- I can participate in a Science Talk about how pollinators help plants grow and survive. (SL.2.1, SL.2.3)
- I can reflect on my learning from this unit.
These are the CCS Standards addressed in this lesson:
- RI.2.5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
- RI.2.7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
- W.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
- SL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
- SL.2.3: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
Daily Learning Targets
Ongoing Assessment
- During the Science Talk, listen for students to share information they have learned to answer the Unit 2 guiding question: "How do pollinators help plants grow and survive?" and track their progress toward SL.2.1, SL.2.3 using the Speaking and Listening Checklist (see Assessment Overview and Resources).
- After Work Time B, collect students' Plants and Pollinators research notebook, Part II and use page 13 to document progress toward W.2.7.
Agenda
Agenda | Teaching Notes |
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1. Opening A. Developing Language: Volley for Vocabulary (10 minutes) 2. Work Time A. Engaging the Speaker: Preparing for a Science Talk (20 minutes) B. Science Talk: How Pollinators Help Plants Grow and Survive (20 minutes) 3. Closing and Assessment A. Reflecting on Learning (10 minutes) |
Purpose of lesson and alignment to standards:
How this lesson builds on previous work:
Areas in which students may need additional support:
Down the road:
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In Advance
- Prepare the Volley for Vocabulary word ball by writing eight to nine words from the Plants and Pollinators Word Wall on separate index cards and taping these cards to the ball.
- Pre-determine groups of four for the Science Talk in Work Time B, ensuring at least one student from each of the small research groups is in each Science Talk group.
- Pre-distribute Materials for Work Time B in the whole group area.
- Post: Learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- Continue to use the technology tools recommended throughout Modules 1 and 2 to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing
Supporting English Language Learners
Supports guided in part by CA ELD Standards 2.I.A.1 and 2.I.C.10
Important points in the lesson itself
- The basic design of this lesson supports ELLs with opportunities to deepen content knowledge and to practice speaking and listening skills by participating in the Science Talk protocol.
- ELLs may find it challenging to navigate the abundance of resources accumulated throughout the unit to collect information for use during the Science Talk protocol. Make this process more manageable for students by suggesting specific pages of their Plants and Pollinators research notebooks, Part II and specific anchor charts and text features to use as they collect notes.
Levels of support
For lighter support:
- During the Science Talk protocol in Work Time B, encourage students to use Goals 1-4 Conversation Cues with other students to extend and deepen conversations, think with others, and enhance language development.
For heavier support:
- During Work Time A, distribute a partially filled-in copy of page 13 of the Plants and Pollinators research notebook, Part II. This provides students with models for the kind of information they should enter while relieving the volume of writing required.
Universal Design for Learning
- Multiple Means of Representation (MMR):To set themselves up for success for the reflection in the Closing, students need to generalize the skills that they learned from previous lessons. Before this discussion, activate prior knowledge by recalling the learning from the previous sessions and the similar reflections that they have already completed.
- Multiple Means of Action & Expression (MMAE): In this lesson, students participate in a Science Talk. Continue to support students in setting appropriate goals for their effort and the level of difficulty expected.
- Multiple Means of Engagement (MME): While holding high expectations is important, be aware that sometimes these expectations can raise student anxiety. During this lesson, emphasize the importance of process and effort by discussing how even when you try your best, you can sometimes make a mistake, and that is okay.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
Review
- seed, plant, fruit, flower, pollen, pollination, pollinator, nectar, stamen, stigma, reflect (L)
Materials
- Plants and Pollinators Word Wall (begun in Unit 1)
- Word ball (from Unit 1, Lesson 8; one; used by students during the Volley for Vocabulary protocol in the Opening)
- Science Talk Protocol anchor chart (begun in Unit 1, Lesson 10)
- Unit 2 Guiding Question anchor chart (begun in Lesson 2)
- Plants and Pollinators research notebook, Part II (from Lesson 1; pages 13-15; one per student and one to display)
- Research about Pollinators: Class Notes (completed in Lesson 9; one to display)
- Plants and Pollinators research notebook, Part II (from Lesson 1; example, for teacher reference)
- Popsicle sticks (two per student)
- Collaborative Conversation sentence starters (from Module 1; one per group)
- Speaking and Listening Checklist (for teacher reference; see Assessment Overview and Resources)
- What Researchers Do anchor chart (begun in Unit 1, Lesson 2)
Materials from Previous Lessons
New Materials
Assessment
Each unit in the K-2 Language Arts Curriculum has one standards-based assessment built in. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
Opening
Opening | Meeting Students' Needs |
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A. Developing Language: Volley for Vocabulary (10 minutes)
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Work Time
Work Time | Meeting Students' Needs |
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A. Engaging the Speaker: Preparing for a Science Talk (20 minutes)
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B. Science Talk: How Pollinators Help Plants Grow and Survive (20 minutes)
"Which of the discussion norms will help your group have the best conversation possible? Why do you think so?" (Responses will vary.)
"How did working on your discussion norm goal make a better Science Talk for the group?" (Responses will vary.)
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"Can you please repeat what you said?" "Can you please speak more slowly?" (MMR)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Reflecting on Learning (10 minutes)
"Why would it be important for us to think back on the learning we have done so far in this unit? (so we can remember the work we have done)
"Who can add on to what your classmate said? I'll give you time to think."
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There are no new supporting Materials for this lesson. |
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