This week, we began working on our research skills independently. We know that sometimes we research as a group through the use of SOLE (Self-Organized-Learning-Environments), but we also need to know how research is done on our own.
Ask your child which Ohio animal they chose to research. They must include the animal's body description, habitat, diet, and life cycle (how their animal grows and changes). Each student will create a habitat for their animal in art with Miss Cohen and will complete their research and information writing in class with me.
At the end of the unit, students will be expected to present their findings, the four subheadings listed above along with explaining how their living thing functions and interacts within their habitat for survival (our central idea). Their paper will be a writing grade for this unit on informational writing and their presentation will be graded on a rubric for their understanding of the central idea.
Ask your child which Ohio animal they chose to research. They must include the animal's body description, habitat, diet, and life cycle (how their animal grows and changes). Each student will create a habitat for their animal in art with Miss Cohen and will complete their research and information writing in class with me.
At the end of the unit, students will be expected to present their findings, the four subheadings listed above along with explaining how their living thing functions and interacts within their habitat for survival (our central idea). Their paper will be a writing grade for this unit on informational writing and their presentation will be graded on a rubric for their understanding of the central idea.
Reflecting on our research allows us to know what we did well and what we need to improve on. It also helps me to plan and support students better.
After learning how to infer, we practiced using our small group reading stories.
Happy Birthday, Jake!
