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Lesson Overview- Aliens Among Us by Alex Van Tol

By Ms. Biccum

Unit: Aliens Among Us

Subject: Reading
Grade: 3/4
Date: Fall 2017
Estimated Time: (45 minute lessons x 3 days)

Book Preview:
In Alex Van Tol’s “Aliens Among Us” she identifies more than 50 species of alien animals and
plants living in British Columbia. This nonfiction book captivates readers with the help of detailed
photographs and quirky cartoons while sharing how each specie came to British Columbia and how they
are effecting our environment. Each specie is defined as either risky, pushy, greedy, nasty, or deadly to
British Columbia's surroundings. Aliens Among Us if filled with a variety of text features and fun facts
for students to explore. This book is an optimal resource for cross curricular opportunities throughout the
British Columbia Curriculum. The strongest cross curricular subjects that can be used are language arts
and science. Throughout language arts, students can study different forms and functions of text, while
focusing on reading strategies, and comprehension. In science, biodiversity and how living things respond
and live in their environment are just two of the many related content that can be used throughout British
Columbia's curriculum.

Grade 3:

Big Idea: Stories and other texts help us learn about ourselves, our families, and our communities.

Curricular Competencies:
-Use sources of information and prior knowledge to make meaning
-Make connections between ideas from a variety of sources and prior knowledge to build understanding
-Use developmentally appropriate reading, viewing, and listening strategies to make meaning (i.e.
visualizing, making inferences, and asking questions)
-Recognize how different texts reflect different purposes (i.e. visual and oral texts)
-Engage actively as readers, listeners, and viewers
-Exchange ideas and perspectives
-Use oral storytelling processes (i.e. sharing a story from memory with others)

Curricular Content
-Text features (i.e. how text and visuals are displayed)
-Reading strategies (i.e. using illustrations and prior knowledge, retelling stories in own words)
-Oral language strategies (i.e. listening to specifics, staying on topic)
-Metacognitive strategies (i.e. reflecting)

Grade 4:
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Big Idea: Exploring stories and other texts helps us understand ourselves and make connections to others
and to the world.

Curricular Competencies:
-Access and integrate information and ideas from a variety of sources and prior knowledge (i.e. posing
questions, accessing information)
-Use a variety of comprehension strategies before, during, and after reading, listening, or viewing to
deepen understanding of texts
-Apply a variety of thinking skills to gain meaning from text
-Use personal experience and knowledge to connect to text and deepen understanding of self, community,
and world
-Respond to text in personal and creative ways
-Recognize how literary elements, techniques, and devices enhance meaning in texts
-Demonstrate awareness of the oral tradition in First Peoples cultures and the purposes of First Peoples
texts (i.e. map the geography of local area)
-Exchange ideas and perspectives
-Use oral storytelling processes
-Transform ideas and information to create original texts

Curricular Content:
-Forms, functions, and genres of text (i.e. purpose of texts)
-Text features
-Reading strategies (i.e. questioning, predicting)
-Oral language strategies (i.e. asking questions to clarify)
-Metacognitive strategies (i.e. reflecting, questioning)

Unit/Lesson Objective:
Students will develop a range of reading strategies through lessons containing features of written text,
comprehension of nonfiction texts, and different reading strategies. Students will be assessed by their
ability to follow the “I can” statements linked on page 6.

Key Strategies to Focus On:

1. Features of written text
2. Comprehension of nonfiction texts
3. Reading Strategies; locating main ideas and details

Materials:
● “Aliens Among Us” by Alex Van Tol
● 8-10 Photocopied page spreads of “Aliens Among Us”
● Nonfiction, fiction, magazines, and articles on species and invasive species
● Text features worksheet
● Anchor chart with headers
● Wanted postcard template
● Map of British Columbia poster
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● Highlighters and post it notes

● Drawing supplies (colored markers)
● Online resources (laptop, ipads)
● Poster paper
● Camera (poster activity)

Unit Introduction/ Hook:

Focus: Text Features

The teacher will begin the lesson by introducing “Aliens Among Us” by Alex Van Tol. Previous to this
lesson, the teacher must decipher the key elements of this non fiction book. In preparation, highlight 8-10
species on double sided spreads. Make sure to choose the species most relevant to your school's location,
and have a variety of mammals, insects, birds, herbaceous plants, etc. Photo copy enough spreads of the
book, so that students can work in pairs for the lesson. Before you begin reading, briefly discuss what it
takes to be a full-body listener.

-Preview the text cover before reading it with the students acknowledging key text figures and literacy
elements, what they think the book might be about, other predictions, and thoughts (focused instruction).
*This step is a key factor in helping students reflect on their prior knowledge, as well as the teacher can
check for understanding and adapt the lesson to where they feel the students are in their understanding.
-Read the book interactively by either projecting the page spreads on a projector or the physical book.
-Begin by reading the chapters on “What are Alien and Invasive Species?” and “Why Worry About
Aliens?”
-Read 2-3 species and then begin prompting the students by highlighting the key text features, asking
questions, and having students relate their prior knowledge (guided instruction).

-Once the teacher has read about 8-10 species, have students explore using a provocation table filled with
other nonfiction and fiction books on species.
-Have the students gather back at their seats and begin creating an anchor chart with the class on the
board; focus on why features are displayed the way they are.
-With each text feature brainstormed with the class, ask the questions: what is it? And how does it help
you? (collaborative instruction)
-This anchor chart will be completed interactively and will be used as a helpful tool for the next activity.

-Have students return back to the provocation in pairs.

-On the provocation table there should be nonfiction books, fiction books, news articles, magazines, and
the photocopied spreads of “Aliens Among Us”
-Have students work in pairs to find the information needed using the “Text Features” worksheet on page
13.
*Make sure to promote using the anchor chart as a place for reference for the students.
-Once worksheets are completed, have students go back to two of their finds and share them with another
group.
-Wrap up the lesson by reading about 2-3 more invasive species to prompt the students thinking for the
next lesson.
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Unit Development:
Focus: Reading Strategies; locating main ideas and details
*The teacher must have a prepared space (bulletin board, wall, etc) to display the students work
throughout this activity.

The teacher will begin this lesson by presenting a large map of British Columbia which will be on a
bulletin board in the classroom. Make sure the map is simple, only labeling the main areas of the
province. The teacher will need to create an example in advance of their “wanted postcard” and place it
on the map in the correct location of where the specie originated in British Columbia.

-For this lesson, students must create a “wanted postcard” with the information they have learned in
“Aliens Among Us” of an invasive specie that interest them
-The teacher will first read the information of the specie they have chosen from “Aliens Among Us”
(focused instruction).
-Once the focused instruction is complete, read the chapter on “The Threat Meter” and explain in detail
why understanding what the threat meter is, is important for this assignment.
-Next, the teacher will demonstrate how they collected the information needed to created a wanted
postcard using highlighters and post it notes (guided instruction).
-As a class, brainstorm the key facts that should be on a wanted postcard, and write them on the board for
students to reflect on in the future.
-Students will need to have a drawing, title, how the specie established themselves in British Columbia,
which level of invader the specie is, what the specie is doing to our environment, and three facts of their
choice on the postcards.
*This criteria would be best presented by giving each student a checklist so they are able to search for the
necessary information. This will also help them learn how to comprehend what they are learning.
-The students will be able to use the resources provided on the provocation table in the previous lesson, as
well as online resources and “Aliens Among Us” (independent instruction).
-Once students complete their postcards, the class will have a gallery walk to view everyone's work.
-Then, they will place their work on the British Columbia map to show where their specie originated in
BC.
*It is okay if students choose to do the same species as every student will approach this assignment
differently
-Complete this lesson by reading the chapter on “Why Biodiversity is Important?”, this will help students
make connections to the relevance of the assignment they have just completed.

Unit Closure:
Focus: Comprehension of nonfiction texts

The final activity will be a prompt activity as a method to reflect on what has been learned throughout the
unit. The teacher will need to create a comfortable and engaging environment for students to share their
work with the class.

-Read the remaining species in “Aliens Among Us” that have not yet been covered throughout the unit.
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-Discuss with the class how much key information was gathered from the previous lesson, and how when
we are able to find correct sources of information, we must share them with our peers.
-Ask students to volunteer to present their wanted poster to the class by retelling the information they
have discovered (collaborative instruction).
-Once all students who have wished to share their information have, introduce the next lesson.
-Question prompts will be placed around the classroom on poster paper that reflect the information that
has been learned (guided instruction).
● What are alien and invasive species?
● Why should we be worried about alien species?
● Labels from the threat meter, have each group define one
● Why is biodiversity important?
● How can we help stop the spread of aliens?
● As a group, work together to decide which specie interested you the most. Write its name and
give the class two facts you remember!
-Students will be put into groups of 4-5 and will be given a coloured marker.
-Have each group start at a different prompt (collaborative instruction).
-Give each group roughly 5 minutes to discuss what they know about the prompt and write their ideas.
-Once each group has rotated to every prompt, have them circle an important note on the prompt in front
of them.
-Have the groups decide on one person to share what they have chosen and why? (collaborative
instruction)
-Once all groups have shared, take photos of all posters and print them beside the British Columbia map.
-Conclude the lesson by reading the chapter on “You Can Help” as a tool of reflection for the unit
(focused instruction).

Cross-Curricular Notes:
● Science
○ Biodiversity in the local environment
○ The knowledge of First Peoples of ecosystems
● Visual Art
○ Elements of design
○ Processes, materials, technologies, tools, and techniques
● Social Studies
○ Relationships between humans and their environments
○ Domestication of animals
○ Physiographic features of Canada
● Career Education
○ Cultural and social awareness
○ Generational roles and responsibilities

Assessment:
The assessment has been placed into the following student language to help students understand their
expectations throughout each activity. I suggest putting each “I can” statement into a rubric or list form.
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Students are expected to use metacognitive strategies, therefore it is important for students to understand
what they are learning and why they are learning it.

-The teacher will observe student participation throughout each lesson.

Unit Introduction/Hook:
● “I can reflect on prior knowledge”
● “I can engage actively as readers, listeners, and viewers”
● “I can work together with my classmates”
● “I can take turns while speaking”
● “I can express my ideas orally”
● “I can explain what text features are and how they help me as a reader”
● “I can use resources correctly and efficiently”
● “I can make connections to what I have learned and what I am learning”

Unit Development:
● “I can follow instruction demonstrated by my teacher”
● “I can make connections to what I have learned and what I am learning”
● “I can correctly locate my specie on a map of British Columbia”
● “I completed the checklist given to me by my teacher correctly and with detail”
● “I understand the importance of the threat meter and what it means”
● “I know how to collect key information throughout nonfiction texts”
● “I can express my ideas visually and orally”
● “ I can tell you why biodiversity is important”

Unit Closure:
● “I can share what I have learned orally with my class”
● “I know why locating key information is important”
● “I work together with my classmates”
● “I engage actively as readers, listeners, and viewers”
● “I can access prior knowledge”
● “I can explain my ideas”
● “I can explain how I can help prevent the spread of invasive species”

Rationale

Aliens Among Us

When beginning this assignment, I knew I wanted to challenge myself by choosing a nonfiction

text. I have seen throughout my tutoring experience the many benefits nonfiction has on young readers.

This past summer I worked with two twin boys who were approaching grade four. Both boys absolutely

loved nonfiction and were always eager to choose a book from the library. The brothers were identical, I

would find them saying the same comments, or suggesting the same ideas. However, when it came to
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reading nonfiction text, I noticed each boy would point out different sections of the readings, and would

lean towards their interest in the books; i.e. pictures, quick facts, headers, paragraphs. This caught my

attention as it made me realize the diversity in nonfiction and how easily nonfiction texts can be applied

to all readers and their interests. When I came across “Aliens Among Us” by Alex Van Tol, I was

instantly fascinated with the delightful cartoons. As I began to read this book, I immediately made

connections towards what I know, and what I was learning. I also made connections to my own

community and environment. For example, reading about quails and their invasive qualities throughout

my hometown of Kelowna. This book gave me so many cross curricular ideas and made me very excited

to start this assignment. I chose to focus on the different features of written text and how they help us in

our reading, comprehension of nonfiction texts, and reading strategies with a focus on locating the main

ideas, details, and researching. I believe that these strategies are extremely helpful in the engagement of

intermediate readers to make meaning of what they are learning and exploring.

I began my unit with a quality book introduction where I was able to relate to my students

personal experiences, interest in topics, and make connections to their background knowledge (Johnson

Keier, p. 78). In nonfiction text there are usually “bolded words or interesting vocabulary that the students

can figure out from the text or illustrations” (Johnson Keier, p. 172). This helps students develop

strategies to infer nonfiction literature. I believed in teaching features of written text as my first lesson as

it is a key component in understanding nonfiction texts. In order to move forward in the following

assignments, students need to understand how to read nonfiction features correctly, as well as

comprehend why they are important.

Throughout this unit, I made sure to include reading “Aliens Among Us” as often as possible,

simply to share and enjoy a fabulous book with the students (Johnson Keier, p. 73). By reading more of

the book each class, students were able to make connections to what they have previously learned, while

gaining new information. Students were given independent reading and research time during the second

assignment. They were given the opportunity to return back to the original provocation table and reread

some of the texts that interested them. “Rereading helps build fluency and allows children to think deeper
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about the texts” (Johnson Keier, p. 83). Throughout this independent reading and research time, I hope

teachers take the opportunity to have conversation with the students and observe how the students

approach their reading (Johnson Keier, p. 83). This is an ongoing assessment tool, and if a very good

strategy that can be related back to future lesson planning. Students were then asked to write their

information independently. It is important to share with the class the end goal of hosting a gallery walk.

The gallery walk will encourage students to provide quality work throughout the lesson. “A gallery walk

is a quicker way for students to share their work in front of the class, and because classmates view their

work, students become more motivated than when the teacher is the only audience (Tompkins, p.40).

While the students write independently, they are learning how to self-monitor, and locate main ideas and

details. Students will be asking the questions: “does this make sense, sound right, look right?” (Johnson

and Keier, p.89). Once the gallery walk is complete, “students provide supportive feedback through their

responses to their classmates, and learn new ideas they can incorporate in their own projects” (Tompkins,

p.40). By sharing each other work, not only will students gain an understanding of locating main ideas

within nonfiction literature, but also their peers work.

Comprehension of nonfiction texts is a key curricular content for all grades. For the students that

often struggle with comprehension, a great tool is using group prompt work. The students will

“community write” as a way to ensure all students have gained understanding. “Community writing is a

time to write together as a class, or in small groups with all students’ contributions given considerations”

(Johnson Keier, p. 85). As students write and brainstorm together, the are not only self-monitoring their

own knowledge, but are assisting with their peers understanding. Students are placed perfectly within

their zone of proximal development while writing together, as students are not pressured nor overly

challenged in their thinking, but are able to express what they know (Johnson Keier, p. 86).

While creating this unit, I made it a goal to teach towards student understanding, rather than

independence. Whether this meant each lesson would end with focused, guided, independent, or

collaborative instruction, I wanted to ensure students were able to present or share what they have
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learned. The gradual release of responsibility model was used from start to finish in each activity, as

stated below:

1. Unit Introduction/ Hook:

a. Focused Instruction: The teacher will preview the text cover before reading it with the

students acknowledging key text figures and literacy elements, what they think the book

might be about, other predictions, and thoughts.

b. Guided Instruction: The teacher will read 2-3 species and then begin prompting the

students by highlighting the key text features, asking questions, and having students

relate their prior knowledge.

c. Collaborative Instruction: Collaboratively, the class will complete an anchor chart

which will be used as a helpful tool throughout their assignment.

2. Unit Development:

a. Focused Instruction: The teacher will first read the information of the specie they have

chosen from “Aliens Among Us” and will show the class their own example of the

following assignment.

b. Guided Instruction: The teacher will demonstrate how they collected the information

needed to created a wanted postcard using highlighters and post it notes.

c. Independant Instruction: The students will work independently using the resources

provided on the provocation table, as well as online resources and “Aliens Among Us”.

3. Unit Closure:

a. Collaborative Instruction: Students will volunteer to present their wanted poster and

share what they have learned with the class.

b. Guided Instruction: The teacher will place question prompts around the classroom on

poster paper that reflect the information that has been learned and will explain the lesson

steps by giving an example of what to do when you approach a prompt.

c. Collaborative Instruction: Students will work together to answer the question prompts.
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d. Focused Instruction: Conclude the lesson by reading the chapter on “You Can Help” as

a tool of reflection for the unit.

The gradual release of responsibility model was significantly proven as a beneficial tool

throughout class readings. “The teacher’s job is not delivering knowledge, but arranging for the problem

to be manageable, sustaining the child’s problem solving attempts emphasizing flexibility” was a quote I

followed throughout making this assignment as a guide to help students make real-life connections to the

content being taught (Johnson Keier, p. 137). Throughout each lesson I created, I made sure to include a

lot of questions and prompts that can not only help with checking for student understanding, but also

review the importance and the content of what the students are learning. Each lesson aimed to end

towards independent instruction, not necessarily saying students will be working independently, but

rather the students will independently be able to explain what they have learned and why they have

learned it (Johnson Keier, p. 136).

Bibliography

Johnson, P., & Keier, K. (2010). Catching readers before they fall: supporting readers who
struggle, K-4. Portland, Me.: Stenhouse .

Tompkins, G. E. (2013). 50 literacy strategies: step by step. Boston: Pearson.

Van Tol, A. (2015). Aliens Among Us (Invasive Animals and Plants in British Columbia). Victoria, BC:
Royal BC Museum.
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Appendix
Page 13-14: Nonfiction Text Feature Scavenger Hunt
Page 15: Nonfiction Text Feature Flip Book
Page 16: Invasive Species Scavenger Hunt- Created by Olivia Biccum
Page 17: Nonfiction Text Features Chart
Page 18: Nonfiction Text Features Tools
Page 19: Wanted Poster Example
Page 20: Text Feature Scavenger Hunt Task Card
Page 21-23: Identifying Text Features
Page 24-25: Biodiversity Crossword
Page 26-27: Bill Nye Video Worksheet on Biodiversity
Page 28: Online Video Links on Invasive Species
Page 29: Biodiversity Word Search

All resources listed above can be found on teacherspayteachers.com, unless otherwise stated.

Alex Van Tol also has her own website where she has attached links of her discussing “Aliens Among
Us” and how we can help prevent British Columbia’s invasive species from spreading.
Link: http://alexvantol.com/project/aliens/