Elibrary Elementary Standards-Based Learning Activity

eLibrary Elementary Standards-Based Learning Activity Earthworms? Yuck! Teacher Procedures

APPROPRIATE FOR: Science, Grades 2-5

TIMELINE: Three class periods

SCIENCE STANDARDS ADDRESSED THROUGH THIS LESSON

National Science Education Standards:

Content Standard A: All students should develop –  Abilities necessary to do scientific inquiry;  Understandings about scientific inquiry;  Engage active construction of ideas and explanations that enhance students’ abilities of doing science;  Early grades identify properties of common objects: o Focus on process of doing an investigation; o Develop the ability to ask scientific questions, investigate the world around them. (source: http://search.nap.edu/readingroom/books/nses/)

LEARNING EXPECTATIONS/OBJECTIVES  Students will ask questions and engage in scientific inquiry.  Students will plan an investigation.  Students will use eLibrary Elementary to gather data.  Students will use gathered data to develop reasonable explanations.  Students will communicate the results of their investigation.

MATERIALS  Computer with access to eLibrary Elementary and a printer  Paper  Colored pens or pencils

ACTIVITY PROCESS: DIRECTIONS TO THE TEACHER

Description of Activity Students will brainstorm one relevant inquiry question focusing on earthworms. Examples include: What do earthworms eat? How long do earthworms live? Why do earthworms crawl out of the ground when it rains? Students will research their question at eLibrary Elementary, learn about the properties and characteristics of earthworms, copy and print pictures of earthworms and attempt to find a joke about earthworms. Students will answer their earthworm question based on the research they conduct online. Finally, students will create a grade-level appropriate final product and present it to the class.

© 2003 ProQuest Information and Learning Company. Permission is granted to duplicate for classroom use only. Background Information/Scenario Remember last week, after it rained and rained? Remember seeing all of those earthworms on the sidewalk? Why do worms come out of the ground after it rains? What are earthworms? Do you know any worm jokes? This fun activity will help you learn more about these cute and slimy creatures.

Outline of Procedures – Day One 1. Go over the scenario with students. Ask them to tell you what they know about earthworms and write the results on a blackboard or other presentation device.

2. Go over the activity with students:  Students should work with a partner and decide on the question they wish to answer, then write the question down and turn it in for approval.  Students should decide what they would like to create: a poster, book, story or poem.  Students will use eLibrary Elementary to answer their questions and gather all necessary information and materials.  Students will create their final product, complete with illustrations to show and tell what they discovered. They should include what they found out about the properties of earthworms, their shape, size, color, etc.  Students will present their final product to the class.

3. Give students time to choose a partner.

4. Students should brainstorm their question, then write it down and turn it in for approval.

5. Once the questions have been approved, have students explore eLibrary Elementary to learn more:  Go to eLibrary Elementary  Click Topics at the top of the page to get to the Topic Tree page.  Type the word earthworms into the search box and click Start.  Scroll down and click the two Earthworm links in the search results.

6. Remind students to take notes as they find answers to their questions, look for earthworm jokes to share and print out a picture and any text they want to use in their final product.

7. Help students as needed.

8. If students finish before the end of class they should begin to write their final product.

Outline of Procedures – Day Two 9. Students should create their final product. A poster, book, story or poem is acceptable.

10. Student will present their final products to the class.

Outline of Procedures – Day Three 11. Students should finish presenting their final products.

12. Collect the final products.

Conclusion/Finished Work Teachers could create an “Earthworm Wall” to display student work. Students could research another type of worm and compare/contrast it to earthworms.

Scoring Rubric 4 Student final products include all of the following criteria:  They used the scientific process to answer their question.  They visited three or more reference sources, answered their question clearly, had good illustrations, etc.  They were creative.  Spelling was accurate, and their final product contained a clear question, an outline of their research and a conclusion.  They worked well with their partner.

3 Included all but one of the above criteria, or two of the criteria are incomplete.

2 Includes all but two of the above criteria, or three of the criteria are incomplete.

1 They left out or did not complete major elements of the project. They must have a teacher conference before they complete this project a second time.

Research Students will be evaluated based on these criteria:  Did students use eLibrary Elementary to collect information, pictures and jokes (if found) about earthworms?  Did students answer their questions?

Writing Students will be assessed on whether they followed the steps listed in their procedure:  Did students communicate facts in a clear and understandable format?

OPTIONAL EXTENDED ENRICHMENT ACTIVITIES Use an aquarium to host an earthworm farm. Have students verify what they have learned from eLibrary Elementary about earthworm behavior. Specific earthworm behavior research can be done using the same search techniques outlined in the activity.

Remember the last time it rained and rained? Remember seeing all of those earthworms on the sidewalk? Why do worms come out of the ground after it rains? What are earthworms? Do you know any worm jokes? Are earthworms really yucky?

This fun activity will help you learn more about these cute and slimy creatures.

You and your partner will create a poster, poem, story or report about earthworms. Along the way you’ll learn about the scientific process, which is the process of inquiry. Plus, you’ll have a little fun, too!

DURING THIS ACTIVITY YOU WILL…  Ask a question about earthworms.  Engage in scientific inquiry to answer your question.  Plan your investigation.  Use eLibrary Elementary to gather earthworm information.  Use this information to answer your question.  Communicate the results of your investigation to your classmates.

DAY ONE 1. Read this whole activity before you begin!

2. Work with a partner and decide on the question you wish to answer. Turn it in to your teacher for approval.

3. Decide if you’d like to make a poster, book, story or poem.

4. Explore eLibrary Elementary to learn more: a. Go to eLibrary Elementary b. Click Topics at the top of the page to get to the Topic Tree page. c. Type the word “earthworms” into the search box and click Start. d. Scroll down and click the two earthworm links in the search results.

5. Take notes on the shape, size, weight and color of earthworms. Plus find out what earthworms eat, where they live and whatever else you can. Make sure you find the answer to your question!

6. Don’t forget to look for a good joke, too. 

7. Print out the text and pictures that will help you design your poster, book, story or poem.

© 2003 ProQuest Information and Learning Company. Permission is granted to duplicate for classroom use only. DAY TWO 8. Create your poster, book, story or poem. Follow these guidelines:  Your cover page (or poster) should have a title, your question, a picture of your worm and your names.

 Your poster, book, story or poem should include: Your question Your research and how you found your information Your conclusion

 Your research should include the following What sites/reference sources you used (must have three). What you found out. A joke related to earthworms that helped you understand the answer to your question or describes the properties of an earthworm. If you didn’t find one, make one up!

 Your conclusion should include: We wanted to know… We found out… If we had more time, we would like to find out…

DAY THREE 9. Presentation to the class:  Introduce yourselves to the class.  Be sure to give the title of your report and state your earthworm question.  Present your report, read your story, book and/or poem or describe each part of your poster and read it aloud.  Ask if your classmates have any questions and answer them if you can.  Thank your class for their attention.

ASSESSMENT

Scoring Rubric 4 Your poster, book, story or poem includes all of the following: Evidence that you used the scientific process to answer your question. Evidence that you visited three or more reference sources. Answer(s) to your question. Lots of creativity. Accurate spelling. An outline of your research and a conclusion. Evidence that you worked well with your partner.

2 Included all but two of the above, or three are missing or incomplete.

1 You left out or did not complete major elements of the project. You must have a teacher conference before you complete this project a second time.

Research  Did you use eLibrary to collect information, pictures and jokes (if found) about earthworms?  Did you answer your question?

Writing  Did you communicate facts about earthworms in a clear and understandable format?

Presentation  Did you present the information you found to your class in an organized way?