transformative literacy, grades k–12 · 2020-05-05 · 4. extended writing: final research-based...
TRANSCRIPT
www.americanreading.com AMERICAN READING COMPANY 08.21.19ARC
RQ #2 - ProducersProducer
How is this producer adapted to get what it needs from this ecosystem? Other Adaptations
What does this producer give back to the ecosystem?
Text Evidence
(Title, Page #)Energy Water Nutrients
Final Project Organizer Name: Room:
Ecosystem:
Final Project Organizer - Intermediate
© 2
013
by A
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Rea
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Com
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CCSS RI.5.2 Rubric1 pt.
Introduce the text.
The main topic of _(text)_ by _(author)_ is...
1 pt. Identify two main ideas from the text.
1 pt. Identify the key details that best support your first main idea.
1 pt. Explain how these key details support this main idea.
1 pt. Identify the key details that best support your second main idea.
1 pt. Explain how these key details support this main idea.
1 pt. Include at least two direct quotes.
1 pt.Conclude by summarizing.
These _(examples, comparisons, etc.)_ show that... (main ideas).
8 pts. Proficient Answer
Sugar is not the only thing plants make during photosynthesis. They also produce oxygen. Plants don’t need oxygen; this is just the waste left over from the process of photosynthesis. The oxygen gets released into the air. It is the source of all the oxygen we breathe. When humans and animals breathe, they take in oxygen and release carbon dioxide into the air as waste. Plants absorb this carbon dioxide to use in photosynthesis. We certainly need plants to survive, but plants need us, too!
Photosynthesis
Water + Carbon dioxide(6H2O) (6CO2)
Sunlight
Sugar + Oxygen (C6H12O6) (6O2)
O) (6COO) (6COO) (6CO
Chlorophyll is the name scientists have given to the special molecules inside plants that absorb energy from the sunlight and turn it into sugar. Sunlight is made up of many different colors - red, orange, yellow, green, blue, indigo, and violet. Chlorophyll soaks up most of these colors but reflects back the green light. This is why plants look green.
Chlorophyll: Sugar Factories
by Gina Zorzi Cline
Copyright 2014 American Reading Company
Research Question #2 Producers 23
Plants: Energy Producers That Power Our World
ResearchQuestion
Who are the producers in this ecosystem? How do they obtain what they need to survive and reproduce?#2
The sun is the source of all energy on Earth. Humans and animals get all of their energy from food. But we can’t eat sunlight, so how does the sun’s energy make it from the sun to us? The answer:
plants. Plants are producers. They use the sun’s rays to produce food for themselves and for anyone that eats them. They do this through photosynthesis.
Photosynthesis is the process that turns water, carbon dioxide, and sunlight into food for the planet. Plants pull in carbon dioxide and water from the world around them. They use their leaves to capture sunlight. Plants use the light energy in sunlight to turn water and carbon dioxide into sugar and oxygen. During this process, the sun’s light energy turns into chemical energy and is stored in sugar molecules. These sugar molecules power every living thing on Earth.
Plants use sugar as food. They use the energy stored in sugar molecules to grow, heal, and make flowers, seeds, and fruit. These tasks use up a lot of sugar energy, but there is usually some left over. Any extra gets stored as starch. If a plant runs low on energy, starch serves as the backup supply. The plant breaks down the starch, turning it back into sugar.
Humans and animals get their energy from plants, either by eating plants directly or by eating animals that have eaten plants. Either way, all the food energy on Earth can be traced back to the sugar molecules that plants produce.
Energy Producers That Power Our World
PLANTS
by Gina Zorzi Cline
Copyright 2014 American Reading Company
Gina Zorzi Cline © 2014 American Reading Company.
22 Research Question #2 Producers
Plants use sugar as food. They use the energy stored in sugar Plants use sugar as food. They use the energy stored in sugar molecules to grow, heal, and make flowers, seeds, and fruit. These molecules to grow, heal, and make flowers, seeds, and fruit. These tasks use up a lot of sugar energy, but there is usually some left over. tasks use up a lot of sugar energy, but there is usually some left over. tasks use up a lot of sugar energy, but there is usually some left over. tasks use up a lot of sugar energy, but there is usually some left over. Any extra gets stored as starch. If a plant runs low on energy, starch Any extra gets stored as starch. If a plant runs low on energy, starch serves as the backup supply. The plant breaks down the starch, turning serves as the backup supply. The plant breaks down the starch, turning
Humans and animals get their energy from plants, either by eating Humans and animals get their energy from plants, either by eating plants directly or by eating animals that have eaten plants. Either way, plants directly or by eating animals that have eaten plants. Either way, all the food energy on Earth can be traced back to the sugar molecules all the food energy on Earth can be traced back to the sugar molecules
Copyright 2014 American Reading CompanyCopyright 2014 American Reading Company
Plants use sugar as food. They use the energy stored in sugar Plants use sugar as food. They use the energy stored in sugar molecules to grow, heal, and make flowers, seeds, and fruit. These molecules to grow, heal, and make flowers, seeds, and fruit. These tasks use up a lot of sugar energy, but there is usually some left over. tasks use up a lot of sugar energy, but there is usually some left over. tasks use up a lot of sugar energy, but there is usually some left over. tasks use up a lot of sugar energy, but there is usually some left over. Any extra gets stored as starch. If a plant runs low on energy, starch Any extra gets stored as starch. If a plant runs low on energy, starch serves as the backup supply. The plant breaks down the starch, turning serves as the backup supply. The plant breaks down the starch, turning it back into sugar. it back into sugar.
Humans and animals get their energy from plants, either by eating Humans and animals get their energy from plants, either by eating plants directly or by eating animals that have eaten plants. Either way, plants directly or by eating animals that have eaten plants. Either way, all the food energy on Earth can be traced back to the sugar molecules all the food energy on Earth can be traced back to the sugar molecules that plants produce.that plants produce.that plants produce.that plants produce.
22 Research Question #2 Producers
Name
Class
Exemplar Text PackStudent Edition
ClassClass
energymatter organisms
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Read Complex Text(10-30 Minutes)• Whole-class reads, discusses, and writes to a
grade-level complex text.
• Additional above-level Anchor Titles teach key Science and Social Studies concepts.
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to writing.
• Students engage in daily writing in a variety of formats.
• Student-friendly rubrics provide a basis for peer-, self-, and teacher critique.
RQ #2 - ProducersProducer
How is this producer adapted to get what it needs from this ecosystem? Other Adaptations
What does this producer give back to the ecosystem?
Text Evidence
(Title, Page #)Energy Water Nutrients
Final Project Organizer Name: Room:
Ecosystem:
Final Project Organizer - Intermediate
© 2
013
by A
mer
ican
Rea
ding
Com
pan
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Reader:_________________________Room:____________________
Select an ecosystem to research.
Research Questions:
1. Describe the key characteristics of this ecosystem.
2. Who are the producers in this ecosystem? How do they obtain what they need to survive and reproduce?
3. Who are the consumers in this ecosystem? How do they obtain what they need to survive and reproduce?
4. Who are the decomposers in this ecosystem? What do they obtain from the ecosystem and what do they give back?
5. Construct an energy pyramid describing how energy transfers from the sun to the apex predator in this ecosystem.
6. Construct a food web to describe how matter cycles and energy moves through this ecosystem.
7. How are the Earth’s major systems, the geosphere, hydrosphere, atmosphere, and biosphere, represented in this ecosystem?
8. What are the threats to the health and stability of this ecosystem? What might be done to protect it?
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RESE
ARCH
LABS
*190460*
Reader:_________________________Room:____________________
energymatter organisms
energymatter organisms
Intermediate Research Card
SC-ECRESEARCHCARD-I-V2
Readers’ Workshop(20-40 Minutes)• Apply Focus Standards to
independent reading.
• Students choose a topic to research.
• Self-select books at a wide range of reading levels.
• Daily practice in school and at home.
Writers’ Workshop(20-40 Minutes)• Apply Focus Standards to independent writing.
• Extended research projects on topics of their choice.
• Collaborative Writing and Peer Review.
• Authentic writing tasks that embed vocabulary, spelling, and grammar. 2
Male lions can grow up to four feet tall and nine to ten feet long. They can weigh between 330 and 500 pounds. Since lions are so big, they don’t have many natural enemies. A lion’s fur is yellow-gold and helps to camouflage it against the dry grass when it hunts. A male lion’s mane is brown and can protect the lion’s neck when he fights with other lions.
Physical CharacteristicsMale Lions
Female LionsFemale lions are smaller than males and do not have manes. They can weigh between 260 and 400 pounds. Both male and female lions have a tuft of black fur at the end of their tails.
3
legs
mane
neckeareye
nose
mouthtailchin legs
paws
tail
paws
chin
mouth
nose
eye
earFun Fact!
Fun Fact!
A lion’s mane can cause him to overheat.
Lions can run up to 35 mph.
2
Male lions can grow up to four feet tall and nine to ten feet long. They can weigh between 330 and 500 pounds. Since lions are so big, they don’t have many natural enemies. A lion’s fur is yellow-gold and helps to camouflage it against the dry grass when it hunts. A male lion’s mane is brown and the dry grass when it hunts. A male lion’s mane is brown and can protect the lion’s neck when he fights with other lions.
Physical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsPhysical CharacteristicsMale Lions
Female LionsFemale lions are smaller than males and do not have manes. They can weigh between 260 and 400 pounds. Both male and female lions have a tuft of black fur at the end of their tails.
3
legs
mane
neckeareye
nose
mouthtailchin legs
paws
tail
paws
chin
mouth
nose
eye
ear
Fun Fact!Lions can run up to 35 mph.
Fun Fact!A lion’s mane can cause him to overheat.
Before You Begin 23
CCSS W.1 Rubric for a Proficient Answer
1 pt Introduce the topic and state your opinion on the topic.
1 pt Give enough reasons/evidence to support your opinion.
1 ptUse linking words and phrases (e.g., because, and, also) so the reader can follow your thinking.
1 pt End with a concluding statement.
1 pt Cite the text(s) that provided your reasons/evidence.
5 pts Proficient Answer
All Students Master Common Core Standards
1. Common Core Mini-LessonsA daily focus lesson introduces an essential element of Argument. Resources drawn from experts in the field of Argument provide background knowledge and support for teachers.
2. W.1 RubricA clear, student-friendly rubric outlines the essential elements of a proficient Argument and provides a basis for peer-, self-, and teacher critique.
3. Writing to Practice (Task Writing)Students write daily, with regular opportunities to practice both their developing argument skills and content expertise.
4. Extended Writing: Final Research-Based Opinion PieceEach student engages in a carefully scaffolded, extended research project, taking a final written product in the selected genre through the entire writing process from note-making to publication.
Writing CardsA set of Writing Cards guide students through the writing process.
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Formative Assessment and/or Strategy Groups(During Independent Reading)
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Drew Falchetta
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Who Can I Call?Matt Reher
Drew Falchetta
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TRANSFORMATIVE LITERACY, GRADES K–12