Stage 1- Desired Results Lesson 3 Content Standard (s): RI.2.

10 - Read and comprehend informational texts, including history, science, and technical texts. 2.L.1 - Understand animal life cycles and be able to describe it and the animal. RL.4.9-Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. 4.L.1.2- Explain how animals meet their needs by using behaviors in response to information received from the environment. Understanding(s)/Goals: - Students will be able to look at non-fiction text in small groups and decide what information is reliable and what information they want to use. They will understand how to navigate through a non-fiction text. They need to be looking for things like animal life cycle, adaptations, ecosystem, environment, and what it looks like.

Essential Question (s): -Can you choose good information from a non-fiction text? -Can you navigate through a non-fiction text?

Student Objectives (outcomes): -Students will be able to pick their own text to use for research about the animal and journal the information found. Students will be able to come up with their own reasoning why they feel that book or text is a reliable source.

Stage 2- Assessment Evidence Performance Task (s): - Students will read non-fiction books and look for information to journal about the animal. They will be looking at these books in small groups, having to share books and ideas with each other.

Other Evidence: -Students will engage in class discussions.

Stage 3- Learning Plan Learning Activities: -Introduce other text about the animal to students. Let them look at the text/books in small groups. These texts will include magazines, websites, and books about Pandas. They will discuss in their groups facts they find and which books/text they feel have the best information and why. Students will write the text that they found most beneficial and why in their science notebook. The groups will share out with the class why they found that text helpful. -With the class the teacher will discuss why they cant always trust everything you read, teach will help facilitate them on what makes a good knowledgable text. Show the students a persuasive article and an article that is filled with facts. Have students discuss the difference in the types of articles. -Give students time to research Pandas on computers or iPads. Have students take notes in their science notebook. After students finish taking notes re-group to discuss what was learned in todays lesson. -To close the lesson have students write a persuasive and factual paragraph about Pandas. If there is time, have students share their writing with a classmate.