K – 1 Grade Band

Research Simulation Task & Activity

Resources:

  1. Non-Fiction (Lexile Level: 620): Jenkins, Steve, and Robin Page. What Do You Do With a Tail Like This? Orlando: Houghton Mifflin, 2003. (Common Core Exemplar Text)
  2. Multimedia: Video “Chameleons” (running time -1:21)
  3. Graphic Organizer: Cause & Effect Chart
  4. Primary Source:Diagram- Parson’s Chameleon

Lesson Overview (text, media and diagramwill be read through a shared reading experience)

Essential Question: How do the attributes of chameleons affect their behaviors and help them survive?

Part I: Refer to the reading What Do You Do With a Tail Like This?and anchor chart created by class in previous lesson. Review as necessary.

Explain that this lesson will focus only on the attributes of chameleons and how they use them to survive.

Previous Lesson: As the teacher is reading What Do You Do With a Tail Like This? the class will complete an anchor chart (sample below).

Animal / Attribute / Use

Part II: Video from National Geographic for Kids: Reptiles: Baby Chameleons

(1:21)

Play the video in its entirety.

To draw attention to the Cause/Effect structure of the video and the information about Chameleons, complete the following graphic organizer as a shared activity.

Stop the video after the information is given to complete each “effect” box. Ask the students to turn and talk to their neighbor about what happens as a result of each “cause”. Share some responses whole group and complete “effect” side of chart for that cause (project on white board). Continue process with next section of video, stop and discuss next “cause”, share, complete “effect” side of chart and so on.

Teach young students to sit on the floor facing each other, criss-cross, and knee-to-knee. Explain what eye contact is and that a discussion means the speakers take turns and use quiet voices. After teaching them about discussions you can signal a discussion by asking, “Please sit knee-to-knee and eye-to-eye.”

CAUSE
(Because of this…. / EFFECT
……This Happens)
1 year after chameleon eggs are laid
Temperature, light, mood
(not camouflage)
Chameleon’s greatest challengeis to find food
“lightning fast tongue of doom”
Chameleon waits to emerge after a long soaking rain

Part III: Primary Source/Discussion:

Text-Dependent Questions (TDQs): Project diagram on board. K- Teacher lead students to discuss each question with their partner; then a volunteer (or teacher) can go to board to number the attribute(s) that answers the questions below. 1st grade may want students to discuss with partner and then number the attribute on a copy of the diagram that each partnership has before labeling on projected diagram.

  1. Number theattribute(s) that helps the chameleon find food #1
  2. Number the attribute(s) that provides camouflage for chameleons #2
  3. Number the attribute(s) that helps chameleons climb in bushes and trees #3
  4. Number the attribute(s) that allows chameleons to catch prey#4
  5. Inference: In what way might the “bumpy ridges” help chameleons survive?

Culminating Task:Using information from all three sources- text, video, and diagram- students will write an opinion paragraph in the form of a RAFT.

Role: Momma/Daddy Chameleon

Audience: a baby Chameleon

Format: Opinion paragraph

Topic: Attributes of a chameleon

Directions for students: You are a momma or daddy chameleon. Explain to your baby chameleon the most important attributes they have to help them survive on their own.

K-1 Rubric for RSTs:

Score Point 4
(EXCEEDS) / All “3” PLUS:
The written/dictated response is at least three sentences in length and shows a strong command of expected conventions (punctuation/capitalization)
The written/drawn/dictated response contains detailed information about at least three attributes that aid in the survival of the chameleon.
Score Point 3
(MEETS) / Response provides an accurate analysis of what the text says explicitly (specifically stated).
Response provides an accurate analysis of what the text says inferentially (or implies).
The written/drawn/dictated response contains detailed information about at least two attributes that aid in the survival of the chameleon.
The written/drawn/dictated response is at least two sentences in length and shows a strong command of expected conventions. (punctuation/capitalization)
Score Point 2
(PROGRESSING) / Includes 3 of the “Meets” criteria
(task may be repeated after re-teaching)
Score Point 1
(BEGINNING) / Includes 2 of the “Meets” criteria
(task may be repeated after re-teaching)
Score Point 0
(DOES NOT MEET) / Includes fewer than 2 of the “Meets” criteria
(task may be repeated after re-teaching)

Modifications:

-Kindergarten: With guidance and support from adults, students may use a combination of drawing, dictating and writing to state an opinion.

-First Grade: Students will write at least two sentences to state an opinion.