Batalla & Fox 1

Rebecca Batalla & Lauren Fox

Professor Rogan & Professor Quail
April 21, 2013
ELA Lesson Plan

Lesson: Researching Sea Turtles

Grade Level: 2
Time Frame: Approximately 70 minutes (can be split over 2 days)

1. STATEMENT OF STANDARD(S):
ELA STANDARDS:
RI.2.1 Ask and answer such questions as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.

RI.2.4 Determine the meaning of words and phrases in a text relevant to a

grade 2 topic or subject area.

RI.2.7 Explain how specific images (e.g., a diagram showing how a

machine works) contribute to and clarify a text.

RI.2.9 Compare and contrast the most important points presented by two
texts on the same topic.

WRITING STANDARDS:
W.2.7 Participate in shared research and writing projects (e.g., read a
number of books on a single topic to produce a report; record science
observations).
SPEAKING AND LISTENING STANDARDS:
SL.2.1 Participate in collaborative conversations with diverse partners
about grade 2 topics and texts with peers and adults in small and larger
groups.

SL.2.2 Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media.

SL.2.3 Ask and answer questions about what a speaker says in order to
clarify comprehension, gather additional information, or deepen
understanding of a topic or issue.

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LANGUAGE
L.2.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.

L.2.2 Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.

L.2.4 Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 2 reading and content, choosing flexibly
from an array of strategies.

2. CONTENT FOCUS:
Skills:
Answer questions based on what is heard from a text
Use other resources (other books & the internet) to learn more about a
particular topic
Combine key information about a topic from different resources to create
a creative and informative presentation
Academic Language/Vocabulary:
Reptiles
Fossil
Paleontologist
Carapace
Plastron
Scrutes

Vegetarian
Migrate
Clutch
Evolve
Extinct

3. LESSON OBJECTIVE(S), & ASSESSMENT(S):

OBJECTIVE(S):
Students will be able to learn and present information about one type of
sea turtle, using at least two different resources
ASSESSMENT(S):

Observation
Student responses to questioning during reading
Research product

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Objective(s)

Students will be able to

learn and present
information about one
type of sea turtle, using
at least two different
resources

Assessment Tool (s) How will you determine which students

are progressing toward learning key
knowledge, skills, and abilities targeted
in the lesson?

Observation
Student
responses to
questions
Research
Product

Students ability to meet the objective will

be measured through observation,
questioning, and their research product.
Throughout the reading, the teacher will
stop to check for understanding and assess
students ability to apply the vocabulary
terms and comprehend the information
being presented. At the end of the reading,
students will carry out their own research
project to learn more about one of the eight
different kinds of sea turtles. Students will
be given a choice as to how they present
this information.

5. RESOURCES AND MATERIALS:

Sea Turtles by Gail Gibbons
Glue
Scissors
Construction paper
Paper plates
Access to computers. Some helpful websites:
o National Geographic
http://video.nationalgeographic.com/video/kids/animals-pets-kids/reptileskids/turtle-loggerhead-kids/
http://animals.nationalgeographic.com/animals/reptiles/green-turtle/
o Wikipedia
Graphic organizer (for students who need further scaffolding)
Resources for students to use. Examples:
o Sea Turtles by Laura Marsh
http://www.nmfs.noaa.gov/pr/pdfs/education/kids_times_turtle_loggerhead.pd
f (The Kids Times: Loggerhead Sea Turtles)
http://www.nmfs.noaa.gov/pr/pdfs/education/kids_times_turtle_green.pdf
(The Kids Times: Green Sea Turtles)
http://www.nmfs.noaa.gov/pr/education/turtles.htm

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o
o

Endangered Sea Turtles by Bobbie Kalman

Sea Turtles by Sally Dunbier

6. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS:

Introduction (5 minutes)
Show the students the front of the book Sea Turtles by Gail Gibbons
o Tell students that this is a non-fiction text
o Ask students to remember what a non-fiction text is have
students remind one another what it is
After informing students that this is a non-fiction text, encourage students
to share what they notice on the cover of the book, discuss why Gail
Gibbons might have written this book encourage students to engage with
one another
o If conversation starts to slow, raise these questios
Why should we read a book about sea turtles?
What kind of information might we learn from reading the
book?
What do students notice by looking at the front cover of the
book?
Introduce students to the vocabulary words
o See if students can define any of them (by words, drawing, etc.)
o Remind students to listen for these words during the reading
o Leave the list of vocabulary words up so students can see them
during the reading
Have students put thumbs up if they hear a vocabulary
word while reading
o Ask students what we can use while were reading to determine
what words mean (text & pictures)
Reading (20 minutes)
Read the book Sea Turtles by Gail Gibbons to the students
Stop periodically to ask questions & discuss to assess and track students
understanding
Be sure to stop when you hit a vocabulary word as well, to ensure students
hear what it means
Sample Questions:
Page 1: Vocabulary word reptiles
o Ask a student to repeat what a reptile is
o Ask students if they know any other animals that are reptiles?
If no one knows, tell students this could be something
wed be interesting in finding by looking it up
o Ask students if they think humans are reptiles?
Page 2: Vocabulary words fossil, paleontologist
o Show students a few pictures of fossils to help them see what a
fossil is

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o

Ask students what we know now about a paleontologist (break

down the word for the students)
Page 3: Vocabulary word evolve
o Read sentence to students, ask for suggestions on what it might
mean
o What else has evolved?
Page 5: Point to parts of the turtle, ask students what they are
(vocabulary words carapace, scutes, plastron)
Page 6
o How might a sea turtles special hearing organs, strong
eyesight, and well-developed sense of smell be useful to sea
turtles?
Page 9: Ask students to write on a post-it note:
o 1 thing they have learned about sea-turtles and 1 thing they
hope to learn
o Share a few out
Pages 10 15: note some of the differences between the different sea
turtles
o Allow students to compare and contrast them
Page 20
o Why might the turtles rush to the sea?
o Why do you think the sky appears brighter over the ocean than
it does over land?
o Why do you think the turtles rush to the sea at night instead of
during the day?
Page 21
o Read the first sentence and then ask: What might sea turtles
need to protect themselves from once they are in the sea?
Page 23: Vocabulary word extinct
o Ask students if they know of other animals that are (or are in
danger of being) extinct

Practice (30 minutes)

After reading Sea Turtles by Gail Gibbons, put students in partner
groups
Students will choose one of the eight sea turtle species to learn
more about (be sure that each of the eight species is covered)
Students should use at least one other source (besides the book Sea
Turtles by Gail Gibbons) to learn about a specific type of sea turtle
Monitor students research allow about 15 minutes to research
and 15 minutes to compile research to present it
Students have their choice as to how they present their research:
o Students can write a poem about their species, draw a
picture with captions to support the drawing, write a song,
write an informative piece, write an About the ________
Sea Turtle, etc.

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o
o

Students should write which sources they used to get their

information (evidence)
Once students have completed their presentation, staple
their work to a Paper Plate Turtle to display around the
class (if time permits, students can create these paper plate
turtles themselves)

Closing (15 minutes)

Allow students to share their sea turtles with one-two other pairs who
researched different sea turtles
o When students are sharing their research, ensure they are citing
their evidence! (Model this for students beforehand if need-be)
o Monitor student interactions
o Be sure students are citing their facts (where they found them)
o Allow students to interact with one another about the different
turtles, ask questions of one another
o Have students note similarities and differences between the
different species
Reflect with students why using more than one resource is
helpful/important when learning more about a topic or subject
7. DIFFERENTIATION
For students who need extra support
When students are completing their research, those students who may
need extra guidance/scaffolding when researching can use the graphic
organizer. The graphic organizer allows these students to target their
research and look for specific facts & information when researching. The
graphic organizer will also help students to arrange their findings in a
clean and neat manner.
ELLS: Provide these students with a rebus with the vocabulary terms
For students who finish early/need further challenge
o Students who finish early can start to research another type of sea
turtle. Once they have found more information about the second
type of sea turtle, they can compare and contrast the two to give
the class an idea as to how some of the different species are
similar and different.

Reflection
After the lesson, be sure to reflect on how it went. Re-address the standards and
the objectives. How well did you meet the standards? How well did you meet the
objectives? Is there anything you would change?

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Name: ________________________

Sea Turtle Research Activity

The type of sea turtle I am researching is _________________________

This is what this type of sea turtle looks like (Write a description
and/or draw a picture. If you draw a picture, be sure to label it!):

This sea turtle lives (Where? How long?)

This sea turtle likes to eat

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Predators of this sea turtle are

This is what happens when this sea turtle lays its eggs (How
often? Where are they laid? What happens when they hatch?)

Other information I learned about this sea turtle is

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Directions & Grading

Directions: We just read a book about sea turtles by Gail Gibbons.
One thing we learned is that there are eight different types of sea
turtles! You and your partner are taking on the roll of Marine
Biologists (someone who studies sea life) for the class! Your job is to
study one of the eight types of sea turtles. There are many books
and articles in our class about the different species. You also have
access to the computers to research on the internet.
Follow these steps (1 point including each of the following):
1. Learn more information about the sea turtle you are studying.
Be sure to include:
a. What type of sea turtle it is
b. Where it lives
c. What it eats
d. How big it is/what it looks like
e. Who its predators are
f. What happens when the mother lays eggs/when the
eggs hatch
g. (Optional) Any fun facts or other interesting information
you learned about this sea turtle!
2. Once you have completed your research, gather your
information so you can present it to your classmates!
3. Final product You can present this information through:
a. A poem
b. A song
c. A short paragraph
d. A newspaper/magazine blurb
e. An About the _______ Sea Turtle
f. A drawing (drawing must be labeled and include
sentences next to it to include all the information listed
above)

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Once you have completed, you will share these with one or two
groups who researched a different sea turtle!

Rubric
1

What type of sea turtle

Final Product says

what type of sea
turtle the students
researched

Final product does

not say what type of
sea turtle students
researched

Where the sea turtle

lives

Final product says

where the sea turtle
lives

Final product does

not say where the
sea turtle lives

What the sea turtle eats

Final product says

what the sea turtle
eats

Final product does

not include what the
sea turtle eats

Components

Description (or labeled

drawing) of what it
looks like

Final product
Final product does
includes a
not include a
description/drawing description/drawing
of what the sea
of what the sea
turtle looks like
turtle looks like

Predators

Final product
Final product does
indicates who the not indicate who the
predators are of this predators are of this
sea turtle
sea turtle

Lays eggs/eggs hatch

Final product
includes
information about
where the mother
lays her eggs/what
happens when the
eggs hatch

Final product does

not include
information about
where the mother
lays her eggs/what
happens when the
eggs hatch

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Creativity

Final product is
creative (colorful,
catchy, etc).

Final product shows

no creativity (listed
facts, hands in
graphic organizer,
etc.)