Using Informational Resources Ecosystems Project 4th Grade Intervention 3 weeks Objectives: GLE s:

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1 Using Informational Resources Ecosystems Project 4 th Grade Intervention 3 weeks Objectives: TLW utilize a variety of informational resources to gather information about ecosystems. TLW create a project illustrating the information gathered from the informational resources. TLW present their ecosystem projects to the class. TLW compose paragraphs. TLW site sources. GLE s: Write compositions of at least three paragraphs organized with transitional words and phrases that unify points and ideas (ELA-2-E1) Organize individual paragraphs with topic sentences, relevant elaboration, and concluding sentences (ELA-2-E2) Identify an audience for a specific writing assignment and select appropriate vocabulary, details, and information to create a tone or set the mood and to affect or manipulate the intended audience (ELA-2-E2) Develop grade-appropriate compositions by identifying and applying the writing processes, including prewriting (e.g., brainstorming, researching, raising questions, generating graphic organizers), including drafting, including revising based on feedback and use of various tools (e.g., LEAP21 Writer s Checklist, rubrics), including proofreading/editing (ELA-7-E4) Write for various purposes, including informational reports that include facts and examples and that present important details in a logical order (ELA-2-E6) Adjusting pacing to suit purpose, audience, and setting when speaking (ELA-4-E1) Demonstrate understanding of information in grade-appropriate texts by sequencing events and steps in a process, identifying stated main ideas and supporting details, and skimming and scanning texts for various purposes (e.g., locating information, verifying facts) (ELA-7-E1) Develop grade-appropriate compositions by identifying and applying writing processes, including selecting topic and form, and including publishing using available technology (ELA-2-E3) Deliver presentations that include information drawn from several sources and identification of the source, that include effective introductions and conclusions, that include details, examples, anecdotes, or statistics that explain or clarify information (ELA-4-E-4) Locate information using organizational features of a variety of resources, including print materials such as indices, glossaries, table of contents, title pages, and map legends (ELA-5-E1) Evaluate the usefulness of information selected from multiple sources, including library and online databases, electronic reference works, Internet information, and community and government data (ELA-5-E2) Paraphrase or summarize information from a variety of sources (ELA-5-E3)

2 Materials: 1. Informational Resource Materials-Encyclopedias, Internet, Informational Literature Books, Magazine Articles, Textbook 2. Note-taking Materials-loose leaf paper, index cards, or file folder note taking strategy Procedures: 1. Build background knowledge and develop vocabulary about ecosystems in the world. This has been taught in Science, so this may not need to take a lot of time. 2. Teacher orally gives directions about the informational resource project. 3. Teacher models how to use informational resources and take notes/summarize. Model by researching one of the ecosystems that the class will not be researching. 4. Divide students into groups of 4 or Type the names of ecosystems on small pieces of paper, cut them out, and place in a cup. Let one person in each group pull a piece of paper to determine what ecosystem they will research. 6. Type the names of jobs on small pieces of paper, cut them out, and place in a cup. Let each person in each group pull a piece of paper to determine their job. 7. Students research their given topic/job. They need to take notes and site sources. They need to copy or print pictures/graphs/tables/maps at this time. You can either have them choose from all resources available or your can assign a certain type of resource to use each day. For example, one day students may use encyclopedias. The next day, they would use computers. The following day, they may use informational text -literature books or textbook, etc. 8. After students have finished their research, they need to compose a one or two paragraphs with the information the choose to be most important. 9. Student will then revise, edit, proofread each other s paragraph within their group. 10. Students will rewrite or type their paragraphs. 11. Students will then work as a group to create a project illustrating their ecosystem. Criteria for the project is attached. They may choose to do a PowerPoint, poster, flipbook, shoe box diorama, brochure, or mobile. 12. You may need to bring in materials for students to use or ask them to bring in materials from home to use on their project. 13.When the groups project is complete, they will present it to the whole class. Each person in the group will have to share a few sentences about the topic they researched.

3 Fourth Grade Ecosystems Research Project Directions: Each group will be assigned an ecosystem to research. Some possible ecosystems are Tundra, Tropical, Desert, Wetlands, Marsh, Swamp, Aquatic, Polar, or Forest. You will use this information to create a group PowerPoint, poster, shoe box diorama, mobile, brochure, or flipbook about the assigned ecosystem. Each person will be responsible for creating at least one part of the project by them self. Each person will have a different job. The job names and descriptions are attached. First, your group will pull a name of an ecosystem out of a cup. Then, each person will pull a piece of paper out the cup to determine your job. After you know your job, cut out your box. You may begin researching. Use the internet, encyclopedia, literature books, textbooks, and magazine articles about ecosystems to find your information. Each person does their own research and records information on file folder note taker, on a loose leaf piece of paper, or on index cards, unless the directions say otherwise. After the project is completed, all group members will present their project to the class orally. Each person will have to speak about their part of the project.

4 Task Cards The Botanist-studies plants 1. Find pictures of three common plants in your assigned ecosystem. Place pictures on your project. 2. Write a short paragraph describing plants characteristics. 3. Write a short paragraph describing plants adaptations for survival in your ecosystem. The Meteorologist-studies weather 1. Write a paragraph describing the climate of your assigned ecosystem. Include temperature and precipitation information. 2. Create or find two graphs or tables one that shows the average annual temperature of your ecosystem and one that shows the annual average precipitation. The Zoologist-studies animals 1. Find pictures of three common animals in your assigned ecosystem. Place pictures on your project. 2. Write a short paragraph describing animals characteristics. 3. Write a short paragraph describing animals adaptations for survival in your ecosystem. The Environmentalist-studies impact of environment on ecosystem 1. Find one environmental concern. Write a short paragraph describing these concerns. 2. Write a short paragraph explaining how the environmental concern affects your ecosystem. The Cartographer-creates and studies maps 1. Create or find a world map that illustrates ecosystems in the world. Highlight or color where your ecosystem is located in the world. Place the map on your project. 2. Write a short paragraph explaining where your ecosystem is located in the world.

5 Project Criteria Title Name of Ecosystem Eye-catching, begin with capital letters, neat, correct spelling, front of poster, PowerPoint, shoe box diorama, flipbook, brochure, or mobile Student s Name first and last, front of poster, PowerPoint, shoe box diorama, flipbook, brochure, or mobile bottom right corner, neat Plants in Ecosystem At least 3 pictures Name at least 3 plants and describe the physical characteristics and the adaptations of each plant using complete sentences. Animals in Ecosystem At least 3 pictures Name at least 3 animals and describe the physical characteristics and the adaptations of each animal using complete sentences. Map Highlight OR color where chosen ecosystem is located on a world map Ecosystem Picture A picture that illustrates all characteristics of chosen ecosystem Weather Describe temperatures, storms, and precipitation in chosen ecosystem using complete sentences. Overall Poster, PowerPoint, box, flipbook, brochure, or mobile creative, neat, informative, colorful Presentation Clear, loud enough, looked at audience, and spoke about major facts and visuals on poster, PowerPoint, shoe box diorama, flipbook, brochure, or mobile Sources/Bibliography Site sources appropriately with title of book, title of article, author, place of publication, publisher, year of publication