Grade 4: Module 2B: Unit 2: Lesson 2

Reading Informational Texts: Launching the

Research Process
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 GRADE 4: MODULE 2B: UNIT 2: LESSON 2
Reading Informational Texts:
Launching the Research Process

Long-Term Targets Addressed (Based on NYSP12 ELA CCLS)

I can explain what a text says using specific details from the text. (RI.4.1)
I can make inferences using specific details from the text. (RI.4.1)
I can use technology to collaborate with others to produce a piece of writing. (W.4.6)

Supporting Learning Targets Ongoing Assessment

• I can make inferences based on information from pictures and text from an online source. • Expert Group Animal Defense Mechanisms: KWL chart
• I can support my inferences with details and examples from pictures and text from an online source. • Expert Group Animal research guides
• I can find the meanings of unfamiliar words to help me better understand a text.

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 GRADE 4: MODULE 2B: UNIT 2: LESSON 2
Reading Informational Texts:
Launching the Research Process

Agenda Teaching Notes

1. Opening • This lesson begins students’ research of their expert group animals. Therefore, students receive a new
A. Engaging the Reader: Expert Group Animal Defense research journal that is specific to the “expert group animal” they are researching:
Mechanisms KWL Chart (5 minutes) – Three-banded Armadillo
B. Review Learning Targets (5 minutes) – Springbok Gazelle
2. Work Time – Mimic Octopus
A. Guided Practice: Using a Web page to Research the – Monarch Butterfly
Millipede (15 minutes) • The general name for students’ journal is Expert Group Animal research journal. These journals
B. Close Read: Examining Visuals on a Web page (10 contain note-catchers and graphic organizers tailored for research on students’ assigned animal.
minutes) However, each specific journal is titled and numbered the same across all expert groups. (For example,
C. Close Read: Using a Web page to Research the page 1 of every Expert Group Animal research journal – three-banded armadillos, springbok gazelles,
Expert Group Animal (20 minutes) mimic octopuses, and monarch butterflies – is the KWL Chart). This lets you refer to each material
within the research journal across groups.
3. Closing and Assessment
• Like Unit 1, for each lesson in Unit 2, the materials list references the complete Expert Group Animal
A. Share: Mix and Mingle (5 minutes)
research journal, and also signals the specific note-catchers and graphic organizers (by name and with
4. Homework page number) within the research journal that students will use in that particular lesson.
A. Continue reading your independent reading book for • The lesson opens with students using a KWL chart (page 1 of their Expert Group Animal research
this unit. journal) to record what they already know about their expert group animal and questions they have
about it. It is important to accept all answers, accurate and inaccurate, that students record in the Know
column, as they will confirm information with evidence from their research texts throughout the
research process.
• Since this is the first time students use a Web page for research, the first part of this lesson focuses on
identifying reliable sources and modeling how to use a Web page to research, using the millipede as an
example. Note that in this lesson, the Web pages have been chosen for students, so they are all reliable
sources; however, it’s important for students to understand how to recognize reliable and accurate Web
sites for future research.

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 GRADE 4: MODULE 2B: UNIT 2: LESSON 2
Reading Informational Texts:
Launching the Research Process

Agenda Teaching Notes (continued)

• The routine of examining visuals taught in Unit 1 is repeated in this lesson as an entry point into closely
rereading the Web pages. Students work with a partner from their expert group to closely examine a
visual from their Web pages. Based on what they notice in this visual, they make inferences about their
expert group animal. Then, they read their first text about their expert group animal with their partners
and then with their whole group. They will reread this text and write a summary about it in Lesson 3 in
preparation for the Mid-Unit 2 Assessment.
• This two-lesson arc mirrors Lessons 11 and 12 in Unit 1; students use a research guide similar to the
Close Reading Guide to work through their expert group’s Web page. Since they have experience with
this process and because the four expert groups use different Web pages, the teacher will not be able to
support students through this research as intensively as in the Unit 1 lessons. It is expected that,
because students have had practice with this process already, they will be able to work more
independently.
• The expert group texts focus primarily on building background knowledge about the expert group
animals. The key understandings students should take away from the texts are knowing their animal’s
appearance, its habitat, and its diet.
• In advance:
– Review the Mix and Mingle in Checking for Understanding techniques (see Appendix).
– Prepare the Expert Group Animal research journal, where students will record their research notes
and thinking throughout Unit 2. Consider stapling these journals into packets for students before this
lesson. You may have each student create a research folder for storing their journals and other notes,
texts, and writing throughout the module.
– Determine research partners for Work Times B and C.
– Prepare the technology needed for Web page research.
• Post: Close Readers Do These Things anchor chart (from Module 1), learning targets.

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 GRADE 4: MODULE 2B: UNIT 2: LESSON 2
Reading Informational Texts:
Launching the Research Process

Lesson Vocabulary Materials

internet, reliable sources, publisher, • Expert Group Animal research journals (one per student for his or her assigned animal; and one to display; see Teaching
author, bias, accuracy, timeliness Notes)
• Expert Group Animal Defense Mechanisms: KWL chart (page 1 of each Expert Group Animal research journal)
• Performance Task anchor chart (begun in Unit 1, Lesson 1)
• Equity sticks
• Millipede Web Page research guide (one per student)
• Computers (one per pair of students and one for teacher use)
• Projector (for teacher use)
• Expert Group Animal research guide (pages 2–6 of Expert Group Animal research journal)
• Red pencils (one per student)
• Close Readers Do These Things anchor chart (begun in Module 1, Unit 1, Lesson 3)

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 GRADE 4: MODULE 2B: UNIT 2: LESSON 2
Reading Informational Texts:
Launching the Research Process

Opening Meeting Students’ Needs

A. Engaging the Reader: Expert Group Animal Defense Mechanisms KWL Charts (5 minutes)
• Distribute Expert Group Animal research journals to students according to their assigned animal of study (see
Teaching Notes).
• Tell students that they will use this journal in the same way that they used the Animal Defenses research journal—to record
their notes and thinking about the expert group animal they are researching. This research journal, however, is specific to
the particular animal they will be becoming “experts” on in their small groups.
• Ask students to move to sit with their expert groups.
• Invite them to open to page 1 in their Expert Group Animal research journals, to the Expert Group Animal Defense
Mechanisms: KWL chart. Ask:
* “Let’s review. How do we use this kind of graphic organizer?”
• Listen for responses like: “In the K column, we record what we know or think we know about a topic.”
• Explain that as in Unit 1, students will record their knowledge, questions, and learning about their expert group animal on
this chart. Invite them to record the name of their expert group animal at the top of the KWL chart.
• Ask students to take several minutes to independently list what they think they already know about their expert group
animal and its defense mechanisms in the left K column.
• Invite them to share what they already know or think they already know about their expert group animal and its defense
mechanisms with their expert groups.
• Remind students that they will continue to learn about animal defense mechanisms and will look for evidence from different
texts to either confirm or revise their current knowledge. This KWL chart will grow throughout the unit as a way to
document the class’s growth in scientific knowledge about animal defense mechanisms.
• Tell students that they will now think about what they are curious about regarding their expert group animal and its defense
mechanisms. What do they want to learn about their animal? Explain that this is questioning process that scientists go
through as they research and discover new things in the world of science. Without a deep sense of curiosity, scientists
wouldn’t have any motivation to conduct experiments or research a topic. Scientists often ask “Why?” or “How come?” or
“What if?” Scientists always ask questions as part of scientific research.

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 GRADE 4: MODULE 2B: UNIT 2: LESSON 2
Reading Informational Texts:
Launching the Research Process

Opening (continued) Meeting Students’ Needs

• Invite students to independently record at least three questions about what they want to know about their expert animal’s
defense mechanisms in the middle W column. If students do not have much background knowledge about this topic, they
may not have many questions at this time. This is okay, because the class will revisit and record more on this chart as they
read other texts. Reiterate that they will be looking for answers to these questions as they continue learning about animal
defense mechanisms during this unit. If necessary, remind students to refer to the Performance Task anchor chart to
see what kind of information they will need to include on their informational page and in their narratives.

B. Review Learning Targets (5 minutes) • Discussing and clarifying the

• Direct students’ attention to the learning targets and read them aloud: language of learning targets helps
* “I can make inferences based on information from pictures and text from an online source.” build academic vocabulary.

* “I can support my inferences with details and examples from pictures and text from an online source.”
* “I can find the meanings of unfamiliar words to help me better understand a text.”
• Remind students that they discussed these learning targets in Unit 1. Ask them to turn to a partner and explain the targets in
their own words.
• Use equity sticks to cold call a few students to share their explanations.
• Listen for students to share responses like: “An inference is when you think about what the text says and when you use your
background knowledge to figure out what an author doesn’t explicitly say.”
• Tell students that today, they’ll have another opportunity to practice these targets using a different type of text when they
begin researching their expert group animals. Ask:
* “What does it mean to research?”
• Listen for responses such as: “It means to ask a question and then look for the answer in different sources, like books,
articles, or videos.”
• Explain the research process and remind students that they experienced these steps in Unit 1 when researching animal
defense mechanisms:
* “Research begins with a question, which leads us to many sources.”
* “Researchers read the sources, looking for the answer to their question.”
* “Researchers take notes about what they have learned and synthesize their notes to answer their question.”

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 GRADE 4: MODULE 2B: UNIT 2: LESSON 2
Reading Informational Texts:
Launching the Research Process

Opening (continued) Meeting Students’ Needs

• Remind students that the focus of this unit is writing the informational page of their performance task and that the question
they are trying to answer is:
* “How does my expert group animal use its body and behaviors to help it survive?”

Work Time Meeting Students’ Needs

A. Guided Practice: Using a Web page to Research the Millipede (15 minutes) • ELLs receive extended time as an
• Explain that so far in this module, students have used informational articles and books to research animal defense accommodation on New York State
mechanisms. Explain that good researchers use printed books and articles, but they also search for information on the assessments.
internet. Tell students that in this lesson and the next, they will apply what they know about reading informational texts to
researching using online sources. Ask:
* “What is the internet?”
• Listen for responses like: “It connects computers all over the world.”
• Explain that people use the internet to find information and that it is like a giant library. Ask:
* “What kind of sources can you find on the internet?”
• Listen for responses like: “Web sites, electronic versions of reference books, newspapers, blogs, or videos.”
• Tell students that since so many people have access to the internet, it is important to be sure they are using reliable sources
when researching.
• Invite them to turn and talk. Ask:
* “What word do you hear in reliable? What does reliable mean?”
• Listen for responses such as: “I hear rely in that word” and “It means trusted or dependable.”
• Explain that students can determine whether an internet source is reliable by identifying the publisher, author, bias,
accuracy, and timeliness of the source. Discuss the meaning of each of these terms.
* Publisher: the organization that produces or releases the work
* Author: the person who writes or creates the work

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 GRADE 4: MODULE 2B: UNIT 2: LESSON 2
Reading Informational Texts:
Launching the Research Process

Work Time (continued) Meeting Students’ Needs

* Bias: the point of view on a topic

* Accuracy: correctness; the degree to which something is free of errors
* Timeliness: appropriate for the time
• Explain to students that a reliable site to use for research is usually created by the government (.gov), educational
institutions (.edu), or non-profit organizations (.org). Sometimes sources created by commercial organizations (.com) are
reliable, but not always. A site that presents both sides of an argument or does not have any bias and that presents facts is
also reliable. Explain that they can tell whether a site is accurate by looking at who created the site and their credentials, as
well as if it does not have errors in spelling or grammar. Tell students that a site that is reliable is timely; it does not have
out-of-date information. Explain that it should also be visually appealing, clean, and uncluttered, with links that work.
• Tell students that the Web pages they will use in this lesson have been chosen for them and are all reliable based on these
criteria.
• Distribute the Millipede Web Page research guide to students and display one copy for modeling. Tell them that they
will use this research guide to practice using a Web page to research the millipede.
• On a computer, display and model navigating the Web page identified at the top of the Millipede research guide and
comparing it to a print source. Model these techniques:
– Using section headings to skim and scroll for information
– Explaining how pictures and videos are integrated into a Web page
– Clicking on links like “invertebrates” (which leads to a glossary) and “centipedes” (which leads to a page with more
information about centipedes)
– Scrolling over the words linked in the Millipede Facts box, noticing that the definition of these words appears.
• Next, model using the Web page to research the millipede and recording notes starting on the second page of the Millipede
Web Page research guide. Model Rows 1–4 on the research guide—determining the gist of the Web page through
determining the main idea of Paragraphs 1 and 2. Answer any clarifying questions students may have.

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 GRADE 4: MODULE 2B: UNIT 2: LESSON 2
Reading Informational Texts:
Launching the Research Process

Work Time (continued) Meeting Students’ Needs

B. Close Read: Examining Visuals on a Web page (10 minutes)

• Tell students that they will now have a chance to research their expert group animals using online sources. Invite them to
turn to their Web Page research guide starting on page 2 in their Expert Group Animal research journals.
• Draw their attention to the Close Readers Do These Things anchor chart and remind them that they will still do all of
these things to closely read their Web pages, just like when they read print texts:
– Read small chunks of text slowly and think about the gist.
– Reread each passage one sentence at a time.
– Underline things that you understand or know about.
– Circle or underline words that you do not know.
– Talk with your partners about all of your good ideas.
– State the gist or message of the paragraph in the margin.
– Listen to the questions:
• Go back to the text to find answers to questions.
• Talk with your partners about the answers you find.
• At this point, students should have access to a computer and be sitting with a partner. Distribute computers or ask them to
move to computers as necessary.
• Invite students to open the Web browser with their partner and type the URL at the top of their Web Page research guide
into the browser’s address bar.
• Use equity sticks to call on a student to read the focus task at the top of the Web Page research guide:
– “Describe your expert group animal.”
• Tell students that they should keep this question in mind while they work.
• Explain that they are going to examine the visual in the article before they read the article. Tell them that, like when they
examined visuals in Unit 1, they will think about what details they notice in the picture, then think about what inferences
they can make about their expert group animal based on their observations. Next, they will read and reread the text, looking
for details that support their inferences.
• Remind students that they will look for details and make inferences before reading the Web page article.

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 GRADE 4: MODULE 2B: UNIT 2: LESSON 2
Reading Informational Texts:
Launching the Research Process

Work Time (continued) Meeting Students’ Needs

• Review working with a partner by asking:

* “What does it look like or sound like when working in a small group with your peers?”
• Listen for responses like: “Wait my turn to speak, so I am heard,” “Don’t shout/speak too loudly,” “Make sure everyone gets
a turn to speak,” “No one person does most/all of the speaking,” and “Use information from the text to support my ideas.”
• Prompt students through the process by inviting them to look at the photograph for their Web page.
• Tell them to independently examine the picture, thinking about what details they notice and writing them in the Details
from the Visual column in the Expert Group Animal research guide.
• After several minutes, invite students to share with their partner what they wrote in the Details from the Visual column.
• Circulate to support students as needed. Notice whether they are following class norms when working in a group and
identifying explicit details from the picture when sharing their notes. Prompt students if necessary by asking questions such
as:
* “What do you notice in the picture?”
• Support students who struggled with this on the Mid-Unit 1 Assessment.
• If necessary, model briefly using the millipede Web page research guide.
• After several minutes, remind students that now they will use the details they observed in the diagram and their background
knowledge to make inferences about their expert group animal.
• Invite them to think to themselves for a minute before sharing with their partner. Ask:
* “What do you infer about your expert group animal? What details from the picture did you base your inference on?”
• Once students have had some time to discuss their inferences, invite them to write their inferences on their research guide.
Tell students to use the sentence frame: “We infer _______ because the picture/caption shows/says _______.”
• Circulate and support students as necessary, paying special attention to students who rated themselves with a fist, one
finger, or two fingers during the Fist to Five for this target.
• Remind students that they will fill in the right-hand column after reading their Web page.
• Invite them to read their Web page together, looking for details that support their inferences. Ask students to record these
details in the right-hand column of their note-catchers. Circulate to support as needed. Probe by asking:

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 GRADE 4: MODULE 2B: UNIT 2: LESSON 2
Reading Informational Texts:
Launching the Research Process

Work Time (continued) Meeting Students’ Needs

* “What details support your inferences about the visual?”

* “How does that detail support your inference?”
• Support students who struggled with this on the Mid-Unit 1 Assessment.

C. Close Read: Using a Web page to Research the Expert Group Animal (20 minutes) • Some students may benefit from
• Remind students that close readers reread the texts they are analyzing paragraph by paragraph, sentence by sentence, and having a printed copy of the Web
that this applies to closely reading online sources as well. Explain that they will now reread their Web pages closely as a page with key sections pre-
group to think carefully about the focus task: highlighted in their texts. This will
help them focus on small sections
* “Describe your expert group animal.” rather than scanning the whole text
• Tell students they will be doing this by rereading paragraphs with their expert groups and discussing the text as they read. for answers.
• Using the Expert Group Animal research guide, guide students through rereading the text, inviting them to Think-Pair-
Share and discuss the prompts with their expert groups.
• Circulate and support students as needed. Stop them at the sixth row and explain that they will continue rereading the Web
page in the next lesson.

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 GRADE 4: MODULE 2B: UNIT 2: LESSON 2
Reading Informational Texts:
Launching the Research Process

Closing and Assessment Meeting Students’ Needs

A. Share: Mix and Mingle (5 minutes)

• Tell students that, in a moment, they will share something new they learned about their expert group animal.
• Remind them that they used the Mix and Mingle Checking for Understanding technique (in Unit 1, Lesson 4) to practice
sharing their opinions about whether fiction is a good teacher of facts.
• Review these directions for the Mix and Mingle:
1. Stand up and find a partner.
2. Share one new thing you learned about your expert group animal. Be respectful speakers and listeners.
3. Thank your partner, then find another and repeat.
• Address any clarifying questions about Mix and Mingle.
• Give students 4 minutes to participate in the Mix and Mingle. Listen to their conversations for scientifically accurate facts
about their expert group animals.

Homework Meeting Students’ Needs

• Continue reading your independent reading book for this unit.

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Grade 4: Module 2B: Unit 2: Lesson 2
Supporting Materials
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Exempt third-party content is indicated by the footer: © (name of copyright holder). Used by permission and not subject to Creative Commons license.
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Millipede Web Page Research Guide

Source: http://a-z-animals.com/animals/millipede/

Focus task: Describe your expert group animal.

Directions:
1. Look at the photograph on the top of your Web page.
2. In the first column of the graphic organizer below, record three details you see in the photograph.
3. In the second column of the graphic organizer, record the inferences you make based on these
details.
**NOTE: Do NOT complete the right-hand column of the graphic organizer yet!
4. Read the Web page.
5. In the right-hand column of the graphic organizer, record details from the Web page that support
your inferences in the middle column.

Details from the Photograph My Inferences Details in the Text That Support
(explicit information) (what I infer about this My Inferences
animal) (confirmed with explicit
information)

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 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Millipede Web Page Research Guide

1. What is the gist of

this Web page?

2. Look at the What details do you see about the millipede in these photographs?
photographs at
the top of the
Web page. Then
use details from
the photographs
to answer the
question on the
right.

3. Read the first two Click on the word invertebrate. What does it mean?
paragraphs. Then
use details from
the text to answer
the questions on
the right. What words does the author use to describe the millipede?

4. What is the main

idea of these
paragraphs?
Write it in the box
on the right with
your red pencil.

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 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Millipede Web Page Research Guide

5. Read Paragraphs 3 What do you think inhabit means? What words in the text make you think
and 4. Then use so?
details from the
text to answer the
questions on the
right.
Where does the millipede live?

6. What is the main

idea of these
paragraphs?
Write it in the box
on the right with
your red pencil.

7. Read Paragraphs 5 What do you think feeds means? What words in the text make you think
and 6. Then use so?
details from the
text to answer the
questions on the
right.
What does the millipede feed on?

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 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Millipede Web Page Research Guide

8. What is the main

idea of these
paragraphs?
Write it in the box
on the right with
your red pencil.

9. Read Paragraphs 7 What are the millipede’s predators?

and 8. Then use
details from the
text to answer the
questions on the
right.
List two ways the millipede protects itself from predators.

10. What is the main

idea of these
paragraphs?
Write it in the box
on the right with
your red pencil.

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 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Millipede Web Page Research Guide

Pulling it all together ...

11. Using evidence

from the text,
sketch what the
millipede does
when a predator
is near.

12. MAIN IDEA

Look back at the
answers you wrote in
red. What is the main
idea of this Web
page? Write it in the
box on the right with
your red pencil.

13. SUMMARY

After thinking more closely about your expert group’s Web page, summarize what you think this
Web page is mostly about. Use several specific details from the Web page in your summary.

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 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Millipede Web Page Research Guide

14. WORD
MEANING Add the definitions of the words in bold print to the glossary of your
Reread this research Expert Group Animal research journal.
guide, noticing the
words in bold print.
Talk with your
partner about three
ways you might
figure out the
meaning of an
unknown word.
Then, follow the
directions on the
right.

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 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Three-Banded Armadillo

Name:

Date:

Expert Group Animal Defense Mechanisms: KWL Chart

Focus question: How does the body and behaviors of your animal help it to survive?

I THINK I KNOW … I WANT to I LEARNED …

know …
Information Y/N Information Source

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 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Three-Banded Armadillo
Web Page Research Guide

Source:
http://www.arkive.org/brazilian-three-banded-armadillo/tolypeutes-tricinctus/

Focus task: Describe your expert group animal.

Directions:
1. Look at the photograph on the top of your Web page.
2. In the first column of the graphic organizer below, record three details you see in the photograph.
3. In the second column of the graphic organizer, record the inferences you make based on these
details.
**NOTE: Do NOT complete the right-hand column of the graphic organizer yet!
4. Read the Web page.
5. In the right-hand column of the graphic organizer, record details from the Web page that support
your inferences in the middle column.

Details from the Photograph My Inferences Details in the Text That Support
(explicit information) (what I infer about this My Inferences
animal) (confirmed with explicit
information)

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 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Three-Banded Armadillo
Web Page Research Guide

1. What is the gist of

this Web page?

2. Use the arrows to What details do you see about the armadillo in these photographs?
scroll through the
slideshow
photographs at the
top of the Web
page. Then use
details from the
photographs to
answer the
question on the
right.

3. Scroll down and What words does the author use to describe the three-banded armadillo’s
read the section armour (armor) plating?
titled “Brazilian
three-banded
armadillo
description.” Then
use details from the
text to answer the How does the three-banded armadillo use its plating to protect itself?
questions on the
right.

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 3
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Three-Banded Armadillo
Web Page Research Guide

4. What is the main

idea of this section?
Write it in the box
on the right with
your red pencil.

5. Scroll down and What do you think diet means? What words in the text make you think so?
read the section
titled “Brazilian
three-banded
armadillo biology.” What is the three-banded armadillo’s diet?
Use details from
the text to answer
the questions on
the right.
The Web page says, “It does not appear to seek refuge in burrows, and
instead relies upon its ability to roll into an impregnable ball when
threatened.” What does it mean to seek refuge? What words in the text
make you think so?

Describe how a three-banded armadillo seeks refuge.

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 4
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Three-Banded Armadillo
Web Page Research Guide

6. What is the main

idea of this section?
Write it in the box
on the right with
your red pencil.

7. Scroll down and What do you think habitat means? What words in the text make you think
read the sections so?
titled “Brazilian
three-banded
armadillo range”
and “Brazilian
three-banded What is the three-banded armadillo’s habitat?
armadillo habitat.”
Then use details
from the text to
answer the
question on the
right.

8. Now scroll back up Describe the three-banded armadillo’s habitat.

to the photographs
at the top of the
Web page. Use
details from the
photographs to
answer the
question on the
right.

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 5
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Three-Banded Armadillo
Web Page Research Guide

9. What is the main

idea of these
sections? Write it
in the box on the
right with your red
pencil.

Pulling it all together ...

10. Using evidence

from the text,
sketch what the
armadillo does
when a predator
is near.

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 6
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Three-Banded Armadillo
Web Page Research Guide

11. MAIN IDEA

Look back at the
answers you wrote in
red. What is the main
idea of this Web
page? Write it in the
box on the right with
your red pencil.

12. SUMMARY

After thinking more closely about your expert group’s Web page, summarize what you think this
Web page is mostly about. Use several specific details from the Web page in your summary.

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 7
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Three-Banded Armadillo
Web Page Research Guide

13. WORD Choose three words in bold print in this guide. Add the definitions of these
MEANING words to the glossary of your Expert Group Animal research journal.
Reread this research
guide, noticing the
words in bold print.
Talk with your
partner about three
ways you might
figure out the
meaning of an
unknown word.
Then, follow the
directions on the
right.

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 8
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Three-Banded Armadillo
Research Note-Catcher

Focus question: How does your expert group animal use its body and behaviors to help
it survive?

1. Turn to the index of Animal Behavior: Animal Defenses.

2. Write the page numbers that have information about your expert group animal:

1. Turn to the index of Venom. 1. Use the text features to skim Award-Winning
2. Can this resource help you answer the focus Survival Skills.
question? Write “yes” or “no.” 2. Can this resource help you answer the focus
3. If “yes,” write the page numbers that have question? Write “yes” or “no.”
information about your expert group 3. If “yes,” write the name of the section that has
animal: information about your expert group animal:

Skim the pages you noted above. List the defense mechanisms your expert group animal uses:

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 9
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Three-Banded Armadillo
Research Note-Catcher

Source:

Details about the Defense

Mechanism
Page How This Helps the Animal Survive
• How does the animal use its body to survive?
• How does the animal use its behavior to survive?

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 10
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Three-Banded Armadillo
Research Note-Catcher

Source:

Details about the Defense

Mechanism
Page How This Helps the Animal Survive
• How does the animal use its body to survive?
• How does the animal use its behavior to survive?

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 11
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Three-Banded Armadillo
Sketch Page
Criteria for Sketching:
It is based on your research this means…
o It has realistic coloring, shape, size, and habitat
o It has a descriptive and accurate caption that uses vocabulary from your research

First Draft: Second Draft:

Caption: Caption:

Third Draft Fourth Draft

Caption: Caption:

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 12
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Three-Banded Armadillo
Glossary

Vocabulary strategy
Word/Phrase Definition I used to learn this Sketch/Diagram
word:

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 13
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Three-Banded Armadillo
Glossary

Vocabulary strategy
Word/Phrase Definition I used to learn this Sketch/Diagram
word:

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 14
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Springbok Gazelle

Name:

Date:

Expert Group Animal Defense Mechanisms: KWL Chart

Focus question: How does the body and behaviors of your animal help it to survive?

I THINK I KNOW … I WANT to I LEARNED …

know …
Information Y/N Information Source

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 1
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Springbok Gazelle
Web Page Research Guide

Source:
http://www.arkive.org/springbok/antidorcas-marsupialis/

Focus task: Describe your expert group animal.

Directions:
6. Look at the photograph on the top of your Web page.
7. In the first column of the graphic organizer below, record three details you see in the photograph.
8. In the second column of the graphic organizer, record the inferences you make based on these
details.
**NOTE: Do NOT complete the right-hand column of the graphic organizer yet!
9. Read the Web page.
10. In the right-hand column of the graphic organizer, record details from the Web page that support
your inferences in the middle column.

Details from the Photograph My Inferences Details in the Text That Support
(explicit information) (what I infer about this My Inferences
animal) (confirmed with explicit
information)

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 2
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Springbok Gazelle
Web Page Research Guide

1. What is the gist of

this Web page?

2. Use the arrows to What details do you see about the springbok in these photographs?
scroll through the
slideshow
photographs at
the top of the
Web page. Then
use details from
the photographs
to answer the
question on the
right.

3. Now scroll What details do you see about the springbok in these videos?
through the
slideshow videos.
Use details from
the videos to
answer the
question on the
right.

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 3
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Springbok Gazelle
Web Page Research Guide

4. Scroll down and What words does the author use to describe the springbok?
read the section
titled “Springbok
description.”
Then use details
from the text to
answer the
questions on the
right.

5. What is the main

idea of this
section? Write it
in the box on the
right with your
red pencil.

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 4
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Springbok Gazelle
Web Page Research Guide

6. Scroll down and What do you think graze means? What words in the text make you think
read the section so?
titled “Springbok
biology.” Then
use details from
the text to answer
the questions on What does the springbok graze on?
the right.

The Web page says, “Springboks are renowned for their pronking, or
stotting, behavior.” What does pronking or stotting mean? What words in
the text make you think so?

Describe how a springbok uses pronking to protect itself.

7. What is the main

idea of this
section? Write it
in the box on the
right with your
red pencil.

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 5
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Springbok Gazelle
Web Page Research Guide

8. Scroll down and What do you think habitat means? What words in the text make you think
read the sections so?
titled “Springbok
range” and
“Springbok
habitat.” Then
use details from
the text to answer What is the springbok’s habitat?
the question on
the right.

9. Now scroll back Describe the springbok’s habitat.

up to the
photographs and
video at the top of
the Web page.
Use details from
the photographs
and videos to
answer the
question on the
right.

10. What is the main

idea of these
sections? Write it
in the box on the
right with your
red pencil.

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 6
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Springbok Gazelle
Web Page Research Guide

Pulling it all together ...

11. Using evidence

from the text,
sketch what the
springbok does
when a predator
is near.

12. MAIN IDEA

Look back at the
answers you wrote in
red. What is the main
idea of this Web
page? Write it in the
box on the right with
your red pencil.

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 7
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Springbok Gazelle
Web Page Research Guide

Pulling it all together ...

13. SUMMARY

After thinking more closely about your expert group’s Web page, summarize what you think this
Web page is mostly about. Use several specific details from the Web page in your summary.

14. WORD Choose three words in bold print in this guide. Add the definitions of these
MEANING words to the glossary of your Expert Group Animal research journal.
Reread this research
guide, noticing the
words in bold print.
Talk with your
partner about three
ways you might
figure out the
meaning of an
unknown word.
Then, follow the
directions on the
right.

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 8
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Springbok Gazelle
Research Note-Catcher

Focus question: How does your expert group animal use its body and behaviors to help
it survive?

1. Turn to the index of Animal Behavior: Animal Defenses.

2. Write the page numbers that have information about your expert group animal:

1. Turn to the index of Venom. 1. Use the text features to skim Award-Winning
2. Can this resource help you answer the focus Survival Skills.
question? Write “yes” or “no.” 2. Can this resource help you answer the focus
3. If “yes,” write the page numbers that have question? Write “yes” or “no.”
information about your expert group 3. If “yes,” write the name of the section that has
animal: information about your expert group animal:

Skim the pages you noted above. List the defense mechanisms your expert group animal uses:

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 9
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Springbok Gazelle
Research Note-Catcher

Source:

Details about the Defense

Mechanism
Page How This Helps the Animal Survive
• How does the animal use its body to survive?
• How does the animal use its behavior to survive?

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 10
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Springbok Gazelle
Research Note-Catcher

Source:

Details about the Defense

Mechanism
Page How This Helps the Animal Survive
• How does the animal use its body to survive?
• How does the animal use its behavior to survive?

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 11
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Springbok Gazelle
Sketch Page
Criteria for Sketching:
It is based on your research this means…
o It has realistic coloring, shape, size, and habitat
o It has a descriptive and accurate caption that uses vocabulary from your research

First Draft: Second Draft:

Caption: Caption:

Third Draft Fourth Draft

Caption: Caption:

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 12
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Springbok Gazelle
Glossary

Vocabulary strategy
Word/Phrase Definition I used to learn this Sketch/Diagram
word:

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 13
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Springbok Gazelle
Glossary

Vocabulary strategy
Word/Phrase Definition I used to learn this Sketch/Diagram
word:

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 14
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Mimic Octopus

Name:

Date:

Expert Group Animal Defense Mechanisms: KWL Chart

Focus question: How does the body and behaviors of your animal help it to survive?

I THINK I KNOW … I WANT to I LEARNED …

know …
Information Y/N Information Source

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 1
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Mimic Octopus
Web Page Research Guide

Source:
http://phenomena.nationalgeographic.com/2009/12/13/the-mimic-octopus-my-first-ever-post/

Focus task: Describe your expert group animal.

Directions:
11. Look at the photograph on the top of your Web page.
12. In the first column of the graphic organizer below, record three details you see in the photograph.
13. In the second column of the graphic organizer, record the inferences you make based on these
details.
**NOTE: Do NOT complete the right-hand column of the graphic organizer yet!
14. Read the Web page.
15. In the right-hand column of the graphic organizer, record details from the Web page that support
your inferences in the middle column.

Details from the Photograph My Inferences Details in the Text That Support
(explicit information) (what I infer about this My Inferences
animal) (confirmed with explicit
information)

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 2
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Mimic Octopus
Web Page Research Guide

1. What is the gist of

this Web page?

2. Scroll down to the There are six photographs—three in a column on the left, and three in a
photographs of column on the right. Which column shows photographs of the mimic
the mimic octopus?
octopus. Then use
details from the
photographs to
answer the
question on the How are the photographs in the column on the left related to the
right. photographs in the column on the right?

What details do you see about the mimic octopus in these photographs?

3. Scroll back up to What do you think transformation means? What words in the text make
the beginning of you think so?
the post and read
the first two
paragraphs. Then
use details from
the text to answer What animal went through a transformation?
the questions on
the right.

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 3
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Mimic Octopus
Web Page Research Guide

4. The first
paragraph is an
introduction to
the post.
5. What is the main
idea of the second
paragraph? Write
it in the box on
the right with
your red pencil.

6. Scroll down and What do you think impersonate means? What words in the text make
read the third, you think so?
fourth, and fifth
paragraphs. Then
use details from
the text to answer What does the mimic octopus impersonate?
the questions on
the right.

Why might the mimic octopus want to impersonate venomous or

distasteful animals?

Where has the mimic octopus been seen?

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 4
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Mimic Octopus
Web Page Research Guide

7. Using details from

the fourth
paragraph, sketch
the mimic
octopus
impersonating a
sea snake in the
box to the right.

8. What is the main

idea of
Paragraphs 3–5?
Write it in the box
on the right with
your red pencil.

9. Scroll down and What do you think mimicking means? What words in the text make you
read the sixth think so?
paragraph. Then
use details from
the text to answer
the questions on What are some benefits of mimicking other animals?
the right.

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 5
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Mimic Octopus
Web Page Research Guide

10. Read the seventh What makes the mimic octopus different from snakes, flies, spiders, and
through ninth plants that use mimicry as a defense mechanism?
paragraphs. Then
use details from
the text to answer
the questions on What is a predator of the mimic octopus?
the right.

11. What is the main

idea of
Paragraphs 6–9?
Write it in the box
on the right with
your red pencil.

12. Read Paragraphs What do you think well-suited means? What words in the text make you
10–13. Then use think so?
details from the
text to answer the
question on the
right.
What makes the mimic octopus well-suited to transform into other
animals?

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 6
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Mimic Octopus
Web Page Research Guide

13. What is the main

idea of
Paragraphs 10–
13? Write it in the
box on the right
with your red
pencil.

14. Read from

Paragraph 14 to
the end of the
post. What is the
main idea of these
paragraphs?
Write it in the box
on the right with
your red pencil.

Pulling it all together ...

15. Using evidence

from the text,
sketch what the
mimic octopus
does when a
predator is near.

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 7
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Mimic Octopus
Web Page Research Guide

16. MAIN IDEA

Look back at the
answers you wrote in
red. What is the main
idea of this Web
page? Write it in the
box on the right.

17. SUMMARY

After thinking more closely about your expert group’s Web page, summarize what you think this
Web page is mostly about. Use several specific details from the Web page in your summary.

18. WORD MEANING Choose three words in bold print in this guide. Add the
Reread this research guide, definitions of these words to the glossary of your Expert Group
noticing the words in bold Animal research journal.
print. Talk with your partner
about three ways you might
figure out the meaning of an
unknown word. Then, follow
the directions on the right.

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 8
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Mimic Octopus
Research Note-Catcher

Focus question: How does your expert group animal use its body and behaviors to help
it survive?

1. Turn to the index of Animal Behavior: Animal Defenses.

2. Write the page numbers that have information about your expert group animal:

1. Turn to the index of Venom. 1. Use the text features to skim Award-Winning
2. Can this resource help you answer the focus Survival Skills.
question? Write “yes” or “no.” 2. Can this resource help you answer the focus
3. If “yes,” write the page numbers that have question? Write “yes” or “no.”
information about your expert group 3. If “yes,” write the name of the section that has
animal: information about your expert group animal:

Skim the pages you noted above. List the defense mechanisms your expert group animal uses:

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 9
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Mimic Octopus
Research Note-Catcher

Source:

Details about the Defense

Mechanism
Page How This Helps the Animal Survive
• How does the animal use its body to survive?
• How does the animal use its behavior to survive?

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 10
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Mimic Octopus
Research Note-Catcher

Source:

Details about the Defense

Mechanism
Page How This Helps the Animal Survive
• How does the animal use its body to survive?
• How does the animal use its behavior to survive?

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 11
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Mimic Octopus
Sketch Page
Criteria for Sketching:
It is based on your research this means…
o It has realistic coloring, shape, size, and habitat
o It has a descriptive and accurate caption that uses vocabulary from your research

First Draft: Second Draft:

Caption: Caption:

Third Draft Fourth Draft

Caption: Caption:

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 12
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Mimic Octopus
Glossary

Vocabulary strategy
Word/Phrase Definition I used to learn this Sketch/Diagram
word:

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 13
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Mimic Octopus
Glossary

Vocabulary strategy
Word/Phrase Definition I used to learn this Sketch/Diagram
word:

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 14
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Monarch Butterfly

Name:

Date:

Expert Group Animal Defense Mechanisms: KWL Chart

Focus question: How does the body and behaviors of your animal help it to survive?

I THINK I KNOW … I WANT to I LEARNED …

know …
Information Y/N Information Source

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 1
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Monarch Butterfly
Web Page Research Guide

Source:
http://www.arkive.org/monarch-butterfly/danaus-plexippus/

Focus task: Describe your expert group animal.

Directions:
1. Look at the photograph on the top of your Web page.
2. In the first column of the graphic organizer below, record three details you see in the photograph.
3. In the second column of the graphic organizer, record the inferences you make based on these
details.
**NOTE: Do NOT complete the right-hand column of the graphic organizer yet!
4. Read the Web page.
5. In the right-hand column of the graphic organizer, record details from the Web page that support
your inferences in the middle column.

Details from the Photograph My Inferences Details in the Text That Support
(explicit information) (what I infer about this My Inferences
animal) (confirmed with explicit
information)

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 2
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Monarch Butterfly
Web Page Research Guide

1. What is the gist of

this Web page?

2. Use the arrows to What details do you see about the monarch in these photographs?
scroll through the
slideshow
photographs at
the top of the
Web page. Then
use details from
the photographs
to answer the
question on the
right.

3. Now scroll What details do you see about the monarch in these videos?
through the
slideshow videos.
Use details from
the videos to
answer the
question on the
right.

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 3
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Monarch Butterfly
Web Page Research Guide

4. Scroll down and What words does the author use to describe the monarch butterfly’s wings?
read the section
titled “Monarch
butterfly
description.”
Then use details
from the text to
answer the
How do the monarch butterfly’s wings protect it?
questions on the
right.

5. What is the main

idea of this
section? Write it
in the box on the
right with your
red pencil.

6. Scroll down and What do you think migration means? What words in the text make you
read the section think so?
titled “Monarch
butterfly biology.”
Then use details
from the text to When do the monarch butterflies migrate? Where do they migrate to?
answer the
questions on the
right.

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 4
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Monarch Butterfly
Web Page Research Guide

Continue reading What does feeding mean? What words in the text make you think so?
the section titled
“Monarch
butterfly biology.”
Then use details
from the text to List two things the monarch butterfly feeds on.
answer the
questions on the
right.
How does what the monarch caterpillar feed on protect it when it changes
into a butterfly?

7. What is the main

idea of this
section? Write it
in the box on the
right with your
red pencil.

8. Scroll down and What do you think habitat means? What words in the text make you think
read the sections so?
titled “Monarch
butterfly range”
and “Monarch
butterfly habitat.” What is the monarch butterfly’s habitat?
Use details from
the text to answer
the question on
the right.

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 5
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Monarch Butterfly
Web Page Research Guide

9. Now scroll back Describe the monarch butterfly’s habitat.

up to the
photographs and
video at the top of
the Web page.
Use details from
the photographs
and videos to
answer the
question on the
right.

10. What is the main

idea of these
sections? Write it
in the box on the
right with your
red pencil.

Pulling it all together ...

11. Using evidence

from the text,
sketch what the
monarch butterfly
does when a
predator is near.

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 6
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Monarch Butterfly
Web Page Research Guide

12. MAIN IDEA

Look back at the
answers you wrote in
red. What is the main
idea of this Web
page? Write it in the
box on the right with
your red pencil.

13. SUMMARY

After thinking more closely about your expert group’s Web page, summarize what you think this
Web page is mostly about. Use several specific details from the Web page in your summary.

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 7
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Monarch Butterfly
Web Page Research Guide

14. WORD Add the definitions of the words in bold to the glossary of your Expert
MEANING Group Animal research journal.
Reread this research
guide, noticing the
words in bold print.
Talk with your
partner about three
ways you might
figure out the
meaning of an
unknown word.
Then, follow the
directions on the
right.

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 8
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Monarch Butterfly
Research Note-Catcher

Focus question: How does your expert group animal use its body and behaviors to help
it survive?

1. Turn to the index of Animal Behavior: Animal Defenses.

2. Write the page numbers that have information about your expert group animal:

1. Turn to the index of Venom. 1. Use the text features to skim Award-Winning
2. Can this resource help you answer the focus Survival Skills.
question? Write “yes” or “no.” 2. Can this resource help you answer the focus
3. If “yes,” write the page numbers that have question? Write “yes” or “no.”
information about your expert group 3. If “yes,” write the name of the section that has
animal: information about your expert group animal:

Skim the pages you noted above. List the defense mechanisms your expert group animal uses:

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 9
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Monarch Butterfly
Research Note-Catcher

Source:

Details about the Defense

Mechanism
Page How This Helps the Animal Survive
• How does the animal use its body to survive?
• How does the animal use its behavior to survive?

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 10
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Monarch Butterfly
Research Note-Catcher

Source:

Details about the Defense

Mechanism
Page How This Helps the Animal Survive
• How does the animal use its body to survive?
• How does the animal use its behavior to survive?

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 11
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Monarch Butterfly
Sketch Page
Criteria for Sketching:
It is based on your research this means…
o It has realistic coloring, shape, size, and habitat
o It has a descriptive and accurate caption that uses vocabulary from your research

First Draft: Second Draft:

Caption: Caption:

Third Draft Fourth Draft

Caption: Caption:

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 12
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Monarch Butterfly
Glossary

Vocabulary strategy
Word/Phrase Definition I used to learn this Sketch/Diagram
word:

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 13
 GRADE 4: MODULE 2B: UNIT 2: LESSON 2

Expert Group Animal Research Journal:

Monarch Butterfly
Glossary

Vocabulary strategy
Word/Phrase Definition I used to learn this Sketch/Diagram
word:

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M2B:U2:L2 • December 2013 • 14