ALEX Classroom Resource

  

Casting Shadows Across Literacy and Science

  Classroom Resource Information  

Title:

Casting Shadows Across Literacy and Science

URL:

http://readwritethink.org/classroom-resources/lesson-plans/casting-shadows-across-literacy-1016.html

Content Source:

ReadWriteThink
Type: Lesson/Unit Plan

Overview:

What makes a shadow? Do shadows change? Can a person escape his or her shadow? These and many other questions provide the framework for students to explore their prior knowledge about shadows as fiction, informational texts, and poetry. In this lesson, language arts skills are linked to the learning of science in a literacy-based approach to the study of shadows. Through discussion of the literature on shadows and the use of questioning techniques to probe prior knowledge, students begin to explore scientific concepts and develop and test hypotheses. After studying shadows, recording observations of shadows, and hearing poetry about shadows, students create their own poetic response incorporating their knowledge. The inclusion of poetry in the lesson encourages aesthetic appreciation of scientific phenomena and invites students to observe the world around them from new perspectives.

Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: K
17 ) With prompting and support, identify the reasons an author gives to support points in a text. [RI.K.8]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.17- With prompting and support, identify a reason an author gives to support a key point in an informational text.


English Language Arts
ELA2015 (2015)
Grade: K
23 ) Read emergent-reader texts with purpose and understanding. [RF.K.4]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.23- Read an emergent-reader texts with purpose and understanding.


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]

English Language Arts
ELA2015 (2015)
Grade: K
40 ) With guidance and support from adults, explore word relationships and nuances in word meanings. [L.K.5]

a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. [L.K.5a]

b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). [L.K.5b]

c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). [L.K.5c]

d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. [L.K.5d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.40- With prompting and support, explore word relationships and nuances in word meanings.
ELA.AAS.K.40a- With prompting and support, sort common objects into familiar categories (e.g., color, shape, size).
ELA.AAS.K.40b- Identify frequently occurring, familiar verbs and adjectives with their picture card opposites (e.g., light/dark, sleep/awake, walk/run).
ELA.AAS.K.40c- Identify real-life connections between words and their use (e.g., stove/cooking, sink/washing, bathtub/bathing).



English Language Arts
ELA2015 (2015)
Grade: 1
4 ) Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. [RL.1.4]

English Language Arts
ELA2015 (2015)
Grade: 1
9 ) With prompting and support, read prose and poetry of appropriate complexity for Grade 1. [RL.1.10]

English Language Arts
ELA2015 (2015)
Grade: 1
24 ) Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. [W.1.1]

a. Write simple poems addressing a topic. (Alabama)

English Language Arts
ELA2015 (2015)
Grade: 1
39 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 1 reading and content, choosing flexibly from an array of strategies. [L.1.4]

a. Use sentence-level context as a clue to the meaning of a word or phrase. [L.1.4a]

b. Use frequently occurring affixes as a clue to the meaning of a word. [L.1.4b]

c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). [L.1.4c]

d. Apply alphabetical order to the first letter of words to access information. (Alabama)


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.39- Identify the meaning of unknown words based on grade 1 reading and content.
ELA.AAS.1.39c- Identify frequently occurring root words and their inflectional forms.
ELA.AAS.1.39.d - Apply alphabetical order to the first letter of words to access information.


English Language Arts
ELA2015 (2015)
Grade: 2
4 ) Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. [RL.2.4]

English Language Arts
ELA2015 (2015)
Grade: 2
21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.2.4]

a. Read on-level text with purpose and understanding. [RF.2.4a]

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [RF.2.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.2.4c]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.21- Read and comprehend a text of 75 words with or without pictures.
ELA.AAS.2.21a- Read on-level text with purpose and understanding.


English Language Arts
ELA2015 (2015)
Grade: 2
22 ) Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. [W.2.1]

a. Write free verse poetry to express ideas. (Alabama)

Science
SC2015 (2015)
Grade: K
7 ) Observe and describe the effects of sunlight on Earth's surface (e.g., heat from the sun causing evaporation of water or increased temperature of soil, rocks, sand, and water).


NAEP Framework
NAEP Statement::
E4.7: The Sun warms the land, air, and water and helps plants grow.

NAEP Statement::
E4.8: Weather changes from day to day and during the seasons.

NAEP Statement::
E4.9: Scientists use tools for observing, recording, and predicting weather changes from day to day and during the seasons.


Unpacked Content
Scientific And Engineering Practices:
Planning and Carrying out Investigations
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Earth's Systems
Evidence Of Student Attainment:
Students:
  • Observe the effects of sunlight on the Earth's surface.
  • Describe the effects of sunlight on the Earth's surface.
Teacher Vocabulary:
  • Observe
  • Describe
  • Sunlight
  • Earth
  • Surface
  • Evaporation
  • Temperature
Knowledge:
Students know:
  • Sunlight warms the Earth's surface.
  • Know different patterns of relative warmth of materials in sunlight and in shade (e.g., hotter, warmer, cooler, and colder)
  • Materials on the Earth's surface can be investigated (e.g., dirt, sand, water) and described.
Skills:
Students are able to:
  • Investigate the effects of sunlight on Earth's surface.
  • Observe the effects of sunlight on Earth's surface.
  • Describe the effects of sunlight on Earth's surface.
Understanding:
Students understand that:
  • Sunlight causes an observable effect on the Earth's surfaces including: water, soil, rocks, sand, grass.
AMSTI Resources:
AMSTI Module:
Weather Walk
*Weather, STC
*Sunny Sandbox, ETA/hand2mind
*Clouds, GLOBE

Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.K.7- Give examples of the sun's effects on the Earth (limited to heat and light).


Science
SC2015 (2015)
Grade: 1
8 ) Observe, describe, and predict patterns of the sun, moon, and stars as they appear in the sky (e.g., sun and moon appearing to rise in one part of the sky, move across the sky, and set; stars other than our sun being visible at night, but not during the day).


NAEP Framework
NAEP Statement::
E4.1: Objects in the sky have patterns of movement. The Sun, for example, appears to move across the sky in the same way every day, but its path changes slowly over the seasons. The Moon appears to move across the sky on a daily basis much like the Sun.

NAEP Statement::
E4.2: The observable shape of the Moon changes from day to day in a cycle that lasts about a month.


Unpacked Content
Scientific And Engineering Practices:
Analyzing and Interpreting Data
Crosscutting Concepts: Patterns
Disciplinary Core Idea: Earth's Place in the Universe
Evidence Of Student Attainment:
Students:
  • Observe, describe, and predict patterns of objects visible in the day and night sky.
  • Observe, describe, and predict the position of the sun and moon in the day or night sky.
Teacher Vocabulary:
  • observe
  • describe
  • predict
  • pattern
  • sun
  • moon
  • star
  • sky
  • day
  • night
  • sunset
  • sunrise
  • motion
  • appear
Knowledge:
Students know:
  • Stars are not seen in the sky during the day, but are seen in the sky at night.
  • The sun is at different positions in the sky at different times of the day, appearing to rise in one part of the sky in the morning and appearing to set in another part of the sky in the evening.
  • The moon can be seen during the day and at night, but the sun can only be seen during the day.
  • The moon is at different positions in the sky at different times of the day or night, appearing to rise in one part of the sky and appearing to set in another part of the sky.
Skills:
Students are able to:
  • Organize data from observations in order to describe objects in the day/night sky
  • Use patterns found in data from observations to describe and predict the position of objects in the day/night sky.
Understanding:
Students understand that:
  • Patterns related to the appearance of objects in the sky can be observed and used to provide evidence that future appearances of those objects can be predicted.
AMSTI Resources:
AMSTI Module:
Organisms, STC
Wild Feet, ETA/hand2mind

Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.1.8- Identify major celestial objects (e.g., moon, sun, other stars) and when they can be seen in the sky.


Tags: acrostic poems diamante poems interactive, hypotheses, journaling, poetry, science, scientific method, shadows, writing
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Author: Cassie Raulston