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Second Grade

Second Grade. Houghton Mifflin Theme 2 Launch: Nature Walk - Animals. Connections! – Grade 2; Theme 2 Nature Walk. Research It! ILS 1 The student who is information literate accesses information efficiently and effectively.

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Second Grade

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  1. Second Grade Houghton Mifflin Theme 2 Launch: Nature Walk - Animals

  2. Connections! – Grade 2; Theme 2 Nature Walk Research It! ILS 1 The student who is information literate accesses information efficiently and effectively. ILS 2 The student who is information literate evaluates information critically and competently. ILS 3 The student who is information literate uses information accurately and creatively. ILS 6 The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation. S2.a. Students know that organisms reproduce offspring of their own kind and that the offspring resemble their parents and another. S4.c. Compare and sort common objects according to two or more physical attributes (e.g., color, shape, texture, size, weight).

  3. Starting the Research (2) • Introducing the Super3 – the young students’ version of Eisenberg and Berkowitz’ Big 6. Step 1 = Plan (beginning) Step 2 = Do (middle) Step 3 = Review (end)

  4. Step One: Plan (2) • Plan (Beginning) is the important first step of the Super3, and it is a step that students do not always take naturally. More often, they jump right into the middle and begin doing their assignments. The key is getting them to understand its importance. When kindergartners are given a picture to color, spend a moment with them discussing the step that they take in choosing colors. What are they doing when they choose a blue crayon for the sky? They are planning how they will tackle the assignment to achieve the desired effect. This is really no different from a twelfth grader planning which resources she will consult first when writing her term paper about Hamlet. Helping your students begin to think in terms of process creates the foundation for educational success throughout their school career.

  5. (2) Step 1 – Plan (2) • Teacher needs to define “offspring” for the students. Using a video clip from California Streaming may help. Try:______________________________ • Teacher will demonstrate/model how to find the information by using an article from World Book Online. It will be helpful if your students have the article in front of them. All the students will help the teacher find the answers in the article and fill out their own note taking sheet together. • Students will go to the library to research an animal. • Students will find a book about their animal (have them browse the animal section of the library to find their animal first. This way, they will be guaranteed to have a book. If they choose the animal first, there may not be a source for them and this can lead to feelings of frustration). They will try to use the table of contents to assist them in answering the questions. • Students will use the same note taking sheet as used by the teacher in the example to gather information about their animal. • The notes will be used to create a brochure about their animal. The brochure will include the facts taken from the notes as well as one comparison chart which compares and sorts common objects according to two or more physical attributes. In this chart, they will use the knowledge gained during research and compare it with another animal they already know something about. (i.e., an elephant has four legs and a body covered in something other than fur, just like a hippo). It will help if you give each student a blank brochure to put their information on. While they are researching, help them find at least one picture of their animal. The “blank” brochure should also include a blank comparison chart they will fill in.

  6. Elephant Article from World Book Online for practice (2) Follow the link below to the article in World Book Encyclopedia Online. The table titled “Interesting Facts About Elephants” which is in the middle of the article is fantastic, but brief. http://www.worldbookonline.com/wb/Article?id=ar177700&st=elephant&sc=-1

  7. Notes for research on an animal (example) 1. Name of animal ____elephant___________________________ 2. What does the animal look like (some of it’s characteristics)? largest land animal; second tallest; largest ears; gray; wrinkled skin; skin 1 ½ inches thick; padded feet – walk quietly 3. Are there characteristics of this animal that are fun and different? nose long – used as a hand; no sweat glands…cools itself by flapping ears, spraying water, rolling in mud; tusks are their teeth; strong; smart 4. Why is your animal important? helps clear away wooded areas for other animals to live; digs dry riverbeds until water flowing again • What did you find out about your animals’ babies? pregnant 22 months; 1 calf born at a time; females stay with mom for life; males leave mom at 14; can live to 65 years

  8. Figure out how to import word document “second grade brochure” which has the sample brochure already done

  9. Pathfinder to research about an animal (2) • Filamentality page with links to sources: http://www.kn.att.com/wired/fil/pages/listanimalsse.html • Search your library and other catalogs for terms such as: • Animals • Animal behaviors • Animals infancy • Animals habitation • Animals identification • Contact MCOE to get access to video clips from California Streaming. • Search the online catalog at MCOE for videos, maps, realia, etc. using similar search terms as those listed above. • Use the worksheets and examples included with this lesson.

  10. Step 2 – Do (2) • This is where the students will use the sources gathered to actually find the information. • Notes • Putting it all together in the form of a brochure

  11. Step 2 – Do (2) • At a minimum, students need to use the sources to find out the following information about their animal: • Describe it’s appearance (physical characteristics) • Characteristics which make the animal different or fun • Why the animal is important • Whether or not offspring looks the same and why or why not.

  12. Notes for research on an animal 1. Name of animal ______________________________________ 2. What does the animal look like (some of it’s characteristics)? ______________________________________________________________________________________________________________________ 3. Are there characteristics of this animal that are fun and different? ______________________________________________________________________________________________________________________ 4. Why is your animal important? ______________________________________________________________________________________________________________________ 5. What did you find out about your animals’ babies? ______________________________________________________________________________________________________________________

  13. Step 3 – Review (2) Review (End) is a more difficult concept for most students to remember. Many kids feel that once they complete a task or assignment, the job is done. However, to truly build a foundation for academic success, young students must not forget to evaluate what they have produced.

  14. Step 3 – Review (2) • What was the hardest part of the research? • What did you learn?

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