Insect investigation

Created by:

Violet Harada

Title/Role:

Professor

Organization/School Name:

University of Hawaii

Location:

Hawaii

Grade Level:

Type of Lesson:

Lesson in a unit

Type of Schedule:

Combination

Collaboration Continuum:

Moderate

Content Area:

Language Arts

Science

Content Topic:

Science - insect investigation

Standards for the 21st-Century Learner

Skills Indicator(s):

3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.

3.1.3 Use writing and speaking skills to communicate new understandings effectively.

3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.

Dispositions Indicator(s):

2.2.4 Demonstrate personal productivity by completing products to express learning.

Responsibilities Indicator(s):

1.3.4 Contribute to the exchange of ideas within the learning community.

Self-Assessment Strategies Indicator(s):

1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.

Scenario:

First graders discover a strange looking insect on the school playground during recess. Their teacher captures the bug in a jar and asks for three student volunteers to be the “bug detectives” for the class. She enlists the help of the school library media specialist (SLMS) to assist the trio. The students and the SLMS browse through the library’s resources with no luck. Ultimately, the SLMS helps the students email an entomologist at the local university, who identifies the insect as an assassin bug. This really excites the students and motivates them to search for more information. The SLMS not only helps the students gather details on the bug but she gets the technology resource teacher to help the students prepare a two-minute video on the bug for airing on the school’s closed circuit television system. The SLMS takes the lead in working with the three students as they draft their script, rehearse it, and critique their work before taping it. The teacher releases these students to work in the library while other students in the class are working on science-related activities.

Overview:

First grade students undertake a mini-investigation in which they identify a strange looking insect, collect information on the insect, and communicate their findings to the rest of their class and the entire school. The young investigators fashion their presentation around the essential questions: What should people know about this insect? Why would it be important for people to know these facts about it?

Final Product:

Students develop a two-minute video on their findings that is aired on closed circuit television.

Library Lesson:

Students work with the SLMS in a series of five sessions focusing on the creation of the video presentation. In these sessions the students collaboratively select the major facts they wish to share about the insect, divide the scripting work, draft the segments, rehearse the parts, and critique each other’s performance.

Estimated Lesson Time:

120 minutes

Assessment

Product:

Classmates critique the final video performance using a simple rubric devised by the SLMS. The rubric includes criteria on content accuracy, organization, delivery, and visual support used.

Process:

The SLMS and the three students producing the video, also use the same rubric to critique performances during rehearsals.

Student self-questioning:

o Are all my facts correct? o Will others understand my message? o Am I making the presentation interesting?

Instructional Plan

Resources students will use:

Moving Image (i.e. animations, movies, tv program, video)

Text (books, letters, poems, newspapers, etc.)

Resources instructor will use:

Projector

Instruction/Activities

Direct instruction:

Tap prior knowledge by asking students what would make a good video performance. Create a list. Share the rubric created by the SLMS and compare the criteria on the rubric with the list that the students have contributed. Go over the criteria together.

Modeling and guided practice:

Have the students use the rubric to critique the SLMS as she models a mock performance that requires more work. Share the critiques.

Independent practice:

Have each student, in turn, rehearse his or her performance. Along with the SLMS, the students critique each other’s performance using the rubric.

Have you taught this lesson before:

Yes

AASL/Common Core State Standards Crosswalk

English Language Arts:

CC.1.W.1 » English Language Arts » Text Types and Purposes » 1. 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. (1)

CC.1.W.2 » English Language Arts » Text Types and Purposes » 2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. (1)

CC.1.W.3 » English Language Arts » Text Types and Purposes » 3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. (1)

CC.1.SL.1 » English Language Arts » Comprehension and Collaboration » 1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups (1)

CC.1.SL.1.a » English Language Arts » Comprehension and Collaboration » a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (1)

CC.1.SL.1.b » English Language Arts » Comprehension and Collaboration » b. Build on others' talk in conversations by responding to the comments of others through multiple exchanges. (1)

CC.1.SL.1.c » English Language Arts » Comprehension and Collaboration » c. Ask questions to clear up any confusion about the topics and texts under discussion. (1)

CC.1.SL.2 » English Language Arts » Comprehension and Collaboration » 2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. (1)

CC.1.R.L.2 » English Language Arts » Key Ideas and Details » 2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. (1)