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Earth on the Move – Informative/Explanatory Report Science: Cause and Effect

Module 6, Grade 8

Learning Module

  • Jim Smith, University of Virginia
  • Sopris Learning

Abstract

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Learning Objective

Students learn to write an informative/explanatory report on a scientific topic related to the forces that shape our Earth. Students read authentic text on glaciers and write a summary paragraph. They then select their own topics related to this project's theme: Earth on the Move.

Students take notes, plan, draft, revise and edit their cause/effect reports. In the process, they learn to incorporate at least one graphic into their reports and create a list of sources. They evaluate their own work and the work of their peers using review criteria. Finally, they publish their finished reports

Common Core State Standards

English Language Arts
RI 6.1-6.9; W 6.2, 6.4, 6.5, 6.6; L 6.1-6.6; S/L 6.1

Literacy in History/Social Studies, Science and Technical Subjects
RI 6.1, 6.2. 6.4, 6.6; W 6.2, 6.4-6.6, 6.7-6.9

Step 1. Introduction: Earth on the Move

For the Student

When we see a picture of our Earth taken from a satellite out in space, it looks like a calm and peaceful place. White clouds swirl over deep blue oceans. The green plains of continents look like quiet meadows perfect for the soft landing of an alien ship. But for those of us who live on Earth, we know about changes all around us every day. Some of those changes are sudden and dramatic, such as a big snowstorm or a hurricane. Some changes are slow and steady, such as rivers carving canyons into the earth or ocean waves polishing rocks into sand.

Many scientists spend their lives studying some particular force of nature. For example, they may study what causes earthquakes, how glaciers move, or how ocean currents affect the weather. These scientists write about these dynamic forces to help us better understand and appreciate our ever-changing world.

For your first writing project, you will be a science writer working on an informative/explanatory report. Your topic will be a process of nature that most fascinates you.

Comment: Why are some scientists inspired to write articles about the dynamic forces of nature?

For the Teacher

In this Step Up to Writing project: Earth on the Move, students assume the role of science writers who are writing a short informative/explanatory report about a dynamic force of nature. We can help student writers be more successful when we give them a clear sense of purpose and audience when they write. In this case, they can visualize themselves as taking on the role of being science writers who want to convey information to their audience about a dynamic process of nature that interests them.

During this project, students will learn how to:

  • research and evaluate sources for their topic
  • organize their information using cause and effect strategies
  • follow the steps in the writing process, including planning, drafting, revising, reviewing, editing, and publishing
  • establish and maintain a formal style
  • incorporate graphics and cite sources they used in their research
  • Collaborate with peers in evaluating and revising their writing

Differentiation: If students need to review the elements of informative/explanatory writing, see 4-6 Color-Coding the Five Elements of Informative/Explanatory Writing.

Comment: Why are some scientists inspired to write articles about the dynamic forces of nature? (Answers will vary.)

Sample Answer: Scientists are inspired to write articles about the dynamic forces of nature because they want us to better understand and appreciate our world.

Community Update: Copy and paste the "For the Student" content and paste into a Community update.

Post Student Content to a Community

Step 2. Read and Respond – Glaciers: Rivers of Ice (860L), Glaciers and the Landscape (1170L)

For the Student

Good writers are active readers. What do active readers do? They dig into the text and ask questions as they read. They make connections by relating what they are reading to what they know, what they want to know, and how new knowledge can change or expand their ideas about the world.

In your role as a science writer, you will need to be an active reader too. Read the following articles, "Glaciers: Rivers of Ice" and "Glaciers and the Landscape." Then answer the questions to see what you've learned about glaciers and how they shape and reshape the Earth.

Click on glaciers PDF icon to read the articles.

Glaciers: Rivers of Ice • Glaciers and the Landscape

After you have read the articles, click on the survey to answer the questions.

For the Teacher

To start this project, have students read two informational articles on glaciers: "Glaciers: Rivers of Ice" and "Glaciers and the Landscape." Common Core State Standards emphasize the importance of students being able to read and demonstrate comprehension of grade-level, complex informational text.

Assist students in reading these texts by reading them first to students aloud or having students take turns reading the texts aloud. Discuss the articles with students and then have students take the survey.

Student answers to the survey will help you see how well students can:

  • Identify the central ideas in text and how those ideas are conveyed with particular details
  • Determine the meanings of domain-specific words and phrases, as used in a specific scientific topic
  • Understand the relationship between cause and effect
  • Integrate information presented in different texts and media

Discuss the answers to the questions with the whole class after your students have submitted their individual surveys.

Differentiation: When reviewing the survey results on the Dashboard, if students do not show evidence of having read or understood the articles then provide additional support by having students reread the articles and take notes using 1-17 Easy Two-Column Notes. Discuss notes with students.

Community Update: Copy and paste the "For the Student" content and paste into a Community update.

Step 3. Take Notes and Summarize

For the Student

Science writers often take notes and write summaries of articles that they read in order to help them understand and remember information. Let's practice summarizing the article, "Glaciers and the Landscape."

Download or print Tool 1-30c Four-Step Summary Paragraphs. Writing a summary paragraph can be done in four steps. Follow these four steps to write a summary paragraph on the article "Glaciers and the Landscape."

Click on glaciers to review the article.

  1. Write a topic sentence using the three-part (IVF) topic sentence method: Identify the Item, Select a Verb, Finish Your Thought. Use TED verbs (tells, explains, describes) when writing topic sentences for summaries.
  2. Copy the complete topic sentence.
  3. Create a fact outline.
  4. Write a final summary paragraph using the fact outline.

Comment: What is the function of a topic sentence in a summary paragraph?

For the Teacher

Before students begin planning their own informative/explanatory report, give them practice in summarizing the article, "Glaciers and the Landscape." In modeling and guiding students in writing a summary, reinforce the importance of writing effective topic sentences and identifying the key facts from the article.

Inform your students that a well-written summary:

  • Begins with a clear, direct topic sentence that identifies the text's main idea or topic
  • Contains key facts to support the topic sentence
  • Keeps the same tone as the original piece of writing
  • Does not include the summary writer's opinion
  • May use transitions
  • Does not need a formal conclusion; it may have a concluding sentence but that sentence should not express the writer's opinion or judgment.

With the class, display Tool 1-30a and read it as an example of a good summary paragraph. Display Tool 1-30b to show students what their plans should look like for writing their own summary paragraphs. Walk your students through the Four-Step Summary Paragraph process.

  1. Write a topic sentence using the three-part (IVF) topic sentence method: Identify the Item, Select a Verb, Finish Your Thought. Remind students to use TED verbs (tells, explains, describes) when writing topic sentences for summaries.
  2. Copy the complete topic sentence.
  3. Create a fact outline.
  4. Write a final summary paragraph using the fact outline.

Display Tool 1-30c Four-Step Summary Paragraphs. Guide students in completing the four steps for writing a summary paragraph on the article, "Glaciers and the Landscape" or have students independently complete the steps and then write and submit their finished summaries in Creator.

Differentiation: If your students need practice in writing effective topic sentences, see 4-18 Topic Sentence Variety. For students who need extra practice in writing summaries of informational text, use this strategy with different content-area texts and/or use the Step Up to Writing Supplemental Unit: Writing a Summary: Informational Text.

Comment: What is the function of a topic sentence in a summary?

Sample Answer: The topic sentence in a summary identifies the main idea or topic of the article being summarized.

Community Update: Copy and paste the "For the Student" content and paste into a Community update.

Step 4. Select a Topic

For the Student

Now it is your turn to be the science writer. The theme of this project is "Earth on the Move." Begin by thinking about a specific process in nature that you find interesting. When you are engaged in your topic, you will find that your enthusiasm comes through in your writing, and your readers will be more engaged too.

As you select a topic, keep in mind the following:

  1. The length of this report should be six to seven paragraphs, so select a topic that you can cover adequately in a report of that length.
  2. Use at least two sources of information when you research your topic.
  3. Include at least one photograph or illustration with a caption to go in your report.
  4. Include a list of sources with your report.

Here is a list of topics to help in your search for a subject that inspires you. If you don't find the topic you are looking for, ask your teacher for help.

  • What causes earthquakes
  • What makes volcanoes erupt
  • How do icebergs form
  • What causes tornadoes
  • What causes hurricanes
  • What makes the ocean tides rise and fall
  • What causes tsunamis
  • What causes sand dunes to form
  • How does the water cycle work

Comment: What topic on this list would you be most interested in writing about?

For the Teacher

Deciding on what to write about can be a daunting task for students. This project has students focus on one aspect of the theme, "Earth on the Move." However, within this broad theme, students have many choices, which makes it possible for them to select a topic that they can write about with enthusiasm.

As students are considering a topic, have them keep in mind the following:

  1. The length of this report should be six to seven paragraphs, so select a topic that can be covered adequately in a report of that length.
  2. Use at least two sources of information when researching the topic.
  3. Include at least one photograph or illustration with a caption to go in the report.
  4. Include a list of sources with the report.

Differentiation: If some students are struggling to select a topic, then ask them to think about a personal experience that was affected by a force of nature, such as being caught in a rain storm or watching a hurricane hit a town on the evening news. Perhaps they have some interest in an historical event, such as the sinking of the Titanic when it hit an iceberg. Making this kind of connection may inspire them to find out more information associated with the event.

Comment: What topic on this list would you be most interested in writing about? (Answers will vary.)

Community Update: Copy and paste the "For the Student" content and paste into a Community update.

Step 5. Prewrite: Understanding Cause and Effect

For the Student

Informative/explanatory writing can be used to explain how one event (the cause) led to another (the effect). In other words, cause and effect writing tells why something happened and explains how one event, person, idea or thing changed another.

Comment on the causes and effects described below:

  1. Imagine you are climbing Mt. Matterhorn in Switzerland with a group of close friends. You are looking up at the steep, pointed peak of the mountain on a beautiful summer day.

Comment: If one of your friends asked you how Mt. Matterhorn got its pointed shape, what would you say was the cause?

Comment: Consider the topic you have selected for this project. Write the topic and then after it brainstorm some of the causes related to your topic, such as what causes hurricanes or tornadoes.

Download or print 1-28g Text Structure: Cause and Effect and complete the Tool by brainstorming cause and effect related to your topic for this project.

For the Teacher

Understanding the logical relationship between cause and effect is a crucial academic skill for students as they think, read, study, and write. The Common Core State Standards also mention the importance of students organizing and writing informational/explanatory text using cause and effect text structure. This project's theme, Earth on the Move, gives student practice in analyzing cause and effect in the natural world.

Tell students that informational/explanatory writing can be used to explain how one event (the cause) led to another (the effect). In other words, cause/effect writing tells why something happened or explains why one event, person, idea or thing changed another.

Remind students that in informative/explanatory writing, the explanation of the cause and effect sticks to the facts and does not include the opinion of the writer.

Display and discuss with students NEW Using Cause/Effect Text Structure to Create an Informal Outline.

  • Read through both sides of the completed prewriting map with students.
  • Emphasize that the brainstorming notes are not well organized and that they can include fragments and complete sentences.
  • Discuss how the cause and effect Tool has been used to create an informal outline, including the key/star ideas and the details.

Ask students to share with the class the topics they have selected for their project related to the theme, Earth on the Move, and have them describe cause and effect relationships related to their topics.

Have students answer the comments on the update and independently complete 1-28g Text Structure: Cause and Effect for their topics.

Comment: If one of your friends asked you how Mt. Matterhorn got its pointed shape, what would you say was the cause?

Sample Answer: I would say that the pointed shape of Mt. Matterhorn was caused by cirque glaciers that have eroded on several sides of the mountain so that all that is left is the steep, pointed peak.

Comment: Consider the topic you have selected for this project. Write the topic and then after it brainstorm some of the causes related to your topic, such as what forms hurricanes or tornadoes. (Answers will vary.)

Sample Answer: I am writing about what causes tsunamis. Tsunamis are formed by earthquakes are started by

Differentiation: If students are having difficulty understanding cause/effect relationships related to physical forces in nature, reread the article, Glaciers: Rivers of Ice, with students and model and guide them in how to complete 1-28g Text Structure: Cause and Effect with regard to the formation of glaciers.

Community Update: Copy and paste the "For the Student" content and paste into a Community update.

Start Project: Go to Publisher and duplicate the Project "Earth on the Move."

Distribute Survey: Go to Publisher and duplicate the Survey "Earth on the Move."