Week 8, Day 1
Creatures Yesterday and Today by Karen Patkau
Introduce Book and Preview Technical Vocabulary
Teach Text Structure
Chart of animals (yesterday and today)
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
Notice that inside the back cover is a glossary of some of the terms used in this book. You may want to review it in advance so that you can scaffold the meanings of these terms as you encounter them while reading.
Note that vocabulary words are introduced in the chart, which also signals the text structure.

Week 8, Day 2---Day 3
Going Home: The Mystery of Animal Migration by Marianne Berkes, illustrated by Jennifer DiRubbio
Introduce Book and Preview Technical Vocabulary
Chart: Land, Air, Sea
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
The rhyming verses that are told through the voices of the animals are fiction, but the information given in the prose section is nonfiction. This is a blended genre.
The key terms are names of animals.
A world map would be useful.
After Day 2, consider sharing the poem, “Something Told the Wild Geese,” by Rachel Field.

Week 31, Day 5--nonfiction
Hello Ocean
The book is called Hello Ocean and was written by Pam Muñoz Ryan. It was illustrated by Mark Astrella. The book tells the story of what one little girl saw, heard, touched, smelled, and tasted while she was there.
Introduce Book and Preview Technical Vocabulary
diagram
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
Although this book is written in rhyming couplets, it is in many ways an information book in disguise! A girl’s visit to the beach is a vehicle for reviewing each of the five senses. For this reason we focus on the names of the senses as vocabulary words.
However, because the text is rich in Tier 2 words, consider reading the book several times if you can, each time fast scaffolding different words. During the first read, though, you will need to fast scaffold some of Tier 2 words to make the gist clear.
Note that a Spanish language version of this book is available, Hola Mar.

Week 4, Day 1---Day 2
Magnets Push, Magnets Pull by Mark Weakland
Introduce Book and Preview Technical Vocabulary
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
Make sure you have at least one magnet and some thumbtacks or other small objects that contain iron.
If iron filings are available, you’ll be able to demonstrate the lines of energy on pages 8-9.
If you have several magnets, children could actually experiment as they complete their charts during the writing activity at the end of Day 1.

Week 13, Day 3---Day 4
Miss Rumphius--fiction--Barbara Cooney
Miss Rumphius was inspired by the real life "Lupine Lady," Hilda Hamlin, who spread lupine seeds along the Maine coast, as well as Cooney's own experiences traveling the world. Cooney and William Steig (Doctor De Soto) shared the 1983 National Book Award for Children's Books in the hardcover Picture Books category. (Wikipedia).
Develop or Activate Background Knowledge:
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Meaning Vocabulary
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
Obviously, it would be wonderful to bring some lupines to class if you can find them. And you can make some tie-ins with science at the same time!
The next best thing is to project a photo that gives a close-up view. Search for lupine online.

Week 24, Day 5---Week 25, Day 5
The Moon Book: Pages 3-7
This is called The Moon Book by Gail Gibbons. Gail Gibbons has written many books on science.
This book will introduce some important words that we will need to understand the moon. Let’s make a diagram and I will show you a few of the most important of them.
Introduce Book and Preview Technical Vocabulary
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
A yellow tennis ball and the classroom globe would be a good combination to have on hand in order to demonstrate some of the light effects from the sun.

Week 6, Day 1---Day 2
What Is It Made Of? Noticing Types of Materials by Martha E. H. Rustad, illustrated by Christine M. Schneider
Introduce Book and Preview Technical Vocabulary
Teach Text Structure
Diagram: What is it made of? Describing objects, Categorizing objects, Finding Patterns
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Chart: Description of objects
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
Having about 10 physical props (5 for the discussion and 5 for the written response) available would enrich the lesson and engage the children. Find items to fit some of the different categories on page 13.

Introduce Book and Preview Technical Vocabulary: This book is called What Is a Biome? It was written by Bobbie Kalman. Construct and refer to the Concept of Definition diagram.
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion (There are two diagrams on the pages for today.)
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses

Week 5, Day 1---Day 2
Where in the Wild? by David Schwartz and Yael Schy, photographs by Dwight Kuhn
Develop or Activate Background Knowledge
Venn Diagram
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
This book presents some logistical problems! Lifting each page to reveal the animal will require projecting the picture or walking about the room so that students can closely inspect the photo. We recommend projecting with a document camera.

Week 12, Day 5
Wolf Island--fiction--by Celia Godkin (based on true events)
Develop or Activate Background Knowledge
Diagram: Food Chain
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Meaning Vocabulary
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses

In Unit 1, students begin their study of frogs by working with a series of short, engaging poems. These poems are used as a springboard for the unit, piquing student curiosity about frogs and raising questions about these unusual creatures. For each poem, the class develops one or more questions that begin with "why." These "why" questions will be used as the base for two different types of writing throughout the module. In Unit 1, students also study pourquoi tales and write narratives to answer the questions they raised. They will revisit these questions in Unit 2 when they study informational writing about frogs.
The first half of the unit focuses on reading and analyzing poetry and pourquoi tales. Students closely read poems about frogs with a focus on vocabulary, structure of poetry, and reading fluency. They also read and analyze pourquoi tales and plan and draft a pourquoi tale answering the question "Why do polliwogs wiggle?" as a class. For a mid-unit assessment, students will demonstrate their reading skills through reading a new poem about frogs and a new pourquoi story.
In the second half of the unit, students will apply what they have learned about narrative writing to plan and draft their own pourquoi stories. They focus on the components of narrative writing: a beginning that establishes the character and situation, a middle that introduces a problem and the characters' response to the problem, and an ending that resolves the problem. Students will revise and edit their stories for word choice, including comparative and superlative adjectives and adverbs, and publish their stories to be included in their Freaky Frog books as part of the final performance task. In the End of Unit 1 Assessment, students write a new pourquoi tale that answers one of the "why" questions that arose from the first half of the unit. Unit 1 culminates in a Frog Festival.
RL.3.2, RL.3.4, RL.3.5, RL.3.10, RF.3.3, RF.3.4a, RF.3.4b, RF.3.4c, W.3.3, W.3.4, W.3.10, L.3.1g, L.3.3a, L.3.4, L.3.6

Aims to develop a teaching knowledge of the field through extensive reading and discussion of major works. The reading covers a broad range of topics -- political, economic, social, and cultural -- and represents a variety of historical methods. Students make frequent oral presentations and prepare a 20-page review essay.

This interactive activity adapted from the Wisconsin Online Resource Center challenges you to plan, measure, and calculate the correct amount of roofing material needed to reroof a house.

Examines the intellectual foundations of the new discipline of deep sea archaeology, a convergence of oceanography, archaeology, and engineering. How best are robots and submarines employed for archaeological work? How do new technologies change operations plans, research designs, and archaeological questions? Covers oceanography, history and technology of underwater vehicles, search strategies, technology development, archaeological technique, sociology of scientific knowledge. Case studies of deep-sea projects include the wrecks of the Titanic and Monitor, Roman trading vessels in the Mediterranean, and deep research in the Black Sea.

: Labs component for Grade 2: Module 3 of the EL Education K-8 Language Arts Curriculum. Labs provide students with an hour of engaging, hands-on play to build habits of character, literacy skills, and module-related content understanding. Labs are directly connected to the content of this language arts module, The Secret World of Pollinators, and should be implemented alongside the module lessons. For more information on Labs, please visit https://curriculum.eleducation.org/about-k-2-labs-and-ALL-block.

To access this resource, you will need to create a free account for the system on which it resides. This partner uses such data for funding requests to keep their resource growing and up-to-date. Also, these resources are openly-licensed for editing and re-sharing, EXCEPT for certain copyright-protected content (authentic texts, photographs, etc.) within the materials that are from outside sources. This outside content may not be reproduced or distributed (outside the scope of fair use or the EL Education Curriculum Terms of Use) without additional permissions from the content owner.

Learn about the physics of resistance in a wire. Change its resistivity, length, and area to see how they affect the wire's resistance. The sizes of the symbols in the equation change along with the diagram of a wire.

This course is an introduction to the history, theory, practice, and implications of rhetoric, the art and craft of persuasion. This course specifically focuses on the ways that scientists use various methods of persuasion in the construction of scientific knowledge.

This subject introduces the history of science from antiquity to the present. Students consider the impact of philosophy, art, magic, social structure, and folk knowledge on the development of what has come to be called "science" in the Western tradition, including those fields today designated as physics, biology, chemistry, medicine, astronomy and the mind sciences. Topics include concepts of matter, nature, motion, body, heavens, and mind as these have been shaped over the course of history. Students read original works by Aristotle, Vesalius, Newton, Lavoisier, Darwin, Freud, and Einstein, among others.

This wiki page documents the activities, articles, links, and resources used, as well as the teacher created Open Educational Resources (OER) during the SLANT Institute.On July 19-23, 2010 San Francisco Unified School District (SFUSD), in collaboration with the California Academy of Sciences, the de Young Museum, 826 Valencia, KQED, ISKME, and the Exploratorium launched the Science, Literacy, Arts iNtegration in the Twenty-first century (SLANT) Summer Institute for Pre-k through 8th Grade Teachers to explore and investigate science and art integration. Participants received resources to use in the classroom and on field trips as they plan lessons with grade level colleagues.