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First Grade. Houghton Mifflin Theme 8 Launch: Our Earth. Connections! – Grade 1; Theme 8 Our World. Research it! Information Literacy Standard 1 - The student who is information literate accesses information efficiently and effectively.
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First Grade Houghton Mifflin Theme 8 Launch: Our Earth
Connections! – Grade 1; Theme 8 Our World Research it! Information Literacy Standard 1 - The student who is information literate accesses information efficiently and effectively. • HSS 1.2.1 – Locate on maps and globes their local community, California, the United States, the seven continents, and the four oceans. • S 2.a - Students know different plants and animals inhabit different kinds of environments and have external features that help them thrive in different kinds of places. • S 2.c – Students know animals eat plants or other animals for food and may also use plants or even other animals for shelter and nesting.
Starting the Research (1) • Introducing the Super3 research process – the young students’ version of Eisenberg and Berkowitz’ Big 6. This research process breaks it down into three steps. Step 1 = Plan (beginning) Step 2 = Do (middle) Step 3 = Review (end)
Step One: Plan (1) • Plan (Beginning) is the important first step of the Super3, and it is a step that students do not always take naturally. More often, they jump right into the middle and begin doing their assignments. The key is getting them to understand its importance. When kindergartners are given a picture to color, spend a moment with them discussing the step that they take in choosing colors. What are they doing when they choose a blue crayon for the sky? They are planning how they will tackle the assignment to achieve the desired effect. This is really no different from a twelfth grader planning which resources she will consult first when writing her term paper about Hamlet. Helping your students begin to think in terms of process creates the foundation for educational success throughout their school career.
Plan (1) HSS 1.2.1 Find a map of the World. Students will color their own map according to the key – indicating California – Yellow; the rest of the United States – Red; the seven continents – Green; the four oceans – Blue, then put a star sticker where they live in California – their “community”. Science 2.a Identify an animal and plant from each continent. What is the weather like on the continent that allows those plants and animals to live in that environment? Science 2.c What does your animal eat?
Pathfinder to link Plan and Do (1) • Filamentality page with links to sources: http://www.kn.att.com/wired/fil/pages/listearthfi.html • In your library, try searching terms such as: • Continents, names of continents • Contact MCOE to get access to California Streaming to find video clips. • Check the online catalog at MCOE for materials such as videos, maps, realia, etc. • United Streaming has a video clip called • This is Our World • Use the worksheets and examples included with this lesson.
Step 2 – Do • This is where the students will use the sources gathered to actually find the information. • Notes • Maps • Putting it all together
Do (1) • In order to teach your students to use information to complete a task, you’ll need to model how it is done. Start with the continent Australia for the example. It is important to use the same animal and plant for the example. Each student should have a copy of the text while you are going over it with them. You will need to teach the students to find the answers in informational text. • The rest of the continents can be done in the same manner or you can split the class up as you see fit for their ability level. Some students will be able to complete this without help, but most will probably need the “sources” provided for them. Again, it will depend on the ability level of the students involved. Use your discretion. However, it is vital that they try to find the answers on their own for at least one continent. If you provide the correct source, it won’t be as difficult and they will feel success with the process. • Create a note grid to “fill in” the answers (next page). • “color the map with the students” OR color by number/letter.
Continent: ______________Animal: ________________Plant: __________________The weather on this continent is ______________. My animal eats _______________.My animal gets eaten by ____________.
EXAMPLEContinent: AustraliaAnimal: KoalaPlant: eucalyptus treesThe weather on this continent is dry, warm and sunny. My animal eats eucalyptus trees.My plant likes warm weather to grow.
Arctic Ocean Europe North America Asia Africa Pacific Ocean South America Indian Ocean Atlantic Ocean Australia Antarctica
Do … continued (1) • Get a picture of each plant and animal. Put it up on the wall with a picture of that continent. Have each student’s note card placed around that continent, plant, and animal.
Step 3 – Review (1) Review (End) is a more difficult concept for most students to remember. Many kids feel that once they complete a task or assignment, the job is done. However, to truly build a foundation for academic success, young students must not forget to evaluate what they have produced. Doing this together with your first graders will probably get the best results.
Review (1) Brainstorm with your students what they learned.
