LESSON TWO:  Discover a purpose for keywords

Student nature detectives formulate keywords and questions to locate information on a topic about nature.  Teacher models questions and shows how keywords guide research. Students use a graphic organizer.

GRADE-LEVEL EXPECTATIONS

IL1A    Formulate key words and questions, with assistance, to locate resources on topics of interest.

W1A   Use a simple graphic organizer with/without assistance.

LESSON MATERIALS

§         Sources of Literature

o        None

§         Supplies

o        Flip chart

o        One copy of A Tree Can Be by Judy Nayer, Discovery Library of The Earth’s Garden “Trees”, or your available resource as read aloud about trees.

o        5 x 7 note cards

o        Chart paper

o        9½ x 11” keyword game cards

o        Grade-level appropriate nonfiction texts, magazines, posters, and pamphlets on topics of nature

§         Handouts provided

o        What do you know about trees?

o        An organizer about trees

o        Helping nature detective

§         Words to know

o        graphic organizer

o        keyword

o        non-fiction

FORMATIVE ASSESSMENT

Students respond to hypothetical situations on “An Organizer About Trees” handout.

LEARNING ACTIVITIES

 1.  Remind students they are nature detectives.  Student pairs select one topic in nature they would like to know more about. Students write that topic on a note card with their name. Put all cards in a basket for the next lesson. Gather students for a mini-lesson.

2.   Review non-fiction text elements using the Monarch Butterfly handout from Lesson One along with a text such as Monarch Butterflies by Gail Gibbons. Explain that while each resource presents elements and information  differently, good detectives are prepared for those differences.

3.    Tell students that you want to learn about trees. Students share facts about trees.  Stress that facts can be proven.  A detective begins research by organizing prior knowledge.  Students respond to the “What do you know about trees” handout as an example of that method. 

4.    Model how a nature detective formulates questions and decides on keywords.

§We sometimes think of one word that is the main idea for a group of words.  Use prepared cards to play a keyword game. One member of Team A holds up the word list with the keyword printed on the back.  Team B discusses possible keywords and one member gives the final answer.    Ex:  copperhead, python, water moccasin, sidewinder—keyword snakes; ice cream, carrots, bread, cereal—keyword food.     

§Sometimes we have a question that we need to get into one word for research.  Model topics in the encyclopedia or at the computer as examples of single word topics.

Ex:  What do frogs do in winter when the pond is frozen?    Keyword-- frogs

5.       Show texts you have selected to help you learn about trees.

6.           Think aloud, saying, “We’re making keywords and questions to locate information about things we’re interested in.  We did that for my topic of interest--You wrote some nature topics that we can research tomorrow.”

7.           Say, “This chart is big, but detectives always have questions that need to be recorded.  I know a way we could write the information so we could quickly read, understand, and remember it.  A graphic organizer is a smart and fun way to organize the information from the chart.” Using the overhead for the handout, “An Organizer about Trees,” model how to organize the information included on the chart.