Bộ sách Scott Foresman reading street grade 5 advance teaching guides gồm các quyển sau: 5.1.1 This Is the Way We Go to School 5.1.2 Forecasting the Weather (Earth Science) 5.1.3 Harvesting Medicine on the Hill 5.1.4 African American Athletes (Social Studies) 5.1.5 The Land of Opportunity (Social Studies) 5.2.1 When the Disaster Is Over (Social Studies) 5.2.2 A Safe Heaven (Social Studies) 5.2.3 Making Friends in Mali 5.2.4 Saving Endangered Species (Life Science) 5.2.5 The National Guard Modern Minutemen (Social Studies) 5.3.1 The Patent Process (Social Studies) 5.3.2 The Inspiration of Art (Social Studies) 5.3.3 Whats New with Dinosaur Fossils (Life Science) 5.3.4 Music Gets the Blues (Social Studies) 5.3.5 Hollywood Special Effects (Social Studies) 5.4.1 Cheaper, Faster, Better Recent Technological Innovations (Social Studies) 5.4.2 Feel, Think, Move (Life Science) 5.4.3 A Home for Humans in Outer Space Is It Possible? (Space and Technology) 5.4.4 Nathaniel Comes to Town 5.4.5 What Makes Great Athletes? (Social Studies) 5.5.1 The Sandwich Brigade 5.5.2 Inventions from Space Travel (Space and Technology) 5.5.3 Astronauts and Cosmonauts (Space and Technology) 5.5.4 The Shaping of the Continents (Earth Science) 5.5.5 Journey to Statehood (Social Studies) 5.6.1 Oceans of Resources (Social Studies) 5.6.2 MixedUp Vegetables (Life Science) 5.6.3 From Salt to Silk Precious Goods (Social Studies) 5.6.4 Flying into the 21st Century 5.6.5 Unexpected Music (Social Studies)
Trang 1From Salt to Silk:
Precious Goods
SUMMARY This nonfiction selection explores
the history of salt, silk, gold, diamonds, and
oil Obtaining and trading such precious goods
has had both good and bad consequences,
such as spreading ideas across cultures and
starting wars
LESSON VOCABULARY
commodities excavating
microorganisms molten
INTRODUCE THE BOOK
INTRODUCE THE TITLE AND AUTHOR Discuss with
students the title and author From Salt to Silk:
Precious Goods Draw students’ attention to
the cover photo Ask: What do you think this
selection will be about? The content triangle
says Social Studies; what does that suggest?
BUILD BACKGROUND Discuss with students
what they already know about the history
of precious goods such as gold or oil Ask
students what news they have recently heard,
for example, about oil prices Ask: Have any of
you seen an oil field, or pictures in the news of
an oil field? What are some of the uses of oil
today? Why is oil sometimes called black gold?
PREVIEW/USE TEXT FEATURES Have students
read the title and spend a few minutes looking
at the photos, graphs, and maps Discuss
what these suggest about the selection’s
content Draw students’ attention, for
example, to the graph on page 19 and ask
them to discuss what this tells them about
oil use in the world
READ THE BOOK SET PURPOSE Guide students to set their own purposes for reading the selection Students’
interest in history or in a precious item such
as gold should guide this purpose Suggest that students imagine an item they value that
is scarce or hard for them to obtain
STRATEGY SUPPORT: ANSWER QUESTIONS Remind students that good readers know where to find the answers to questions about what they read They might find the answer in just one sentence or in several places, or they may need to use prior knowledge combined with information from the text Discuss with students why answering questions quickly and accurately is important to good reading (It is
a valuable comprehension check and keeps the reader focused on the topic.) As students answer the following questions, have them tell how they came up with their answers
COMPREHENSION QUESTIONS
PAGE 3 What is one common factor that makes salt, silk, gold, diamonds, and oil
precious? (At one time, they were all scarce
or hard to obtain.)
PAGES 10–11 What was one good result of the
silk trade? (China became linked to Europe, and ideas were traded between cultures.)
PAGES 9 AND 18 How is the history of silk
similar to the history of diamonds? (Silk and diamonds were each exclusive to one country for centuries.)
PAGE 21 What do you think will happen if most countries continue to meet their energy needs
with oil? (The struggle for oil control will continue.)
5.6.3
COMPARE AND CONTRAST ANSWER QUESTIONS
120 From Salt to Silk: Precious Goods
Trang 2TEACH/REVIEW VOCABULARY
Reinforce comprehension by challenging students to write sentences that use two
or more of the vocabulary words Hold a contest to see if anyone can combine all the vocabulary words in one sentence
Divide students into small groups and have each group take turns in acting out each vocabulary word
TARGET SKILL AND STRATEGY
COMPARE AND CONTRAST Remind
students that to compare and contrast is to
look for similarities and differences between two objects, ideas, or pieces of text Draw
students’ attention to the heads reading The Value of Salt, The Value of Silk, and so on
Point out that the author has organized the entire text to underline the similarities and differences among the precious goods
ANSWER QUESTIONS Remind students
that answering questions correctly will help
them monitor their comprehension After reading, have students work in pairs to ask each other questions about the text Have them tell where they found or how they
came to the answer they provided
ADDITIONAL SKILL INSTRUCTION
DRAW CONCLUSIONS Remind students that
drawing a conclusion means making a
sensible decision or forming a reasonable opinion after thinking about the facts and details in what they have read Drawing conclusions helps students synthesize what they have read, draw on their own life experiences, and identify the author’s purpose Suggest that students make a list
of key facts in this selection and use them
to come to a reasonable conclusion
REVISIT THE BOOK
READER RESPONSE
1 Possible response: Silk: fabric woven from
thread of silkworm’s cocoon, no longer a
precious commodity; Diamonds: crystal
made of carbon, still a precious commodity;
Both: exclusive to one country for centuries
2 1981
3 Harmless means “without harm,” while
harmful means “full of harm;”
worthless(ness), spoonful, beautiful, skillful(ly),
colorless
4 Responses will vary but should include
reasons
EXTEND UNDERSTANDING Ask students to look
at each of the regional maps in the article
Then present either a world map or a globe
so that students can see where these regions
lie in relation to each other and have a global
picture of the various trade routes discussed
in the article
RESPONSE OPTIONS
WRITING Have students keep a journal for
several days in which they track every activity
that requires the use of oil, such as using a
microwave, watching TV, playing a computer
game, mowing the lawn, etc Encourage
them to think beyond the obvious uses,
such as driving a car Point out that many
commodities, such as clothing or electronics,
are made in factories powered by oil
SOCIAL STUDIES
CONNECTION
Ask students to pick a
precious commodity not
mentioned in this selection, such
as water, and research its current uses
and trade routes Invite students to research
the trade of a resource found in their region
Encourage students to share their research
with others
From Salt to Silk: Precious Goods 121
Skill Work
Trang 3© Pearson Education 5
Name
Compare and Contrast
• To compare is to tell how two or more things are alike Authors may use clue words
and phrases such as similar to, like, or as to compare
• To contrast is to tell how two or more things are different Authors may use clue words
such as different from, but, unlike, on the other hand, or however to contrast.
Directions Read the passage below Then compare and contrast the results of the desire for
these precious goods How are the results similar throughout history and across the range of
goods? How are they different or specific to that particular item? Use the chart at the bottom
of the page to organize your answers
Results of Desire for Precious Goods
From Salt to Silk
122
realms became rich by selling salt,
as they were near salt mines They had the
endless supplies of salt that the Europeans
wanted Traders started trade routes from
the salt mines in the Sahara desert to the
Mediterranean Sea
Similarly, Persian traders became very
rich selling silk They could ask any price
they wanted for the precious fabric, which
only the Chinese knew how to produce
Silk makers guarded their secret carefully
for about 3,000 years Traders carried their
goods 5,000 miles across Asia on routes
that together were known as the Silk Road
Ideas were traded along with the silk
and other goods The desire for silk was
important in linking Europe to China
Over 2,000 years ago, African invaders entered Spain to take possession of its gold The invaders became rich, and many Spanish people were forced to mine gold
In North America of the 1840s, news of gold attracted thousands of gold diggers
The area grew so quickly that California applied for statehood
Diamonds have long been considered precious Today, armies that control diamond-rich sections of their countries use “conflict diamonds” to pay for their wars
The desire for oil, most of which is in the Middle East, has also led to military conflict and international struggles to control oil resources
Trang 4© Pearson Education 5
Name
Vocabulary
Directions Write the vocabulary word that matches each definition.
1 adj able to be shaped or formed as by hammering or pressure
5 v exposing or uncovering by digging out, as a mine
6 adj created by humans rather than found in nature; artificial
7 n organisms so small that they can only be seen with a
microscope, such as bacteria
8 v to prevent something, such as food, from decaying or spoiling
Directions Write a brief paragraph about one precious commodity listed in From Salt to Silk:
Precious Goods Use as many vocabulary words as possible.
123
From Salt to Silk
Check the Words You Know