Beacon Lesson Plan Library
There's a World of Science to Read Today!
Bay District Schools
Students read a current science article, write a summary of it, edit it, and type it into a word processing program.
The student selects and uses strategies to understand words and text, and to make and confirm inferences from what is read, including interpreting diagrams, graphs, and statistical illustrations.
The student determines the main idea and identifies relevant details, methods of development, and their effectiveness in a variety of types of written material.
The student determines the author's purpose and point of view and their effects on the text.
The student drafts and revises writing that: is focused, purposeful, and reflects insight into the writing situation; has an organizational pattern that provides for a logical progression of ideas; has effective use of transitional devices that contribute to a sense of completeness; has support that is substantial, specific, relevant, and concrete; demonstrates a commitment to and involvement with the subject; uses creative writing strategies as appropriate to the purpose of the paper; demonstrates a mature command of language with precision of expression; has varied sentence structure; and has few, if any, convention errors in mechanics, usage, punctuation, and spelling.
The student produces final documents that have been edited for: correct spelling; correct punctuation, including commas, colons, and common use of semicolons; correct capitalization; correct sentence formation; correct instances of possessives, subject/verb agreement, instances of noun/pronoun agreement, and the intentional use of fragments for effect; and correct formatting that appeals to readers, including appropriate use of a variety of graphics, tables, charts, and illustrations in both standard and innovative forms.
The student knows that scientists can bring information, insights, and analytical skills to matters of public concern and help people understand the possible causes and effects of events.
-Science article from a newspaper, magazine or an on-line article
-Computer with word processor and printer
-Optional: Class set of Alphasmarts, portable word processors.
1. Gather science article*, rubric, Alphasmarts, and computer word processor.
2. Present material and task to students.
3. Monitor students in composing and editing.
4. Assess writing
*Note- Current article may be selected from a number of sources-newspaper,magazines or an on-line article;Select the assigned article ahead of time: Recommend a choice of 2 or 3 articles only after students have accomplished this lesson successfully.
This lesson provides practice and application with familiar reading, writing and science concepts as described below:
Main idea, relevant details, effectiveness of details, authorís purpose, point of view, effect or tone
Focus, purpose, insight, spelling, punctuation, capitalization, sentence formation
Insights and analytical skills that help people with the possible causes and effects of events
Word processor and/or an AlpahaSmart word processor for the purpose of typing and editing
1. Provide students with assigned articles and rubric. (See Associated File.)
2. Students read the rubric and articles, then take notes.
3 Students write/type their summaries.
4. Students edit their summaries.
5. Students print and submit their work.
A rubric is provided for the writing which reflects successful reading tasks, technology tasks and science content. (See Associated File.)
Note: Circulate and formatively assess students as they use the technology tools. Provide assistance for students who are experiencing difficulty and monitor accordingly.
This lesson could be used on a weekly basis. This is excellent practice for FCAT written responses .
It could be done for other content areas and grade levels as well.
Web supplement for There's a World of Science to Read Today!Panama City News Herald
Web supplement for There's a World of Science to Read Today!Alphasmart