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
Trang 1Journey through
the Earth
SUMMARY In this story, Mrs Cieco’s class
learns about the layers of the Earth during a
field trip to Mount Randall Three students,
Toby, Kenny, and Maria, travel through the
Earth in a scientist’s machine, experiencing
Earth’s layers first-hand
LESSON VOCABULARY
armor encases
eruption extinct
hideous plunged
serpent
INTRODUCE THE BOOK
INTRODUCE THE TITLE AND AUTHOR Discuss with
students the title and the author of Journey
through the Earth Based on the title, ask
students to say what they think the book will
be about Ask students if they think this will
be fiction or nonfiction and why
BUILD BACKGROUND Discuss what students
know about the layers of the Earth Ask them
how they think we know about the layers of
the Earth Ask them if they think it is possible
to travel all the way through the Earth and to
give reasons to support their point of view
PREVIEW/USE TEXT FEATURES As students
preview the book, have them notice the
illustrations and chapter headings Invite them
to notice the diagram of Earth’s layers on
page 8
READ THE BOOK
SET PURPOSE Have students set a purpose for
reading Journey through the Earth Students’
interest in what happens to Toby, Kenny, and Maria, as well as their interest in the layers of the Earth should guide this purpose Suggest that students set two purposes: to find out what happens and to learn about the Earth
STRATEGY SUPPORT: SUMMARIZE As students
read, suggest they summarize the plot in
each chapter Remind them that when you summarize, you write only about the most important ideas You leave out less important details or ideas Students may later want
to put together their chapter summaries
to create a summary of the selection
COMPREHENSION QUESTIONS
PAGE 4 Why is it a special day? (Toby’s class is
going on a field trip to Mount Randall.)
PAGE 7 What are the five layers of the Earth?
(crust, upper mantle, mantle, outer core, inner core)
PAGE 9 Why do the rock plates under the
continents move? (Heat in the mantle
causes the huge rock plates under continents
to move very slowly.)
PAGE 10 What keeps the Earth’s inner core
solid? (the weight of all the other layers
creating pressure and the strength of its iron and nickel makeup)
PAGE 13 What happened when Kenny and Toby
climbed to the top of the volcano? (They both
slipped and fell to the bottom.)
PAGE 21 What happened when Maria
complained about the heat? (Kenny got the
idea to tell the computer to make it cooler.)
5.5.4
CAUSE AND EFFECT
SUMMARIZE
104 Journey through the Earth
Trang 2Skill Work
REVISIT THE BOOK
READER RESPONSE
1 The steering lever snapped and they
couldn’t turn the machine
2 They began at Mount Randall near Seattle
They ended on Marion Island, a scientific
research station just above Antarctica
They went through the crust, the upper
mantle, mantle, outer core, and inner core
Possible responses: crust: increased heat;
upper mantle: orange glow outside the craft;
mantle: changing craft speeds; outer core:
warning message not to continue; inner
core: dull grey color outside the craft
3 Possible response: A volcano becomes
extinct when the geological action moves
to a different location
4 Responses will vary.
EXTEND UNDERSTANDING As students look at
the illustration on page 28, ask them to say
whether the plot in this story could really
happen and why Invite them to discuss what
they can learn from this fictional story
RESPONSE OPTIONS
WRITING Invite students to write a paragraph
or two about cause-and-effect relationships
in the story They can use the graphic
organizer they created earlier to help them
Encourage them to write about “why
something happened” and “what happened.”
Have them use clue words such as because,
so, and since to indicate relationships between
why something happened and what happened
SCIENCE CONNECTION
Students can learn more
about the layers of the Earth
on the Internet or at the library
Suggest they learn more about
the Earth’s inner core
Journey through the Earth 105
TEACH/REVIEW VOCABULARY
To reinforce the meaning of extinct, read the
third paragraph on page 25 Ask students
to say what they think extinct means,
based on the context What other words in the paragraph help them understand the
meaning of extinct? Continue in a similar
fashion with the remaining vocabulary words
TARGET SKILL AND STRATEGY
CAUSE AND EFFECT Remind students that
the cause is “why something happened.”
An effect is “what happened.” Explain that clue words such as because, so, and since
may indicate a cause-and-effect relationship Suggest they track causes and effects as they read, using a graphic organizer
Help students use graphic organizers
to list causes and effects involving things that happen in the classroom Then have students read their organizers aloud, using
clue words such as because, so, and since
to indicate a relationship between why something happened and what happened
SUMMARIZE Remind students that when
you summarize, you make a brief statement
that gives the main ideas of a story As students read, suggest that they summarize
a cause and an effect in each chapter
ADDITIONAL SKILL INSTRUCTION
PLOT AND CHARACTER Remind students that
the plot is the organized pattern of events
in a story Events usually happen in a sequence Some events are more important
than others Remind them that a character
is a person in a story Authors usually describe their characters They tell what they look like, how they act, and what kind of people they are Invite students to track the plot of the selection They may want to use
a graphic organizer Have them think about the characters in the story Ask: What does the author tell about them?
Trang 3© Pearson Education 5
106
Cause and Effect
• A cause is “why something happened.”
• An effect is “what happened.”
Directions Draw a line to match each cause with its effect.
Directions Read the following sentence Write an effect on the lines below.
Cause: The core of the Earth is too hot and deep for scientists to reach
8 Effect:
Cause
1 Convection cells in the Earth’s
mantle generate great heat
2 Toby and Kenny climb over the
edge of the volcano
3 The craft began to get too warm.
4 Maria decided to have a closer
look around the craft
5 Minerals sink into a seashell,
taking over the original cells
6 The computer message would
scare Kenny and Maria
7 The heat of the inner core pushed
the machine to its limits
Effect Toby did not read the message to the others.
The craft made the adjustments to get the power it needed
She discovered a hidden laboratory full of fossils
Toby asked the computer to make the craft cooler
A fossil is formed
They fall into the volcano
Huge rock plates under the continents move very slowly
Trang 4© Pearson Education 5
Name
107
Journey through the Earth
Vocabulary
Directions Write each word from the box next to its synonym.
1 dead
2 horrible
3 snake
4 encloses
5 protective covering
6 fell
7 explosion
Directions Write a paragraph about Journey through the Earth Use as many vocabulary words as
you can
armor hideous
encases plunged
eruption serpent
extinct
Check the Words You Know