11 earthmoonsun k 2 life on earth complete inv pack

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.. In the My Evi

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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 one different I.File and collects evidence

Key Question

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

INTRODUCTION Welcome to Investigation Packs! Your students are about to embark on an

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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¢ Printing: The I.Files are intended to be printed double-sided and in 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

¢ Leveling: To help differentiate instruction within groups, one of the I.Files

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

q 4–6 I.Files

q 1 Mystery File

q I.File Response Sheet

q I.Files Teaching Tips

I.File

Reading Levels

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

own reading that may help answer the Key Question

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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 details listed in the I.Files Teaching Tips ,

share with them the ones they missed

SPECIAL NOTE: It is important that 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

one different I.File

Group discusses

all the I.Files

Class discusses answer

to Key Question

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

¢ ELL: Consider these tips to help English Language Learners access 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 makes Earth a good home for 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

name date _

Earth, Moon, and Sun—Life on Earth

Teacher Instructions: In the My Evidence section, have students list the most important or interesting details from their I.Files Only some of these details will help them answer the Key Question Next, have each group complete the I.Team Evidence section together In the table on the left, ask students to list the details that were in every I.Files their team read These details will be used to answer the Key Question In the table on the right, students can list details that might be true

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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d o you think all deserts are hot? not

true! the Gobi desert is cold in the winter It gets hot in the summer But the Gobi is not too hot or too cold It’s just right for camels

the Gobi has big hills of sand the wind blows the sand Camels close their noses partway to keep

sand out But they can still get the air they need

Cool Camels

Credits: left: © Pete Oxford/Minden Pictures right: © iStockphoto.com/Guenter Guni

The Gobi Desert is home

to wild camels They

keep sand out of the camels’ eyes

two rows

of eyelashes

closed nose

ASIA Indian Ocean

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Water in the Desert

deserts are dry they get a lot of sunlight

But sometimes it rains in deserts Plants

soak up the water they use water, air,

and light to make food.

desert animals drink water when it rains

other times, they eat plants they get

water from the plants

Gobi Hoppers Jerboas (jer-BoW-uhs) live in the

Gobi desert they hop like kangaroos

they have big ears like you might find

on a rabbit Long tails help them sit up

Jerboas eat seeds and plants in the summer

then they dig deep holes Jerboas sleep all winter in their warm holes. Jerboas have strong legs for hopping and digging

This plant stores water in

its bark Camels get water

by eating the plant

Jerboas are great jumpers They can jump over twice as far as mice!

1.2 meters (4 ft.)

3.0 meters (9 ft.) HOW FAR CAN JERBOAS AND MICE JUMP?

Investigation File Earth, Moon, and Sun } Life on Earth } Gobi Desert

www.sciencea-z.com

the first dinosaur egg fossils were found

in the Gobi desert in 1923 these fossils proved

that animals have lived here a long time!

Do You

Know?

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I s there a city where sea animals live?

no, but the Great Barrier reef is like

a giant city under the sea!

the Great Barrier reef is home to thousands

of kinds of animals Sea turtles and fish live here So do giant clams the reef has lots of clean water the water is never too hot or too cold

It is a perfect place for sea animals to live.

Sea City

Great Barrier

Reef

Credits: left: © Queensland Tourism/AP Images

right: © Steffen Binke/Alamy

The Great Barrier Reef

Six kinds of sea turtles live

on the Great Barrier Reef

The Great Barrier Reef is shown in green It is off the coast of Australia

Gr eat Barrier Reef

AUSTRALIA

Pacific Ocean Indian

Ocean ASIA

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Investigation File Earth, Moon, and Sun } Life on Earth } Great Barrier Reef

www.sciencea-z.com

Credits: left: © Planet Observer/Science Source

right: © NHPA/Superstock

Corals built the Great Barrier reef

they are small animals Some

corals are soft others are hard

hard corals grow skeletons on

the outside of their bodies

(Imagine your skeleton

outside of your body!) the

Great Barrier reef is

made of these

coral skeletons

Lots and lots

of them!

Corals can’t make their own food

So they catch small animals in the water

to eat But they also have another way to get food.

algae (aL-gee) live inside corals algae are tiny living things they use light and air to make food, as plants

do algae give food to corals Corals give algae

a place to live

W h o B u i l t

T h i s P l a c e ? A Surprise ns¡de

This giant underwater reef

can be seen from space

Algae are very colorful That’s why corals look

so bright

Six kinds of turtles and fourteen kinds of sea snakes live on the Great Barrier reef how many more kinds of snakes are there than turtles?

Mat h Moment

INSIDE A HARD CORAL

mouth stomach skeleton

algae tentacles

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Credits:xxx ccc

M ost of Greenland is not green

it’s white! Greenland is covered

by thick ice the air is very cold.

Polar bears and musk oxen live in this cold land these animals have thick hair

to keep them warm they breathe in the cold air It’s not too cold for them!

Some of the ice melts in the summer

the air gets warmer But it never gets too hot or too cold

for living things.

Polar bears only live where

it is cold most of the year

Greenland is the largest island on Earth It’s over three times bigger than Texas!

GREENLAND

Pacific Ocean

Atlantic Ocean NORTH

AMERICA

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Investigation File Earth, Moon, and Sun } Life on Earth } Greenland

light to make food.

But when winter comes, it gets dark

the Sun doesn’t come

up at all! It may be dark for many weeks

Plants can’t grow until the Sun comes

up again.

Greenland may be getting greener! the ice

in Greenland is melting now there are more

places for plants to grow the ice turns to

water as it melts Plants and animals need this

water to live People use the water, too.

Less ice may not be good for all living things

Seals rest on the ice Polar bears hunt on the

ice these animals are losing their way of life.

Erik the red discovered Greenland

he wanted lots of people to come to his island Why do you think he called this icy place Greenland?

T hink About It

Some of the water from melted ice goes into lakes

But most of it goes into the sea

When the Sun stays up all day and night, people call

it the Midnight Sun

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Credits:xxx ccc

A re those real dragons? No! Komodo

dragons are Earth’s biggest living lizards They can grow to 3 meters (10 ft.) long That’s over twice as long as you are tall!

Komodo dragons live on Komodo Island The weather is not too hot or too cold There is a lot of water for the Komodo dragons to drink Also, the people on the island protect the lizards from hunters

So the island is safe for Komodo dragons.

Dragon Island

KOMODO ISLAND

Komodo dragons use their sharp teeth to hunt But they also have a liquid in their mouths called venom

The venom helps Komodo dragons catch other animals.

Do You Know?

Komodo dragons hunt wild deer and pigs

People on Komodo Island call the Komodo dragon ora, which means

“land crocodile.” But they are not really crocodiles

Tiêu đề	Life on Earth
Tác giả	Learning A–Z
Trường học	Learning A–Z
Chuyên ngành	Science education
Thể loại	Teaching guide

Định dạng
Số trang	26
Dung lượng	9,98 MB