Elementary Library

Students identify their background knowledge and new knowledge from books available (sorted into habitats in advance). Students use simple citations.

organize students into pairs or groups. Students identify their background knowledge and new knowledge from books available (pulled and sorted in advance). Students use simple citations.

(sun, energy, ecosystem). Use World Book Online & Gale in Context to discover information about photosynthesis and producers. You may choose to search the database whole group and then have articles printed out for student use. Students use simple citations. Using a book, remind students of the table of contents, glossary, and index. Introduce them to side bars, headings, and captions. Ask them why these text features might be useful. Show how to use them to facilitate research. Students identify new search terms from last week’s work (food chain, consumer, producer, predator). Students continue to use World Book Online & Gale in Context, as well as library books. Students should realize consumers eat producers and are eaten by predators. Energy returns to the ecosystem by decomposition. See the research packet. Remind students to look for main ideas, supporting ideas, and evidence. Explain how to use citations for evidence such as quotes & paraphrase. Show students the planning page of the research packet and describe the final product.

Week 4

Teacher-led

Using a book, show students the table of contents and glossary. Ask them why a glossary might be useful. Show how many nonfiction books have bolded words in the text that are often included in the glossary. Students use books and World Book Online to research specific living things in their chosen habitat. Record evidence using the research packet. Students are not required to find an animal, insect, and plant from that habitat. Rather, they can use those graphic organizers if they find the evidence. See the research packet.

Using a book, remind students of the table of contents, glossary, and introduce them to the index. Ask them why an index might be useful. Show how to use an index to make research faster. Students use books and World Book Online to research their chosen species and Utah environments. Record evidence using the research packet. Students are not required to find 6 examples, but should aim for at least 3. See research packet.

Student-led

Week 5

Teacher-led

Introduce the concept of main ideas and evidence. Show students the planning page of the research packet and describe the final product.

Introduce the concept of main idea, supporting idea, and evidence. Show students the planning page of the research packet and describe the final product.

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