Literature Project - KG

Running Head: Literacy in Science Project 1
Literacy in Science Project

Kerri Goucher
Missouri Southern State University

Description of Literacy in Science Project
Created in order to expand students knowledge in a specific content area through
literature activities, this project includes texts selected for reading level, interest to students,
and connection to the concepts as well as a variety of genres and books of various lengths all
chosen to provide students with wide range of reading materials in an effort to accommodate
all learners.
Every activity produced is associated with a specific learning standard; however the
entirety of the project is based on the Common Core State Standards for English Language Arts
and Literacy along with the Missouri Grade Level Expectations for Science. A majority of the
CCSS standards selected were concentrated on Informational Text and Language skills. The
GLEs used were from Strand 3: Characteristics and Interactions of Living Organisms with a
focus on the fundamental unity underlying the diversity of all living organisms, more precisely
the life cycle and basic needs of plants.
All activities were created to highlight the connection between skills in science and ELA
to promote a deeper understanding of larger world. Notetaking, Graphic Organizer, and
Question-Answer-Relationship were focused on making mean of the content areas text. Shared
Reading would be used to provide an example of how a self-regulated reader would use
literature strategies to understanding science concepts. Activities like the Word Sort and
Vocabulary Self-Awareness chart are meant to reinforcement comprehension through
vocabulary.
Overall, this Literacy in Science Project has become a framework I can use as a model for
future indisclipinary units.
Content Text Set

GLE: Science 3.3.1.A.a. Describe the basic needs of most plants (i.e., air, water, light,
nutrients, and temperature.)
GLE: Science 3.3.1.B.a Describe and sequence the stages in the life cycle (for a plant) of seed
germination, growth and development, reproduction, and death (i.e., a flowering plant).
GLE: Science 3.3.1.D.a. Identify the major organs (roots, stems, flowers, leaves) and their
functions in vascular plants.
Magazine Articles
Engber, D. (2014, July 7). Ask anything: How long can a flower live once its picked?. Popular
Science. Retrieved from http://www.popsci.com/article/science/ask-anything-howlong-can-flower-live-once-its-picked
A Popular Science article which suggests way you might be able to extend the life of a
flower once it has been picked.
Plasket, K. (2013, April 12). The life of flowers: Wings of life tells the story of flower and the
winged creatures that spread their pollen. Time for Kids. Retrieved from
http://www.timeforkids.com/news/life-flowers/88561
In this article, Time for Kids interviews Louie Schwartzberg, the director of Wings of Life,
which is a DisneyNature documentary narrated by Meryl Streep that tells the story of
pollen from the perspective of flowers through time-lapse and slow-motion
photography.
Newspaper Articles

Dolasia, M. (2009, April 26). The worlds stinkiest flower. DOGO News. Retrieved from
http://www.dogonews.com/2009/4/26/the-world-s-stinkiest-flower
A quirky article about the worlds stinkiest flower, the Titan Arum - when blooming it
resembles a stench similar to rotting meat or garbage.
Kwok, R. (2012, March 16). Ancient flower blooms again: Fruit frozen underground for more
than 31, 000 years produce plants. Student Science. Retrieved from
https://student.societyforscience.org/article/ancient-flower-blooms-again
Society for Science publishes an article in Science News that discusses reviving frozen
plant seeds.
Ornes, S. (2013, March 11). Flower power: Electric field around flowers may help bees find
nutritious blooms. Student Science. Retrieved from
https://student.societyforscience.org/article/flower-power
Society for Sciences Science News writes about a study on the electric fields of flower to
better understand how bees and flowers might communicate.
Nonfiction Texts
Adler, Josh. (2014) A plant puzzle. New York, NY: ReadWorks.
A Plant Puzzle is a life science passage from ReadWorks that explores how carbon
dioxide, water, and light work together to keep a plant alive.
Burnie, D. (2011). Eyewitness plant. New York, NY: DK Publishing.
Burnie provides readers with an in-depth, comprehensive look at plants using a unique
integration of words and pictures.
Hirsch, R. (2011). The life cycles of plants. Ann Arbor, MI: Cherry Lake Publishing.

With an emphasis on Language Arts, Hirsch explores the life cycles of plants in what
resembles a student notebook.
Kalman, B. (2008). The ABCs of plants. New York, NY: Crabtree Publishing Company.
Using the alphabet, Kalman provides readers with accurate and detailed information on
plants through text and pictures, it includes a quiz, glossary, and index.
Miss Johnsons plant experiment. (2014) New York, NY: ReadWorks.
Miss Johnsons Plant Experiment is another life science passage from ReadWorks that
follows a teachers lesson on how plants grow, complete with student observations.
Platt, R. (1999). Plants that bite back!. New York, NY: DK Publishing, Inc.
With an appealing visual layout, readers learn more about plants that prickle, sting, or
even munch insects for lunch!
Rattiniti, K. B. (2014). Seed to plant. Washington, D.C.: National Geographic Society.
Reviewed by horticulturist Gregg Henry Quinn, National Geographic explores anything
and everything about plants for a Level 1 reader.
Fiction Texts
Blane, G. (1953). Flower box mystery. Chicago, IL: Melmont Publishers, Inc.
A New Everyday Science Story which purpose is to acquaint young readers with basic
science information and how it can be applied to everyday life and to science projects
like growing plants in the city and what conditions are essential for plant life as well as
the economic value of plants in general.
Cleary, B. (1951). Ellen Tebbits. New York, NY: Dell Publishing Co., Inc.

Cleary takes a peak into a young girls hilarious life, particularly one day in science class
when the life cycle of a plant is being explained.
Geisel, T. S. (1971). The Lorax. New York, NY: Random House.
Dr. Seuss warns against the dangers of disrespecting the environment long before
going green was mainstream.
Poem
Bacmeister, R., Jordan, R., & de la Mare, W. (n.d.). Plant poetry. Carlsbad, CA: The Flower Fields.
A collection which takes a poetic spin on anything and everything about plants.
Visuals
Krass, R. (Writer), & Jacobs, L. (Director). (1994). Goes to seed [Television series episode]. In D.
Forte (Producer), The magic school bus. USA: Scholastic Entertainment.
A classic cartoon that takes an adventure to world of flowers through a bugs-eye view
to see just how seeds are created, how they travel, and eventually grow into plants.
Schaefer, S. (Writer), & Suto, D. (Director). (1996). Flowers [Television series episode]. In E.
Gottlieb (Producer), Bill Nye, the science guy. USA: Disney Educational Productions.
Everyones favorite science guy is back to explore all the different styles of flowers and
how each one contributes to plant reproduction.
Schaefer, S. (Writer), & Suto, D. (Director). (1995). Plants [Television series episode]. In E.
Gottlieb (Producer), Bill Nye, the science guy. New York, New York: Disney Educational
Productions.
In Plants, Bill Nye discusses a plants recipe for growing: sunlight, carbon dioxide, and
water.

Childrens Picture Books
Carle, E. (1987). The tiny seed. New York, NY: Scholastic, Inc.
Through superb illustrations, Carle tells the story of the life cycle of a flower through the
adventures of a tiny seed.
Hayward, L. & ORourke, R. E. (2002). What homework?. New York, NY: Kane Press.
In What Homework?, Andy forgets to do his science homework. Luckily he manages to
complete the plant scavenger hunt on his way to school.
Roberts, B. & Greenberg, M. H. (2001). The winds garden. New York, NY: Henry Holt and
Company, LLC.
With simple words, yet vibrant illustrations, Roberts and Greenberg describe the beauty
that can be found in both a cultivated garden and one created by nature.
Websites
The Life Cycle of Plants. (n.d.) Retrieved from
http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/in
dex.htm#
An interactive website with activities to familiarize students with the life cycle of plants
from seed to dispersal. Whiteboard compatible.
Interactive Plant Biology: A Kids Guide To The Life Cycle Of A Flower ProFlowers. (2011,
August 29). Retrieved from http://www.proflowers.com/blog/interactive-plant-biologykids-guide-life-cycle-flower
ProFlowers provides readers with 25+ links to interactive games, activities, quizzes, etc.
to facilitate learning about plants.
Word Sort
Science Lab: The Life Cycles of Plants
GLE: Science 3.1.B.4
a. Describe and sequence the stages in the life cycle (for a plant) of seed germination,
growth and development, reproduction, and death (i.e., a flowering plant).
CCSS.ELA-LITERACY.L.3.4
a. Use sentence-level context as a clue to the meaning of a word or phrase.
Student Directions:
1. As group review the categories as well as words or phrases you will be sorting for this
activity all of which have been used in The Life Cycles of Plants.
2. You will have about 10 minutes to assign the words given to their appropriate category.
3. Afterward, we will have a class discussion in which you will be ask to defend your choice
of word sort by sharing any common features as well as how a word might meet a
categorys criteria.
Germination
Pollination
Dormant
Seed Coat
Roots
Shoots
Seedling
Pollen
Stigma
Petal
Insects
Wind
Nectar
I would introduce this particular word sort to my students after reading The Life Cycles of
Plants. It would give the class an opportunity to discuss the topic as well as give me a way to
quickly gauge their understanding of how the two processes differ.
Vocabulary Self-Awareness Chart

Science Lab: The Life Cycles of Plants
GLE: Science 3.1.B.4
b. Describe and sequence the stages in the life cycle (for a plant) of seed germination,
CCSS.ELA-LITERACY.L.3.4
b. Use sentence-level context as a clue to the meaning of a word or phrase.
Student Directions:
1. Preview the list of words written in the first column.
2. Put a next to each word you know well, then give an accurate example as well as
a definition of the word. Both must relate to our topic in class.
3. Make a next to any words you can only write an example OR a definition, but not
both.
4. Place a ? next to the words that are new to you.
5. As youre reading the text, please add 3 more words you feel are either important
to know or unfamiliar to you.
6. Because you will make revisions as you read, please write in .
Word
bacteria
evergreen
dormant
germinate
life cycle
Example
Definition
A scientist discovered a
new form of bacteria using
a microscope.
We have evergreens
in our
backyard.
Single-celled organisms
that can be seen only
with a microscope.
offspring
pollen
seed coat
seedling
stigma
trait
Prior to reading The Life Cycle of Plants, I will model how to use a Vocabulary Self-Awareness
Chart with my students. Students will then be provided with an ample amount of time to fill in
the chart based on what they already know. Students will then be expected to continue using
the chart as we read, revising their responses during as well as after finishing the text. Such an
activity allows students to monitor their own progress with vocabulary acquisition by accessing
any prior knowledge and using context clues throughout the text. By requiring students to use
pencil, I will be able to track their progress as well.
Question Answer Relationship

Plants Bite Back!
GLE: Science 3.3.1.A.
a. Describe the basic needs of most plants (i.e., air, water, light, nutrients,
temperature.)
GLE: Science 3.3.1.B.
c. Describe and sequence the stages in the life cycle (for a plant) of seed germination,
GLE: Science 3.3.1.D.
a. Identify the major organs (roots, stems, flowers, leaves) and their functions in
vascular plants.
CCSS.ELA.Literacy.RI.3.1
a. Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as a basis for answers.
Student Directions: Beginning on page 22, read Deadly Weeds in Plants Bite Back!, then use the
text to answer the following questions.
In The Text
Right There Questions
Question
The main topic of Deadly
Weeds is?
Answer
The main topic of Deadly
Weeds is poisonous plants.
Why are some plants

poisonous?
Some plants are poisonous to

keep animals from eating
them.
The two delicious relatives of
poison ivy are cashews and
mangos
Poison ivy, Nettles, and the
Stinger Tree of Australia are
the three stinging plants
discussed in Deadly Weeds.
Name the two delicious

relatives of poison ivy.
Think & Search Questions
In Your Head
Author & You Question
Name the three stinging

plants discussed in the
chapter.
Question
Poison ivy is a stinging plant
that grows all over North
America, it is especially
Answer
To avoid getting poison ivy
when I am outdoors, I will first
familiarize myself with what

common in Southwest
Missouri. With that being
said, what can you do to avoid
getting poison ivy when
outdoors? Use details from
the text to support your
answer.
Describe a time you or

someone you know has come
into contact with a poisonous
plant. What did you learn
from this experience?
On Your Own Question
poison ivy actually looks like.

From the picture provided, I
can see that poison ivy has
glossy, pointed leaves and
likes to grow on trees.
According to the text, poison
ivy contains a sticky oil that
oozes out from bruised leaves
or stems that can spread onto
your skin. Knowing this, I will
be sure to wear clothing that
completely covers my feet,
legs, and torso to protect my
body from accidental brushes
against this stinging plant.
When I was younger, my little
sister was playing outside and
found a pretty flower, as she
called it. She gave it to my
mom, who immediately
recognized it as poison ivy.
My mom then scrubbed my
sisters and her hands with
antibacterial soap before
drying them on a bath towel.
Later that night, my mom
took a shower, using the same
towel to dry off withthe
next day my mom was
covered in oozing blisters and
crusted sores. I learned that
poison ivy can spread onto
your skin even if you never
touch the actual plant.
Author & You Rubric

4
Response states how
the student would
avoid getting poison
ivy when outdoors by
supporting their
answer with at least
3
Response states how
the student would
supporting their
answer with only one
2
Response states how
the student would
supporting their
answer with only one
1
Response states how
the student would
ivy when outdoors,
but does not provide
any information from

two pieces of
information from the
text as well as
thoroughly uses
background
knowledge to further
their reasoning.
piece of information
from the text and
uses very little
background
knowledge to further
their reasoning.
piece of information
from the text OR
using background
knowledge.
the text or
background
knowledge.
On My Own Rubric
4
Response clearly
describes a time in
which the student, or
someone the student
knows, has come into
contact with a
poisonous plant as
well as one thing the
student learned from
this experience.
3
Response vaguely
describes a time in
someone the student
contact with a
poisonous plant as
well as one thing the
this experience.
2
Response describes a
time in which the
student, or someone
the student knows,
has come into contact
with a poisonous
plant but fails to
include one thing the
the experience.
1
Response failed to
describe a time in
someone the student
contact with a
poisonous plant,
therefore cannot
include one thing the
the experience.
QAR is an excellent resource to incorporate higher order thinking into the classroom, regardless
of the content. It scaffolds the students by beginning with simple In the Text questions before
asking the more involved In Your Head questions that require text evidence.
Graphic Organizer
Seed to Plant
Rattiniti, K. B. (2014). Seed to plant. Washington, D.C.: National Geographic Society.
temperature.)
d. Describe and sequence the stages in the life cycle (for a plant) of seed germination,
b. Identify the major organs (roots, stems, flowers, leaves) and their functions in
vascular plants.
CCSS.ELA-LITERACY.RI.3.7.
a. Use information gained from illustrations (e.g., maps, photographs) and the words in
a text to demonstrate understanding of the text (e.g., where, when, why, and how
key events occur).
Student Directions: As you read Seed to Plant, use the graphic organizer below to record at
least 5 ideas and/or facts for each column that you think is relevant to our unit. Be sure to
include the page number for each piece of information.
PLANTS
Can
Have
be big or small.
(Pg. 4)
be used to make clothing.
(Pg.7)
grow fruits and vegetables,
which give us food. (Pg. 6)
make a sticky powder called
pollen. (Pg. 20)
keep seeds in different
flowers.
(Pg. 5)
roots which hold it in the
ground. (Pg. 9)
stems which help it stand up
tall. (Pg. 9)
leaves that soak up the
sunlight. (Pg. 9)
a case that grows around
are
a living thing.
(Pg. 4)
a big part of our world.
(Pg. 6)
eaten by people and
animals. (Pg. 26)
cozy homes for animals.
(Pg. 7)
used in many soaps and

places. (Pg. 22)
the seeds called a pod.

(Pg. 22)
shampoos. (Pg. 16)
Graphic organizers are an excellent visual representation for any concept. Arrows help students
make connections between ideas. I would use this specific model for students to keep as a
reference during our plant unit.
Notetaking
The ABC of Plants
Kalman, B. (2008). The ABCs of plants. New York, NY: Crabtree Publishing Company.
temperature.)
e. Describe and sequence the stages in the life cycle (for a plant) of seed germination,
c. Identify the major organs (roots, stems, flowers, leaves) and their functions in
vascular plants.
CCSS.ELA-LITERACY.RI.3.4
a. Determine the meaning of general academic and domain-specific words and phrases
in a text relevant to [plants.]
Student Directions: As you read The ABC of Plants, use the graphic organizer below to record at
least two terms (and their definitions), ideas, and/or facts along with the page number for each
letter you think is relevant to our unit.
ABC Brainstorming
A
B
C
D
E
F
G
H
Absorb: to take in water or sunlight (Pg. 6 & 10)

Animals eat plants. (Pg. 6)
Biomes: places where plants live (Pg. 5)
Bees use nectar to make honey. (Pg. 15)
Carbon Dioxide is used to make food. (Pg. 8)
Chlorophyll: the color which makes leaves green (Pg. 10)
Carnivores: living things that eat meat (Pg. 26)
Deserts are areas that receive very little rain. (Pg. 6)
Dead flowers leave their seeds behind. (Pg. 7)
Energy is needed by every living thing on Earth. (Pg. 8)
Extra nutrients are gained by eating meat. (Pg. 26)
Food Chain: passing energy from one living thing to another (Pg. 9)
Flowering plants are the largest group of plants. (Pg. 14)
Green leaves have chlorophyll. (Pg. 10)
Grasses are plants. (Pg. 14)
Habitats: home of plants and other living things (Pg. 5)
Healthier foods like organic plants are better for you! (Pg.17)
I
J
K
L
M
N
O
Q
R
S
T
U
V
W
X
Insects can be eaten by plants. (Pg. 14)

Inside the leaves of a Venus Flytrap is where animals become trapped and
eaten. (Pg. 26)
Joshua trees live in the desert. (Pg. 7)
Jack-in-the-Pulpit is a plant that can grow over 2 feet tall. (Pg. 13)
Killing insects by pesticides, or chemicals, is NOT how organic plants are grown.
(Pg. 17)
Kinds of plants like trees and flowers can live in soil, sand, water, and on rocks.
(Pg. 4)
Leaves make food for plants. (Pg. 8)
Life Cycle of a Flower: Seed Seedling Mature Flowering Plant (Pg. 15)
Mosses do not have roots or stems. (Pg.14)
Mexican poppies grow in the desert. (Pg. 7)
Nectar: sweet liquid inside flower that small animals drink (Pg. 16)
Nutrients help plants, animals, and people stay healthy. (Pg. 25)
Oxygen is given off by plants. (Pg. 8)
Organic plants are grown naturally. (Pg. 17)
Photosynthesis: using sunlight to make food (Pg. 8)
Pigment: color (Pg. 10)
Preservatives make foods last longer. (Pg. 17)
Pollination: when the pollen from one flower reaches another flower of the
same kind (Pg. 18)
Pollinators: carry pollen from plant to plant (Pg. 18)
Quiz yourself on plants! (Pg. 20)
Queens can have pulpits, which is a raised area in a church. (Pg. 13)
Roots hold a plant in soil. (Pg. 4)
Rain forests get a lot of rain for most of the year. (Pg. 5)
Stems hold a plant upright. (Pg. 4)
Suns energy is used to make plant food. (Pg. 8)
Seedling: when a plant has a bud (Pg. 15)
Tropical: hot areas (Pg.5)
Tomatoes are a plant we eat. (Pg. 9)
Under the ground or the water, roots grow. (Pg. 25)
Upwards toward the sunlight is the direction lianas grow. (Pg.21)
Venus Flytraps are carnivorous plants. (Pg. 26)
Visiting flowers is how butterflies eat by drinking nectar. (Pg. 16)
Vegetables are plants. (Pg. 29)
Wetlands: areas of land that are under water, some or all of the time (Pg. 5)
Wood, which our homes are made of, come from trees. (Pg. 11)
Xylem: a set of tubes that goes from a plants roots, through its stem, and into
its leaves and flowers. (Pg. 28)
Xylem tubes carry water and nutrients from the roots to the rest of the plant.
(Pg. 28)
Y
Z
Year long is when plants grow. (Pg. 22)

Yellow, orange, and red are the colors of leaves when autumn arrives. (Pg. 23)
You can plant vegetables, flowers, and other plants. (Pg. 29)
Zany, plants are all sizes and sizes. (Pg. 30)
Zucchini is an edible plant. (Pg. 9)
ABC Brainstorming is a notetaking organizer Ive used in my college level courses, however its
adaptable for any age group. It provides students with a new perspective on how to find
relevant information in a text. By requiring students to include page numbers, it forces students
to return to the text and avoid fluff answers.
Shared Reading
Plants Bite Back!
temperature.)
f. Describe and sequence the stages in the life cycle (for a plant) of seed germination,
d. Identify the major organs (roots, stems, flowers, leaves) and their functions in
vascular plants.
CCSS.ELA.Literacy.RI.3.1
a. Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as a basis for answers.
Teacher Directions: Under Text, provide the material you are going to read aloud. Under
Teacher Think-Aloud, write what you would say to your students as youre reading the text.
Under Strategies Modeled, label what reading strategies you used during your think aloud.
Text
Plants Bite Back!
Teacher Think-Aloud
As I look at the cover of this
book, I see a plant with what
looks like fangs trapping a fly.
I bet there are plants that eat
insects.
Strategies Modeled
Making Predictions
I want to read on to see if my Motivation

predictions are correct.
On the edge of a swamp, a
damselfly flies over a plant
with strange-looking leaves.
The damselfly hovers, then
lands. SNAP! The combshaped sides of the leaf spring
together and trap the
damselfly.
Close your eyes. Can you

picture the setting? I can!
Authors who use descriptive
language help their readers
create a mental image which
helps us comprehend the text
better.
Visualizing

I wonder what kind of plant
this passage is describing. It
sounds vicious.
Questioning
The plant is a Venus flytrap. It

is a carnivorous or meateating plant. These plants are
unusual. Of the 250,000
different kinds of plants on
earth, only about 400 are
carnivorous.
Venus flytrap! Thats the

name of the plant! You know,
I bet its also the plant we saw
on the cover of this book,
based on its description.
Clarifying & Reflecting
Now, carnivorous is an
unfamiliar word to me.
However, using the text
around it, I can determine
that it means meat-eating. Do
you agree with that?
Context Clues
Carnivorous plants grow in

marshes or bogs. Boggy soil
does not contain enough of
the minerals that plants need
to grow well. Carnivorous
plants get an extra supply of
these minerals by eating
insects. They can survive
without eating insects, but
the extra minerals help them
to grow betterThe Venus
flytrap grow in marshland in
North and South Carolina.
Wow. My earlier prediction

was correct! The Venus
flytrap DOES eat insects.
Confirming Predictions
You know what this reminds

me of? Vitamins! We can live
without taking vitamins, but
when we do it helps us grow
better and stronger, just like
carnivorous plants.
Making a Text-to-Self
Connection
Catching insects is not easy

when you are a plant. The
Venus flytrap has no eyes to
see flies. It has no ears to hear
the hum of a honeybee. So
how does it lure its lunch?
I feel like it would be very

difficult to eat, or even find
food if I couldnt see or hear.
Reader Response
Good question how DOES a

Venus flytrap lure its lunch? I
wonder if it uses those
needle-like pointers to catch
insects.
Nectar! I remember The
ABCs of Plants saying thats
Questioning & Making

Predictions
Like every trap, the Venus

flytrap contains bait. Sugary
Hey! North and South

Activating Background
Carolina are states in America. Knowledge & Making a TextI sing it about them in our 50
to-Text Connection
States song.
Activating Background
Knowledge & Making a Text-

nectar covers the leaves.
Insects smell the nectar. They
think its mealtime. They are
right, but the never guess
THEY are on the menu.
Three tiny hairs on each leaf
act as triggers. As soon as an
insect touches the hairs,
TWANG goes the trap. In less
than a second, the sides for
the leaf close in over the
insect.
the sweet liquid inside a

flower!
to-Text Connection
Theres that descriptive

language again! I can easily
picture the Venus flytrap
catching its prey.
Visualizing
Oh! Venus flytraps DO use

those needle-like pointers to
catch insects and theyre
called trigger hairs.
Confirming Predictions
Plants Bite Back! is an excellent informational text to use for Shared Reading. I chose to use it
because it includes information boxes and an alphabetical glossary as well as a comprehensive
index for readers to reference. Those along with the complex sentences used throughout the
book help familiarizes students with informational text structures that will be used in various
contents throughout their schooling.
Grade 3 Performance Task

Basic Needs of a Plant
1. Task Overview
2. Classroom Activity
3. Student Task: Part 1 & 2
4. Task Specifications & Scoring Rubrics
Task Overview (20 minutes for classroom activity, 105 for performance task =
125 total minutes)
Classroom Activity (25 minutes)
Evidence Statement
In order to adequately prepare for the Basic Needs of a Plant constructed-response questions
and performance task, students will:
1. Be introduced to the concept of the Basic Needs of a Plant.
2. Be engaged in a compare and contrast group activity.
3. Be reminded of the qualities of a RAFT writing prompt.
The classroom activity is designed to take place BEFORE Part 1 and Part 2 of the performance
task. The interaction increases students basic understanding of the topic addressed in the
constructed-response questions and the performance task, helps them access both assessment
stimuli, and prepares students for the kind of thinking and writing they will be asked to
demonstrate in the performance task.
During the classroom activity, the teacher will first introduce the topic of the assessment and
the article Miss Johnsons Plant Experiment used in the writing assessment. The teacher
will lead a whole class discussion about the basic needs of plants. Students may take notes
based on their ideas and ideas of their classmates.
Students may refer to their notes from the classroom activity when they plan, draft, and revise
their perspective writing response (RAFT) in Part 2.
Part 1 (35 minutes)
Students will examine the sources and take notes. They will then respond to three (3)
constructed-response questions.
Part 2 (70 minutes)

Students will have access to the sources they examined in Part 1. They will refer to their notes
and their answers to the constructed-response questions to compose their perspective writing
response (RAFT). Students cannot change their answers to the constructed-response
questions. They will pre-write, draft, and revise an article.
Scorable Products
Students will not generate scorable products during the classroom activity. Student responses
to the constructed-response questions at the end of Part 1 and the RAFT completed in Part 2
will be scored. Notes completed in Part 1 and pre-writing and drafting in Part 2 will not be
scored.
Teacher Preparation/Resource Requirements

This is a computer-based test that requires an interface for each test-taker. The testing
software will include access to spell check, but not to grammar check. The teacher should
ensure that sufficient blank paper and writing tools are available for student note-taking.
Teacher Directions for the Classroom Activity

Introductory Classroom Activity (25 minutes)
Step 1: Orientation to the Topic (~4 minutes)
Provide an introduction to the classroom activity by indicating that after this activity, students
will be completing an assessment focused on the topic of the basic needs of a plant. Write the
phrase basic needs on the board and ask student what it means. Be sure that studnets
understand that basic needs are the absolute minimum number of resources you need to
survive.
Remind students that we all have the same basic needs. Ask What do we, as human beings,
need to live?
Step 2: Accessing the Stimuli (~15 minutes)

1. Explain: Now we will look at the basic needs of a plant. Read the article Miss
Johnsons Plant Experiment. (5 minutes)
2. Lead a whole class discussion about the article using the questions below:
Question 1: According to the passage Miss Johnsons Plant Experiment, what
do plants need to grow and be healthy?

Question 2: Where would be the best place to grow a plant?
Step 3: Clarify Expectations for the Writing Task (~5 minutes)
Explain: In a few minutes you will read an article and answer some questions about the basic
needs of plants from two separate passages. Then you will respond to a question in the for of a
written RAFT.
Explain what students are expected to do in their RAFT:
- R = Role (Who is the writer? What is the role of the writer?)
- A = Audience (To whom are you writing?)
- F = Format (What format should the writing be in?)
- T = Topic (What are you writing about?)
A RAFT:
- Explains information clearly
- Is well organized and stays on the topic
- Provides evidence from the sources to support your main idea
- Uses clear language that suits your purpose
- Follows rules of writing (spelling, capitalization, punctuation, and grammar)
Answer questions that students might have about the task. Students will keep their notes from
this classroom activity for the Basic Needs of a Plant assessment.
Teacher Directions for Parts 1 & 2

Part 1 (35 minutes)
Students should receive the sources, directions, questions, passage assignments, and any other
material related to the task. They should receive the constructed-response questions in Part 1
and the RAFT assignment in Part 2.
1.
2.
3.
4.
5.
Initiate the online testing session.

Alert the students when there are 15 minutes remaining in Part 1.
Alert the students when there are 5 minutes remaining in Part 1.
Have students write their names on any notes. Collect all student notes.
Close the testing session.
Do a Brain Break
Part 2 (70 minutes)
1. Initiate the testing Part 2.

2. Allow students to access the sources, their notes, and their answers to the constructedresponse questions presented in Part 1. They will not be allowed to change their
answers.
3. Once 15 minutes have elapsed, suggest students begin writing their RAFT.
4. Alert the students when 30 minutes remain.
5. Alert the students when 15 minutes remain and suggest they begin revising their RAFT.
6. Close the testing session.
Student Directions for Parts 1 & 2

Part 1 (35 minutes)
Your Task
You will read two passages about the basic needs of a plant. Then you will answer three
questions about what you have learned. In Part 2, you will write a RAFT response about the
suns role in a plants growth.
Steps to Follow
In order to plan and write your RAFT, you will do the following:
1. Examine your two sources.
2. Make notes about the information from the sources.
3. Answer three questions about the sources.
Directions for Beginning

You will now examine two passages. Take notes on both sources. You may use the graphic
organizers to organize your notes if you would like. You will want to refer to your notes while
writing your RAFT, but your notes will not be scored. You can re-read the passages as often as
you like.
NOTES
SOURCE 1: Miss Johnsons Plant Experiment (ReadWorks Passage)
Students Name
Observations
NOTE: Your notes will not be scored.
NOTES
SOURCE 2: A Plant Puzzle (ReadWorks Passage)
What do I KNOW?
What do I WONDER?
What have I LEARNED?
NOTE: Your notes will not be scored.
Research Questions
After examining the research sources, use the remaining time in Part 1 to answer three
questions about them. Your answers to these questions will be scored. Also, your answers will
help you think about the research sources you have read and reviewed which should help you
write your RAFT response.
You may refer back to the passages when you think it would be helpful. You may also refer to
your notes. Answer the questions in the spaces provided below them.
1. In the passage A Plant Puzzle, how do plants make their own food? Use details from
the passage to support your answer.
2. Think about Miss Johnsons experiment. What are the differences or similarities
between where the plants were placed and how they were cared for? Explain your
answer using details from the story.
3. Can a cactus grow in a forest? Or a pine tree in a desert? Why or why not? Explain
your reasoning using information from A Plant Puzzle.
Part 2 (70 minutes)

You will now have 70 minutes to review your notes and passages, plan, draft, and revise your
RAFT. You may use your notes and refer to the passages. You may also refer to the answers
you wrote to questions in Part 1, but you cannot change those answers. Now read your
assignment and the information about how your RAFT will be scored; then begin your work.
Thank You, Sun!
R Plant
A Sun
F Thank you note
T Explain suns role in plants growth
In Your RAFT

Remember you are a plant. Write a letter thanking the sun for helping you grow. In your
response describe your basic needs as a plant and explain how each helps you grow and be
healthy. Include details from Miss Johnsons Plant Experiment and A Plant Puzzle.
Begin Your RAFT Response

Manage your time carefully so that you can:
- Plan your response.
- Write your response.
- Revise and edit for a final draft.
Write your response on a separate sheet of paper. Write as much as you need to fulfill the
requirements of the task; you are not limited to just one sheet of paper.
REMEMBER A well-written RAFT response:
- Explains information clearly
- Is well organized and stays on the topic
- Provides evidence from the sources to support your main idea
- Uses clear language that suits your purpose
- Follows rules of writing (spelling, capitalization, punctuation, and grammar)
Source Information:
Stimulus #1
Miss Johnsons plant experiment. (2014). ReadWorks.Org. Brooklyn, NY. ReadWorks, INC.
Retrieved from http://www.readworks.org/passages/miss-johnsons-plant-experiment
Stimulus #2
Adler, Josh. (2014). A plant puzzle. ReadWorks.Org. Brooklyn, NY. ReadWorks, INC. Retrieved
from http://www.readworks.org/passages/plant-puzzle
Scoring Information for Questions:

2-Point Research (Grade 3)
Evaluate Information/Sources Rubric
The response gives sufficient evidence of the ability to distinguish relevant from
irrelevant information.
The response includes detailed information from the text to adequately describe
the process of photosynthesis. The response is supported with relevant details from
the text.
The response gives limited evidence of the ability to distinguish relevant from
irrelevant information.
The response includes limited information from the text that vaguely describes the
process of photosynthesis. The response is supported with limited relevant details
from the text.
A response gets no credit if it provides no evidence of the ability to distinguish
relevant from irrelevant information.
The response does not include any information from the text or understand how
plants make their own food. The response does not include relevant details and
may be vague, incorrect, or completely absent.
Sample 2-Point Response

The information from the passage says plants make their food by a process called
photosynthesis. With energy from the sun, plants convert water and carbon dioxide into sugar,
which helps the plant grow stems, trunks, roots, branches, leaves, and flowers.
Scoring Note: Response should include the term photosynthesis.

The passage A Plant Puzzle did a good job explaining how plants make their food to grow
using the sun, water, and carbon dioxide.

I like reading about plants.

Interpret & Integrate Information Rubric
The response gives sufficient evidence of the ability to locate, select, interpret, and
integrate information within and among sources of information.
2
The response is a thorough comparison of the two experiments. The response is
supported with relevant details from the passage.
The response gives limited evidence of the ability to locate, select, interpret, and
1
The response is a limited comparison of the two experiments. The response is
supported with limited relevant details from the passage.
A response gets no credit if it provides no evidence of the ability to locate, select,
interpret, and integrate information within and among sources of information.
0
The response does not compare the two experiments. The response does not
include relevant details and may be vague, incorrect, or completely absent.

In Miss Johnsons Plant Experiment, the class studies two plants which look the same to begin
with. Then, the first is placed in a dark corner and never watered. The second sits in the
windowsill and is watered every day. After four weeks, the students noticed that the plants
were different. The one in the corner had yellow and brown leaves, while the one in the
windowsill had bright green leaves.
Plants need water and sunlight or they will die.

I enjoyed this story.

Interpret & Integrate Information Rubric
The response gives sufficient evidence of the ability to locate, select, interpret, and
2
The response is a thorough explanation of how a plant is unique to its environment.
The response is supported with relevant details from the passage.
The response gives limited evidence of the ability to locate, select, interpret, and
1
The response is a limited explanation of how a plant is unique to its environment.
The response is supported with limited relevant details from the passage.
A response gets no credit if it provides no evidence of the ability to locate, select,
interpret, and integrate information within and among sources of information.
The response does explain how a plant is unique to its environment. The response
does not include relevant details and may be vague, incorrect, or completely
absent.

No, a cactus cannot grow in a forest, and neither can a pine tree in a desert. Plants are a part of
their own unique environment. Each environment has its own climate with different amounts
of sun and rain it receives. Certain kinds of plants can only grow in hot, cool, wet, or dry
climates.

Plants can grow anywhere. You just need sun and rain to make it grow!

Cacti are cool!
Rubric & Scoring Information for RAFT:

1
Accuracy
Perspective
Focus
Use of
Class Time
Presentation
The information
provided in RAFTS
is accurate but
could use more
support or specific
details related to
subject or time
period.
RAFT maintains a
reasonably
consistent point of
view and includes
ideas relevant to
role and time
period played.
Characters feelings
about the event(s)
are evident.
RAFT stays largely
on topic; its ideas
are mostly
supported.
Information & details in

RAFTS are always
accurate and properly
reflect information,
ideas and themes
related to the subject
and time period.
The information
provided in RAFTS
is very incomplete
and/or has major
anachronisms.
The information
provided in RAFTS
has some small
inaccuracies,
omissions or
anachronisms.
Viewpoint or ideas
are sketchy and
not drawn from
time period. RAFT
does not show
insight into how
characters feel or
act during the
event(s).
Viewpoint or ideas
reflect current
concerns rather
than time period.
RAFT does not
show insight into
how characters feel
during the event(s).
RAFT wanders
from topic; focus
cannot be seen or
has many side
comments.
Central topic and

purpose of RAFTS
can be seen, but
focus is
inconsistent.
Class time used to

disrupt others.
Class resources
are not or
inappropriately
used.
Class time and

resources used to
do work for other
classes and/or chat
with friends.
Class time used

mostly effectively
to research the era
and create
coherent stories.
Writing is unclear
and has gaps or
confusions. Essay
is marred by
numerous errors,
which disrupt
readers
understanding.
Writing wanders or
is somewhat
repetitious. Essay
contains several
sentence errors
and mechanical
mistakes that may
interfere with
clarity of ideas.
Audience is
irritated by errors.
Writing is clear and

direct. Essay
contains some
fragments, run-ons
or other errors;
occasional
mechanical
mistakes. Audience
is informed.
RAFT maintains clear,

consistent point of
view, tone and ideas
relevant to role and
time period played.
Ideas and information
always tied to role and
audience of time.
Characters are
insightfully shown.
RAFTS stays on topic,
consistently maintains
form or type; details
and information are
included and directly
support the purpose.
Class time used
efficiently and
appropriately to
research the era and
create interesting, well
written, stories; extra
effort or involvement
beyond class.
Writing is fluent and
interesting. Essay
contains few or no
fragments or run-on
sentences; rare errors
or mechanical mistakes
result from risk-taking.
It engages and informs
audience.

NOTE: Rubric is retrieved from
www.rtsd.org/cms/lib/PA01000218/Centricity/.../RAFTS_Rubric.docx

Literature Project - KG

Diunggah oleh

Informasi Dokumen

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Literature Project - KG

Diunggah oleh

Hak Cipta:

Format Tersedia

Running Head: Literacy in Science Project 1

Literacy in Science Project

Running Head: Literacy in Science Project 2

Running Head: Literacy in Science Project 3

Content Text Set

Running Head: Literacy in Science Project 4

Running Head: Literacy in Science Project 5

Running Head: Literacy in Science Project 6

Running Head: Literacy in Science Project 7

Running Head: Literacy in Science Project 8

Running Head: Literacy in Science Project 9

Vocabulary Self-Awareness Chart

Running Head: Literacy in Science Project 10

Running Head: Literacy in Science Project 11

Question Answer Relationship

Right There Questions

Why are some plants

Some plants are poisonous to

Name the two delicious

Name the three stinging

Running Head: Literacy in Science Project 12

Describe a time you or

On Your Own Question

poison ivy actually looks like.

Author & You Rubric

Running Head: Literacy in Science Project 13

Running Head: Literacy in Science Project 14

Running Head: Literacy in Science Project 15

the seeds called a pod.

shampoos. (Pg. 16)

Running Head: Literacy in Science Project 16

Absorb: to take in water or sunlight (Pg. 6 & 10)

Running Head: Literacy in Science Project 17

Insects can be eaten by plants. (Pg. 14)

Running Head: Literacy in Science Project 18

Year long is when plants grow. (Pg. 22)

Running Head: Literacy in Science Project 19

I want to read on to see if my Motivation

Close your eyes. Can you

Running Head: Literacy in Science Project 20

The plant is a Venus flytrap. It

Venus flytrap! Thats the

Clarifying & Reflecting

Carnivorous plants grow in

Wow. My earlier prediction

You know what this reminds

Catching insects is not easy

I feel like it would be very

Good question how DOES a

Questioning & Making

Like every trap, the Venus

Hey! North and South

Running Head: Literacy in Science Project 21

the sweet liquid inside a

Theres that descriptive

Oh! Venus flytraps DO use

Running Head: Literacy in Science Project 22

Grade 3 Performance Task

Part 1 (35 minutes)

Running Head: Literacy in Science Project 23

Part 2 (70 minutes)

Teacher Preparation/Resource Requirements

Teacher Directions for the Classroom Activity