Nature Detective

Second Grade

Reading

Eleanor Ennis

Summer 2000

Wicomico

Charles H. Chipman

Reading to be Informed

MLO.R.1.3.5 Comprehension and interpretation of informational text

MLO.R.2.1.3 State a purpose for reading

MLO.R.2.3.1 Relate prior knowledge and experience to literal and inferential information found in text

MLO.R.1.1.3, MLO.R.2.1.4 Extract appropriate and significant information from text

MLO.R.3.3.2 Compare and contrast information in text with prior knowledge

MLO.R.3.2.1 Restate information from the text

3.3.2 Research

Recognize and use the organizational features of research sources such as encyclopedia; almanacs and periodicals to locate relevant information.

3.3.1 Organization and Focus

MLO.W.2.1 groups related ideas and maintain a consistent focus

MLO.W.1.5 write summaries that contain the main ideas of a reading selection and the most significant details

MLO.S.3.2 describe examples that show that offspring are like one another, but not exactly like their parents

MLO.S.3.3.12 explain that habitats provide basic needs, (i.e., food, water, shelter) for the organisms living in them

MLO.S.1.3.1 access and process information from readings

MLO.S.1.1.8 interpret and communicate findings (i.e., speaking, writing, and drawing) in a form suited to the purpose and audience, using developmentally appropriate methods including technology tools

Students will develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits and productivity.

Students use technology tools to enhance learning, increase productivity, and create creativity.

Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

These three activities will be used with the Houghton-Mifflin Invitations to Literacy 2.1 unit Nature Detective. In this unit the students will read four selections; Animal Tracks by Arthur Dorros, Nature Spy by Shelly Rotner and Ken Kreisler, What lives in a Shell? by Kathleen Weidner Zoehfeld and Where Does the Trail Lead? by Burton Albert.

The teacher will use Inspiration to brainstorm prior knowledge about animals.

The facilitator will inform the students about the animals in the Salisbury Zoo using a digital camera to create a Power Point presentation.

The students will read at least two additional books about an animal of their choice. Then using either Student Writing Center, Kid Pixs or Writing Blaster the students to create a brochure about the animal of their choice describing the animal’s characteristics, habitat, reproduction, enemies and one special feature.

Students will take a field trip to the Salisbury Zoo and use a digital camera to take pictures of their trip. They will then put their pictures in a Power Point presentation to be shown to parents and for next year’s second grade.

• Students in cooperative learning groups will learn to use a graphic organizer.
• Students will boot up the computer and access the slide show with the guidance of an adult.
• Students will use Encarta or an Electronic Encyclopedia to find facts about their animal
• Students will (with adult help) demonstrate their ability to read to be informed and produce a brochure about an animal of their choice.
• Students will (as a group with adult help) use a digital camera and produce a Power Point presentation

As the classroom teacher begins the Houghton-Mifflin Invitations to Literacy 2.1 reading unit Nature Detective, I as a facilitator, will work with the class to increase their skills for reading to be informed. After the students preview Animal Tracks by Arthur Dorros, Nature Spy by Shelly Rotner and Ken Kreisler, What lives in a Shell? by Kathleen Weidner Zoehfeld and Where Does the Trail Lead? by Burton Albert, the teachers will use the software package Inspiration to make a web about the prior knowledge students have about animals in the unit.

I will then show the students a slide show featuring the Salisbury Zoo animals. The students will choose one of the animals highlighted in the slide show and use two outside sources to find information about the animal and will use the information to make a brochure about the animal.

Finally the class will take a field trip to the Salisbury Zoo. On the field trip the students will act as a "field guide" for the animal they researched. They will use the digital camera to record their trip and will make a Power Point presentation for parents and next year’s second grade to show how they used reading to be informed to gain information.

In this unit the students will read four selections; Animal Tracks by Arthur Dorros, Nature Spy by Shelly Rotner and Ken Kreisler, What lives in a Shell? by Kathleen Weidner Zoehfeld and Where Does the Trail Lead? by Burton Albert. The teacher will use Inspiration to brainstorm prior knowledge about animals.

The students will read at least two additional books or resources about an animal of their choice. Then using either, Kid Pixs the students to create a brochure about the animal of their choice describing the animal’s characteristics (how it moves, what it eats) habitat, reproduction, enemies and one special feature.

Before the brochure is evaluated the student will self evaluate and there will be peer evaluation.

The student’s brochure will be evaluated using the following rubric. All brochure design will be done by the student. The adult will only assist the student with the technology of putting the brochure into Kid Pixs.

5 points – all elements are present

Brochure is neat and well organized

Information is correct

5 points – all elements present

4 Points – 7 to 8 of the elements are present

3 Points – 6 to 5 of the elements are present

2 Points – 4 to 3 of the elements are present

1 Point - 2 to 1 of the elements are present

0 Points – did not attempt activity, brochure does not relate to the topic assigned