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  • Lesson2 Animals

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    Cierra Winstead
    400 views2 pages
    Students will build background knowledge on animal qualities like life cycles, habitats. Students will be able to find important information in a text and journal about what they learn.

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    Students will build background knowledge on animal qualities like life cycles, habitats. Students will be able to find important information in a text and journal about what they learn.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    400 views2 pages

    Lesson2 Animals

    Uploaded by

    Cierra Winstead
    Students will build background knowledge on animal qualities like life cycles, habitats. Students will be able to find important information in a text and journal about what they learn.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 2

    Stage1DesiredResults Lesson2 ContentStandard(s): R.CCR.9Analyzehowtwoormoretextsaddresssimilarthemesortopicsinordertobuild knowledgeortocomparetheapproachestheauthorstake. R.CCR.10Readandcomparecomplexliteraryandinformationaltextsindependently. RI.2.10Readandcomprehendinformationaltexts,includinghistory,science,andtechnical texts. 2.L.1Understandanimallifecyclesandbeabletodescribeitandtheanimal. 4.L.1.2Explainhowanimalsmeettheirneedsbyusingbehaviorsinresponsetoinformation receivedfromtheenvironment. RL.4.9Compareandcontrastthetreatmentofsimilarthemesandtopics(e.g.,oppositionof goodandevil)andpatternsofevents(e.g.,thequest)instories,myths,andtraditional literaturefromdifferentcultures.

    Understanding(s)/Goals: Studentswillunderstandthatyoucanlearnsciencethroughreading. Studentwillunderstandhowtochoosegoodreliableinformationfromatext. Studentswillknowhowtoreadanonfictiontext. Howcanresearchhelpmetounderstandmoreaboutatopic. EssentialQuestion(s): Whatcanyoulearnfromreadinganonfictiontext. Howcanreadingrelatetoscience? Whatdoesgoodsciencenotebookinglooklike? StudentObjectives(outcomes): Studentswillbuildbackgroundknowledgeonanimalqualitieslikelifecycles,habitats,and basicknowledgeofanimals Studentswillbeabletofindimportantinformationinatextandjournalaboutwhattheylearn. Theywilllearntouseatextasaresourceoflearning.Studentswilllearntolookforkeyfacts andideasinatext.Studentswillbeabletocomparefictionandnonfictiontext.

    Stage2AssessmentEvidence PerformanceTask(s): Studentswilljournalthingstheylearnfromreadingthenonfictiontext.Asawholeclass studentswillreadafictiontextandanonfictiontextaboutthesameanimal.

    OtherEvidence: Studentswilldiscusswithapartnerthenotesthattheytookandwhytheychosetowrite downthatimportanttopic.

    Stage3LearningPlan Intro: Reviewwhatthestudentslearnedaboutpandasfromthedaybefore.Askifstudentswantto addanythingthattheywanttoknowtotheKWLchart.Showstudentspandaactivityfromthe livefeedattheSanDiegoZook.Theteacherwilltakethistimetomodelhowtofindimportant informationinabookandhowtotakenotesinyourownwords. o. Lesson: Ingroups,studentswillrotatetobetweenthreegroupstoreadbooksthatgivebackground knowledgeaboutanimals.StudentswillreadthebooksAnimals,LifeCycles,and Habitats/Environments(thesebookswillbedownloadedfromtheScienceAZwebsite)witha smallgroupofstudents.Studentswilltakenotesintheiranimalnotebooksorsciencejournals. Teacherwillrotateamonggroupstoanswerquestionsandtomakesurestudentsareontask. Studentswillcontinuetorotateuntilallbookshavebeenread. Studentswilldiscusswhattheyreadwiththeirgroupandwhatnotestheytook.Studentswill addwhattheylearnedtotheKWLchart. Closure: art.Toclose,theteacherwillhandoutdiscussioncardsfromScienceAZoneachbook.The studentswillanswerthediscussionquestionsverballyinasmallgroup. Extension: ShowstudentsthevideoonhabitatsfromScienceAZ.Discusswithstudentswhatthey learnedabouthabitatsfromthevideo.Havestudentswriteaparagraphdescribingthehabitat thattheythinkthatpandasliveinbasedoffofwhattheyhavelearnedsofar.

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