Translating the NGSS for Classroom Instruction and the Common Core Standards (CCSS)
Unit Lesson or Title
3-LS4 Biological Evolution: Unity and Diversity
Earth Verse: Using Science in Poetry by Jon Scieszka
Grade/Subject
NGSS Performance
Expectation(s)
Grades 3-5; Language Arts and Science
3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and
the types of plants and animals that live there may change.
Common Core State
Standards Connections
NGSS Common Core State Standards Connections:
ELA/Literacy –
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers. (3-LS4-1),(3-LS4-2),(3-LS4-3)(3-LS4-4)
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
(3-LS4-1),(3-LS4-2),(3-LS4-3),(3LS4-4)
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (3-LS4-1),(3LS4-2),(3-LS4-3),(3-LS4-4)
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (3-LS41),(3-LS4-2),(3-LS4-3),(3-LS4-4)
SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant,
descriptive details, speaking clearly at an understandable pace. (3-LS4-2),(3-LS4-3),(3-LS4-4)
Lesson length:
Background
Information:
Four 50 minute lessons
This lesson is a great way to teach both scientific and English content to a class, although the teacher can easily
choose another book and subject area. In this lesson, students listen to poems in the book Science Verse by Jon
Scieszka. Students then create diamante, acrostic, or theme poems with illustrations. To help increase fluency,
students read their poems to the class. Finally, students create original poems using facts they have learned in
the current science curriculum. http://www.readwritethink.org/classroom-resources/lesson-plans/earth-verseusing-science-1141.html
Disciplinary Core Ideas
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability
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of resources, some organisms survive and reproduce, others move to new locations, yet others move into the
transformed environment, and some die. (secondary to 3-LS4-4)
LS4.D: Biodiversity and Humans
Populations live in a variety of habitats, and change in those habitats affects the organisms living there. (3-LS44)
Science and
Engineering Practice
Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to
collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital
tools should be used.
Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS4-1)
Cross Cutting Concepts
5E Stage
Science/Engineering
Practice or Crosscutting
What the Teacher Does…
What the Students Do….
Engage
Analyzing data in 3–5
builds on K–2 experiences
and progresses to
introducing quantitative
approaches to collecting
data and conducting
multiple trials of
qualitative observations.
When possible and
feasible, digital tools
should be used.
Begin by showing
students the cover of the
book, Science Verse. Ask
them what they think the
story is about. Read to
students the first two
pages (beginning with,
"On Wednesday...").
Next, ask them, "What
do you know?” and
questions listed in
performance tasks.
Computer access to
poems may be used.
Read the story in its
Students will demonstrate
prior knowledge using KWL
sheets.
Students will listen actively.
Students will participate in
question-answer sessions
and KWL sheets.
What Are Students Learning?
What is the Evidence of
Learning?
Building connections between
prior knowledge and new
knowledge through the senses
(Using Gardner-learning styles
and meta-cognition—to build
schemas-Bruner):
KWL chart, board work and
observation.
2
Explore
Populations live in a
variety of habitats, and
change in those habitats
affects the organisms
living there. (3-LS4-4)
RI.3.2 Determine the main
idea of a text; recount the
key details and explain
how they support the
main idea. (3-LS4-1),(3LS4-2),(3-LS4-3),(3LS4-4)
entirety, stopping to
show students the
pictures associated with
each poem.
When you are finished
reading the story, ask
students how the boy in
the book hears the facts
his teacher is sharing.
Hand out index cards to
each group.
Direct groups to
brainstorm ideas for their
own poems and list ideas
on the board. Then
instruct them to list the
names of their poems on
the fronts of their cards
and science vocabulary
words found in them on
the backs. Model the
cards you created if
necessary (see
Preparation, Step 3).
Students will engage in
discussion of the text,
exploring alternative
opinions about the text.
Have students create their
own index cards by choosing
one parodied poem from
Science Verse.
Groups will create a title for
their poems and list
vocabulary on the back of the
cards.
Observation: Walk around the
room to observe and offer help
as necessary. If any group is
having trouble getting started,
remind them to refer to the
brainstormed ideas on the
board.
Participation in group
discussion, and illustrations
show assimilation of knowledge
and schemas built.
Students will access
information.
Allow students access to
science notes, fiction and
nonfiction books, and
content- related
websites. Give them
about 15 to 20 minutes
to create their poems.
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Explain
Analyze and interpret data
to make sense of
phenomena using logical
reasoning. (3-LS4-1)
Instruct students to note
the ideas on the board
for use when they work
in their groups.
Students will create their
own poems.
Elaborate
W.3.2 Write
informative/explanatory
texts to examine a topic
and convey ideas and
information clearly. (3LS4-1),(3-LS4-2),(3-LS43),(3-LS4-4)
For example, if you are
studying changes in
habitats secondary to
changes, one group may
write about human
encroachment on
habitats while another
group may write about
deforestation in
rainforests.
Students will also draw a
colorful illustration that
reflects the title of the poem.
Students will hang poem and
art on the board.
SL.3.4 Report on a topic or
text, tell a story, or
recount an experience
with appropriate facts and
relevant, descriptive
details, speaking clearly at
an understandable pace.
(3-LS42),(3-LS4-3),(3-LS4-4)
Evaluate
RI.3.3 Describe the
relationship between a
series of historical events,
scientific ideas or
concepts, or steps in
technical procedures in a
text, using language that
pertains to time,
sequence, and
cause/effect. (3-LS4-1),(3-
Students integrate expert and
go beyond given information to
generate and improve their
ideas as is evidenced by
generated poems.
Observation of group work
Participation in group
discussion, illustrations, and
presentation illustrates
developing expert knowledge.
One speaker will read a
description of the type of
poem and the other will read
the actual poem.
Clarify to students that
each group has to
designate two speakers,
a writer, a researcher,
and an artist.
Review the checklists
with groups to make sure
students learned how to
create one type of poem
using some of the science
facts discussed in class.
Also, teacher will use the
Poem and Participation
Rubric
(http://www.readwriteth
Students evaluate their work
using the self-assessment
check list.
KWL, charts,
Self-Assessment Checklist
(http://www.readwritethink.org
/lesson_images/lesson1141/self
.pdf) for the poem and
illustration they created in
Session 3Each student should
have completed some part of
the group work in Session 3.
The Poem and Participation
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LS4-2),(3-LS4-3),(3-LS4-4)
ink.org/lesson_images/le
sson1141/rubric.pdf) to
make sure the student
understood the three
different types of poems
and that they shared and
respected each other.
Rubric, group work poems and
illustrations and presentations.
Grouping
Strategies
Divide students into groups of five by poem title; whole groups
Materials and
Equipment
Chart paper and markers, chart paper and markers, KWL handouts, index cards, colored markers or pencils, one or
more copies of Science Verse by Jon Scieszka (Viking, 2004), Dictionaries and thesauruses Copies of poems parodied
in Science Verse (see Preparation, Step 2), and computers with Internet access (optional).
Lessons 1 and 2
1. Show students cover of the book and ask what the story is about; then read the first two page(beginning
with, "On Wednesday..."). Next, ask them, "What do you think ‘a curse of science verse' means?" Record
their responses on the board. Explain that the boy in the story is in science class; ask them to listen
carefully.
2. Read the story in its entirety stopping to show the students the pictures as your read.
3. When you are finished, ask students how the boy in the book hears the facts his teacher is sharing. Discuss.
4. Ask if they remember any science facts from the story, recording their answers on the board. If students
don't remember any of the facts, go back to the poem, "Food Chain," and read it a second time using the
rhyming pattern from the poem, "I've Been Working on the Railroad." In the second stanza, the science
vocabulary words are green plants, consumer, producer, predator, and prey. After students recognize the
vocabulary words, ask them, "What does a food chain have to do with working on a railroad?" Your goal is
to help students realize that all animals work to survive in life, and that this poem is one way to remember
the order of survival in the food chain.
5. Have students reflect on the original poems upon which the poems in Science Verse are based. This is so
they can see how rhythm and rhyme can help them to remember content area facts. Divide students into
groups of five and give each group one poem from the list of original poems (see Preparation, Step 2). Give
groups about 10 minutes to read the poem and try to match it to the parodied poem in Science Verse.
6. Once students have matched the original poem to the parodied one in Science Verse, hand out index cards
to each group. Have students create their own index cards by choosing one parodied poem from Science
Description of
Performance Tasks
Note: The
performance tasks
should include
elements from the
three dimensions
from the NGSS –
knowing and doing
5
7.
8.
9.
10.
11.
12.
Verse. Direct groups to list the names of their poems on the fronts of their cards and science vocabulary
words found in them on the backs. Model the cards you created if necessary (see Preparation, Step 3).
Bring the groups together and have each group discuss their findings with the class. Sample discussion
questions include: (1) How is the poem in the book different from the original poem? (2) What science
words are used in the Science Verse poem? What facts are discussed? (3) How does the use of rhythm and
rhyme help you to remember words and information?
Explain to students that they will work in groups to write a description and either a diamante, acrostic, or
theme poem. You can show the poems you created earlier as models (see Preparation, Step 5). Explain that
the poems have to relate to any science fact from class. Students will also draw a colorful illustration that
reflects the title of the poem. Brainstorm some poem ideas with students and note the ideas on the board
for use when they work in their groups. For example, if you are studying changes in habitats, one group may
write about habitats while another group may use deforestation in rainforests.
Have students get into groups of five and give each group one copy of Descriptions and Sample Poems. Each
group should also receive one copy of either the Checklist for Diamante Poem, the Checklist for Acrostic
Poem, or the Checklist for Theme Poem to help them complete their poems. Each group will be responsible
for one type of poem. Also make available chart paper, markers, dictionaries, thesauruses, and the copies of
poems from Science Verse from the previous two sessions.
Clarify to students that each group has to designate two speakers, a writer, a researcher, and an artist. One
speaker will read a description of the type of poem and the other will read the actual poem. First, they have
to write the type of poem on the top of the chart paper (diamante, acrostic, shape) and a description of that
type of poem. Next, they have to create a title, a poem, and an illustration of the poem on the chart paper.
When each group is finished, someone from the group has to hang the chart paper in the front of the room.
Allow students access to science notes, fiction and nonfiction books, and content-related websites. Give
them about 15 to 20 minutes to create their poems. Walk around the room to observe and offer help as
necessary. If any group is having trouble getting started, remind them to refer to the brainstormed ideas on
the board.
Have each group take turns explaining their poem to the rest of the class. As each group explains their type
of poem and reads it aloud, the other students should make sure that the poem conforms to the checklist.
After each group finishes, they should ask students if they have any comments or questions. If there are no
comments or questions, ask guiding questions regarding the description of the poem and the science
material presented. For example, if the group was writing an acrostic poem about Biomes, you might ask,
"Did the group begin each line with a capital letter? Did each line begin with the next letter in the title of the
poem-first line "B," second line "I," and so on? Are the science facts correct?" See hyperlink under
“Background” for the rest of the performance tasks and sessions.
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Supporting English
Learners
Reading or Writing Activity
Listed in Learning and
Instructional Sequence
Story:
Chart/ vocabulary words
Creation of Class Recycle
Book
Support for Emerging learners
Support for Expanding learners Support for Bridging learners
Whole group
Words/pictures
Cooperative pairs and group
roles
Leadership roles
Supporting Struggling
Learners
Activity
Support for Students who Need Minor Support
Board list of ideas
List of ideas
Supports for Students who Need Intensive
Support
Adult supervision
Supporting Advanced Learners
Activity
Listed in Learning and Instructional Sequence
Extension for Advanced Students
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