10 livnon liv k 2 living things complete inv pack

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Credits: © iStockphoto.com/kali9

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Each Investigation Pack includes everything you need for this activity The

investigation begins with the Key Question—the guiding question that

students will address during their reading It challenges students to identify

texts, as well as from their discussions, to answer the Key Question

ACTIVITY OVERVIEW

group reads at least

and collects evidence

Key Question

with the other files they read, and why or why not

exciting new science adventure They will dig deeper into science content, apply scientific practices, and develop skills in the language arts

high-interest, in-depth science content In each investigation, students will

critical thinking, and creativity

ABOUT THE

RESOURCE

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INVESTIGATION PACK TEACHER’S GUIDE

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color, but this is not essential They may be printed single-sided, in black and white, or even projected or viewed on screen as needed

is written at a lower reading level, two or more are at a middle level, and one is at a higher level These levels are represented by small dots to indicate a lower (•), middle (••), or higher (•••) reading level Assign the appropriate file to each student within a group, or pair an emerging reader with a capable reader and ask them to read the same file

¢ The I.File Response Sheet asks the Key Question and provides space for prior knowledge While reading, students will record key vocabulary and evidence from the text they read Then they will compare notes with their teammates to write their answer to the Key Question on this sheet

¢ The Mystery File may or may not share all of the key details of the

I.Files Each Mystery File includes a Mystery File Question to help students decide whether the subject does or does not belong grouped

their decision using evidence from the text

¢ The I.Files Teaching Tips are specific to the topics in the pack They include answers

common misconceptions, key vocabulary terms, solutions to Math Moments, and extensions and variations related to the files

Each Investigation Pack includes the following:

informational text covering a specific high-interest topic related to a Science A–Z unit Students will interpret photographs, illustrations,

maps, and graphs Certain embedded details are common to all the

files and are integral to answering the Key Question

Contents of Each Investigation Pack

I.File

Reading Levels

low middle high

File

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We recommend using the Investigation Packs in one of two ways

of the unit it accompanies This activity is meant to complement the other unit materials while providing students with deeper scientific content Before using the Investigation Pack, you might have students

can be used at the beginning of the unit in order to spark interest in the subject matter

reading activity before or after introducing other unit materials

matter of the Investigation Pack

Make sure students understand what the question is asking

the answer is in the My First Answer section, based on their prior knowledge Now is a good time to review unfamiliar vocabulary

Grouping Alternatives

Have students work in Investigation Teams (or “I.Teams”) of four to six

convene to discuss the pack of files If using smaller groups, consider one of these approaches:

pairs meet to discuss all the files in the pack

files together

Group Roles

Consider assigning group roles to students, particularly a recorder and a discussion leader Other roles might include a materials collector,

a timekeeper, a reporter, and a fact checker

reading, students should record key vocabulary terms in the My Key Words and Definitions chart and attempt to define them in their own words using context clues Provide dictionaries to help students define the words

In the My Evidence section, instruct students to record details from their

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can be copied directly from the left-hand I.Team Evidence section of the

I.File Response Sheet Then have them circle whether each detail is or is not

details in order for the answer to the Mystery File Question to be yes.

Invite groups to share their answers to the Key Question and the Mystery File Question

If groups disagree, encourage scientific

evidence If groups didn’t find all the key

share with them the ones they missed

students come away with the correct answers to the Key Question and the Mystery File Question Address any misconceptions that may have influenced

Now have students come together as a group and report on what they have learned They should collaboratively fill out the group section

for details that are definitely true of all the files as well as space for details that only might be true By analyzing which details are found in all the

files, students will engage in scientific argument in order to come to an agreement on the answer to the Key Question Invite groups to share their findings so the whole class can come to a consensus Refer to the

I.Files Teaching Tips to guide the discussion

Students each read

AFTER THE

ACTIVITY

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Consider these ideas to extend the usefulness of any Investigation Pack Also see the I.Files Teaching Tips that accompany each set of I.Files for extensions and variations specific to that Investigation Pack.

¢ Home Connection: Using the “flipped classroom” approach, have

file Back in class, have students discuss the answers to the Key

¢ Center Activity: After the group activity, in which each student only

Allow students to read the rest of the files from the pack to learn more about each topic

the text:

1 Provide vocabulary support by using a word wall

2 Review pronunciations with students before beginning the activity

3 Introduce any science words that have cognates in a student’s

native language

4 Pair an English Language Learner with a fluent reader of English

5 Allow students to define vocabulary terms in nonlinguistic fashion

(drawings)

¢ Arts: In a science journal or on a separate piece of paper, students can create their own version of a picture or diagram from their

I.File or draw a new one based on facts from their reading

¢ Technology: For digital literacy practice, have students conduct

present their findings to the class using digital presentation software

¢ Writing/Arts: Have students research and create a new I.File on a topic

details to include it with the others Students may also add images, maps, graphs, math problems, and interesting sidebars

¢ Field Trip/Guest Speaker: Take a class field trip or invite a guest speaker

EXTENSIONS

AND VARIATIONS

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Name Date Others on my I.Team Title of I.File

Key Question

What is the same about all living things?

My First Answer

My Key Words and Definitions

Teacher Instructions: Before students read the I.Files, ask them to explain what they know or think they know about the

answer to the Key Question using the My First Answer section After students read an I.File, ask them to list five words

that are important for understanding the topic Then have them define each term in their own words.

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I.FILe RespONse sheeT

My Evidence

_ _

of all the I.Files, but they would need to learn more to know for sure Students should not use these details to answer the

Key Question Finally, have students provide the I.Team Answer in complete sentences, using separate paper if necessary.

Details that might be true

of all the I.Files

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Credits: left: © Nomad/Superstock; right: © Sebastian/Alamy

i magine having legs twenty times longer

than your body! Daddy longlegs have eight very long legs They use their legs

Look outside if you want to see a daddy longlegs They live almost everywhere Don’t be afraid They don’t hurt people.

in big groups no one is sure why

What do you think?

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Credits: top: © Isselee/Dreamstime.com; bottom left:

Living/Non-Living } Living Things } Daddy Longlegs

A daddy longlegs has eight

long legs But two of its

legs are longer than

the other six These

long legs are

made of special cells

The cells help the

daddy longlegs smell,

taste, and hear These

senses help it respond

The young look like their parents

when they hatch They molt,

or shed their skin, as they grow and develop into adults.

The Longest Legs of All

Daddy Longlegs

1 body part

2 eyes

No fangs Does not make silk

Spider

2 body parts

8 eyes Fangs Makes silk

Comparing DaDDy LongLegs anD spiDers

Both

8 legs Move by crawling Molt

2 longer legs

A daddy longlegs can let go

of one of its legs if another animal catches it Then the daddy longlegs runs away.

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Credits: Left: © Mc Donald Wildlife Photog./Animals Animals/age fotostock; center (ants): © iStockphoto.com/Pitroviz; right: © Biosphoto/Superstock

H ow many ants can a giant anteater

eat? Up to 30,000 a day!

A giant anteater is made of cells All cells use energy An anteater gets energy from eating ants and other insects.

The giant anteater’s long nose helps it respond to the environment to find food

The anteater smells around to find an ant nest It digs up the nest with its claws Then the anteater uses its long, sticky tongue It picks

up many ants at once.

THE EATING MACHINE

File

Giant Anteater

A giant anteater can flick its tongue

up to 160 times a minute when it eats!

Giant anteaters

have no teeth

They grab food

with their sticky

tongue Then they

swallow it whole!

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Credits: Left center: © M Watson/ardea.com; top right:

Living/Non-Living } Living Things } Giant Anteater

Giant anteaters live in forests and grasslands The places where they live are shown in red

WHERE GIANT

ANTEATERS LIVE

Atlantic Ocean

Pacific

Ocean

SOUTH AMERICA

Giant anteaters mostly live alone But they

pair up to make more of their own kind

The baby anteater looks like its parents

But it is much smaller The baby climbs on

its mother’s back Its fur blends in with the

mother’s fur The baby hides there while it

grows and develops.

eye clawed feet

thick, striped fur

180 cm (6 ft.)

BODY PARTS OF A GIANT ANTEATER

Giant anteaters sleep about

15 hours a day to save

energy How many hours

a day are they awake?

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Credits: main: © iStockphoto.com/ranzino; top left: © iStockphoto.com/Timura; bottom left: © Maksim Pasko/ Dreamstime.com; bottom center: © iStockphoto.com/Suzannah Skelton; bottom right: © buffaloboy/123RF

A pumpkin can grow to be huge!

But it starts as a small seed

The seed develops into a green vine it needs water and sunlight.

Soon, flowers grow Bees visit the flowers Then the pumpkins grow

Pumpkins are the fruit of the plant They start off small and green Then they grow large and turn orange

Seeds are inside the pumpkin The pumpkin makes more of its own kind with seeds The seeds can grow into new plants.

Small SeedS, Big Fruit

File

People in ireland used

to make jack-o’-lanterns out of turnips now people usually make them out of pumpkins.

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Living/Non-Living } Living Things } Pumpkin

How to Cook PumPkin SeedS

1 Rinse and clean the

for about 20 minutes

Pumpkin plants have big leaves

The leaves are made of cells

They get energy from the Sun

The plants respond to what is around them They use energy

to grow toward the Sun They can climb trees They can even climb fences They climb to get more sunlight.

C limbing Vines

John has 88 seeds on his plate He eats 36 of them How many seeds are left?

Some farmers grow big pumpkins

The biggest ones weigh as much

as a small car.

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stars This one is

called a tile sea star

It takes a sea star about a year to regrow a lost arm

i magine walking along the shore

There’s a sea star it’s missing

an arm Don’t worry—sea stars can grow new arms!

Sea stars are made of cells To build

a new arm, they grow new cells

Some sea stars can even grow a whole new sea star from just one arm! They use the energy stored in the arm until they grow a new mouth Then they can get energy from food again.

A Broken StAr

Most sea stars have 5 arms, but some have

as many as 50!

File

Sea Star

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Credits: background: © WaterFrame/Alamy; left: © Nature Picture Library/Alamy; center right: © Wim van Egmond/Visuals Unlimited, Inc.; right: © Marek Kosmal/123RF

Living/Non-Living } Living Things } Sea Star

A sea star has hundreds

of tiny “tube feet” on its

underside They grab

the seafloor and pull

the star along

armtube

feet

A sea star has no brain! But it does

have nerves in each arm The arms

control where it moves.

A sea star has an eye at the end of

each arm The eyes only see light and

dark But that’s enough information

for the sea star it responds to its

environment by moving to find food.

Sea stars make more of their own kind

by making eggs An egg hatches into a

young sea star called a larva it is tiny

The larva swims around in the ocean

once the larva grows bigger, it sinks

to the seafloor it grows many arms

it develops into an adult sea star.

Sea stars are sometimes

called starfish Are sea

stars really fish? Why

or why not?

Starwalkers

Tiêu đề	10 Livnon Liv K 2 Living Things Complete Inv Pack
Trường học	Learning A–Z
Chuyên ngành	Science
Thể loại	giáo trình nghiên cứu

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Số trang	22
Dung lượng	8,55 MB