Digging Up Details on Worms: Using the Language of Science in an Inquiry Study

  Classroom Resource Information  

Title:

Digging Up Details on Worms: Using the Language of Science in an Inquiry Study

URL:

http://readwritethink.org/classroom-resources/lesson-plans/digging-details-worms-using-917.html

Content Source:

ReadWriteThink
Type: Lesson/Unit Plan

Overview:

Foregrounding scientific vocabulary, these integrated lesson plans invite students to research worms in order to create a classroom habitat. Students are first introduced to inquiry notebooks and then use them to record what they already know about worms. Next, students observe the cover of a fiction book about worms and make a hypothesis on whether the book is fact or fiction, and then check their hypotheses after the book is read aloud. Next, after an introduction to related scientific words such as hypothesis, habitat, attribute, predator, and prey, students conduct and record research and findings in their inquiry notebooks. Once they have gathered the necessary information, students plan and build a worm habitat, which becomes the springboard for further scientific exploration, observation, and experimentation.

Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: K
10 ) With prompting and support, ask and answer questions about key details in a text. [RI.K.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.10- With prompting and support, identify who, what, and/or where of an informational text.


ELJ
English Language Arts
ELA2015 (2015)
Grade: K
19 ) Actively engage in group reading activities with purpose and understanding. [RI.K.10]

ELJ
English Language Arts
ELA2015 (2015)
Grade: K
31 ) Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [SL.K.1]

a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). [SL.K.1a]

b. Continue a conversation through multiple exchanges. [SL.K.1b]

ELJ
English Language Arts
ELA2015 (2015)
Grade: 1
41 ) Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). [L.1.6]

ELJ
English Language Arts
ELA2015 (2015)
Grade: 2
10 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RI.2.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.10- Answer who, what, and where questions to demonstrate understanding of an informational text.


ELJ
English Language Arts
ELA2015 (2015)
Grade: 2
14 ) Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [RI.2.5]

ELJ
English Language Arts
ELA2015 (2015)
Grade: 2
28 ) Recall information from experiences or gather information from provided sources to answer a question. [W.2.8]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.28- Recall experiences to answer a question.


ELJ
Science
SC2015 (2015)
Grade: K
5 ) Construct a model of a natural habitat (e.g., terrarium, ant farm, diorama) conducive to meeting the needs of plants and animals native to Alabama.


Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.K.5- Participate in the construction and/or care of a model habitat of plants and animals native to Alabama.


ELJ
Tags: animal inquiry, attribute, classroom habitat, experimentation, hypothesis, inquiry notebooks, observation, predator, prey, science, scientific vocabulary, worms
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Author: Cassie Raulston