GRADE 5, MODULE 2A: UNIT 1, LESSON 8

1. GRADE 5, MODULE 2A: UNIT 1, LESSON 8 SYNTHESIZING INFORMATION: LIVING THINGS IN THE RAINFOREST

2. AGENDA

3. Learning target: 1. “I can read a map to help inform me as a reader.” What does inform mean?

4. Features of Informational Text anchor chart

5. Please look for text features of a map that help you with your learning.

6. “What text features on the map help you understand information about rainforests?”

7. Text features on a map. • “How is a map a type of informational text?” • “What information can we learn about rainforests from this map?” Please add these features to your features of Informational Text Chart.

8. Please take out your homework from last night.

9. 5 min. Please share your work with your partner. Look to see if you both used “FEATURES” of the informational next and not just content. Please remove anything that isn’t a feature, and add information if you don’t have enough features or if you and your partner come up with a feature that would be good to add. Use your features of informational text anchor chart in your journal to help you. Homework Check Please choose a partner that is not at your table. Some students will share with the class, then you will hand them in.

10. Learning target: 1. “I can take notes on key details from multiple texts about rainforests.” 2. “I can use quotes to create a gist statement from notes about rainforests.” • What are key details? • What is a quote? • Does a quote have to be just words that are spoken in the text?

11. 20 min. Note Taking for Research

12. Note-Taking Note-Catcher Locate a quote from the article to support/give more information about this fact. What does this mean? “They’re extremely sensitive to the environment and its changes,” “Any rapid disappearance of frogs is a sign there’s trouble in the environment.” • Frogs are an indicator species • Frogs breath through their skin • If no frogs, then something is wrong “Live Online Interview with Eve Nilson” “It’s important to pay attention to frogs in the rainforest, so we know if the pollution in the air might be harmful to us.” Q: Why did you want to study frogs? Eve: I was offered a position studying frogs, but I also felt they were extremely important. They are an indicator species; they're extremely sensitive to the environment and its changes. Any rapid disappearance of frogs is a sign there's trouble in the environment. Also because frogs breathe through their skin. You're able to see more clearly the affects that pollution and acid have. Can identify a unique thing found in the rainforests? Can you identify facts about this unique thing?

13. Note-Taking with your Note-Catcher Make sure that your group members have the following texts: • Interview with Sloth Canopy Researcher, Bryson Voirin • “Hawaii’s Endangered Happy Face Spider” article • The “Great Bear Rainforest Remote Camera Project” video transcript

14. Note-Taking with your Note-Catcher Your goal: to identify key facts/details about the unique things found in rainforests. Use your group members, working with one textat a time,to completeyour note-catcher.

15. 15 min. Synthesizing Notes: Paragraph About Unique Life in the Rainforest You will hand in your paragraph when you have completed it and read it over.

16. KWL Anchor Chart • Can we cross anything off the W column that we’ve learned? • Circle what have haven’t yet. • Want to add anything new to this column?

17. 1. What are the commonalities in how scientists of the rainforest gather evidence? 2. Why is it important to draw from multiple texts when doing research? Write on your own. Share with your neighbor. Share with the class. Hand in to your teacher.

18. What questions do you still have about rainforests? Add any new questions to the W column of the Rainforest KWL chart in your journal. KWL