Batteries
Level D/6
Batteries Science
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategy •• Draw Conclusions Phonemic Awareness
•• Identifying medial sounds in words
Phonics
•• CVCe pattern •• Short a
High-Frequency Words •• around, have, their
Concept Vocabulary
•• Things that use batteries
Grammar/Word Study •• –ies ending (plurals)
Science Big Idea
•• B atteries are an essential energy source in our daily lives.
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• Small Group Reading Lesson • Skills Bank • Reproducible Activities
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Small Group Reading Lesson Where Can We Find Batteries? Before Reading
After Reading
What we think
What the book says
toy cars
toy car
f lashlights
f lashlight
games
radio
cameras
clock
Before Reading Activate Prior Knowledge Encourage students to draw on prior knowledge and build background for reading the text Create an overhead transparency of the graphic organizer “Where Can We Find Batteries?” (left) or copy the organizer on chart paper, leaving the columns blank. Read the title to students. Begin a discussion of batteries and how they are used. Ask students where they can find batteries. Write their responses in the “Before Reading” column of the chart. Tell students they will come back to the chart after they have read the book.
robot
Preview the Book
camera
Read the title and name of the author to students. Ask:
computer
• What do you see in the picture? What shapes and sizes do you see? Show students the title page. Ask: • How are the batteries alike and different?
Visual Cues • Look at the beginning letter or letters. (b in batteries; th in they) • Look for familiar chunks within the word. (light in flashlight) Structure Cues • Think about whether the sentence sounds right. • Look for repeated language patterns. (“Look! They have a...” “Look at their . . .”; “The battery/batteries makes/make it...”)
Preview the photographs with students, reinforcing the language used in the text. For example, say: I see a toy car. What makes the toy car go? What do the boys have? What makes a flashlight work? What about the radio? What is the boy putting inside the radio? Batteries make the radio play.
Set a Purpose for Reading Have students turn to page 2 and whisper-read the book. Say: I want you to read the book to find out things that use batteries. Monitor students’ reading and provide support when necessary.
Review Reading Strategies Use the cues provided to remind students that they can apply different strategies to identify unfamiliar words.
Meaning Cues • Think about what makes sense in the sentence. • Look at the picture to confirm the meaning of the word.
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During Reading Observe and Prompt Reading Strategies Observe students as they read the text. Take note of how they are problem-solving on text. Guide, or prompt, individual students who cannot problem-solve independently.
After Reading Reflect on Reading Strategies Once students have completed their reading, encourage them to discuss the reading strategies they used. Reinforce the good reading behaviors you noticed by saying: • I noticed, [student’s name], that when you came to a word you didn’t know, you tried to sound it out. Did that help you figure out the word? • [Student’s name], I saw that you tried to sound out the word robot. You divided the word into chunks and tried to sound out each chunk. Then you checked the picture. That was good reading.
Build Comprehension Ask and Answer Questions Help students review text content and relate it to what they already know by asking some or all of the following questions. • What things does the book say use batteries? Let’s write these things in the “After Reading” column of our prediction chart. (toy car, p. 2; flashlight, p. 5; radio, p. 6; clock, p. 8; robot, p. 11; camera, p. 12; computer, p. 15) (Locate facts) • Look at the things we wrote before we read the book. Which ones are mentioned in the book? (Answers will vary.) (Compare and contrast) • Why do we put batteries in such things as toys, flashlights, and cameras? We need to look through the whole book to answer this. (to make them work) (Draw conclusions) • Why do you think batteries come in so many sizes? (Answers will vary.) (Use creative thinking)
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Teacher Tip Using the Skills Bank Based on your observations of students’ reading behaviors, you may wish to select activities from the Skills Bank (pp. 6–9) that will develop students’ reading strategies.
Question Types Students need to understand that they can use information from various places in the book, as well as background knowledge, to answer different types of questions. These lessons provide four types of questions, designed to give students practice in understanding the relationship between a question and the source of its answer. • Questions that require students to go to a specific place in the book. • Questions that require students to integrate information from several sentences, paragraphs, or chapters within the book. • Questions that require students to combine background knowledge with information from the book. • Questions that relate to the book topic but require students to use only background knowledge and experience, not information from the book.
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Small Group Reading Lesson
(continued)
Build Comprehension CLASSIFY AND CATEGORIZE
Teacher Tip Monitoring Comprehension •A re students able to revisit the text to locate specific answers to text-dependent questions? If they are having difficulty, show them how to match the wording of the question to the wording in the text. •A re students able to find answers to questions that require a search of the text? If they are having difficulty, model how you would search for the answer. •C an students combine their background knowledge with information from the text to draw conclusions? If they are having difficulty, model how you would answer the question. •A re students’ answers to creative questions logical and relevant to the topic? •D o students’ completed graphic organizers reflect an ability to classify information? If students are having difficulty, provide more
Model Create an overhead transparency of the graphic organizer “Batteries” or copy the chart on the board. Review with students how the book says batteries are used. Model how to record this information on the chart. Use the following think-aloud. To help me remember the information that I read, I can organize it on a chart like this one. This chart asks me to put things that use batteries into two groups: those that we use for work and those that we use for play. I have to decide which group to put each thing in. I may decide to put a thing into both groups. I’ll start by looking at the book. The first battery-powered thing the book mentions is a toy car. I ask myself, “Is a toy car used for work or for play?” I know that a toy car is something that people play with, so I will write “toy car” in the column that says “For Play.” Let’s find the next thing that uses batteries. Practice and Apply Guide students as they identify each item in the book and decide whether it is used for play or for work. Make sure they understand that some things, such as the computer, can be used for both work and play, so it would be listed in both columns. Help students record the information. If you think students can complete the chart independently, distribute copies and monitor their work. Allow time for them to share their recorded information.
Batteries How We Use Batteries
For Work
For Play
f lashlight
toy car
clock
radio
camera
robot
computer
camera computer
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Interactive Writing Have students use the information from the graphic organizer to write summary sentences about the book. Say: The author showed us many ways batteries are used. Let’s think back on what we read. Our chart can help us remember. Let’s think of a sentence we can write that tells how batteries are used. (Possible sentences include “A toy car uses a battery.” and “Batteries make a flashlight work.”) Repeat the sentence aloud several times with students so they can internalize the language pattern. Collaborate with them to write the sentence on chart paper or on the board one word at a time. Start by saying a word slowly. Ask: What sound do you hear at the beginning of this word? What other sounds do you hear? Let students write the known sounds in each word, then fill in the remaining letters for them. Continue until the sentence is completed.
Write Independently Have students write their own sentences based on the text. Encourage them to articulate words slowly, use spaces between words, and write known words fluently.
√√√√√√ √ √ √ √ √ √√√√ √√√√
B a t r e z m a k e a r a d o p l a y. Batteries make a radio play.
When students have completed their sentences, conference with them individually. Validate their knowledge of known words and letter/sound correspondences by placing a light check mark above students’ contributions. Provide explicit praise as you write the message conventionally for students to see.
Reread for Fluency
Teacher Tip
Ask students to reread Batteries with a partner. Have the partners read one page aloud together and then alternate the next two pages, and so on, to the end of the book.
Modeling Fluency
Connect to Home
• Model using appropriate phrasing, intonation, volume, expression, and rate.
Have students read the take-home version of Batteries to family members. Ask students to talk about batteries with family members and identify things at home that use batteries.
• Read sections of the book aloud to students to model fluent reading of the text.
• Have students listen to you read a portion of the text and then read it back to you.
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Skills Bank Phonemic Awareness: Identifying medial sounds in words Say the word clock, emphasizing the medial sound. Ask students to repeat the word after you. Then ask them what sound they hear in the middle of the word. (short o) Follow the same procedure with the words have, make, rope, light, big, need, and help.
Phonics: CVCe pattern
bake
note
huge
cane
gate
rope
Write the word make on the board. Ask students to identify each letter in the word as a consonant or a vowel. Write C, V, C, e over the letters in make. Ask students what vowel sound they hear in make. (long a) Explain that words with a CVCe pattern often have a long vowel sound. Repeat the process with the words pine, hope, and cute and the other long vowel sounds. Then write the following word patterns on the board:
___a___e
___o___e
___u___e
___a___e
___a___e
___o___e
Have pairs of students work together to copy the word patterns and add letters to each one to make a CVCe word with a long vowel sound. When students are finished, have pairs take turns reading aloud the words they made. Ask the rest of the group to identify the vowel sound in each word.
CVC bat / ter / ies
6
Phonics: Short a Write the word batteries on the board and say it with students. Have them clap to count the syllables in the word: bat/ter/ies. Circle the first syllable, bat. Ask students what vowel sound they hear in bat. (short a) Explain that bat has a CVC, or consonantvowel-consonant pattern, and that like CVC words, CVC syllables often have a short vowel sound. Ask students to find other words or syllables of words in the book that have the short a sound. (flashlight, p. 5; at, p. 12; hands, p. 8; camera, p. 12) Write the words on the board as students find them. Divide flashlight and camera into syllables: flash/light, cam/er/a. Then have students explain how they knew that at, hands, flash, and cam have the short a sound.
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High-Frequency Word Vocabulary Write the high-frequency words their, around, and have on the board. Point to the word their and have students chant the spelling as they clap the letters. Then have students close their eyes. Erase the word and write it in scrambled letters. (rtihe) Have students open their eyes and spell the word correctly. Repeat the process with around and have.
Concept Vocabulary: Things that use batteries Ask students to name things that use batteries. Have them begin by looking through the book and checking their pre-reading graphic organizer to find battery-powered objects, such as toy car, flashlight, radio, clock, robot, camera, computer, and game. Ask students to think of other things that may use batteries, such as pencil sharpener, telephone, razor, tape recorder, and CD player. Add their suggestions to the list. Ask students to cut pictures from old newspapers and magazines that show things that use batteries. Have them make a collage of the pictures and label each picture.
Grammar/Word Study: –ies ending (plurals) Write the word batteries on the board and read it aloud. Ask students whether this word signifies one or more than one. (more than one) Write the word battery under batteries on the board. Explain that when we want to make a naming word mean more than one, we usually add –s to the end of the word. However, if the naming word ends with y, as in battery, we have to change the y to i and add –es when we want to make the word plural. Circle the y in battery, then the i and the es in batteries. Write the words baby, family, city, puppy, penny, and century in a column on the board. Have volunteers write the plural forms of the words in a second column.
their around have
baby
babies
family
families
city
cities
puppy puppies penny
pennies
century centuries
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# 978-1-4108-0067-1
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Skills Bank Build Comprehension Draw Conclusions ••Explain Create an overhead transparency of the graphic organizer “Batteries” or draw it on the board. Say: An author can’t give us every bit of information in a book. We figure out some things on our own, using the author’s words and photographs for clues. Figuring something out using three or more clues is called drawing a conclusion. ••Model Say: Let’s draw a conclusion about Batteries. Look at the cover. I see blue, red, and gold batteries. On page 5, I see two small batteries. On page 15, I see one big battery. These are clues that can help me draw a conclusion about batteries. Record this evidence in the first Clues box on the graphic organizer. Say: Now we need to use the clues to draw a conclusion. We can conclude that batteries come in many shapes, sizes, and colors. Write this in the first Conclusion box. ••Guide Say: Now let’s draw another conclusion about batteries. How many batteries does the remote-control car need? How many batteries does the flashlight need? How many batteries does the radio need? (Allow time for students to respond, assisting if needed.) Yes, the remote-control car needs one battery. The flashlight needs two batteries. The radio needs four batteries. Record this evidence in the second Clues box on the graphic organizer. Then ask: What can we figure out from these clues? (Again allow time for students to respond.) Yes, we can conclude that different objects need different numbers of batteries. ••Apply Ask students to work with a partner to draw another conclusion from the book. Remind them to use word and illustration clues to figure out things the author doesn’t say. After the partnerships share, record their ideas on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.
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Name _______________________________________________________ Date __________________
Batteries Draw Conclusions Clues
Conclusion
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Notes
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Notes
Batteries ©2011 Benchmark Education Company, LLC
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Name _______________________________________________________ Date __________________
Batteries How We Use Batteries
For Work
For Play
© 2011 Benchmark Education Company, LLC
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Batteries Science
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategy •• Draw Conclusions Phonemic Awareness
•• Identifying medial sounds in words
Phonics
•• CVCe pattern •• Short a
High-Frequency Words •• around, have, their
Concept Vocabulary
•• Things that use batteries
Grammar/Word Study •• –ies ending (plurals)
Science Big Idea
•• B atteries are an essential energy source in our daily lives.
B
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• Small Group Reading Lesson • Skills Bank • Reproducible Activities
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
11/11/10 4:09:16 PM
Small Group Reading Lesson Where Can We Find Batteries? Before Reading
After Reading
What we think
What the book says
toy cars
toy car
f lashlights
f lashlight
games
radio
cameras
clock
Before Reading Activate Prior Knowledge Encourage students to draw on prior knowledge and build background for reading the text Create an overhead transparency of the graphic organizer “Where Can We Find Batteries?” (left) or copy the organizer on chart paper, leaving the columns blank. Read the title to students. Begin a discussion of batteries and how they are used. Ask students where they can find batteries. Write their responses in the “Before Reading” column of the chart. Tell students they will come back to the chart after they have read the book.
robot
Preview the Book
camera
Read the title and name of the author to students. Ask:
computer
• What do you see in the picture? What shapes and sizes do you see? Show students the title page. Ask: • How are the batteries alike and different?
Visual Cues • Look at the beginning letter or letters. (b in batteries; th in they) • Look for familiar chunks within the word. (light in flashlight) Structure Cues • Think about whether the sentence sounds right. • Look for repeated language patterns. (“Look! They have a...” “Look at their . . .”; “The battery/batteries makes/make it...”)
Preview the photographs with students, reinforcing the language used in the text. For example, say: I see a toy car. What makes the toy car go? What do the boys have? What makes a flashlight work? What about the radio? What is the boy putting inside the radio? Batteries make the radio play.
Set a Purpose for Reading Have students turn to page 2 and whisper-read the book. Say: I want you to read the book to find out things that use batteries. Monitor students’ reading and provide support when necessary.
Review Reading Strategies Use the cues provided to remind students that they can apply different strategies to identify unfamiliar words.
Meaning Cues • Think about what makes sense in the sentence. • Look at the picture to confirm the meaning of the word.
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During Reading Observe and Prompt Reading Strategies Observe students as they read the text. Take note of how they are problem-solving on text. Guide, or prompt, individual students who cannot problem-solve independently.
After Reading Reflect on Reading Strategies Once students have completed their reading, encourage them to discuss the reading strategies they used. Reinforce the good reading behaviors you noticed by saying: • I noticed, [student’s name], that when you came to a word you didn’t know, you tried to sound it out. Did that help you figure out the word? • [Student’s name], I saw that you tried to sound out the word robot. You divided the word into chunks and tried to sound out each chunk. Then you checked the picture. That was good reading.
Build Comprehension Ask and Answer Questions Help students review text content and relate it to what they already know by asking some or all of the following questions. • What things does the book say use batteries? Let’s write these things in the “After Reading” column of our prediction chart. (toy car, p. 2; flashlight, p. 5; radio, p. 6; clock, p. 8; robot, p. 11; camera, p. 12; computer, p. 15) (Locate facts) • Look at the things we wrote before we read the book. Which ones are mentioned in the book? (Answers will vary.) (Compare and contrast) • Why do we put batteries in such things as toys, flashlights, and cameras? We need to look through the whole book to answer this. (to make them work) (Draw conclusions) • Why do you think batteries come in so many sizes? (Answers will vary.) (Use creative thinking)
© 2011 Benchmark Education Company, LLC
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Teacher Tip Using the Skills Bank Based on your observations of students’ reading behaviors, you may wish to select activities from the Skills Bank (pp. 6–9) that will develop students’ reading strategies.
Question Types Students need to understand that they can use information from various places in the book, as well as background knowledge, to answer different types of questions. These lessons provide four types of questions, designed to give students practice in understanding the relationship between a question and the source of its answer. • Questions that require students to go to a specific place in the book. • Questions that require students to integrate information from several sentences, paragraphs, or chapters within the book. • Questions that require students to combine background knowledge with information from the book. • Questions that relate to the book topic but require students to use only background knowledge and experience, not information from the book.
Batteries
3
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Small Group Reading Lesson
(continued)
Build Comprehension CLASSIFY AND CATEGORIZE
Teacher Tip Monitoring Comprehension •A re students able to revisit the text to locate specific answers to text-dependent questions? If they are having difficulty, show them how to match the wording of the question to the wording in the text. •A re students able to find answers to questions that require a search of the text? If they are having difficulty, model how you would search for the answer. •C an students combine their background knowledge with information from the text to draw conclusions? If they are having difficulty, model how you would answer the question. •A re students’ answers to creative questions logical and relevant to the topic? •D o students’ completed graphic organizers reflect an ability to classify information? If students are having difficulty, provide more
Model Create an overhead transparency of the graphic organizer “Batteries” or copy the chart on the board. Review with students how the book says batteries are used. Model how to record this information on the chart. Use the following think-aloud. To help me remember the information that I read, I can organize it on a chart like this one. This chart asks me to put things that use batteries into two groups: those that we use for work and those that we use for play. I have to decide which group to put each thing in. I may decide to put a thing into both groups. I’ll start by looking at the book. The first battery-powered thing the book mentions is a toy car. I ask myself, “Is a toy car used for work or for play?” I know that a toy car is something that people play with, so I will write “toy car” in the column that says “For Play.” Let’s find the next thing that uses batteries. Practice and Apply Guide students as they identify each item in the book and decide whether it is used for play or for work. Make sure they understand that some things, such as the computer, can be used for both work and play, so it would be listed in both columns. Help students record the information. If you think students can complete the chart independently, distribute copies and monitor their work. Allow time for them to share their recorded information.
Batteries How We Use Batteries
For Work
For Play
f lashlight
toy car
clock
radio
camera
robot
computer
camera computer
4
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Interactive Writing Have students use the information from the graphic organizer to write summary sentences about the book. Say: The author showed us many ways batteries are used. Let’s think back on what we read. Our chart can help us remember. Let’s think of a sentence we can write that tells how batteries are used. (Possible sentences include “A toy car uses a battery.” and “Batteries make a flashlight work.”) Repeat the sentence aloud several times with students so they can internalize the language pattern. Collaborate with them to write the sentence on chart paper or on the board one word at a time. Start by saying a word slowly. Ask: What sound do you hear at the beginning of this word? What other sounds do you hear? Let students write the known sounds in each word, then fill in the remaining letters for them. Continue until the sentence is completed.
Write Independently Have students write their own sentences based on the text. Encourage them to articulate words slowly, use spaces between words, and write known words fluently.
√√√√√√ √ √ √ √ √ √√√√ √√√√
B a t r e z m a k e a r a d o p l a y. Batteries make a radio play.
When students have completed their sentences, conference with them individually. Validate their knowledge of known words and letter/sound correspondences by placing a light check mark above students’ contributions. Provide explicit praise as you write the message conventionally for students to see.
Reread for Fluency
Teacher Tip
Ask students to reread Batteries with a partner. Have the partners read one page aloud together and then alternate the next two pages, and so on, to the end of the book.
Modeling Fluency
Connect to Home
• Model using appropriate phrasing, intonation, volume, expression, and rate.
Have students read the take-home version of Batteries to family members. Ask students to talk about batteries with family members and identify things at home that use batteries.
• Read sections of the book aloud to students to model fluent reading of the text.
• Have students listen to you read a portion of the text and then read it back to you.
Batteries © 2011 Benchmark Education Company, LLC
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Skills Bank Phonemic Awareness: Identifying medial sounds in words Say the word clock, emphasizing the medial sound. Ask students to repeat the word after you. Then ask them what sound they hear in the middle of the word. (short o) Follow the same procedure with the words have, make, rope, light, big, need, and help.
Phonics: CVCe pattern
bake
note
huge
cane
gate
rope
Write the word make on the board. Ask students to identify each letter in the word as a consonant or a vowel. Write C, V, C, e over the letters in make. Ask students what vowel sound they hear in make. (long a) Explain that words with a CVCe pattern often have a long vowel sound. Repeat the process with the words pine, hope, and cute and the other long vowel sounds. Then write the following word patterns on the board:
___a___e
___o___e
___u___e
___a___e
___a___e
___o___e
Have pairs of students work together to copy the word patterns and add letters to each one to make a CVCe word with a long vowel sound. When students are finished, have pairs take turns reading aloud the words they made. Ask the rest of the group to identify the vowel sound in each word.
CVC bat / ter / ies
6
Phonics: Short a Write the word batteries on the board and say it with students. Have them clap to count the syllables in the word: bat/ter/ies. Circle the first syllable, bat. Ask students what vowel sound they hear in bat. (short a) Explain that bat has a CVC, or consonantvowel-consonant pattern, and that like CVC words, CVC syllables often have a short vowel sound. Ask students to find other words or syllables of words in the book that have the short a sound. (flashlight, p. 5; at, p. 12; hands, p. 8; camera, p. 12) Write the words on the board as students find them. Divide flashlight and camera into syllables: flash/light, cam/er/a. Then have students explain how they knew that at, hands, flash, and cam have the short a sound.
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High-Frequency Word Vocabulary Write the high-frequency words their, around, and have on the board. Point to the word their and have students chant the spelling as they clap the letters. Then have students close their eyes. Erase the word and write it in scrambled letters. (rtihe) Have students open their eyes and spell the word correctly. Repeat the process with around and have.
Concept Vocabulary: Things that use batteries Ask students to name things that use batteries. Have them begin by looking through the book and checking their pre-reading graphic organizer to find battery-powered objects, such as toy car, flashlight, radio, clock, robot, camera, computer, and game. Ask students to think of other things that may use batteries, such as pencil sharpener, telephone, razor, tape recorder, and CD player. Add their suggestions to the list. Ask students to cut pictures from old newspapers and magazines that show things that use batteries. Have them make a collage of the pictures and label each picture.
Grammar/Word Study: –ies ending (plurals) Write the word batteries on the board and read it aloud. Ask students whether this word signifies one or more than one. (more than one) Write the word battery under batteries on the board. Explain that when we want to make a naming word mean more than one, we usually add –s to the end of the word. However, if the naming word ends with y, as in battery, we have to change the y to i and add –es when we want to make the word plural. Circle the y in battery, then the i and the es in batteries. Write the words baby, family, city, puppy, penny, and century in a column on the board. Have volunteers write the plural forms of the words in a second column.
their around have
baby
babies
family
families
city
cities
puppy puppies penny
pennies
century centuries
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# 978-1-4108-0067-1
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Skills Bank Build Comprehension Draw Conclusions ••Explain Create an overhead transparency of the graphic organizer “Batteries” or draw it on the board. Say: An author can’t give us every bit of information in a book. We figure out some things on our own, using the author’s words and photographs for clues. Figuring something out using three or more clues is called drawing a conclusion. ••Model Say: Let’s draw a conclusion about Batteries. Look at the cover. I see blue, red, and gold batteries. On page 5, I see two small batteries. On page 15, I see one big battery. These are clues that can help me draw a conclusion about batteries. Record this evidence in the first Clues box on the graphic organizer. Say: Now we need to use the clues to draw a conclusion. We can conclude that batteries come in many shapes, sizes, and colors. Write this in the first Conclusion box. ••Guide Say: Now let’s draw another conclusion about batteries. How many batteries does the remote-control car need? How many batteries does the flashlight need? How many batteries does the radio need? (Allow time for students to respond, assisting if needed.) Yes, the remote-control car needs one battery. The flashlight needs two batteries. The radio needs four batteries. Record this evidence in the second Clues box on the graphic organizer. Then ask: What can we figure out from these clues? (Again allow time for students to respond.) Yes, we can conclude that different objects need different numbers of batteries. ••Apply Ask students to work with a partner to draw another conclusion from the book. Remind them to use word and illustration clues to figure out things the author doesn’t say. After the partnerships share, record their ideas on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.
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Name _______________________________________________________ Date __________________
Batteries Draw Conclusions Clues
Conclusion
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Notes
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Notes
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Name _______________________________________________________ Date __________________
Batteries How We Use Batteries
For Work
For Play
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