This lesson is designed for elementary students in grade 2. Students are asked to complete a research project for science class. Each student will choose a specific animal and find information concerning habitat location, diet, body structure, and behavioral adaptations. Students will be introduced to nonfiction books and will be asked to obtain information from two print resources. Each student will then proceed to check the electronic encyclopedia, and a Web site, provided by the instructor, to confirm or add to the information found in the print materials. Once all the information is gathered, each student will organize the information and prepare a written paper to be read to the class.

    Instructional Goals:

Students will:

o   locate relevant information about an animal including body structure, diet, behaviors, and habitat.

o   utilize nonfiction books, the e-encyclopedia and selected Web sites in their research.

o   produce a coherent report of the facts.

o   be able to read the report to their peers and answer questions from the group.

 

    Learning Objectives:

Each student will:

o   record 5 facts concerning the “body parts of the animal.

o   record 4 types of behaviors the animal exhibits.

o   record 4 things the animal includes in its diet.

o   state where the animal lives.

o   cite 2 nonfiction books, an e-encyclopedia article and a Web site by writing down the title and author of the work.

o   locate the table of contents and the index in the nonfiction books.

o   organize the information into a 3 paragraph report; one paragraph will include the information on habitat and body parts, the next on behaviors, and the last on diet.

 

    Motivational Goals:

o   Students will become motivated to engage in the research process.

o   Students will become more confident in their ability to learn and use research skills.

o   Students will find satisfaction in learning and sharing information.

Materials:

1.  Nonfiction books pertaining to animals that include:

• table of contents and index
• various reading levels to meet the students' needs 

2.  Electronic encyclopedia

3.  Web sites that are appropriate (such as EnchantedLearning.com)

4.  For presentaion:

• LCD projector
• screen
• computer

Citations:

American Association of School Librarians.  (2009).  Standards for the 21^st – century learner:  In action.  Chicago:  American Library

Association. 

New York State Education Department.  (2009).  English language arts core curriculum.  University of the State of New York.  Retrieved 5 Nov 2009 from http://www.emsc.nysed.gov/ciai/ela/elacore.htm

New York State Education Department.  (2009).  Elementary science core curriculum K-4.  University of the State of New York.  Retrieved 5 Nov 2009 from http://www.emsc.nysed.gov/ciai/mst/sci/documents/elecoresci.pdf

New York State Education Department.  (2009).  Technology education. University of the State University of New York.  Retrieved 5 Nov 2009 from     http://www.emsc.nysed.gov/cte/technology/standards/tools.html

Small, R.  (2005).  Designing digital literacy programs with information motivation, purpose, audience, content and technique.  New York:  Neal-Schuman Publishers, Inc.

Introduction:    

          *Note:  One week prior to the execution of the project, the second grade teacher produces a list of students and the reading level of each.  S/he also surveys the class and asks the students to name their favorite animals.  The teacher gives the list of the students, the reading levels from 1(beginner) to 3 (advanced), and the names of the animals. The SMS then pulls books from the shelves according to the reading levels, and interests of the students in the class.  All books selected have a table of contents and an index. 

Each instructional period lasts 40 minutes.

Day 1:
Hook:  The T-L introduces the project and informs the students they will be learning about their favorite animal.	T-L dresses as a rabbit   Prezi presentation http://prezi.com/x2qpiija1fkq/edit/#23
Students find the nonfiction books that accommodate their interests and reading ability, with assistance from the teacher and the T-L.
Students are asked to locate the table of contents and the index.	Activity:  Sing and dance to the “Table of Contents and Index” song!

Body:

Day 2:
Students are introduced to the “Note Facts” sheet.  Each student records facts about the animal.	Note Fact sheet is distributed.   Colored pencils:  Students color-code the magnifying glass on the Note Fact sheet according to the category of information found.  For example, if the information is about the animal’s diet, the student colors the glass green.
Students record the title and author of the resource.	Prezi presentation http://prezi.com/rd74u6rsojq6/edit/#1

 

Day 3:
Students are given the URL to the Enchanted Learning Web site.  They spend time searching for information about the animals on this site.	Student computers   Students place a W (Web site), E (e-encyclopedia) or B in the magnifying glass to note the source.
Students are introduced to the encyclopedia on the database.  They are given time to research information from this resource.
Students continue to locate relevant information to complete the Note Fact sheet.
To differentiate instruction, some students may find extra information about the animal and record this under “Interesting Facts” on the Note Fact sheet.	Color code the Note Fact sheet

 

 

 

Day 4:
Students arrange the facts they found in order.  They separate the facts into paragraphs.	Students cut out the individual facts from the Note Fact sheet and rearrange them into paragraphs.  The color coding guides them.
Students write the presentation.

 

Conclusion:

Day 5:
Students read the presentation to the class.	Students in the class may ask questions and the presenter is given time to respond.

Learning Assessment Method:
*Students will demonstrate that they can find the table of contents and the index in a nonfiction book.
*The SMS and the classroom teacher will check to see that each student found the following information:
1. Location of the habitat of the animal
2. 5 facts about body structure
3. 4 types of food in the diet of the animal
4. 4 kinds of behavior
5. Interesting facts that are special about this animal

*The SMS and the classroom teacher will check to see that all students recorded the title and author of each of the 4 resources on the Note Fact sheets and the written report.
*The SMS and the classroom teacher will observe student behaviors throughout the lesson.
*The SMS and the classroom teacher will read the written reports to make sure students have included all the appropriate information.
*The SMS and the classroom teacher will listen to the oral presentation as well as the responses given to questions asked.

Second grade classroom teacher and Elementary SMS