ELA SCI Grade 1 Informational Text, Research, Inquiry Circles: Animals and Habitats

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Informational Text, Research, and Inquiry Circles: Animals and Habitats English Language Arts, Grade 1

In this three week unit on animals and habitats, students are introduced to informational text and inquiry circles, and conduct their own research on animals and habitats. Students learn and apply content specific vocabulary that will assist them in future studies in science. Students are guided through the research process by three Essential Questions: What is a habitat? How do readers get information from informational text? How does research help us learn? The unit is structured around an Inquiry Circle (Immersion, Investigation, Coalescence, and Going Public) to accommodate various learning opportunities and learners. This unit should be used mid-year or later in first grade. It will take approximately fifteen classes. Note that there are no grade 1 science standards specific to habitats, but learning about habitats and building content vocabulary in this unit provides an excellent grounding for study of life science in grade 2.

These Model Curriculum Units are designed to exemplify the expectations outlined in the MA Curriculum Frameworks for English Language Arts/Literacy and Mathematics incorporating the Common Core State Standards, as well as all other MA Curriculum Frameworks. These units include lesson plans, Curriculum Embedded Performance Assessments, and resources. In using these units, it is important to consider the variability of learners in your class and make adaptations as necessary.

This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License (CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ 8/ 2013 Page 1 of 47

Table of Contents

Unit Plan ……………………………………………………………………………………………..………………………………………………….………….3 General Resources and Notes………………………………………………………………………………………………………………………………7 Lesson 1 …………………………………………………………………………………………………………………………..………….……………………..8 Lesson 2 ………………………………………………………………………………………………………………………………..…….……….….……….11 Lesson 3 ………………………………………………………………………………………………………………………………………………….……….14 Lesson 4 ………………………………………………………………………………………………….……………………………………………………….18 Lesson 5, 6 and 7 ……………………………………………………………………………………………………………………………………………...22 Lesson 8 …………………………………………………………………………………………………………………………………………………………..26 Lesson 9, 10 and 11 ……………………………………………………………………………………………………………………………………….....29 Lesson 12, 13 and 14 ……………………………………………………………………………………………………………………………………...... 32 CEPA Teacher Instructions…………………………………………………………………………………………………..………………….……...... 35 CEPA Student Instructions ………………………………………………………………………………………………………………………………..37 CEPA Rubric……………………………………………………………………………………………………………………………………………………..38 Unit Resources………………………………………………………………………………………………………………………………………………….39 Appendices …………………………………………………………………………………………………………………………..……………………….....41

Stage 1 Desired Results ESTABLISHED GOALS G Transfer CCSS.ELA-Literacy.RI.1.1 Ask and answer Students will be able to independently use their learning to… T questions about key details in a text. Generate open ended questions and seek answers through critical analysis of text, media, CCSS.ELA-Literacy.RI.1.5 Know and use interviews, and/or observations. various text features to locate key facts or Communicate ideas effectively in writing to suit a particular audience and purpose. information in a text. Meaning CCSS.ELA-Literacy.RI.1.7 Use the UNDERSTANDINGS U ESSENTIAL QUESTIONS Q illustrations and details in a text to describe Students will understand that… its key ideas. U1 A habitat meets an animal’s needs by EQ1. What is a habitat? CCSS.ELA-Literacy.SL.1.1c Ask questions to providing food, water, shelter, and space. clear up any confusion about the topics and U2 Text features help readers understand EQ2. How do readers get information from texts under discussion. information informational text? CCSS.ELA-Literacy.SL.1.2 Ask and answer U3 Research provides information needed questions about key details in a text read for written or oral presentations. EQ3. How does research help us learn? aloud or information presented orally or Acquisition through other media. Students will know… K Students will be skilled at… S CCSS.ELA-Literacy.SL.1.4 Describe people, K1 The definition of a habitat. S1 Using the academic and discipline- places, things, and events with relevant K2 Vocabulary for talking about habitats related vocabulary and concepts that are details, expressing ideas and feelings including animals’ needs, sets of animals, introduced in the unit. clearly. wild animals, shelter, and the names of five S2 Forming questions that can be answered CCSS.ELA-Literacy.SL.1.5 Add drawings or major habitats: Arctic (Polar), Desert, Ocean by research. other visual displays to clarify ideas, (Tide Pools or Coral Reefs), Rainforest, and S3 Using the features of informational text thoughts, and feelings. Savanna (Tropical Grassland), to find information within the book. CCSS.ELA-Literacy.W.1.2 Write K2 Text features add to comprehension of a S4 Use information from sources to present informative/explanatory texts in which they text. on a topic name a topic, supply some facts about the K3 Information is presented in different topic, and provide some sense of closure. formats. CCSS.ELA-Literacy.W.1.7 Participate in K4 Research helps us better understand a shared research and writing projects (e.g., topic.

explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. CCSS.ELA-Literacy.L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. Stage 2 - Evidence Evaluative Criteria Assessment Evidence Criteria for success: CURRICULUM EMBEDDED PERFORMANCE ASSESSMENT (PERFORMANCE TASKS) PT • See CEPA Rubric This CEPA is composed of three different performance tasks: • The visual and written information is • Students will write a research report, an informational paragraph, explaining the accurate; the main idea and details are answer(s) to their research question(s). This part of the CEPA begins in Lesson 8. clear. • Working in small groups, students will create an informational display for a new zoo • Students contribute to making the exhibit about their selected habitat. Each student will contribute a piece of art and some exhibit and to the oral presentation writing, such as labeling or explanation, to accompany their artwork. showcasing their knowledge. • Each small group will give an oral presentation about their habitat, drawing on information from the group display. The presentation can take a variety of forms such as a guided tour of the display, a skit, play or other informational presentations. Each student will have a role in the presentation. Criteria for success: OTHER EVIDENCE: OE • Students develop answers to the three • Students’ answers to the essential questions (ongoing) essential questions in their own words, • Students’ ability to explain the term habitat with content-specific vocabulary e.g. a using content specific vocabulary. habitat is a place that provides for an animal’s needs: food, water, and shelter. Students • Students display knowledge of research may also be able to explain how an animal’s external parts help them to survive, grow,

skills: using features of informational and meet their needs, e.g. a giraffe has a long neck to make it easier to reach tree leaves text, forming research questions, and which it eats. note-taking. • Students’ participation in the different phases of the inquiry circle. • Students’ questions about animals and habitats; use of features of informational text to find answers; and use of more than one source to answer the research question.

Stage 3 – Learning Plan Summary of Key Learning Events and Instruction Lesson 1: Students learn the concept of habitat and discuss the Essential Question: What is a habitat? (Immersion phase of the inquiry circle.) Lesson 2: Students are introduced to five different habitats around the world and the idea that sets of animals live in a given habitat. Students start a group RAN (Reading and Analyzing Nonfiction an adaptation of the KWL ) chart about habitats. (Immersion phase of the inquiry circle.) Lesson 3: Students learn about informational text and the genre’s text features through a read aloud of I See a Kookooburra by Steve Jenkins and Robin Page. They explore the Essential Question: How do readers get information from informational text? Students investigate a second informational text independently and are introduced to the concept of research. (Immersion phase of the inquiry circle.) Lesson 4: Students continue to research habitats or animals in habitats. The teacher provides a mini-lesson to target a specific note- taking or research strategy. Students conduct research individually or in groups, depending on their interests and continue developing the class RAN chart about habitats. Students should share research findings at the end of each class. Students who have “finished” their research questions will need to develop new questions. (Investigative phase of inquiry circle.)

Lessons 5, 6 and 7: Students continue to research habitats or animals in habitats. The teacher provides a mini-lesson at the start of each class that targets a note-taking or research strategy. Students conduct research individually or in groups. Students who have “finished” with their research questions will need to develop new questions. Students share their research at the end of each class. (Investigative phase of inquiry circle.) Lesson 8: Through modeling by the teacher, students start to review and transfer their reading notes to a template that they will use for writing their research reports. Students begin report writing, while others finish their research. The report that students are beginning is the first product in the Curriculum Embedded Performance Assessment (CEPA). (Coalescing phase of inquiry circle.) Lessons 9, 10 and 11: Through demonstration and modeling by the teacher, students will write an informational report incorporating their notes, continuing step one of the CEPA. Each day starts with a mini-lesson which includes the teacher demonstrating a step in the

report writing process. (Coalescing phase of inquiry circle.) Lessons 12, 13, and 14: Students will plan the public presentation and the informational display, the second and third parts of the CEPA. Each student will provide some art and writing for the displays as well as have a role in the oral presentation. Students will be assigned to small groups, based on their research topic so that each of the habitats studied will be presented. (Public phase of inquiry circle.)

General Notes and Resources

This unit is written to provide students with: • Content-specific understanding of the term habitat. The term habitat is scientifically defined as place that provides for an animal’s needs: food, water, and shelter. • An understanding of the features of informational text and how to use these features to find answers. • The opportunity to see oneself as a learner (generate questions) and a researcher (investigate questions and draw conclusions) while engaging in an inquiry circle. (See Appendix A for more information about inquiry circles.)

This unit provides many opportunities for students to practice forming, discussing and investigating their own questions, and for student discourse, including content-specific vocabulary. While teaching this unit, teachers may want to reserve part of their literacy block for ongoing literacy activities not addressed in these lessons such as guided reading groups or word study. Note that there are no grade 1 science standards specific to habitats, but learning about habitats and building content vocabulary in this unit provides an excellent grounding for study of life science in grade 2.

Resources: To support the students’ research the teacher will need to gather together a wide selection of books about animals and habitats. Ideally teachers can find resources in their school libraries, but for schools without libraries, many can be found at the public library or through inter-library loan. If there is good access to computers and the internet, you could create some pages of links for research. Be sure that the links are organized into the same categories as the books are. Students will choose their own topics to research in depth, so a class set of each title will not be needed. Students will form a question about animals and habitats that can be answered through research. The question can be about an animal in a habitat or about a specific habitat, e.g. the rain forest, hence the topic of the unit: Animals and Habitats. Have some system for organizing the books so the students know where to look for more information about their subject. For example, you could divide the books into two groups: • Informational text about habitat(s) in general • Informational text about one animal (these books should include information about the animal’s habitat)

Vocabulary: This unit is designed to provide students with opportunities to learn, practice, and use content specific vocabulary and concepts that will help them when with future units of study about science in later grades.

Additional activities: If there is an opportunity, plan a visit to a nature center or zoo for students to observe animals in their habitats. This would greatly enhance the research component of the unit. Some suggestions for sites to visit include: Blue Hills Trailside Museum, the EcoTarium, Franklin Park Zoo, Lupa Zoo, Massachusetts Audubon Society, New England Wildlife Center, the Stone Zoo, the Zoo in Forest Park, and the Zooquarium.

Informational Text, Research, and Inquiry Circles: Animals and Habitats English Language Arts, Grade 1 Lesson 1

Brief Overview of Lesson: Students learn the term habitat, both content-specific vocabulary and the scientific definition, and discuss the Essential Question: What is a habitat? This lesson is part of the immersion phase of the inquiry circle. As you plan, consider the variability of learners in your class and make adaptations as necessary.

Prior Knowledge Required: names of animals

Estimated Time: 45-60 minutes

Resources for Lesson: • Habitat video: http://www.teachersdomain.org/resource/idptv11.sci.life.eco.d4khab/ • I See a Kookaburra: Discovering Animal Habitats Around the World by S. Jenkins & R. Page (2005) Boston. Houghton Mifflin Company. • Anchor charts, one for each Essential Question (added to as students discuss the questions) • Chart for Habitat questions or RAN chart The RAN chart is similar to the KWL chart but uses the following categories: What We Think We Know, Yes We Were Right!, We Don’t Think this Anymore, New Information Learned, and Wonderings. See Appendices, Appendix B, for more information.

Unit: Informational Text, Research, and Inquiry Circles: Animals and Instructional Tips/ Strategies/Notes for Teacher Habitats • Turn and Talk: students have a chance to discuss a question or Content Area/Course: English Language Arts, Grade 1 concept with a partner. Lesson 1: What is a habitat? Immersion Phase of Inquiry Circle • Start anchor charts (chart paper lists) for each Essential Question. Time (minutes): One class period or a portion of the literacy block, 45- • This lesson is the immersion phase of the inquiry circle in which you 60 minutes. immerse the class in the topic, invite curiosity, build background knowledge, find topics, and wonder. By the end of this lesson students will know and be able to: o Primary source objects are key for building background knowledge. Look at videos, websites, lots of pictures. • Explain the term habitat. o Teacher modeling of wondering is also valuable. • Use some academic and discipline related words and concepts when o Provide time for students to develop questions and reflect. talking about habitats such as wild animals, food, shelter, water, and • Vocabulary: Habitat, wild animal, food, shelter, water, and space. space. Anticipated Student Preconceptions/Misconceptions: Essential Question(s) addressed in this lesson: • Students may not be aware of the difference between animals in the wild and animals that are pets. • What is a habitat? Lesson Sequence Standard(s)/Unit Goal(s) to be addressed in this lesson: Lesson Opening CCSS.ELA-Literacy.SL.1.1.c Ask questions to clear up any confusion about • Introduce the concept of habitat. Discuss the first essential question: the topics and texts under discussion. What is a habitat? CCSS.ELA-Literacy.SL.1.2 Ask and answer questions about key details in o Check to be sure that students understand the word wild in the a text read aloud or information presented orally or through other phrases “wild animals” and “in the wild.” media. o Make a T-chart with students listing a few wild animals and a few CCSS.ELA-Literacy.L.1.6 Use words and phrases acquired through domesticated animals. Try to get as much variety as possible and conversations, reading and being read to, and responding to texts, then compare and contrast the two categories of animals. including using frequently occurring conjunctions to signal simple o Next, ask students to tell you where each animal lives. If you relationships. already have a supply of books on animals and habitats, give students a chance to look at books before answering this question.

o Point out any similarities in answers. You want students to start students have completed their reflection, have a group noticing that groups of animals, or set of animals, live in the same discussion or partner share. habitats. Flag, to discuss later, any content-specific words (e.g., • Tell students that they will learn about animals and habitats by names of habitats) that students are already using. doing research. In the rest of the unit, they will investigate the o When the list is finished, ask students to draw a picture of an Essential Questions as well as developing some of their own animal on the list in the natural setting where it lives. This could questions to investigate: be used as a formative assessment about the student’s o knowledge of the term habitat. Look for students who are o What is habitat? already using content-specific vocabulary about habitats. o How do readers get information from informational text? o How does research help us learn? During the Lesson • Ask students if they have any questions about habitats. Start a list of • Show the habitat clip from PBS Teacher Domain (see Resources for questions or introduce students to the RAN chart and let them put Lesson, page 8). their questions on the chart using sticky notes. o After the clip, ask students to Turn and Talk to discuss the first Essential Question, “What is a habitat?” Lesson Closing o Listen to answers, and then give students this definition, “A • If there is time, read aloud I See a Kookoobura! by Steve Jenkins and habitat is a place or environment where an animal naturally lives Robin Page. Reinforce the concept of habitat by playing animal and grows1.” sorting games, habitat matching games, etc. o Students will also probably add that an animal needs food, water, shelter, and space in a habitat. Formative assessment: o Students may mention that animals in habitats have jobs. • Observe students’ comments and questions as they do the Turn and o Give students a chance for some oral language practice with the Talk. Record any notes for follow up with particular students vocabulary. For example, ask students to do a Turn and Talk regarding clarifications/misconceptions. about what is a habitat and see how many vocabulary words • Observer who is using content specific words to talk about habitats. they can include in their conversation. • Look at students’ drawings of an animal where it lives. Note the o Ask students to write a reflection about the movie. They could details in the habitat, or lack of details. Save these drawings to use as respond to the Essential Question: “What is a habitat?” After a comparison at the end of the unit.

1 Page 148, Massachusetts Science and Technology/Engineering Curriculum Framework, October 2006.

Informational Text, Research, and Inquiry Circles: Animals and Habitats English Language Arts, Grade 1 Lesson 2

Brief Overview of Lesson: Students are introduced to five different habitats around the world and the idea that sets of animals live in a habitat. Students start a group RAN chart about habitats. This lesson is part of the immersion phase of the inquiry circle. As you plan, consider the variability of learners in your class and make adaptations as necessary.

Prior Knowledge Required: Information about habitats from the previous class

Estimated Time: 45-60 minutes

Resources for Lesson: • BBC Wildlife: http://www.bbc.co.uk/nature/habitats. Look up each major habitat: Arctic (use “polar”), Desert, Ocean (use tide pools or coral reefs), Rainforest, and Savanna (use “tropical grassland”). The link provides pictures of the plants and animals that grow in each habitat. • I See a Kookaburra: Discovering Animal Habitats Around the World by Steve Jenkins & Robin Page (one copy) • Anchor charts, one for each Essential Question. • Chart for Habitat Questions or the RAN chart. • Plastic animals to be sorted by habitats. The number of habitats depends on your supply of play animals. • Animal and habitat matching games. There are a number of habitat matching activities on the internet.

Unit: Informational Text, Research, and Inquiry Circles: Animals and • Turn and Talk Habitats • Academic Vocabulary: needs Content Area/Course: English Language Arts, Grade 1 • Anchor charts, one for each Essential Question. (These are added to Lesson 2: What Is a Habitat? Immersion Phase of Inquiry Circle as students discuss the questions.) Time (minutes): One class period or a portion of the literacy block. 45- • If not already started, create the RAN chart to be filled in by students 60 minutes. over several classes (see Appendix B). • This lesson is part of the immersion phase of the inquiry circle By the end of this lesson students will know and be able to: (Appendix B). Plan time for students to discuss and form their questions about animals and habitats. • Explain how a habitat meets an animal’s needs • Vocabulary: sets of animals, arctic, desert, ocean (coral reef or tide • Use academic vocabulary such as sets of animals pool), rainforest, savanna, and needs. • Name the five major habitats that will be studied: arctic, desert, ocean (coral reef or tide pool), rainforest, and savanna Anticipated Student Preconceptions/Misconceptions: • Students may have difficulty understanding that the same habit can Essential Question addressed in this lesson: exist in different places around the world.

EQ1 What is a habitat? Lesson Sequence

Standard(s)/Unit Goal(s) to be addressed in this lesson Lesson Opening • Review the word habitat and introduce the concept of needs: CCSS.ELA-Literacy.SL.1.1.c Ask questions to clear up any confusion about o Ask students: What do people need to survive? What do animals the topics and texts under discussion. need to survive? This can be done through a Turn and Talk. CCSS.ELA-Literacy.SL.1.2 Ask and answer questions about key details in o Student should be able to recall from the film that animals need a text read aloud or information presented orally or through other food, water, shelter, and space. Explain that a habitat meets media. animals’ needs because it provides these. CCSS.ELA-Literacy.L.1.6 Use words and phrases acquired through o Ask students the first Essential Question, “What is a habitat?” conversations, reading and being read to, and responding to texts, Listen to students’ answers and assess how close the answers including using frequently occurring conjunctions to signal simple are to the scientific definition that a habitat provides an animal’s relationships. needs: food, water, air, and shelter.

Instructional Tips/ Strategies/Notes for Teacher

During the Lesson • Give students a chance to reinforce or process the information: Play • Introduce to students the idea that there are different habitats and matching games, sort the classroom plastic animals into habitat different sets of animals live in each habitat. Name the five major groups, etc.) habitats, e.g. arctic, desert, ocean (coral reef or tide pool), rainforest, • As a group, reflect on what you have learned about habitats and and savanna: what you want to learn about habitats. o Show pictures (from books, or websites) of different habitats. • Give students a chance to write questions or facts that they know o Refer to the list of animals from the previous class. Try to group about animals and habitat on sticky notes. together any of the animals that live in the same habitat and label o If you haven’t already, introduce students to the RAN chart and the habitat. For example, if monkey, toucan, and sloth were all on get their help in placing the sticky notes on the chart in the the list from the previous class, explain those three animals live appropriate categories: What We Think We Know, Yes We Were in the rainforest habitat. Right!, We Don’t Think this Anymore, New Information Learned, o Remind students that the group of animals that live within the and Wonderings. same habitat is called a set of animals. Talk specifically about how an animal use body parts to move, take in food or water, or Lesson Closing for protection. • Explain the focus of the next couple of weeks: You will be working • Now give students a more detailed look at each of the five major together as researchers to develop questions about animals and habitats, by showing a video clip/website for each habitat: BBC habitats, and you will be the experts on answers to these questions. Wildlife: http://www.bbc.co.uk/nature/habitats. • Give students a chance to discuss once more the first Essential • After each clip, ask students the following questions and give them Question, “What is a habitat?” Add any new learning to the anchor the opportunity to process information about each habitat through chart for this question. Turn and Talks: • Preview outcomes for the next lesson: Students will learn or review o What do they see? the features of informational text, and start to look through the o What types of animals? research library. o What kinds of plants? o What colors? Formative assessment • Ultimately, you want students to understand that each distinctive • Which students are talking about habitats and what they want to habitat contains certain characteristics, e.g., forest habitats across learn about habitats? the world will have similar animals and plants. Habitats contain sets • Listen to students explanations of the word habitat and their ability of animals -- animals that can live in the same environment. to use the word “needs”. • Give students a chance for some oral language practice with the • Are any students using content specific vocabulary to discuss the vocabulary. different habitats?

Informational Text, Research, and Inquiry Circles: Animals and Habitats English Language Arts, Grade 1 Lesson 3

Brief Overview of Lesson: Students learn about informational text and the genre’s text features through a read aloud of I See a Kookooburra by Steve Jenkins and Robin Page. They explore the Essential Question: How do readers get information from informational text? Students investigate a second informational text independently and are introduced to the concept of research. This lesson is part of the immersion phase of the inquiry circle. As you plan, consider the variability of learners in your class and make adaptations as necessary.

Prior Knowledge Required: Knowledge about habitats from the previous discussions

Estimated Time: 45-60 minutes

Resources for Lesson: • Read aloud text: I See a Kookooburra by Steve Jenkins and Robin Page. • Classroom library for research project (see Appendix A for more information) • Anchor charts, one for each Essential Question • RAN chart about habitats (started in the previous lesson)

Unit: Informational Text, Research, and Inquiry Circles: Animals and CCSS.ELA-Literacy.SL.1.2 Ask and answer questions about key details in Habitats a text read aloud or information presented orally or through other Content Area/Course: English Language Arts, Grade 1 media. Lesson 3: How do readers get information from informational text? CCSS.ELA-Literacy.L.1.6 Use words and phrases acquired through Immersion Phase of Inquiry Circle conversations, reading and being read to, and responding to texts, Time: One class period or a portion of the literacy block, 45-60 minutes. including using frequently occurring conjunctions to signal simple relationships. By the end of this lesson students will know and be able to: Instructional Tips/ Strategies/Notes for Teacher • Explain some of the features of informational text and the purpose of • Review and familiarize yourself with the different sections of the the feature. informational text, I See a Kookooburra. It may help to tab the • Ask and answer questions about animal habitats. different sections. • Use the features of an informational text to find information within • You are continuing the immersion phase of the inquiry circle. the book. Continue to plan time for students to discuss and form their questions about animals and habitats Essential Question(s) addressed in this lesson: • Select vocabulary from the read-aloud. (It can be student-generated or you can select in advance). Provide time for oral language practice EQ2 How do readers get information from informational text? with the vocabulary.

Standard(s)/Unit Goal(s) to be addressed in this lesson Anticipated Student Preconceptions/Misconceptions: • Students may not recognize the informational text format in I See a CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in Kookooburra because of the collage illustrations or the absence of a text. traditional headings. CCSS.ELA-Literacy.RI.1.5 Know and use various text features to locate • Students may not know how to find the correct book for answering key facts or information in a text. his or her question. CCSS.ELA-Literacy.RI.1.7 Use the illustrations and details in a text to Lesson Sequence describe its key ideas. CCSS.ELA-Literacy.SL.1.1.c Ask questions to clear up any confusion about Lesson Opening the topics and texts under discussion. • Ask students to discuss the Essential Question: How do readers get information from informational text? Students can discuss the question with a partner and then share comments with the group.

Record the comments on the anchor chart for this question for future at this point. You should be posting “exemplars” of thought- reference. provoking questions.) • Now give students a chance to delve deeper. Have students look During the Lesson through/read another book about animals or habitats from the • Using students’ comments, review the components of an library of resources you have assembled. Model how you would use informational text. Be sure that students know how to use each of the text features to look through the book. It is fine for students to the following text features to search for information: table of read all kinds of informational texts: books with photographs, books contents, headings, illustrations and photographs, diagrams, and with illustrations, books with a story format, books about a habitat, glossary. or books about one animal in a habitat. Not every student needs to • Begin a read aloud of I See a Kookoobura! by Steve Jenkins and Robin read the same text. Page. On first glance, it appears that this book is not organized like a • Give students enough time to explore or read their books. Then ask conventional informational text. Use the process outlined below, a students to share with their classmates about the type of book they “close reading” of the illustrations, to help highlight the structure were looking at and the kind of information provided in the book. and different sections of this informational text : For example, “This is a Magic School Bus book and it talks about a o Show students the visual overview of the habitat, the first two habitat for a frog;” or “This book is about the desert and the animals pages of each section. Model questions and comments about that live in the desert habitat.” what you see. Give students a chance to locate the eight animals • As students share the books they looked through or read, help them on the page, and to ask questions about the animals or habitat. understand the variety of informational texts and the purpose that o Read the next two pages, the introduction to the eight animals in each text serves e.g. this book gives me an overview of the tide-pool the habitat. Model questions and give students a chance to share habitat, and this book tells me all about one animal living in the observations and ask questions. habitat. o After each habitat, give students a chance to process the • Give students a chance to Turn and Talk so they can practice using information they have learned via Turn and Talk. Ask students to new vocabulary words. share out one or two questions, until someone asks a question that requires more detailed information to answer. Model how you can use the Notes pages at the back of the book as one source of information to answer the question. Use content Lesson Closing specific vocabulary when possible. • Ask each student to explain or demonstrate the text features he or o Encourage students to post these more detailed questions on the she used to explore the book. RAN chart. (Not every student will have more detailed questions • See if students can update the RAN chart: Add more information to the chart, move sticky notes from the first column to the next: Yes We

Were Right! If students move the sticky notes into the We Don’t Think different places (books, the Internet, observations or field trips, this Anymore column, urge students to add corresponding experiments). information to the New Information Learned, or Wonderings columns. • Preview outcomes for the next lesson: Explain to students that one Formative assessment: way people learn things is by forming a question and conducting • Review which students updated comments on the RAN chart. research to answer it. To do this, you gather lots of information from • Which students are using content specific vocabulary in their discussions and questions?

Informational Text, Research, and Inquiry Circles: Animals and Habitats English Language Arts, Grade 1 Lesson 4

Brief Overview of Lesson: Students start forming research questions and investigating answers. The teacher will model research questions and note-taking skills. The RAN chart will be updated to help students learn about good questions for research. This lesson is part of the investigative phase of the inquiry circle. As you plan, consider the variability of learners in your class and make adaptations as necessary.

Prior Knowledge Required: Academic vocabulary from previous lessons

Estimated Time: 45-60 minutes

Resources for Lesson: • Note-taking template (see Appendix C or use your school’s template) • Sticky notes for note-taking • Classroom research library • RAN chart about habitats and chart paper lists from previous classes

Unit: Informational Text, Research, and Inquiry Circles: Animals and CCSS.ELA-LITERACY.SL.1.2 Ask and answer questions about key details Habitats in a text read aloud or information presented orally or through other Content Area/Course: English Language Arts, Grade 1 media. Lesson 4: Student Research on Habitats or Animals in a Habitat, CCSS.ELA-LITERACY.W.1.8 With guidance and support from adults, Investigative Phase of Inquiry Circle recall information from experiences or gather information from provided sources to answer a question. Time: One class period or a portion of the literacy block. 45-60 minutes. CCSS.ELA-LITERACY.L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, By the end of this lesson students will know and be able to: including using frequently occurring conjunctions to signal simple relationships. • Form an open-ended research question. • Use a resource to start answering a research question. Instructional Tips/Strategies/Notes for Teacher • Explain note-taking skills. • Prepare a few research questions about animals and habitats to • Some students will be executing note-taking skills independently. model for students. These questions should be open-ended but also specific. The Wonderings column on the RAN chart can be a good Essential Question(s) addressed in this lesson source for these questions. Use content-specific vocabulary when possible. Note: you will not teach students the term open-ended, but • How does research help us learn? it is assumed that a “research question” is open-ended. • Through your previous class discussions, either on the RAN chart or Standard(s)/Unit Goal(s) to be addressed in this lesson: a different list, you should have a good list of questions students have generated about animals and habitats. CCSS.ELA-LITERACY.RI.1.1 Ask and answer questions about key details • Students will need some practice to develop research questions that in a text. both open-ended and specific. Updating the RAN chart, moving sticky CCSS.ELA-LITERACY.RI.1.5 Know and use various text features to locate notes into new columns. Adding new sticky notes is a concrete way key facts or information in a text. to help students learn about good questions for research. CCSS.ELA-LITERACY.RI.1.7 Use the illustrations and details in a text to • Make copies of a note-taking template (see Appendix C or use your describe its key ideas. school’s). CCSS.ELA-LITERACY.SL.1.1c Ask questions to clear up any confusion • You will need to model how to use the note-taking template. about the topics and texts under discussion. Introduce it briefly in this lesson and reinforce in future mini- lessons. Again, this will be easiest if you have your own research question as a reference. Be sure to write the name of each source in a

circle and then put the notes from the source in the appropriate o Students should each select a research question. circle. o Students can work together on questions. If they do so, they • Vocabulary: continue to highlight five new words from the students’ should group themselves by common interest. These groups are research. intended to be flexible and last as long as it takes to research the answer, at which point new groups can form. Students working Anticipated Student Preconceptions/Misconceptions in groups should each write their own notes. • Students may not know that they must use facts from resources and • Before students start working independently, quickly model note- not just background knowledge. taking for the students, using the template that you selected. Some Lesson Sequence age-appropriate aspects of note-taking to explain are: o Write the title of the book, so you remember where you found Lesson Opening the fact. • Review: Model answering a few research questions about habitats o Say the fact before you write it. such as, “I wonder why lizards only live in the desert habitat?” “I o Write the fact in your own words, although you can use the book wonder why the savanna habitat is good for giraffes?" for help with the spelling. If your class is using sticky notes, demonstrate how to place one o Ask student for suggestions about how you would answer these o questions and if one book would be enough for the answer. on the page with the fact you want to remember and then how to compile the sticky notes when you are finished reading. o Explain to students that sometimes you use more than one source to answer a question because the answer isn’t in one • Give students a chance to research their questions. book or you want to see how different books or websites explain the answer. Closing the Lesson • After the research period, pull the students together and review the During the Lesson success of the research and the note-taking. For example, ask • Return to the list of questions about animals and habitats that you students: have been generating in previous lessons. o Whose questions have you answered? Who is still researching? • Ask student to pick a question that they would like to answer. Who needs a new question? For each category, get students a chance to respond and share o Ask students to Turn and Talk with a partner about what o resource they would use to answer their research question. examples. Remind students if they have found the answer to their research o Ask students to show you a book or which section of the book o they would use to begin answering their research question. question, they should form a new question on the same topic. • Explain to students that they are doing a research project in which • Update the RAN chart by adding new sticky notes or moving notes to they answer a research question about an animal and or a habitat. new columns.

• Provide a chance for oral language practice with new vocabulary. • Preview outcomes for the next lesson: The next three lessons will be spent on student research.

Formative assessment: • Look at the notes and determine the extent to which students are able to locate and write information or facts related to the research question.

Informational Text, Research, and Inquiry Circles: Animals and Habitats English Language Arts, Grade 1 Lessons 5, 6 and 7

Brief Overview of Lesson: The teacher provides a brief mini-lesson at the start of each class to target a specific note- taking or research strategy. Students conduct research individually or in groups, depending on their interests and continue developing the class RAN chart, and share their research at the end of each class. Students who have finished their research questions will develop new questions. These lessons are part of the investigative phase of the inquiry circle. As you plan, consider the variability of learners in your class and make adaptations as necessary.

Prior Knowledge Required: Academic vocabulary from previous lessons and note-taking strategies introduced in the previous lesson.

Estimated Time: 45-60 minutes per day for three days

Resources for Lessons: • Note-taking template (see Appendix C or use your school’s) • Sticky notes for note-taking • Classroom research library • RAN chart about habitats and chart paper lists from previous classes

Unit: Informational Text, Research, and Inquiry Circles: Animals and CCSS.ELA-LITERACY.SL.1.2 Ask and answer questions about key details Habitats in a text read aloud or information presented orally or through other Content Area/Course: English Language Arts, Grade 1 media. Lesson 5, 6 and 7: Student Research on Habitats or Animals in a CCSS.ELA-LITERACY.W.1.8 With guidance and support from adults, Habitat, Investigative Phase of Inquiry Circle recall information from experiences or gather information from Time: 45-60 minutes for each of three days. provided sources to answer a question. CCSS.ELA-LITERACY.L.1.6 Use words and phrases acquired through By the end of these lessons students will know and be able to: conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple • Form a research question. relationships • Use a source (book or website) to look for information. • Make notes on the graphic organizer. Instructional Tips/Strategies/Notes for Teacher • Understand that a note summarizes rather than copying information. • Throughout the research process, it will be easiest to model or • Answer their research question through research. scaffold the steps for students if you select your own research question. If you can’t display the note-taking template, draw a copy Essential Question(s) addressed in this lesson of it on the white/board, or chalk board. • Students will need continued modeling, examples, and support to • What is a habitat? understand that research and note-taking is forming a question, • How do readers get information from informational text? collecting and summarizing information to answer the question, but • How does research help us learn? not copying from books. • These lessons are the investigative phase of the inquiry circle. Standard(s)/Unit Goal(s) to be addressed in this lesson Students will continue to develop questions, search for information, discover answers, and discuss their ideas. CCSS.ELA-LITERACY.RI.1.1 Ask and answer questions about key details • Continue to teach five new vocabulary words. in a text. CCSS.ELA-LITERACY.RI.1.5 Know and use various text features to locate key facts or information in a text. CCSS.ELA-LITERACY.RI.1.7 Use the illustrations and details in a text to describe its key ideas. CCSS.ELA-LITERACY.SL.1.1.c Ask questions to clear up any confusion about the topics and texts under discussion.

Lesson Sequence add to the RAN chart. Students need to refer back to other student’s questions when they are in need of new questions. Lesson 5, 6 and 7 During the Lesson • The goal for these lessons is for students to conduct research by • Give students time to work on their research, providing support as using texts to find information to answer their question(s). needed, including meeting with a small group around a specific skill, • These lessons are for three days. The process is basically the same such as picking a second source, summarizing information for notes, for each of the three days. or writing down the name of a source. • Provide support to individuals or groups as needed. Lesson Openings • Begin each day with a whole group with a mini-lesson. Topics could Closing the Lessons include: A habitat not reviewed in previous lessons; a new set of • Reconvene the class each day to share knowledge and insights: animals not discussed previously in that habitat; a review of note o Students could discuss new information in their research, taking strategies from Lesson 4; picking a second source, including whether they have answered their research question, summarizing information for making notes; or another timely topic. need a new source, or need to form another research question on • Model using an additional source for research that has not been used the same topic. before: Model how to review research notes and the thought process o New questions can be added to the RAN chart, or sticky notes can of picking a new source, e.g. what other books or resources would be moved into new columns on the chart to graphically represent help me answer my question? gains in knowledge and changing insights. Students can also share their notes. o When to form a new research question: Model how to start a o new, related research question, e.g. I think I’ve answered this o Provide students with opportunities for oral language practice question, what else would I like to know about the topic? with new vocabulary. o Which section of the book will answer my question? Review of • At the end of the third day of research, most students should be done the text features in informational texts. Coach students on how to researching their topic. choose the right section for answering their research questions. • Preview outcomes for the Lesson 8: Students will start using their o Peer feedback: Students share a note that they think shows notes to write research reports. summarizing rather than copying. • Inventory the questions students are working on before they split up Formative assessment to work individually and in groups. (You can do this as a class • Continue to inventory students’ accomplishments throughout the update.) You could start a separate list of these research questions or research process:

o Which students are using the features of informational text to access information, and who needs help? o Which students need greater support to complete the tasks?

Informational Text, Research, and Inquiry Circles: Animals and Habitats English Language Arts, Grade 1 Lesson 8

Brief Overview of Lesson: Through modeling by the teacher, students start to review and transfer their reading notes to a template that they will use for writing their research reports. Students who are ready can begin report writing, while others finish their research. The report that students are beginning is the first product in the Curriculum Embedded Performance Assessment (CEPA). This lesson is part of the coalescing phase of the inquiry circle. As you plan, consider the variability of learners in your class and make adaptations as necessary

Prior Knowledge Required: Content knowledge from the research process

Estimated Time: 45-60 minutes

Resources for Lesson: • Writing template for report writing (see Appendix C or use your school’s) • Copies of CEPA Student Instructions • Notes gathered from research process • Research library • RAN chart about habitats and chart paper lists from previous classes

Unit: Informational Text, Research, and Inquiry Circles: Animals and CCSS.ELA-LITERACY.SL.1.2 Ask and answer questions about key details Habitats in a text read aloud or information presented orally or through other Content Area/Course: English Language Arts, Grade 1 media. Lesson 8: Writing a Research Report, Coalescing and Synthesizing Phase CCSS.ELA-Literacy.W.1.2 Write informative/explanatory texts in which of the Inquiry Circle they name a topic, supply some facts about the topic, and provide some Time: 45-60 minutes. sense of closure. CCSS.ELA-LITERACY.W.1.8 With guidance and support from adults, By the end of this lesson students will know and be able to: recall information from experiences or gather information from provided sources to answer a question. • Explain the process of writing their research report (informational CCSS.ELA-LITERACY.L.1.6 Use words and phrases acquired through writing). conversations, reading and being read to, and responding to texts, • Explain the expectations for the research report. including using frequently occurring conjunctions to signal simple relationships Essential Question(s) addressed in this lesson Instructional Tips/ Strategies/Notes for Teacher: • What is a habitat? • Read the CEPA Teacher Instructions for more information on • How do readers get information from informational text? explaining the CEPA. • How does research help us learn? • Distribute and discuss the CEPA Student Instructions as part of the lesson so that students have a sense of the purpose and audience for Standard(s)/Unit Goal(s) to be addressed in this lesson the project. • You will need to prepare, or share, your research question and notes CCSS.ELA-LITERACY.RI.1.1 Ask and answer questions about key details so that you can model all of the steps in planning to write the in a text. research report. CCSS.ELA-LITERACY.RI.1.5 Know and use various text features to locate • The research report is informative/explanatory text and should key facts or information in a text. meet the criteria listed in CCSS.ELA-Literacy.W.1.2. The topic in your CCSS.ELA-LITERACY.RI.1.7 Use the illustrations and details in a text to report will be your research question. If students have several, describe its key ideas. shorter research questions, they may combine the questions into one CCSS.ELA-LITERACY.SL.1.1.c Ask questions to clear up any confusion bigger topic. about the topics and texts under discussion. • Be prepared with copies of the resource and writing template (Appendix C) for all students.

• These lessons are the coalescing phase of the inquiry circle. Students new copy of the graphic organizer. Transferring their notes, will continue to research, synthesize information, and build physically, to a new paper will help students to edit their notes. knowledge. This will include continuing to refine old questions, Show students how to fill out the template: develop new ones. . Write your research question at the top of the graphic organizer. Anticipated Student Preconceptions/Misconceptions: . Write the name of each book by each circle. • Students may believe that a report should include all of their . Review your notes and transfer the most important facts that information. answer the research question to the writing template. • Before starting the work time, determine which students are ready Lesson Sequence to start working on the writing template and which students need more time. Circulate to work with individual students. Provide Lesson Opening support to a small, skills-based group as needed. • Ask students to discuss the following question in a Turn and Talk: How can we share our research? Lesson Closing • Reconvene at the end of the individual research time to highlight During the Lesson examples of progress from individual students. • Introduce the concept of an informational report to students. For • If applicable, ask students to share examples of the questions they example, you could say: When scientists finish their research, they are investigating. Update the RAN chart as needed. publish reports to share the answer to their research question. Once • Preview outcomes for the next lesson: Set an appropriate target for you finish your research, you are going to write a report to share the the group to cover in the next lesson. information about your research. o Review the CEPA Student Instructions for the research reports. Formative assessment: Each report will: • Review the students’ progress on the writing template. Which . Answer a research question students are able to make choices about which notes to keep and . Explain the term habitat which notes to leave out? . Give details and accurately use new vocabulary when appropriate. . Use information from two or more sources . Use connecting words o The template for writing this report (Appendix C) is the same one students have used for note-taking. Students should fill out a

Informational Text, Research, and Inquiry Circles: Animals and Habitats English Language Arts, Grade 1 Lessons 9, 10, and 11

Brief Overview: Through demonstration and modeling by the teacher, students will write an informational report incorporating their notes (step one of the CEPA. Students who are ready begin report writing, others finish their research. Start each day with a mini-lesson that includes the teacher demonstrating a step in the report writing process. These lessons are part of the coalescing phase of the inquiry circle. As you plan, consider the variability of learners in your class and make adaptations as necessary.

Prior Knowledge Required: Knowledge from the previous class about using the report writing template and information on their animal and its habitat.

Estimated Time (minutes): 45-60 minutes per day for each of three days

Resources for Lesson: • Writing template for report writing (Appendix C or use your school’s) • Notes gathered from research process • Research library • RAN chart about habitats and chart paper lists from previous classes

Unit: Informational Text, Research, and Inquiry Circles: Animals and CCSS.ELA-LITERACY.L.1.6 Use words and phrases acquired through Habitats conversations, reading and being read to, and responding to texts, Content Area/Course: English Language Arts, Grade 1 including using frequently occurring conjunctions to signal simple Lesson 9, 10 and 11: Writing a Research Report, Coalescing Phase of relationships the Inquiry Circle Time: 45-60 minutes per day for 3 days Instructional Tips/Strategies/Notes for Teacher • For the first class, prepare to do a think-aloud as you write your By the end of these lessons students will know and be able to: report. Begin the next two classes with a targeted mini-lesson to reinforce the report-writing process. Topics could include: • Write an informational report incorporating their research. o Introducing your topic (the research question) o Choosing your notes that best answer your research question Essential Question(s) addressed in this lesson and transferring your research notes to the writing template.

o Adding details or other words to connect the information from • What is a habitat? the different notes. • How do readers get information from informational text? o Listing sources, creating the bibliography. • How does research help us learn? o Re-reading your report and listening for missing words. • Begin Lesson 10 and 11 with a Turn and Talk about a different Standard(s)/Unit Goal(s) to be addressed in this lesson question each day. • Demonstrate how to fill in the sources page at the end of the report. CCSS.ELA-LITERACY.RI.1.1 Ask and answer questions about key details They can just attach the note-taking page with the name of the books in a text. on it (Appendix C). CCSS.ELA-LITERACY.RI.1.5 Know and use various text features to locate • Show students explicitly how to re-read their reports aloud to check key facts or information in a text. that it sounds like good writing. CCSS.ELA-LITERACY.RI.1.7 Use the illustrations and details in a text to • These lessons are the coalescing phase of the inquiry circle. describe its key ideas. Students will continue to research, synthesize information, and build CCSS.ELA-Literacy.W.1.2 Write informative/explanatory texts in which knowledge. they name a topic, supply some facts about the topic, and provide some sense of closure. Anticipated Student Preconceptions/Misconceptions: CCSS.ELA-LITERACY.W.1.8 With guidance and support from adults, • Students may not know how to edit information. recall information from experiences or gather information from provided sources to answer a question.

Lesson Sequence . List the sources used for the report on a separate page. (You will have to demonstrate how to do this). Lesson 9 . Be at least one paragraph long. It could be as many as three paragraphs. Lesson Opening, Lesson 9 • Demonstrate how to fill in the sources page at the end of the report. • Tell students that the next three days will be spent on writing a They can just attach the note-taking page with the name of the books report. The report will start with a research questions and then they on it (Appendix C). will have time to research and write. • Take a quick class status and give students a chance to work • Ask students to discuss the following question through a Turn and independently. Talk: What is your research question? • If needed, review the research process. Lesson Closing • Reconvene and highlight specific examples of progress. During the Lesson, Lesson 9 • After three days of mini-lessons and work time, you many need to • Some of the following steps could be moved to Lessons 10 or 11. help individual students to finish their report. • Model how to take the information from the writing template and turn it into a written report. Model your thought process as you Lessons 10 and 11 write. Use an overhead projector, or write on a white board or chalk board so students can see you putting each sentence together “live.” Lesson Opening, Lessons 10 and 11 o Narrate your thought process as you read a note, think of what • Begin with a Turn and Talk about a different question each day. you could say, write the sentence, and then connect each • Review information from Lesson 9 as needed on these two days. sentence with the previous one to form a paragraph. • Show students explicitly how to re-read their reports aloud to check o After coming up with a paragraph or several ideas, show that it sounds like good writing. students how to re-read the report aloud to check if it sounds like good writing or if any words are missing. During the Lessons o Remind students that the report should: • Take a quick class status. . Answer the research question. • Students should continue to work independently . Use information from two or more sources (books). • Provide assistance where needed. . Explain the term habitat. . Sound like good writing by using connecting words and Lesson Closing details. • Preview outcomes for the next lesson: Students will plan the final presentation of their research study about animals and habitats.

Informational Text, Research, and Inquiry Circles: Animals and Habitats English Language Arts, Grade 1 Lessons 12, 13 and 14

Brief Overview: Students will plan a public presentation and the informational display, the second and third parts of the CEPA. Each student will provide some art and writing for the displays as well as have a role in the oral presentation. Students will be assigned to small groups based on their research topic so that each of the habitats studied will be presented. These lessons are part of the public phase of the inquiry circle. As you plan, consider the variability of learners in your class and make adaptations as necessary.

Prior Knowledge Required: Students will need to be comfortable presenting in groups or have some experience with oral presentations.

Estimated Time: 45-60 minutes per day for three days

Resources for Lesson: • Art supplies: paint, markers, big paper or mural paper. • RAN chart about habitats. Chart paper lists, particularly vocabulary lists • Writing supplies and paper. Index cards, tape or glue

Unit: Informational Text, Research, and Inquiry Circles: Animals and CCSS.ELA-Literacy.W.1.7 Participate in shared research and writing Habitats projects (e.g., explore a number of “how-to” books on a given topic and Content Area/Course: English Language Arts, Grade 1 use them to write a sequence of instructions). Lesson 12, 13 and 14: Planning and Creating the Public Presentation CCSS.ELA-LITERACY.W.1.8 With guidance and support from adults, and Zoo Display, Public Phase of the Inquiry Circle recall information from experiences or gather information from Time: 45-60 minutes for each of three days. provided sources to answer a question. CCSS.ELA-LITERACY.L.1.6 Use words and phrases acquired through By the end of these lessons students will know and be able to: conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple • Demonstrate what they have learned in the course of the study of relationships animals and habitats as part of a group. Instructional Tips/Strategies/Notes for Teacher Essential Question(s) addressed in this lesson: • Review the CEPA Teacher Instructions. • Locate some informational displays from zoos to share with students • What is a habitat? (a visit to zoo, brochures, websites). Discuss the types of information • How do readers get information from informational text? displayed to visitors about animals and habitats. • How does research help us learn? • Work should be done in the small groups working on each habitat. Subdivide groups if necessary. Standard(s)/Unit Goal(s) to be addressed in this lesson • Inventory the students’ research topics so you know which topics go with each of the major habitats studied. CCSS.ELA-Literacy.SL.1.4 Describe people, places, things, and events • The focus of the Lessons 12 and 13 should be on a creating a visual with relevant details, expressing ideas and feelings clearly. display of the habitat and refining the oral presentation. CCSS.ELA-Literacy.SL.1.5 Add drawings or other visual displays to clarify • The writing in these lessons should be labels and explanation for the ideas, thoughts, and feelings. visual display, and notes for the oral presentation, if needed. CCSS.ELA-Literacy.W.1.2 Write informative/explanatory texts in which • If it is appropriate for students to incorporate their entire research they name a topic, supply some facts about the topic, and provide some report into the written information they provide for the display, sense of closure. make a copy of it for them. • These lessons are the public phase of the inquiry circle. Students will share learning, demonstrate understanding, and become teachers. • Students may need help organizing their small group.

Lesson Sequence o Why do animals live in habitats? o Which animals live in the habitat? Lesson 12 • The work time should be spent on creating the visual display and practicing the oral presentation. Lesson Opening • Each student is responsible for contributing a piece of art and some • Remind students about the second part of the CEPA. For example, writing to the display. The writing can be labels and explanation of “Remember, we’re going to make some new display boards for a zoo, the art. so when first graders come to visit, it will be easier for them to learn about habitats.” Lesson Closing • Reconvene and continue to discuss the status of the display and During the Lesson presentation for each habitat. Does it answer the criteria in the • If you can find visual examples of a habitat display, share those now. CEPA? Is it complete? If your class took a trip to a nature center or zoo, talk about the informational displays that they saw. What were the different parts of the display? Lessons 13 and 14 • Remind students there will also be an oral presentation for each of the habitats studied in which they will explain the information on the • Begin with a brief mini-lesson: highlight some of the Speaking and display that they have created as a group. Explain the assignments: Listening Standards that could strengthen the oral presentation. o Brainstorm with the class how to share information about each • Prepare for the public presentation: set up display boards, practice habitat. giving tours, trading roles, etc. so each person can contribute to the o Remind students that in addition to the display, their groups public presentation. could do a skit or presentation to explain their habitat. • Welcome the audience and enjoy the presentations! • Remind students that anyone who hears the presentation or looks at • Find time on this day or later to discuss what students learned from the display should learn the answers to the following questions: others’ presentations. o Which habitat is the display or presentation about? o What is a habitat?

Curriculum Embedded Performance Assessment (CEPA) Teacher Instructions

This CEPA is composed of three different performance tasks: • Students will write a research report, an informational paragraph, explaining the answer(s) to their research question(s). This part of the CEPA begins in Lesson 8. • Working in small groups, students will create an informational display for a new zoo exhibit about their selected habitat. Each student will contribute a piece of art and some writing, such as labeling or explanation, to accompany their artwork. • Each small group will give an oral presentation about their habitat, drawing on information from the group display. The presentation can take a variety of forms such as a guided tour of the display, a skit, play or other informational presentations. Each student will have a role in the presentation.

Details and Criteria • The standard associated with the research report of the CEPA is CCSS.ELA-Literacy.W.1.2. • The research report will: o Answer a research question o Explain the term habitat o Give details and accurately use new vocabulary when appropriate. o Use information from two or more sources o Use connecting words o Be at least a few sentences and perhaps as long as a couple of paragraphs • The zoo exhibit will include the five major habitats studied: arctic, desert, ocean (coral reef or tide pool), rainforest, and savanna. Standards associated with this portion of the CEPA: CCSS.ELA-Literacy.W.1.7, and CCSS.ELA-Litearcy.SL.1.5. o Assign students to a habitat group based on their previous research. o Each student will make some art (a drawing, photo or painting of an animal or part of the habitat) for the exhibit, and some written text that identifies or explains the artwork. This written text may be different from the research report. o The display will: . Identify which habitat the display is about. . Explain the term habitat consistent with the definition of habitat in the MA Curriculum Framework for Science and Technology/Engineering.

. Explain and identify some of the special characteristics of the habitat and the animals living in the habitat, with an appropriate level of detail. . Clearly indicate each student’s contribution to the exhibit. • The standard associated with this oral presentation is: CCSS.ELA-Literacy.SL.1.4. • Give some thought to creating an audience for the oral presentations. Suggestions include: older class buddies, family members, or younger classes. Document and take pictures so you can inspire next year’s students. • The oral presentation will: o Identify which habitat the presentation is about. o Explain the term habitat consistent with the definition of habitat in the MA Curriculum Framework for Science and Technology/Engineering. o Explain and identify some of the special characteristics of the habitat and the animals living in it with an appropriate level of detail, in an interesting and engaging way. o Expand upon the information in the zoo display and add to understanding. o Include each student in a role. • Each student will speak in an audible voice.

Standards assessed: CCSS.ELA-Literacy.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. CCSS.ELA-Literacy.W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions) CCSS.ELA-Literacy.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. CCSS.ELA-Litearcy.SL.1.5 Add drawings or other visual displays to clarify ideas, thoughts, and feelings.

Criteria for Success • The report will: o Answer the research question o Use information from two or more sources (books or websites) o Explain the term habitat o Use connecting words and details o Be at least a few sentences and perhaps as long as a three of paragraphs o Sound like good writing by using connecting words and details o List the sources used for the report on a separate page.

CEPA Student Instructions

A zoo has asked for displays about animals and their habitats. To share your learning about animals and habitats, you are going to work on three projects.

First you are going to form a question about a habitat or an animal in a habitat and use more than one source to research an answer to your question. You will write up your research in an informational report that explains what you have learned by answering your research question. You will also explain what a habitat is, and use new vocabulary words, as connecting words and details so the report sounds like good writing. You should use two or more books (or websites) in putting together your report.

Then you will work in a small group to make a new display for the zoo about habitats. Your teacher will assign you to a small group. Working together, your group will create a display that identifies and explains your group’s habitat, identifies and explains some of the special characteristics of that habitat and the animals who live in it. Each of you will make some art and some writing for the display. All of your work will have to fit together to explain the habitat.

Finally, each small group will give a presentation about their habitat. You may act out the information in a skit, provide a guided tour of your display, or any other type of oral presentation. Each member of your group needs share some of the information. In your presentation you will have to identify and explain the special characteristics of your group’s habitat and the animals who live in it.

CEPA Rubric 4 Exceeds 3 Meets 2 Needs 1 Emerging Expectations Expectations Improvement Topic development: Rich topic Moderate topic Weak topic Little to no development The writing and artwork development development. development of the topic identify the habitat and provide details. Logical organization Good organization Limited organization Weak organization and/or details Strong details Adequate, relevant No details details Limited use of Good use of language language Weak use of language Some variety in language Evidence and Content A sophisticated Use of evidence and Evidence and content Evidence and content Accuracy: Writing selection and accurate content is are included but are are limited or weak includes academic inclusion of evidence. logical and basic vocabulary and appropriate characteristics of the Accurate content animal or habitat, with details. Artwork: Art identifies Artwork adds greatly Artwork contributes Artwork demonstrates Artwork does not special characteristics of to the content of to the overall a limited connection to contribute to the content the animal or habitat, to exhibit and provides content of the exhibit the content of the exhibit an appropriate level of new insights or and provides details detail. understandings Standard English Control of sentence Minor errors in using Errors interfere Errors seriously interfere Conventions structure, grammar standard English somewhat with with communication and usage, and conventions but do communication Little control of standard mechanics not interfere with English conventions communication

Unit Resources

Lesson 1 • I See a Kookaburra: Discovering Animal Habitats Around the World by S. Jenkins & R. Page (2005) Boston. Houghton Mifflin Company. • Habitat video: http://www.teachersdomain.org/resource/idptv11.sci.life.eco.d4khab/ • Anchor charts, one for each Essential Question; chart for habitat questions or RAN chart

Lesson 2 • Same resources as previous lesson • BBC Wildlife: http://www.bbc.co.uk/nature/habitats. Look up each major habitat: Arctic (use polar), Desert, Ocean (use tide pools or coral reefs), Rainforest, and Savanna (use tropical grassland). • Plastic animals to be sorted by habitat. The number of habitats will depend on your supply of play animals. • Animal and habitat matching games. There are a number of habitat matching activities on the Internet.

Lesson 3 • Same resources as previous lessons • Classroom library for research project (see Appendix A for more information)

Lesson 4 • Same materials as previous lessons • Copies of Note-taking Template (Appendix C, or your school’s template) • Sticky notes

Lessons 5, 6 and 7 • Same as previous lessons

Lesson 8 • Copies of CEPA Student Instructions for every student

Lessons 9, 10, 11, 12, 13 and 14 • Art supplies: paint, markers, big paper or mural paper • Writing supplies and paper, index cards, tape or glue

Appendices

Appendix A: Research Libraries

Appendix B: Inquiry Circles

Appendix C: Note-taking and Writing Template

Appendix A: Research Libraries

Many of these titles are available at your school or public library. If you cannot find the exact title, a similar book from the series may be available. Inter- library loan or Infotrak are resources at the public library that can assist you in finding books and magazines. The goal is to provide a large enough selection of books that students can use more than one of them to research animals and habitats. It is not necessary for each book to contain the same type of information. By providing a variety of informational texts, students will learn that different books provide different details and gain an understanding of their topic.

Think about a “basket” system for organizing the books: by topic or habitat, by text type, by subject (general vs. about a specific animal). The goal is for students to know where to look when they need different types of information.

To create a well-rounded library for this project, gather both general books about the five habitats you are studying and books about animals that live in each of the habitats. If a book covers lots of topics, be sure that there’s an index or text features that students can use to locate information. If the text features aren’t clear enough for your students, you could put sticky notes on the appropriate pages. Some examples of resources are:

• Let’s Read and Find Out About Science Stage 1, HarperCollins Children’s Books: http://www.harpercollinschildrens.com/Kids/SeriesDetail.aspx?PSId=223 • Starfish by Edith Thacher Hurd • Baby Whales Drink Milk by Barbara Juster Esbensen • What Lives in a Shell by Kathleen Weidner Zoehfeld • From Tadpole to Frog by Wendy Pfeffer • A Nestful of Eggs Priscilla Belz Jenkins • What’s It Like to be a Fish? by Wendy Pfeffer • Ducks Don’t Get Wet by Helen K. Davie • Starfish by Edith Thacher Hurd

Let’s Read and Find Out About Science Stage 2:HarperCollins Children’s Books • Penguin Chick Betty Tatham • Why Frogs Are Wet? by Judy Hawes

• Dolphin Talk, Whistles, Clicks, And Clapping Jaws by Wendy Pfeffer • Life in a Coral Reef by Wendy Pfeffer • Elephant Families by Arthur Dorros • An Octopus Is Amazing by Patricia Lauber • Snakes Are Hunters by Patricia Lauber • Lookout for Turtles! by Melvin Berger

National Geographic Kids (leveled reading series), National Geographic Society The following titles are available: • Cheetahs Dolphins Elephants • Frogs Lizards Monkeys • Penguins Polar Bears Sea Turtles • Sharks Snakes Tigers • Wolves

Some recommended authors (who may have other books on the topic): • Bash, Barbara. 1989. Desert Giant: The World of the Saguaro Cactus. San Francisco: Sierra Club Books for Children. • Bishop, Nicholas. 2008. Frogs. New York: Scholastic Nonfiction, an imprint of Scholastic. Other titles include: Red-Eyed Tree Frog; Chameleon, Chameleon; and Backyard Detective: Critters Up Close. • Carney, Elizabeth. 2009. National Geographic Kids: Frogs! Washington, D.C.: National Geographic Society. • Davis, Gary W. 1997. Habitats: Coral Reef. Danbury: Children’s Press, a division of Grolier Publishing Co., Inc. • Forman, Michael H. 1997. Habitats: Arctic Tundra. Danbury: Children’s Press, a division of Grolier Publishing Co., Inc. • Gibbons, Gail. 1996. Deserts. New York: Holiday House. • Kalman, Bobbie. 2007. Introducing Habitats: The Arctic Habitat, a Bobbie Kalman Book. New York: Crabtree Publishing Company. Other books in the series include: The Antarctic Habitat, A Desert Habitat, A Rainforest Habitat, A Savanna Habitat, Water Habitats • Kramer, Michelle. 2006. National Geographic Windows on Literacy, Animal Habitats. Washington, D.C.: National Geographic Society. • Moffett, Mark. 2008. Face to Face with Frogs. Washington, D.C.: National Geographic Society.

Websites (better for concept reinforcement than research) • Arctic: http://library.thinkquest.org/3500/animals.htm • Habitats: http://kids.nationalgeographic.com/kids/animals/creaturefeature/

• Animals and Habitats: http://wwf.panda.org/about_our_earth/ecoregions/about/habitat_types/habitats/ • Animals and Habitats: http://www.idahoptv.org/dialogue4kids/season5/habitat/facts.cfm

Appendix B: Inquiry Circles

Teacher Resource: Harvey, Stephanie and Harvey Daniels. 2009. Comprehension and Collaboration. Portsmouth: Heinemann. Chapters 4, 5, 8, and 9 are the most pertinent, specifically: p. 13, p. 56, pp. 61-62, p. 71, pp. 90-91, p. 93, p.144, p. 156, p. 170. The Animals and Habitats unit could either be a mini- inquiry or a curricular inquiry.

Steps in an Inquiry Circle2 Immerse: Invite curiosity, build background knowledge, find topics, and wonder. • Primary source objects are key to building background knowledge. Look at videos, websites, and lots of pictures. • Teacher modeling of wondering is also key • Develop questions • Reflection

Investigate: Develop questions, search for information, and discover answers. • Supply lots of texts • Teachers model research techniques • Students begin researching and forming questions • Reflection

Coalesce: Intensify research, synthesize information, and build knowledge. • Continue to refine old questions, develop new ones • Start to pull information together (can be a visual project with text) • Start plan for sharing • Reflection

Go Public: Share learning, demonstrate understanding, and take action. • Practice and finish final project

2 p. 61-62. Comprehension and Collaboration by Stephanie Harvey and Harvey Daniels. Heinemann. Portsmouth, NH. 2009.

• Students become teachers • Create new questions for further studies • Reflection

The major differences between an Inquiry Circle and other investigative or research projects are: • An inquiry circle is iterative: questions are generated, and continue to be generated throughout the process. • Students’ questions guide the research process. • The teacher serves as a facilitator and also models the research process. • Student engagement with the material and each other is a major goal.

Websites • Notes from a workshop with Stephanie Harvey. Begin mid-page with a list of the four types of Inquiry Circles. Provides a list of steps: http://acommunityofteachers.files.wordpress.com/2010/09/steph-harvey-inquiry-circles.pdf • Blog about a classroom organized around inquiry (maybe too in-depth), but the segment on keeping students organized during the inquiry process is useful: http://literacyspark.wordpress.com/2012/03/24/1829/

Video http://www.youtube.com/watch?v=klVPk7q6Kww: short video (it is promotional, but provides a visual for the process and highlights several key practices in the Inquiry Circle).

RAN Charts • RAN (Reading and Analyzing Nonfiction) Chart, developed by Tony Stead (Teaching Reading Comprehension with Nonfiction, K-5. 2005) is an adaptation of the KWL chart, although both accomplish essentially the same purposes. The columns are: What We Think We Know, Yes We Were Right!, We Don’t Think this Anymore, New Information Learned, and Wonderings. It can be a helpful way to brainstorm and take notes in the process of reading an informational text.

Appendix C: Note-taking and Writing Template

My research question ______

Title______

Author______

Title______Title______

Author______Author______