teacher Modelling/Guided PracticeTransparency 6: Purple FrogsScientific Classification SB 6a, pp. 4447;

TR pp. 1722

INSTRUCTIONAL APPROACHES/RESOURCESLESSON INSTRUCTIONAL FOCUS

Applying Strategies: Visualizing Guided or Independent Reading/ViewingAnimals: Invertebrates and Vertebrates SB 6a,

pp. 4850; TR pp. 2327Guided and Independent Reading Kit

Understanding Writing Strategies: Planningfor Concise Writing

Modelled Writing/RepresentingTransparency 7: Planning for Concise Writing Planning for Concise Writing SB 6a, p. 51;

TR pp. 2832Shared Writing/Representing TR p. 30Guided or Independent Writing/Representing

TR p. 31

Applying Strategies: Reading Like a Writer Guided or Independent Reading/ViewingBlond, Furry, and Deep in the Ocean SB 6a,

pp. 5253; TR pp. 3337Independent Writing/Representing TR p. 36

Understanding Media: IdentifyingCharacteristics of Magazine Covers andContents

Teacher Modelling/Guided PracticeTransparency 8: Staying In Touch with Nature; Staying In Touch with Nature SB 6a, p. 54;

TR pp. 3842Independent Reading/ViewingStaying In Touch with Nature SB 6a, p. 55;

TR p. 42

Understanding Text Patterns: IdentifyingCharacteristics of Descriptive Text Pattern

Teacher Modelling/Guided PracticeTransparency 9: SpongesMarvellous Mouths SB 6a, pp. 5658;

TR pp. 4347

Applying Strategies: IdentifyingCharacteristics of Descriptive Text Pattern

Guided or Independent Reading/ViewingCoyotes: The Super Adapters SB 6a, pp. 5961;

TR pp. 4853Guided and Independent Reading Kit

Understanding Listening Strategies: CreativeListening

Teacher Modelling/Guided Practice Transparency 10: Creative Listening Creative Listening SB 6a, p. 62; TR pp. 5457


Unit at a Glance

SB = Student Book TR = Teachers Resource

Putting It All Together Summative Assessment The Polar Bear SB 6a, pp. 6366; TR pp. 5864

Student Book 6a, pages 4166

OL Use speaking and listening to improve/deepen comprehensionR/V Use strategies to access prior knowledge to make connectionsR/V Use strategies to visualizeW/R Use new and specific words in informational writingW/R Use strategies to consult reference materials

Key Assessment QuestionsBLM 2, BLM 3BLM 5: Strategy Rubric StripVisualizing

OL Use speaking and listening to improve/deepen comprehensionR/V Use strategies to visualizeW/R Use new and specific words in informational writingW/R Use strategies to consult reference materials

Demonstration TaskKey Assessment QuestionBLM 2, BLM 3, BLM 5BLM 4: Self-Assessment Checklist and Personal Goal Setting

OL Present in a clear manner when speaking W/R Use new and specific words in informational writingW/R Use strategies to generate, select, develop, and organize ideas W/R Use strategies to revise to enhance writing

Demonstration TaskKey Assessment QuestionBLM 2, BLM 3BLM 8: Strategy Rubric StripPlanning for Concise WritingBLM 9: Writing Process Assessment Checklist

R/V Read and view to improve and extend thinkingR/V Explain how nonfiction elements develop meaningW/R Use new and specific words in informational writingW/R Use strategies to consult reference materialsW/R Use strategies to revise to enhance writing

Demonstration TaskKey Assessment QuestionBLM 2, BLM 3, BLM 4, BLM 8

OL Use speaking and listening to improve/deepen comprehensionR/V Demonstrate comprehension of visual texts with specialized featuresR/V Respond by identifying meaningful selections/passages/imagesR/V Explain how structures/features of text work to develop meaningW/R Create meaningful visual representations for a variety of

purposes/audiences

Demonstration TaskKey Assessment QuestionsBLM 2, BLM 3, BLM 4BLM 10: Demonstration TaskIdentifying Characteristics of Magazine

Covers and ContentsBLM 11: Strategy Rubric StripIdentifying Characteristics of Magazine

Covers and Contents

OL Use speaking and listening to improve/deepen comprehensionR/V Read fluently/demonstrate comprehension of information texts R/V Use strategies to use text featuresR/V Explain how literary devices work to develop meaningW/R Create visual representations that organize key ideas

Key Assessment QuestionsBLM 2, BLM 3BLM 13: Strategy Rubric StripIdentifying Characteristics of Descriptive

Text Pattern

OL Use speaking and listening to improve/deepen comprehensionR/V Read and demonstrate comprehension of appropriate websitesR/V Explain how structures and features of text work to develop meaningW/R Write a variety of imaginative writing for a range of purposes/audiences

Demonstration TaskKey Assessment QuestionBLM 2, BLM 3, BLM 4, BLM 13

OL Listen to generate questions/visualize/make inferences/draw conclusionsOL Use strategies to access prior knowledge when interacting with othersW/R Create visual representations that make connections to feelingsW/R Use strategies to consult reference materials

Demonstration Task and Key Assessment QuestionBLM 2, BLM 3, BLM 4BLM 14: Demonstration TaskCreative ListeningBLM 15: Strategy Rubric StripCreative Listening

OL Use speaking and listening to question/speculateR/V Demonstrate comprehension of visual texts with specialized features

BLM 2: Oral Language Tracking SheetBLM 3: Small-Group Observation Tracking Sheet

PRESCRIBED LEARNING OUTCOMES ASSESSMENT AND ASSESSMENT TOOLS

NEL 9Planning the Unit

R/V Use strategies to visualizeR/V Explain how structures/features of text work to develop meaningW/R Use new, specific, and powerful words in informational writingW/R Use strategies to access multiple sources of informationW/R Use strategies to revise to enhance writing

BLM 4BLM 16: Reading Response FormBLM 17: Reading Record FormBLM 18: Performance TaskWriting an Informational ReportBLM 19: Reading Response and Performance Task Rubric

OPPORTUNITIES FORWRITING/REPRESENTING

Throughout this unit, students havenumerous opportunities to practiceplanning and drafting using a varietyof forms. Their work in progressshould be stored in their writingfolder. Consider asking students toselect one or two pieces to revise,edit, and publish. You may wish touse BLM 9: Writing ProcessAssessment Checklist to assessstudents work at various stages ofwriting.

A mini-lesson is provided in eachunit to help you develop studentswriting skills. This unit includes themini-lesson Drafting: Imagining KeyQuestions (page 32). Consult theNelson Literacy Overview for a list ofmini-lessons that can be used tosupport students as they workthrough the writing process.

ASSESSMENT AND ASSESSMENTDATA

The instructional focuses of the unitare the focuses for assessment:visualizing, planning for concisewriting, identifying thecharacteristics of magazine coversand Contents, identifyingcharacteristics of descriptive textpattern, and creative listening.

Throughout the unit, there aremultiple opportunities to observe asstudents learn, practise, anddemonstrate target strategies.Formative assessment data(generated by discussionopportunities, Key AssessmentQuestions, and Demonstration Tasks)can be recorded on specificassessment tools. By analyzing thedata, you can guide students throughsubsequent lessons with the correctlevel of support. The data can helpyou plan for instruction, differentiateinstruction, and begin to makeevaluative decisions about studentsprogress for reporting purposes.

The Performance Task providesvaluable summative assessment data

that can be used for reporting andfor communicating with parents,caregivers, and administrators.

Students are invited to assess theirown learning throughout the unit.They can use their self-assessmentdata to set personal goals for futurelearning.

ASSESSMENT TOOLS

Oral Language Tracking Sheet(BLM 2): You may use this trackingsheet when observing studentsduring the unit launch andperiodically throughout the unit.Taking multiple opportunities tofocus on a small number ofstudents at a time allows you toobserve every student over thecourse of the unit.

Small-Group ObservationTracking Sheet (BLM 3): This toolcan be used to monitor and makenotes on students participation invarious small-group activities in allthe organizers: oral language,reading and viewing, and writingand representing.

Strategy Rubric Strips (BLMs 5, 8,11, 13, 15): These help facilitaterecording and updating studentachievement data over the courseof the unit. Each rubric stripfocuses on one strategy, and hasmultiple checkboxes so you canreuse this tool every time thestudent is required to demonstratethe target strategy. Use the rubricstrips to determine the correctlevel of support for students insubsequent lessons and plotstudents progress over the courseof the unit.

Reading Response andPerformance Task Rubric (BLM19): Intended for use at the end ofthe unit, this rubric is forrecording assessments of studentachievement in oral language,reading, and writing skills. Thedata can be used as a summativemeasure of the students ability todemonstrate the strategies andskills taught in the unit as a whole.

The rubric facilitates reporting,and links to the PerformanceStandards.

Self-Assessment Checklist andPersonal Goal Setting (BLM 4):Throughout the unit, students areinvited to assess their own ability touse the strategies taught in the unit.They can use their self-assessmentdata to make adaptations to theirlearning and to set personal goalsfor future learning.

Metacognition: The ability to thinkabout and reflect on ones ownthinking and learning processes isa key skill for successful learners.Metacognition is a crucial step inthe self-assessment process. Everyunit in Nelson Literacy 6 engagesstudents in metacognitive activitiesby means of Reflect On questionsin the Student Book, recurringself-assessment opportunitieswithin each lesson, and theCriteria for Success self-assessmentchecklist included in thePerformance Task (see BLM 18:Performance TaskWriting anInformational Report).

Ongoing ActivitiesThe following activities can beundertaken at any time and revisitedthroughout the unit.

VOCABULARY DEVELOPMENT:BUILDING A WORD WALL

1. Create two word lists at thebeginning of the unit to helpstudents build vocabulary. Useone list to capture key contentwords related to the study ofbiodiversity. Use the second tohighlight words and phrases thathelp readers visualize. Write thewords from each list on cardsand post them on the wall.

2. Add words throughout the unitand invite students to suggestwords and phrases for the wall.Your classs word lists might looksomething like the partial list onthe next page:


NEL 11Planning the Unit

ANIMAL KINGDOM: DEVELOPING ABULLETIN BOARD

1. Create a visual organizer on alarge bulletin board showing thefollowing categories of theanimal kingdom:

Animals

Vertebrates and Invertebrates

Fish, Amphibians, Reptiles,Birds, Mammals

2. As you read and discuss the unitselections, encourage studentsto write relevant facts andvocabulary related to thedifferent categories on cards.Invite them to post these cardsaround the organizer.

3. Ask students to bring in newsarticles and clippings related tothe animal kingdom to post onthe bulletin board.

4. Over the course of the unit, givestudents opportunities to add toand revisit the bulletin board.

Family andCommunityConnectionsStudents benefit from the activeengagement of family members andcommunity partners in theirlearning. Family members can talkwith students and engage inactivities that enhance the relevanceof the unit content. Their interestmotivates student achievement andfacilitates communication with theschool about performance.Community members can helpexpand students knowledge andunderstanding as they learn aboutthe diversity of species and ways oforganizing the study of living things.As one tool in establishing acommunication link with familymembers and the communitybeyond the school, you mayreproduce or adapt the letter toparents/guardians in BLM 1: Familyand Community Connections.

What You NeedNELSON LITERACY COMPONENTS OTHER NELSON RESOURCES OTHER RESOURCES

Student Book 6aBiodiversity Teachers ResourceTransparencies for Teacher ModellingGuided and Independent Reading KitAudio CD

Boldprint 5: Big CatsCreatures of the DeepFor the Birds!Reptiles

Boldprint 7: Predators

MainSails 4: Uninvited Guests

PM Library, Ruby Level:FrogsWildlife in the City

PM Library, Sapphire Level: African Safari

PM+, Ruby Level: Desert Journal

Power Magazine, Volume 6: Around the Pacific Rim

Skyrider Double Takes 6: Classified/Snake Country

Skyrider Investigations 4: All About Arthropods

Reading for Real 6: Bad-Rap AnimalsIncredible Insects

Arnold, Caroline. Shockers of the Sea.Watertown, MA: Charlesbridge, 1999.

Gray, Samantha. Oceans. New York: DKPublishing, 2001.

Hickman, Pamela. Animals Eating. Toronto:Kids Can Press, 2001.

Kalman, Bobbie, and John Crossingham.What Are Camouflage and Mimicry? St.Catharines, ON: Crabtree, 2001.

Kalman, Bobbie, and Greg Nickles. What Isthe Animal Kingdom? St. Catharines,ON: Crabtree, 1998.

Mander, Liela, and Lew Parker. Reptiles.Milwaukee, WI: Gareth Stevens, 2002.

McGinty, Alice. Herbivores in the FoodChain. New York: PowerKids Press,2002.

Rose, Elizabeth. Animal Adaptations forSurvival. New York: PowerKids Press,2006.

Stewart, Melissa. Amphibians. New York:Childrens Press, 2001.

Strauss, Rochelle. Tree of Life. Toronto:Kids Can Press, 2004.

Key Content Words

kingdomsspecies

vertebratesinvertebrates

carnivoresherbivoresomnivores

Words andPhrases ThatHelp Readers

Visualize

scaly, slitheringsnakes

snow-white polarbears

towering trees

VOCABULARY STRATEGIES

Vocabulary strategies are introducedin some of the lessons. As each newstrategy is introduced, record it on aclass list of vocabulary strategies.Encourage students to refer to thislist whenever they encounter anunfamiliar word in their reading.From time to time, model thestrategies on this list while workingon other curriculum subjects.

Launching the Unit

ACCESSING PRIOR KNOWLEDGE

1. Discuss the concept ofclassification with students. Ask:

How are students organizedinto different groups orclasses in school? (by gradelevel)

What determines which class aperson is in? (age; the number ofyears of school completed)

What does it mean to classifythings? (to put things intodifferent groups)

What do members of a groupin a classification systemshare? Give an example.(common characteristics, forexample, all Dalmations haveshort white hair with black spots)

2. Divide students into smallgroups. Say:

Imagine that you are biologistswho study life on Earth. Youhave been given the challengeof classifying all livingorganisms on Earth.

3. Ask:

How will you classify all of theliving organisms on Earth intogroups or categories? (decideon how to divide the organismsinto groups based on similarities,for example, which organisms liveon land, which ones live in water)

4. Let groups share theircategories for classifying livingorganisms and explain thecharacteristics of each category.

5. Direct students attention to theunit title. Ask:

What base word can you findin the word biodiversity?(diverse)

What do you think diversemeans? (different)

What do you think the prefixbio means? (life or livingthings)

In this unit, you will visualize while

you read write concisely

listen creatively

identify characteristicsof magazine covers and contents

identify characteristics of descriptive text pattern

learn about biodiversity

Prescribed Learning OutcomesENGLISH LANGUAGE ARTSOL: Oral Language R/V: Reading/Viewing W/R: Writing/Representing

OL A9: Use speaking and listening to question/speculateR/V B4: Demonstrate comprehension of visual texts with specialized features


What do you think the title ofthis unit means? (all thedifferent living organisms onEarth)

If necessary, help students answerthe above questions.

6. Tell students that in this unitthey will be learning about howscientists have devised a way toclassify all the living organismson Earth into distinct groupsbased on similar characteristics.

INTRODUCING LEARNING GOALS

Have students turn to Student Bookpage 41 and give them a brief timeto view the photograph and read thelearning goals. Read the learninggoals aloud. Ask students to identifywords they know and talk brieflyabout each goal. Give students a fewminutes to discuss with a partnerwhich goal they think will help themthe most in developing theirlanguage skills.

LINKING INSTRUCTION TOASSESSMENT

Throughout the unit, theinstructional goals are linked toassessment in the following ways:

Oral LanguageYou can use BLM2: Oral Language Tracking Sheetduring this lesson and againwhenever students are given theopportunity to discuss content,skills, and strategies related to thisunit. Taking multipleopportunities for assessmentallows you to focus on amanageable number of students ata time.

Self-Assessment and PersonalGoalsAs you review theinstructional goals with students,you may wish to introduce BLM 4:Self-Assessment Checklist andPersonal Goal Setting. Explain tostudents that they will have theopportunity to assess their ownprogress using BLM 4 as theylearn new strategies. At the end ofthe unit, students reflect on thestrategy that helped them themost and set a personal goal forfuture learning.

Performance TaskExplain tostudents that they will demonstratestrategies they are learning in thisunit in a final task. In this task,outlined on BLM 18: PerformanceTaskWriting an InformationalReport, each student will write aninformational report about ananimal of their choice. Studentswill present their reports to theclass.

NEL 13Launching the Unit

Copyright 2009 by Nelson Education Ltd. 67Nelson Literacy 6 Teachers Resource: Biodiversity

BLM 2 Oral Language Tracking Sheet

Observation Period: Beginning of unit Middle of unit End of unit

Observe and record students ability to

use creative listening strategies

communicate ideas clearly and coherently

use content-specific vocabulary

Student Name Observations Follow-up

Copyright 2009 by Nelson Education Ltd.86 Nelson Literacy 6 Teachers Resource: Biodiversity

Name: ________________________________________________ Date: ________________________

Page 1 of 3BLM 18 Performance Task: Writing an Informational Report

What To DoPlan Choose an animal for your informational report. Think about the message and main ideas you want to communicate about

your animal. Create a web or other graphic organizer to brainstorm your ideas. Do any research necessary to communicate your message. Add details to your web using a few well-chosen, precise words and

descriptive phrases.

Draft Use your graphic organizer to write a draft of your informational report. Use a few well-chosen, precise words and descriptive phrases to

communicate your message. Add an information box to your report listing the common name and

scientific classification of the animal: kingdom, phylum, class, order, family,genus, and species.

Revise Read your informational report out loud. Think about your purpose and your audience:

Did you identify a message and main ideas? Did you use well-chosen, precise words and descriptive phrases? Are there comparisons made to familiar things to help your reader

understand concepts? Did you use numbers to help your reader visualize quantity? Does the report include the common name and scientific classification for

the animal?

Edit Correct your grammar, spelling, and punctuation.

Publish Neatly copy your informational report, or input it on a computer and print it

out.

Present Present your informational report to the class.

You have been asked by a new zoo to write a one-page informational report on an animal that

will be living at the zoo. The report will be displayed on an information board outside the

animals enclosure for visitors of all ages to read while they are viewing the animal.

Copyright 2009 by Nelson Education Ltd. 69Nelson Literacy 6 Teachers Resource: Biodiversity

Strategies Always Sometimes Not Yet

1. I use titles and headings to help me understand

what I am reading.

2. I use visualizing to help me understand what I read.

3. I plan to make my writing concise to communicate

clear messages and ideas.

4. I identify characteristics of magazine covers and

Contents to help me choose a magazine to read.

5. I identify characteristics of descriptive text pattern

to help me understand what I read.

6. I listen creatively to help me build a new

understanding about what I hear.

Reflecting Back

The new strategy that has helped me the most is _______________________________________

because __________________________________________________________________________.

Looking Ahead

My new personal goal will be__________________________________________________________

__________________________________________________________________________________.

BLM 4 Self-Assessment Checklist and Personal Goal Setting

SMART Goals

Specific: My goals are well defined and easily understood by everyone.

Measurable: I can tell if I have achieved my goals.

Action-oriented: My goals can be achieved through doing.

Realistic: My goals will challenge me but I can meet them.

Timely: I have a time frame in which I will complete my goals.

Name: ________________________________________________ Date: ________________________

Unit: __________________________________________________


Lets Talk: AnimalGroups Quiz

INTRODUCING UNIT CONCEPTS

1. Ask students to turn to StudentBook pages 42 and 43. Givethem a few minutes to view thepages. Ask:

What group do all of the livingorganisms shown on thesepages belong to? (animals)

What subgroups within theanimal group can you identify?(fish; birds; reptiles; insects;amphibians; mammals)

2. Give students a few minutes tojot down their answers to theanimal groups quiz. Tell themthey should be prepared toidentify what characteristics thetwo animals from each subgrouphave in common.

3. Organize students into smallgroups. Encourage them toshare their thinking with theirgroup members about why theanimal they chose belongs tothe same group as the featuredanimal.

4. Once students have had anopportunity to share theiranswers in small groups, ask fourdifferent groups to each shareone answer with the class. Askother groups for a show ofhands if they chose the sameanswer. Let students share theirthinking as to why the animalsbelong to the same subgroup.(fish: Atlantic herring, catfish; birds:flamingo, hummingbird; reptiles:chameleon, turtle; mammals: lion,beluga whale)

LETS TALK

Animal Groups QuizAnimal Groups Quiz

1 Which of these animals belongs to the same group as the Atlantic herring?

garter snake vulture

seal catfish

Atlantic herring

2 Which of these animals belongs to the same group as the flamingo?

Pacific salmon bat

hummingbird poison dart frog

flamingo

NELBiodiversity42

Differentiated Instruction: ESL/ELL

Most English language learners develop some oral fluency within the firstfew years of school. However, they need more time, explicit instruction, andsupport as they work with academic language. Units such as Biodiversityare conceptually and linguistically demanding and laden with low-frequencyvocabulary. Students can become overwhelmed as they focus on newscientific concepts, as well as vocabulary and English-language strategies.They benefit when teachers break down tasks.

Walk students through the unit and individual passages prior to the lesson.This enables them to see the big picture and become familiar with keyconcepts and vocabulary. Encourage the use of bilingual dictionaries andthe addition of a first language column on their vocabulary chart.

Provide unit-based graphic organizers as well as key visuals prior to lessonsto keep students focused on main ideas. Let them follow the text during theRead-Aloud and listening activities. Give students multiple opportunities torevisit unit text. The more they read text over and participate in guidedreading, the more they learn about the concepts, strategies, and language.

NEL 15Lets Talk: Animal Groups Quiz

TALKING ABOUT A MEDIA TEXT

Guide students in describing andtalking about the purpose and theaudience for Animal Groups Quiz.Ask:

These two pages are set up inan interesting way. Tell mewhat you notice about how thepages are set up. (there arephotographs of different animalsset up as a multiple choice quiz)

Why do you thing the pages areset up this way? (to introduce theunit in a fun way; to get us tothink about how different animalsare alike in certain ways)

Why do you think this is a goodway to introduce students to aunit on biodiversity? (the quiz isfun like a game or puzzle; gets usthinking about the different typesof animals on Earth and how theyare grouped in different ways)

What other photographs ofanimals would you haveincluded if you were creatingone more question for theAnimal Groups Quiz?

Read-AloudUse the Read-Aloud What IsBiodiversity? and the accompanyingquestions in Transparencies for TeacherModelling to introduce the conceptof biodiversity. The Read-Aloud alsomodels the strategy of visualizing.

Animals belong to different groups. The members of each group have certain characteristics in common. Take the quiz below to see if you can find the animals that belong to the same group.

3 Which of these animals belongs to the same group as the chameleon?

parrot turtle

giant armadillo cane toad

chameleon

4 Which of these animals belongs to the same group as the lion?

beluga whale crocodile

peregrine falcon piranha

lion

NEL 43

Introducing Authors and Illustrators

The About the Authors/Illustrators feature boxes that accompany some ofthe lessons in this Teachers Resource provide opportunities for you andyour students to get to know the people behind the Student Bookselections. In these boxes, you can read about the personal backgroundsand professional practices of authors and illustrators and gain insight intothe creation of the stories and pictures in the Student Book.

In these boxes, authors and illustrators describe aspects of their lives intheir own words, creating a mix of standard biographical information andinteresting personal detail.

Learning about the varied career paths of authors and illustrators willexpose students to a variety of career possibilities.

NEL 17Scientific Classification

Scientific Classification Student Book 6a, pages 4447Understanding Reading Strategies


OL A1: Use speaking and listening to improve/deepen comprehensionR/V B5: Use strategies before reading/viewing to access prior knowledge to

make connectionsR/V B6: Use strategies during reading/viewing to visualizeW/R C2: Use new and specific words in informational writingW/R C6: Use strategies during writing/representing to consult reference

materials

SCIENCE CONNECTION Life Science: Diversity of Life: Distinguish between life forms as belonging toone of five kingdoms: Plantae, Animalia, Monera, Protista, Fungi.

About This SelectionThis informational explanation describes how the scientific classificationsystem works, explains the difference between common and scientific names,and briefly describes five kingdoms in the scientific classification system.

Challenging vocabulary is defined in thecontext of this nonfiction article.

Instructional FocusVISUALIZINGVisualizing is the process of usingcomparisons to familiar things,identifying importantinformation and numbers in atext, and creating mental visualorganizers as one reads in orderto aid comprehension.

Instructional ApproachTEACHER MODELLING/GUIDED PRACTICETransparency 6: Purple FrogsScientific Classification Student

Book 6a, p. 44

Selection available on audio CD.

ASSESSMENT FOR LEARNING

Differentiated Instruction

If students do not understand, use Pause for Reflection (see

Differentiated Instruction: ExtraSupport, p. 19)

Assessment

Key Assessment Questions What comparisons to familiar things in the text helped you to

understand concepts? What information helped you draw a visual organizer in

your mind? What important information helped you draw accurate

pictures in your mind? What numbers in the text helped you to visualize quantity? How does visualizing help the reader understand what is

read?

Assessment ToolsBLM 2: Oral Language Tracking SheetBLM 3: Small-Group Observation Tracking SheetBLM 5: Strategy Rubric StripVisualizing

Ongoing Observation

Students who understand will use comparisons to familiar

things to help them understandconcepts

draw a mental visual organizerbased on information in the text

identify important information tohelp them draw accuratemental pictures

use numbers to visualizequantity

explain how visualizing helps thereader understand what is read

Easy Average Challenging

ACCESSIBILITY


Teacher ModellingUse Transparency 6: Purple Frogsand its related teacher notes inTransparencies for Teacher Modelling tomodel how readers use visualizing.

BeforeUSING PERSONAL EXPERIENCES

1. Ask students to think aboutsystems they have seen or used intheir school, home, or communityfor classifying or organizingobjects, information, or eventsinto groups. For example, booksin the school library, recipes in arecipe card box, songs on an iPodmenu, food in a restaurant menu,and so on.

2. Let students work with a partnerto describe a system they arefamiliar with for classifyingobjects, information, or events.Record the following questionson the board to guide theirdiscussion:

What objects or informationare being classified ororganized?

What groups are used toclassify the objects orinformation?

What characteristics do theobjects or information in eachgroup share?

3. Invite students to share theirdescriptions of a classificationsystem. Ask:

Why do people organize orclassify objects and/orinformation? (makesinformation or objects easier tofind; helps to show how objects orinformation are similar to ordifferent from one another)

DuringINTRODUCING THE TEXT

1. Let students spend a fewminutes previewing the title,headings, and illustrations. Ask:

reading

Unders

tanding

strategies

by Todd Lo

VisualizingVisualizing helps you understand what an author is describing or explaining. You can use this strategy to draw mental pictures of familiar things or of things you have never seen before. You can also use visualizing to help you understand concepts.

What Is Classification?Classifying means organizing

things into groups. The things in each group have something in common. For example, libraries use a classification systemusually numbers and lettersto organize books. Imagine trying to find a book in a library that

didnt use a classification system! Scientists use a classification

system to organize into groups the many different kinds of organisms (living

things) found on Earth.

Just think of the variety of animals youve seeneverything from scaly, slithering snakes and snow-white polar bears to brightly coloured butterflies and razor-toothed sharks.

Plants are also living things and, like animals, they come in many different colours, shapes, and sizesfrom towering trees to flowering garden plants and the many different crops that farmers grow.

There are even organisms that are not plants or animals, such as bacteria and mushrooms. Scientists have found ways to classify them, too.

Use comparisons to familiar things to help you understandconcepts. Visualizethe organization ofyour school library.Why is this classification system useful?

bog copper butterfly

NELBiodiversity44

Vocabulary

algae a group of plantlike water organismschlorophyll the green substance in plants that uses light to change carbondioxide and water into carbohydratesexotic strange or unusualkingdoms categories of the natural worldmildew a grey, black, or greenish fungus that grows on organic materialsorganelles specialized parts of a cell

Strategy Tip: Use contextTell students that one way to figure out the meaning of an unknown word isby looking at the words that come before or after the unknown word forclues to its meaning. To demonstrate, read aloud the following sentence:Bacteria and blue-green algae are examples of monera. Ask:

What are monera? (bacteria; blue-green algae)

What signal words helped you figure out the meaning? (are examplesof)


What do you predict you aregoing to read about? (scientificclassification; animals and plants)

2. Direct students to readUnderstanding ReadingStrategies with you. Tell themthat they will be learning to usethe strategy of visualizing whilethey read this article.

READING/VIEWING ANDDISCUSSING THE TEXT

1. Ask students to read the firstparagraph under the headingWhat Is Classification? Directstudents attention to the firststicky note on page 44 and havethem read it. Ask:

What picture do you see inyour mind when you thinkabout how the books in yourschool library are organized?

What are the major groups fororganizing books in a schoollibrary? (fiction; nonfiction;reference books)

Where in your school library doyou recall seeing the letters andnumbers used to organize thebooks? (on the spine of each book;in the card or online catalogue; onthe library book shelves)

What mental picture do youcreate when you think of tryingto find a book in a library thatdoesnt use a classificationsystem? (a person becomingfrustrated after spending hoursand hours searching for a book)

How does a comparison to afamiliar thing such as theorganization of your schoollibrary help you understandthe concept of scientificclassification? (just likelibrarians organize thousands ofbooks into different groups to helppeople find books easily, scientistsorganize all living things intodifferent groups to help peoplemake sense of the millions ofthings that live in the world)

Scientific ClassificationHow Does Scientific Classification Work?Scientists divide all living things into groups called kingdoms. Then the kingdoms are divided into smaller groups, and those groups are divided into even smaller groups, and so on. As you move from larger to smaller groups, the organisms in each group have more in common.

cheetah (Acinonyx jubatus)

The cheetah is part of the Felidae (or feline) family, along with leopards, cougars, and jaguars. Not all members of this family are exotic to us. The housecat belongs to the same family.

Draw a visual organizer in your mind. What would you draw first in a visual organizer showing the classification of living things? What would you draw next?

Kingdoms: five groups that contain all living things

Phyla: each kingdom is divided into smaller groups called phyla (singular: phylum)

Classes: each phylum is divided into smaller groups called classes

Orders: each class is divided into smaller groups called orders

Families: each order is divided into smaller groups called families

Genera: each family is divided into smaller groups called genera (singular: genus)

Species: each genus is divided into smaller groups called species

Kingdom: Animalia

Phylum: Chordata

Class: Mammalia

Order: Carnivora

Family: Felidae

Genus: Acinonyx

Species: jubatus

Cheetah

NEL 45

Differentiated Instruction: Extra Support

Pause for ReflectionChoose a passage from Scientific Classification for students to read andcopy it on the board or chart paper. Insert a dot or asterisk beside everythird or fourth sentence in the passage. Explain that each mark represents apause for reflection point where students are to stop and think about thewords they have just read. Before they continue reading, ask students tocreate a mental picture and circle the words that helped them create thisimage. Tell them to select one pause point and draw an illustration orcreate a visual organizer to represent their understanding of the conceptsthe author describes.

CONTINUED


2. Let students read to the end ofStudent Book page 44. Ask:

What three groups oforganisms or living things didyou visualize as you read thissection? (animals; plants; livingthings that arent animals orplants, such as bacteria andmushrooms)

What groups of animals,within the animal group, didyou visualize as you read thesecond paragraph? (reptiles;mammals; insects; fish)

3. Direct students to read HowDoes Scientific ClassificationWork? on page 45. Ask:

What is meant by a kingdomin the scientific classificationsystem? (the largest group in thesystem used to organize all livingthings found on Earth)

4. Let students read the ScientificClassification file card and thesticky note beside it. Ask:

What visual organizer did youdraw in your mind to help youunderstand the scientificclassification system? (sevenboxes, one underneath the other,with each one smaller than the oneabove it)

What group did you visualizeat the top of your visualorganizer? (Kingdom)

What group did you visualizeat the bottom of your visualorganizer? (Species)

5. Ask students to read all of theinformation about the cheetahon page 45. Ask:

What familiar word did youthink of when you read thatthe cheetah belongs to theMammalia class? (mammal)

What did you visualize thathelps you understand theconcept of mammalia?(animals such as dogs, tigers, andhumans)

Common and Scientific NamesWe know many living things by their common namesthe names people use to refer to themsuch as badger. But each organism also has a scientific name made up of its genus and species names. Scientific names come from Latin.

Why do organisms need scientific names? Because sometimes common names can be confusing.

For example, the animal called a badger in Europe is not the same species that we call a badger in Canada, even though the two look quite similar. The scientific name for the European badger is Meles meles, and the badger found in Canada has the scientific name Taxidea taxus.

Canadian badger (Taxidea taxus)

Five of the KingdomsMoneran KingdomMonera are tiny, single-celled organisms. Unlike the cells of all other living things, a moneran does not have a nucleus (a dark mass at its centre). Bacteria and blue-green algae are examples of monera. There are over 3000 known speciesof monera.

Protist KingdomProtists are single-celled organisms. Protists have a nucleus and other cell parts called organelles. Protists live in water or in damp places. An amoeba is an example of a protist. There are more than 28 000 known species of protist.

Identify important information so you can draw accurate pictures in your mind. What words help you visualize the difference between a moneran and a protist?

moneran

European badger (Meles meles)

protist

NELBiodiversity46

Differentiated Instruction: ESL/ELL

Prior to reading the article with other students, draw a web for Englishlanguage learners to introduce the key concepts classification andkingdoms. Add an example from each of the five kingdoms as you talk, say,and print the words. Print the word visualization and explain what it means.

This type of pre-reading activity enables students to focus on the big ideas and ensures that they more fully participate in activities outlined in this Teachers Resource. As you proceed with the guided reading activities, think about other vocabulary that might pose difficulties for English language learners.

At times the explanations, questions, or cultural references may beconfusing. For example, it is difficult for students to explain why a biologistuses scientific names if they are unfamiliar with the term biology. Providingsimple explanations and synonyms for scientific terms and culturalreferences will support students as they proceed through the selections.Strategies such as information cards that provide opportunities to use newconcepts and language can be enriched by partnering students with strongEnglish language users who act as good models.


6. Invite students to read the textunder Common and ScientificNames on page 46. Ask:

Why do biologists usescientific instead of commonnames for living things? (usingtheir common names could beconfusing because differentcommon names are used indifferent parts of the world)

7. Instruct students to read theMoneran Kingdom and theProtist Kingdom on page 46.Ask:

What words help you visualizethe size of a moneran? (single-celled; bacteria)

What words help you visualizehow protists are similar tomonera? (single-celled)

8. Read aloud the sticky note onpage 46 to students. Ask:

What words help you visualizethe difference between amoneran and a protist? (amoneran doesnt have a nucleus;a protist has a nucleus and othercell parts called organelles)

9. Let students read the FungusKingdom on page 47. Ask:

What words in this sectionhelp you visualize fungi?(molds; mushrooms; mildew)

What mental picture of fungidid you create when you readthis section?

10. Tell students to read the sectionsPlant Kingdom and AnimalKingdom on page 47. Ask:

What kinds of green plants didyou picture in your mind?(trees; grass; flowers)

What kinds of animals did youvisualize moving around tofeed? (cows; horses; fish)

11. Read aloud the sticky note onpage 47 to students. Ask:

Which kingdom has the mostdifferent known species? theleast? (animal; moneran)

Fungus KingdomFungi are mostly multicellular organisms. They absorb food from other organisms, which may be dead or alive. Moulds, mushrooms, and mildeware examples of fungi.There are about 75 000 known species of fungus.

Plant KingdomPlants are multicellular organisms. The cells in a plant contain a green substance called chlorophyll. The cellsuse chlorophyll to make their own food from water and sunlight. There are more than 400 000 known species of plant.

Animal KingdomAnimals are multicellular organisms. Their cells cannot make their own food, so most animals must move around to feed. There are over 1 300 000 known species of animal.

fly agaric mushroom

rafflesia plant

spider

Use numbers to visualize quantity. Which kingdom has the most known species? Which has the least?

NEL 47

Word Study

Vocabulary: Definitions1. Have students turn to Student Book page 44 and read the title and first

paragraph of Scientific Classification to find information in order tocreate a definition of classification. (Classification means the organizationof things that have something in common into groups.)

2. Ask students to work in pairs as they use the text to find information andcreate a definition for each of the following words.

organisms kingdoms animals plants fungusprotist moneran

3. Provide time for students to share their findings and highlight thosedefinitions that give the most detailed information to assist withcomprehension.

You may wish to use Word Study Master 1.


Checking Progress

Key Assessment QuestionsStudents may respond to the Key Assessment Questions either in writing or orally in aconference. Ask: What comparisons to familiar things in the text helped you to understand concepts? What information helped you draw a visual organizer in your mind? What important information helped you draw accurate pictures in your mind? What numbers in the text helped you to visualize quantity? How does visualizing help the reader understand what is read?

Record individual progress on BLM 5: Strategy Rubric StripVisualizing.

Next Steps

For students who need extra support with understandinghow to visualize, use Animals: Invertebrates andVertebrates in Student Book 6a, pp. 4850, for guidedreading.

For students who understand visualizing, use Animals:Invertebrates and Vertebrates in Student Book 6a,pp. 4850, for independent practice.


Strategy Rubric Strip: VisualizingA full-size version of this rubric, suitable for recording assessments, is provided on BLM 5.

with limited effectiveness





with some effectiveness





with considerableeffectiveness





with a high degree ofeffectiveness





uses comparisons to familiarthings to help themunderstand concepts

draws a mental visualorganizer based oninformation in the text

identifies importantinformation to help them drawaccurate mental pictures

uses numbers to visualizequantity

explains how visualizing helpsthe reader understand what isread

with limited effectiveness with some effectiveness with considerableeffectiveness


Cross-Curricular Application applies the skills involved in

visualizing in other areas ofthe curriculum

AfterThese questions and activities givestudents the opportunity to shareand consolidate their learning aboutvisualizing. You may use BLM 2:Oral Language Tracking Sheet andBLM 3: Small-Group ObservationTracking Sheet to track studentprogress through the unit.

REFLECTING ON THE STRATEGY

Revisit the strategies for visualizing.Ask:

What strategies can you use tohelp you visualize? (usecomparisons to familiar things;draw a visual organizer in mymind; identify importantinformation; use numbers tovisualize quantity)

What did you notice aboutyour reading when you werevisualizing? (I read slowlybecause I was paying attention toimportant information andnumbers, but I also understoodthe text more because I couldpicture what things looked like)

ORAL LANGUAGE: DISCUSSINGTHE TEXT

1. What are the names of fivekingdoms in the scientificclassification system? (Moneran;Protist; Fungus; Plant; Animal)

2. Why is there such a variety ofliving things in the world? (thereare different habitats throughout theworld; each one is home to differentliving things)

3. Can the number of knownspecies of living things in theworld change? Why or why not?(yes: new species are being discovered;some are becoming extinct)

MEDIA: CREATING ANINFORMATION CARD

Invite students to research a livingthing of their choice and create aninformation card for it. Each cardshould include a picture of theliving thing, a listing of its scientificclassification, its common andscientific names, and a shortparagraph describing it. Studentscan use the example of theinformation about the cheetah onStudent Book page 45 as a model.Post the completed informationcards on a classroom bulletin board.

Not Yet WithinExpectations

Meets Expectations(Minimal to Moderate)

Fully MeetsExpectations

ExceedsExpectations

Criteria


OL A1: Use speaking and listening to improve/deepen comprehensionR/V B6: Use strategies during reading/viewing to visualizeW/R C2: Use new and specific words in informational writingW/R C6: Use strategies during writing/representing to consult reference

materials

SCIENCE CONNECTION Life Science: Diversity of Life: Distinguish between life forms as belonging toone of five kingdoms: Plantae, Animalia, Monera, Protista, Fungi.

About This SelectionThis informational report identifies the common characteristics of animalspecies and the difference between invertebrates and vertebrates.

The clearly written text and the informativeexamples make this text accessible to moststudents.

NEL 23Animals: Invertebrates and Vertebrates

Animals: Invertebrates and Vertebrates

Student Book 6a, pages 4850Applying Strategies

Instructional FocusVISUALIZINGVisualizing is the process of usingcomparisons to familiar things,identifying importantinformation and numbers in atext, and creating mental visualorganizers as one reads in orderto aid comprehension.

Instructional ApproachGUIDED OR INDEPENDENTREADING/VIEWINGAnimals: Invertebrates and

Vertebrates Student Book 6a,p. 48

Guided and Independent ReadingKit

Selection available on audio CD. Easy Average Challenging

ACCESSIBILITY


Differentiated Instruction

If students do not understand, provide extra support in a guided

reading lesson (see DifferentiatedInstruction: Guided Practice, p.25)

use Identifying ImportantInformation and Numbers (seeDifferentiated Instruction: ExtraSupport, p. 25)

If students find this text difficult toread, use a guided practice approach, allow them to listen to the

selection on the audio CD, or choose an alternative selection

from your school collection

Ongoing Observation

Students who understand will use comparisons to familiar

things to help them understandconcepts

draw a mental visual organizerbased on information in the text

identify important information tohelp them draw accuratemental pictures

use numbers to visualizequantity

explain how visualizing helpsthe reader understand what isread

Reflecting on Your Practice

How can I provide opportunities for my students to practise visualization inall the content areas?

Assessment

Demonstration Task, p. 27

Key Assessment Question How did visualizing help you understand Animals:

Invertebrates and Vertebrates?

Assessment ToolsBLM 2: Oral Language Tracking SheetBLM 3: Small-Group Observation Tracking SheetBLM 4: Self-Assessment Checklist and Personal Goal SettingBLM 5: Strategy Rubric StripVisualizing


BeforeBUILDING BACKGROUNDKNOWLEDGE

1. Write these words on the boardor chart paper: parrot, elephant,turnip, polar bear, grape, trout,carrot, robin, salmon, pear,mosquito, banana, spider. Ask:

Divide this list of words intotwo groups. (Group 1: animals;Group 2: fruits and vegetables)

Divide the words in Group 1into four smaller groups andgive each group a title. (Birds:parrot, robin; Mammals:elephant, polar bear; Fish: trout,salmon; Insects: mosquito, spider)

2. Ask volunteers to explain theirclassification. (Birds: lay eggs, flyaround; Mammals: bear youngalive, walk around; Fish: lay eggs,swim around; Insects: lay eggs, haveno bones)

DuringINTRODUCING THE TEXT

1. Read the title with students andlet them spend a few minutespreviewing the selection. Ask:

What clues do the title andheadings give you about themain topic of the text? (theyhint that the article is about twodifferent groups of animals)

2. Tell students that they are goingto learn about two distinctgroups of living things thatbiologists have classified withinthe animal kingdom: those witha backbone (vertebrates) andthose without a backbone(invertebrates).

3. Direct students to ApplyingStrategies on page 48 and readit aloud to them. Ask:

How will visualizing help youunderstand Animals:Invertebrates andVertebrates? (help me drawpictures in my mind andunderstand concepts)

NELBiodiversity48

Animals (1 318 000 Species) From lions, tigers, and bears to jellyfish, sponges, andsea slugs, the animal kingdom is the largest and most diverse of the kingdoms.

The species in this kingdom are further grouped into invertebrates (animals without backbones, such as spiders, insects, sponges, and worms) and vertebrates (animals with backbonesfish, birds, reptiles, amphibians, and mammals).

With or without backbones, all animals share some characteristics. Unlike plants, animals cannot create their own food. They rely on other life forms for food. Some animals (herbivores) eat plants, while others (carnivores)eat the animals that eat the plants. Some animals (omnivores) eat both plants and animals.

Plants rely on animals, too. Most flowering plants need animals, especially insects, to take pollen from one flowerto another so that new seeds can form. Without animals, many plants could not produce seeds.

Animals also help spread plant seeds. Birds and bats eat the fruit the plants produce. The fruit is digested and the seeds are dropped in the animals waste, away from the adult plant. This gives the new plants room to grow.

jellyfish

Applying StrategiesVisualizingAs you read, use visualizing to help you understand what you are reading:

Use comparisons to familiar things to help you understand concepts.

Draw a visual organizer in your mind.

Identify important information so you can draw accurate pictures in your mind.

Use numbers to visualize quantity.

bee

by Rochelle Strauss

Vocabulary

amphibians animals that live both on the land and in waterdigested food broken down so that it can be taken into the blood to nourish the bodydiverse differentpollen a fine, yellowish powder made up of the male cells of flowering plantsportion a part or sharereptiles members of the cold-blooded animals whose bodies are covered withscales or plates

Strategy Tip: Use a vocabulary word mapA vocabulary word map is a visual organizer that helps students interactwith and think about new words in several ways. Distribute BLM 6:Vocabulary Word Map and have students complete it for one word from theselection that they dont know.


READING/VIEWING THE TEXTINDEPENDENTLY

Invite students to read to the end ofthe selection independently, usingvisualizing to aid comprehension.Provide students with sticky notes tomark places where visualizinghelped them understand what theywere reading.

OR FOR THOSE STUDENTS WHO NEED ADDITIONAL SUPPORT

DIFFERENTIATED INSTRUCTION:GUIDED PRACTICE

1. Read the title with thestudents. Ask:

When you read the title, whatdid you visualize? (differentkinds of animals; animals withand without backbones)

2. Read aloud the introductoryparagraph on page 48. Ask:

What important informationhelps you visualize how diverse the animal kingdom is?(the examples of different animalsfrom lions to sea slugs)

3. Invite students to read the restof page 48. Ask:

How does visualizing insectsand worms help youunderstand the concept ofinvertebrates? (it helps me createan accurate picture in my mind of an animal without a backbone)

What visual organizer comesto mind when you read aboutwhat animals eat? (a bigheading Animals; underneath are three smaller headings:Herbivores, Carnivores,Omnivores)

NEL 49

Invertebrates (1 265 500 Species)Invertebrates live everywhere on Earthon land and in water. They range from sea sponges, corals, and jellyfish to insects, spiders, and worms. About the only thing they all have in common is that none of them has a backbone. Instead, many have an exoskeletona tough, outer covering that protects them.

Of all the invertebrates, insects are probably the most familiar, for good reasonthey make up more than three-quarters of all invertebrates.

Some invertebrates are enormous. The giant squid is probably the biggest invertebrate on Earth. It can grow up to 18 m long and weigh over 450 kg. Even its eyes are hugeas big as basketballs.

But most invertebrates are small enough that youd easily overlook them. Their size makes them so difficult to find that scientists believe there may be millions more invertebrates still to be discovered and named.

Some Types of Invertebrates

75 000 arachnids(e.g., spiders, ticks, mites, horseshoe crabs)

70 000 mollusks(e.g., snails, sea slugs,mussels, octopuses, squid)

40 000 crustaceans(e.g., lobsters, crabs, crayfish, shrimp, barnacles)

9000 cnidarians(e.g., jellyfish, corals, sea anemones)

giant squid

CONTINUED

Differentiated Instruction: Extra Support

Identifying Important Information and NumbersWrite the following passage of text on the board or chart paper:

The frilled lizard, or frilled dragon, has a large, thin frill around its head that itruffles out like an umbrella in order to frighten enemies. When displayed, thefrill looks like a collar that is 2434 cm wide and extends out around thelizards wide-open mouth. In order to seem even more impressive, the lizardstands up on its hind legs. If that doesnt work, or if the lizard getsfrightened, it will run away using only its back legs, earning it the nickname,the bicycle lizard.

Read the passage aloud with the students. Afterwards, ask students tocome up to the board and underline or circle important information andnumbers that helped them visualize while they listened and read along.

DIFFERENTIATED INSTRUCTION:

GUIDED PRACTICE


NELBiodiversity50

Vertebrates (52 500 Species)Vertebrates are the animals we know best. Why? Because even without a microscope, they are easy to find. All it takes is a quick look in a mirror to bring you face to face with one. But although vertebrates are all around us, they make up only a tiny portion of the species on Earth.

Vertebrates are subdivided into fish, birds, reptiles, amphibians, and mammals. The main thing they have in common is a backbone, which is made up of a series of bones called vertebrae. The vertebrae house and protect the spinal cord, which works with the brain to control everything in the body. Vertebrates also have an internal skeleton that allows for movement, support, and protection.

Today, vertebrates can be found on land and in water. But the first vertebrates lived only in the seas. About 360 million years ago, some of these creatures started to move out of the sea, and vertebrate life on land began.

Types of Vertebrates

25 100 fish

9800 birds

8000 reptiles

4960 amphibians

4640 mammals

Reflect onStrategies: Find a place where you drew a visual organizer in your mind to help you understand what you were reading.

Your Learning: Which group in the animal kingdom is most interesting to you? What would you like to find out about this group?

cardinal

wildebeest

Word Study

Commas That Separate Words in a List1. Write the following sentence on the board:

Spiders butterflies sea sponges jellyfish bees giant squids mosquitoesand worms are all animals classified as invertebrates.

2. Invite several students to read the sentence to the class. Note the pausesthey naturally use as they read in order for the sentence to flow and forthe list of animals to make sense. (sea sponges and giant squids willrequire special attention) Ask:

What punctuation would you use to make the meaning of the sentenceclear and the sentence easier to read? (comma)

3. Have a student come up and place the commas where they are needed.Then reread the sentence, pausing where the commas are placed. Ask:

What rule for the use of commas could be stated here? (Use commasto separate words in a list)

You may wish to use Word Study Master 2.

4. Let students read the sectionon Invertebrates on StudentBook page 49. Ask:

What number helps youvisualize how many differentinvertebrate species there arein the world? (1 265 500)

What important informationdoes the author provide thathelps you draw an accuratepicture of an exoskeleton?(tough, outer covering)

What words and numbers helpyou visualize the size of theinsect group? (more than three-quarters of all invertebrates)

What comparison to a familiarthing does the author make tohelp you visualize the size ofthe giant squid? (its eyes are asbig as basketballs)

5. Read aloud the sidebar text onpage 49 to students. Ask:

Draw a visual organizer of thistext in your mind. What wouldyou draw first? (the headingSome Types of Invertebrates)

What would you draw next?(four boxes with sub-headings:Arachnids; Mollusks;Crustaceans; Cnidarians)

6. Invite students to read thesection on Vertebrates on page50. Ask:

What words help you visualizewhat a backbone looks like? (aseries of bones that house andprotect the spinal cord)

AfterThese questions and activities givestudents the opportunity to shareand consolidate their learning aboutvisualizing. You may use BLM 2:Oral Language Tracking Sheet andBLM 3: Small-Group ObservationTracking Sheet to track studentprogress through the unit.

Invite students to share theirresponses.

ORAL LANGUAGE: DISCUSSINGTHE TEXT

1. Give some examples ofinvertebrates. (insects; jellyfish)

2. Give some examples ofvertebrates. (cats; fish)

3. Are you a vertebrate or aninvertebrate? Why?


READING/VIEWING ANDWRITING/REPRESENTING:RESEARCH AN ANIMAL CLASS

Invite students to research aninteresting animal class. Providethem with print resources and pre-selected websites. Ask students towrite a short description of thecommon characteristics of the classand give some examples.

REFLECTING ON THE STRATEGY

1. Read aloud the Strategiesquestion on Student Book page50. Invite students to create asketch of a visual organizer theydrew in their mind to helpthem understand what theywere reading, and then sharetheir sketch with a partner.

2. Let students read the YourLearning questions on page 50.

Checking Progress

Demonstration TaskDirect students to make a chart with three columns. In the first column, The Text Says, studentswrite an example of a comparison, important information, or a number from Animals:Invertebrates and Vertebrates. In the second column, I Visualize, they sketch pictures or a visualorganizer that they see in their minds when they read the words they listed in the first column. Inthe third column, Comparison, Important Information, or Numbers?, they identify whethercomparisons to familiar things, important information, or numbers helped them to visualize.

Key Assessment QuestionStudents may respond to the Key Assessment Question either in writing or orally in aconference. Ask: How did visualizing help you understand Animals: Invertebrates and Vertebrates?

Record individual progress on BLM 5: Strategy Rubric StripVisualizing.

Next Steps

Use the following resources to give students furtheropportunities to practise their reading strategies in smallgroups, independently, or in literature circles.

Nelson LiteracyGuided and Independent Reading Kit

#5 Well Below: Meet the Muskox#6 Easy: Hilarious Honkers#7 Average: Dragon Alert#8 Challenging: The Truth About Bugs

Other Nelson ResourcesBoldprint 5: For the Birds! Skyrider Double Takes 6: ClassifiedSkyrider Investigations 4: All About ArthropodsReading for Real 6: Incredible Insects


Strategy Rubric Strip: VisualizingA full-size version of this rubric, suitable for recording assessments, is provided on BLM 5.





















uses comparisons to familiarthings to help themunderstand concepts

draws a mental visualorganizer based oninformation in the text

identifies importantinformation to help them drawaccurate mental pictures

uses numbers to visualizequantity

explains how visualizing helpsthe reader understand what isread

Student Self-AssessmentEncourage students to think back to their learning with ScientificClassification and Animals: Invertebrates and Vertebrates and reflect ontheir ability to use visualizing as a reading comprehension strategy. Ask them to describe, while conferencing with you or a peer, how they might

have used this strategy in other subject areas. Then direct them to check offthe appropriate box on BLM 4: Self-Assessment Checklist and Personal GoalSetting.

with limited effectiveness with some effectiveness with considerableeffectiveness


Cross-Curricular Application applies the skills involved in

visualizing in other areas ofthe curriculum

Not Yet WithinExpectations

Meets Expectations(Minimal to Moderate)

Fully MeetsExpectations

ExceedsExpectations

Criteria

Documents

Sample material from the Biodiversity unit. - Nelson BC TR Uniflip... · Sample material from the Biodiversity unit. ... • Each lesson provides multiple opportunities for students