Lesson plan

Lesson 7 - Whole Group Research: Organizing Information about Bees

  • From EL Education Language Arts
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  • Standards
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teaches Common Core State Standards L.2.1 http://corestandards.org/ELA-Literacy/L/2/1
teaches Common Core State Standards L.2.1.e http://corestandards.org/ELA-Literacy/L/2/1/e
teaches Common Core State Standards RI.2.1 http://corestandards.org/ELA-Literacy/RI/2/1
teaches Common Core State Standards RI.2.2 http://corestandards.org/ELA-Literacy/RI/2/2
teaches Common Core State Standards RI.2.3 http://corestandards.org/ELA-Literacy/RI/2/3
teaches Common Core State Standards RI.2.4 http://corestandards.org/ELA-Literacy/RI/2/4
teaches Common Core State Standards RI.2.5 http://corestandards.org/ELA-Literacy/RI/2/5
teaches Common Core State Standards RI.2.7 http://corestandards.org/ELA-Literacy/RI/2/7
teaches Common Core State Standards SL.2.2 http://corestandards.org/ELA-Literacy/SL/2/2
teaches Common Core State Standards W.2.7 http://corestandards.org/ELA-Literacy/W/2/7
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Daily Learning Targets

  • I can organize research notes to find the most important information about bees. 
  • I can create and label a scientific drawing of a bee.

Ongoing Assessment

  • During Work Time A, circulate and listen in as students briefly discuss with a partner and then justify their decision to keep or recycle their information about bees.
  • During the Closing, continue to circulate and listen for students to share details about their scientific drawing and what they learned about bees through their research.

Purpose of Lesson

  • Lesson 7 marks the transition from collecting information to working with the information gathered. Students work together to determine which pieces of collected information about bees is most relevant to the Unit 2 Guiding Question: “How do pollinators help plants grow and survive?” Processing notes in this lesson serves as preparation for writing informational text about bees in Lessons 11 and 12.

In Advance

  • Gather a research collection bag and recycling bin for use in Work Time A.
  • Preview “It’s Pollination Time,” Version 2 to become familiar with it.
  • Post: Learning targets; “It’s Pollination Time,” Version 2; and applicable anchor charts.

Vocabulary

  • Lesson-specific: adjective, adverb, noun, verb

Materials:

  • “It’s Pollination Time,” Version 2 (one to display)
  • What Researchers Do Anchor Chart (begun in Unit 1, Lesson 2)
  • Research about Bees: Class Notes (completed in Lesson 6; one to display)
  • Unit 2 Guiding Question Anchor Chart (begun in Lesson 2)
  • Focus Statement Sentence Strip (one to display)
  • Research collection bag (one per class; used by students to sort research statements)
  • Recycling bin (one per class; used by students to sort research statements)
  • Research Sentence Strips (one per pair)
  • Bee Sentence Strip (one for teacher modeling)
  • Bee Photograph #3 (from Lesson 5; enough for a third of the class and one for teacher modeling)
  • Plants and Pollinators Research Notebook, Part II (from Lesson 1; page 9; one per student and one for teacher modeling)
  • Bee Photograph #1 (from Lesson 5; enough for a third of the class)
  • Bee Photograph #2 (from Lesson 5; enough for a third of the class)
  • Plants and Pollinators Research Notebook, Part II (from Lesson 1; example, for teacher reference)
  • Scientific Drawing Anchor Chart (begun in Lesson 5; added to during the Closing)
  • Scientific Drawing Anchor Chart (begun in Lesson 5; example, for teacher reference)

 

 

 

 

 

 

 

 

 

 

Adapted from EL Education under CC BY license. All adaptations copyright 2019 LearnZillion.