ALEX Classroom Resource

  

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.


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

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: 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]

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.


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]

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.


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.

Insight Unpacked Content
Scientific And Engineering Practices:
Developing and Using Models
Crosscutting Concepts: Systems and System Models
Disciplinary Core Idea: Ecosystems: Interactions, Energy, and Dynamics
Evidence Of Student Attainment:
Students:
  • Construct a model of a natural habitat conducive to meeting the needs of plants and animals native to Alabama.
  • Use the model to describe the relationships between the different plants and animals and the materials they need to survive.
Teacher Vocabulary:
  • Construct
  • Model
  • Natural
  • Habitat
  • Conducive
  • Needs
  • Plants
  • Animals
  • Native
  • Alabama
Knowledge:
Students know:
  • Needs of plants and animals native to Alabama.
  • How to construct a model of a natural habitat and can identify and describe the components of the model
  • Places where the different plants and animals live.
  • The relationship between where plants and animals live and the resources those places provide
Skills:
Students are able to:
  • Construct a model of interactions that occur in a natural habitat.
  • Use a model to represent and describe the relationships between the components.
Understanding:
Students understand that:
  • Systems in the natural environments of Alabama have parts that work together and can be represented.
AMSTI Resources:
AMSTI Module:
Plants and Animals
*Exploring Plants and Animals, STC

NAEP Framework
NAEP Statement::
L4.1: Organisms need food, water, and air; a way to dispose of waste; and an environment in which they can live.*

NAEP Statement::
L4.2: Organisms have basic needs. Animals require air, water, and a source of energy and building material for growth and repair. Plants also require light.

NAEP Statement::
L4.3: Organisms interact and are interdependent in various ways, including providing food and shelter to one another. Organisms can survive only in environments in which their needs are met. Some interactions are beneficial; others are detrimental to the organism and other organisms.

NAEP Statement::
L4.4: When the environment changes, some plants and animals survive and reproduce; others die or move to new locations.



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.


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