Revised+4.2+Lesson+Plan

**Lisa BrackenSquires and Jennifer Ramirez** **Revised by Lisa BrackenSquires**
 * Collaborative Lesson Plan created by:**

**Planning** **· Reading Comprehension Strategy- Determining Main Ideas ** ** · ****Reading Development Level- Emerging ** **· Instructional Strategies- Notemaking ** **· Lesson Length-** ** 30 to 60 min. over five sessions **

**· Purpose Students will read to find information about insects and share their new knowledge with classmates and other first grade classes. This lesson begins with an investigation about an unusual insect found on the playground as a motivating factor to introduce an upcoming insect unit of study. ** **· Objective- The students will conduct a mini-investigation to identify an insect. At the end of this lesson students will be able to: **

** 1) Search for and collect information on the insect using print and online resources ** ** 2) Use graphic organizers to record notes ** ** 3) Communicate and share their findings with other first grade classes. **

**· Resources, Materials, and Equipment-**

**Children’s Literature**
 * (Depending upon the holdings of the school library, these titles are merely suggestions to begin the inquiry and can easily be substituted with other available print and non-print resources.) **

//Ants// by Cheryl Coughlan //Ants// by Margaret Hall //Beetles// by Chery Coughlan //Beetles// by Deirdre Prishmann //Bug Faces by// Darlyne A. Murawski // Bugs Are Insects // by Anne Rockwell //Bumble Bees// by Cheryl Coughlan //Crickets// by Cheryl Coughlan //Crickets// by Margaret Hall //Dragonflies// by Cheryl Coughlan //Fireflies// by Cheryl Coughlan //Grasshoppers// by Margaret Hall //Grasshoppers// by Connie Colwell Miller //How to Hide Butterflies and Other Insects// by Ruth Heller //The Icky Bug Counting Book by// Jerry Pallotta // Insects // by John Woodward and Leon Gray //Insects// by Adele Richardson //Investigating Insects with a Scientist// by Patricia J. Murphy //Ladybugs// by Cheryl Coughlan //Ladybugs// by Margaret Hall //Milkweed Bugs// by Donna Schaffer //Monarch Butterfly// by Gail Gibbons //Mosquitoes// by Connie Colwell Miller //Moths// by Fran Howard //Praying Mantises// by Margaret Hall //Under One Rock: Bugs, Slugs and Other Ughs// by Anthony Fredricks
 * NON-FICTION TITLES **

//Hey There, Stink Bug!// by Leslie Bulion //Once There was a Tree// by Natalia Romanova //The Very Clumsy Click Beetle// by Eric Carle //The Very Hungry Caterpillar// by Eric Carle //The Very Lonely Firefly// by Eric Carle //The Very Quiet Cricket// by Eric Carle //Why Mosquitoes Buzz in People's Ears// by Verna Aardema
 * FICTION TITLES **

//Animal Defenses// by Jean C. Echols //Butterfly and Moth// by Paul Whalley //Buzzing a Hive// by Jean C. Echols //Hide a Butterfly// by Jean C. Echols //Insects// by Bettina Bird and Joan Short //Ladybugs// by Jean C. Echols
 * TEACHER RESOURCES **

**VIDEOS** //Tadpoles, Dragonflies, And The Caterpillar's Big Change published by National Geographic Society//

** WEBSITES ** [] [] [|http://www.amnh.org/exhibitions/butterflies/cams.php#] [] [] [] [] [] [] [] [] [|http://urbanext.illinois.edu/insects]

**Graphic Organizers** ** ﻿ **
 * Notemaking is a research-based instructional strategy. Students will use this organizer to record notes while collecting their information. **

**Materials Age appropriate library books and Internet resources, pencils, colored pencils, paper, **

**Equipment A video camera, computer lab for creating a 2-minute video using Movie Maker, Interactive whiteboard **

**Collaboration Collaborative partnership between the first grade teacher, school librarian, and the technology resource teacher **

**Assessment** ** Students will use the following checklist to make notes and monitor their work during the research process. The teachers will model the objective by using think aloud strategies. Then they will monitor the information collected by the students and recorded in their science notebook. Teachers will monitor content noted on the organizer and ask students to explain why the information they chose is important for people to know. **

** The following form will be used by the teachers to assess student’s presentations. ** ** The following form will be used by the students to assess other student’s presentations. Student's at lower reading levels will be paired with students of higher reading levels to help them read the rubric. **

**Standards-** **From Standards for the 21st Century Learner (AASL, 2009)**

** Standard 1:Inquire, think critically, and gain knowledge ** ** 1.1.3 Develop and refine a range of questions to frame search for new understanding. ** ** Standard 3: Share knowledge and participate ethically and productively as members of our ** ** democratic society. ** ** Skills Indicators: ** ** 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the lesson. ** ** 3.1.3 Use writing and speaking skills to communicate new understandings effectively. ** ** 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use and assess. ** ** Dispositions Indicator: ** ** 2.2.4 Demonstrate personal productivity by completing products to express learning. ** ** Responsibilities Indicator: ** ** 1.3.4 Contribute to the exchange of ideas within the learning community. ** ** Self-Assessment Strategies Indicator: ** ** 1.4.2 Assess the quality and effectiveness of the learning product ** ** Reading and/or writing ** ** TEKS - Reading and Writing: ** ** The student can construct meaning by asking and answering who, what, when, why, where and how questions about what is read. ** ** (14) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: **

** (B) identify important facts or details in text, heard or read ** ** (17) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: ** ** (E) publish and share writing with others. **


 * Other content areas **

** TEKS - Science: ** ** Students can ask questions about objects, organisms, events, places, or relationships in the environment. ****__ ( __**** 4) In Grade 1, students observe and describe the natural world using their five senses. Students do science as inquiry in order to develop and enrich their abilities to understand the world around them in the context of scientific concepts and processes. Students develop vocabulary through their experiences investigating properties of common objects, earth materials, and organisms. ** ** (A) A central theme in first grade science is active engagement in asking questions, communicating ideas, and exploring with scientific tools in order to explain scientific concepts and processes like scientific investigation and reasoning; matter and energy; force, motion, and energy; Earth and space; and organisms and environment. Scientific investigation and reasoning involves practicing safe procedures, asking questions about the natural world, and seeking answers to those questions through simple observations and descriptive investigations. ** ** (4) Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to: ** ** (A) collect, record, and compare information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, notebooks, and safety goggles; timing devices, including clocks and timers; non-standard measuring items such as paper clips and clothespins; weather instruments such as classroom demonstration thermometers and wind socks; and materials to support observations of habitats of organisms such as aquariums and terrariums. **

**Information literacy** ** TEKS - (6) Information acquisition. The student evaluates the acquired electronic information. The student is expected to: ** ** (B) determine the usefulness and appropriateness of digital information. **

**Educational technology** ** Students can demonstrate creative thinking and construct new knowledge using technology ** ** TEKS - (4) Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to: ** ** (A) apply keyword searches to acquire information; and ** ** (B) select appropriate strategies to navigate and access information for research and resource sharing. **

**Implementation** **Process-** To introduce the lesson, educators can conduct an interview with one another regarding the insect. Where was it found? When was it found? What does it look like? What resources can we use to identify it? Why should we identify this insect? They can model making a brief note on the K-W-L chart as a preview of what students will be doing in the lesson.

**Motivation - Students found an unusual looking insect on the playground. The classroom teacher decided to use this teachable moment to introduce the upcoming insect unit. The classroom teacher captured it in a jar and asked the students if they would volunteer to be our "resident bug detectives." She saw the school librarian in the teachers' lounge and told her about the excitement her students exhibited at finding this creature. She enlisted the help of the school librarian to help the students with this investigation in the hopes that it would spark new interest in learning about other insects during our upcoming insect unit. She suggested bringing the students to the library to look for resources, but the materials in the library were rather too difficult for these beginning readers. ** ** The school librarian helped the students contact a local entomologist on the Aramco compound, who identified the insect as an assassin bug. This sparked a great deal of excitement and motivated them to search for more information. The school librarian assisted the students in gathering more details and information about the bug using age-appropriate library resources obtained through the inter-library loan system and the Internet. The investigation centered on two essential questions: What should people know about this insect? and Why would it be important for people to know these facts about it? **

**Student-friendly Objectives**
 * 1) **Do KWLQ chart with teacher(s) and class.**
 * 2) **Research insect facts in the library using books and online websites.**
 * 3) **Record facts in journal and organizer.**
 * 4) **Complete self-assessment checklist.**
 * 5) **Create insect video with group.**

**Presentation** ** The teacher asks the students to be the "resident bug detectives." To begin the discussion and investigation, one teacher will read an insect story //Bugs are Insects by// Anne Rockwell followed by both teachers working collaboratively to elicit student responses for the KWLQ chart. One teacher will ask questions while the other records the students' responses. ** ** A whole group session begins with the use of a KWLQ chart and the students indicate what background knowledge they have about insects in general. The teacher then asks the students if they would be willing and able to make a video about insects to share with the other first grade classes. Both the librarian and the teacher collect resources, and times to visit the library and computer lab are scheduled in order to conduct the information search. ** ** The information search is focused on the two essential questions: ** ** What should people know about this insect? and Why would it be important for people to know these facts about it? The teachers will emphasize these essential questions during the guided practice and collection of information. **

**Student Participation Procedures** **or** **Student Practice Procedures-** ** Students work in small groups under the supervision of the two collaborators (teacher and librarian) to use library and Internet resources. ** ** They proceed to: **

· ** gather information about the insect they found on the playground ** · ** record that information in their science notebook and/or the organizer provided by the teachers. **  · ** students may elect to investigate other insects ** · ** the class is divided into 5 groups with four students in each group. **  · ** each group may be splintered into partnerships for effective access to computers in the computer lab. **

**Guided Practice-** ** Teachers will monitor student progress checking to make sure they are accessing pertinent information and recording that information in their science notebook or graphic organizer. The librarian and the teacher will model an information search using the graphic organizer and discuss important ideas about the information they have located. The librarian and the teacher will model asking questions about which information is important and why certain information is selected. They will discuss additional questions they may have, thereby providing guidance in the information search. **

** The students will work individually and in small groups with the classroom teacher to focus on and learn how to make notes about their insect. They will record this information in their science notebook or graphic organizer. They will work in small groups using the classroom leveled reading library to gather and record pertinent information related to the two essential questions: What is important about this insect? and Why is it important for people to know about this insect? **

** Reading comprehension strategy lessons conducted by the classroom teacher will be centered on identifying important ideas during guided reading time. Additionally, the school librarian will assist small groups of students as they obtain their information. Students will pair/share read and record their findings in their own words on the various information templates provided by their teacher. This is an ongoing reading activity conducted in the classroom over the course of five days. **

** Small groups of students will work with both collaborators in a series of five additional sessions that will focus on the creation of the video presentation. In these sessions, the students will work collaboratively within their groups to select the most important facts they wish to share about the insect. They will divide the scripting work, draft the segments, rehearse their parts, and critique each other’s performances using selected rubrics. ** ** Two parent volunteers will assist with the filming and in props the children may want to make for their group. **

** The technology resource teacher will assist with the creation of the video by supervising the use of the school video camera and by demonstrating how to use Movie Maker or PowerPoint in the computer lab. Students are continually monitored in the acquisition of their information to be sure they are focused on the two essential questions posed for this activity and in providing important details about the insect. **

**Closure** ** After everyone has shared their video, come together as a whole class and fill out a chart on what students have learned from their classmates about the insect. Have students share what they have learned from doing the video and what they have learned from watching their friend’s videos. **

**Reflection** ** Here are some questions to ask students to help them reflect on the entire lesson: ** ** What are some new things we learned on how to research new things? What are some other ways we can share our information with friends? ** ** What ideas can be shared about conducting a new investigation? What would you do differently if you were to do an activity similar to this one in the future? **
 * Where did we locate main ideas about our insects? How did we record the main ideas? **

** Use the KWLQ chart established at the beginning of the lesson to help the students reflect on what they learned, and for them to ask questions they may still have about insects. **

· **Extensions-** Ideas for extensions focus on moving into a more in-depth investigation of different insects, the life cycles of complete and incomplete metamorphosis. (Moreillon 15) Moreillon, J. //Collaborative strategies for teaching reading comprehension: Maximizing your impact//. Chicago: ALA Editions, 2007.
 * Students will observe the different life cycles in a whole class study of various insects.
 * Students can set up an insect habitat for each creature they want to study,
 * write a report following the guidelines set by other graphic organizers provided by the teacher,
 * make a PowerPoint presentation to share with the class.
 * The teacher can enlist the help of the art teacher for the children to make large insect displays
 * With the assistance of the classroom teacher, students can set up a terrarium that includes plants and insects found on or near those plants.
 * Students can make mini-insect books with facts about various insects.
 * The class can plan a Bug Day interaction celebration and ask the local Aramco entomologist to give a presentation complete with insect specimens to observe and interact with.