Rachel Bryant October 1, 2004 30 minutes

LJES Elementary EBD Resource 10 students

Subject: Reading/Science Unit: Reading to Learn –Animals 10 IEPs

Overview:

In learning to develop and implement comprehension strategies when reading content area material, students will study animals and their environments.

Goal:

Students will use both printed text and technology to engage in discovery learning, allowing students to use reading strategies for an authentic purpose and reinforce content area studies; thus improving reading comprehension.

Objectives:

Each student will:

Ø After researching an animal, create a picture book with construction paper, crayons, and computer-generated illustrations (information obtained from print and/or Internet sources) that will correctly identify an animal in its natural environment and include new vocabulary words.

Ø Given an interactive graphic organizer, write a paragraph that summarizes the main idea and at least three supporting details of a short article on habitats.

Ø Given an assigned content reading, students will actively used newly acquired reading strategies (see rubric).

Ø Given an assigned reading, answer at least 90% of questions correctly on a verbal quiz.

Procedures: 40 minutes per day.

Ø See 5-day curriculum map.

Ø Daily routine:

à 5-7 minutes – dyad vocabulary practice (vocabulary pronunciation drill).

à 30minutes – See curriculum map. A range of activities and assessments are used to help all types of learners (multiple intelligence) gain access to the learning happening in the classroom.

à 3-5minutes – create new cards for vocabulary introduced in class.

Essential Questions:

1. Identify the main idea of a paragraph and list three supporting details. (List is a Knowledge verb on Bloom’s Taxonomy).

2. Contrast One Hundred Hungry Ants by Bonnie MacKain and Armies of Ants by Walter Retan (Comprehension).

3. Explore the relationship between an animal and its environment. How does the animal impact the environment? How does the environment impact the animal? (Application)

4. Examine a given web site. Write a hamburger paragraph summarizing your findings. (Analysis)

5. Generalize what might happen if we moved animals that we have studied into our classroom to live. (Synthesis)

6. Should we work to protect our environment. Why or why not? (Evaluation)

Connections:

Kentucky's Core Content

Reading

Ø RD-E-1.0.6 Explain the meaning of a passage taken from texts appropriate for elementary school students.

Ø RD-E-2.0.8 Identify main ideas and details that support them.

Ø RD-E-2.0.10 Connect the content of a passage to students’ lives and/or real world.

Science

Ø S-P-LS-5 Students will understand that organisms have life cycles that are different for different organisms.

Ø S-P-LS-6 Students will understand that organisms’ patterns of behavior are related to the nature of organisms’ environments. There are many different environments (e.g., deserts, rainforests) on Earth that support different types of organisms

Resources

Construction paper

Markers or crayons

Computer lab

Web sites listed on curriculum map

Graphic organizer

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

Books

Two Bad Ants by Chris Van Allsburg (fiction)
One Hundred Hungry Ants by Bonnie MacKain (fiction)
Armies of Ants by Walter Retan (nonfiction)

This lesson was adapted from a Marcopolo lesson plan found at

http://www.readwritethink.org/lessons/lesson_view.asp?id=286

Context

After being introduced to an array of reading strategies, students will begin this unit of instruction that meshes science core content with reading instruction. However, this is not the only reading block for the students. They also participate in the “Great Leaps” reading program and have a fifteen-minute DEAR session per day.

Assessment

See 5-day curriculum map attached. Assessments are varied. They are both summative and formative and are designed to include all learning styles.