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Grade:
Grade 4
Subject: English Language Arts
Created by:
Amber Norden
Lesson Length:
1 hour 30 minutes
Keywords/Tags:
reading, writing, discussion, plants, comprehension, science
Lesson Description:
Through the vocabulary, discussion, and writing activity, students will form inferences based on the text provided. By rereading and concentrating on more difficult sections, students can figure out challenging words to create an understanding as to what the author saying. By completing lesson module, students will develop skills to become more independent readers while also learning about our environment and plants. |
Common Core Standards Covered with This Lesson
- CCSS.ELA-Literacy.RL.4.4: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
- CCSS.ELA-Literacy.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
- CCSS.ELA-Literacy.RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
- CCSS.ELA-Literacy.W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
- CCSS.ELA-Literacy.W.4.1b: Provide reasons that are supported by facts and details.
- CCSS.ELA-Literacy.W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
- CCSS.ELA-Literacy.W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
- CCSS.ELA-Literacy.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
- CCSS.ELA-Literacy.L.4.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
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Lesson Content: Reading
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Instructions: Please read the following reading passage as many times as needed (aloud and silent) before starting to go through other lesson pages. Understanding the content of this passage is very important since the lesson activities will be all about this content. Feel free to print the passage if needed. |
I Like Plants
Even when I was very young, I always loved plants. When we walked to school, I would look at the different plants. I would make up names for them. I would draw pictures of them. When my teacher asked us to draw a picture of anything we liked, I always drew pictures of plants.
When I got to high school, I took a course that was all about plants. Most students took the course in biology. But I took the course on plants. We went into the park to identify different species. It was amazing. I found out that there were at least 27 different kinds of plants in our neighborhood park. There were also about12 different kinds of trees. Some were deciduous. We were there in spring, so they had their leaves.
I learned that weeds are not really bad plants. They are interlopers. They come from another environment. Somehow they get to the new environment. It could be that animals bring them. The animals might pick up the seeds on their fur and carry them to the new habitat. Then they fall off and start to grow.
When I went to college, I knew that I wanted to study plants. I wanted to be a plant scientist. I wanted to be a botanist. I took classes in math, English, and history. They were good classes. But it was the science classes I loved.
Now I teach at a college. I teach about plant life. I explain how fertilizers can help plants grow but also can destroy the balance of nature. I teach about helpful insects. One of the most helpful insects for plants is the ladybug. Ladybugs are small insects that eat aphids. They can protect plants by eating the aphids that would eat the plants' leaves. There are about 5,000 kinds of ladybugs. In winter the ladybug hibernates. Then in spring it comes back out and starts to protect the plants again. Several states have named the ladybug their state insect. I teach students ways to help the environment like that.
I teach about ecology, too. I teach how important decisions are. I explain that if you introduce a non-native herbivore into an environment it can cause problems. For example, in Australia long ago people brought rabbits. The rabbits ate so many plants that they caused a problem. This invasive species ate plants that other animals depended on. The rabbits even killed trees. They ate the bark off the trees, and the trees died. Some people think that Australia's desert has expanded significantly because of the introduction of the rabbits. They say it is a
very big problem. If they had understood ecology, they might not have brought those rabbits. I hope my students take what they learn and make good choices for the environment.
I keep learning more about plants and the animals that depend on them, and I teach students what I learn. I learn from my research on the Internet now as well as going to the park and studying the plants in my community. I share what I learn when I teach, and I write books that help people learn about nature.
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Task 1: Vocabulary Activity (32 points)
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Instructions: Please complete the following vocabulary activity by choosing the correct meaning of each word selected from the passage and use of each word correctly in a sentence.
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Standards Covered with This Lesson Activity: CCSS.ELA-Literacy.RL.4.4, CCSS.ELA-Literacy.RI.4.4, CCSS.ELA-Literacy.L.4.4, |
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Task 2: Discussion Activity (30 points)
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Instructions: This discussion forum will have questions for students to respond. Read the posted questions, and respond to each. Students are responsible for posting one initial and and two peer responses for each topic.
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Topic Title |
Replies |
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Interlopers in Our Environment
We identified what interlopers are in the previous section. Give two more examples of interlopers, as well as how they "travel" to new environments.
Sent on: Oct 11, 2020 by: Amber Norden |
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Park Fieldtrip
The author goes on a botany fieldtrip to the neighborhood park. How many different kinds of plants did they find? What about trees? What would have happened to the deciduous trees has they taken the trip in the fall?
Sent on: Oct 11, 2020 by: Amber Norden |
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Areas of Science
The author mentions multiple different areas of study in science. List 3 more areas of science you know of that aren't in the story, as well as what they are the study of. What's your favorite area of science and why?
Sent on: Oct 11, 2020 by: Amber Norden |
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Standards Covered with This Lesson Activity: CCSS.ELA-Literacy.RI.4.1, CCSS.ELA-Literacy.W.4.2, CCSS.ELA-Literacy.SL.4.1, |
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Task 3: Writing Activity (38 points)
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Instructions: Write a one to two paragraph essay explaining why plants are an important part of our environment. Use information and vocabulary from the text as well as your own knowledge.
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Standards Covered with This Lesson Activity:
CCSS.ELA-Literacy.W.4.1, CCSS.ELA-Literacy.W.4.1b, CCSS.ELA-Literacy.W.4.4, |
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University of South Florida Patent & Copyright Office © 2017 (Tech ID # Pending)
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