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Concept-OrientedReading Instruction

CORI-PD Unit Builder

4th Grade BiomesDennise NavaStacy Wilson

Group 3

CORI-PD Unit Builder

Include Cover Sheet with your team members’ names on the front.Step 1: Identify a content concept from your CORE

Step 2: Identify sub-topics within your content concept

Step 3: Choose informational books about your concept

Step 4: Choose books from other genres about your concept

Step 5: Organize your book choices for instruction

Step 6: Build a concept map (i.e., show how the concepts link together)

Step 7: Write weekly Essential Questions

Step 8: Write clear, daily content objectives

Step 9: Choose important vocabulary and reading strategy sequence

Step 10: Choose ways to motivate and engage students

Step 11: Develop a culminating activity

What you will turn in: Your team should turn in, typed please, this Unit Builder, filled out. You will need to complete all 11 steps (Although steps 1, 2, and 6 are redundant. They help you think!)

Keep in mind: you are building the first 6 weeks of a 9-12 week unit. Several things that you are asked to think about might happen LATER than week 6. I want you to have a start, so when you come back to this, you will know how to complete the unit. The process is the same for ANY grade level and ANY content area. You will NOT be turning

in ANY lesson plans with this unit; however, the lesson plans you posted must be referenced and embedded in this unit. Step 1: Identify a content concept

1. Look at your core curriculum.

2. What are the major topics you are required to cover this year?Water Cycle, Weather Changes, Rocks/Minerals, Fossils,

Biomes

3. Are there broader concepts that will cover several weeks on these topics? Brainstorm 2 or 3 concepts that might work:

Concept: Utah Biomes

Topics:

1. Forests

2. Deserts

3. Wetlands

4. Living/Nonliving Things

Concept: Rocks

Topics:

1. Weathering

2. Erosion

3. Soil

4. Minerals

Concept: Weather

Topics:

1. Clouds

2. Temperature

3. Meteorologist

4. Seasons

5. The content concept is: __ UTAH’S BIOMES ____

Hint: Content concepts are broad and should cover several weeks. For example, the concept of weather combines the topics of water cycle, temperature, seasons, and cloud formations.

Step 2: Write five sub-topics or “big ideas” that support your concept

Content concept: Utah’s Biomes

Sub-topic/Idea 1: Forests

Sub-topic/Idea 2: Deserts

Sub-topic/Idea 3: Wetlands

Sub-topic/Idea 4: Plants

Sub-topic/Idea 5: Animals

Sub-topic/Idea 6: Adaptations to Environment

Sources for main ideas or sub-topics:

Core curriculum guide Textbooks or resource books related to your concept State or national standards in science, history, English, etc. Websites related to content (e.g., NOAA for weather content) Informational books on the topic(s) and concept

Step 3: Choose informational books about your concept

1. Write a list of 8—10 informational books related to the content concept. List the topics these books might be related to.

Name Author Genre

Class/

Team/Ind

Level

Food Chains in a Forest Habitat

Isaac Nadeau Info Team Med

Food Chains in a Desert Habitat

Isaac Nadeau Info Team Med

Food Chains in a Pond Habitat Isaac Nadeau Info Team MedForests Yvonne Franklin Info Class HighDeserts Yvonne Franklin Info Class HighWetlands Yvonne Franklin Info Class HighWhat can live in a forest? Sheila Anderson Info Team LowWhat can live in a desert? Sheila Anderson Info Team LowWhat can live in a lake? Sheila Anderson Info Team LowEndangered & Extinct Animals of the Forests

Michael Bright Info Team High

Endangered & Extinct Animals of the Mountains, Deserts, and Grasslands


Endangered & Extinct Animals of the Rivers, Lakes, and Wetlands


Woods and Forests Patricia A. Fink Martin Info Ind LowCounting on the Woods George Ella Lyon Info Ind LowForests Cally Hall Info Ind Low

2. Preview the books on the list.

3. Choose one or two books that embrace the content concept that could be used as class sets.

Class set 1: Forests; Deserts; Wetlands by Yvonne Franklin

4. Designate books to be used as team sets by text difficulty.

On grade level: Author: Isaac Nadeau

o Food Chains in a Forest Habitat o Food Chains in a Desert Habitato Food Chains in a Pond Habitat

Above grade level: Author: Michael Bright

o Endangered and Extinct Animals of the Forestso Endangered and Extinct Animals of the

Mountains, Deserts, and Grasslandso Endangered and Extinct Animals of the Rivers,

Lakes, and Wetlands

Below grade level: Author: Sheila Anderson

o What can live in a forest?o What can live in a desert?o What can live in a lake?

Hint: Consider the following sources for gaining books for your classroom: Principal, Reading Specialist, Medial Specialist, Special Educator, ELL Specialist, teacher in lower/upper grades, another teacher at your school, AEA or district, teachers at other schools, samples from trade book publishers, grants, book club points.

Step 4: Choose books from other genres

1. What other genres of books would you like to include?

Narrative Poems

2. Write a list of 6—8 books from other genres that complement the informational books.

Name Author LevelWay out in the Desert T.J. Marsh, Jennifer Ward LowDesert Voices Byrd Baylor LowMagic School Bus Gets All Dried Up

Suzanne Weyn Low

Cactus Poems Frank Asch LowDesert Giant Barbara Bash MedA Walk in the Deciduous Forest Rebecca Johnson MedA Walk in the Desert Rebecca Johnson MedA Journey into a Wetland Rebecca Johnson MedThe Desert is Theirs Byrd Baylor HighWatching Desert Wildlife Jim Arnosky HighMojave Diane Siebert High

3. Choose one or two books that embrace the content concept that could be used as class sets. (this means that everyone in the class will have a copy of this book. E.g., a novel on the theme).

Class set(s): Author: Rebecca Johnson

o A Walk in the Deciduous Foresto A Walk in the Deserto A Journey into a Wetland

4. Designate books to be used as team sets by text difficulty. (1 copy of book for each team of 4-6 students)

On grade level: Author: Barbara Bash

o Desert Giant

Above grade level: Author: Byrd Baylor

o The Desert is Theirs

Below grade level: Author: Byrd Baylor

o Desert Voices

5. Identify how the books you have chosen could be used within this concept (e.g., vocabulary development, fluency, independent reading, research, etc.)

These books can be used for independent reading and fluency as they supplement the core content and the previously listed texts.

Use Step 5 to organize your book choices from steps 3 and 4.

Step 5: Organize Your Book Choices for Instruction

Teacher books for whole class strategy instruction and/or

modelingForests Deserts Wetlands

Class Books used for guided reading

Books for ELL, TAG, struggling students

Food Chains in a Forest HabitatFood Chains in a Desert HabitatFood Chains in a Pond HabitatA Walk in the Deciduous ForestA Walk in the DesertA Journey into a Wetland

Endangered & Extinct Animals of the ForestsEndangered & Extinct Animals of the Mountains, Deserts, and GrasslandsEndangered & Extinct Animals of the Rivers, Lakes, and WetlandsWhat can live in a forest?What can live in a desert?What can live in a lake?

Books for Independent Reading and/or Research

Woods and ForestsCounting on the WoodsForestsWay out in the DesertDesert VoicesMagic School Bus Gets all Dried UpCactus PoemsDesert GiantThe Desert is TheirsWatching Desert WildlifeMojave

Step 6: Build a concept map1. What is your content concept? Utah’s Biomes(Step 1)

2. List the sub-topics or ideas that support your concept on the left side below. (Step 2)

3. List the books you have chosen on the right side below. (Steps 3 and 4)

4. Match sub-topics and books by drawing lines from each sub-topic to the books that provide text support for the sub-topics/ideas.

Sub-topics/Ideas Book TitlesSub-topics/Ideas Book

Forests

Animals/Plants/

Adaptations

Food Chains in a Forest Habitat

Animals/Plants

Forests

Animals What can live in a forest?Animals Endangered & Extinct Animals of the ForestsAnimals/Plants/

Adaptations

Woods and Forests

Animals Counting on the WoodsAnimals/

PlantsForests

Animals/Plants

A Walk in the Deciduous Forest

Deserts Animals/Plants/

Adaptations

Food Chains in a Desert Habitat

Animals/Plants

Deserts

Animals What can live in a desert?Animals Endangered & Extinct Animals of the Mountains,

Deserts, and GrasslandsAnimals/

PlantsWay out in the Desert

Animals Desert VoicesAnimals/

PlantsMagic School Bus Gets All Dried Up

Animals Cactus PoemsAnimals/ Desert Giant

PlantsAnimals/

PlantsA Walk in the Desert

Animals The Desert is TheirsAnimals/

PlantsWatching Desert Wildlife

Animals/Plants

Mojave

Wetlands

Animals/Plants/

Adaptations

Food Chains in a Pond Habitat

Animals/Plants

Wetlands

Animals What can live in a lake?Animals Endangered & Extinct Animals of the Rivers, Lakes,

and WetlandsAnimals/

PlantsA Journey into a Wetland

5. Using the table above, add or subtract sub-topics or books to align the concepts of your sub-topics with books that support them.

6. Build a concept map to illustrate the topics/sub-topics of your concept. Use the map below or build your own.

Utah’s Biomes

Sub-topic/Idea: Sub-topic/Idea: Sub-topic/Idea:

Forests Deserts Wetlands

(facts, traits, features) (facts, traits, features) (facts, traits, features)

Physical traits, temperature, surface terrain, trees, plants

Physical traits, temperature, surface terrain, trees, plants, lakes, rivers

Physical traits, temperature, surface terrain, trees, plants, lack of water

Hint: Building a conceptual map for your content concept theme enables you to develop a specific body of understanding about your concept and sub-topics prior to implementation. With a map, you can see how related topics/sub-topics and ideas fit into the overall concept. Successful planning and implementation of CORI requires a solid understanding of the content knowledge for your unit.

Step 7: Write Weekly Essential Questions

Now that you have a map of how your content topics, sub-topics, and ideas fit together, you can now sequence how you will teach content to your students.

Write an Essential Question for each week (or weeks) as needed. Keep in mind that your DAILY content objectives will be derived from these essential questions.

Write the first 6 EQs for a FULL unit that would last for 9—12 weeks.

Week: Essential Question:

_1___ How would you describe a (forest, desert, wetland) environment?

_2___ How would you compare the precipitation of forests, deserts, and wetlands?

_3___ What type of water sources might you find in a (forest, desert, wetland) environment?

_4___ How do animals adapt in a (forest, desert, wetland) environment to survive?

_5___ How do plants affect the food chain in a (forest, desert, wetland) environment?

_6___ How might a (forest, desert, wetland) environment affect your life?

Step 8: Write clear, daily content objectives

1. Think about how students will be able to answer essential questions. At the end on the instructional unit, what do you want students to be able to do with the content? Use the formula below to write content objectives. You will have content for each day, but they need not be different ones for each day. You may have the same content objectives for several days. SWBAT +

learning behavior +

content +

strategy + condition(s)

Content ObjectivesPlease write 3 content objectives for EACH week of your unit. These will tie directly to the lesson plans your team posted.

Week 1VOCABULARY

SWBAT locate each forest vocabulary word and its definition when using the forest books provided by the teacher.SWBAT create their own vocabulary definition cards through a whole-class discussion and their use of reference materials (e.g., glossary).SWBAT identify forest vocabulary words by defining each word they choose in the Forest Vocabulary Game.

Week 2COMPREHENSION

SWBAT make three inferences about the forest food chain by using the text information and write them in their journals.SWBAT comprehend cause and effect by observing the food chain through texts provided by the teacher.SWBAT use the text to help

support inferences they make individually.

Week 3WRITING

SWBAT describe forest characteristics by writing an acrostic poem.SWBAT properly use vocabulary words in their acrostic poem.SWBAT correctly follow the acrostic poem format and use correct grammar, sentence structure, etc.

Step 9: Choose important vocabulary and reading strategy sequence

1. Think about your content concept. List key vocabulary words that will be necessary for your students to define and use correctly to gain conceptual knowledge of the concept.wetland forest desert adaptation deciduousconiferous invertebrate vertebrate bird amphibianreptile fish mammal insect hibernationmigration environment habitat interaction rainfallcarnivore decomposer herbivore insectivore omnivorenutrients photosynthesis producer scavengers vegetariansfood chain inference cause effect

**A strategy we used to teach vocabulary was vocabulary cards where students made their own cards with the vocabulary word, self definition, and picture.**The students found the definition in the glossary of the texts provided by the teacher. The teacher modeled how to use the glossary and which book to use for each word. **The students found pictures online to add to their cards.

2. Review your students’ reading needs and competencies. If you design your unit for Fall, think about the skills/strategies your kids will need to learn. If you design your unit for Spring, these strategies might be different, considering what was taught previously. List three for each:

Needs CompetenciesStudents need to learn the content obligatory and content compatible vocabulary words in order to comprehend the content.

Students are able to use texts and text resources (e.g., glossary) to find information.

Students need to be able to summarize information from the information texts.

Students are able to read text accurately and fluently. Students can therefore comprehend the information.

Students need to be able to make inferences about the biomes and their food chains.

Students are able to understand cause and effect. Students can give examples of both.

3. Choose 3—5 specific reading comprehension strategies (See CORI List of strategies) to implement in your unit. Some of these may change from one unit to the next as the students progress and build competence. (see #2 thinking above.)

1. Making Connections2. Questioning3. Visualizing4. Inferring5. Determine Importance

Hint: Reading and vocabulary focus address students’ needs, competencies, and curriculum requirements. Consider sources such as school records, informal reading inventories, reading scales, running records, classroom observations, and portfolios to assess students’ needs and competencies.

Step 10: Choose ways to motivate and engage students

1. Brainstorm ways to provide support for each of the motivational principles. Write three specific activities for each motivational principle.

Interesting Texts (required, see steps 3 and 4 above)

Real-World Experience(hands-on activities, role plays,

connecting reading to background knowledge,

connecting reading to the real world)

Take field trips to the Alpine Forest, GSL, Moab, Hogle Zoo.

Include plants of the different biomes in the classroom.

Invite guest speakers to give information on each biome. (preferably someone who may work with the biome)

Choice(forming own questions, selecting text, pursuing

interests)

Students will be able to choose the biome for their final RAFT Activity.

Students are able to generate their own questions about the food chain.

Students are able to select the medial they prefer to use when researching and completing their poems and RAFT activities.

Collaboration(reading in pairs or groups,

exchanging ideas with peers, sharing knowledge)

Students will work in partners as they complete the Vocabulary Game.

Students will participate in whip around activity as they state their inferences.

Students will complete an inner-outer circle activity as they describe characteristics of each biome.

Conceptual Knowledge(relating topics and sub-topics

to each other, connecting reading to concepts)

Students will create vocabulary cards with pictures to use throughout the unit.

Students will monitor the growth of the classroom plants.

Students will create a poem

about the characteristics of a biome.

Competence(sharing success in reading, peer encouragement, using

strategies to read well, recognize achievement in reading comprehension)

The teacher will scaffold different texts for all students to access during a read-a-loud.

Students will be able to encourage their peers during the vocabulary game.

The teacher will allow students to share their poems with peers, with the class, and also display them in the hallway.

2. When will students do these activities? Write down the week each of these activities will happen. (keep in mind, this is a full 9-12 week unit. So you will NOT have ALL these activities within the first 6 weeks.

Week 1: collaboration 1, conceptual knowledge 1, competence 2Week 2: real-world experience 3, choice 2, collaboration 2,

competence 1Week 3: real-world experience 2, conceptual knowledge 2

Week 4: choice 3, collaboration 3, conceptual knowledge 3, competence 3

Week 5: real-world experience 1Week 6: choice 1

Step 11: Develop a culminating activityBrainstorm 1 or 2 activities for students to complete at the end of the unit that will demonstrate their learning of the ideas in the concept map (Step 5). These activities will cover the full 9-12 weeks, not just 6 weeks.

Questions to prompt thinking:

Activity #1

What type of project would work best? (poster, book, presentation, model, etc.)

RAFT Presentation

What are specific components of the project?

Each student will choose which activity they want to complete. The activities are leveled and can work for students with a disability, ELL students and TAG students.

SEE RAFT TABLE BELOW

How will students be grouped?

Students will work individually.

What length of time is (four, 45 minute

needed? periods)

1st period: Students will choose activity/topic, brainstorm ideas, begin working.2nd period: Students will continue working and making changes.3rd period: Students will make the last changes and publish their final product. 4th period: Students will share with the class.

How will students communicate their knowledge to others?

Students will present their final products to the class but each of

them will have a different format

depending on their activity choice. If they do not feel

comfortable sharing they can display it

anonymously on the bulletin board.

RAFTRole Audience Format Topic

Painter Portrait Buyer PictureCreate a picture of one biome using its characteristics and

details.

Fashion Designer Public WardrobeCreate a three day

wardrobe for a person in one of

the biomes.

Real Estate Agent Potential Resident Flyer

Persuade someone to live in one biome by identifying the

benefits of living in one biome.

Fiction Author Peer StoryWrite a story about

your favorite animal in one of the

biomes.

Tour Guide Tourist Survival GuideCreate a guide that includes all you will

need to visit one biome.

Reporter Animals of the Biome Weather Report

Report the weather and main story of

one biome.

SUBJECT: Science- Utah’s Forest Characteristics LENGTH OF FLUENCY LESSON: 1-2 days

GRADE LEVEL: 4th

Content, Scope, and Sequence, Core Standards:This lesson will focus on students being able to fluently read a passage about the living organisms (e.g. plants and animals) in a forest environment. Prior to the lesson students will already have knowledge of wetlands, forest, and deserts, and be able to describe the characteristics of each area, as well as identify and place living organisms in the right environment.

Lesson Ties: 4th Grade Science Core Curriculum:

o Standard 5: Students will understand the physical characteristics of Utah’s wetlands, forests, and deserts and identify common organisms for each environment.

Objective 2: Describe the common plants and animals found in Utah environments and how these organisms have adapted to the environment in which they live.

a. Identify common plants and animals that inhabit Utah’s forests, wetlands, and deserts.

b. Cite examples of physical features that allow particular plants and animals to live in specific environments (e.g., duck has webbed feet, cactus has waxy coating).

c. Describe some of the interactions between animals and plants of a given environment (e.g., woodpecker eats insects that live on trees of a forest, brine shrimp of the Great Salt Lake eat algae and birds feed on brine shrimp).

d. Identify the effect elevation has on types of plants and animals that live in a specific wetland, forest, or desert.

e. Find examples of endangered Utah plants and animals and describe steps being taken to protect them.

4th Grade Language Arts Common Core:o Reading: Foundational Skills

Standard 4: Read with sufficient accuracy and fluency to support comprehension.

a. Read grade-level text with purpose and understanding.

b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Student Background, Rationale, Purpose:Utah has different physical characteristics including wetlands, forests and deserts. These environments are inhabited by living things, such as plants and animals. As students have learned before Utah’s wetlands, forests and deserts are not like other areas or states. Therefore some plants and animals might just be unique to Utah.

Objective:Students will be able to fluently read a short passage describing forest characteristics in detail in a small group or with a partner. Using the characteristics illustrated in the text, students will complete a Cluster Word Web organizing the various forest characteristics.

Preparation:You will need:

Text: “Woods and Forests (Exploring Ecosystems)” by Patricia A. Fink Martin

Room space for students to read the passage in groups. Volunteers for each group/partnership (either parents or older grade

students) Graphic Organizer: Cluster Word Web Copies of the passage for students to practice fluent readings Recorded readings for ELL adaption Extra passages for Early Finishers

Vocabulary List:

Environment Living Organisms Wetlands Forest Desert Characteristics Ecosystem

Additional Resources:Text: Fink Martin, Patricia A. (2000). Woods and Forests (Exploring Ecosystems). Grolier Publishing.

Lesson Outline:

Introduction: The teacher will ask students to look for characteristics of forests as she reads aloud the text Woods and Forests by Patricia A. Fink Martin. Students will casually take notes in order to remember details for an activity after the read-a-loud. The students will then participate in a think-pair-share activity where they will think of forest characteristics they heard from the text, share with a partner, and then with the class. Students will continue in pairs completing their own Cluster Word Web.

Content/Activities:

Fluency Introduction Activity: The teacher will introduce fluency by reading aloud a short section of the text Woods and Forests without fluency and prosody. For example, in a monotone voice, with pauses and incorrect expressions. The teacher will then read the section a second time; this time adding correct expressions, pauses, and modeling correct fluency. After both readings, the teacher will lead a discussion with the students about the differences between the two readings. From the responses of the students, the teacher will create a compare and contrast chart on the board. This chart will be important for students while they are practicing their fluency passages.

Fluency Activity 1: Students will practice a 200 word passage from the text on their own preparing to share with a partner. The teacher will remind students to read the passage with fluency and prosody.

Fluency Activity 2: After 10 minutes of practicing individually, students will practice with partner. This will allow students to hear how others read the passage and collaborate ideas of how it should be read correctly.

Fluency Activity 3: Students will share their fluency passages in a small group after 10 minutes of practicing with a partner. During the small group sharings, a parent or older student will join each group and listen to the students read their passage. They will assess each student’s fluency according to the checklist provided by the teacher.

Closure:To end the fluency activities, the teacher will invite students to participate in an author's chair where students can volunteer to share their passage reading to the entire class. After each reading, the teacher and students can comment on the student’s reading and how fluent they read.

Evaluation:The teacher will use parent or older student volunteers to help assess each student’s fluency. The students will be assessed on a scale of one to four in three different areas including rate, accuracy, expression. Volunteers will fill out the rubric in order for the teacher to have data for each student to determine future instruction on each individual’s needs.

Lesson Differentiation- Advancing, Adapting:

To adapt for Early Finishers, the teacher can provide more passages for the students to practice reading fluently and share with another early finisher. These additional passages can be more challenging and longer than the initial passage. Another adaption for these students is to have them model their reading for ELL students or students who struggle with fluency.

To adapt for ELL students, the teacher can provide recorded readings of the passage for students to listen to and hear the fluent reading. This will help them hear the passage read fluently numerous times. The teacher can also shorten the passage, depending on the level of the student.

Technology: N/A

Resources: N/A

Other Family/Community Interactions: Students will be able to share their passage reading with family members and discuss specific characteristics of Utah’s forests.

SUBJECT: Science- Utah’s Forest Characteristics LENGTH OF VOCABULARY LESSON: 1-2 days

GRADE LEVEL: 4th

Content, Scope, and Sequence, Core Standards:This lesson plan is part of a larger CORI Unit which focuses on the Utah forest environments and how they interact with living organisms. This lesson will focus on students learning and understanding forest specific vocabulary. Prior to the lesson, students will already have knowledge of and be able to describe the characteristics of forests as well as identify living organisms in forest environment.

Lesson Ties:

4th Grade Science Core Curriculum: Standard 5: Students will understand the physical characteristics

of Utah’s wetlands, forests, and deserts and identify common organisms for each environment.


o a. Identify common plants and animals that inhabit Utah’s forests, wetlands, and deserts.

o b. Cite examples of physical features that allow particular plants and animals to live in specific environments (e.g., duck has webbed feet, cactus has waxy coating).

o c. Describe some of the interactions between animals and plants of a given environment (e.g., woodpecker eats insects that live on trees of a forest, brine shrimp of the Great Salt Lake eat algae and birds feed on brine shrimp).

o d. Identify the effect elevation has on types of plants and animals that live in a specific wetland, forest, or desert.

o e. Find examples of endangered Utah plants and animals and describe steps being taken to protect them.

4th Grade Language Arts Common Core:o Vocabulary Acquisition and Use

Language Standard 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

a. use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

b. use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

c. consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

Student Background, Rationale, Purpose:Utah has different biomes including wetlands, forests and deserts. These environments are inhabited by living things, such as plants and animals. Plants and animals interact with each other and the environment to create a forest environment. This interaction helps the preservation of forests and it is necessary for students to understand how living organisms interact with each other and the forest environment.

Objective:

Students will be able to locate each forest vocabulary word and its definition when using the forest books provided by the teacher.

Students will be able to create their own vocabulary definition cards through a whole-class discussion and their use of reference materials (e.g., glossary).

Students will be able to identify forest vocabulary words by defining each word they choose in the Forest Vocabulary Game.

Preparation:

You will need:o the four texts cited belowo 3x5 cardso definition checklisto vocabulary words written on board

Vocabulary List:

Previously Learned:o Coniferouso Deciduouso Environmento Foresto Habitato Hibernationo Interactiono Migration

o Rainfall New Vocabulary:

o Adaptationo Carnivoreo Decomposero Herbivoreo Insectivoreo Nutrientso Omnivoreo Photosynthesiso Producero Scavengerso Vegetarians

Additional Resources:

Texts:o Food Chains in a Forest Habitat by Isaac Nadeauo Counting on the Woods by George Ella Lyono Forests by Cally Hallo Forest by Yvonne Franklin

Lesson Outline:

Introduction: Teacher will begin by showing students the list of previously learned vocabulary words and then read the book Forests by Yvonne Franklin. When coming across a vocabulary word written on the board, teacher will model how to look for the definition of that word using definitions within the texts, context clues, and by going to the glossary. The teacher will continue with more words until the process seems clear. Teacher will then write the definition next to the corresponding word on the board for students’ future reference. Then the teacher will give the specific definitions for each of the previously learned vocabulary words and allow students time to write them on a 3x5 card. The teacher will direct the students to follow the example she just gave in order to complete the new vocabulary word definitions.

Content/Activities:

In this activity students will be provided with a new vocabulary list. They will use this list to locate the definitions of each word in the text Food Chains by using the definition given within the text or glossary. (The teacher will be observing and assisting students with finding and writing appropriate definitions.)

Students will then write the vocabulary words on one 3x5 card and its definition on a different 3x5 card, this will be an individual activity.

Students will have a total of 40 vocabulary 3x5 cards with the words on one card and the definition on the other.

After each student has completed their vocabulary cards, students will gather into small groups of four or five students to study the vocabulary words.

The teacher will assign student into groups of 3. She will group students together based on their reading and academic level. The groups will contain of a high level student, a medium level student, and a low level student. This will allow students to learn from each other and help scaffold those who struggle to a higher level of learning.

Students in each group will then play the Forest Vocabulary Game and define each word they choose.

o The Vocabulary Game: In each group there will be a key holder and two students who

will define vocabulary words. The two students defining words will place one deck of

vocabulary cards face down (take out cards with definitions, these cards will only have the vocabulary words).

Each student will take turns drawing a card from the pile and proceed to define the vocabulary word.

The key holder will determine if the definition given is correct. He or she contains the master copy of vocabulary words and definitions and will use this to assess the definition. *Definitions do not have to be exact but do have to contain the main points given on the master copy.

(Teacher will model a definition that does contain the main points and is correct and also a definition that is not correct.)

If the students definition is correct they get to keep the card. If their definition is incorrect, the card is placed at the bottom of the pile to be practiced again.

After all of the cards have been defined, the students rotate roles. They will continue with this activity until each student has had a chance to play each role.

Closure:The teacher will bring the class together and have the students help her define the new vocabulary words. She will write the new vocabulary words on the board and ask students to give the definitions. Then the teacher will write the student given definitions on the board next to the corresponding vocabulary word.

Evaluation:The teacher can observe student definitions while they are playing the game. The teacher can also evaluate at the end of class by checking the student definitions when she is writing them on the board.

Lesson Differentiation- Advancing, Adapting:

To adapt for Early Finishers, they will be asked to find a second definition by looking for it in a dictionary (this way they can have two definitions). They will also write a sentence using that vocabulary word.

To adapt for ELL students, they will find or draw a picture of the vocabulary word and definition, on their 3x5 cards. (Pictures can be found online or provided by the teacher in the form of magazines.) The teacher can also provide pictures next to the vocabulary words written on the board.

Technology:Early Finishers and ELL students can use computers to help find definitions or pictures. ELL students may also use the computer to find a correct pronunciation of each word in English.

Other Family/Community Interactions: Students can use their 3x5 cards to play at home and teach family about forest and animals.

Resources: Vocabulary game adapted from a UEN Lesson Plan found here:

http://www.uen.org/Lessonplan/preview?LPid=13650

SUBJECT: Science- Utah’s Forest CharacteristicsLENGTH OF COMPREHENSION LESSON: 1-2 days

GRADE LEVEL: 4th

Content, Scope, and Sequence, Core Standards:This lesson plan is part of a larger CORI Unit which focuses on the Utah forest environments and how they interact with living organisms. This lesson will focus on students learning and understanding the forest food chain. We will specifically learn how the sun, plants (producers), herbivores, and omnivores affect one another. Prior to the lesson, students will already be able to define producer, herbivore, and omnivore.

Lesson Ties:

4th Grade Science Core Curriculum:o Standard 5: Students will understand the physical characteristics








4th Grade Language Arts Common Core:o Reading: Informational Text

Standard 1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Student Background, Rationale, Purpose:Utah has different biomes including wetlands, forests and deserts. These environments are inhabited by living things such as plants and animals. Plants and animals interact with each other and the environment to create a forest environment. This interaction (the food chain) helps the preservation of forests and it is necessary for students to understand how living organisms interact with each other and the forest environment.

Objective:

Students will be able to make three inferences about the forest food chain and how living organisms affect one another by using the text information and write them in their journals.

Preparation:

You will need:o Food Chains in a Forest Habitat by Isaac Nadeauo Journals

Vocabulary List:

Previously Learned:o Coniferous

o Deciduouso Environmento Foresto Habitato Hibernationo Interactiono Migrationo Rainfallo Adaptationo Carnivoreo Decomposero Herbivoreo Insectivoreo Nutrientso Omnivoreo Photosynthesiso Producero Scavengerso Vegetarians

New Vocabulary:o Inferenceo Food Chain


Texts:o Food Chains in a Forest Habitat by Isaac Nadeau

Lesson Outline:

Introduction:The teacher will begin the lesson by taking the students out to the soccer field. She will split up the students into two teams: Herbivores and Carnivores. They will play a short soccer game with the new rules made by the teacher. The new rules do not allow the Carnivores to have a goalie. After around 10 minutes or less the game will end and they will all return to class. The teacher will ask, “What effects did the new rule have on the game?” The students will write their answers in their journals and then complete a think, pair, share activity of their ideas. The teacher will use their responses to show them how they made an inference about what would happen using their knowledge. She will then explain they are going to learn how to make an inference using information in a text.

Content/Activities:

Activity 1:o The teacher will read aloud Food Chains in a Forest Habitat.o She will then provide the students with the content and language

objectives for the lesson.o Students will be able to understand the forest food chain and how

living organisms affect one another. o Students will make three inferences about the forest food chain.o Students will be able to use the text to help support their inferences.

Activity 2:o The teacher will briefly review the forest food chain.o She will then ask the question, "What would happen to plants if there

was not enough sunlight?”o The teacher will then model how to use the text to make an inference

about the sun’s role.o She will start on page 4 of the text and explicitly teach the students

how to read through the text and use the information provided to make an inference about the sun’s role.

o For example, she will underline the words “Plants get their energy from the sun”. Then on page 8 she will underline the words “plants turn sunlight into food energy” and “sunlight is combined with water and air to create sugar”.

o Then the teacher will summarize the facts into one sentence that provides enough information to make an inference.

o Example inference: “If there was not enough sunlight, plants would not gain enough energy and food to survive.”

Activity 3:o The teacher will group the students into partners. She will make sure

to partner ELL students with fluent English speakers and students with disabilities with able fluent English speaking students. She will assign each student within a partnership either a Carnivore or Herbivore.

o Each group will then make a second inference using the process shown by the teacher. They will be asked the question, “What would happen to animals if plants did not survive?”

o With their partners, the students will refer back to the text to find and underline information.

o Example information to underline: “Plants are called producers”, “they produce the energy that all of the animals in the forest depend on for food” “Without them, nothing else would have the energy to live” (all found on page 8)

o Students will then create an inference with their partner based upon the information they found in the text and write it in their journals.

o Example inference: “If plants did not survive, nothing else would exist.”

o After each partnership has created their inference, the teacher will direct a “whip-around” activity. The teacher will ask students with the number 1 to stand up and read their partnership’s inference. This will help students see how everyone’s inferences can be different.

Activity 4:o Students will now be expected to make an inference individually.o Each student will be asked the question, “What would happen if there

were no herbivores?”o Students will then work individually to find information in the text that

will help them make their inference. They will underline any helpful information and use it to help determine what they think will happen.

o Example inference students could write in their journals: “If herbivores did not exist in the forest, then plants and other animals will die. Plants will die because some herbivores distribute seeds and animals such as carnivores would die because they eat herbivores.”

o Students will then share their inference with their partner and turn their journals in to the teacher.

Closure:The teacher will bring the class together and do a brief review of the questions given earlier.

o What would happen to plants if there was not enough sunlight?o What would happen to animals if plants did not survive?o What would happen if there were no herbivores?

The teacher will have a small discussion about the inferences students made and how sunlight, plants, and herbivores contribute to the food chain.

Evaluation:The teacher can observe students while they create their inferences in groups and evaluate them during the “whip-around” activity. The teacher will also be able to observe students while they are working individually and evaluate their personal inferences by reading them in their journals and by asking a few students to share with the class.

Lesson Differentiation- Advancing, Adapting:o To adapt for Early Finishers, they can make their own inferences and

write them down in their journals, allow them to share their thoughts to the class during discussion time. Provide more textbooks they can look at as well as the computer.

o For ELL students working with partners during activity 3 can help students listen to their partners read fluently and also work in a smaller group setting so more individual help is there.

o For ELL students during activity 4, the teacher will allow them to use their vocabulary cards with the definition and pictures. The will be able to demonstrate their inference using images such as drawing a picture or using their vocabulary card pictures.

o For students with disabilities, have them use pictures to show cause and effect.

Technology:Early Finishers and ELL students can use computers to help find pictures as well as more information to look up their inferences.

Other Family/Community Interactions: Have students write down inferences they have about the food chain to take home and research with a family member at home or at a public library.

Resources:

o Food Chains in a Forest Habitat by Isacc Nadeau

SUBJECT: Science- Utah’s Forest CharacteristicsLENGTH OF LESSON: 1-2 days

GRADE LEVEL: 4th

Content, Scope, and Sequence, Core Standards:This lesson plan is part of a larger CORI Unit which focuses on the Utah forest environments and how they interact with living organisms. For this lesson, students will write an acrostic poem individually to show their understanding of a forest’s characteristics. Prior to the lesson, students will already have read texts describing forests and learned forest related vocabulary.

Lesson Ties:

4th Grade Science Core Curriculum:o Standard 5: Students will understand the physical characteristics








4th Grade Language Arts Common Core:o Writing

Standard 2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Provide a concluding statement or section related to the information or explanation presented.

Standard 5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revision, and editing.

Standard 6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

o Reading Standard 5: Explain major differences between poems,

drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Student Background, Rationale, Purpose:Utah has different biomes including wetlands, forests and deserts. These environments are inhabited by living things such as plants and animals. Each environment has unique characteristics and adaptations that allow the plants and animals to survive. The plants and animals interact with each other and the environment to create a forest environment. This interaction (the food chain) helps the preservation of forests and it is necessary for students to understand how living organisms interact with each other and the forest environment.

Students will have already been taught the writing process including revision, editing, and publishing. Students will also know the basic skills to publish their work on the computer by typing the final draft and printing it out.

Objective:

Students will be able to describe forest characteristics by writing an acrostic poem using the vocabulary words and text to find supporting details on their own.

Preparation:

You will need:o Food Chains in a Forest Habitat by Isaac Nadeauo Vocabulary Listso Forest Templateo Journals

Vocabulary List:

Previously Learned:o Coniferouso Deciduouso Environmento Foresto Habitato Hibernationo Interactiono Migrationo Rainfallo Adaptationo Carnivoreo Decomposero Herbivoreo Insectivoreo Nutrientso Omnivoreo Photosynthesiso Producero Scavengerso Vegetarianso Inferenceo Food Chain


Texts:o Food Chains in a Forest Habitat by Isaac Nadeauo Counting on the Woods by George Ella Lyono Forests by Cally Hallo Forest by Yvonne Franklino Woods and Forests by Patricia A. Fink Martin

Lesson Outline:

Introduction:The teacher will begin the lesson by asking the whole class, “What have you learned about forests?” She will then call on 2-3 students to give their answers. She will explain that they will participate in an inner/outer circle activity that activates students’ background knowledge of forests.

Content/Activities:

Activity 1: Inner/Outer Circle Activity

o Step 1:o The teacher will randomly ask student to form two equal circles;

one circle inside the other circle. o Step 2:

o The students in the inner circle will face outwards toward the students in the outer circle.

o Step 3:o Each student will be paired with the student they are facing in

the opposite circle.o Step 4:

o The teacher will ask the students in the inner circle to state two details/characteristics they have learned about forests to their partner.

o Step 5:o The teacher will direct the outer circle students to move to their

right one person. This will allow students to talk with a new peer. o Step 6:

o The teacher will now ask the students in the outer circle to state two details/characteristics they have learned about forests to their partner. She will emphasize the details cannot be the same as what their previous partner stated.

o Step 7:o The teacher will direct the inner circle students to move to their

right one person. Each student will have a new partner. o Repeat Step 4o Repeat Step 5o Repeat Step 6o Teacher will call on two students to share what they stated or what

their partner stated. o Students will then sit back down.

Activity 2:o Introduction: Teacher will introduce the next activity by sharing two

acrostic poems and describing the characteristics of an acrostic poem. o The teacher will make sure to explicitly state the characteristics of

acrostic poems.o The teacher will then model how to create an acrostic poem by first

writing the topic word on the board. For this modeling activity the teacher will use the word SNOW.

o She will then show students how to write a sentence beginning with each letter that describes the topic.

o S mall, white flakes fall from the sky.o N ew winter scenes appear.o O utside the streets are empty.o W hen it snows, many children play outside.

o The teacher will review the criteria for an acrostic poem and ask students what they need to have in their poem.

Activity 3:o The teacher will remind students they can use ideas they have learned

about forests or any ideas they heard from their peers in the two previous activities.

o The students will then work individually on their poem. They will write their first/rough draft in their journals.

o The teacher will walk around and observe students writing and help those who need assistance.

o They will turn their journals with their rough draft into the teacher to check after school.

Activity 4: The students will edit and revise their poem using the comments from

the teacher. After their poem is finalized, they will publish it on the computer by

typing it into the forest template provided by the teacher. Students will print off their published piece and turn it in to the teacher

to display in the hall.

Closure:The teacher will group students in small groups for students to read

their poems. After the groups are done sharing, the teacher will allow students to read their poem to the whole class if they would like.

Evaluation:The teacher will observe students while they are working individually on their poems. She will also read the poems at the end of day one and give feedback to students. This will help her know who to assist on day two. The

final poem for each student will be evaluated through the use of a rubric.

Lesson Differentiation- Advancing, Adapting:o To adapt for Early Finishers, they can choose another word from the

vocabulary list to create a second poem. They may use the texts, computer, encyclopedia, etc. to obtain more information.

o ELL students will be allowed to use their vocabulary cards in order to see the definition and also use them for a visual representation of the poem. They can use pictures on their forest template to support their poem.

Technology:Each student will use the computer to publish their Forest poem. Early Finishers will be able to use the computer to find more information for their second poem. ELL students may use the computer to find pictures to support their poem.

Other Family/Community Interactions: Students will be able to display their poems in the hall for the school and family members to see. They will also be able to take a copy of their poem home to share.

Resources:

o Food Chains in a Forest Habitat by Isaac Nadeauo Counting on the Woods by George Ella Lyono Forests by Cally Hallo Forest by Yvonne Franklino Woods and Forests by Patricia A. Fink Martin

Rubric for Forest Poem

Total Points = 16

1 2 3 4Poem Format Poem does

not have the word FOREST

capitalized and in a vertical

layout. The sentences do

not begin from the

letter in the word forest.

Poem has the word FOREST

capitalized but not in a

vertical layout. The

sentences do not begin from the




layout. The sentences do

not begin from the




layout. Each sentence will begin with a letter in the word forest.

Vocabulary Poem includes 0-1 words from

the vocabulary

list.

Poem includes 2 words from

the vocabulary

list.

Poem includes 3 words from

the vocabulary

list.

Poem includes 4 or more words

from the vocabulary

list. Grammar Poem has 5

or more grammatical

errors (spelling,

punctuation, etc.)

Poem has 3-4 gramatical

errors (spelling,

punctuation, etc.)

Poem has 1-2 gramatical

errors (spelling,

punctuation, etc.)

Poem does not have any grammatical

errors (spelling,

punctuation, etc.

Sentence Structure

Sentences do not describe forests and

has syntactical

errors.

Sentences do not describe forests but

have correct syntax.

Sentences describe

forests, but have

syntactical errors.

Sentences describe

forests, have correct

syntax, and

Sample Poem can be found here: https://docs.google.com/file/d/0B71vF-kAai0qWGZkYXg2V3RQNzg/edit

https://docs.google.com/file/d/0B71vF-kAai0qWGZkYXg2V3RQNzg/edit

https://docs.google.com/file/d/0B71vF-kAai0qWGZkYXg2V3RQNzg/edit

Forests have coniferous and deciduous trees.

Omnivores eat both plants and animals.

Rain falls often in the forest.

Every forest needs the sun to survive.

Some animals hibernate in the forest.

The food chain is how animals and plants interact with each other and the environment.

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