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:
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Students are introduced to the purpose and materials they will use in the Lab.
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Students create an interactive survey to post in a public area of the school.
In advance:
Storytime
- Review the Labs song.
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Post: Focus question (optional).
Setting Goals
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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
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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!”
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Based on availability, collect any additional research, at an appropriate reading level and with supportive text features, about bats, possums, and lizards.
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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.
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Next to the interactive chart, consider hanging a marker on a string for participants to use in marking their answer choices.
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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.
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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
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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
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Post: Sentence frames or picture clues for any reflection questions you will use regularly (optional).
Materials:
Storytime
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Labs song (one to display)
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Text for Storytime (chosen by teacher)
Setting Goals
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Labs notebook (new; one per student and one for teacher modeling)
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Pencils (one per student)
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Learning target(s) (one to display for each Lab; see Launch Stage: At-a-Glance for the specific targets for each Lab)
Research Lab
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Photographs of the unusual pollinators (a possum, a lizard, and a bat; one each to display)
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Unusual Pollinators: Community Survey anchor chart (new; teacher-created; see supporting materials)
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Unusual Pollinators: Community Survey anchor chart (example, for teacher reference)
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Chart paper (six pieces; used by groups to record their survey question)
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Markers (various colors; used by students to create their survey question charts)
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String (24 inches long; one piece per piece of chart paper)
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Tape (12 to 15 pieces; to hang survey charts and markers)
Reflecting on Learning
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Labs song (one to display)
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Labs notebook (one for teacher modeling and one per student)