Đang tải... (xem toàn văn)
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 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 interior robotic sonar debris ooze sediment 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 96 5.5.2 MAIN IDEA ASK QUESTIONS 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 Who was Sir George Everest? (the man who mapped the Himalayan Mountains, where Mt Everest stands) PAGE What technology did Professor Bradford Washburn use to measure the height of Mount Everest? (radar and global positioning satellites) PAGE How 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 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.) Exploring with Science 16917_LRD_TG_096-097 96 6/16/06 12:14:25 PM REVISIT THE BOOK READER RESPONSE Everest, K2, Kangchenjunga, and Lhotse Responses will vary Possible responses: wreckage, remains, fragments, rubble, rubbish, garbage, trash, waste; She pulled her purse from the wreckage Please take out the garbage Nuclear waste is a threat to the environment 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 paragraphs 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 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 dictate three questions about the selection to higher-proficiency students Have them work together to find the answers to the questions 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 16917_LRD_TG_096-097 97 97 11/17/05 9:08:28 AM Exploring with Science Name 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 © Pearson Education Main Idea: 98 16917_LRD_TG_098_099 11/17/05 9:09:16 AM Exploring with Science Name Vocabulary Directions Draw a line from each word to its definition Check the Words You Know cramped robotic cramped debris interior ooze robotic sediment sonar debris sediment interior sonar ooze a very soft and slimy mud b tightly crowded and close together c dirt, rocks, and sand that have been moved and dropped by wind, water, or ice d the most remote, inner area e a system that uses sound waves to find objects underwater f pieces of broken materials, which are scattered over an area g a robot-controlled device, such as an arm © Pearson Education Directions Write a paragraph about Exploring with Science Use as many vocabulary words as you can 99 16917_LRD_TG_098_099 99 12/2/05 4:17:36 PM ... Pearson Education Directions Write a paragraph about Exploring with Science Use as many vocabulary words as you can 99 16917_LRD _TG_ 098_099 99 12/ 2/ 05 4:17:36 PM ... the chart as they read the selection Exploring with Science 16917_LRD _TG_ 096-097 97 97 11/17/ 05 9:08 :28 AM Exploring with Science Name Main Idea • The main idea is the most important idea about... the graphic organizer below © Pearson Education Main Idea: 98 16917_LRD _TG_ 098_099 11/17/ 05 9:09:16 AM Exploring with Science Name Vocabulary Directions Draw a line from each word to its definition