Stage 1- Desired Results Lesson 2 Content Standard (s): R.CCR.

9 - Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. R.CCR.10 - Read and compare complex literary and informational texts independently. RI.2.10 - Read and comprehend informational texts, including history, science, and technical texts. 2.L.1 - Understand animal life cycles and be able to describe it and the animal. 4.L.1.2- Explain how animals meet their needs by using behaviors in response to information received from the environment. RL.4.9-Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. Understanding(s)/Goals: - Students will understand that you can learn science through reading. - Student will understand how to choose good reliable information from a text. -Students will know how to read a nonfiction text.

Essential Question (s): - What can you learn from reading a nonfiction text. -How can reading relate to science? - What does good science notebooking look like? Student Objectives (outcomes): -Students will build background knowledge on animal qualities like life cycles, habitats, and basic knowledge of animals -Students will be able to find important information in a text and journal about what they learn. They will learn to use a text as a resource of learning. Students will learn to look for key facts and ideas in a text. Students will be able to compare fiction and nonfiction text.

Stage 2- Assessment Evidence Performance Task (s): -Students will journal things they learn from reading the nonfiction text. As a whole class students will read a fiction text and a nonfiction text about the same animal.

Other Evidence: -Students will discuss with a partner the notes that they took and why they chose to write down that important topic. Stage 3- Learning Plan Learning Activities: -In groups, students will rotate to between three groups to read books that give background knowledge about animals. Students will read the books Animals, Life Cycles, and Habitats/Environments with their groups. Teacher will rotate among groups to answer questions and to make sure students are on task. -After students have read the books the class will meet together to write down notes about what they read. The teacher will take this time to model how to find important information in a book and how to take notes in your own words. -After the teacher has modeled several examples the students will decide as a class what information they feel is important. The students will take notes in their science notebooks during this task. -To close, the teacher will hand out discussion cards from Science A-Z on each book. The students will answer the discussion questions in a small group.