Stage 1 Desired Results Lesson 4 Content Standard (s): W.CCR.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.2.
1 Students read nonfiction text and write paragraphs that express opinions on topics from the text. W.2.7 Participate in shared research and writing projects. 2.L.1 Understand animal life cycles and be able to describe it and the animal. W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Understanding(s)/Goals: Students will learn how to complete research and to take notes about a topic.
Essential Question (s): How can research help me to find out more information on a topic? What are the differences and similarities of nonfiction and fiction texts? Student Objectives (outcomes): Students will be able to research and find information about a topic. Students will be able to compare and contrast life cycles of animals.
Stage 2 Assessment Evidence Performance Task (s): Students will find informational text on pandas and take notes in their notebooks. Students will distinguish the differences between fiction and nonfiction text. Other Evidence: Students will demonstrate their knowledge of what life cycles are and how they are different among other animals. Stage 3 Learning Plan
Learning Activities: Intro: Show students example of nonfiction and fiction books pandas. Discuss with students the differences between fiction and nonfiction texts. Lesson: Read the books aloud to the class. Have students discuss the differences between the books. (One book had made up characters. The other book had facts.) Model with the students how they can take facts from the nonfiction text about pandas in their notebooks. Explain to students that they will use these notes along with what they learned from the webquest to create a project about pandas. Students will use the library to find informational text on pandas. Once students have found a book they need to read the book and take notes in their science notebooks or animal notebooks. Closure: Have students partner up and discuss the information that they found while researching pandas. Have students had one thing that they learned to the “KWL” chart. Extension: Discuss with students what they learned about the life cycle of pandas when they completed their webquest. Reshow the life cycle video on pandas from the WWF website. Then show students the YouTube video “Life Cycle of Wasps and Bees”. Draw a venndiagram on the board or anchor chart. Have students work together to compare and contrast the life cycles of bees, wasps, and pandas.