Bend I Session 7: Add to and Revise Your Plant Adaptations Concept Map
Text Excerpt
Questions Prioritize which questions to ask students based on their needs. For pacing, we suggest you choose one question about each sentence, and then channel students to briefly discuss the question. “The author just used the word introduced. When authors use an unfamiliar word like that—or a familiar word in a new context—it’s important for us to pause and think about what that word means. Try that now. What is the meaning of the word introduced as it is used in this section. (An introduced plant is a plant that doesn’t normally live in that habitat. This is different from when a person is introduced , or tells his or her name to someone new.) “What can happen as a result when plants are introduced to a new habitat?” (The introduced plants can grow really quickly and use up the resources.) • “Why might native plants not have enough nutrients, water, space, and sunlight to help them grow properly?” (Introduced plants might use up all the resources in their habitat and not leave sufficient resources for the native plants.) • “Why did the author use the word may in this section?” ( May means that something might happen or be true in the future. So, the author means to say that introduced plants might not have enough resources, but we can’t know for sure.) • “This sentence is about animals that rely on native plants. What does it mean to rely on some- thing?” (When you rely on something, you depend on it. You need it.) • “Here’s the word may again. Why did the author use the word may in this section?” (The author used ma y to help us know that animals might have trouble finding food and shelter when new plants are introduced to their habitat, but not always.)
During the Bend I Session 1 minilesson, you begin the work of creating a class concept map to capture what you and your students already know about plants. Rather than reading aloud a new text today, you could use read aloud time to add additional terms to your concept map, as well as labels to describe how those terms connect. This will help to solidify students’ learning from Bend I. You might display a chart that highlights for stu- dents predictable kinds of knowledge scientists can recall as they create concept maps. This work allows you to formatively assess what students have learned about plants and the ways they adapt to their habitats. It also lets you iden- tify any misconceptions students might have about plant adaptations.
“Taking Over” ‘Introduced plants often grow quickly in their new habitats and use up the nutrients, water, and space.’ ‘The native plants that grow in the same habitats may not have enough nutrients, water, space, and sunlight to grow properly.’ ‘The animals that rely on native plants for food and shelter may find themselves without food or places to live.’
Channel students to reread the entire section orally, focusing on fluency. “Let’s read ‘Taking Over’ again together, focusing on our phrasing. Read it with me, in one voice.” AFTER READING Ask students to summarize in writing what they learned from this section of the text. Post a question for students to respond to in writing: The author titled this excerpt of the text “Taking Over.” Why is this section titled “Taking Over”? Use details from the text to support your response. “Wow! Introduced plants might look beautiful, but they can certainly cause problems in their new habitats. As we continue reading about plants and their habitats, let’s look out for the ways that introduced plants might have adaptations that allow them to survive and thrive in their new habitats.”
Don’t be alarmed if some of your entering or emerging MLL students aren’t actively reading along with each part of the text. They will chime in on parts they feel comfortable with and know. The more important learning right now is for students to be a part of a community and for them to understand what fluent reading in English looks like and sounds like. Formative Assessment Opportunity Collect student responses, and study them to determine next steps. Students should note that introduced plants can take over a habitat and make it harder for the plants and animals living there to survive. Depending on your state’s assessment, you might ask students to give one or two details from the text.
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GRADE 3 • Unit 2 • Let’s Gather
Unit 2 • Book 2 • Plants in Different Habitats
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