Anderson_3_9_integratedlessonplan_5501

Integrated Lesson Plan Extinction is Forever

Grade level: 2nd Grade Subject: Language Arts: Reading/Writing, Science Estimated time Two 50-60 minute lessons Scenario for the lesson: The second grade students are working on a 6 week unit about extinction. During the course of the unit the teacher would like the students to complete a research project to discover information about an extinct animal. Most students will choose some sort of dinosaur, but others may choose an animal from a later time period so long as appropriate information is available for the student. As the children really are in the beginning stages of learning about the research process, it is important for them to understand that although they may have interest in many topics, it is necessary for them to use information that is appropriate to their reading and understanding level. To that end, I will work with the teacher to provide guided inquiry lessons that will enable students to successfully complete the research process. Encouragement and support will be given to students who wish to take their inquiry in a different direction after the research process has been taught and practiced.

Collaboration Planning Sessions

I met with A. Bechtold, 2nd grade teacher on 3 different occasions to discuss this unit and to make plans for research lessons: Sept. 12, 2008: met for approx. 45 minutes to discuss overall unit plan and final summative project. Oct. 3, 2008: met again for approx. 40 minutes to discuss unit in greater detail. Agreed to provide resource materials and would introduce students to Super 3 (primary part of The Big6 research model). Oct. 8, 2008: met briefly to clarify resources and topics students had chosen for final research project and agreed to meet again next week to organize lessons within the unit.

Justification for Lesson

The children need to learn the steps of a research process in order to gain information literacy skills that will carry them through their education. Our school has created a model known as the Successful 7. It combines elements from the Big6 model with the transdisciplinary skills components of our Primary Years Program (PYP). However, it is really designed to work with upper elementary grades and beyond and so we will use the Super 3 portion of the Big6 model with the primary age students (preK-2). During the course of this unit, students will learn more about reading for information with a focus on skimming and scanning for main ideas and supporting details. They will also learn how to take notes, organize information, cite sources, and present information. Since information skills are developed best within the grade level curriculum, it makes sense to come along-side the classroom teacher to collaborate on skills needed that will help children gain understanding of content.

Objectives:
-the student will use reading strategies to find main ideas and supporting details in information texts. -the student will record information using organization skills and tools. -the student will cite sources and reflect on learning.

Standards
Grade 2 Reading: 7. Uses reading skills and strategies to understand and interpret a variety of informational texts 7.1. 7.2. 7.3. 7.4. Uses reading skills and strategies to understand a variety of informational texts Understands the main idea and supporting details of simple expository information Summarizes information found in texts Relates new information to prior knowledge and experience

Grade 2 Writing: 4. Gathers and uses information for research purposes 4.1. Generates questions about topics of personal interest 4.2. Uses a variety of sources to gather information

Grade 2 Science: Where We Are in Place and Time unit of inquiry standard 7. Understands biological evolution and the diversity of life 7.1. Knows that some kinds of organisms that once lived on Earth have completely disappeared Information Literacy Standards: Learners use skills, resources and tools to inquire, think critically, and gain knowledge. 1.1 Skills: 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life. 1.3 Responsibilities: 1.3.1 Respect copyright/intellectual property rights of creators and producers. 1.4 Self-Assessment Strategies: 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. Learners use skills, resources and tools to share knowledge and participate ethically and productively as members of our democratic society. 3.1 Skills 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning 3.4 Self-Assessment Strategies 3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future. Information Problem Solving Steps Super 3: Plan,

Do, Review

Materials/Resources
Books from TCIS Elementary Media Center:
Dinosaur and other prehistoric animal factfinder [ Book ] J 560 BEN Benton, M. J. (Michael J.) Published 1992 Albertosaurus : death of a predator [ Book ] J 560 KEI Keiran, Monique. Published 1999 Accelerated Reader Level: 7.7 / 1.0 pts. Dinosaurs down under : and other fossils from Australia [ Book ] J 566 ARN Arnold, Caroline. Published 1990 Relatives of dinosaurs [ Book ] J 566 BIR Birch, Robin.

Published 2003 Accelerated Reader Level: 3.6 / 0.5 pts. The magic school bus in the time of the dinosaurs [ Book ] J 567 COL Cole, Joanna. Published 1994 Accelerated Reader Level: 3.8 / 0.5 pts. Digging up dinosaurs [ Book ] J 567.9 ALI Aliki. Published 1988 Accelerated Reader Level: 3.6 / 0.5 pts. Dinosaur bones [ Book ] J 567.9 ALI Aliki. Published 1988 Accelerated Reader Level: 3.7 / 0.5 pts. Did comets kill the dinosaurs? [ Book ] J 567.9 ASI Asimov, Isaac, 1920Published 1988 How big is a brachiosaurus? : fascinating facts about dinosaurs [ Book ] J 567.9 CAR Carroll, Susan. Published 1986 1,001 facts about dinosaurs [ Book ] J 567.9 CLA Clark, Neil. Published 2002 Dinosaur dinners [ Book ] J 567.9 DAV Davis, Lee. Published 1998 Accelerated Reader Level: 2.4 / 0.5 pts. Agustinia and other dinosaurs of Central and South America [ Book ] J 567.9 DIX Dixon, Dougal. Published 2007 Accelerated Reader Level: 4.4 / 0.5 pts. Aletopelta and other dinosaurs of the West coast [ Book ] J 567.9 DIX Dixon, Dougal. Published 2007 Accelerated Reader Level: 4.4 / 0.5 pts. Ankylosaurus and other mountain dinosaurs [ Book ] J 567.9 DIX Dixon, Dougal. Published 2005 Accelerated Reader Level: 3.4 / 0.5 pts. Centrosaurus and other dinosaurs of cold places [ Book ] J 567.9 DIX Dixon, Dougal. Published 2005 Accelerated Reader Level: 3.7 / 0.5 pts. Deltadromeus and other shoreline dinosaurs [ Book ] J 567.9 DIX Dixon, Dougal. Published 2005 Accelerated Reader Level: 3.3 / 0.5 pts. Dromaeosaurus and other dinosaurs of the North [ Book ] J 567.9 DIX Dixon, Dougal. Published 2007 Accelerated Reader Level: 4.2 / 0.5 pts. Giganotosaurus and other big dinosaurs [ Book ] J 567.9 DIX Dixon, Dougal. Published 2006 Accelerated Reader Level: 4.1 / 0.5 pts. Minmi and other dinosaurs of Australia [ Book ] J 567.9 DIX Dixon, Dougal. Published 2007 Accelerated Reader Level: 4.3 / 0.5 pts. Neovenator and other dinosaurs of Europe [ Book ] J 567.9 DIX Dixon, Dougal. Published 2007 Accelerated Reader Level: 4.2 / 0.5 pts. Nodosaurus and other dinosaurs of the East coast [ Book ] J 567.9 DIX Dixon, Dougal. Published 2007

Accelerated Reader Level: 4.3 / 0.5 pts. Ornithomimus and other fast dinosaurs [ Book ] J 567.9 DIX Dixon, Dougal. Published 2006 Accelerated Reader Level: 3.8 / 0.5 pts. Plateosaurus and other desert dinosaurs [ Book ] J 567.9 DIX Dixon, Dougal. Published 2005 Accelerated Reader Level: 3.7 / 0.5 pts. Saltopus and other first dinosaurs [ Book ] J 567.9 DIX Dixon, Dougal. Published 2006 Accelerated Reader Level: 4.1 / 0.5 pts. Scutellosaurus and other small dinosaurs [ Book ] J 567.9 DIX Dixon, Dougal. Published 2006 Accelerated Reader Level: 4.2 / 0.5 pts. Spinosaurus and other dinosaurs of Africa [ Book ] J 567.9 DIX Dixon, Dougal. Published 2007 Accelerated Reader Level: 4.3 / 0.5 pts. Stegosaurus and other plains dinosaurs [ Book ] J 567.9 DIX Dixon, Dougal. Published 2005 Accelerated Reader Level: 3.5 / 0.5 pts. Styracosaurus and other last dinosaurs [ Book ] J 567.9 DIX Dixon, Dougal. Published 2006 Accelerated Reader Level: 4.3 / 0.5 pts. Therizinosaurus and other dinosaurs of Asia [ Book ] J 567.9 DIX Dixon, Dougal. Published 2007 Accelerated Reader Level: 4.3 / 0.5 pts. Triceratops and other forest dinosaurs [ Book ] J 567.9 DIX Dixon, Dougal. Published 2005 Accelerated Reader Level: 3.4 / 0.5 pts. Tyrannosaurus and other dinosaurs of North America [ Book ] J 567.9 DIX Dixon, Dougal. Published 2007 Accelerated Reader Level: 4.5 / 0.5 pts. The Macmillan book of dinosaurs : and other prehistoric creatures [ Book ] J 567.9 ELT Elting, Mary, 1909Published 1987 Amazing facts about Australian dinosaurs [ Book ] J 567.9 HOC Hocknull, Scott. Published 2006 Living with dinosaurs [ Book ] J 567.9 LAU Lauber, Patricia. Published 1991 Accelerated Reader Level: 5.2 / 1.0 pts. How big were the dinosaurs [ Book ] J 567.9 MOS Most, Bernard. Published 1994 Accelerated Reader Level: 4.1 / 0.5 pts. Dinosaur [ Book ] J 567.9 NOR Norman, David, 1930Published 1989 Accelerated Reader Level: 7.6 / 1.0 pts. Gigantic! : how big were the dinosaurs? [ Book ] J 567.9 OBR O'Brien, Patrick, 1960Published 2002 Accelerated Reader Level: 2.6 / 0.5 pts. Giant dinosaurs [ Book ] J 567.9 ROW Rowe, Erna. Published 1973

Accelerated Reader Level: 2.4 / 0.5 pts. Dinosaurs [ Book ] J 567.9 ROY Royston, Angela. Published 1991 Where are all the dinosaurs? [ Book ] J 567.91 ONE O'Neill, Mary Le Duc, 1908Published 1989 Long-necked dinosaurs [ Book ] J 567.912 BIR Birch, Robin. Published 2003 Accelerated Reader Level: 3.7 / 0.5 pts. Meat-eating dinosaurs [ Book ] J 567.912 BIR Birch, Robin. Published 2003 Accelerated Reader Level: 4.0 / 0.5 pts. Allosaurus and other dinosaurs of the Rockies [ Book ] J 567.912 DIX Dixon, Dougal. Published 2007 Accelerated Reader Level: 4.3 / 0.5 pts. Ceratosaurus and other fierce dinosaurs [ Book ] J 567.912 DIX Dixon, Dougal. Published 2006 Accelerated Reader Level: 4.6 / 0.5 pts. Coelophysis and other dinosaurs of the South [ Book ] J 567.912 DIX Dixon, Dougal. Published 2007 Accelerated Reader Level: 4.3 / 0.5 pts. Tyrannosaurus rex [ Book ] J 567.912 LAN Landau, Elaine. Published 1999 Accelerated Reader Level: 5.5 / 0.5 pts. Velociraptor [ Book ] J 567.912 LAN Landau, Elaine. Published 1999 Accelerated Reader Level: 5.0 / 0.5 pts. A dinosaur named Sue : the find of the century [ Book ] J 567.912 ROB Robinson, Fay. Published 2003 Accelerated Reader Level: 4.6 / 1.0 pts. Dinosaur eggs [ Book ] J 567.913 DUS Dussling, Jennifer. Published 2000 Accelerated Reader Level: 3.1 / 0.5 pts. Bird-footed dinosaurs [ Book ] J 567.914 BIR Birch, Robin. Published 2003 Accelerated Reader Level: 3.5 / 0.5 pts. Maiasaura and other dinosaurs of the Midwest [ Book ] J 567.914 DIX Dixon, Dougal. Published 2007 Accelerated Reader Level: 4.4 / 0.5 pts. Stegosaurus [ Book ] J 567.915 LAN Landau, Elaine. Published 1999 Accelerated Reader Level: 5.2 / 0.5 pts. Triceratops [ Book ] J 567.915 LAN Landau, Elaine. Published 1999 Accelerated Reader Level: 5.2 / 0.5 pts. Dinosaurs [ Book ] J 568 JEU Delafosse, Claude. Published 1993 After the dinosaurs : mammoths and fossil mammals [ Book ] J 569 BRO Brown, Charlotte Lewis. Published 2006 Accelerated Reader Level: 3.6 / 0.5 pts.

Endangered animals [ Book ] J 591 WEX Wexo, John Bonnett. Published 1990 Accelerated Reader Level: 5.0 / 0.5 pts. Endangered animals [ Book ] J 591.68 DON Donald, Rhonda Lucas, 1962Published 2001 Accelerated Reader Level: 6.2 / 0.5 pts. Endangered animals [ Book ] J 591.68 FOR Forier, Elise. Published 2006 Dinosaurs : poems [ Book ] J 811 DIN selected by Lee Bennett Hopkins ; illustrated by Murray Tinkelman. Published 1987 I am a tyrannosaurus [ Book ] JE WAL Wallace, Karen. Published 2004 Accelerated Reader Level: 2.0 / 0.5 pts. (Dinosaurs and prehistoric ages) JKO 030 WOO Beaumont, Emilie. Published 2002 (Digging up dinosaurs) JKO 500 SCI Aliki. Published 2001 Accelerated Reader Level: 3.6 / 0.5 pts. (Did dinosaurs have feathers?) JKO 500 SCI Zoehfeld, Kathleen Weidner. Published 2004 Accelerated Reader Level: 4.8 / 0.5 pts. (Dinosaurs are different) JKO 500 SCI Aliki. Published 2005 Accelerated Reader Level: 3.0 / 0.5 pts. (Dinosaur bones) JKO 500 SCI Aliki. Published 2001 Accelerated Reader Level: 3.7 / 0.5 pts. , (Terrible Tyrannosaurs) JKO 500 SCI Zoehfeld, Kathleen Weidner. Published 2001 Accelerated Reader Level: 5.3 / 0.5 pts. (What happened to the dinosaurs?) JKO 500 SCI Branley, Franklyn Mansfield, 1915Published 2001 Accelerated Reader Level: 4.3 / 0.5 pts. (Dinosaur babies) JKO 500 SCI Zoehfeld, Kathleen Weidner. Published 2001 Accelerated Reader Level: 4.6 / 0.5 pts. (Dinosaurs big and small) JKO 500 SCI Zoehfeld, Kathleen Weidner. Published 2005 Accelerated Reader Level: 3.6 / 0.5 pts. (Trace of dinosaurs) [ Book ] JKO 500 WOO Kim, Jungryul. Published 1998 [ Book ] [ Book ] [ Book ] [ Book ] [ Book ] [ Book ] [ Book ] [ Book ] [ Book ]

Dinosaur [ Video ] JV DIN Walt Disney Pictures presents ; directed by Ralph Zondag, Eric Leighton ; produced by Pam Marsden ; screenplay b Harrison and Robert Nelson Jaco Published 2001

Web Sites: Many to choose from, these are just a sampling and all are part of WebPath express; part of our online catalogue. Dinosaur Gallery: http://www.abc.net.au/dinosaurs/dino_playground/gallery/default.htm Dinosaur Dictionary: http://www.dinodictionary.com/ Discovering Dinosaurs: http://search.eb.com/dinosaurs/dinosaurs/study/act01 htm GiantsAfrican Dinosaurs http://www.projectexploration.org/giants/index.shtml Lark Quarry Dinosaur Stampede http://www.environment.gov.au/heritage/places/national/dinosaur-stampede/larkquarry/lark-quarry.html Extinction: http://www.zoomdinosaurs.com/subjects/mammals/Iceagemammals.shtml http://www.oum.ox.ac.uk/thezone/animals/extinct/dodo.htm http://biology.mcgill.ca/undergra/c465a/biodiver/2000/great-auk/great-auk.htm

Other resources:
Graphic Organizers: (see samples at end of lesson) Use an ISP chart for note taking (Information, Source, Page) Use a describing wheel for descriptions of extinct animal Use a main idea/supporting detail chart when skimming and scanning (higher level)

Equipment: Pencils, books, magazines, copies of organizers, computers (6 available in the library), Active board/projector, folders for student work, overhead projector, highlighter makers, printed copies of A Dinosaur Named Sue : The Find of the Century (found in 3rd grade reading text books).

Introduction/Motivation Session 1:
Classroom teacher and Library Media Teacher: ( in the main classroom) Gather students to learning area: Together view A Dinosaur Named Sue : The Find of the Century on Bookflix (online reading program the library subscribes to). Open short discussion about knowledge of extinction/dinosaurs. (*note: The teacher has previously worked with students on reading information texts and has discussed main idea and supporting detail. This session will give the students some practice using the skills in context.)

Procedures
Classroom teacher Refer back to previous work with reading information texts by showing a pre-made graphic organizer on the overhead projector. Review aspects of the organizer and information found there. Provide a printed copy of A Dinosaur Named Sue : The Find of the Century to each student. In their small table groups the students will read through the text (3-4 students per group). Library and classroom teacher will travel around to different groups and listen in or assist as needed. When finished reading, classroom teacher brings group back together and re-reads the text aloud (teacher has a copy of the text on overhead). After reading, classroom teacher discusses main ideas and supporting details and calls on students to come and highlight these using 2 colors of highlighter on the overhead copy. Library teacher passes out graphic organizer for main ideas to each student. Classroom teacher directs the students to fill in the organizer with the help of the text. Both teachers work with small groups/individual children who need assistance during this time. When each child has at least one main idea and supporting details listed, have the small groups share with each other what they found from the text.

Session 2: (in the media center)

Library teacher: Super 3 steps 1-3 Review step 1 of the Super 3 using the slide show from the Big 6 website below: http://big6.com/presentations/super3dinos/index.php (*note: we have previously worked with step 1of the model (Plan) and determined the task the students will be working on). We will now continued with aspects of the Plan portion and move on to the Do portion. Library teacher: Introduce several of the books/magazines to students. Give approx, 10-15 minutes for students to peruse the books. Call students back together and ask them to think about their top 3 extinct animal choices (for research project) based on available resources. As students continue to look at and gather the materials for their particular choices, both teachers will discuss with small groups and individuals about their choices and assist in making final choices. At the end of this session (20-25 minutes), the students will have made a final choice of one extinct animal to research (we have enough book resources that each child could do a different animal if wanted). Introduce ISP graphic organizer. Display the graphic on active board and demonstrate how to use it when reading for information. Use a simple text on an extinct animal to show how to use the graphic. Reinforce the need to keep track of where we find our information, thus the need to write down page numbers and titles of sources. Students will spend approximately 15 minutes perusing texts for general information about their extinct animal of choice, adding information to their ISP chart as they read. Library and Classroom teacher: Both will work with small groups and individuals to help them pull information from texts and to assist with tracking resources. Library teacher: Call students back to whole group and ask for feedback about process. Both teachers answer pertinent questions and take note of others that need to be addressed in future lessons (make sure to discuss the note taking process using the graphic organizer). Students will add ISP charts to individual project folders for continued use with classroom teacher and theyll continue research in library sessions. Other sessions will include work with websites/magazines/databases as students look for more information.

Adaptations
Texts written in mother tongue for our Korean and French speaking students and students may take notes in mother tongue to be translated later. High-interest, low readability texts available for students will below grade level reading ability (available through our ESL program especially)

I have one student who struggles with dysgraphia. He will speak his notes into a word document rather than writing them by hand. One-on-one with students who need assistance (ESL teacher is often available to come into classes and work with small groups of children and will be called upon to assist with this lesson as needed)

Assessment:
Review graphic organizers for information on chosen topic, and individual discussions about topic and process.