11 earthssurfacek 2 bodies of water 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

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

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

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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Mystery File

After groups have answered the Key Question, ask each student to read

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

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

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

Students each read

AFTER THE

ACTIVITY

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Consider these ideas to extend the usefulness of any Investigation Pack Also

and variations specific to that Investigation Pack.

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

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)

can create their own version of a picture or diagram from their

present their findings to the class using digital presentation software

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

EXTENSIONS

AND VARIATIONS

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Key Question

What is the same about all bodies of water?

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.

Name _ Date Others on my I.Team

Title of I.File _

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I.FILE RESPONSE SHEET

My Evidence

_ _

Name Date _

Earth’s Surface—Bodies of Water

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.File 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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Credits: left: © iStock/andipantz; right: © Walter Meayers

Edwards/National Geographic Creative

M illions of lakes cover Earth’s surface

Lakes are deeper than ponds and have more water But they are smaller than oceans Most lakes form in low places

on the land But Crater Lake is different

It formed in a volcano!

About 8,000 years ago, a volcano erupted

It left a big hole, or crater, in the ground

The crater filled with water from rain and melted snow Now it is a large lake.

Crater Lake is home to many living things Fish live in the water Mosses, snakes, and toads make their homes on the shore.

Deep Blue

Wizard Island is a piece

of land in Crater Lake

Crater Lake had

no fish long ago

But people brought almost two million fish to the lake between 1888 and 1941

L a k e s

Crater Lake is very deep It’s

so deep that it could cover

up the Empire State Building!

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Credits: top left: © iStock/Matt Jeacock; bottom left: © A Hartl/Blickwinkel/ age fotostock; center: © Wolfgang Kaehler/Corbis; center right: © iStock/

johnnya123; background: © Aron Hsiao/Dreamstime.com

Earth’s Surface } Bodies of Water } Lakes

Great Salt Lake

Crater Lake

Utah

Oregon

UNITED STATES

COMPARING TWO LAKES

Crater Lake Great Salt Lake

How it formed

A volcano’s crater was filled by rain and melted snow.

An old lake in a low spot was filled by rain and rivers Then the lake partly dried up.

Great Salt Lake Crater Lake

Most lakes have fresh, liquid water

But the Great Salt Lake in Utah is

saltier than the ocean!

As rivers flow into the Great Salt Lake,

they pick up salt from rocks They

carry that salt into the lake Then the

fresh water evaporates, or moves into

the air But the salt stays behind That’s

why the Great Salt Lake is so salty

Brine shrimp live in the Great Salt Lake They

are food for millions of birds that visit the lake

brine shrimp

Many lakes freeze in the winter

But the deep water in Crater Lake stores heat from sunlight

It stays too warm to freeze

Most of the Great Salt Lake never freezes because it is too salty.

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W here can you find half of all living

things on Earth? In the ocean!

Whales, fish, and seaweed are just a few things that live in the ocean But there

are more plankton in the ocean than

anything else Plankton are tiny living things that float in the ocean water

Many animals eat plankton Some whales even eat them These big animals suck ocean water into their mouth They get plankton from the liquid water Whales have to eat a lot of plankton to fill up!

Some people call Earth

the blue planet Why

do you think this is so?

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Credits: background: © Design Pics Inc./Alamy; bottom right: © Jerryway/Dreamstime.com

Earth’s Surface } Bodies of Water } Oceans

Why is the ocean salty? Salt in the

ocean comes from rocks on land

Rain picks up tiny amounts of salt

when it flows over rocks Then rivers

carry the rainwater into the ocean

Some of the water goes back into

the air But the salt stays in the ocean.

Oceans have a lot of water

The Pacific Ocean is the biggest one of all! The Pacific Ocean has:

Most of Earth’s water is in oceans

The state of Hawaii is made up of many islands in the Pacific Ocean

Atlantic Ocean

Pacific

Ocean

Equator

Pacific Ocean Arctic Ocean

Southern Ocean

Indian Ocean

The deepest spot in the Pacific Ocean is about 1 1,000 meters deep Mount Everest is about 8,850 meters tall How much deeper is the Pacific Ocean than Mount Everest is tall?

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Y ou might swim in a pond But

pond skaters run on top of the water! Pond skaters are insects.

A pond has a lot of water It has land all around it, like a lake But

a pond is not as big as a lake.

Pond skaters run on top of the water

to catch food Most things are heavy enough to break through the water But pond skaters are very light They

do not fall in!

The water in a pond does not move

fast It is not too hot or cold It is

just right for many living things

Pond skaters are one kind of insect that can run

on top of the water

A Walk on the Pond

Ponds

Four pond skaters are in

a pond Two jump out

Then three more jump in

How many pond skaters are in the pond now?

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Credits: center: © iStock/KirsanovV; bottom center: © Blend Images/ Almy; bottom right: © Elmar Herz/imagebroke/age fotostock

Earth’s Surface } Bodies of Water } Ponds

POND PLANTS AND ANIMALS

A pond is home to many living

things You may see insects there

Dragonflies are one kind of insect

They fly around the pond.

Water lilies are plants They grow

in the pond Young frogs swim in

the water They are called tadpoles

Adult frogs hop on lily pads.

Is a pond the same as a puddle? No!

Ponds and puddles are both on Earth’s surface They both have liquid water But you only see a puddle after it rains It dries up fast!

A pond stays around for a long time.

Ponds are home to many plants and animals

Some ponds are natural Others are made by people Why might people want to make ponds?

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fish, dolphins, and big snakes?

In the Amazon River! It is home to all these animals

Many rivers come together to form the Amazon River They start high in the mountains of Peru The rivers meet

in Brazil Then the Amazon River moves across Earth’s surface It ends at the Atlantic Ocean

The area around the Amazon River

is called the Amazon rainforest Millions

of kinds of plants and animals live there.

The Amazon River is

home to many plants and

animals that do not live

anywhere else on Earth

Wild Water

THE AMAZON RIVER

Amazon River

Amazon rainforest

Brazil Peru

SOUTH AMERICA

Atlantic Ocean Pacific

Ocean

The Amazon River travels about 6,400 kilometers (4,000 mi.)

Ri vers

Piranhas (puh-RAH-nuz) are fish with sharp teeth

They eat other fish.

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Earth’s Surface } Bodies of Water } Rivers

PARTS OF A RIVER

brook stream small river large river lake or ocean

Look at a map of any country Most towns

and cities are near water Many are along

rivers Can you guess why? Rivers carry

fresh, liquid water that people need

The Mississippi River is the longest river in the

United States It has a large amount of water

People live all along it They fish in the river

They use the water to grow food Boats on

the river carry things that people need.

People use the

Mississippi River

for water, food,

and moving things

1 Small bodies of water, called brooks, flow downhill.

2 Brooks flow into streams and small rivers.

3 Small rivers flow into larger rivers.

4 Large rivers carry water to a lake or ocean.

Look at the list of rivers in the table How much longer is the longest river than the shortest?

Tiêu đề	Bodies of water
Tác giả	Learning A–Z
Trường học	Learning A–Z
Chuyên ngành	Science education
Thể loại	Instructional guide

Định dạng
Số trang	23
Dung lượng	7,67 MB