We started by thinking about what we already knew about penguins. We wrote down anything we could think of! We save these thoughts so that we could confirm what we knew was true with our research or if we realized we had misconceptions. We practiced saying the word misconceptions a lot!
Before we dove into research, we wanted to think of some questions we had about penguins. Students wondered what penguins did to defend themselves from predators, what baby penguins did to stay warm, and where penguins lived. Some of us wondered where penguins used the bathroom!! We put those questions on a different sticky note so that we could remind ourselves what we were looking for while reading.
One of our questions was about how penguins move. We learned that penguins waddle and slide in a way called tobogganing. Here we are trying to waddle and tobaggan:
During our reading and research we came across some information that we had a harder time connecting to. For example, it was really hard to think about penguin fathers keeping an egg on his feet for two whole months! What is it like for a penguin father to move around with an egg on his feet? We tried it out:
As we read, we confirmed our prior knowledge or declared a misconception, we answered questions, and we took note of new learning. Then we put our study of information writing to use and wrote what we learned about penguins. Ask your child what he or she learned about penguins!
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