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DETECTIVE ROOM TRANSFORMATION: GRASSLAND ANIMAL RESEARCH

$10.00

DETECTIVE ROOM TRANSFORMATION: GRASSLAND ANIMALS RESEARCH
Turn your students into detectives and search out grassland animals! This room transformation is a great way to tie in language arts and science by learning the steps of researching a science topic.


This resource includes:
-Animal track printables to place around your classroom or learning space
-Grassland Animals images to place around your classroom or learning space

-Eight Step Research Project

  • Step 1: Detective Briefcase- students create a briefcase to store all research information
  • Step 2: Animal Analysis-Students analyze animals and choose their top 3 to research
  • Step 3: Plan and Prepare: Students choose their animal and list what they already know about that animal.
  • Step 4: Inquisitive Inquiries: Use the headings and questions provided to help guide students’ research.
  • Step 5: Research Planner: Create a research planner to help guide students’ research
  • Step 6: Super Sources: Use slides to introduce sources and how to give credit
  • Step 7: Research Ready: Have learners research on appropriate sources on their planner
  • Step 8: Write a draft and present research.

-Literacy Centers

  • Spelling: Write the Room
  • Sight Words: Search for Sight Words
  • Phonics: Animal Word Syllables
  • Book Response: Write facts about informational texts
  • Writing: fact or opinion

LEARNING STANDARDS INCLUDED IN THIS RESOURCE

Common Core Standards

Language Arts

CCSSRI.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSSRI.2.4
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
CCSSRI.2.5
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
CCSSRI.2.6
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
CCSSRI.2.7
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
CCSSRI.2.10
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSSW.2.2
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
CCSSW.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).
CCSSW.2.8
Recall information from experiences or gather information from provided sources to answer a question.

Texas Essential of Knowledge and Skills

Language Arts

TEKSLA.2.6.A
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: establish purpose for reading assigned and self-selected texts
TEKSLA.2.6.B
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: generate questions about text before, during, and after reading to deepen understanding and gain information;
TEKSLA.2.6.G
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: evaluate details read to determine key ideas;
TEKSLA.2.6.H
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: synthesize information to create new understanding
TEKSLA.2.7.C
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: use text evidence to support an appropriate response
TEKSLA.2.7.E
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: interact with sources in meaningful ways such as illustrating or writing
TEKSLA.2.7.F
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: respond using newly acquired vocabulary as appropriate
TEKSLA.2.9.D.i
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts–genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to: recognize characteristics and structures of informational text, including: the central idea and supporting evidence with adult assistance
TEKSLA.2.9.D.ii
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts–genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to: recognize characteristics and structures of informational text, including: features and graphics to locate and gain information
TEKSLA.2.9.D.iii
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts–genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to: recognize characteristics and structures of informational text, including: organizational patterns such as chronological order and cause and effect stated explicitly
TEKSLA.2.12.B
Composition: listening, speaking, reading, writing, and thinking using multiple texts–genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to: compose informational texts, including procedural texts and reports
TEKSLA.2.13.C
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to: identify and gather relevant sources and information to answer the questions

Science

TEKSSCI.K.2.A
Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to: ask questions about organisms, objects, and events observed in the natural world
TEKSSCI.K.9.B
Organisms and environments. The student knows that plants and animals have basic needs and depend on the living and nonliving things around them for survival. The student is expected to: examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants
TEKSSCI.K.10.B
Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to: identify basic parts of plants and animals


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