Structure, Function, Information Processing First Grade 1 | P a g e WIDA Science ELP Standard 4: The Language of Science, Formative Framework* Level 1‐Entering (explore, name, label, identify, using words or phrases related to….) Level 2‐Beginning (describe, list, match (parent‐baby), sort (living‐non‐living), identify change) Level 3‐Developing (compare, state relationship, group, compare/contrast, transfer information, describe change) Level 4 and 5 (will be used with final project)‐Expanding and Bridging (discuss and show, report with details, explain process) *The above WIDA standards (Level 1‐3) will be used throughout the unit. Level 4 and 5 will be used during the final project. 2 | P a g e Vocabulary Instruction for Units to Use Throughout Units (1)
Picture Cards‐picture cards of plants and animals (see appendix 2) will be used to discuss characteristics/vocabulary that students may be unfamiliar with if needed before each lesson. The Fancy Nancy Word Wall‐ Before beginning any vocabulary instruction students will be read a series of the Fancy Nancy books by Jane O’Connor. To discuss new vocabulary being introduced in science and math lessons we will refer to the new vocabulary as the fancy word for _________. The words will then be added to the word wall with the common and fancy word. For example….observe is the fancy word for look closely. (2)
(3)
Word Meaning/Vocabulary Template‐The word template included before each standard will then be used to extend the meaning of the word. Students are strategically placed at tables of 5 according to their benchmark reading level so that students may assist other students. ESL students are also asked to volunteer any of the translations in Spanish that they may be familiar with, or will be asked to include their parents in the helping of translating the words for their group. (4)
Sentence formats/starters will be used to guide ELL students and Tier II and Tier III students. (5)
Drama‐drama will be used to enrich the students’ use of newly formed concepts and vocabulary (see appendix 6)‐Prove Your Hypothesis, Professor (Take A Quick Bow) can be used for this. (6)
3 | P a g e Reading Science Text Cards‐strategies that can be used in include true false cards, agree, disagree cards, matching pairs (common and scientific names) and sequencing. (Carrier, S.) NGSS‐1‐LS3‐1: Make observations to construct an evidence based account that young plants and animals are like, but not exactly like, their parents. Key Vocabulary (Brick Words): pattern, observation, different, offspring, similar, trait (Mortar Words): describe, compare, choose (word, synonyms, Spanish, illustration, definition, sentence) Word Definition (how does word relate to survival) Synonyms
Sentence Spanish
Illustration
*This template will be completed during the teaching of each standard. It will be done as a whole group activity during the first few lessons. Students will then do these as a cooperative group which will allow Hispanic students to have an opportunity to share knowledge. **In addition to the template, a word chart will be placed on wall for the vocabulary words. As students see that words relate, they can be placed side by side. 4 | P a g e Unit One-Lesson One (NGSS-1-LS3-1)
Science Target 1: I can describe the life cycle of a plant and how new plants are created. ELA Target 1 : I can draw and label each part of a plant. ELA Target 2: I can explain my drawing to a partner using appropriate vocabulary. WIDA Science ELP Standard 4‐Level 1 Engage (Read Aloud/Student Response): Read The Tiny Seed by Eric Carle to discuss the process/cycle of a seed; watch Brain Pop Jr.‐ Plant Life Cycle. Use 10/2 lecture strategy during read aloud (Beltram, D., Lilia E. Sarmiento, Eugenia Mora‐ Flores (2013). Science for English Language Learners. Huntington Beach, CA: Shell Education). (see appendix 3) Explore (Reading/Observing): Have students observe parts of the plant in small groups. Students will read pages 52 and 53 with teacher from National Geographic Exploring Science Text Grade 1 (see appendix 1). Explain (Writing): Use storyboard strategy (see appendix 2 and 3) to create sequence of plant life cycle. (First it is a _________ then it is a ___________). Extend (Speaking and Listening): Have students summarize in science journal by writing or drawing the life cycle of a plant; Students may use the sentence template above. Have groups of 4 use Travelers and Talkers (see appendix 3) to explain their drawing of the life cycle of the plant. (Beltram, D. (2013)). Evaluate: Teacher checks science notebooks and activities for understanding and utilizing the content specific language. Clipboard assessment can be used for anecdotal notes in checking understanding and use of vocabulary. Pages 160 (question 24) and 161 (questions 27/28) can also be used for assessment from National Geographic Exploring Science Teacher’s Guide/Grade 1 . (see appendix 4) 5 | P a g e Unit One-Lesson Two
Science Target 1: I can discuss the fact that children look similar to their parents and that animal babies are the same color/breed as their parents (dogs do not have kittens for their young)
Science Target 2: I can compare/contrast given animals to their parent animals. ELA Target 1: I can write and discuss likenesses and differences between animals ELA Target 2: I can name parts of animals that are alike/different when comparing parent/baby animals. WIDA Science ELP Standard 4‐Level 2 and 3 Engage (Read Aloud/Student Response): Read Are You my Mother by P.D. Eastman to show why/how the baby bird keeps searching for its mother until the bird finds the animal that resembles him/her Use 10/2 lecture strategy during read aloud. (Beltram, D., Lilia E. Sarmiento, Eugenia Mora‐ Flores (2013). Science for English Language Learners. Huntington Beach, CA: Shell Education). (see appendix 3) As book is read, students/teacher will have discussion on how the bird is different than the animal it thinks might be his mother. Explore (Reading/Observing): Have students observe animal parents/babies on pages 98, 99, 104 in National Geographic Science text Grade 1. (see appendix 1) Explain (Writing): Use chart/table below to explain why characters in the story could or could not be the bird’s mother. Also use Animal Babies Chart/Sort Cards (see activity pages/appendix 2) to match baby with parent. Use AB partner share (see appendix 3) to explain answers (Beltram, D., Lilia E. Sarmiento, Eugenia Mora‐ Flores (2013). Science for English Language Learners. Huntington Beach, CA: Shell Education). . For ELL and Tier II and III students the following sentence template can be used: The ____________ could not be the birds mother because the ________ has and the bird has ________. Adult Animal Why not mother? Extend (Speaking and Listening): Also use file folder with one side student/one side parent to explain how they are similar to parents. Evaluate: Formative assessment will check chart and observe use of content specific language in AB Partner Share/Summative assessment in NG science book pg. 162. 6 | P a g e Unit One-Lesson Three (NGSS-1-LS3-1)
Science Target 1: I can match given plants to their plant “parents”. ELA Target 1: I can name/write a plant seed and tell/write what it will grow into. WIDA Science ELP Standard 4‐Level 2 and 3 Engage (Read Aloud/Student Response): Read Johnny Appleseed by Steven Kellogg. Use 10/2 lecture strategy (see appendix 3) during read aloud. (Beltram, D., Lilia E. Sarmiento, Eugenia Mora‐ Flores (2013). Science for English Language Learners. Huntington Beach, CA: Shell Education). Discuss with students that because of apple seeds being planted by Johnny Appleseed we now have apple trees throughout the Midwest. Explore (Reading/Observing): Have students observe apples that are cut to find the seeds (in class). For project students should find 10 seeds and place them on a poster board labeling each seed. Students will read/observe text pages 54‐59 in National Geographic Exploring Science text. Explain (Writing): Use science journals to discuss what would and would not happen if they planted one of their seeds from the poster board. For ELL and Tier II and III students the following sentence template can be used: If I plant a(n) __________ seed it will become a ___________. Extend (Speaking and Listening): Using Inside Out strategy (Beltram, D., Lilia E. Sarmiento, Eugenia Mora‐ Flores (2013). Science for English Language Learners. Huntington Beach, CA: Shell Education). (see appendix 3) to have students explain to partner what would happen if they planted one of their seeds. (see appendix 3). Evaluate: Teacher checks science notebooks formative assessment for use of content specific language using sentence starter above. Clipboard assessment can be used for anecdotal records to check vocabulary and understanding of concept. Pages 163 and 164 (appendix 4) can also be used for assessment. Extra/Options: Reading Comprehension‐Tulips (see activity pages/appendix 2) 7 | P a g e Unit One-Lesson Four (NGSS-1-LS3-1)
Science Target 1: I can describe features that are hereditary and those that are not. ELA Target 1: I can list characteristics of me that are hereditary and those that are my choice. (use t‐chart) ELA Target 2: I can explain what I inherited and what I did not and why (choice). WIDA Science ELP Standard 4‐Level 2 and 3 Engage (Read Aloud/Student Response): Read Stephanie’s Ponytail by ________ to show that people have some choices in their appearance and Animal Babies by Harry McNaught to show how babies and parents look similar/resemble (skin covering, etc.); watch Stephanie’s Ponytail on Tumblebooks (SCPL). Use 10/2 lecture strategy (see appendix 3) during read aloud (Beltram, D., Lilia E. Sarmiento, Eugenia Mora‐ Flores (2013). Science for English Language Learners. Huntington Beach, CA: Shell Education). Explore (Reading/Observing): Have students look at pictures in various books/magazines to discuss what could be hereditary and what is choice (e.g. my hair is red because it runs in my family but my hair is short because I choose to cut it). Explain (Writing): Using a t‐chart list what could be hereditary and what would be choice. Extend (Speaking and Listening): Have students use AB partner share (see appendix 3 ) to discuss what is hereditary and what is not using a picture of themselves and another family member (be cautious here when students may not be living with actual parent/could use picture of older sibling, grandparent or aunt/uncle). Evaluate: Teacher checks t‐charts for formative assessment. Clipboard assessment can be used for partner share. Extra/Options: Animal Chart/Sort (see activity pages/appendix 2) 8 | P a g e NGSS‐1‐LS1‐2: Read texts and use media to determine patterns in behavior of parents and offspring that help the offspring survive. Key Vocabulary (Brick Words): pattern, offspring, survive, behavior, wants, needs (Mortar Words): communicate, grasp, protect (word, synonyms, Spanish, illustration, definition, sentence) Word Definition(how does word relate to survival) Synonyms Sentence: Spanish Word
Illustration:
*This template will be completed during the teaching of each standard. It will be done as a whole group activity during the first few lessons. Students will then do these as a cooperative group which will allow Hispanic students to have an opportunity to share knowledge. **In addition to the template, a word chart will be placed on wall for the vocabulary words. As students see that words relate, they can be placed side by side. 9 | P a g e Unit Two-Lesson One (NGSS1-LS1-2)
Science Target 1: I can list all universal needs of animals. (Do Pre‐requisite activity of living and non‐living‐see activity pages/appendix 2) ELA Target 1: I can list needs and wants that I have. ELA Target 2: I can discuss why I need certain things to survive. WIDA Science ELP Standard 4‐Level 2 Engage (Read Aloud/Student Response): Read The Great Kapok Tree by Lynne Cherry to discuss how the living things in the story discuss what they need to survive; watch Brain Pop, Jr. Wants and Needs (use 10/2 lecture strategy (see appendix 3) during read aloud). Beltram, D. (2013). Brain Pop, Jr. Needs and Wants may also be viewed. Explore (Reading): Have students use various text (science books, non‐fiction books) to observe animal needs. Read pages 76‐77 in National Geographic Exploring Science Text (see appendix 1). Explain (Writing): Use chart to list needs of all living things. (whole group‐teacher led) Extend (Speaking and Listening): Have students list needs on large chart paper; Have groups of 4 use Travelers and Talkers Beltram, D. (2013) to explain their list of needs (see appendix 3). Example, “I need ______ because it helps me________.” (can be used for ELL or Tier II and Tier III students if needed). Evaluate: Teacher checks charts for formative assessment. Teacher will also use clipboard assessment to make anecdotal notes on the language/vocabulary being used such as need and survive. 10 | P a g e Unit Two-Lesson Two (NGSS 1-LS1-2)
Science Target 1: I can list ways that animals demonstrate that they are needing something from their parent (crying, chirping, etc.) Science Target 2: I can read texts about animals and how they care for their offspring. Science Target 3: I can view multimedia resources about animals and how they care for their offspring. ELA Target 1: I can name sounds animals make when they need something (chirp, etc.) and explain how the parents responds (the bird chirps, the mother brings food with her beak). WIDA Science ELP Standard 4‐Level 1 Engage (Read Aloud/Student Response): Read Born in the Wild: Baby Mammals and Their Parents by Lita Judge and May I Please Have a Cookie? by Jennifer Morris to discuss that young/babies need to communicate by asking, etc. and propose the question to students “do parents always respond in nature?”; (use 10/2 lecture strategy Beltram, D. (2013) (see appendix 3) during read aloud). Explore (Reading): Have students use NG science text pgs. 86‐96 to see how animals show they are needing something. (see appendix 1) Explain (Writing): Use storyboard strategy Beltram, D. (2013) (see appendix 3) to show how animals are in need and how they show it/or AB partner share asking specific question of how animals show need/respond. Sentence starter could include “The (baby animal) _________ and the mother _____________________.” (can be used to assist ELL and Tier II and III students). Extend (Speaking and Listening): Have students summarize in science journal by writing how a baby shows a need and how the adult parent responds. Use Inside Out Beltram, D. (2013) (see appendix 3) to share journal entry. Evaluate: Teacher checks science journal and activity sheets for use of content language for formative assessment. 11 | P a g e Unit Two-Lesson Three (NGSS1-LS1-2)
Science Target 1: I can compare and contrast various animals based on the way they respond to the needs of their offspring. ELA Target 1: I can list likenesses and differences in how bats and birds take care of their young. WIDA Science ELP Standard 4‐Level 3 Engage (Read Aloud/Student Response): Read Stellaluna by Janelle Cannon and Katy No‐Pocket by Emmy Payne and H.A. Rey to show how some animals keep animals safe from harm and how some animal parents find food for young (birds) and how others show young how to find food and their way in the darkness (bats) (use 10/2 lecture strategy‐Beltram, D. (2013) (see appendix 3) during read aloud). (this would be a time to point out that birds have beaks to carry food to their young which will be discussed in the last unit on how we use animal parts to mimic and solve human dilemmas….e.g. humans use tweezers to grasp items). Explore (Reading): Have students observe while teacher reads aloud how each animal responds to their young. Students will then observe pictures and text from NG science book pages 86‐93 (see appendix 1) to see how each animal responds to their young. Student will then read and complete reading comprehension pages on marsupials (see activity pages/appendix 2) Explain (Writing): Use Venn Diagram to compare how animals respond (pull from Stellaluna) Extend (Speaking and Listening): Have students share their Venn Diagrams orally while teacher completes a large Venn Diagram for entire class. Evaluate: Teacher checks responses from Venn Diagram for formative assessment. Extra/Options: Compare the different animal groups needs/parent responses from the three books Stellaluna, Katy No Pocket and Born in the Wild from the previous lesson. 12 | P a g e NGSS‐1‐LS1‐1: Use materials to design a solution to a human problem by mimicking how plants and or animals use their external parts to help them survive, grow, and meet their needs. Key Vocabulary (Brick Words): living, non‐living, human made, mimic, solution, wants, needs, structure, function. (Mortar Words): mimic; serve (word, synonyms, Spanish, illustration, definition, sentence) Word Sentence: Definition(how does word relate to survival)
Synonyms Spanish Word
Illustration:
*This template will be completed during the teaching of each standard. It will be done as a whole group activity during the first few lessons. Students will then do these as a cooperative group which will allow Hispanic students to have an opportunity to share knowledge. **In addition to the template, a word chart will be placed on wall for the vocabulary words. As students see that words relate, they can be placed side by side. 13 | P a g e Unit Three-Lesson One (NGSS-1-LS1-1)
Science Target 1: I can identify external parts of a plant and each parts purpose. ELA Target 1: I can list each part of the plant and state its purpose (what job does it have). (This is the ________ of the plant. Its job is to _________________.) WIDA Science ELP Standard 4‐Level 1 and 2 Engage (Read Aloud/Student Response): Read The Garden by Arnold Lobel and discuss how the plants take time to grow, but are growing as the seed has to take root and then develop; watch Brain Pop, Jr. “ Parts of a Plant” (use 10/2 lecture strategy (see appendix 3) during read aloud). Explore (Reading/Observing): Have students once again observe parts of plants using activity on pgs. 50 and 51 of NG science book (see appendix 2). Use cup/Ziploc with seed to clearly see parts and functions. Students will read pages 44‐45, 46‐47 (see appendix 2) Explain (Writing): Label Parts of a Plant Diagram/ Use flip book to show each plant part and its function (see activity pages). Sentence template above can be used for ELL and Tier II and III students if needed. Extend (Speaking and Listening): Have students use AB partner share to discuss the function of one specific given part. Evaluate: Teacher checks oral responses during AB partner share (Beltram, D. (2013) using clipboard for anecdotal notes and plant flip books for content specific language for formative. Questions on pages 152 and 153 may also be used for assessment (see appendix 4) 14 | P a g e Unit Three-Lesson Two (NGSS-1-LS1-1)
Science Target 1: I can identify external parts of an animal and each parts purpose. Science Target 2: I can explain how each external part of an animal or plant serves it purpose (does its job). ELA Targe 1t: I can name how an animal uses one of its parts to survive (live). WIDA Science ELP Standard 4‐Level 3 Engage (Read Aloud/Student Response): Read The Mixed Up Chameleon by Eric Carle to show and discuss how when the chameleon was a little of this and a little of that, he could not catch his food. Use 10/2 lecture strategy (see appendix 3) during read aloud (Beltram, D. (2013)). Also use StoryOnline to revisit Stellaluna to show how the bats use their claws to hang upside down and how the momma bird uses her beak to feed the babies. Scholastic Study Jams, Animal Adaptations can also be viewed. Explore (Reading/Observing): Have students observe parts of animas using NG science book pgs. 64‐75 (see appendix 1). Have students do Toothpick Activity and Beak Functions (see activity pages/appendix 2). Explain (Writing): Use science journals/activity pages to describe one animal and how it uses a specific part for survival. (My animal is a _________. It uses its _________ to _________.) Extend (Speaking and Listening): Have students share responses using Talkers and Travelers. Evaluate: Teacher checks science notebooks for formative to check for understanding of specific content language using sentence starter above. Teacher will also use clipboard assessment for anecdotal notes during Travelers and Talkers (Beltram, D. (2013)), to listen for completion of sentence template above. Questions on pages 154 ‐157 can also be used for assessment (see appendix 4) Extra/Options: Non‐fiction comprehension pages on Bird Beaks/Build an Insect (see activity pages/appendix 2); Mike Mulligan and His Steam Shovel can also be read to show how animal claws can be mimicked in real life by using machines. 15 | P a g e Unit Three-Lesson Three (NGSS-1-LS1-1)
Target 1: I can list problems humans (people) face that could be solved by mimicking plants or animals. ELA Target 1: I can describe how humans solve problems (protect themselves and survive) like plants and animals do. (Example: I use a straw to suck up liquids like a plant uses a stem). WIDA Science ELP Standard 4‐Level 3 Engage (Read Aloud/Student Response): Read The Magic School Bus All Dried by Joanna Cole to discuss how desert plants and animals survive such as thorns on cacti and Caps for Sale to show an example of mimicking. Use 10/2 lecture strategy (see appendix 3) during read aloud. Beltram, D. (2013) Explore : Have students observe a cactus to see how they are protected. Explain (Writing): Use Reading Comprehension book (see activity pages/appendix 2) on hedgehogs to explain how sometimes animals protect themselves (humans build fences); Use Read Works.org (rules page to see how humans protect and keep order). This will allow students to ponder their final project for Target 5 as students will then choose one Nature in Design Activity to Complete (see activity pages/appendix 2) Extend (Speaking and Listening): Using Travelers and Talkers (Beltram, D. (2013) (see appendix 3) have groups of 4 draw one way to solve problems by mimicking animals (blackline masters can be used for this/see activities summary/appendix 2). Evaluate: Teacher checks reading comprehension activities for formative assessment. Questions from pages 158 and 159 can also be used to assess (see appendix 4). 16 | P a g e Unit 3-Lesson Four (Culminating Activity) (NGSS-1-LS1-1)
Science Target 1: I can design a solution for a given human problem by mimicking what plants or animals do to solve the problem (protect themselves and survive); (this will be the final summative project w/rubric and oral presentation). (Use Nature in Design for Suggestions/Clarity) ELA Target 1: I can design a solution and present the solution orally (see speaking rubric). WIDA Science ELP Standard 4‐Level 4 and 5 Evaluate: Rubric is as follows: (the rubric will be left up to individual teachers or teams of teacher to create; TPGES standards suggest that students help create the rubric. 4‐ 3‐ 2‐ 1‐ 17 | P a g e Resources/Bibliography
1st Grade NGSS
http://thehappyscientist.com/next-generation-science-standards-first-grade http://www.schoolofdragons.com/how-to-train-your-dragon/science-worksheets/1st-grade http://www.resa.net/curriculum/curriculum/science/professionaldevelopment/ngss-pd/lesson-plans-exploring-ngss/ www.brainpopjr.com www.unitestreaming.com www.bbc.co.uk Scholastic Study Jams‐Science Read Works.org Mystery Science (grade one not available but some standards could be applicable to first grade) Science Clips Teacher Pay Teacher Pintrest Brain Pop Jr. A‐Z Science United Streaming Tumblebooks (SCPL) Bell, R., Malcom B. Butler, Kathy Cabe Trundle, Judith S. Lederman.National Geographic Exploring Science Grade 1 text (ISBN 978‐1‐
2858‐4633‐0)/teacher manual (ISBN 978‐1‐3050‐7692‐4) Gerig,T., Kris Robinson‐Cobb, Glenda Sible Shull (2002). Nonfiction Reading Comprehension: Grades 1‐2. Grand Rapids, MI: McGraw Hill Children’s Publishing Beltram, D., Lilia E. Sarmiento, Eugenia Mora‐Flores (2013). Science for English Language Learners. Huntington Beach, CA: Shell Education Marx, P. (1997). Take A Quick Bow. Good Year Books. Carrier, S. J. Effective Strategies for Teaching Science Vocabulary. www.learnnc.org
Possible Field Trips – Salato Wildlife Center‐Frankfort, KY (502‐564‐7863) Living Arts and Science Center‐Lexington, KY (859‐252‐5222) 18 | P a g e Non‐Fiction Text Pages Appendix 1 The following pictures/text can be found in the National Geographic Exploring Science/Grade 1 Student Text (ISBN 978‐1‐2858‐4633‐0) (see resources/bibliography) Unit 1‐Lesson 1 Pages 52 and 53 Unit 1‐Lesson 2 Pages 98, 99, and 104 Unit 1‐Lesson 3 Pages 54‐59 Unit 2‐Lesson 2 Pages 86‐96 Unit 2‐Lesson 3 Pages 86‐93 Unit 3‐Lesson 1 Pages 44‐45 and Pages 46‐47 Unit 3‐Lesson 2 Pages 64‐75 19 | P a g e Reference for Activities Appendix 2 Unit 1‐Lesson 2‐ (Teacher Pay Teacher) Living and Non‐living created by Maria Okraska and Plant and Animal Body Parts: A First Grade Inquiry Into Organisms by Phyllis Sprangel Unit 1‐Lesson 3‐ (Non‐Fiction Reading Comprehension: Grades 1‐2 by McGraw Hill) Tulips page 104 Unit 2‐Lesson 1‐(Teacher Pay Teacher) Living and Non‐living created by Maria Okraska Unit 2‐Lesson 3‐ (Non‐Fiction Reading Comprehension: Grades 1‐2 by McGraw Hill) Marsupials page 97 Unit 3‐Lesson 1‐(National Geographic Exploring Science Grade 1)‐ pages 50 and 51 show how students can use cups, paper towels, bean seeds, spoon, water, and clay to observe the growth and functions of the parts of a plant. Unit 3‐Lesson 2‐(Teacher Pay Teacher) Plant and Animal Body Parts: A First Grade Inquiry Into Organisms by Phyllis Sprangel (toothpick activity; Beak Functions; Build An Insect) Unit 3‐Lesson 3‐(ReadWorks.org)‐Why Do We Need Rules? (Reading Comprehension by McGraw Hill) Hedgehogs and Saguaro Cactus pages 44 and 63 (Teacher Pay Teacher) Plant and Animal Body Parts: A First Grade Inquiry Into Organisms by Phyllis Sprangel (Nature in Design Activity) Unit 3‐Lesson 4‐(Teacher Pay Teacher) Plant and Animal Body Parts: A First Grade Inquiry Into Organisms by Phyllis Sprangel (Nature in Design Activity) *Due to copyrights, many of the activities found to be aligned with the targets are referenced and summarized on these pages. 20 | P a g e Strategies Summary for ELL Students Appendix 3 The following strategies were taken from Science for the English Language Learner to assist ELL students with understanding and explaining science content (Beltram, D., Lilia E. Sarmiento, Eugenia Mora‐ Flores (2013). Science for English Language Learners. Huntington Beach, CA: Shell Education). These strategies are used throughout the unit. (1) 10‐2 Lecture Strategy‐after 10 minutes of information or content (often called “chunk and chew”), students will reflect on information presented. This will give students time to make connections and build comprehension. Ask the students what made sense to them and what they are still wondering about. (2) Storyboard Strategy‐Provide students with a storyboard with boxes large enough for students to draw their ideas. For nonfiction text students will illustrate a process or key idea. Students may add captions to each of their boxes (vocabulary). Students will then share their storyboard with a partner or group. (3) Travelers and Talkers‐Students will be assigned a concept or vocabulary term. Each group of 4 will discuss the meaning of the concept or word and come to agreement. One student will create a visual representation of the word or concept on large chart paper and a replica on smaller paper. Students will post their visuals around the room. The group will then divide into two travelers and two talkers. The travelers hold on to the small drawings as they travel to the talkers. Talkers do not move. After the talkers have shared the travelers share their small drawing and share their meaning of the word/concept. (4) AB Partner Share‐Teacher will read and present content and students will be designated and A and a B partner. Partner A should ask Partner B the question presented by teacher and Partner B will answer in their own words. Pairs will then reverse roles. The following strategies were taken from Effective Strategies for Teaching Science Vocabulary (S. Carrier) and can be used throughout the unit. (1) True/False Cards‐these cards include statements from the unit that can be divided into true or false piles. (2) Agree/Disagree Cards‐The cards will be sorted into “agree, disagree, or not sure” piles. (3) Matching Pairs‐Students will match a term to a specific function, symbol, or associated function. (4) Sequencing‐These cards can be used to show each stage in a cycle. 21 | P a g e Optional Assessment Questions (English and Spanish) Appendix 4 The following questions can be found in English and Spanish from the National Geographic Exploring Science/Grade 1 Teacher’s Guide. (see references/bibliography) Unit 1‐Lesson 1 Question 24 from page 160; Questions 27 and 28 from page 161 Unit 3‐Lesson 1 Questions from page 152 and 153 Unit 3‐Lesson 3 Questions from pages 158 and 159 22 | P a g e Videos/Student Activity Web Sites Appendix 5 Brain Pop, Jr. Parts of a Plant Needs and Wants Plant Life Cycle Making Observations Plant Adaptations Science Clips Scholastic Study Jams Roots and Stems Plants with Seeds Plant Adaptations Animal Adaptations Animal Life Cycles Story Online STEMScopes 23 | P a g e Drama Appendix 6 The following script from Take A Quick Bow (Marx, P. (1997). Take A Quick Bow. Good Year Books) is an excellent tool to give ELL Students a speaking and listening opportunity. Prove Your Hypothesis, Professor is a short script that allows students to pose as a famous scientist. The scientist look down on Earth and discuss if anyone is interested in science anymore. They listen in on a group of students to see how they got interested in science. The students begin their presentation by saying, “This year we learned about ...” This script then gives each student ( as they pose as a famous scientist) to present what they learned. This will give ELL students a wonderful speaking and listening opportunity! 24 | P a g e