Participate in research to gather information to answer a question about a single topic using multiple sources.
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Description |
| We the Kids: The Preamble of the Constitution: Reader's Theater Patriotism | This is lesson #6 in the text unit series for We the Kids by David Catrow. Students will have already read or heard the entire text. Students will explain how citizens demonstrate patriotism after doing independent research on the computer. Students will begin by reviewing ways citizens demonstrate patriotism. Students will work in groups to research Constitution Day, making a connection between this patriotic holiday and the U.S. Constitution. In small groups, students will use their research to write a Reader’s Theater script, explaining ways citizens demonstrate patriotism, why it is important to recognize the patriotic holiday, Constitution Day, and the history behind the holiday as it relates to the U.S. Constitution. Students can read and act out the play as an extension activity.
This unit will help students develop the meaning of the Preamble as part of the Constitution of the United States and its direct effect on their daily lives. Students will engage in various activities such as debating parts of the Preamble and complete a play interpreting patriotism. Throughout the unit, students will have to identify and interpret vocabulary, analyze the provided text, and demonstrate an understanding of the Preamble by providing relevant details. The teacher’s role in this unit will be to support their students' knowledge of the Preamble by facilitating research, reviewing student writing, and work.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| A Friend of the Everglades: Part 2 | In this lesson, students will use the information from lesson 1 and the internet to conduct research on the Everglades to illustrate a book about Marjory Stoneman Douglas and the Everglades for children ages 5-6. This is lesson 2 of 3 in a mini-unit integrating civics and English Language Arts. |
| We the Kids: The Preamble of the Constitution: Responsible Citizen vs. Irresponsible Citizen | This is lesson #2 in the text unit series for We the Kids by David Katrow. Students will use prior knowledge from reading the text to show the difference between responsible and irresponsible citizenship. The class will be split in half and one side will act out or show how a responsible citizen acts in society. Then, the other half will show or act out an irresponsible citizen. Students will be put in pairs and complete a graphic organizer together to share their information with the class. The teacher will display the results on one big graphic organizer for the students to see as a whole group. Students will write 8 complete sentences on a piece of paper (4 for responsible and 4 for irresponsible) showing examples of responsible and irresponsible citizenship.
This unit will help students gain an understanding of the Preamble and its direct effect on their daily lives. Students will engage in various activities such as debating parts of the Preamble and completing a play interpreting patriotism. Throughout the unit, students will have to identify and interpret vocabulary, analyze the provided text, and demonstrate an understanding of the Preamble by providing relevant details. The teacher’s role in this unit will be to support his/her students' understanding of the Preamble by facilitating research, reviewing student writing, and work.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| United States Symbols: The Statue of Liberty | Students will participate in research to describe how the Statue of Liberty is a symbol that represents the United States. Students will use a graphic organizer to write facts about the Statue of Liberty and take notes using details gathered from photographs and other text and graphic features, which will be creatively interwoven into a drawing of the Statue of Liberty utilizing a variety of materials and techniques. |
| People Who Represent Florida: Marjory Stoneman Douglas: Important Things She Did & Why She Represents Florida | Students will participate in digital research, explain how text features contribute to the meaning of the text, use context clues to determine the meaning of unknown words, and incorporate multimedia to enhance their written work in this integrated lesson plan. Using two sections from an Interactive Research Page, students will learn about Marjory Stoneman Douglas, her contributions as an environmentalist, and why she is an individual who represents Florida.
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| Patriotic Holidays Part 1 | Students will use the internet and/or texts to explore a patriotic holiday and explain its importance, in this lesson plan.
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| United States Symbols: The U.S. Capitol | Students will participate in research to describe why the U.S. Capitol is a symbol that represents the United States. Students will use a graphic organizer to write facts about the U.S. Capitol and take notes about the building using details gathered from photographs and other text and graphic features, which will be used to create a multimedia presentation showcasing their learning. |
| United States Symbols: The White House | Students will participate in research to describe why the White House is a symbol that represents the United States. Students will use a graphic organizer to write facts about the White House and take notes about the building using details gathered from photographs and other text and graphic features, which will be used to create a multimedia presentation showcasing their learning. |
| Home is Where the Heart Is: Researching Habitats | In this lesson, students will learn about different types of habitats as they gather information based on research questions. Students will summarize the information from their research in an expository paragraph and create a diorama to present their habitat to their peers. |
| Digging for Differences | In this lesson, students will use the book Stellaluna, along with informational text, to create a Venn diagram comparing and contrasting bats and birds. They will then compare and contrast two other similar animals using the text A Whale Is Not a Fish and Other Animal Mix-ups, completing a Venn diagram and writing an expository paragraph that describes the similarities and differences between the two animals. |
| Choosing a Host City for the Olympic Games | In this model eliciting activity, students are asked to help the International Olympic Committee rank prospective host cities for upcoming Summer Olympic Games. Students are provided with data about a list of applicant cities and then must rank the cities and write a proposal to the IOC explaining their rankings. At the end of the MEA, the students will write an opinion piece for the International Olympic Committee that tells their final decision about which city should be the next host of the Summer Olympic Games. |
| Exploring the World: A Habitat Study | Students will participate in a research study of our world’s habitats using texts and sources from the internet. Students will demonstrate their new learning by writing an expository paragraph, completing a checklist about their writing, and sharing a favorite fact about their habitat with the class. |
| Extra! Extra! Read About Mammals | In this lesson, students will learn about mammals using the book Mammals by Melissa Stewart. Through this book, the students will practice identifying and using text features to understand the text, as well as determine key details and main idea. The students will then create a newspaper article about a mammal of their choice using the main ideas, key details, and text features from Mammals. |
| A Tree's Life: Researching and Writing with Informational Texts | In this lesson, students will create questions to be answered through researching nonfiction texts. Students will then write an expository paragraph to share their research findings with the class to create a book all about trees. |
| Ants in your Pants! - Part 3 | Now that your students have become interested in this amazing animal, it is time to learn more by starting a research project. Students will use multiple sources and a graphic organizer to record new facts about ants in preparation to complete an expository writing piece in the next lesson. |
