Funding for the VITAL/Ready to Teach collection was secured through the United States Department of Education under the Ready to Teach Program.
Academic standards correlations on Teachers' Domain use the Achievement Standards Network (ASN) database of state and national standards, provided to NSDL projects courtesy of JES & Co.
We assign reference terms to each statement within a standards document and to each media resource, and correlations are based upon matches of these terms for a given grade band. If a particular standards document of interest to you is not displayed yet, it most likely has not yet been processed by ASN or by Teachers' Domain. We will be adding social studies and arts correlations over the coming year, and also will be increasing the specificity of alignment.
Students first watch a video segment about a Florida Everglades scientist who studies pig frogs and then read a written text about the Everglades.
Students take notes to determine the most important information in each. Next, they compare the information in the video and written text and write a paragraph that draws conclusions about why it is important to study the pig frog and the Everglades.
Learners who can draw conclusions based on basic premises in a text demonstrate their comprehension of the text. These learners clearly understand the main idea and the author's intent if they are skilled at this type of deductive thinking.
2. Explain that they will watch a video segment and read a text about the Florida Everglades. The video highlights a scientist and her study of pig frogs that live in the Florida Everglades. As they view the video, students take notes on the Everglades Note Taking Chart, identifying the most important information about pig frogs and the Everglades.
3. After viewing, small groups will draw conclusions about why it is important to study the pig frog. They will write their notes on the chart.
4. Then students read the text independently. They take notes on the Everglades Note Taking Chart, identifying the most important information about the Everglades.
5. Students discuss their notes from the written text to determine the most important information. They will draw conclusions about why it is important to study the Everglades and write their notes on the chart.
6. Next, students underline information in their notes from both the video and the text that are similar.
For students who need additional guidance:
7. When watching the video, pause periodically and discuss the most important ideas in the video. Consider guiding the students in note taking. After viewing, assist students in drawing conclusions about pig frogs. Suggested places to pause the video:
Vocabulary: terrestrial system. Most frogs live in terrestrial systems (on land) but the pig frog lives in the water.
Vocabulary: permeable: Frogs have permeable skin; it easily absorbs chemicals or poisons.
Vocabulary: systems: a community of plants and animals that live together. The plants and animals depend on each other and their surrounds to live and reproduce.
8. Read the Everglades Text aloud and lead a discussion of each paragraph. Guide students as they determine the most important information in the text, take notes, and then draw conclusions about why it is important to study the Everglades and the pig frog..
9. Guide students as they determine what information is the same in both texts. Students underline similar information in their notes.
To conclude the lesson, students write a paragraph that compares the information in the two texts and draws conclusions about why it is important to study the pig frog and the Everglades. Use notebook paper to write the paragraph.
Portfolio: Everglades Note Taking Chart handout and written paragraph may be added to student portfolios to provide evidence that they have met this performance indicator.