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Drawing Conclusions and Comparing/Contrasting - The Everglades

Students take notes to determine the most important information given in a video segment and written text. They compare the information and draw written conclusions about the importance of studying the pig frog and the Everglades.

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Lesson Summary

Overview

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.

Why is this an important concept?

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.

Grade Level:

4-6

Suggested Time

50-minutes

Media Resources

Materials

The Lesson

Part I: Learning Activity

1. Make copies of the Everglades Note Taking Chart handout and the Everglades Text handout for each student.

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:

  • A person points to a frog on a lily pad and the frog jumps when she touches it.

Vocabulary: terrestrial system. Most frogs live in terrestrial systems (on land) but the pig frog lives in the water.

  • "It's tied together." A woman in an orange vest is sitting by herself and talking to the camera.

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.

Part II: Assessment

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.

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