I begin by reminding my class of the prompt introduced in yesterday's lesson, Earth is Constant Writing Prompt. I give them each a copy of the rubric, and give them a few moments to look over it, answering any questions if they have them. (The format is similar to most rubrics I've used this year, but this is the first time I've given them the informative texts rubrics). I then model completing each step section of the Prewriting Organizer with them.
I passed out prewriting organizers to each student. I asked my class what claims Mr. Henderson made that they disagree with. I had them write those ideas in their science notebooks.
I would then give them time to conduct some research online to gather evidence to support their claims. I shared some links with them using my PortaPortal as a place to start, but reminded them to be critical readers; .edu's and .gov's are trusted, .org's depends on the organization, but museums are generally good, and .com's are generally businesses trying to make money, not share information. When I saw students off track (Googling "All About the Grand Canyon"), I kept bring them back to the focus question; "What evidence do we have that the earth is always changing?"
At the end of the period, I explained that our next step would be planning ideas, and that if they needed more time for research, that would need to be completed during their Read to Self period.