The Galapagos Islands, Author(s): Laurie Roberts and Thomas Howard, Grade Level: 4, Subject Area: Language Arts, - Students will be obtaining information about the Galapagos Islands from several different resources. After gathering the information, students will be required to internalize the information, personalize it, and then create literary products. The teacher will guide students by providing resources, showing students how to organize information, and modeling processes to create final projects.

Planning Guide

Creating Learner-Focused
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LU Title: The Galapagos Islands	Author(s): Laurie Roberts and Thomas Howard
Grade Level: 4	School Address: 10 Academy Street
Subject Area: Language Arts	School Phone/Fax: 315-659-8386

CONTENT KNOWLEDGE

Declarative		Procedural
Label seven continents		Using index cards with a sea animal and its prey and predators, create a food web
Label the equator		Read "Swimming with Sea Lions" by Ann McGovern and make diary entries
Identify the climate of the areas designated on the map		Locate and write answers to comprehension questions
Label the Oceans		Reread story and complete semantic map regarding habitat of Galapagos Islands
Identify and use compass rose		Summarize the disappearance of giant tortoises
Identify a sea animal and its diet		Identify vocabulary words, practice vocabulary, and then give a quiz.
Identify vocabulary words and their definitions		Research an animal and prepare an oral and written report following a given outline.
Label parts of a diary and their uses	Construct a diorama based on the information obtained from the research.

ESSENTIAL QUESTIONS

What would you pack in your suitcase if you were going to the Galapagos Islands?
You found a new species on the Galapagos Islands, describe it.
If the Galapagos Islands were off the coast of Greenland, what would be different?
If you had a chance to study with Eugenie Clark would you, why or why not?

INITIATING ACTIVITY

Students will complete a semantic map of our local habitat including plants, animals, people, and activities.
We will have a guest speaker visit our class to discuss endangered animals in our area.
We will visit he local Aqua Zoo to see different types of animal exhibits and be involved in discussions.
Students will form a food web with a given set of animals using name cards and a ball of yarn.
A world map will be displayed and specific geographic features will be located.

Learning Experience

Show students a world map and locate various geographic features and climates. Students will be given a blank map and be asked to label the following:

Seven continents Equator Oceans Compass Rose

Create a food web with a given set of living things Summarize daily events in the story in the form of a diary Identify vocabulary related to the Galapagos Islands Students will complete comprehension questions Reread story to complete a semantic map Summarize the disappearance of the giant tortoise Students will research an animal from the Galapagos Islands and prepare a written report and an oral report Students will construct a food chain using their researched animal

Connection to State Learning Standards

Content Area: Language Arts

Level: Grade 4

Benchmarks:

Select and use strategies they have been taught for note taking, organizing, and categorizing information.

Make appropriate and effective use of strategies to construct meaning from print, such as prior knowledge about a subject, structural and context clues, and an understanding of letter-sound relationships to decode difficult words.

Support inferences about information and ideas with reference to text features, such as vocabulary and organizational patterns.

Present information clearly in a variety oral and written forms such as summaries, paraphrases, brief reports, stories, posters and charts.

Select a focus, organization, and point of view for all and written presentations

Observe basic writing conventions, such as correct spelling, punctuation, and capitalization, as well as sentence and paragraph structures appropriate to written forms.

Benchmarks:

Use inference and deduction to understand the text.

Read aloud accurately and fluently, using phonics and text cues to determine pronunciation and meaning.

Present personal responses to literature that make reference to the plot, characters, ideas, vocabulary and text structure.

Observe conventions of grammar and usage, spelling, and punctuation.

Standard: ELA 1

Standard: ELA 2

Unit Theme:The Galapagos Islands

Standard: MST 4

Standard: SS 3

Benchmarks: Describe volcano and earthquake patterns, the rock cycle, and weather and climate changes.

Compare the way a variety of living specimens perform basic life functions and maintain dynamic equilibrium.

Describe the importance of major nutrients, vitamins, and minerals in maintaining health and promoting growth and explain the need for a constant input of energy for living organisms.

Describe the flow of energy and matter through food chains and food webs.

Provide evidence that green plants make food and explain the significance of this process to other organisms.

Describe how living things, including humans, depend upon the living and nonliving environment for their survival.

Benchmarks: Draw maps and diagrams that serve as representations of places, physical features, and objects.

Identify and compare the physical, human and cultural characteristics of different regions and people.

Map information about people, places, and environments.

Ask geographic questions about where places are located; why they are located where they are; what is important about their locations; and how their locations are relates to the location of other people and places.

Gather and organize geographic information from a variety of sources and display in a number of ways.

Analyze geographic information by making relationships, interpreting trends and relationships, and analyzing geographic data.

Learning Experiences

Declarative Knowledge

What declarative knowledge should studentsbe in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

Concept: Students will be able to identify a designed sea animal and name its predators and prey.

Geography: Students will identify the location of the Galapagos Islands on a map.

Students will identify features on a map. Equator Continents Oceans Compass Rose

Students will describe the type of features that are found on the Galapagos Islands including climate.

Students will be able to identify and define specific vocabulary words.

Students will be able to label parts of a diary and identify its use.

Transparency animal word cards

Read physical maps Identify different forma on maps

Identify the Galapagos Islands and discuss the physical features and the location of the Islands.

Handout

Sample

Activate prior knowledge of food chain/web Guided reading to identify sea animal, predator, and prey.

KWL

Teacher led discussion about topographical features on a map

Vocabulary identification Group pronunciation, definition, and discussion

Guided practice using model diary which would include date, greeting, entry, and closing

Identify sea animals and what they eat and what eats them.

Activate prior knowledge by labeling designated features on a map. For example, continents, equator, oceans, and compass rose.

Discussion on climate in and around the equator or a tropic zone.

Identify vocabulary words and their definitions.

Label parts of a diary and their uses.

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

Form a food web using a given set of sea animals.

Read selection "Swimming With Sea Lion."

Make entries into a diary to summarize daily events as given in the story.

Answer comprehension questions regarding "Swimming With Sea Lions."

Complete a semantic map representing the Galapagos Islands.

Write a summary that explains the disappearance of the giant tortoises.

Match a given vocabulary work to its definition.

Research an animal from the Galapagos Islands.

Students will be given different cards representing animals. Based on previous knowledge of predator and prey they will be asked to create a food web.

Guided reading

Summarizing "Swimming With Sea Lions." This will be done in the form of a diary Modeling

Worksheet

Graphic organizer with topics: People Animals Activities Plants

Model: Beginning, Middle, and End

Ws with directions and an example.

Outline, use The Internet, and appropriate software.

Students will be given a set of cards with sea animals and their diets. They will then form a food web by passing yarn to a predator or prey.

Students will read "Swimming With Sea Lions."

Students will make diary entries to summarize each day.

Students will reread to answer comprehension questions.

Students will complete a semantic map regarding the habitat of the Galapagos Islands.

After reading part of the story about the giant tortoise, students will write a summary.

Students will complete a vocabulary quiz

Students will use such sources as Encyclopedia, Encarta, Groliers, Maps and Facts, and Animals CD to collect facts.

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

Geography/features map

Food chain/food web

Research

Parts of a diary

Comparing

Classifying

Inductive Reasoning

Deductive Reasoning

Error Analysis
Analyzing Perspectives
Constructing Support
Abstracting
Other:

Students will work with the teacher to create a Venn diagram using the Galapagos Islands vs. their backyard

Students will create a food chain and web using index cards with predator and prey information about each animal.

Students will use various sources to gather information about the Galapagos Islands and its inhabitants.

Planning Guide

Unit:

Rubric: Written Report

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

	Element #1	Element #2	Element #3	Element #4
Elements Scale	PLANNING-	ORGANIZATION-	SENTENCE VARIETY-	MECHANICS-
Weights
4	Responses are well developed, organized, and contain factual information.	Ideas were developed fully which used research that was relevant and appropriate.	Consistent use of a variety of sentences which are complete and interesting.	Few or no mechanical errors were made.
3	Responses are developed, organized, and have some factual information	Most of the ideas were developed through the use of research.	Sentences are have some variety and are complete.	Few mechanical errors were made.
2	Responses have some development, organization, and factual information	Satisfactorily developed ideas through the use of research.	Some complete complex and simple sentences. Limited variety of sentences.	Some mechanical errors were made.
1	Responses attempted to develop an idea, limited organization, and few facts.	Ideas were not developed with insufficient use of information from research.	Few complete sentences. No sentence variety.	Many mechanical errors were made.

NOTE: Rubric or other performance assessment instruments may be used.

Rubric: Oral Report

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

	Element #1	Element #2	Element #3	Element #4
Elements Scale	PLANNING-	ORGANIZATION-	SENTENCE VARIETY-	Fluency-
Weights
4	Responses are well developed, organized, and contain factual information.	Ideas were developed fully which used research that was relevant and appropriate.	Consistent use of a variety of sentences which are complete and interesting.	Expressed ideas clearly with a fluent and controlled voice.
3	Responses are developed, organized, and have some factual information	Most of the ideas were developed through the use of research.	Sentences are have some variety and are complete.	Expressed most ideas clearly and fluently.
2	Responses have some development, organization, and factual information	Satisfactorily developed ideas through the use of research.	Some complete complex and simple sentences. Limited variety of sentences.	Expressed some ideas clearly.
1	Responses attempted to develop an idea, limited organization, and few facts.	Ideas were not developed with insufficient use of information from research.	Few complete sentences. No sentence variety.	Did not express ideas with clarity

Rubric: Oral Report

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

	Element #1	Element #2	Element #3	Element #4
Elements Scale	Appropriate animal in its natural environment. Landforms, bodies of water and physical features are identified. Proper climate is evident.
3	Contains all essential elements.
2	Contains few essential elements.
1	Contains at least one essential element.

Have You Considered These Yet?

Learn to Learn Skills: The following skills we will be introduced, reviewed, and applied in this unit. The skills will also be valuable for continued/lifelong learning.

Use of a semantic map
Knowledge of food chains and food webs
Map skills
Climate zones
Use of a diary
Use of research materials
Follow an outline
Speaking skills
How a rubric is used and how to fulfill requirements
Use of specific software and other resources
Use of The Internet

Assessment Modifications: There are no set modifications for special needs students. They will have their special area teachers push into the regular education classroom to help with their projects. ESOL students will be able to use their own language, as well as English, in their projects. Deaf students will be allowed to use any specialized equipment or interpreters to aid in the delivery of their project.

All instruction takes place in the classroom. For research and writing we utilize our library media specialist and Title I teacher.

Unit Schedule/Time Plan: This unit is to be taught over a two-week period. Daily lessons are usually forty-five to sixty minutes long. Some research is done outside of reading time.

Written Overview: This unit allows us to use our Scholastic reading program to its fullest. We have capitalized on one story and integrated science and social studies into our Language Arts program. It is an exciting way for students to explore our world through literature.

Students will be obtaining information about the Galapagos Islands from several different resources. After gathering the information, students will be required to internalize the information, personalize it, and then create literary products. The teacher will guide students by providing resources, showing students how to organize information, and modeling processes to create final projects.

Students will be required to use their research to produce a written report, an oral report, and a diorama. They will be evaluated based on the researched information incorporated into their final projects. Rubrics are presented to students before the project. This allows students to have a clear idea of the teacher expectations.

WHAT DO ANIMALS OF THE SEA EAT?

Dolphin

I eat: minnows, shrimps

I am food for: sharks

Clam

I eat: plankton

I am food for: sea lions

Plankton

We are food for: minnows, clams, shrimps

Shark

I eat: dolphins, sea lions, tunas

Tuna

I eat: minnows

I am food for: sharks

Sea Lion

I eat: minnows, shrimps, clams

I am food for: sharks

Shrimp

I eat: plankton

I am food for: dolphins, sea lions

Minnow

I eat: plankton

I am food for: tunas, dolphins, sea lions

Reading Unit Plan 3 Vocabulary

"Swimming with Sea Lions"

Concept: Observing a Natural Habitat

Scuba dive: to swim underwater using a mask and air supply

Snorkel: to swim underwater using a tube that allow breathing

Research: collect information about a subject

Expedition: long trip made for a specific purpose

Naturalist: person who studies plants and animals

Voyage: journey

Hammerhead: kind of shark that has a hammer-shaped head

Support Words

Carapace: Tortoise's shell

Flying Fish: warm-water fish with winglike fins that leaps and glides above the water

Hatchlings: baby birds just out of their shells

Manta Ray: warm-water fish with "wings" up to eighteen feet across

Where In The World?

(Make a worksheet to have them color a map and use the map key to do so.)

Name __________________________________ Date ______________________

Reading Comprehension: Unit 5 Plan III

* Read each question and choose the best answer.

1. The Galapagos Islands are located to the west of which continent?

North America
Antarctica
South America
Europe

There are _____ large islands and about ______ small islands that make up the Galapagos Islands.

forty, fifteen
fifteen, forty
four, fifty
fifty, four

3. Who is telling this story?

the author's Grandma
the author's Grandpa
the author, Ann McGovern
the author's pet sea lion

4. Why did the author call the animals here "tame wild creatures"?

because they were wild animals, but didn't run away when they got close
because she was able to tame the wild animals
because the wild animals could do tricks
because this was the first time she saw wild animals

5. Where did Grandma and the author depart from?

Florida
California
New York
Antwerp

Why does the author refer to the islands as hot?

because they are located close to the equator
because they are in the Pacific Ocean
because they are islands
because she had just left New York City

Every boat that travels around the Galapagos Islands has a _____ who knows everything about these islands.

bathroom
snack bar
guide
party

Where did Grandma and the author stay for the two weeks?

in a motel on the water
in a submarine
on a boat called Mistral
in a friend's house

What activity did Grandma want to do so that she could swim with some of the fish only found there and see some hammerhead sharks?

scuba dive
snorkel
play on the beach
take pictures

While snorkeling, what animals did Grandma and the author swim with?

hammerhead sharks
manta rays
flying fish
sea lions

The big male sea lion has a bellowing roar. This roar is meant to keep other males away and a warning for sharks. This is an example of

communication
transportation
evaporation
condensation

Who is Charles Darwin?

a research station
a famous scientist who once sailed to the Galapagos Islands
a tour guide
the author's father

What does Galapagos mean?

it means tortoise in old Spanish
it means hot and humid in old Spanish
it means tortoise in old English
it means hot and humid in old English

How did rats affect the tortoise population?

they ate the tortoise food
they attacked and ate the adult tortoises
they destroyed tortoise eggs and young tortoises
they destroyed the tortoise homes

Why did the workers at the station try to get rid of the wild goats?

they were destroying so many of the plants
they were attacking some of the tourists
they were eating the giant tortoises
the giant tortoises were eating the goats

What does the author want to do when she grows up?

be a park ranger
work at the Charles Darwin Station to help save baby toroises
be a tour guide in the islands
be a police officer and arrest people hurting baby tortoises

Why did Andy tell the author to wear a scarf when they went to the highlands to look for tortoises?

Andy didn’t want her to get cold
Andy didn't want her to get a sunburn
Andy didn't want her to get bit by fire ants
Andy thought a scarf would be stylish

The sea lions swam with Grandma and the author. Explain why the sea lions were not afraid.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Why did the population of giant tortoises get very low at one time? Be sure to explain what different things destroyed or killed the giant tortoises.

Retell the story of Lonesome George.

Vocab Practice

Name

Swimming with Sea Lions

Fill in the blank with the correct vocabulary word.

scuba diva snorkel research expedition naturalist voyage hammerhead

1. To swim underwater using a mask and air supply_____________________________

2. To swim underwater using a tube that allows breathing______________________

3. Collecting information about a subject___________________________________

4. Long trip made for a specific purpose___________________________________

5. Person who studies plants and animals___________________________________

6. Journey__________________________________________________________

7. Kind of shark that has a hammer-shaped head_____________________________

Complete the sentence.

1. When you __________you need a mask and air supply (like an oxygen tank).

2. Charles Darwin's ___________ took him around the world to collect animal and plant samples.

3. The __________shark has a very different look from regular sharks.

4. A person who studies plants and animals is called a __________.

5. Many __________ were made to the Galapagos Islands to collect specific data.

6. To learn about different animals and plants we need to __________.

7. When you __________ you use a long tube that allows you to breathe.

Name

Swimming with Sea Lions

Summarizing

* Find the most important elements in a text

* Organize the important ideas in the order they happened

* State the important points briefly using your own words

REMEMBER!!! Include key ideas and details NOT OPINIONS

Summarize day one of Ann McGovern's diary entry.

The first diary entry is about _____________________________________________________________________________________________________________________________________________________________________________________________________________________

It describes how__________________________________________________________ went to ___________________________________________________________and saw ________________________________________________and did_________________ _______________________________________________________________________

She felt ___________________________________________________________because _________________________________________________________ and learned about _______________________________________________________________.

What have you learned about the Galapagos Islands? Use bullet facts.

*_____________________________________________________________________ *_____________________________________________________________________ *_____________________________________________________________________ *_____________________________________________________________________ *_____________________________________________________________________ *_____________________________________________________________________ *_____________________________________________________________________ *_____________________________________________________________________ *_____________________________________________________________________ *_____________________________________________________________________ *_____________________________________________________________________

Name

Swimming with Sea Lions

Summarizing

* Find the most important elements in a text

* Organize the important ideas in the order they happened

* State the important points briefly using your own words

REMEMBER!!! Include key ideas and details NOT OPINIONS

Summarize day two of Ann McGovern's diary entry.

The second diary entry is about _______________________________________________

______________________________________________________________________________________________________________________________________________

It describes how __________________________________________________________

went to __________________________________________________________ and saw

_____________________________________________________ and did ___________

_______________________________________________________________________

She felt __________________________________________________________ because

_________________________________________________________ and learned about

_________________________________________________________________.

What have you learned about tortoises? Use bullet facts.

* _____________________________________________________________________

*______________________________________________________________________

* _____________________________________________________________________

*______________________________________________________________________

* _____________________________________________________________________

Name

Swimming with Sea Lions

Summarizing

* Find the most important elements in a text

* Organize the important ideas in the order they happened

* State the important points briefly using your own words

REMEMBER!!! Include key ideas and details NOT OPINIONS

Summarize day three of Ann McGovern's diary entry.

The three diary entry is about ________________________________________________

______________________________________________________________________

It describes how __________________________________________________________

went to __________________________________________________________ and saw

_______________________________________________________ and did _________

_______________________________________________________________________

She felt __________________________________________________________ because

_________________________________________________________ and learned about

_______________________________________________________________.

What have you learned about the highlands of Santa Cruz? Use bullet facts.

* _____________________________________________________________________

Plants Activities

Observe a natural habitat:

The Galapagos Islands

Animals People

This diary entry is about ______________________________________
_____________________________________________________________________________

It describes how ____________________________________________

went to ____________________________________________ and saw

__________________________________________________ and did

_________________________________________________.

She felt ____________________________________________ because

_______________________________________________ and learned

about _____________________________________________.

Name________________________________

Vocabulary Quiz

WORD BANK

Naturalist Hammerhead Hatchlings Snorkel

Scuba Dive Carapace Research Voyage

Expedition Flying Fish Manta Ray

MATCH EACH WORD IN THE WORD BANK TO ITS DEFINITION.

1. ____________________ collecting information about a subject

2. ____________________ journey

3. ____________________ warm-water fish with winglike fins that leaps and glides above the water

4. ____________________ to swim underwater using a mask and air supply

5. ____________________ long trip made for a specific purpose

6. ____________________ kind of shark that has a hammer-shaped head

7. ____________________ baby birds just out of their shells

8. ____________________ to swim underwater using a tube that allows breathing

9. ____________________ person who studies plants and animals

10. ____________________ tortoise's shell

11. ____________________ warm-water fish with "wings" up to eighteen feet across