Lesson 3

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Stage 1- Desired Results Lesson 3 Content Standard (s): RI.2.10 - Read and comprehend informational texts, including history, science, and technical texts. 2.L.1 - Understand animal life cycles and be able to describe it and the animal. RL.4.9-Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. 4.L.1.2- Explain how animals meet their need
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   Stage 1- Desired ResultsLesson 3Content Standard (s):RI.2.10 - Read and comprehend informational texts, including history, science, and technicaltexts.2.L.1 - Understand animal life cycles and be able to describe it and the animal.RL.4.9-Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditionalliterature from different cultures.4.L.1.2- Explain how animals meet their needs by using behaviors in response to informationreceived from the environment.Understanding(s)/Goals:- Students will be able to look at non-fiction text in small groups and decide what informationis reliable and what information they want to use. They will understand how to navigatethrough a non-fiction text. They need to be looking for things like animal life cycle,adaptations, ecosystem, environment, and what it looks like.Essential Question (s):-Can you choose good information from a non-fiction text?-Can you navigate through a non-fiction text?Student Objectives (outcomes):-Students will be able to pick their own text to use for research about the animal and journalthe information found. Students will be able to come up with their own reasoning why they feelthat book or text is a reliable source.Stage 2- Assessment EvidencePerformance Task (s):- Students will read non-fiction books and look for information to journal about the animal.They will be looking at these books in small groups, having to share books and ideas witheach other.Other Evidence:-Students will engage in class discussions.  Stage 3- Learning PlanLearning Activities:-Introduce other text about the animal to students. Let them look at the text/books in smallgroups. These texts will include magazines, websites, and books about Pandas. They willdiscuss in their groups facts they find and which books/text they feel have the best informationand why. Students will write the text that they found most beneficial and why in their sciencenotebook. The groups will share out with the class why they found that text helpful.- With the class the teacher will discuss why they can’ t always trust everything you read, teachwill help facilitate them on what makes a good knowledgable text. Show the students apersuasive article and an article that is filled with facts. Have students discuss the differencein the types of articles.-Give students time to research Pandas on computers or iPads. Have students take notes intheir science notebook. After students finish taking notes re-group to discuss what was learned in today’s lesson.  -To close the lesson have students write a persuasive and factual paragraph about Pandas. If there is time, have students share their writing with a classmate.
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