Literacy Project: Spring 2014 Liz Gregg Missouri Southern State University

Literacy Project: Spring 2014

My literacy project is targeted to second grade, it integrates science and language arts. The unit is over magnets. Students learn about what magnets are, how they are used in everyday life, and how some animals rely on magnets. Some of the strategies used to teach this unit were a vocabulary word sort, vocabulary self-awareness chart, QAR, graphic organizer, notetaking, and shared reading. These strategies help students comprehend all the material they have learned. Some of the more critical thinking strategies were the vocabulary word sorts, QAR, and shared reading. These strategies make the students think for themselves along with using evidence from the text. Vocabulary selfawareness chart, graphic organizer, and notetaking teach the students to be organized while they learn. The students can use many of these strategies in the rest of their classes. A few of the science standards used throughout the literacy project were students will be able to identify magnets attract and repel each other and certain materials, and students will be able to describe magnetism as a force that can push or pull objects without touching them. Some of the language arts standards include: students will be able to determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area and students will be able to ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. The standards are the reason to use all the strategies found throughout this project. These standards tell exactly what these students should be learning and show how I can integrate the two subjects together. Almost all the pieces of this project can be used in my future classroom whether it is the materials that I found while working on the assignment or the strategies that can be transferred to many other areas. There were two strategies that I absolutely loved: graphic organizers and QARs. I liked graphic organizers because they allow students to be creative and organized. And I

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like QARs because they make the students critically think. I love that the students are able to bring their own thoughts to this assignments along with the information found from the text. Thus, this literacy project will be something that I will use throughout student teaching into my own classroom. With resources like these I will never go without!

Annotated Bibliography

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Allen, J. E. (1999, December 27). What's the big attraction? Los Angeles Times. Retrieved from http://articles.latimes.com/1999/dec/27/health/he-47844 Allens newspaper article talks about a young girl who has experiences daily headaches for years. In order for the girl to relieve her headache she was required to take many medications until one day when she decided to turn the use of magnets to relieve the pain. This article gives readers a different view of magnets and what they can do for a persons health. Non-fiction. Austin, E. The power of magnets. New York, NY. Retrieved from http://www.readingaz.com/projectable/book.php?id=1452&lang=1&type=book. Austins book presents the science behind magnets. It also shows where we can find magnets in our own lives. Then there is directions on how students can make their own magnet. Branley, F. M. (1996). What makes a magnet? New York, NY: HarperCollins. Branleys book presents how magnets work and experiments to make a magnet and a compass. An example of an experiment in this book was, going fishing with a magnet. This picture book has a Lexile number of 640 L. Fiction. Hoadley, R. (2013). Magnet man: Cool experiments with magnets. Retrieved from http://my.execpc.com/~rhoadley/magindex.htm This website has information about how magnets work and science experiments that the students can perform. Also there is safety considerations on this site which is important in the classroom. Non-fiction.

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How salmon follow the compass home. (2013, February 20). The New York Times. Retrieved from http://www.nytimes.com/2013/02/21/opinion/how-salmon-follow-the-compasshome.html?ref=magnetsandmagnetism&_r=0 In this editorial, the author tells about a new study that gives a new reasoning for how sockeye salmon make it back to their home river. The study shows that the salmon use the magnet field to find their way back. This article ties physics with animal science. Non-fiction. Jezek, G. (2013). How magnets work. Retrieved from http://www.howmagnetswork.com/ This website has information about how magnets work, what magnetic fields are, and how they are created. Non-fiction. Magnet boy. (2012). Mongol content limited [Game App] Apple app store. This iPad app allows students to play an arcade game that helps understand how magnets work. Fiction. Ornes, S. (2012, Nov 01). Magnets that kill cancer cells. Science News for Kids. Retrieved from http://search.proquest.com/docview/1125754623?accountid=12570 In Ornes magazine article, students will learn how magnets can kill cancer cells. Nonfiction. Peters, M. The comic strip. [Graphic illustration]. Retrieved from http://www.thecomicstrips.com/store/add.php?iid=62549 Peterss comic strip tells how the man of steel attracts all the magnets. Fiction. Perkins, S. (2012, Sep 28). Making rocks into magnets. Science News for Kids, Retrieved from http://search.proquest.com/docview/1114030040?accountid=12570

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In Perkins magazine article, students learn how to change a rock into a magnetic. Nonfiction. Rosinsky, N. M. (2003). Magnets: Pulling together, pushing apart. Minneapolis, MN: Picture Window Books. Rosinskys book offers in-depth knowledge of magnets and how they work. It also gives examples of magnets around the world and different experiments the students can perform. This picture book has a Lexile number of 780 L. Non-fiction. Smith, R. (2014). Science facts: Fun magnet facts for kids. Retrieved from http://www.sciencekids.co.nz/sciencefacts/magnets.html This website gives many kid friendly magnetic facts. Stamps. (2009). Retrieved from http://www.teacherweb.com/VA/ThurgoodMarshallElementarySchool/MrsStamp/faq4.st m On this website, there are many songs and poems about magnets. My favorite is Magnets Attract, it is a simple but fun song. Non-fiction.

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Word Sort The Power of Magnets Austin, E. The power of magnets. New York, NY. Retrieved from http://www.readingaz.com/projectable/book.php?id=1452&lang=1&type=book. S2.2.A.a & S2.2.A.b. a. Identify magnets attract and repel each other and certain materials b. Describe magnetism as a force that can push or pull other objects without touching them

CCSS.ELA-LITERACY.RI.2.6 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Directions: Each group will review the categories provided and into which you will sort the vocabulary terms/concepts. You will have about 10 minutes to assign the words to the appropriate categories. We will have a class discussion with each group presenting your word list for one of the categories. You will be asked to defend your sorting of terms by sharing the common features of the categories and how each specific term/concept meets the criteria.

Force

Magnetism

Repel Opposite of attract

Attract

Current

Terms/Concepts:

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Opposite of attract Flow of electricity in a conductor. Pull in Attraction F=ma Power Opposite of Repel Can be Created by a moving electric charge Push Away Produces a magnetic field Push or Pull Lure Metal is drawn to a magnet Exerting an opposite force Two types: direct and alternating

Answer Key: Force Power Magnetism Can be created by a moving electric charge Attraction Repel Opposite of attract Push away Attract Opposite of Repel Pull in Lure Current Flow of electricity in a conductor. Produces a magnetic field Two types: direct and alternating

F=ma Push or Pull

Metal is drawn to Exerting an a magnet opposing force

A teacher could use this word sort after the children had defined the word list presented before reading the book. By doing this activity they have to remember what each term means, which makes reading the teacher easier.

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Vocabulary Self-Awareness Chart Magnetism Austin, E. Magnetism. Retrieved from http://www.readingaz.com/projectable/book.php?id=226&lang=1&type=book S2.2.A.a. & S2.2.A.b. a. Identify magnets attract and repel each other and certain materials b. Describe magnetism as a force that can push or pull other objects without touching them CA R1E04 Develop vocabulary through text, using a. root words and affixes b. synonyms and antonyms c. context clues d. glossary and dictionary Student Directions: 1. Examine the list of words you have written in the first column 2. Put a + next to each word you know well, and give an accurate example and definition of the word. Your definition and example must relate to the unit of study. 3. Place a check next to any words for which you can write only a definition or an example, but not both. 4. Place a ? next to words that are new to you. 5. Add any additional words you feel are important to know or are unfamiliar to you.

You will use this chart throughout the unit. By the end of the unit should have the entire chart completed. Because you will be revising this chart, write in pencil.

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Word Atoms

+ +

Force

Example There are thousands of atoms inside the human body. Gravity is a type of force.

Definition The smallest parts of an element.

Electromagnet Magnetic field Magnetic Magnetic poles Repel Line of Force lodestone Generators Motors Summary: This activity is a great assessment tool for both students and teachers. Students decide what words they know and what words they dont. This activity would be started with each new unit and students should continually work on it until it is complete.

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Question Answer Relationship (QAR) APA Reference(s) Allen, J. E. (1999, December 27). What's the big attraction?. Los Angeles Times. Retrieved from http://articles.latimes.com/1999/dec/27/health/he-47844 Content Standards S2.2.A.a. & S2.2.A.b. a. Identify magnets attract and repel each other and certain materials b. Describe magnetism as a force that can push or pull other objects without touching CCSS ELA Standards CCSS.ELA-Literacy.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Student directions: Using the newspaper article, Whats the Big Attraction? Answer the following questions in the provide answer boxes. IN THE TEXT Right There questions (2) Question 1. Who is Alicia Hanna? Answer Alicia Hanna is a young lady who has been fighting daily headaches that interfere with her life. She has been on medication since she was a young girl. After years of taking medication that doesnt seem to work, Alicia decided to try magnetic products to relieve her pain. Magnetic pillow and mattress Magnetic insoles Magnetic necklace Magnetic disks that go on the neck them

2. List the ways people can use magnets to help with headaches.

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Think and Search questions (2) (require students to "search" through the entire passage they read to find information)

1. How did Alicia relieve her headaches?

As a girl and young adult, Alicia used medication to relieve the pain but later resorted to magnetic products to relieve the pain.

2. Compare and contrast the pros and cons of using magnets to relieve pains and aches.

Pros

Less pain Less cost over time Magnets are better for the body then pills

Cons Not 100 % accurate Expensive startup cost Doesnt work for everyone

IN YOUR HEAD Author and You questions (1)

1. If Alicia asked for your advice, would you recommend magnetic treatment for her headaches? Why or why not? Use information from the text to justify your answer.

On Your Own questions (1) 1. Have you or someone you know ever been in so much pain that it prevents them from living their live?

See sample rubric below. Sample response: In my opinion I would have to know more about Alicia in order to give advice. If Alicia and her family has enough money to try the magnets and them fail and not affect their lives then I think they should try them. Also I think that it would be important to find out if there is any side effects from the magnets on the body. After doing the research and finding out that the family has enough money and there is not harsh side effects, I would then suggest Alicia to try the magnets. I think even if there is only a small chance that the magnets will relieve her pain, it would be worth a try. Once I broke my leg and it hurt so badly. I was not able to do anything for a week because I was in so much pain. Although the pain only lasted a few weeks I was not able to do many of the things that I normally did because of it.

Rubric for Author and Me 4 3 Student states how they Student states how would advise Alicia on they would advise

2 Student states how they would advise

1 Student states how they would advise Alicia but

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her medical treatment. Two pieces of information from the text are used to support the answer. The student thoroughly explains background knowledge or experiences to further support their answer.

Alicia on her medical treatment. At least one piece of information from the text is used to support the answer and the student uses some background knowledge or experience to further explain and support their answer.

Alicia and uses at least one piece of information from the text OR uses background knowledge/experiences to support and explain,

does not use information from the text or personal knowledge/experience to support or explain.

Rubric for On My Own 4 Student describes a time when he or someone he knows has been in so much pain that it affects their lives. They explained the experience and the ways that it affected them.

3 The student stated a situation of a person in lots of pain. Student was vague on the explanation on how it affected their lives.

2 Student presented a vaguely stated situation and but with little explanation.

1 Student failed to clearly present an experience. No explanation.

When and why I would use this strategy: I would use this strategy after reading the newspaper article and I would use it because it allows the students to critically think.

Graphic Organizer

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Big Ideas

Details and Notes

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Invisible Magnetism

Magnets= metal that attract Attract- to pull together Things that have magnets in them 1) Telephone 2) Blender 3) Hair dryer 4) Computers Most electricity comes from magnetism 1) Electricity- an electric current that is used as a source of power 2) Magnetism-a force that pushes and pulls certain metals Magnetism= force= invisible Metal that is non-magnetic 1) Copper Magnetism flows in the south pole and out the north pole. Attract- the opposite poles of two magnets will always attract each other. N S N S

Magnets Everywhere

Repel- the matching poles of two magnets will always repel each other. S N S N ---------------------------------------------------------------------------------------------------- Credit cards= millions of magnets Computers read the code the magnets create on the card Credit cards close to powerful magnets= erased code Magnets help make electricity. Most of the electricity comes from generators. Generators make energy by spinning magnets around coils of wire and the magnetism makes electric current. High-speed trains use magnets to float over the track. Magnets to see inside human brains or body.

Notetaking

Summary: Magnets can be fun but they also can be useful. Many things we use have many magnets that make them work. Without magnets we would not be able to live the lives that we all love. Magnets have a south pole and a north pole.

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Shared Reading Follow the Compass Home Text: Follow the compass home. (Feb. 21, 2013). The New York Times. Retrieved from http://www.nytimes.com/2013/02/21/opinion/how-salmon-follow-the-compasshome.html?ref=magnetsandmagnetism&_r=0 GLEs and CCSSs: S2A2b Describe magnetism as a force that can push or pull other objects without touching them. CCSS.ELA-Literacy.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CCSS.ELA-Literacy.RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Text Follow the Compass Home Title

Teacher commentary during think aloud As I read the title Follow the Compass Home, I ask myself who follows the compass home? Then I start to think of who uses a compass to find their way home and what kind of compass they are using. I know that both animals and humans use different types of compasses to navigate. Some animals that use internal compasses are bats, sea turtles, and salmons.

Strategies practiced/modeled Predicting

Paragraph 1 For centuries, humans have been studying the historic

I wonder why humans care Questioning about how the population Predicting disperses across the planet. What does it matter where the

Literacy Project: Spring 2014

dispersal of our species across the planet. We can trace the movement of populations, now using genetic samples, with extraordinary detail.

Paragraph 2 One thing you can conclude from all this data: Humans are sensitive to many things that might affect migration, but not to the Earths magnetic field. The instruments we use to detect the planets magnetism have steadily grown more sophisticated, but we are blind to our place in the magnetosphere the space around the earth influenced by its magnetic field. Paragraph 3

people migrated to and from? What can we learn from the genetic samples? Since the story is about following the compass home, I think genetic samples might help decide whether the people are residents or travelers of an area. Im going to read further to see if I can find out more information. I now understand that the data Questioning proves that many things affect the migration of humans but not the Earths magnetic field. I wonder if humans dont use the magnetic field to migrate, then who is this article about. Who uses the compass to find their way home? Now Im wondering where our place in the magnetosphere that the article talks about is. And why are we blind to this location? Visualizing Questioning

I can only imagine how the sockeye salmon feel when Consider, in contrast, sockeye they are thousands of miles salmon, whose migration in away from their home river. the Pacific Northwest has If it was me, I would feel so been analyzed in a new study lost in the world but the based on location data salmon have an advantage garnered over 56 years. The over humans. They have the question about salmon has ability to find their way home always been: how do they without a GPS or map. I find their home river when wonder if they use a compass they return to spawn? Part of to find their way home as the the answer is the streams title suggests.

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chemical signature, but chemical cues cannot guide a salmon from the mid-Pacific. Paragraph 4 This paragraph answers my question, was the salmons The new study published in the one who used the Current Biology offers a compass to find their way more complete answer. By home? The salmon use an using old fishing records, imprint of the rivers scientists have been able to magnetic identity. I wonder is compare the routes salmon the imprint of the rivers take with annual variations in magnetic identity kind of like the intensity of the Earths a map, but only in their magnetic field. According to minds? It seems like it would their findings, a salmon be a map because this is how leaving its home river carries the salmon find their way with it an imprint of the back to their home river even rivers magnetic identity. And after being gone for years. when it returns, it And if it is like a map, how instinctively performs a feat do the salmon know the map of historic magnetic analysis. of their home rivers It follows the magnetic magnetic identity? Do their signature that resembles most parents teach them it? closely the imprint it carries from several years before, no matter how the magnetic field has varied since. Clarifying Predicting Questioning

Paragraph 5 What makes this study groundbreaking is its conclusion that the geomagnetic imprint the salmon carry is learned, not inherited. Like bees and birds and many other creatures, salmon are alive to an invisible force as pervasive as gravity. Humans may lack

I now understand that salmon must learn the geomagnetic imprint, whether it is from their parents or another way. Its hard to imagine being able to be understand a force that is advanced that even scientists dont truly understand. What would it be like to be able to be a part of this invisible force that

Visualizing Questions

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this sensitivity, but we have bees and birds and salmon to remind us that there are other ways to see the world.

salmons, birds, and bees experienced? Do birds and bees use this force to find their ways home also?

This would be a great way to get the students involved in learning about the topic that is a little hard to understand. The students will benefit from the think-alouds during the reading that would not only improve reading comprehension but also science comprehension too. I would use this at the beginning of my unit then follow it by the nonfiction book Sockeyes Journey Home: The Story of a Pacific Salmon by Barbara Winkleman.