Lesson plan

Labs: Launch Stage - Research

teaches Common Core State Standards W.2.7 http://corestandards.org/ELA-Literacy/W/2/7
teaches Common Core State Standards W.2.8 http://corestandards.org/ELA-Literacy/W/2/8
teaches Common Core State Standards RI.2.7 http://corestandards.org/ELA-Literacy/RI/2/7
teaches Common Core State Standards RI.2.5 http://corestandards.org/ELA-Literacy/RI/2/5

Labs: Launch Stage - Research

Learning target: 

  • I can create a survey to learn about my community’s attitudes toward unusual pollinators.
  • I can use my research skills to learn about unusual pollinators.

Purpose:

  • Students are introduced to the purpose and materials they will use in the Lab.

  • Students create an interactive survey to post in a public area of the school.

In advance:

Storytime

  • Review the Labs song.
  • Post: Focus question (optional).

Setting Goals 

  • Post: Guiding question and learning target(s) for the Lab students will be launching that day (see detailed plans for each Lab on the pages that follow).

In the Lab

  • Preview the Labs notebook and note the research materials about unusual pollinators included in each. Each set includes the articles and accompanying note-catchers and text-dependent questions: “Pollinating Possums!” “Beneficial Bats!” and “Leapin’ Lizards!”

  • Based on availability, collect any additional research, at an appropriate reading level and with supportive text features, about bats, possums, and lizards.

  • Identify a location, or multiple locations, in the school, preferably with high walking traffic, to post the interactive surveys students will create during the Launch stage.

  • Next to the interactive chart, consider hanging a marker on a string for participants to use in marking their answer choices.

  • This sequence recommends the use of tally marks; however, there are many different ways to collect data. Consider referencing your math curriculum to see which form of data collection is familiar and comfortable for you and your students.

  • Prepare workstations by placing the following at each one:

    • One set of research materials
    • One piece of chart paper for creating an interactive survey
    • Markers
  • Consider:

    • Forming six small research groups (two groups for each of the three unusual pollinators being studied). This keeps group sizes smaller and, therefore, individual participation higher.
    • Setting up the six survey charts similar to the “Unusual Pollinators: Community Survey.” This guides students toward appropriate questions and responses, as well as saves them time.

Reflect on Learning

  • Post: Sentence frames or picture clues for any reflection questions you will use regularly (optional).

Materials:

Storytime

  • Labs song (one to display)

  • Text for Storytime (chosen by teacher)

Setting Goals

  • Labs notebook (new; one per student and one for teacher modeling)

  • Pencils (one per student)

  • Learning target(s) (one to display for each Lab; see Launch Stage: At-a-Glance for the specific targets for each Lab)

Research Lab

  • Photographs of the unusual pollinators (a possum, a lizard, and a bat; one each to display)

  • Unusual Pollinators: Community Survey anchor chart (new; teacher-created; see supporting materials)

  • Unusual Pollinators: Community Survey anchor chart (example, for teacher reference)

  • Chart paper (six pieces; used by groups to record their survey question)

  • Markers (various colors; used by students to create their survey question charts)

  • String (24 inches long; one piece per piece of chart paper)

  • Tape (12 to 15 pieces; to hang survey charts and markers)

Reflecting on Learning

  • Labs song (one to display)

  • Labs notebook (one for teacher modeling and one per student)