Unit Lesson or Title: NGSS Standard Background … the NGSS for Classroom Instruction and the Common Core Standards (CCSS) Background Information and Context ESS3.C: ... division …

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Translating the NGSS for Classroom Instruction and the Common Core Standards (CCSS)

Background Information and Context

NGSS Performance Expectation(s) K-ESS3-3

Communicate solutions that will reduce the impact of humans on the land,

water, air and/or other living things in the local environment.

Background Information: Discussing paper, plastic, glass, cans, and

polystyrene, the author describes how to recycle, why it's necessary, and its

benefits. The captioned panels and running text stress the need for reducing

waste and saving natural resources. The book ends with a mention of the

ozone layer and the limited potential for recycling polystyrene, followed by 14

facts about garbage. SWBAT: create their own text.

http://www.scholastic.com/teachers/lesson-plan/activity-plan-3-4-recycled-

treasures (3-5 sessions)

(Young, 2014)

Unit Lesson or Title: NGSS Standard ESS3.C: Human

Impacts on Earth Systems

Recycle A Handbook for Kids by Gail Gibbons

Berenstain Bears Don't Pollute (Anymore) by Stan Berenstain and

Jan Berenstain

(three to four 50 min lessons)

Disciplinary Core Ideas

ESS3.C: Human Impacts on Earth

Systems

Things that people do to live comfortably can

affect the world around them. But they can

make choices that reduce their impacts on

the land, water, air, and other living things.

(K-ESS3-3).

Cross Cutting Concepts

Cause and Effect

Events have causes that generate observable patterns

(KESS3-2 and KESS3-3).

Influence of Engineering, Technology, and Science on

Society and the Natural World

People depend on various technologies in their lives;

human life would be very different without technology. (K-

ESS3-2).

Science and Engineering Practice

Obtaining, Evaluating, and Communicating Information in

K–2 builds on prior experiences and uses observations

and texts to communicate new information.

Communicate solutions with others in oral and/or written

forms using models and/or drawings that provide detail

about scientific ideas. (K-ESS3-3)

Common Core State Standards Connections: ELA/Literacy

Use a combination of drawing, dictating, and writing to compose

informative/explanatory texts in which they name what they are writing about

and supply some information about the topic. (K-ESS3-3)

http://www.scholastic.com/teachers/lesson-plan/activity-plan-3-4-recycled-treasures

http://www.scholastic.com/teachers/lesson-plan/activity-plan-3-4-recycled-treasures

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5E Stage Science/Engineering Practice or Crosscutting

What the Teacher Does… What the Students Do…. What Are Students Learning? What is the Evidence of Learning?

Engage Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things. (Secondary to K-ESS2-2).

Write: Recycle on the board Ask children if they recycle at home? What are some of the

materials they recycle at home?

Then record the materials the students’ families recycle on the paper.

Illustrate prior knowledge of word and action: the children will name some materials that they or their families recycle? They can also draw the recyclable objects on your chart.

Prior experiences and observations to connect information to lives and vocabulary (meta-cognition) for word acquisition (vocab building). Images on chart.

Explore Information in K–2 builds on prior experiences and uses observations and texts to communicate new information.

Show children some of your recycled items as an example of the types of materials they will use in their activity.

Will touch and explore texture and feel of objects; then relate to personal observation in their lives, e.g. plastic water bottle; child: we drink form these at home.

Building connections between prior knowledge and new knowledge through the senses (Using Gardner-learning styles and meta-cognition—to build schemas).

Explain Communicate solutions with others in oral and/or written forms using models and/or drawings that provide detail about scientific ideas. (K-ESS3-3)

Teacher will place several boxes filled with the materials students may use for recycling at home: e.g. Water bottles, juice boxes, food containers, and Styrofoam. Then ask children to label a few boxes by material type so they can sort their objects.

Children will label a few boxes by material type so they can sort their objects using signs/ pictures with words of the category.

Students interact in a way that supports conceptual advancement and assimilation of knowledge. Categorizing recyclable trash.

Elaborate Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things. (K-ESS3-3).

Provide each group with a variety of materials, tape, and string. A teacher or classroom volunteer can provide assistance and encourage children to work together to plan and develop their ideas. Then take photos of each group crating sculptures

Children will work together to plan and develop their ideas. Then create a recycled sculpture which reflects the children’s’ understanding of recycling.

Students integrate expert and go beyond given information to generate and improve their ideas as is evidenced by the final product, a recycled sculpture.

Evaluate Use a combination of drawing, dictating, and writing to compose explanatory texts in which they name what they are writing about and supply some information about the topic. (K-ESS3-3) People depend on various technologies in their lives; life would be very different without technology. (K-ESS3-2).

Create a class book using the photographs of children creating their recycling sculptures. Ask children to help place photos in sequential order and glue them onto oaktag. Record their descriptions of each photograph and invite them to share any information that they feel is important about their sculptures

Students will arrange photos sequentially in the class’s book. Students will then discuss their experience when constructing the sculpture, evaluating each groups product for its beauty and new form. (I like…..)

Recycled Treasure Book with images arranged sequentially.

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Performance Tasks (should be directly related to performance expectations) :

Description of Performance Tasks (Note: The performance tasks should include elements from the three dimensions from the NGSS (knowing and doing)

Lesson 1:

1. Write the word recycle on a sheet of chart paper. Discuss its meaning and ask children if they recycle at home. Can they name some materials that we recycle? Record

their comments on chart paper.

2. Invite the class to recycle materials and use them to create an art project Show children some of your recycled items as an example of the types of materials they will

use. Can they think of other materials that they could save and recycle? Record their suggestions.

Lesson 2:

1. Ask children to look again at the recycled articles. Can they identify different materials such as paper, plastic, Styrofoam? Ask children to label a few boxes by material

type so they can sort their objects.

Lesson 3:

2. Once the children have collected a sufficient number of materials, plan a day for them to create recycled sculptures. Provide each group with a variety of materials, tape,

and string. A teacher or classroom volunteer can provide assistance and encourage children to work together to plan and develop their ideas. Take several photographs of

each group to document the development of their sculptures.

Lesson 4:

1. Plan time for each group to show their sculptures. Encourage the class to ask questions and to notice differences and similarities between their sculptures. Find an area

to exhibit children's work.

2. Our Recycled Treasure Book: Create a class book using the photographs of children creating their recycling sculptures. Ask children to help place photos in sequential

order and glue them onto oaktag. Record their descriptions of each photograph and invite them to share any other information that they feel is important about their

sculptures. Bind the pages together to create a book. Invite children to decorate the front and back covers.

3. Extension: continue to encourage children to think of ways they can reuse materials. Keep additional containers in the classroom to store materials that can be used in

areas such as the dramatic-play, block-- building, art, sand and water, or math centers. See hyperlink in “Background” for more lessons.

Grouping Strategies

Recycle material groupings to help students identify different materials

such as paper group, plastic group, or Styrofoam group.

Materials and Equipment: Chart paper and markers, two or three empty

cardboard boxes to store recycled objects, collection of recycled materials

including juice boxes, food containers, and Styrofoam, masking tape and string

camera and film.

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Supporting English Learners

Reading or Writing Activity (Listed in Learning and Instructional Sequence)

Support for EMERGING learners? Support for Expanding learners? Support for Bridging learners

Story: Chart/ vocabulary words

Whole grouping/ Tactile objects Word cards to match pictures Adult supervision and guidance of difficult or out of child’s or out of the child’s zone of proximal (Vygotzy). Scaffolding information in small increments accomplishes this with discussion feedback: picture/words

Creation of Class Recycle Book Cooperative pairs Leadership roles Adult supervision and guidance of difficult or out of child’s or out of the child’s zone of proximal (Vygotzy). Scaffolding information in small increments accomplishes this with discussion feedback: sequential cards/pictures before after.

Note: Add rows as needed.

Supporting Struggling Learners

Activity (listed in Learning and Instructional Sequence)

Support for Students who Need Minor Support

Supports for Students who Need Intensive Support

Write the word or draw a picture for recycle on a sheet of chart paper

Show an example of a recycled bottle Adult supervision or picture

Categorize recyclable materials Cooperative pairing with more advanced learner

Adult supervision

create recycled sculptures Cooperative groups: division of jobs Adult supervision

Discuss differences and similarities in created sculptures

Set sculptures side by side, explore tactually etc.

Exploring through senses or aids

Create a Recycled Treasure Book: Adult assistance Numbers (manipulatives) Note: Add rows as needed.

Activity (Listed in Learning and Instructional Sequence) Extension for Advanced Students

Create recyclable sculptures: leadership role

Treasure Book: Oration of events/ photography

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NGSS Performance Expectation(s)

Structure, Function, and Information Processing

Students who demonstrate understanding can: Use materials to design a

solution to a human problem by mimicking how plants and/or animals use their

external parts to help them survive, grow, and meet their needs.

Background Information:

In this lesson, students will learn about reduce, reuse, and recycle. They will choose

an item that can be recycled and change it into a new useful item. They will discuss

ways to encourage others to reduce, reuse, and recycle. (Pulse of the Planet: you

must register first—free).

http://www.pulseplanet.com/educatorresources/index.php?registered=1&

(Foundation, 2012)

Unit Lesson or Title: NGSS Standard 1-LS-1 :Structure, Function,

and Information Processing

Science, Math and Language Arts: Grade 1

Reuse and Recycle Project (Five 5 0 min lessons): “Trash and

Climate Change Activity Book” by EPA


LS1.A: Structure and Function

All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. (1-LS1-1)


Influence of Science, Engineering and Technology on Society and the Natural World

Every human-made product is designed by applying some knowledge of the natural world and is built using materials derived from the natural world. (1-LS1-1)


Constructing Explanations and Designing Solutions

Use materials to design a device that solves a specific

problem or a solution to a specific problem. (1-LS1-1)

Common Core State Standards Connections: ELA/Literacy : RI.1.1 Ask and identify questions about key details in a text (1-LS1-2).

RI.1.10 With prompting and support, read informational texts appropriately complex for grade (1-LS1-2).

W.1.7 Participate in shared research and writing projects (1-LS1-1)

W.1.8 With guidance and support from adults, recall information from experiences or gather

information from provided sources to answer question

http://www.pulseplanet.com/educatorresources/index.php?registered=1&

http://www.nap.edu/openbook.php?record_id=13165&page=143

















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5E Stage Science/Engineering Practice

or Crosscutting

What the Teacher Does… What the Students Do…. What Are Students Learning?

What is the Evidence of

Learning?

Engage Constructing explanations

and designing solutions in

K-2 builds on prior

experiences and progresses

to the use of evidence and

ideas in constructing

evidenced-based accounts

of natural phenomena and

designing solutions.

Write the words reduce, reuse, and recycle (one at a time) on the board and ask the students what they know about the words.

Teacher will place Zeb’s Recycling POP #696 Recycling on.

Then hand students paper and crayons on reducing, reusing, or recycling.

Illustrate prior knowledge of words and action: the children will name some materials/objects that they or their families recycle. Students will discuss Zeb’s Recycling in small group. Students will draw on reducing, reusing, or recycling. Then write a brief sentence on the back about recycling in their homes. Students will share their picture with the class.

Building connections

between prior knowledge

and new knowledge through

the senses (Using Gardner-

learning styles and Bruner

meta-cognition—to build

schemas).

Prior experiences and observations to connect information to lives and vocabulary (meta-cognition) for word acquisition (vocab building). Examples on chart or blackboard.

Explore Use materials to design a device that solves a specific problem or a solution to a specific problem. (1-LS1-1)


W.1.8 With guidance and

support from adults, recall

information from

experiences or gather

information from provided

sources to answer a

question.

Assign students with task of

bringing in a recyclable item

that students can reuse in a

different manner, e.g. a 2-

liter bottle used as a storage

bin or plant holder.

Show students a plastic 2

liter soda bottle. Ask the

class for ideas they have to

reuse that bottle for

something else.

Listen to POP #154 Plastic Recycling. Ask students

questions (see performance tasks). Listen to POP #475 Cows

and Newspapers for 25 seconds. Newspapers in recycling

Each child will show the

recyclable item they brought

to school and the teacher

will photograph each child

with their item.

The class will explore ideas they have to reuse that bottle for something else.

Students will show evidence

of comprehension by

bringing in a material that is

recyclable, and discuss its

future purpose.

.











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(see performance tasks)

Explain Science/Engineering Practice or Crosscutting


What the Teacher Does…

Show class a week’s worth

of newspapers. Discuss some other uses for newspapers. Explain how scientists use

of newspapers for cattle

feed.

What the Students Do….

Student explain answers to questions:(see lesson plan).

What Are Students

Learning? What is the

Evidence of Learning?

Students interact in a way

that supports conceptual

advancement and

assimilation of knowledge by

explaining process through

research.

Elaborate W.1.7 Participate in shared

research and writing

projects (1-LS1-1)

W.1.8 With guidance and

support from adults, recall

information from

experiences or gather

information from provided

sources to answer question.

Share and pair: computer

recycled city.

Tell students to look at

recycle city to see how

people reduce waste.

Students research

information on recycling and

uses of natural world (e.g.

cellulose fibers for cows

from landfill newspapers) to

improve human existence.

Students integrate expert

and go beyond given

information to generate and

improve their ideas as is

evidenced by the final

product, a recycled material

into something useful.

Evaluate Use materials to design a device that solves a specific problem or a solution to a specific problem. (1-LS1-1)

Show products to class and

summarize product’s

purpose.

A recycled material into

something useful, oral

summary, picture and

appropriate sentence

construction.

Grouping Strategies:

Small Group according to material students bring in to

reduce, reuse and recycle.

Think-share- Pairs for computers and emerging learners.

Whole group for discussion.

Materials and Equipment: Chart paper and markers or chalkboard, computers

with internet access, 2-liter plastic bottle, Digital camera and USB card,

newspapers, binding for a book or dollar store album, unlined paper –one per

child, and 12 x 18 construction paper—one per child











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Performance Tasks (should be directly related to performance expectations)


Lesson 1: (Teacher may wish to review “Trash and Climate Change Activity Book” by EPA)

1. Review the concepts of reduce, reuse, and recycle: write the words on the board and ask the students what they know about the words. Ask the students to provide

examples of each; then ask each student/group to come to the board and write their example on the board. Then ask: Is there anything we can do to help encourage people to reduce, reuse, and recycle? Discuss. 2. Listen to POP #696 Zeb’s Recycling. 3. Discuss what Zeb did in his community. Ask: Now do you have any ideas of what you can do to encourage others to reduce, reuse, and recycle? 4. Have students draw a picture, on a sheet of unlined paper, of them reducing, reusing, or recycling. On the back they should write a sentence of what they are doing.

Students will share their picture with the class. The class will tell what they think the child is doing in the picture-reducing, reusing, or recycling. 5. Assign: Students decide on a recyclable item from home that they can make into something else to reuse in a different way.

Lesson 2:

1. Each child will show the recyclable item they brought to school and the teacher will photograph each child with their item.

2. Show students a plastic 2 liter soda bottle. Ask the class for ideas they have to reuse that bottle for something else. 3. Listen to POP #154 Plastic Recycling. Ask students if they know of anything made out of recycled plastic. (benches, picnic tables, boat docks, lumber for deck material…) 4. Listen to POP #883 Recycled Plastic Fiber.

Discuss what else they heard about that is made from recycled plastic soda bottles (recycled polyester for fleece, biking, skiing garments).

Lesson 3:

1. Show class a week’s worth of newspapers. Discuss some other uses for newspapers. 2. Listen to POP #475 Cows and Newspapers for 25 seconds. 3. Restate these facts to the class: U. S. has 100 million head of cattle, each eats 1 ton of dry feed a year.

Predict: What do you think is in landfills that cattle could eat? 4. Listen to the rest of POP #475

Ask: What are scientists working on in order to feed cattle and exists in our landfills? (used newspapers) Ask: Why do scientists think this could work? (newspaper is made of cellulose and so is the straw and grasses that cattle eat) Write a few sentences on cattle and recycling newspapers to feed them—their interpretation.

5. In pairs, students can go on the computer and see how people recycle to reduce waste activities Recycle City: http://www.epa.gov/recyclecity/

Lesson 4: (Extension)

1. Teacher may read “A Planet Protector's Club’s: Trash and Climate Change Activity Book” as a fun reinforcement: can be printed.

http://www.epa.gov/recyclecity/

9


Reading or Writing Activity (Listed in

Learning and Instructional Sequence)


Draw a picture, on a sheet of unlined

paper, of them reducing, reusing, or

recycling

Cooperative teams Peer teaching Adult supervision and guidance of

difficult or out of child’s or out of the

child’s zone of proximal (Vygotzy).

Scaffolding information in small

increments accomplishes this with

discussion feedback: See steps 4

lesson 1, step 3 lesson 2, and step 5

lesson 3.

On the back they should write a

sentence of what they are doing.

With guidance and support from adults,

recall information.

Peer teaching or leadership position in a

group.

Adult supervision with feedback.



Activity (listed in Learning and Instructional Sequence) Support for Students who Need Minor Support Supports for Students who Need Intensive Support

Supporting Advanced Learners


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LS4.D: Biodiversity and Humans

There are many different kinds of living things in any area, and they exist in different places on land and in water. (2-LS4-1)


Foregrounding scientific vocabulary, this integrated lesson invites students to

research worms in order to create a classroom habitat. (Lesson 1 given-click

on hyperlink for 2-4) are community helpers. (Even though this thematic unit is

about worms, it also is a natural way of introducing a unit on recycling since

worms are recyclers. In fact, students need to understand the concept of

recycling in the natural world).

http://www.readwritethink.org/classroom-resources/lesson-

plans/digging-details-worms-using-917.html

(Landis, 2014)

Unit Lesson or Title: NGSS Standard 2-LS4-1.

Science, Math and Language Arts: Grade 2 (Four 50 min. lessons)

Digging Up Details on Worms: Using the Language of Science

in an Inquiry Study (Compost piles and recycling in the natural

world)

Reading: see booklist


2-LS4-1. Make observations of plants and

animals to compare the diversity of life in

different habitats.

Cross Cutting Concepts: None Listed on NGSS Science and Engineering Practice

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. Make observations (firsthand or from media) to collect data which can be used to make comparisons. (2-LS4-1)

NGSS Common Core State Standards Connections: ELA/Literacy –

W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (2-LS4-1) W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (2-LS4-1) Mathematics – MP.2 Reason abstractly and quantitatively. (2-LS4-1) MP.4 Model with mathematics. (2-LS4-1)

http://www.readwritethink.org/classroom-resources/lesson-plans/digging-details-worms-using-917.html


http://www.readwritethink.org/lesson_images/lesson917/Booklist.pdf

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5E Stage Science/Engineering Practice or

Crosscutting

What the Teacher Does… What the Students Do…. What Are Students Learning?

What is the Evidence of

Learning?

Engage

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in

K–2 builds on prior

experiences…(2-LS2-1)

Ask students to share

information that they know

about worms. Encourage

students to talk about their

observations, experiences,

and feelings (to explain what

they know), and to explain

why they shared the

information (to explain how

they know). Students can also

add any questions they may

have about worms.

Introduce the word

“hypothesis”

Introduce a fiction book on

worms from the booklist to the

class by asking students to

make observations based on

the cover of the book.

Teacher will read the book of

his or her choice from the list.

(Compost piles, recycling in

natural world)

Students will write’ responses

on the board, chart paper, or

as part of a KWL chart.

Students will record their own

ideas about worms and the

project in their notebooks.

Recordings can include text

and drawings.

Students will give prior

knowledge of “hypothesis.”

Students will make

observations about the cover

and their knowledge of

worms; ask students to make

a hypothesis on whether the

book is a story of fact or

fiction. If needed, review the

differences between fact and

fiction briefly at this point.

Prior experiences and observations to connect information to lives and vocabulary (meta-cognition) for word acquisition (vocab building). Examples on chart or blackboard. Building connections between

prior knowledge and new

knowledge through the

senses (Using Gardner-

learning styles and meta-

cognition—to build schemas-

Bruner): KWL chart and

drawings.

Explore

Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.

Pass out the notebooks and

explore the kinds of

information that scientists

record in such journals:

observations, questions,

reflections, findings, and so

forth through discussion.

Children record their

hypothesis about whether the

book is fact or fiction—prior to

reading.

Children record how they

think worms help in recycling

the natural world’s soil—prior

Participation in group

discussion, illustrating

assimilation of knowledge and

schemas built in recordings.


12

Make observations (firsthand or from media) to collect data which can be used to make

comparisons. (2-LS4-1)

Allow time at the end of the

session for students to

explore additional books from

the booklist.

to reading.

Explain

Explain that the class will

create a worm habitat, which

will be kept in the classroom,

so that they can observe and

learn more about worms.

Explain how worms help

recycle and enrich the soil.

Explain that students will keep

inquiry notebooks as they

work on this project.

Have children record findings.

Children record their findings

in their observation journals.

Students integrate expert and

go beyond given information

to generate and improve their

ideas as is evidenced by their

hypothesis and results

recorded in the journal

through observation and

critical extension.

Elaborate

Teacher will ask students to extend observations to landfills, compost piles in a garden. Extend: Invite the students to participate in Math and Science Centers based on the worms and their habitat.

Students will talk among

themselves about how the

natural world recycles—as an

extension advance students

can create a compost pile at

school or in class.

Students will extend

knowledge through center

learning.


discussion, illustrating


extending knowledge to

generate new ideas.

Extend: These activities also

invite students to write in their

inquiry notebooks.*


http://www.readwritethink.org/lesson_images/lesson917/MathCenterWorms.pdf

http://www.readwritethink.org/lesson_images/lesson917/ScienceCenterWorms.pdf

13

Evaluate

Ask students to review the

list, and decide whether they

support the class hypothesis

about whether the book was

fact or fiction.

Participation in class discussions.

Engagement in the inquiry process (searching for and recording answers about worms).

Printouts from the Animal Inquiry interactive.

Level of detail in inquiry

notebooks, including facts

and observations.


Universal access


Whole group cooperative grouping

Peer grouping, Task assigned: compost versus habitat

One-on-one for bridging the gap and struggling learners

Center grouping: Math, Science or Reading

Materials and Equipment : Chart paper, board or KWL sheet,

observation notebooks, soil, worms (can be dug up from

schoolyard or bought from store), habitat, spray bottle, plants or

grass, computers with internet access, Science Centers: flash

light, magnifying glass, plastic spade, rulers with metric and

inches, crayons, and extra pencils. Math Centers: Graph paper,

kidney beans, Cheerios, and gummy worms, bean counters, math

manipulative cubes.

http://www.readwritethink.org/materials/animal-inquiry/

http://www.readwritethink.org/materials/animal-inquiry/

14


Reading or Writing Activity

(Listed in Learning and Instructional

Sequence)


Chart, KWL,

Whole group Sentence construction Adult supervision and peer observations

Science log: Observation note book: Peer observations Persuasive poster/picture for around

school

Adult supervision and peer observations



Activity (listed in Learning and Instructional Sequence) Support for Students who Need Minor Support Supports for Students who Need Intensive Support

Adult supervision

Adult supervision




Under elaborate:

Students will talk among themselves about how the natural world recycles—as

an extension advance students can create a compost pile at school or in class.

Build a compost pile at the school to learn even more about worms. When the

pile has had time to mature, invite the students to dig with a large shovel and

observe the animals living there. Ask the students to record their observations,

using the observation form.

http://www.readwritethink.org/lesson_images/lesson917/CompostPileObservations.pdf

15




3-LS4-4. Make a claim about the merit of a solution to a problem caused

when the environment changes and the types of plants and animals that live there may change.


This lesson is a great way to teach both scientific and English content to a class,

although the teacher can easily choose another book and subject area. In this lesson,

students listen to poems in the book Science Verse by Jon Scieszka. Students then

create diamante, acrostic, or theme poems with illustrations. To help increase fluency,

students read their poems to the class. Finally, students create original poems using

facts they have learned in the current science curriculum.

http://www.readwritethink.org/classroom-resources/lesson-plans/earth-verse-

using-science-1141.html

(M.Ed, 2014)

Unit Lesson or Title: 3-LS4 Biological Evolution: Unity and Diversity

(Four 50 min lessons)

Language Arts and Science: Grade 3

Earth Verse: Using Science in Poetry by Jon Scieszka

(e.g. Habitats and Human Encroachment)


LS2.C: Ecosystem Dynamics, Functioning, and Resilience

When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die. (secondary to 3-LS4-4) LS4.D: Biodiversity and Humans

Populations live in a variety of habitats, and change in those habitats affects the organisms living there. (3-LS4-4)


Cause and Effect

Cause and effect relationships are routinely identified and used to explain change. (3-LS4-2),(3-LS4-3)


Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS4-1)

NGSS Common Core State Standards Connections: ELA/Literacy – RI.3.1 Ask and

answer questions to demonstrate understanding of a text, referring explicitly to the text

as the basis for the answers. (3-LS4-1),(3-LS4-2),(3-LS4-3)(3-LS4-4)RI.3.2 Determine

the main idea of a text; recount the key details and explain how they support the main

idea. (3-LS4-1),(3-LS4-2),(3-LS4-3),(3LS4-4)RI.3.3 Describe the relationship between a

series of historical events, scientific ideas or concepts, or steps in technical procedures

in a text, using language that pertains to time, sequence, and cause/effect. (3-LS4-

1),(3-LS4-2),(3-LS4-3),(3-LS4-4)W.3.2 Write informative/explanatory texts to examine a

topic and convey ideas and information clearly. (3-LS4-1),(3-LS4-2),(3-LS4-3),(3-LS4-

4)SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate

facts and relevant, descriptive details, speaking clearly at an understandable pace. (3-

LS4-2),(3-LS4-3),(3-LS4-4)

http://www.readwritethink.org/classroom-resources/lesson-plans/earth-verse-using-science-1141.html

http://www.readwritethink.org/classroom-resources/lesson-plans/earth-verse-using-science-1141.html

16

5E Stage Science/Engineering

Practice or Crosscutting

What the Teacher Does… What the Students Do…. What Are Students



Engage Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.

Begin by showing students

the cover of the book,

Science Verse. Ask them

what they think the story is

about. Read to students the

first two pages (beginning

with, "On Wednesday...").

Next, ask them, "What do you

know?” and questions listed in

performance tasks.

Computer access to poems

may be used.

Read the story in its entirety,

stopping to show students the

pictures associated with each

poem.

Students will demonstrate

prior knowledge using KWL

sheets.

Students will listen actively.

Students will participate in

question-answer sessions

and KWL sheets.

Building connections between






Bruner):

KWL chart, board work and

observation.

Explore . Populations live in a variety of habitats, and change in those habitats affects the organisms living there. (3-LS4-4)

RI.3.2 Determine the main

idea of a text; recount the key details and explain how they support the main idea. (3-LS4-1),(3-LS4-2),(3-LS4-3),(3LS4-4)

When you are finished

reading the story, ask

students how the boy in the

book hears the facts his

teacher is sharing.

Hand out index cards to each

group.

Direct groups to brainstorm

ideas for their own poems and

list ideas on the board. Then

instruct them to list the names

of their poems on the fronts of

their cards and science

vocabulary words found in

them on the backs. Model the

cards you created if

necessary (see Preparation,

Step 3).

Students will engage in

discussion of the text,

exploring alternative opinions

about the text.

Have students create their

own index cards by choosing

one parodied poem from

Science Verse.

Groups will create a title for

their poems and list

vocabulary on the back of the

cards.

Students will access

information.

Observation: Walk around

the room to observe and offer

help as necessary. If any

group is having trouble getting

started, remind them to refer

to the brainstormed ideas on

the board.


discussion, and illustrations

show assimilation of

knowledge and schemas built

.

17

Allow students access to

science notes, fiction and

nonfiction books, and content-

related websites. Give them

about 15 to 20 minutes to

create their poems.

Explain Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS4-1)

Instruct students to note the

ideas on the board for use

when they work in their

groups.

Students will create their own

poems.




ideas as is evidenced by

generated poems.

Observation of group work

Elaborate W.3.2 Write

informative/explanatory texts to examine a topic and convey ideas and information clearly. (3-LS4-1),(3-LS4-2),(3-LS4-3),(3-LS4-4) SL.3.4 Report on a topic or

text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (3-LS4- 2),(3-LS4-3),(3-LS4-4)

For example, if you are

studying changes in habitats

secondary to changes, one

group may write about human

encroachment on habitats

while another group may write

about deforestation in

rainforests.

Clarify to students that each

group has to designate two

speakers, a writer, a

researcher, and an artist.

Students will also draw a

colorful illustration that

reflects the title of the poem.

Students will hang poem and

art on the board.

One speaker will read a

description of the type of

poem and the other will read

the actual poem.

.


discussion, illustrations, and

presentation illustrates

developing expert knowledge.

Evaluate RI.3.3 Describe the

relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (3-LS4-1),(3-LS4-2),(3-LS4-3),(3-LS4-4)

Review the checklists with

groups to make sure students

learned how to create one

type of poem using some of

the science facts discussed in

class. Also, teacher will use

the Poem and Participation

Rubric to make sure the

student understood the three

different types of poems and

Students evaluate their work

using the self-assessment

check list.

KWL, charts,

Self-Assessment Checklist for the poem and illustration they created in Session 3Each student should have completed some part of the group work in Session 3.

The Poem and Participation Rubric, group work poems

http://www.readwritethink.org/lesson_images/lesson1141/rubric.pdf


http://www.readwritethink.org/lesson_images/lesson1141/self.pdf



18

mance Tasks (should be directly related to performance expectations)

that they shared and

respected each other.

and illustrations and presentations.

Description of Performance Tasks (Note: The performance tasks should include elements from the three dimensions from the NGSS (knowing and doing):

Lessons 1 and 2

1. Show students cover of the book and ask what the story is about; then read the first two page(beginning with, "On Wednesday..."). Next, ask them, "What do you

think ‘a curse of science verse' means?" Record their responses on the board. Explain that the boy in the story is in science class; ask them to listen carefully.

2. Read the story in its entirety stopping to show the students the pictures as your read.

3.

When you are finished reading the story, ask students how the boy in the book hears the facts his teacher is sharing. Discuss. Ask if they remember any science facts from the story, recording their answers on the board. If students don't remember any of the facts, go back to the poem, "Food Chain," and read it a second time using the rhyming pattern from the poem, "I've Been Working on the Railroad." In the second stanza, the science vocabulary words are green plants, consumer, producer, predator, and prey. After students recognize the vocabulary words, ask them, "What does a food chain have to do with working on a railroad?" Your goal is to help students realize that all animals work to survive in life, and that this poem is one way to remember the order of survival in the food chain.

4. Have students reflect on the original poems upon which the poems in Science Verse are based. This is so they can see how rhythm and rhyme can help them to remember content area facts. Divide students into groups of five and give each group one poem from the list of original poems (see Preparation, Step 2). Give groups about 10 minutes to read the poem and try to match it to the parodied poem in Science Verse.

5. Once students have matched the original poem to the parodied one in Science Verse, hand out index cards to each group. Have students create their own index cards by choosing one parodied poem from Science Verse. Direct groups to list the names of their poems on the fronts of their cards and science

vocabulary words found in them on the backs. Model the cards you created if necessary (see Preparation, Step 3).

6. Bring the groups together and have each group discuss their findings with the class. Sample discussion questions include: (1) How is the poem in the book different from the original poem? (2) What science words are used in the Science Verse poem? What facts are discussed? (3) How does the use of rhythm and rhyme help you to remember words and information?

1. Explain to students that they will work in groups to write a description and either a diamante, acrostic, or theme poem. You can show the poems you created earlier as models (see Preparation, Step 5). Explain that the poems have to relate to any science fact from class. Students will also draw a colorful illustration that reflects the title of the poem. Brainstorm some poem ideas with students and note the ideas on the board for use when they work in their groups. For example, if you are studying changes in habitats, one group may write about habitats while another group may use deforestation in rainforests.

2. Have students get into groups of five and give each group one copy of Descriptions and Sample Poems. Each group should also receive one copy of either the Checklist for Diamante Poem, the Checklist for Acrostic Poem, or the Checklist for Theme Poem to help them complete their poems. Each group will be responsible for one type of poem. Also make available chart paper, markers, dictionaries, thesauruses, and the copies of poems from Science Verse from the previous two sessions.

3. Clarify to students that each group has to designate two speakers, a writer, a researcher, and an artist. One speaker will read a description of the type of poem and the other will read the actual poem. First, they have to write the type of poem on the top of the chart paper (diamante, acrostic, shape) and a description of that type of poem. Next, they have to create a title, a poem, and an illustration of the poem on the chart paper. When each group is finished, someone from the group has to hang the chart paper in the front of the room.

4. Allow students access to science notes, fiction and nonfiction books, and content-related websites. Give them about 15 to 20 minutes to create their poems. Walk around the room to observe and offer help as necessary. If any group is having trouble getting started, remind them to refer to the brainstormed ideas on the board.

5. Have each group take turns explaining their poem to the rest of the class. As each group explains their type of poem and reads it aloud, the other students should make sure that the poem conforms to the checklist. After each group finishes, they should ask students if they have any comments or questions. If there are no comments or questions, ask guiding questions regarding the description of the poem and the science material presented. For example, if the group was writing an acrostic poem about Biomes, you might ask, "Did the group begin each line with a capital letter? Did each line begin with the next letter in the title of the poem-first line "B," second line "I," and so on? Are the science facts correct?" See hyperlink under “Background” for the rest of the performance tasks and sessions.

http://www.readwritethink.org/lesson_images/lesson1141/descriptions.pdf

http://www.readwritethink.org/lesson_images/lesson1141/diamante.pdf

http://www.readwritethink.org/lesson_images/lesson1141/acrostic.pdf

http://www.readwritethink.org/lesson_images/lesson1141/shape.pdf

19

Universal access



(Listed in Learning and

Instructional Sequence)


Story:

Chart/ vocabulary words

Whole grouping Words/ pictures

Cooperative pairs and group roles Leadership roles



Divide students into groups of five by poem title

Whole groups

Materials and Equipment: Chart paper and markers, chart paper and

markers, KWL handouts, Index cards, colored markers or pencils, one or

more copies of Science Verse by Jon Scieszka (Viking, 2004),

Dictionaries and thesauruses Copies of poems parodied in Science

Verse (see Preparation, Step 2), and computers with Internet access

(optional).

20


Activity (listed in Learning and Instructional

Sequence)

Support for Students who Need Minor

Support

Supports for Students who Need Intensive

Support

Board list of ideas

List of ideas Adult supervision





21




4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of

natural Earth processes on humans

Background Information: Trees are much more than something pretty

in your yard. They are important for a number of reasons, including: (1) reducing run-off of water; (2) providing habitat for wildlife; (3) providing people with forest products; (4) providing a recreation site; (5) economic value, and (6) aesthetic value

In addition, trees and plants have a great impact on our air quality. Trees act like filters. The leaves capture particulates like dust, soot, and pollen and remove them from the air. They also remove and store carbon and reduce our need for energy.

http://dnr.wi.gov/org/caer/ce/eek/teacher/treeact.htm

Unit Lesson or Title: Theme: Conservation Unit 4-ESS3-2: Earth and

Human Activity

Science, Math and Language Arts: (3 lessons)

Articles: A Tree's True Color and with Global Warming is Hot

Stuff! and "How to Plant a Tree".


ETS1.B: Designing Solutions to

Engineering Problems

Testing a solution involves investigating how well it performs under a range of likely conditions. (secondary to 4-ESS3-2)


Cause and Effect

Cause and effect relationships are routinely

identified and used to explain change. (4-ESS3-1)


Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution. (4-ESS3-2)

Common Core State Standards Connections:

ELA/Literacy – W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. (4-ESS3-1) W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. (4-ESS3-1) Math: MP.2 Reason abstractly and quantitatively. (4-ESS3-1),(4-ESS3-2)

MP.4 Model with mathematics. (4-ESS3-1),(4-ESS3-2)

http://dnr.wi.gov/org/caer/ce/eek/teacher/treeact.htm

http://dnr.wi.gov/org/caer/ce/eek/veg/trees/treestruecolor.htm

http://dnr.wi.gov/org/caer/ce/eek/earth/air/global.htm

http://dnr.wi.gov/org/caer/ce/eek/earth/air/global.htm

http://dnr.wi.gov/org/caer/ce/eek/teacher/plnttre.htm

22

5E Stage Science/Engineering





Engage Explanations and Designing Solutions

Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.

Lesson 1: Ask students what

they know about global

warming. Write their

responses on the board.

Read the titles and first

paragraph of each article,

asking what the students think

the readings are about after

each. Write the responses on

charts KWL.

After readings, lesson 2:

Students should draw a map

to scale of their yard or school

site and locate any trees on

the map.

Lesson 1: Students will

participate in discussion of

global warming and pre-

reading activities.

Lesson 1: Students will write

what they know, and want to

know on their KWL charts.

Lesson 2: Students should

draw a map to scale of their

yard or school site and locate

any trees on the map.







Bruner):

Map, written responses, and KWL charts.

Explore 4-ESS3-2. Generate and

compare multiple solutions to

reduce the impacts of natural

Earth processes on humans.

Divide students into three

groups and jigsaw readings.

Lesson 2: Ask students to

wipe their leaves from each

tree.

Lesson 2: Ask which tree had

the most particulates. Get a

consensus on the tree.

Lesson 2: Hand students

graph paper and graph the

particulate by comparing to

other leaves…one day…one

week….one month.

Lesson 2: Using a damp white

cloth they should carefully

wipe a leaf from each tree.

Lesson 2: Using students’

maps, record which tree had

the most dirt on the cloth.

Lesson 2: Students will graph

particulates that became

trapped on the leaf in a week,

or month.


discussion and with research

shows show assimilation of

knowledge and schemas built

Explain ETS1.B: Designing Solutions to Engineering Problems Testing a solution involves investigating how well it performs under a range of

Lesson 1: Ask student groups

to summarize their reading for

other groups and list main

point on chart paper for later

Lesson 1: Students will summarize their article for the other groups.


discussion, written summaries

and observational logs

illustrates developing expert

23

likely conditions. (secondary to 4-ESS3-2)

referencing.

Lesson 2: Students should

make several observations on

sunny and windy days.

Lesson 2: students will record

their observations on paper.

knowledge.

Elaborate W.4.8 Recall relevant

information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. (4-ESS3-1) W.4.7 Conduct short research

projects that build knowledge through investigation of different aspects of a topic. (4-ESS3-1)

Allow students internet

access to elaborate on trees,

conservation, and saving

energy. Tell them to begin

with Green Guide for Kids

Web site listed.

Lesson 2-3: Students will

draw in locations where you

would plant trees to save

energy in order to later plant a

sapling.




ideas as is evidenced

research of topics.

Evaluate

Students will show respect of

other groups during

presentations and during

group.

Answers observation

logs/papers, in written

summaries, drawings, graph

of particulates and map,

written responses, and KWL

charts.

Grouping Strategies

Jigsaw groups reading articles.

Tree group, how to plant a tree group and global warming

group

Materials and Equipment: Chart paper and markers, KWL handouts, graph

paper, rulers, pencils, young tree, crayons and markers, reading material

from links, drawing paper, observation logs/paper, computer access and

shovel.

24


Universal access



Lesson 1:

1. Ask students what they know about global warming. Write their responses on the board. Read the title of Global Warming article and the first paragraph. Ask

what do they think the article is about? Then read the title of the “Tree’s True Color” article and read the first paragraph. Ask what the students believe the article

is about.

2. Students will jigsaw articles: students will summarize their article for the other groups.

3. 3. Tell the students that trees help clean the air, save energy, and reduce our need for energy.

Lesson 2:

1. Testing for particulate removal. Students should draw a map to scale of their yard or school site and locate any trees on the map. Using a damp white cloth they should carefully wipe a leaf from each tree. Is the cloth dirty? Can you tell what material is on the cloth? Using your map, record which tree had the most dirt on the cloth. What was the source of the material? What will happen to the particulates that became trapped on the leaf in a week? Or month?

2. Using the same map determine which trees assist in saving energy. Students should make several observations on sunny or windy days. Which trees provide shade in the summer? Students should consider the changing angle of the sun's rays during the seasons? Which trees block winter wind? Invite students to research energy conservation with trees through the internet and list the places where they found their information. A good site: http://greenguideforkids.blogspot.com/2007/07/plant-native-trees.html

3. Draw in locations where you would plant trees to save energy. What types of trees would you plant? Students should consider a variety of factors including distance to buildings, soil drainage, power and gas lines.

Lesson 3 (optional)

Plant a tree. Decide which type of tree your class will plant. Review your map for the best spot: see number 3 of lesson two.

1. Look up. If there are overhead utilities plant a low growing tree or select a different planting site.

2. Look around. Be sure you pick the right tree for the right place. Leave plenty of room for your tree to grow. That perfect spot right next to the school might not be so perfect when the tree reaches its mature size. 3.Call BG and E to be certain that there are no underground gas lines.

4. Know your hardiness zone and choose trees adapted to that zone. You don't want to plant a tree and have it die because it can 't tolerate Maryland’s winter climate.

http://greenguideforkids.blogspot.com/2007/07/plant-native-trees.html

http://greenguideforkids.blogspot.com/2007/07/plant-native-trees.html

25





Story:


Whole grouping/ Tactile objects Words/ pictures Adult supervision and peers

summaries

Cooperative pairs and group

assigned roles

Leadership roles Adult supervision and peers




Sequence)


Support


Support

drawings

groups Adult assistance

maps

Adult support Adult assistance




26


27



5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment

Background Information: Strategic instruction and explicit teaching of

targeted comprehension strategies can allow students to integrate

skills into their current competencies, thus improving their overall

reading ability. This lesson identifies three skills (i.e., identifying text

features of nonfiction text in a Web format, locating specific

information, and generalizing information) to be taught in strategic

lessons that build upon each other and allow for scaffolding of skills

when necessary.http://www.readwritethink.org/classroom-

resources/lesson-plans/traveling-terrain-comprehending-nonfiction-

98.html?tab=1#tabs (Seitz, 2014)

Unit Lesson or Title: Language Arts and Science

Traveling Terrain: Comprehending Nonfiction Text on the Web

(Three 30 minute lessons)


ESS3.C: Human Impacts on Earth Systems

Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments. (5-ESS3-1)


Systems and System Models

A system can be described in terms of its components and their interactions. (5-ESS3-1)


Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in 3– 5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods. Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem. (5-ESS3-1)

Common Core State Standards Connections: ELA/Literacy – RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5-ESS3-1) RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.(5-ESS3-1) RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5-ESS3-1) W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (5-ESS3-1) W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

(5-ESS3-1)

http://www.readwritethink.org/classroom-resources/lesson-plans/traveling-terrain-comprehending-nonfiction-98.html?tab=1#tabs



28

S a5E Stage Science/Engineering





Engage Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods. Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem. (5-ESS3-1)

Lesson 1: Define keywords that appear on the chart.

Hyperlink—mouse control turns into a hand when rolled over the link; then the user can click and move to another page.

Menu—words or phrases that appear in a list format

Introduce the Missouri Botanical Gardens/Evergreen Project Website.

.Teacher can complete the

Text Feature Chart as a whole-class activity or provide some information on the chart and allow students to identify features in a guided practice format

Students will participate in

discussing prior knowledge of

vocabulary.

Students complete the Text

Feature Chart.







Bruner):

Explore .A system can be described in

terms of its components and

their interactions. (5-ESS3-1)

RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.(5-ESS3-1)

.Teacher will hand out the

Scavenger Hunt handout.

Use the Connecting Concepts

Organizer (bubble chart) to

guide students in generalizing

the biome information and

comprehending how human

interaction impacts the

environment.

Students can work

independently or in pairs to

complete the Scavenger Hunt

handout.

Students should identify two

facts that illustrate destruction

or endangerment to the biome

and then synthesize how

human interaction is causing

this. Then they should

develop an action that could


discussion, illustrates


schemas built through

research.

http://mbgnet.mobot.org/










http://www.readwritethink.org/lesson_images/lesson98/connecting.pdf


http://www.readwritethink.org/lesson_images/lesson98/scav.pdf

29

RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5-ESS3-1)

help to solve the problem.

Explain W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (5-ESS3-1)

Explain how this website is

similar to text features in

nonfiction texts. These text

features include clues to help

the reader understand the

information that is presented.

Participation in group and

individual activities illustrates

developing expert knowledge.

Elaborate Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments. (5-ESS3-1)

Have students use the facts

they wrote in the appropriate

bubbles to write two

paragraphs

Students will obtain and combine information about ways individual communities use science ideas on biomes to protect the Earth’s resources and environment. Students will write an information text to convey some solutions to endangered areas and biomes.

Students integrate expert and go beyond given information to generate and improve their ideas as is evidenced by solutions to endangered biomes secondary to human action.

Evaluate

Essay rubric Students will peer review

each other’s paragraphs.

Text Features chart,

Scavenger Hunt handout,

bubble organizer and

paragraphs on solutions on

endangered areas and

biomes.


Pairs and individually

Materials and Equipment: Chart paper and markers

chart paper and markers, computers with internet access, pen and paper, handouts and organizers.

30


Universal access


Lesson 1:

Introduce the Missouri Botanical Gardens/Evergreen Project website. Explain how this website is similar to text features in nonfiction texts. These text features include clues to help the reader understand the information that is presented. Students then complete the Text Features chart as you describe each feature. Space is provided for additional features if desired. Define keywords that appear on the chart, such as:

Hyperlink—mouse control turns into a hand when rolled over the link, then the user can click and move to another page.

Menu—words or phrases that appear in a list format

The completed chart below explains the text features to be discussed: http://www.readwritethink.org/classroom-resources/lesson-plans/traveling-terrain-comprehending-nonfiction-98.html?tab=4#tabs

Teacher can complete the chart as a whole-class activity or provide some information on the chart and allow students to identify features in a guided practice format.

Lesson 2

Students can work independently or in pairs to complete the Scavenger Hunt handout. The focus of the activity is for students to locate specific information within the text. Questions begin very simply where only one link must be clicked to locate the answer and progress to where three links are required to arrive at the page with the answer. A teacher's key is included to provide not only the answers, but also the hyperlink icon labels that create the path leading to where the information is in the text.

Lesson 3

Use the Connecting Concepts Organizer (bubble chart) to guide students in generalizing the biome information and comprehending how human interaction impacts the environment. Students should identify two facts that illustrate destruction or endangerment to the biome and then synthesize how human interaction is causing this. Then they should develop an action that could help to solve the problem. Have students use the facts they wrote in the appropriate bubbles to write two paragraphs. (Rainforest, grassland, wetlands, and shorelines are the best biomes in the site for accomplishing this task.) Students will exchanges papers and peer review paragraphs.

Extension:

Continue investigating other forms of information by viewing videotapes that support the Missouri Botanical Gardens/Evergreen Project


http://www.readwritethink.org/lesson_images/lesson98/text_chart.pdf



http://www.readwritethink.org/lesson_images/lesson98/scav.pdf



31






Story:


Whole grouping Words/ pictures Adult and peer

Cooperative pairs Leadership roles Adult and peer




Sequence)


Support


Support



32


Continue investigating other forms of information by viewing videotapes that support the Missouri Botanical Gardens/Evergreen Project.

You may also want to check your media resources for videos that were created to accompany the Missouri Botanical Gardens/Evergreen Project site. These videos are currently being repackaged for marketing and are unavailable but have been previously sold since the early 1990s. The video education quality is excellent for this grade level band.

Then they should develop an action that could help to solve the problem. Have

students use the facts they wrote in the appropriate bubbles to write two

paragraphs.

Compare information found on the website with that in a textbook, checking for

accuracy and observing what information was included in each. (Was it the

same or different? If different, how?)


33

Bibliography

Administration, N. O. (n.d.). SC.5.3.1 Describe the cycle of energy among producers, consumers, and decomposers . Retrieved April 10, 2014, from Sea: Sea, Earth, Atmosphere:

http://www.csc.noaa.gov/psc/sea/content/overview-life-wetland

Association, N. C. (2008). Episode 1 — Celebrating the Earth. Retrieved April 10, 2014, from ReadWriteThink: http://www.readwritethink.org/parent-afterschool-

resources/podcast-episodes/celebrating-earth-30274.html

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Unit Lesson or Title: NGSS Standard Background … the NGSS for Classroom Instruction and the Common Core Standards (CCSS) Background Information and Context ESS3.C: ... division …