DAY TWO: Essential Question and Zoology Introduction
Remind students about the work they did yesterday in their books and re-introduce them to Zoologists and Ecologists. Tell students that over the next couple of days they are going to be reading and re-reading texts to help them answer a big question: How does zoology help the world around us? I suggest writing this question at the top of a piece of chart paper on which students can add sticky notes with their ideas and answers throughout the week. Each day you are going to closely read a couple of pages from the book with the students and then they will get an opportunity to practice that skill on their own with their partner (or small group) books.
Read Pages 8-11, “What is a Zoologist?” and “Crazy About Crocodiles.” Start by reviewing the text features that are present on each page, and pay close attention to the bold words that are on each page. As you read through, do a Think Aloud where you talk to kids about what you’re learning and the connections you’re making with the topic and vocabulary.
Out of the Lab: Extreme Jobs in Science Zoologists and Ecologists by Ruth Owen
Focus on some interesting vocabulary. Here are some words I would pay close attention to while I read: (page 8) biology, physical structure, behavior, extinct, classification; (page 9) laboratories; (page 10) achievement, paleontologist, fossils, prehistoric; (page 11) critically, endangered. (FYI – the word critically comes up again on page 14 – Day Three lesson.)
Discuss the tools the zoologists use to help them study animals. The entomologist on page 9 has a head lamp to help him see in dark places. Barr on page 10 has to travel all over the world to study crocodiles and use special tools to dig up fossils of the ancient crocodile.
Tell students to think about the pages you just read and the essential/big question you introduced at the beginning. What are some of their ideas about an answer to the question? Have students Think-Pair-Share their responses and call on two or three students to share with the whole group.
Tell students they will be thinking about this question and another one when they go back to their partner (small group) reading. Pass out sticky notes to write down the following question: What would a zoologist need in order to study your animal/habitat? Remind students about the tools you discussed in your Read Aloud.
Release students to their partnerships (or small groups) with their sticky notes ready to go. They should get started partner reading their books and talking about their answers to the question with one another.
Science Vocabulary Readers (Scholastic) Powerful Polar Bears by Elizabeth Bennett
Time for Kids Bats! by Nicole Iorio
National Geographic Kids Frogs! by Elizabeth Carney
Wiggling Worms at Work by Wendy Pfeffer
Meet back for five minutes and let a few students share their ideas about the question with explanations from the book. (A zoologist would have to wear comfortable clothes to study lions because it’s hot where they live. A zoologist would have to use a flashlight to study bats because they live in dark caves.)
Students should return their partner (or small group) book to their book bins. They have the option to read this book later in the day for No Agenda Reading if they would like.