Chemistry in the Kitchen TG
Level S/44
Chemistry in the Kitchen Science
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategies
• Identify sequence of events Comprehension • Ask questions • Compare and contrast • Use graphic features to interpret information
Word Study/Vocabulary • Use knowledge of word structures to determine word meaning
Science Big Idea • Matter undergoes both physical and chemical changes.
Theme: Chemistry • Chemistry in the Kitchen • Chemistry in Medicine • Forensics: Chemistry and Crime
B
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
Core Lesson Planning Guide This five-day lesson plan shows one way to use the chapter book for explicit strategy instruction.
Activities
D ay 1
Page 3: Prepare to Read • Build Content Background • Introduce the Book
Pages 4–6: Model Strategies: Introduction–Chapter 1 2
3
4
5
• Monitor-Reading Strategy: Ask Questions • Comprehension Strategy: Identify Steps in a Process • Use Knowledge of Word Structures to Determine Word Meaning: Base Words and Suffixes
Pages 7–8: Guide Strategies: Chapters 2–3 • Monitor-Reading Strategy: Ask Questions • Comprehension Strategy: Identify Steps in a Process • Use Graphic Features to Interpret Information: Charts
Pages 9–10: Apply Strategies: Chapters 4–5 and Conclusion • Monitor-Reading Strategy: Ask Questions • Comprehension Strategy: Identify Steps in a Process • Use Knowledge of Word Structures to Determine Word Meaning: Base Words and Suffixes
Page 11: Synthesize Information • Administer Ongoing Comprehension Assessment • Compare and Contrast Information
Using Navigators Chapter Books Explicit Strategy Instruction Use the complete guide to model, guide, and support students as they apply comprehension and word-study strategies. Use portions of the guide to scaffold reading instruction for students who do not need modeled instruction.
2
Small-Group Discussions
Independent Reading
Introduce the book and model strategies. Have the group set a purpose for reading based on the introduction. Students read the book, or parts of the book, independently. Then have them use the Small-Group Discussion Guide as they discuss the book together.
Have students select titles at their independent reading levels. After reading, have students respond to the text in reader response journals or notebooks.
Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.
ISBN: 978-1-4108-6280-8
Prepare to Read E nglish L anguage L earners Build Content Background • Ask: What actions does your family do in the kitchen? (Accept all reasonable answers.) • Write students’ ideas on the board. Then draw a two-column chart. Leave the headings blank. • Write actions such as chop vegetables, slice meat, and melt chocolate in the left column. Write actions such as bake a cake, pop corn, and fry eggs in the right column. • Have students look at the actions in the first column. Discuss whether the actions change the way the food looks or tastes. Ask: What heading can we write for this column? (Possible answer: Changes Size or Shape But Tastes the Same) • Discuss the actions in the second column. Ask: What is a possible heading for the second column? (Possible answer: Food Looks Different, Food Tastes Different) • Ask: What generalization, or general statement, can you make about the changes in the left column compared to the changes in the right column? (Possible answer: Looks different and tastes different) Changes Size or Shape But Tastes the Same chop vegetables slice meat melt chocolate
Food Looks Different, Food Tastes Different bake a cake pop corn fry eggs
Introduce the Book • Give students a copy of the book. Have them read the title and look at the cover. • Have students read the table of contents. Ask: Which chapter title does not seem to go with the other chapter titles? (Chapter 5: The Case of the Mystery Ingredients) • Assign pairs of students one of chapters. Have each pair skim their chapter, looking for boldfaced words. Ask them to read aloud any boldfaced words in their chapter and use the text and glossary to define the words. • To introduce Key Words and Text/Graphic Features found in this book, use the inside front cover of the book.
© 2011 Benchmark Education Company, LLC
Cut an apple into slices. Explain that cutting the apple is a physical change. Each slice of the apple is the same as the whole apple, only smaller. Then let the apple slices sit for a few minutes until they turn brown. Explain that this is a chemical change. Oxygen in the air has combined with chemicals in the apple. Now the apple slices are not the same as the whole apple was. Ask students how they might react if they saw a tornado coming toward them. Point out that the tornado’s action caused a reaction, that is, an action in response. They ran, hid, screamed, and so on. Explain that a chemical reaction is different. In it, two substances react to each other to form something different from either of the original substances.
Informal Assessment Tips 1. Assess students’ ability to skim for boldfaced words and to define these words using the text and the glossary. 2. Document your observations in a folder or notebook. 3. Keep the folder or notebook at the small-group reading table for handy reference.
Meeting Individual Needs For students who struggle with skimming for boldfaced words, model by skimming Chapter 1 with them. Point out that there are five boldfaced words in the chapter and ask students to find them with you.
3
Model Strategies: Introduction–Chapter 1 ABOUT THE STRATEGY Ask Questions
What? Good readers ask questions about unknown words, why something happens, how it happened, and what might happen next. Some questions have answers stated in the text, some answers are implied in the text, and some answers need further research. Still other questions have no answers. Why? Asking questions keeps read-
ers involved with the text and helps them understand and remember what they read.
When? Good readers ask questions before reading to help set a purpose. They ask questions during reading to monitor and clarify their understanding. They ask questions after reading to help them analyze and synthesize what they have read. How? Good readers pause and wonder about the text. They keep track of their questions in a journal or on self-stick notes. They try to answer questions during and after reading.
Before Reading Monitor-Reading Strategy: Ask Questions • Say: Good readers ask questions as they read. Asking questions helps them understand and remember what they read. It helps them keep their minds focused on the text. Good readers ask questions about unknown words and about who, what, why, and how. • Use a real-life example of asking questions while you read. Say: When I come across a word I don’t know, I stop and ask myself what the word means. Sometimes an unknown word is boldfaced, shown in darker print, and defined in the glossary at the back of a book. Sometimes the author defines the word in the text, but other times I have to figure out the meaning of the word on my own. I have to look for clues that can help me. • Say: Yesterday we previewed the book Chemistry in the Kitchen. Today we are going to ask questions about any unfamiliar words in the Introduction and Chapter 1. • Read pages 2–4 aloud while students follow along. Say: The author defines the word matter in the text. The next sentence states, “Matter is anything that has weight and takes up space.” Because matter is a boldfaced word, I can also look it up in the glossary. The word ingredient isn’t boldfaced so I know it doesn’t appear in the glossary, but the author gives me clues to its meaning. He says lettuce, tomatoes, cucumbers, and dressing are the ingredients in a salad. Ingredients must be parts of a mixture. I’m not sure about the word physical. It isn’t boldfaced so it’s not in the glossary. The text doesn’t give me any clues. I’ll write the word on a self-stick note and put it on page 4. That will help me remember to to look for clues on other pages. If I don’t find any, I can use a dictionary to check its meaning.
During Reading Set a Purpose for Reading • Ask students to read pages 4–7 silently. Have them ask questions about the unfamiliar words they find and write their questions on self-stick notes or in their journals. Remind them to look for clues that the author might give to help them figure out the meaning of each word.
4
© 2011 Benchmark Education Company, LLC
After Reading Discuss the Reading • Remind students that some unknown words have definitions right in the text. Others can be defined using clues in the context, and still others may have no definitions or clues. Refer to the word dissolved in the Hands-on Experiment on page 7. Say: I was uncertain about the meaning of this word, and it was not defined in the text. I think I could figure it out from the context, but I want to be sure before I do the experiment. Look up dissolved in the dictionary and read aloud the definition. Explain the context in which it is used in the Hands-on Experiment. • Have students explain how they figured out the meanings of unknown words. Did they find definitions stated in the book? Did they use clues or descriptions to figure out meanings? Did they use the glossary? • Have students use dictionaries to check the meanings of words that are not defined in the text. Let each student check one word. If students have difficulty, provide additional modeling. • For text-dependent comprehension practice, ask the questions for the Introduction and Chapter 1 found on the Comprehension Through Deductive Reasoning card for this chapter book. Comprehension Strategy: Identify Steps in a Process • Explain that good readers can recognize the steps in a process. The steps may be in a numbered list, such as in the Hands-On Experiment on page 7, or in sentences with sequence words such as first, next, and last. Good readers understand that the steps are presented in a certain order and that the actions in those steps must be performed in that order. • Say: When I read instructions, directions, or any text that tells about a process, I pay attention to the steps in the process. I do each step the way the author wants me to do it. I do the steps in the order the author tells me. If I do the steps incorrectly or out of order, I know the end result may not come out the way I want. • Distribute the graphic organizer “Identify Steps in a Process” (blackline master, page 14). You may want to make a chartsize copy of the graphic organizer or use a transparency. • Explain that as students read, they will complete the first two boxes together. They will complete the last box in pairs or independently.
© 2011 Benchmark Education Company, LLC
I nformal Assessment Tips 1. Watch students as they write questions on self-stick notes or in their journals. 2. In a folder or notebook, jot down what you see each student doing. 3. Students should be asking questions about unknown words as they read. Document students who are and are not using this monitor-reading strategy.
Meeting Individual Needs For students who struggle with this activity, model the strategy again and remind them that asking questions about unknown words as they read will help them better understand the text.
Rapid readers can use context clues, the glossary, or a dictionary to find the meanings of words they don’t know. Have students write the words and definitions in their journals.
5
Introduction–Chapter 1 (continued) Chapter 1: Making a Salad Step 1: Chop some lettuce. Step 2: Cut some tomatoes. Step 3: Slice some cucumbers. Step 4: Put the vegetables in a bowl. Step 5: Add some dressing. Step 6: Mix everything together.
Reader Response How is heat involved with both melting and freezing? How is heat involved in turning a liquid into a vapor and in condensing? Write a response in your journal and share your thoughts with a group member.
6
Comprehension Strategy: Identify Steps in a Process (continued) • Have students turn to page 4 and follow along as you read the first paragraph aloud. Say: This page explains one way to make a salad. Even though the author doesn’t use signal words this time, the process has certain steps. First the author mentions chopping lettuce. That’s the first step in the process. Write “Chop some lettuce” in the first box on the graphic organizer. • Say: Next the author mentions cutting tomatoes. That’s the next step in the process. Write “Cut some tomatoes” in the next box on the graphic organizer. • Use the graphic organizer on this page to continue your think-aloud as you write the remaining steps in the process. Then read all the steps aloud. Use Knowledge of Word Structures to Determine Word Meaning: Base Words and Suffixes • List the following suffixes and their meanings on the board: -er: person or thing that __; noun suffix -er: more __; adjective suffix; used to compare two things • Explain that a suffix is added to the end of a base word and changes the meaning of the base word. Say: If you know the meaning of a suffix, you can use it to figure out the meaning of an unfamiliar word that has that suffix. • Have students reread the second paragraph on page 3. Ask: What is the base word of fertilizer? (fertilize) What is the part of speech of fertilize? (verb) How does the suffix -er change the word fertilize? (Adding -er to fertilize changes fertilize from a verb to a noun that means “something that fertilizes.”) • Repeat this procedure to determine the meanings of faster and bigger on page 3, freezer on page 6, and cooler on page 7.
© 2011 Benchmark Education Company, LLC
Guide Strategies: Chapters 2–3 Before Reading Monitor-Reading Strategy: Ask Questions • Have students look at their journals to review questions they wrote yesterday. Ask them if the Introduction and Chapter 1 answered any of their questions about unfamiliar words, and discuss their responses. Remind them that asking questions is something good readers do to understand and remember what they have read. • Say: Today we are going to ask the questions what, who, why, and how. Read page 8 aloud while students follow along. Ask the following questions as you read: What is a chemical change? The text explains what that is. But how is it different from a physical change? I know I read about physical changes in Chapter 1, but I need to refresh my memory. I’ll reread the explanation on page 4. Can you ever undo a chemical change? • Point out that although the first two questions are answered in the book, the third question is not. Ask: How can I answer my questions? (Possible answers: Read reference books, do online research, ask an expert.) • Have students write what, why, how, or who questions on self-stick notes or in their journals as they read pages 8–13.
During Reading Set a Purpose for Reading • Have students read Chapter 3. As they read, they should ask what, who, why, and how questions. For example, they might ask who decided on what symbol to use for each element or how they can speed up a chemical reaction.
After Reading
E nglish L anguage L earners Carefully watch ELLs as they complete the assignment. If they are not writing questions, it may be because they do not understand the text. If they are writing questions, make sure the questions apply to the text.
Meeting Individual Needs For students who struggle with this strategy, model it again. Then have them read one page, stop, and ask a question about that page. Ask them whether the question is answered in the text. If it is not, ask them what they can do to answer the question. Then have students repeat the process with each page they read. Rapid readers can review their questions and place them in two groups: those that are answered in the text and those that are not. Ask students to write the answers to the questions in the first group. Suggest they choose one of the questions in the second group to research.
Discuss the Reading • Have students share their questions and talk about why they asked the questions they did. Help them identify questions answered in the text and questions not answered in the text. Spend a few minutes on the second set of questions. • Ask: What have you learned about chemical changes? • Have students read the checkpoint on page 9. Point out that drawing pictures is one way to help them understand and remember what they read. Have them discuss their pictures and captions with a partner. • For text-dependent comprehension practice, ask the questions for Chapters 2 and 3 found on the Comprehension Through Deductive Reasoning card for this chapter book. © 2011 Benchmark Education Company, LLC
7
Chapters 2–3 (continued) Chapter 2: Making Pancakes Step 1: Add milk to some pancake mix. Step 2: Pour the stirred batter onto a hot surface. Step 3: Watch for little bubbles to appear. Step 4: Flip the pancake once or twice. Step 5: Remove it from the hot surface when it becomes a solid pancake.
Reader Response Think of a breakfast you might eat on a school day. What are some physical changes that occur during breakfast? Name any chemical changes that occur. Write a response in your journal and share your thoughts with a group member.
8
Comprehension Strategy: Identify Steps in a Process • Review the “Identify Steps in a Process” graphic organizer, and remind students that the steps in a process are written in a certain order that must be followed. To show the order, the steps may be in a numbered list or in a paragraph with or without signal words such as first, next, then, and finally. • Have students turn to page 8 and follow along as you read the first two paragraphs of “The Chemistry of Breakfast” aloud. Ask: What do you do first when you make pancakes? (Add milk to some pancake mix.) Write the step the first box on the graphic organizer. • Ask: What do you do next? (Pour the stirred batter onto a hot surface.) What signal word tells you you’re ready for the next step in the process? (Soon) What is the step? (Watch for little bubbles to appear.) Write these steps in the next two boxes on the graphic organizer. • Use the completed graphic organizer on this page to help students write steps 4–5. Provide support for students who are struggling with this strategy. Use Graphic Features to Interpret Information: Charts • Have students turn to the chart on page 10. Explain that a chart can be used to organize a lot of information in an efficient way. This chart tells about the varieties of apples grown in the state of Washington and the percentage of each variety. • Demonstrate how to find information on the chart. Point to the first column and say: This column lists the names of the varieties of apples. Point to the second column and say: This column tells what percentage of all the apples grown in Washington are any particular variety. If I want to know how much of Washington’s apple crop is the Granny Smith variety, I find Granny Smith in the first column and then move across to the second column. It says 12%. So I know that 12% of all the apples grown in Washington are Granny Smith apples. • Ask students additional questions that they can answer using information on the chart: What variety makes up 14% of the apple crop? (Fuji) Which variety makes up more of the apple crop: Cripps Pink or Braeburn? How can you answer this? (Find the percentage for each. Cripps Pink is 2%, and Braeburn is 3%, so Braeburn makes up more of the crop. Or look at the first list. Since the varieties are listed from highest percentage to lowest, and Braeburn is higher on the list than Cripps Pink, Braeburn makes up more of the crop.) © 2011 Benchmark Education Company, LLC
Apply Strategies: Chapters 4–5 and Conclusion Before Reading Monitor-Reading Strategy: Ask Questions • Remind students that they have practiced asking questions about unknown words and about who, what, why, and how. Have them review the questions they wrote on self-stick notes or in their journals. Continue asking what, why, how, and who. • Read page 19 aloud while students follow along. Say: A question I want to ask is “How can I speed up a reaction without increasing the surface area?” This question is not answered on this page. What can I do to answer my question? Have students respond with possible ways to answer the question.
Teaching Tips After discussing the reading, have students remove the self-stick notes from their books and place the notes in their journals on a page titled “Ask Questions.” Use this page to review asking questions throughout the year.
During Reading Set a Purpose for Reading • Have students read the rest of the book silently. Encourage them to ask who, what, why, and how questions as they read. Remind them to write their questions on self-stick notes or in their journals. • Have students look for information about what they can do to slow a chemical reaction.
After Reading Discuss the Reading • Have students share questions they have asked as they read. • Ask: How can you find answers to your questions? Which questions were answered in the book? Which questions need research? Spend a few minutes on questions not answered in the book. • Ask: What information did you find about slowing chemical reactions? Why is slowing some specific chemical reactions important to us? • Ask students to read the checkpoint on page 29. Point out that making connections is another good way to extend their understanding of what they have read. Have them write their connections in their journals. • For text-dependent comprehension practice, ask the questions for Chapters 4 and 5 found on the Comprehension Through Deductive Reasoning Card for this chapter book.
© 2011 Benchmark Education Company, LLC
9
Chapters 4, 5–Conclusion (continued) Chapter 3: Making Bread Step 1: Mix the ingredients. Step 2: Add a leavening agent. Step 3: Knead the dough. Step 4: Put the dough in a pan. Step 5: Bake the dough. Step 6: Let the bread cool.
Informal Assessment Tips 1. Watch students as they identify the steps in a process. Ask yourself: How have students progressed with this strategy? What problems are they still having? 2.Watch students as they complete the graphic organizer. Ask yourself: Who is still struggling with this strategy? How can I help them? 3. Jot down your thoughts in your folder or notebook. For students who struggle with identifying the steps in a process, review the strategy using the Comprehension Strategy Poster: Identify the Steps in a Process.
Reader Response Do you think that performing experiments is a good way to learn about chemistry? Why or why not? Give examples. Write a response in your journal and share your thoughts with a group member.
10
© 2011 Benchmark Education Company, LLC
Comprehension Strategy: Identify Steps in a Process • Review the graphic organizer with students. Explain that they will identify the steps in making bread. Have them turn to page 20 and look for the signal phrase “You begin by . . .” Tell students they will find the first two steps in this paragraph and the next. Then they can turn to page 27 to find the rest of the steps in the process. Tell them not to include details, just the steps. • Ask students if they have any questions before they begin. Monitor their work and intervene if they are having difficulty. Discuss students’ responses together. • For more practice with identifying steps in a process, have students complete the blackline master “Identify Steps in a Process” on page 15. Step 1: Preheat oven to 350°F. Step 2: U se an apple corer to scoop out the core in the top of each apple about 2 inches deep. Step 3: Drop 2 tablespoons brown sugar and 1 tablespoon butter into each apple’s center. Step 4: Arrange in a shallow baking dish and sprinkle with cinnamon. Step 5: Bake for 15 minutes until the sugar begins to melt and the apples are tender.
Use Knowledge of Word Structure to Determine Word Meaning: Base Words and Suffixes • Add the following suffixes and their definitions to the list on the board: -ly: in a __ way -ion, -ation: act or result of __ing • Have students read the sentences with reaction and rapidly on page 18, combination on page 24, and constantly on page 28. Ask: Using what you know about the meanings of the base words and the suffixes, how would you define each word? • Make sure students identify the parts of speech of the base word and the word + suffix. (base word react–verb, reaction –noun; base word rapid–adjective, rapidly–adverb; base word combine–verb, combination–noun; base word constant– adjective; constantly–adverb) • For additional practice, have students complete the blackline master on page 16. Boldfaced Word Base Word easily easy equation equate
Suffix Definition - ly in an easy way; with little effort - ion result of equating; statement
using letters and symbols to show what was used and what happened in a chemical reaction usually usual -ly in a usual way; commonly quicker quick -er more quick; faster combustion combust -ion act of combusting; act of burning
Synthesize Information Administer Ongoing Comprehension Assessment • Have students take Ongoing Assessment #19 on pages 68–69 in the Comprehension Strategy Assessment Handbook (Grade 5).
Compare and Contrast Information • Point out that the book tells about two kinds of changes. One way to understand and remember physical and chemical changes is to note how they are alike and different, or to compare and contrast them. Have students turn to pages 4–7. Read the pages aloud. Then have them turn to pages 14–15. Read the pages aloud. Ask: What are the important characteristics of a physical change and a chemical change? (Physical change: matter stays the same; physical appearance changes, such as size and shape; state may change, such as solid to liquid [melting], liquid to vapor [vaporizing], vapor to liquid [condensing], or liquid to solid [freezing]. Chemical change: matter changes; new substance is formed; appearance changes, such as shape, taste, color, or texture) • On the board, draw a chart like the one shown below. Explain that the first column lists questions to answer about each kind of change. Students are to fill in the other two columns. • Have students copy the graphic organizer and complete it using facts from the chapter book. Then have them use their charts to answer the following question. Ask: Which questions are the most helpful in distinguishing between a physical change and a chemical change? (Possible answer: What stays the same? Can you get the original matter back?) • Have small groups of students use their charts to discuss other differences between the two kinds of changes. Physical Change What changes?
What stays the same?
Chemical Change
• size
• may give off heat or light
• shape
• color may change
• state (solid to liquid, liquid to vapor, vapor to liquid, liquid to solid)
• may taste different
the physical properties, such as color, texture, taste
Nothing
Yes Can change be reversed? What are two freezing, boiling examples? © 2011 Benchmark Education Company, LLC
I nformal Assessment Tips 1. Score assessments and determine if more instruction is needed for this strategy. 2. Keep group assessments in a smallgroup reading folder. 3. Look closely at students’ responses. Ask yourself: Why might this student have answered the question in this manner? For in-depth analysis, discuss responses with individual students. 4. If needed, reteach this strategy and administer Ongoing Assessment #20 on pages 70–71 in the Comprehension Strategy Assessment Handbook (Grade 5). 5. Use Ongoing Assessments to document growth over time, for parent/teacher conferences, or for your own records.
E nglish L anguage L earners Work with students as they complete the compare/contrast chart. For example, point to the question What stays the same? Help students find the passage in the text that answers that question for a physical change. Discuss illustrations and how they might be used to find the answers to the question. Continue for each question and answer on the chart. Invite volunteers to read aloud the questions and answers.
• may give off smell • may give off gas
No baking, cooking an egg
11
Reading/Writing Connections Write a Personal Response
Teaching Tips Transfer personal response prompts to a piece of large chart paper and hang it in the room. Students can refer to the list throughout the year.
Scoring Rubric 4
The prompt is well developed. There is strong evidence of focus, organization, voice, and correct conventions.
3
The prompt is developed. There is adequate evidence of focus, organization, voice, and correct conventions.
2
The prompt is somewhat developed. There is minimal evidence of focus, organization, voice, and correct conventions.
1
12
The prompt is weakly developed. There is little evidence of focus, organization, voice, and correct conventions.
Invite students to respond to the book in a way that is meaningful to them. The prompts below provide a variety of alternatives. • What are some physical changes that you see every day? (text-to-self) • When do you see the most chemical changes, on the way to school or while you are at school? (text-to-world) • Why do you think the author included hands-on experiments in this book? (make connections) • Which, if any, parts of this book confused you? (self-monitor) • Would you recommend this book to a friend? Why or why not? (evaluate) • How did you feel as you read this book? Why did you feel this way? (personal response) • What main ideas were discussed in this book? (synthesize information) • How does this science book compare to other science books you have read? (text-to-text/compare)
Write to a Text Prompt Use the prompt below as a timed writing activity. Students have a maximum of one hour to draft, revise, and edit a response. Use the rubric provided in the sidebar to score students’ writing.
Explain how you could use heat to reverse a physical change but not a chemical change. Use information and examples from the book to support your explanation.
Write to a Picture Prompt
Use the following picture prompt to develop students’ visual writing abilities.
Look at the pictures on page 13 and 19. How can you tell that chemical changes are taking place in these pictures? Write a response in your journal and share your thoughts with a group member. Use details from the pictures to support your answer.
© 2011 Benchmark Education Company, LLC
Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Small-Group Discussion Guide Directions: Use this sheet to talk about the book. Word Study: Write words you did not know. Discuss the meanings with your group. Use the text to clarify the meanings.
Date____________
Rules for a Good Discussion: 1. Be prepared. 2. P ay attention to the person who is talking and do not interrupt him or her. 3. T hink about what others are saying so you can respond. 4. Use inside voices. 5. L et everyone in the group have a turn to speak.
Questions: Write two or three questions you had while reading this book. Discuss the questions and answers.
6. B e respectful of everyone’s ideas. Adapted from Guiding Readers and Writers (Grades 3–6):Teaching Comprehension, Genre, and Content Literacy, Irene C. Fountas and Gay Su Pinnell (Portsmouth, NH: Heinemann Publishing Co., 2001).
Ways to Make Connections Make Connections: Write three connections you made with the text. Discuss them with your group.
Adapted from Literature Circles: Voice and Choice in the Student-Centered Classroom, Harvey Daniels (Portland, ME: Stenhouse Publishers, 1994). © 2011 Benchmark Education Company, LLC
Text-to-Self: This reminds me of a time when I . . . Text-to-World: What’s going on in this book is like what’s happening right now in . . . Text-to-Text: This book reminds me of another book I read called . . . . It was about . . .
Name__________________________________________
Date____________________
Identify Steps in a Process Chapter 1: Making a Salad
________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ Chapter 2: Making Pancakes
________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ Chapter 3: Making Bread
________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________
© 2011 Benchmark Education Company, LLC
Name__________________________________________
Date____________________
Identify Steps in a Process Directions: Pretend your aunt sent you a letter with the following recipe. To make it easier to follow, you decide to list the steps in the process. Fill in the lines below with each step in order.
I made some baked apples today. Would you like to know how I did it? First you need to preheat the oven to 350°F. Use an apple corer to scoop out the core in the top of each apple. Only go about 2 inches deep—not all the way to the bottom. Now for the good part! Drop 2 tablespoons of brown sugar and 1 tablespoon of butter into each apple’s center. Then arrange them in a shallow baking dish and sprinkle them with cinnamon. Finally, bake the apples for 15 minutes. You’ll know they’re ready when the sugar begins to melt and the apples are tender. I hope you like them!
Step 1: _ ______________________________________________________
_____________________________________________________________ Step 2: _ ______________________________________________________
_____________________________________________________________ Step 3: _ ______________________________________________________
_____________________________________________________________ Step 4: _ ______________________________________________________
_____________________________________________________________ Step 5: _ ______________________________________________________
_____________________________________________________________
© 2011 Benchmark Education Company, LLC
Name__________________________________________
Date___________________
Use Knowledge of Word Structures to Determine Word Meaning: Base Words and Suffixes Directions: Read the passage.
Rust and Fire Rust and fire are two chemical changes that are similar in one way. Rusting, also called corrosion, occurs because iron easily combines with oxygen. This particular change is called oxidation. Iron and oxygen combine to form an iron oxide. The chemical equation for this reaction is usually written as 4Fe + 3O2 —> 2 Fe2O3. A much quicker and more spectacular example of oxidation is burning, or combustion. In many kitchens, propane gas and oxygen combine and release great amounts of heat. The reaction forms heat, water, and carbon dioxide. In this case, the chemical equation is C3H8 + 5O2 —> 3H2O + CO2 + heat. Directions: In the first column of the chart, write each boldfaced word from the passage. In the second column, write the word’s base word. In the third column, write the word’s suffix. In the fourth column, write the word’s definition. Use a dictionary if needed. Boldfaced Word
Base Word
Suffix
Definition
© 2011 Benchmark Education Company, LLC
Chemistry in the Kitchen Science
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategies
• Identify sequence of events Comprehension • Ask questions • Compare and contrast • Use graphic features to interpret information
Word Study/Vocabulary • Use knowledge of word structures to determine word meaning
Science Big Idea • Matter undergoes both physical and chemical changes.
Theme: Chemistry • Chemistry in the Kitchen • Chemistry in Medicine • Forensics: Chemistry and Crime
B
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
Core Lesson Planning Guide This five-day lesson plan shows one way to use the chapter book for explicit strategy instruction.
Activities
D ay 1
Page 3: Prepare to Read • Build Content Background • Introduce the Book
Pages 4–6: Model Strategies: Introduction–Chapter 1 2
3
4
5
• Monitor-Reading Strategy: Ask Questions • Comprehension Strategy: Identify Steps in a Process • Use Knowledge of Word Structures to Determine Word Meaning: Base Words and Suffixes
Pages 7–8: Guide Strategies: Chapters 2–3 • Monitor-Reading Strategy: Ask Questions • Comprehension Strategy: Identify Steps in a Process • Use Graphic Features to Interpret Information: Charts
Pages 9–10: Apply Strategies: Chapters 4–5 and Conclusion • Monitor-Reading Strategy: Ask Questions • Comprehension Strategy: Identify Steps in a Process • Use Knowledge of Word Structures to Determine Word Meaning: Base Words and Suffixes
Page 11: Synthesize Information • Administer Ongoing Comprehension Assessment • Compare and Contrast Information
Using Navigators Chapter Books Explicit Strategy Instruction Use the complete guide to model, guide, and support students as they apply comprehension and word-study strategies. Use portions of the guide to scaffold reading instruction for students who do not need modeled instruction.
2
Small-Group Discussions
Independent Reading
Introduce the book and model strategies. Have the group set a purpose for reading based on the introduction. Students read the book, or parts of the book, independently. Then have them use the Small-Group Discussion Guide as they discuss the book together.
Have students select titles at their independent reading levels. After reading, have students respond to the text in reader response journals or notebooks.
Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.
ISBN: 978-1-4108-6280-8
Prepare to Read E nglish L anguage L earners Build Content Background • Ask: What actions does your family do in the kitchen? (Accept all reasonable answers.) • Write students’ ideas on the board. Then draw a two-column chart. Leave the headings blank. • Write actions such as chop vegetables, slice meat, and melt chocolate in the left column. Write actions such as bake a cake, pop corn, and fry eggs in the right column. • Have students look at the actions in the first column. Discuss whether the actions change the way the food looks or tastes. Ask: What heading can we write for this column? (Possible answer: Changes Size or Shape But Tastes the Same) • Discuss the actions in the second column. Ask: What is a possible heading for the second column? (Possible answer: Food Looks Different, Food Tastes Different) • Ask: What generalization, or general statement, can you make about the changes in the left column compared to the changes in the right column? (Possible answer: Looks different and tastes different) Changes Size or Shape But Tastes the Same chop vegetables slice meat melt chocolate
Food Looks Different, Food Tastes Different bake a cake pop corn fry eggs
Introduce the Book • Give students a copy of the book. Have them read the title and look at the cover. • Have students read the table of contents. Ask: Which chapter title does not seem to go with the other chapter titles? (Chapter 5: The Case of the Mystery Ingredients) • Assign pairs of students one of chapters. Have each pair skim their chapter, looking for boldfaced words. Ask them to read aloud any boldfaced words in their chapter and use the text and glossary to define the words. • To introduce Key Words and Text/Graphic Features found in this book, use the inside front cover of the book.
© 2011 Benchmark Education Company, LLC
Cut an apple into slices. Explain that cutting the apple is a physical change. Each slice of the apple is the same as the whole apple, only smaller. Then let the apple slices sit for a few minutes until they turn brown. Explain that this is a chemical change. Oxygen in the air has combined with chemicals in the apple. Now the apple slices are not the same as the whole apple was. Ask students how they might react if they saw a tornado coming toward them. Point out that the tornado’s action caused a reaction, that is, an action in response. They ran, hid, screamed, and so on. Explain that a chemical reaction is different. In it, two substances react to each other to form something different from either of the original substances.
Informal Assessment Tips 1. Assess students’ ability to skim for boldfaced words and to define these words using the text and the glossary. 2. Document your observations in a folder or notebook. 3. Keep the folder or notebook at the small-group reading table for handy reference.
Meeting Individual Needs For students who struggle with skimming for boldfaced words, model by skimming Chapter 1 with them. Point out that there are five boldfaced words in the chapter and ask students to find them with you.
3
Model Strategies: Introduction–Chapter 1 ABOUT THE STRATEGY Ask Questions
What? Good readers ask questions about unknown words, why something happens, how it happened, and what might happen next. Some questions have answers stated in the text, some answers are implied in the text, and some answers need further research. Still other questions have no answers. Why? Asking questions keeps read-
ers involved with the text and helps them understand and remember what they read.
When? Good readers ask questions before reading to help set a purpose. They ask questions during reading to monitor and clarify their understanding. They ask questions after reading to help them analyze and synthesize what they have read. How? Good readers pause and wonder about the text. They keep track of their questions in a journal or on self-stick notes. They try to answer questions during and after reading.
Before Reading Monitor-Reading Strategy: Ask Questions • Say: Good readers ask questions as they read. Asking questions helps them understand and remember what they read. It helps them keep their minds focused on the text. Good readers ask questions about unknown words and about who, what, why, and how. • Use a real-life example of asking questions while you read. Say: When I come across a word I don’t know, I stop and ask myself what the word means. Sometimes an unknown word is boldfaced, shown in darker print, and defined in the glossary at the back of a book. Sometimes the author defines the word in the text, but other times I have to figure out the meaning of the word on my own. I have to look for clues that can help me. • Say: Yesterday we previewed the book Chemistry in the Kitchen. Today we are going to ask questions about any unfamiliar words in the Introduction and Chapter 1. • Read pages 2–4 aloud while students follow along. Say: The author defines the word matter in the text. The next sentence states, “Matter is anything that has weight and takes up space.” Because matter is a boldfaced word, I can also look it up in the glossary. The word ingredient isn’t boldfaced so I know it doesn’t appear in the glossary, but the author gives me clues to its meaning. He says lettuce, tomatoes, cucumbers, and dressing are the ingredients in a salad. Ingredients must be parts of a mixture. I’m not sure about the word physical. It isn’t boldfaced so it’s not in the glossary. The text doesn’t give me any clues. I’ll write the word on a self-stick note and put it on page 4. That will help me remember to to look for clues on other pages. If I don’t find any, I can use a dictionary to check its meaning.
During Reading Set a Purpose for Reading • Ask students to read pages 4–7 silently. Have them ask questions about the unfamiliar words they find and write their questions on self-stick notes or in their journals. Remind them to look for clues that the author might give to help them figure out the meaning of each word.
4
© 2011 Benchmark Education Company, LLC
After Reading Discuss the Reading • Remind students that some unknown words have definitions right in the text. Others can be defined using clues in the context, and still others may have no definitions or clues. Refer to the word dissolved in the Hands-on Experiment on page 7. Say: I was uncertain about the meaning of this word, and it was not defined in the text. I think I could figure it out from the context, but I want to be sure before I do the experiment. Look up dissolved in the dictionary and read aloud the definition. Explain the context in which it is used in the Hands-on Experiment. • Have students explain how they figured out the meanings of unknown words. Did they find definitions stated in the book? Did they use clues or descriptions to figure out meanings? Did they use the glossary? • Have students use dictionaries to check the meanings of words that are not defined in the text. Let each student check one word. If students have difficulty, provide additional modeling. • For text-dependent comprehension practice, ask the questions for the Introduction and Chapter 1 found on the Comprehension Through Deductive Reasoning card for this chapter book. Comprehension Strategy: Identify Steps in a Process • Explain that good readers can recognize the steps in a process. The steps may be in a numbered list, such as in the Hands-On Experiment on page 7, or in sentences with sequence words such as first, next, and last. Good readers understand that the steps are presented in a certain order and that the actions in those steps must be performed in that order. • Say: When I read instructions, directions, or any text that tells about a process, I pay attention to the steps in the process. I do each step the way the author wants me to do it. I do the steps in the order the author tells me. If I do the steps incorrectly or out of order, I know the end result may not come out the way I want. • Distribute the graphic organizer “Identify Steps in a Process” (blackline master, page 14). You may want to make a chartsize copy of the graphic organizer or use a transparency. • Explain that as students read, they will complete the first two boxes together. They will complete the last box in pairs or independently.
© 2011 Benchmark Education Company, LLC
I nformal Assessment Tips 1. Watch students as they write questions on self-stick notes or in their journals. 2. In a folder or notebook, jot down what you see each student doing. 3. Students should be asking questions about unknown words as they read. Document students who are and are not using this monitor-reading strategy.
Meeting Individual Needs For students who struggle with this activity, model the strategy again and remind them that asking questions about unknown words as they read will help them better understand the text.
Rapid readers can use context clues, the glossary, or a dictionary to find the meanings of words they don’t know. Have students write the words and definitions in their journals.
5
Introduction–Chapter 1 (continued) Chapter 1: Making a Salad Step 1: Chop some lettuce. Step 2: Cut some tomatoes. Step 3: Slice some cucumbers. Step 4: Put the vegetables in a bowl. Step 5: Add some dressing. Step 6: Mix everything together.
Reader Response How is heat involved with both melting and freezing? How is heat involved in turning a liquid into a vapor and in condensing? Write a response in your journal and share your thoughts with a group member.
6
Comprehension Strategy: Identify Steps in a Process (continued) • Have students turn to page 4 and follow along as you read the first paragraph aloud. Say: This page explains one way to make a salad. Even though the author doesn’t use signal words this time, the process has certain steps. First the author mentions chopping lettuce. That’s the first step in the process. Write “Chop some lettuce” in the first box on the graphic organizer. • Say: Next the author mentions cutting tomatoes. That’s the next step in the process. Write “Cut some tomatoes” in the next box on the graphic organizer. • Use the graphic organizer on this page to continue your think-aloud as you write the remaining steps in the process. Then read all the steps aloud. Use Knowledge of Word Structures to Determine Word Meaning: Base Words and Suffixes • List the following suffixes and their meanings on the board: -er: person or thing that __; noun suffix -er: more __; adjective suffix; used to compare two things • Explain that a suffix is added to the end of a base word and changes the meaning of the base word. Say: If you know the meaning of a suffix, you can use it to figure out the meaning of an unfamiliar word that has that suffix. • Have students reread the second paragraph on page 3. Ask: What is the base word of fertilizer? (fertilize) What is the part of speech of fertilize? (verb) How does the suffix -er change the word fertilize? (Adding -er to fertilize changes fertilize from a verb to a noun that means “something that fertilizes.”) • Repeat this procedure to determine the meanings of faster and bigger on page 3, freezer on page 6, and cooler on page 7.
© 2011 Benchmark Education Company, LLC
Guide Strategies: Chapters 2–3 Before Reading Monitor-Reading Strategy: Ask Questions • Have students look at their journals to review questions they wrote yesterday. Ask them if the Introduction and Chapter 1 answered any of their questions about unfamiliar words, and discuss their responses. Remind them that asking questions is something good readers do to understand and remember what they have read. • Say: Today we are going to ask the questions what, who, why, and how. Read page 8 aloud while students follow along. Ask the following questions as you read: What is a chemical change? The text explains what that is. But how is it different from a physical change? I know I read about physical changes in Chapter 1, but I need to refresh my memory. I’ll reread the explanation on page 4. Can you ever undo a chemical change? • Point out that although the first two questions are answered in the book, the third question is not. Ask: How can I answer my questions? (Possible answers: Read reference books, do online research, ask an expert.) • Have students write what, why, how, or who questions on self-stick notes or in their journals as they read pages 8–13.
During Reading Set a Purpose for Reading • Have students read Chapter 3. As they read, they should ask what, who, why, and how questions. For example, they might ask who decided on what symbol to use for each element or how they can speed up a chemical reaction.
After Reading
E nglish L anguage L earners Carefully watch ELLs as they complete the assignment. If they are not writing questions, it may be because they do not understand the text. If they are writing questions, make sure the questions apply to the text.
Meeting Individual Needs For students who struggle with this strategy, model it again. Then have them read one page, stop, and ask a question about that page. Ask them whether the question is answered in the text. If it is not, ask them what they can do to answer the question. Then have students repeat the process with each page they read. Rapid readers can review their questions and place them in two groups: those that are answered in the text and those that are not. Ask students to write the answers to the questions in the first group. Suggest they choose one of the questions in the second group to research.
Discuss the Reading • Have students share their questions and talk about why they asked the questions they did. Help them identify questions answered in the text and questions not answered in the text. Spend a few minutes on the second set of questions. • Ask: What have you learned about chemical changes? • Have students read the checkpoint on page 9. Point out that drawing pictures is one way to help them understand and remember what they read. Have them discuss their pictures and captions with a partner. • For text-dependent comprehension practice, ask the questions for Chapters 2 and 3 found on the Comprehension Through Deductive Reasoning card for this chapter book. © 2011 Benchmark Education Company, LLC
7
Chapters 2–3 (continued) Chapter 2: Making Pancakes Step 1: Add milk to some pancake mix. Step 2: Pour the stirred batter onto a hot surface. Step 3: Watch for little bubbles to appear. Step 4: Flip the pancake once or twice. Step 5: Remove it from the hot surface when it becomes a solid pancake.
Reader Response Think of a breakfast you might eat on a school day. What are some physical changes that occur during breakfast? Name any chemical changes that occur. Write a response in your journal and share your thoughts with a group member.
8
Comprehension Strategy: Identify Steps in a Process • Review the “Identify Steps in a Process” graphic organizer, and remind students that the steps in a process are written in a certain order that must be followed. To show the order, the steps may be in a numbered list or in a paragraph with or without signal words such as first, next, then, and finally. • Have students turn to page 8 and follow along as you read the first two paragraphs of “The Chemistry of Breakfast” aloud. Ask: What do you do first when you make pancakes? (Add milk to some pancake mix.) Write the step the first box on the graphic organizer. • Ask: What do you do next? (Pour the stirred batter onto a hot surface.) What signal word tells you you’re ready for the next step in the process? (Soon) What is the step? (Watch for little bubbles to appear.) Write these steps in the next two boxes on the graphic organizer. • Use the completed graphic organizer on this page to help students write steps 4–5. Provide support for students who are struggling with this strategy. Use Graphic Features to Interpret Information: Charts • Have students turn to the chart on page 10. Explain that a chart can be used to organize a lot of information in an efficient way. This chart tells about the varieties of apples grown in the state of Washington and the percentage of each variety. • Demonstrate how to find information on the chart. Point to the first column and say: This column lists the names of the varieties of apples. Point to the second column and say: This column tells what percentage of all the apples grown in Washington are any particular variety. If I want to know how much of Washington’s apple crop is the Granny Smith variety, I find Granny Smith in the first column and then move across to the second column. It says 12%. So I know that 12% of all the apples grown in Washington are Granny Smith apples. • Ask students additional questions that they can answer using information on the chart: What variety makes up 14% of the apple crop? (Fuji) Which variety makes up more of the apple crop: Cripps Pink or Braeburn? How can you answer this? (Find the percentage for each. Cripps Pink is 2%, and Braeburn is 3%, so Braeburn makes up more of the crop. Or look at the first list. Since the varieties are listed from highest percentage to lowest, and Braeburn is higher on the list than Cripps Pink, Braeburn makes up more of the crop.) © 2011 Benchmark Education Company, LLC
Apply Strategies: Chapters 4–5 and Conclusion Before Reading Monitor-Reading Strategy: Ask Questions • Remind students that they have practiced asking questions about unknown words and about who, what, why, and how. Have them review the questions they wrote on self-stick notes or in their journals. Continue asking what, why, how, and who. • Read page 19 aloud while students follow along. Say: A question I want to ask is “How can I speed up a reaction without increasing the surface area?” This question is not answered on this page. What can I do to answer my question? Have students respond with possible ways to answer the question.
Teaching Tips After discussing the reading, have students remove the self-stick notes from their books and place the notes in their journals on a page titled “Ask Questions.” Use this page to review asking questions throughout the year.
During Reading Set a Purpose for Reading • Have students read the rest of the book silently. Encourage them to ask who, what, why, and how questions as they read. Remind them to write their questions on self-stick notes or in their journals. • Have students look for information about what they can do to slow a chemical reaction.
After Reading Discuss the Reading • Have students share questions they have asked as they read. • Ask: How can you find answers to your questions? Which questions were answered in the book? Which questions need research? Spend a few minutes on questions not answered in the book. • Ask: What information did you find about slowing chemical reactions? Why is slowing some specific chemical reactions important to us? • Ask students to read the checkpoint on page 29. Point out that making connections is another good way to extend their understanding of what they have read. Have them write their connections in their journals. • For text-dependent comprehension practice, ask the questions for Chapters 4 and 5 found on the Comprehension Through Deductive Reasoning Card for this chapter book.
© 2011 Benchmark Education Company, LLC
9
Chapters 4, 5–Conclusion (continued) Chapter 3: Making Bread Step 1: Mix the ingredients. Step 2: Add a leavening agent. Step 3: Knead the dough. Step 4: Put the dough in a pan. Step 5: Bake the dough. Step 6: Let the bread cool.
Informal Assessment Tips 1. Watch students as they identify the steps in a process. Ask yourself: How have students progressed with this strategy? What problems are they still having? 2.Watch students as they complete the graphic organizer. Ask yourself: Who is still struggling with this strategy? How can I help them? 3. Jot down your thoughts in your folder or notebook. For students who struggle with identifying the steps in a process, review the strategy using the Comprehension Strategy Poster: Identify the Steps in a Process.
Reader Response Do you think that performing experiments is a good way to learn about chemistry? Why or why not? Give examples. Write a response in your journal and share your thoughts with a group member.
10
© 2011 Benchmark Education Company, LLC
Comprehension Strategy: Identify Steps in a Process • Review the graphic organizer with students. Explain that they will identify the steps in making bread. Have them turn to page 20 and look for the signal phrase “You begin by . . .” Tell students they will find the first two steps in this paragraph and the next. Then they can turn to page 27 to find the rest of the steps in the process. Tell them not to include details, just the steps. • Ask students if they have any questions before they begin. Monitor their work and intervene if they are having difficulty. Discuss students’ responses together. • For more practice with identifying steps in a process, have students complete the blackline master “Identify Steps in a Process” on page 15. Step 1: Preheat oven to 350°F. Step 2: U se an apple corer to scoop out the core in the top of each apple about 2 inches deep. Step 3: Drop 2 tablespoons brown sugar and 1 tablespoon butter into each apple’s center. Step 4: Arrange in a shallow baking dish and sprinkle with cinnamon. Step 5: Bake for 15 minutes until the sugar begins to melt and the apples are tender.
Use Knowledge of Word Structure to Determine Word Meaning: Base Words and Suffixes • Add the following suffixes and their definitions to the list on the board: -ly: in a __ way -ion, -ation: act or result of __ing • Have students read the sentences with reaction and rapidly on page 18, combination on page 24, and constantly on page 28. Ask: Using what you know about the meanings of the base words and the suffixes, how would you define each word? • Make sure students identify the parts of speech of the base word and the word + suffix. (base word react–verb, reaction –noun; base word rapid–adjective, rapidly–adverb; base word combine–verb, combination–noun; base word constant– adjective; constantly–adverb) • For additional practice, have students complete the blackline master on page 16. Boldfaced Word Base Word easily easy equation equate
Suffix Definition - ly in an easy way; with little effort - ion result of equating; statement
using letters and symbols to show what was used and what happened in a chemical reaction usually usual -ly in a usual way; commonly quicker quick -er more quick; faster combustion combust -ion act of combusting; act of burning
Synthesize Information Administer Ongoing Comprehension Assessment • Have students take Ongoing Assessment #19 on pages 68–69 in the Comprehension Strategy Assessment Handbook (Grade 5).
Compare and Contrast Information • Point out that the book tells about two kinds of changes. One way to understand and remember physical and chemical changes is to note how they are alike and different, or to compare and contrast them. Have students turn to pages 4–7. Read the pages aloud. Then have them turn to pages 14–15. Read the pages aloud. Ask: What are the important characteristics of a physical change and a chemical change? (Physical change: matter stays the same; physical appearance changes, such as size and shape; state may change, such as solid to liquid [melting], liquid to vapor [vaporizing], vapor to liquid [condensing], or liquid to solid [freezing]. Chemical change: matter changes; new substance is formed; appearance changes, such as shape, taste, color, or texture) • On the board, draw a chart like the one shown below. Explain that the first column lists questions to answer about each kind of change. Students are to fill in the other two columns. • Have students copy the graphic organizer and complete it using facts from the chapter book. Then have them use their charts to answer the following question. Ask: Which questions are the most helpful in distinguishing between a physical change and a chemical change? (Possible answer: What stays the same? Can you get the original matter back?) • Have small groups of students use their charts to discuss other differences between the two kinds of changes. Physical Change What changes?
What stays the same?
Chemical Change
• size
• may give off heat or light
• shape
• color may change
• state (solid to liquid, liquid to vapor, vapor to liquid, liquid to solid)
• may taste different
the physical properties, such as color, texture, taste
Nothing
Yes Can change be reversed? What are two freezing, boiling examples? © 2011 Benchmark Education Company, LLC
I nformal Assessment Tips 1. Score assessments and determine if more instruction is needed for this strategy. 2. Keep group assessments in a smallgroup reading folder. 3. Look closely at students’ responses. Ask yourself: Why might this student have answered the question in this manner? For in-depth analysis, discuss responses with individual students. 4. If needed, reteach this strategy and administer Ongoing Assessment #20 on pages 70–71 in the Comprehension Strategy Assessment Handbook (Grade 5). 5. Use Ongoing Assessments to document growth over time, for parent/teacher conferences, or for your own records.
E nglish L anguage L earners Work with students as they complete the compare/contrast chart. For example, point to the question What stays the same? Help students find the passage in the text that answers that question for a physical change. Discuss illustrations and how they might be used to find the answers to the question. Continue for each question and answer on the chart. Invite volunteers to read aloud the questions and answers.
• may give off smell • may give off gas
No baking, cooking an egg
11
Reading/Writing Connections Write a Personal Response
Teaching Tips Transfer personal response prompts to a piece of large chart paper and hang it in the room. Students can refer to the list throughout the year.
Scoring Rubric 4
The prompt is well developed. There is strong evidence of focus, organization, voice, and correct conventions.
3
The prompt is developed. There is adequate evidence of focus, organization, voice, and correct conventions.
2
The prompt is somewhat developed. There is minimal evidence of focus, organization, voice, and correct conventions.
1
12
The prompt is weakly developed. There is little evidence of focus, organization, voice, and correct conventions.
Invite students to respond to the book in a way that is meaningful to them. The prompts below provide a variety of alternatives. • What are some physical changes that you see every day? (text-to-self) • When do you see the most chemical changes, on the way to school or while you are at school? (text-to-world) • Why do you think the author included hands-on experiments in this book? (make connections) • Which, if any, parts of this book confused you? (self-monitor) • Would you recommend this book to a friend? Why or why not? (evaluate) • How did you feel as you read this book? Why did you feel this way? (personal response) • What main ideas were discussed in this book? (synthesize information) • How does this science book compare to other science books you have read? (text-to-text/compare)
Write to a Text Prompt Use the prompt below as a timed writing activity. Students have a maximum of one hour to draft, revise, and edit a response. Use the rubric provided in the sidebar to score students’ writing.
Explain how you could use heat to reverse a physical change but not a chemical change. Use information and examples from the book to support your explanation.
Write to a Picture Prompt
Use the following picture prompt to develop students’ visual writing abilities.
Look at the pictures on page 13 and 19. How can you tell that chemical changes are taking place in these pictures? Write a response in your journal and share your thoughts with a group member. Use details from the pictures to support your answer.
© 2011 Benchmark Education Company, LLC
Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Small-Group Discussion Guide Directions: Use this sheet to talk about the book. Word Study: Write words you did not know. Discuss the meanings with your group. Use the text to clarify the meanings.
Date____________
Rules for a Good Discussion: 1. Be prepared. 2. P ay attention to the person who is talking and do not interrupt him or her. 3. T hink about what others are saying so you can respond. 4. Use inside voices. 5. L et everyone in the group have a turn to speak.
Questions: Write two or three questions you had while reading this book. Discuss the questions and answers.
6. B e respectful of everyone’s ideas. Adapted from Guiding Readers and Writers (Grades 3–6):Teaching Comprehension, Genre, and Content Literacy, Irene C. Fountas and Gay Su Pinnell (Portsmouth, NH: Heinemann Publishing Co., 2001).
Ways to Make Connections Make Connections: Write three connections you made with the text. Discuss them with your group.
Adapted from Literature Circles: Voice and Choice in the Student-Centered Classroom, Harvey Daniels (Portland, ME: Stenhouse Publishers, 1994). © 2011 Benchmark Education Company, LLC
Text-to-Self: This reminds me of a time when I . . . Text-to-World: What’s going on in this book is like what’s happening right now in . . . Text-to-Text: This book reminds me of another book I read called . . . . It was about . . .
Name__________________________________________
Date____________________
Identify Steps in a Process Chapter 1: Making a Salad
________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ Chapter 2: Making Pancakes
________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ Chapter 3: Making Bread
________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________ _ _ _________________________________________________________________
© 2011 Benchmark Education Company, LLC
Name__________________________________________
Date____________________
Identify Steps in a Process Directions: Pretend your aunt sent you a letter with the following recipe. To make it easier to follow, you decide to list the steps in the process. Fill in the lines below with each step in order.
I made some baked apples today. Would you like to know how I did it? First you need to preheat the oven to 350°F. Use an apple corer to scoop out the core in the top of each apple. Only go about 2 inches deep—not all the way to the bottom. Now for the good part! Drop 2 tablespoons of brown sugar and 1 tablespoon of butter into each apple’s center. Then arrange them in a shallow baking dish and sprinkle them with cinnamon. Finally, bake the apples for 15 minutes. You’ll know they’re ready when the sugar begins to melt and the apples are tender. I hope you like them!
Step 1: _ ______________________________________________________
_____________________________________________________________ Step 2: _ ______________________________________________________
_____________________________________________________________ Step 3: _ ______________________________________________________
_____________________________________________________________ Step 4: _ ______________________________________________________
_____________________________________________________________ Step 5: _ ______________________________________________________
_____________________________________________________________
© 2011 Benchmark Education Company, LLC
Name__________________________________________
Date___________________
Use Knowledge of Word Structures to Determine Word Meaning: Base Words and Suffixes Directions: Read the passage.
Rust and Fire Rust and fire are two chemical changes that are similar in one way. Rusting, also called corrosion, occurs because iron easily combines with oxygen. This particular change is called oxidation. Iron and oxygen combine to form an iron oxide. The chemical equation for this reaction is usually written as 4Fe + 3O2 —> 2 Fe2O3. A much quicker and more spectacular example of oxidation is burning, or combustion. In many kitchens, propane gas and oxygen combine and release great amounts of heat. The reaction forms heat, water, and carbon dioxide. In this case, the chemical equation is C3H8 + 5O2 —> 3H2O + CO2 + heat. Directions: In the first column of the chart, write each boldfaced word from the passage. In the second column, write the word’s base word. In the third column, write the word’s suffix. In the fourth column, write the word’s definition. Use a dictionary if needed. Boldfaced Word
Base Word
Suffix
Definition
© 2011 Benchmark Education Company, LLC
