Five Day Lesson Plan for Layered Texts - DAY FOUR

DAY FOUR: Essential Question and Zoologists working with Ecologists

Remind students about the work they did yesterday in their books and re-introduce the big/essential question. Read through any stickies that have been posted as answers to the question. You can read them aloud or ask the students who posted answers to come and share their answers with the class.

Read pages 18-21, “Could You Be a Zoologist” and “What is an Ecologist.” Quickly review text features on these pages then move into a Think Aloud about these two pages. Make connections to the pages you read yesterday. (Some of the “down sides” to Dr. Rabinowitz’s work with big cats might be the tough habitat and getting good pictures. It seems like zoologists and ecologists have a lot they could work on together.)


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 as I read: (page 18) conservation, downsides, cope; (page 20) environment, organisms, ecosystems, microscopic; (page 21) inhospitable.

Discuss the downsides to being a zoologist and how they are often related to the environments or habitats in which the animals live. Relate that to the work ecologists do in studying the connections between living things and how animals’ habitats are important.

Tell students to think about the pages you just read and the essential/big question you introduced yesterday. 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: How might ecologists be helpful partners for zoologists studying your animal/habitat. Remind students that ecologists study the habitat and the other animals in an environment.

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 and 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. (An ecologist might be able to give a zoologist good advice about how to prepare for studying an animal in a particular environment. An ecologist and zoologist could be partners to help animals in a particular habitat.)

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.

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