5 5 2 exploring with science TG

Bộ sách Scott Foresman reading street gồm các quyển sau: 5.1.1 Learning from Ms Liang 5.1.2 The Challenges of Storm Chasing 5.1.3 Tobys Vacation 5.1.4 Famous Women Athletes 5.1.5 A Nation of Many Colors 5.2.1 Using Special Talents a 5.2.2 Holocaust Rescuers 5.2.3 The Gift 5.2.4 Habitats in Need of Help 5.2.5 Paul Revere and the American Revolution 5.3.1 The Story of Flight 5.3.2 Michelangelo and the Italian Renaissance 5.3.3 Searching for Dinosaurs 5.3.4 Legends of the Blues 5.3.5 Very Special Effects Computers in Filmmaking 5.4.1 Adventure to the New World 5.4.2 Everybody Wins The Story of Special Olympics 5.4.3 Changing to Survive Bird Adaptations 5.4.4 The New Kid at School 5.4.5 Strange Sports with Weird Gear 5.5.1 Double Play 5.5.2 Exploring With Science 5.5.3 Sailing the Stars 5.5.4 Journey Through The Earth 5.5.5 The United States Goes West 5.6.1 Life in the Sea 5.6.2 The Kudzu Invasion 5.6.3 The Golden Year 5.6.4 Train Wreck 5.6.5 Grandma Bettys Banjo

Exploring with Science 5.5.2MAIN IDEA

ASK QUESTIONS

SUMMARY Explorers and scientists who travel

to extreme places such as Mount Everest

and Antarctica rely on technology to help them

get there and back They also use technology

to study and learn about these extreme

environments

LESSON VOCABULARY

cramped debris

interior ooze

robotic sediment

sonar

INTRODUCE THE BOOK

INTRODUCE THE TITLE AND AUTHOR Discuss with

students the title and the author of Exploring

with Science Based on the title, ask students

to say what they think the book will be about

Bring their attention to the cover photo Ask:

What is one place the book might discuss?

BUILD BACKGROUND Discuss what students

know about the kinds of technology that might

be used in exploring extreme places Ask

them to list some places they think might be

very challenging to explore Have them discuss

the challenges faced by people who go there

PREVIEW/USE TEXT FEATURES As students

preview the book, the photos and illustrations

will probably attract their attention Suggest

that students also notice diagrams, labels,

and heads

READ THE BOOK

SET PURPOSE Have students set a purpose

for reading Exploring with Science Students’

interest in expeditions to extreme places such

as Mount Everest and Antarctica should guide

this purpose Suggest that students think

about the most modern kinds of technology

that scientists and explorers might take with

them on expeditions to extreme places

STRATEGY SUPPORT: ASK QUESTIONS As students read the selection, suggest they make a list of questions Suggest they leave

a space by each question When they finish the book, invite them to decide what kind of questions they have generated Suggest they label each question with one of the following

categories: Before Reading Questions, During

Reading Questions, After Reading Questions

Students may want to take one of their questions as a jumping off point for a writing assignment later

COMPREHENSION QUESTIONS

PAGE 4 Who was Sir George Everest? (the man

who mapped the Himalayan Mountains, where

Mt Everest stands)

PAGE 6 What technology did Professor Bradford Washburn use to measure the height of Mount

Everest? (radar and global positioning satellites)

PAGE 8 How do satellite phones work? (They

send and receive signals from satellites orbiting the Earth.)

PAGE 10 What is an altimeter? How is it worn

by climbers? What else do they use it for?

(a device that shows height above sea level;

worn like a watch; includes a barometer to track changes in weather)

PAGE 12 What happens when someone climbs

too high too quickly? (Person gets Acute

Mountain Sickness, AMS.)

PAGE 16 What was the Antarctic Treaty? (In

1959, twelve nations agreed that Antarctica would be used for research.)

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REVISIT THE BOOK

READER RESPONSE

1 Everest, K2, Kangchenjunga, and Lhotse

2 Responses will vary.

3 Possible responses: wreckage, remains,

fragments, rubble, rubbish, garbage, trash,

waste; She pulled her purse from the

wreck-age Please take out the garbwreck-age Nuclear

waste is a threat to the environment

4 Possible responses: What was the first

thing you did when you arrived at the top?

How did you feel?

EXTEND UNDERSTANDING As students look at

the photo of the McMurdo Station on pages 16

and 17, ask what they think it would be like

to live there Have students discuss in pairs

what they think some of the hardships of

living at McMurdo Station would be Have

them say what they think would be some of

the fun things about living there Have them

share their ideas with the class

RESPONSE OPTIONS

WRITING Suggest that students write two

para-graphs about how modern technology is used

in modern scientific exploration

SCIENCE CONNECTION

Students can learn more

about the McMurdo Station

by researching on the Internet

or going to the library Suggest they

learn more about the kinds of research being

conducted there They can take a virtual tour

at http://astro.uchicago.edu/cara/vtour/

mcmurdo/

Skill Work

TEACH/REVIEW VOCABULARY

To reinforce the meaning of debris, read the

third paragraph on page 4 Ask students to

say what they think debris means If they

are not sure, have them look up the word

in a dictionary Continue in a similar fashion with the remaining vocabulary words

TARGET SKILL AND STRATEGY

MAIN IDEA Remind students that the main

idea is the most important idea about a

topic As students read through this book, have them look for the main idea in each section Invite them to decide if the main idea is stated or must be inferred Suggest they write a paragraph about what they think

is the main idea of each section

ASK QUESTIONS Remind students that

to ask questions means to generate good

questions about important text information

Remind students that asking questions as they read can help them identify the main idea of each section Have them write “What

is the main idea of this section?” on a piece

of paper Have them take notes as they read

Have lower-proficiency students dic-tate three questions about the selection to higher-proficiency students Have them work together to find the answers to the ques-tions in the book Then have them present their questions and answers in pairs

ADDITIONAL SKILL INSTRUCTION

CAUSE AND EFFECT Remind students that sometimes there can be multiple causes for something and one effect, or one single cause and multiple effects Invite students

to make a chart with two columns Label one column “Why Something Happened,”

and the other column “What Happened.”

Encourage them to fill in the chart as they read the selection

Exploring with Science 97

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Main Idea

• The main idea is the most important idea about a topic

• The author may state the main idea Sometimes, however, readers must figure out the main idea

and point to details that support the main idea.

Directions Fill in the graphic organizer below.

Exploring with Science

98

Main Idea:

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Vocabulary

Directions Draw a line from each word to its definition.

1 cramped a very soft and slimy mud

2 debris b tightly crowded and close together

3 interior c dirt, rocks, and sand that have been moved and dropped by wind,

4 ooze d the most remote, inner area

5 robotic e a system that uses sound waves to find objects underwater

6 sediment f pieces of broken materials, which are scattered over an area

7 sonar g a robot-controlled device, such as an arm

Directions Write a paragraph about Exploring with Science Use as many vocabulary words

as you can

Exploring with Science

Check the Words You Know

cramped robotic

debris sediment

interior sonar

ooze

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