xx Target Reading Skill Each page has a target reading skill. The target reading skill will help you understand what you read. Real-World Connection Each page has an example of something you will learn. Graphic Organizer A graphic organizer can help you think about what you learn. Each chapter in your book has a page like this one. This page shows you how to use a reading skill. Before reading First, read the Build Background page. Next, read the How To Read Science page. Then, think about what you already know. Last, make a list of what you already know. Explain to children that they will be more successful in learning science if they understand what is written on each page. That is, they need to know how to read science. Tell them that there are certain skills that make reading easier. In each chapter, they will practice one of these reading skills. Before Reading Tell children that for each chapter, they will have the chance to preview what they will read. Begin with the “Build Background” pages. Have children look at the vocabulary introduced on these pages along with the pictures and think about what they will be learning. Discuss what they might already know about the subject of the chapter. Have children follow along as you walk through the chapter. Have them look at the pictures and read the captions with you. Have them discuss what they think the chapter is about and what they think they will be learning. The “How to Read Science” page identifies a target reading skill that will be revisited throughout the chapter. Target Reading Skill Demonstrate for children how to identify the target reading skill. (It is always located at the top of the page next to a target icon.) Discuss with children the target reading skill for the chapter. If children are unfamiliar with the chapter target reading skill, provide some explanation and elaboration. Tell children that they will get more practice with the target reading skill throughout the chapter. Inform children that the target reading skills they will encounter in the science chapters are the same reading skills they will be learning about and practicing in Reading. In each chapter, children receive introductory instruction in a reading skill, have two opportunities to practice the skill, and are assessed on the skill over the course of the chapter. By connecting science skills with reading skills, improved scores and comprehension in both Reading and Science can be achieved. Real-World Connection Explain to children that there are a variety of ways in which science information can be presented and learned. These ways include stories, diagrams, and pictures. In each How to Read Science feature, one of these ways will be used to present science information to children. A story usually consists of several sentences about a topic. It is often accompanied by a picture. Sometimes information is presented entirely in a picture. Often a diagram with labels is used to explain a concept. Tell children that being familiar with each of these ways will help them learn. xx GRADE 2 • How to Read Science xxi After reading Think about what you have learned. Compare what you learned with the list you made before you read the chapter. Answer the questions in the Chapter Review. These are some target reading skills that appear in this book. During reading Use the checkpoint as you read the lesson. This will help you check how much you understand. • Cause and Effect • Alike and Different • Put Things in Order • Predict • Draw Conclusions • Picture Clues • Important Details Target Reading Skills Graphic Organizer Tell children that a graphic organizer is a way for them to organize their thoughts about what they have read or seen. A graphic organizer identifies the important ideas and shows how they are related. Explain to children that there is a graphic organizer for each chapter target reading skill and that it can be used to help them understand what they have read or seen. During Reading Tell children that answering questions you ask as they read the lesson is a good way for them to check their understanding of what they have read. Ask children questions as they read so that you and they can assess their level of understanding. Tell children that it is always a good idea for them to think about what they have learned in one lesson before going on to another lesson. In this way they can be sure they have understood what has been presented. Suggest that children share what they have learned with a partner and/or the class. Tell children that they can check what they have learned by answering the checkpoint questions. After Reading After children have finished reading the chapter, ask them to think about what they have learned. Have them answer the questions in the “Chapter Review and Test Prep.” You may want to preview the target reading skills in the chart to assess children’s knowledge of these concepts. GRADE 2 • How to Read Science xxi A scientist who wants to find out more about space observes many things. You use your senses to find out about things too. Scientists classify objects in space. You classify when you sort or group things by their properties. Scientists build machines to explore space. First scientists make a careful guess about the size or amount of the parts of the machine. Then they measure each part. Scientists are always learning about space. Scientists draw a conclusion or make a guess from what they already know. Scientists use process skills to find out about things. You will use these skills when you do the activities in this book. Suppose scientists want to learn more about space. Which process skills might they use? xxii Read aloud the introductory paragraph on page xxii. Remind children that a process is a way of doing things. Observe Tell children that their five senses are seeing, hearing, smelling, touching, and tasting. Explain that scientists use their five senses to find out about objects, events, and living things. Ask children to use words to tell about the picture. (Possible answers: Red land, rocks on the land, a machine made of metal, no living things) What sense did you use to observe the picture? (Seeing) Caution children that when they are doing science activities, they should not taste or smell things unless you specifically tell them to. Classify Explain to children that properties are things that can be observed, such as how something looks, feels, or acts. Scientists classify things based on how they are alike or not alike. Scientists might classify the rocks in the picture. What else might scientists classify in the picture? Choose some common classroom objects, and ask children to classify them into groups based on properties such as size, shape, or color. Ask volunteers to tell their method of classification. Estimate and Measure Tell children that two ways to measure are by using a standard measure, such as a meter or an inch, or by using a nonstandard measure, such paper clips. Ask: What things might scientists estimate and measure in the picture? (Possible answers: The rocks, the size of the machine) Provide children with different nonstandard units and metric and standard rulers. Ask them to measure the length of different classroom objects using both standard and nonstandard units. Infer Tell children that since scientists do not see any plants in this picture, they might infer that no animals could survive here. Ask children what else scientists might infer. Have them explain their inferences. Help children understand the meaning of infer by doing the following activity: Ask a volunteer to come to the front of the class. Tell the volunteer to shut his or her eyes. Place an easily identifiable object, such as an apple or a toy car, in the child’s hands. Ask the child to use his or her other senses to gather information about the object. After the child has gathered information, ask him or her to infer what the object is. Science Background You Are a Scientist! The word science comes from the Latin word scir e, which means “to know.” Scientists observe the world around them in order to know more about it. They observe, question what they see, wonder what makes the world the way it is, and try to find answers to their questions. Anyone who observes the world around them and questions what they see is a scientist! xxii GRADE 2 • Science Process Skills First scientists tell what they think will happen. Then they do an experiment. Scientists might make and use models of a machine to use in space. Models show what scientists already know. Scientists use what they know to tell what something means. xxiii Predict Discuss what the word predict means. Explain that scientists use what they observe and what they can infer to help them predict. Tell children that scientists can predict how the machine will move based on what they know about the machine. Tell children that they can predict too. Hold up an eraser and ask: What do you predict will happen if I let go of this eraser? (Possible answer: It will fall to the floor.) Make and Use Models Explain that a model is something that can be used to represent an object, event, or living thing. A model can even represent a place or idea. Scientists might have made many models of this machine before they sent the machine into space. Explain that scientists often make and use models to represent or learn about real things. Tell children that even pictures or drawings are kinds of models because they are used to represent something. Explain to children that many toys are models. Ask children for examples of models they have seen. (Accept all reasonable answers.) Make Definitions Ask children where they find definitions. (In a dictionary) Explain that scientists make definitions. Scientists use observations and investigations to help make definitions. The machine in the picture moves, or wanders around the surface of the planet. Scientists might define the machine as “something that wanders about, or roams.” GRADE 2 • Science Process Skills xxiii Think of a question you have about space. Make a statement that you can test to answer your question. Scientists record what they observe and measure. Scientists put this data into charts or graphs. Scientists use what they learn to solve problems or answer questions. Suppose you were a scientist. You might want to learn more about space. What questions might you have? How would you use process skills to help you learn? xxiv Make Hypotheses Tell children that a hypothesis should be in the form of an “If…/then…” statement. Ask children what questions the scientists in the picture might have about space. Write the questions on the board. Ask children to change each question into a hypothesis by making it an “If…/then…” statement. (Possible answers: Why do scientists wear spacesuits? If scientists wear spacesuits, then they will be able to breathe and stay safe in space.) Collect Data Explain to children that data are facts or information. Tell children that it is important to record what they observe and measure when they do science activities. Recording what you observe and measure is called collecting data. The scientists in the picture are collecting data about space. Graphs, charts, pictures, words, lists, diagrams, and tables can be used to help collect data. Interpret Data Tell children that interpret means “to explain the meaning of something.” Making charts or graphs help scientists to interpret the data they collect. The scientists in the picture will interpret the data they are collecting while they are outside their spacecraft. Science Background Experimental Variables and Controls • In all scientific experiments, only one factor can be tested at one time. This factor is called the variable. It is the only part of the experiment that can be changed. By testing only one variable at a time, a scientist can be fairly certain that the experimental results are caused by one and only one factor. • All scientific experiments must have a control experiment. A control experiment is set up exactly like the one that has the variable, but it does not have the variable. Nothing in the control experiment changes. Setting up a control experiment eliminates the possibility of hidden or unknown variables. xxiv GRADE 2 • Science Process Skills Scientists plan a fair test. Scientists change only one thing in their test. Scientists keep everything else the same. Scientists plan and do an investigation as they study space. Scientists tell what they learn about space. xxv Investigate and Experiment Tell children that scientists investigate many different things while they are in space. Scientists in the picture might investigate how fast or slow they move in space. What are some other things scientists might investigate while they are in space? (Answers might include: Learning about different planets) The methods scientists use to investigate and experiment are discussed further on pages xxvi–xxvii. Control Variables Explain that variables are things that can change or be different. Remind children that scientists change only one thing in their test. Scientists change one thing because they want to find out what the effect of that one thing alone is. The scientists in the picture might change what they use to help them move in space. Communicate Scientists use words, pictures, charts, and graphs to share information about their investigation. The scientists in the picture will share what they learn with other scientists. Have children communicate with their classmates. Tell children to draw a picture of something they did today on a piece of paper. Ask volunteers to share their drawings. Tell children that talking, writing, drawing pictures, or making charts are all ways to communicate. Explain that learning to be a good listener and reader is important too. Science Misconception It Takes a Community Children may think that if a scientist’s conclusions support a hypothesis, then the hypothesis is accepted by other scientists. That is not the case. Before a hypothesis can be accepted by the scientific community, the experiment must be repeated and the results checked many times by scientists around the world. Science Background The Nature of Science • The results from a single experiment are not sufficient to reach a conclusion. An experiment must be run over and over again, with data collected each time. Only after multiple repetitions of the experiment and collection of substantial data can the data be considered accurate and used to reach a conclusion. • It is quite often the case in science that the answer to one question leads to new questions. In this way, the cycle of discovery goes on and on. GRADE 2 • Science Process Skills xxv xxviii Hand lens A hand lens makes objects look larger. Scientists use many different kinds of tools. Safety goggles You can use safety goggles to protect your eyes. Clock A clock measures time. Children should be familiar with and be able to use appropriate tools and simple equipment/instruments to safely gather scientific data. As children read the pages identifying tools, make sure they know what the tool is used for and how to use it safely. Demonstrate each tool and its safe use. Safety goggles Explain to children that it is essential they protect their eyes when performing certain activities. Safety goggles or safety glasses provide such protection. Demonstrate the use of safety goggles and discuss when they should be worn. Generate a class list of appropriate times. Make a poster of this information to display in the classroom. Hand lens Demonstrate the safe use of a hand lens to children. Provide a variety of objects, including newspaper print, for children to examine using a hand lens. Ask children to describe how each object looks under the hand lens. Clock Make sure children know how to use a clock to tell time. Discuss how many minutes there are in an hour. Point out the second hand if the clock has one, and explain that there are 60 seconds in one minute. xxviii GRADE 2 • Science Tools xxix Stopwatch A stopwatch measures how long something takes. Magnet You can use a magnet to see if an object is made of certain metals. Ruler You can use a ruler to measure how long something is. Most scientists use a ruler to measure length in centimeters or millimeters. Magnet Provide magnets, objects containing iron, and objects not containing iron for children to experiment with. Have children identify what objects contain iron and explain how they came to that conclusion. Have children place like and unlike poles together and observe the results. Stopwatch Tell children that most stopwatches measure time in hours, minutes, seconds, and parts of seconds. Have children use stopwatches you provide to measure how long it takes several volunteers to make one circuit around the classroom. Demonstrate for children how to start and stop the stopwatch. Ruler Tell children that most rulers they will use provide both metric and customary units of length. A ruler is 12 inches (1 foot) or 30.48 centimeters long. Each centimeter is divided into 10 equal parts, or millimeters. Science Background Note About Magnets • Magnets have poles. • The magnets in the picture have a north pole (N) and a south pole (S). • The rule of poles states that like poles repel and unlike poles attract. GRADE 2 • Science Tools xxix xxx Balance A balance is used to measure the mass of objects. Mass is how much matter an object has. Most scientists measure mass in grams or kilograms. Measuring cup You can use a measuring cup to measure volume. Volume is how much space something takes up. Meterstick You can use a meterstick to measure how long something is too. Scientists use a meterstick to measure in meters. Meter stick Explain to children that a meter stick is similar to a ruler in that it is used to measure length. Point out that a meter stick is about three feet (one yard) long. Have children examine a meter stick to see the centimeter and millimeter subdivisions. Ask children to measure the length of the classroom using a meter stick. Measuring cup Most scientists use containers marked with milliliters (mL) or cubic centimeters (cc). One mL equals one cc. Some measuring cups also provide customary units. Explain to children that when they use a measuring cup, they should find the milliliter line on the cup that they want to measure to. Then they should put the measuring cup on a flat surface and move their heads so that their eyes are even with that line. They should pour water into the measuring cup until it is even with the line. Balance Demonstrate the use of a balance to children. Have children practice measuring mass with a balance by first choosing two objects and predicting which one has more mass. Then have children put an object on each side of the balance. Have them observe which side of the balance is lower. Have them determine which object has more mass and explain their thinking. Science Background Notes About Tools • One meter equals 39.36 inches. • The volume of a liquid can be measured using a measuring cup or a graduated cylinder. The unit of volume is the liter (L). Smaller volumes are measured in milliliters. • The volume of a regular solid can be found by multiplying its length by its width by its height (Volume ϭ length ϫ width ϫ height). The unit of volume for a regular solid is cubic meters or cubic centimeters. • The volume of an irregular solid can be measured by water displacement. • A balance measures mass, or the amount of matter in an object. The unit of mass is the kilogram (kg). Smaller masses are measured in grams (g) and milligrams (mg). • Mass is not the same as weight. Weight is a measure of the force of Earth’s gravity on an object. An object has weight because it has mass. On Earth, mass and weight are used interchangeably. The unit of weight is the newton (N). • 0 °C (32 °F) is the freezing point of water. 100 °C (212 °F) is the boiling point of water. To convert Celsius to Fahrenheit, use F ϭ 9 ⁄5C ϩ 32°. To convert Fahrenheit to Celsius, use C ϭ 5 ⁄9(F Ϫ 32°). xxx GRADE 2 • Science Tools xxxi Computer You can learn about science at a special Internet website. Go to www.sfsuccessnet.com. Calculator A calculator can help you do things, such as add and subtract. Thermometer A thermometer measures the temperature. When the temperature gets warmer, the red line moves up. When it gets cooler, the red line moves down. Most thermometers have a Celsius and Fahrenheit scale. Most scientists use the Celsius scale. Thermometer Demonstrate to children the safe use of a thermometer. Point out the Fahrenheit (F) and Celsius (C) scales. Ask children to determine at what temperature the Fahrenheit and Celsius readings are the same (Ϫ40°). Have children measure temperature with a thermometer by doing the following activity. Put a thermometer in a cup of cold water. Have children observe the red line in the thermometer and record the temperature it indicates. Put the thermometer in a cup of warm water. Again have children observe the red line and record the temperature it indicates. Ask children to describe how the red line and the temperature changed. Calculator Supervise children as they use calculators you provide to add and subtract numbers. Explain to them what specific keys mean and how to use them. Then write a series of numbers between 4 and 18 on the board and have children use their calculators to find the total. Computer Supervise children as they access and explore www.sfsuccessnet.com by having them use the mouse to click on their grade, find a topic they would like to learn about and click on that topic, click on another arrow to go to another page or click on words with lines under them, and write three sentences about what they have learned at the Web site. GRADE 2 • Science Tools xxxi [...]... Model the Skill 5 How to Read Science Resource Read the Science Story as a class Ask: What is the story about? Growing celery What did you learn about growing celery? Farmers grow celery from seeds to plants Then they cut the plants Say: Now think about what you know about foods after they have been grown and picked Name Use with Chapter 1 Predict Read the science story Practice Pine... the seeds are ready, the cones open and the seeds drop out of the cones The seeds fall to the ground © Pearson Education, Inc Graphic Organizer Look at the Graphic Organizer together Work with children to complete the Graphic Organizer using the facts from the Science Story 2 How to Read Science Workbook Workbook, pp 2–3 ELL Support Apply It! I Know Farmers cut celery when it is ready to eat I Predict... Vocabulary Preview Use with How to Read Science, p 5 Name Use with Chapter 1 I Know Possible answers: New plants grow from seeds Seeds can grow in soil Not all seeds grow into plants I Predict Possible answer: Some of the pine tree seeds will grow into new pine trees 2 How to Read Science Use with Lesson 2, pp 10–11 Use with Lesson 3, pp 12–15 Name Think, Read, Learn Name ... Level Reader: Nocturnal Animals Chapter 3 Infer SE, p 68 • Model, pp 90–91 • Infer, pp 90–91, 95 Chapter 3 Cause and Effect SE, pp 69, 73, 82, 83, 95 Below-Level Reader: How Plants and Animals Live Together On-Level Reader: Plants and Animals Advanced Level Reader: Life in a Rain Forest Chapter Connecting science skills with reading skills can help improve scores and comprehension in both Reading and Science. .. inside the cones When the seeds are ready, the cones open and the seeds drop out of the cones The seeds fall to the ground adapted roots © Pearson Education, Inc Read the science story stem nutrients Use with Chapter 1 Predict environment leaves Name Use with Chapter 1 Draw a picture or write a sentence to go with each word flower Use with How to Read Science, p 5 Use with Lesson 4, pp... water on the stove and turn on the burner Ask your child to predict what will happen to the water Discuss how your child used what he or she knows about stoves and water to predict 5 True Not True True True True Not True Not True Not True Home Activity: Together talk about your child’s answers Have your child explain why his or her answers may have changed after reading the lesson 6 Think, Read, Learn... Investigate How can an octopus use its arms? 56 3 HowTogether Animals Plants and Live 65–96 Planning Chapter 3 Directed Inquiry Explore What does yeast need to grow? 68 Lesson 1 What do plants and animals need? 71 Lesson 2 How do plants and animals get food in a grassland? 74 Lesson 3 How do plants and animals get food in an ocean? 78 Lesson 4 What can cause a food web to change? 82 Lesson 5 How do plants... Use with Lesson 5, pp 20–21 Think, Read, Learn Name Name Think, Read, Learn Use with pages 16–19 Use with pages 20–21 How are some woodland plants adapted? Before You Read Lesson 4 How are some desert plants adapted? Before You Read Lesson 5 True True Not True Not True True Not True After You Read Lesson 4 Read each sentence again Circle the word or words... data when exploring the natural world TEACHING PLAN 1 If time is short… Use Build Background page to engage children in chapter content Then do Explore Activity, How to Read Science, and Lessons 1, 3, 4, and 6 Professional Development To enhance your qualifications in science: • preview content in Life Science DVD Segments Classification of Living Things and Characteristics of Organisms Chapter 1 Concept... effect of water added Explain Ask groups to explain what happened to the celery stalks on the second and third days Evaluate Have children describe the importance of water to the survival of plants Extend Cut the celery stalk to show the tubes Wait 1 day How did the celery change? jar Build Background What to Do Put celery in the jar Look at the celery celery Science Objectives Advance Preparation Cut . one. This page shows you how to use a reading skill. Before reading First, read the Build Background page. Next, read the How To Read Science page. Then, think about what you already know. Last,. The How to Read Science page identifies a target reading skill that will be revisited throughout the chapter. Target Reading Skill Demonstrate for children how to identify the target reading. what you already know. Explain to children that they will be more successful in learning science if they understand what is written on each page. That is, they need to know how to read science.