www.tcmpub.com . 800.858.7339 . 5301 Oceanus Drive, Huntington Beach, CA 92649 Sample Pages from Science Readers: A Closer Look: Neighbors in Space (Spanish) The following sample pages are included in this download: • Teacher’s Guide: Front cover, Table of Contents, Introduction excerpt, and Earth (Tierra) lesson pages • Student activity sheet from TR CD • One complete reader: Earth (Tierra) Find our sample audio and InteractiveBook links for this product at http://www.teachercreatedmaterials.com ... For correlations to Common Core and State Standards, please visit http://www.teachercreatedmaterials.com/correlations.
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www.tcmpub.com . 800.858.7339 . 5301 Oceanus Drive, Huntington Beach, CA 92649
Sample Pages from Science Readers: A Closer Look: Neighbors in
Space (Spanish)
The following sample pages are included in this download:
• Teacher’s Guide: Front cover, Table of Contents, Introduction excerpt, and Earth (Tierra) lesson pages
• Student activity sheet from TR CD • One complete reader: Earth (Tierra)
Find our sample audio and Interactiv-‐eBook links for this product at http://www.teachercreatedmaterials.com . . . For correlations to Common Core and State Standards, please visit http://www.teachercreatedmaterials.com/correlations.
Why This Kit?This kit was developed to provide teachers with a way to integrate their teaching of language arts with science while making accommodations for differences in student reading abilities and levels of understanding. Whether your students are above grade level, on grade level, below grade level, or English language learners, this program offers lessons and activities designed to meet standards for reading, writing, and science.
For each of the three units provided in this kit, you will find two different readers related to the topic. One reader is designated for students who are on or above grade level, and the other is designated for students who read below grade level.
Unit Organization Each unit is structured to meet the needs of all learners. First, you will find an overview of the unit with a suggested timeline. The overview is followed by the reading, writing, and science objectives for the unit.
The objectives are the same for both readers, but the activities have been adapted to be appropriate for students who need challenges and for students who are struggling. An audio recording of each reader is also available on the Audio CD. A glossary of terms and vocabulary is provided in each reader for your convenience.
Following the timeline and objectives, you will find an overview section that provides a whole-class introductory activity, additional components of the unit, and a concluding activity to be completed as a class. Each unit includes a lab activity related to the topic featured in the readers. The lab, which is included in both the Teacher’s Guide and the reader, provides detailed instructions for conducting the activity. A lesson plan that helps you lead students through this exciting activity is included in this Teacher’s Guide.
Next in the unit, you will find differentiated lesson plans for the two readers. These plans provide step-by-step instructions for leading students through the reading process. This instruction highlights the specified objectives. Each lesson also incorporates the use of data-analysis activities on reproducible pages, as well as a follow-up quiz to check for comprehension.
All Together: Science, Language Arts, Inquiry, and Literacy As the expectations for student achievement in both science literacy and reading skills continue to rise, so does the need for quality materials that teach content-area knowledge and critical reading skills through meaningful literature. Vecinos en el espacio addresses both these needs through a series of leveled readers, each focused on a single strand. Students journey through a comprehensive unit of study that includes all the components of guided-reading instruction and concept application through data analysis and hands-on lab activities. Students see, hear, read, touch, and think about the concepts presented in each lesson. They are offered numerous opportunities to explore the ideas presented and to build upon their previous experiences to gain new knowledge. Students then construct and share personal insights and opinions regarding the advancements in science and their effects on Earth and society. By participating in the lessons in these units, students will become scientifically literate.
The 5 Es Lesson PlanningThe 5 Es instructional model describes five phases of learning that follow the constructivist learning theory. In this theory, new knowledge is built on existing knowledge and experiences. The 5 Es include engage, explore, explain, elaborate, and evaluate. Each of these phases of learning helps to focus students on learning objectives while connecting these objectives to prior knowledge and alternate applications of new knowledge.
EngageDuring the engage phase of the lesson, students are exposed to the concepts and learning objectives for the first time. Engaging students should focus them on learning outcomes and concepts while hooking their attention and interest. The teacher should also connect the learning objectives and concepts to students’ prior knowledge.
ExploreThe explore phase is student centered but teacher facilitated. Students should explore their environment, manipulate materials, and discover concepts pertaining to the learning objectives. Student exploration should be inquiry driven in this phase. They should make predictions, note questions, and explore to discover and formulate answers. The teacher should not provide answers but ask guiding questions if a group or student is stuck.
ExplainThe explain phase is discussion driven. Students share their discoveries and explain their understanding of the explored concepts. The teacher can introduce any key terms, definitions, or explanations of concepts during this phase. The main goal, however, is for students to verbalize their understanding.
ElaborateDuring the elaborate phase, students are able to extend their understanding. Students should practice and refine the new skills they have acquired while developing a deeper understanding of the lesson’s key concepts and learning objectives. Cross-curricular connections should be made between the lesson objectives and similar concepts, allowing students to use their gained knowledge in another way.
EvaluateThe last phase, evaluate, is the assessment stage. Students assess their own understanding and abilities. Teachers evaluate student understanding and development pertaining to the key concepts and skills. Teachers should use this phase to help plan future lessons.
The 5 Es and This BookThe 5 Es are embedded in the different sections of each lesson. As you become familiar with the flow of each lesson and the suggested timeline, you will find that you can rearrange the activities to fit your 5-E needs.
EngageStudents need to be engaged during the “Introductory Activity” sections in this book. It is worthwhile to use the instructions in this section in conjunction with visuals, such as illustrations and objects. The “Before the Lab” and “Introduce the Lab” sections can also be used to engage students.
ExploreThe “Introductory Activity” in each lesson provides a student-centered activity that allows students to explore what they know, as well as what they think they know, about the learning objective. Students are also able to explore while completing the lab.
ExplainStudents are able to share their understanding of the learning objectives in class discussions during the “Using the Readers” section, particularly before and during the reading. The reading and discussion also allow the teacher to clarify key concepts. During the “After the Lab” activity, students can share their findings and understanding, which also applies to this step.
ElaborateStudents are able to elaborate their information on the student activity sheets found in the “Before Reading,” “During Reading,” and “After Reading” sections. Activities found in the “Concluding Activity” section also allow students to refine and practice their newly acquired knowledge.
EvaluateTo evaluate student progress at the end of each lesson and unit, the culmination of student work, the “Prueba de la lectura” (Reader Quiz), and teacher observations can be used. Students are also able to check their own understanding by reviewing their corrected work.
Resource Video ClipsThe Teacher Resource CD includes video clips for each reader in this kit. These short video clips are included to make science learning engaging and to enhance the background knowledge of all students. All of the videos included correlate to the concepts presented in each unit of this book.
Unit 1 Video Clips:La Tierra • earthzoomout.mpg • earthfromspace.mpgLos planetas • solarsystem.mpg • solarsystemtour.mpg
mat
thia
shaa
s/iS
tock
phot
o
Unit 2 Video Clips:Las lunas • fullmoon.mpg • lunarlander.mpgLos asteroides y los cometas • shootingstars.mpg • comet.mpg
wan
gday
/iSt
ockp
hoto
Unit 3 Video Clips:Las estrellas • galaxystars.mpg • starnebula.mpgEl sol • sunrise.mpg • sunsurface.mpg
Vocabularyinclinada mil millones órbita sistema solar
4. Displayaglobe.HavestudentspredicthowmuchofEarthiscoveredbywater.Isitnone,lessthanhalf,half,morethanhalf,orall?Spintheglobe.DiscussthecolorthatmostofEarthappearstobe.ThestudentscanfindoutjusthowmuchofEarthiswateronpages12–13 of the reader. Have students read these pages to a partner. Discuss the meaning of 70 por ciento.Explainthatthisismorethanhalf.
During Reading
5. Decidewhetherthisreaderwillbereadasagroup,inpairs,orindependently. 6. Have students read pages 4–5 in the reader. Discuss and clarify the definition of a sistema
7. Have students read pages 6–17 in the reader. Have students compare the information from thereaderwiththeinformationtheythoughttheywouldfind(listedonthechartfromStep2intheBeforeReadingsectiononpage29).Circleinformationthatstudentsreadabout in this chapter. Point out and discuss information they did not find in this chapter. Usingadifferentcolormarker,addanyadditionalinformationthatstudentsthinkisimportantfromthechapter.Studentsmayalreadyknowplacevalueuptothethousands;explaintothemtheconceptofonebillion.Brieflyshowthemthedifferenceinplacevaluebetweenonethousand,onemillion,andonebilliontohelpthemgainperspectiveonhowoldEarthis(about5,000,000,000yearsold).
8. Havestudentsrereadpages14–15inthereader.AskstudentswhereironisfoundinsideEarth.DisplaythePDFfile,Un gran imán (iman.pdf). Read the information and discuss whatitmeans.ExplainthatstudentswillhaveachancetoexperienceEarth’smagneticfields after their reading.
9. Have students read pages 18–25 in the reader. Have them compare the information from thereaderwiththeinformationtheythoughttheywouldfind(listedonthechartfromStep2onpage29).Circleinformationthatstudentsreadaboutinthischapter.Drawalinethroughinformationtheydidnotfindinthischapter.Usingadifferentcolormarker,addanyadditionalinformationthatstudentsthinkisimportantfromthechapter.
11. Have students reread pages 10–15 in the reader. Discuss the different characteristics of Earth.ThenhavestudentscompletetheLas causas y los efectos sobre la Tierra activity sheet (page 32).
12. Havestudentsrereadpages18–25inthereader.HavestudentstalkwithapartnerabouttherelationshipsofEarth’sorbit,spinningmotion,seasons,years,anddays.Distributecopies of the El movimiento de la Tierraactivitysheet(page33)tostudents.Makesurethat students understand that one full turn around the sun is the same as a day, and one orbit is the same as a year. Next, distribute copies of the El día y la noche activity sheet (page34)tostudents.Allowstudentstodiscusswhattheydoduringthedayandwhattheydoatnight.Havestudentscompletebothactivitieswithapartnerorbythemselves.
13. Use the Prueba de la lectura (page 35) to further assess student learning.
14. Gather students together as a class to complete the lab (pages 27–28).
15. As a class, complete the Concluding Activity (page 25).
glossarytofindoutwhataplanetario is. Use online resources to find a planetarium near you.Ifarealfieldtripisnotpossible,takeavirtualfieldtrip.Beforeyou“go,”havestudentsdiscusswhattheythinktheywilllearnthere.Afterthetrip(realorvirtual),havestudentswritealettertoafriendtotellaboutthreethingstheylearnedattheplanetarium. note:Thevideoslisted(page19)fortheLa Tierra and Los planetas readers canbeusedforthisactivityaswell.
• Giveeachpairofstudentsacompass,onebarmagnet,andstring.Workinginpairs,havestudentstieandknotthestringaroundthecenterofthemagnetsothatitislevelwhentheyholdontothestring.Takestudentsoutside.Havethemmanipulatethecompasstodeterminenorth.Then,letthemholdtheirmagnetsbythestringandwaitpatiently.Eventually,thenorthpoleofthemagnetwillpointnorth.Discussthetimeittookforthemagnetinthecompassandthebarmagnettofindtheirways.Accordingtotheinformation students learned from the Un gran imán PDFpage(iman.pdf),askstudentswherethisactionmighttakelesstimeandwhereitwouldlikelytakethelongesttime.
note:AdditionalextensionideasmaybefoundintheDifferentiationStrategiessection(page26)of this unit.
El núcleo exterior de la Tierra es un río de hierro. Éste hace que la tierra sea como un gran imán. Puedes ver éste magnetismo cuando llevas una brújula por afuera.. El imán dentro de la brújula señalará al Polo Norte. ¿Por qué piensas que es así?
corteza
manto
núcleo exterior
núcleo interior
La Tierra
William B. Rice
La Tierra
William B. Rice
Tabla de contenidoEl sistema solar . . . . . . . . . . . . . . 4
El planeta Tierra . . . . . . . . . . . . . . 6
Las estaciones y el día y la noche . . 18
Nuestro hogar . . . . . . . . . . . . . . 26
Apéndices . . . . . . . . . . . . . . . . . . 28
Laboratorio de ciencias: El día y la noche . . . . . . . . . . 28
portada Stockli/NASA; p.1 Stockli/NASA; p. 4 Ralf Juergen Kraft/Shutterstock; p. 5 Ekaterina Starshaya/Shutterstock; p. 6-7 dezignor/Shutterstock; p. 8 Tatiana Grozetskaya/Shutterstock; p. 9 NASA; p. 10 Troscha/Dreamstime; p. 11 (arriba) Noam Armonn/Shutterstock, (abajo) BlueOrange Studio/Shutterstock; p. 12 Stephanie Reid; p. 13 (arriba) Perov Stanislav/Shutterstock, (abajo) Joao Virissimo/Shutterstock; p. 14 matt/Shutterstock; p. 15 (top) Michael Chamberlin/ Shutterstock, (abajo) James Steidl/Shutterstock; p. 16 Mike McMurray/Shutterstock p.17 (arriba) Judex/Shutterstock, (arriba) Pichugin Dmitry/Shutterstock; p. 18 (izquierda) Zurijeta/Shutterstock, (derecha) digitalskillet/iStockphoto; p. 19 (arriba) Julie DeGuia/Shutterstock, (abajo) Losevsky Pavel/Shutterstock; p. 20 Matthew Cole/Shutterstock; p. 21 OlesiaRu&IvanRu/Shutterstock; p. 22 (izquierda) Noam Armonn/Shutterstock, (derecha) Stephanie Reid; p. 23 Gelpi/Shutterstock; p.24 (arriba) RonTech2000/iStockphoto, (abajo) Stephanie Reid; p. 25 (arriba) Stephanie Reid, (abajo) RonTech2000/iStockphoto; p. 26 Vitaly M/Shutterstock; p.27(arriba) Carmen Martínez Banús/iStockphoto, (abajo) Lucian Coman/Shutterstock; p. 28 Rocket400 Studio/Shutterstock; p.29 Karen Lowe; p. 32 McMullan Co./Newscom
El sistema solarEl sistema solar incluye el sol y todo lo
que gira a su alrededor . Hay ocho planetas
y muchas lunas que orbitan alrededor del
sol . La Tierra es uno de esos planetas .
El sol es una estrella.
4 5
La Tierra es el tercer planeta desde
el sol . Está entre Venus y Marte . Los
primeros cuatro planetas son pequeños y
rocosos . Los siguientes cuatro son grandes
y están compuestos principalmente por gas .
El planeta Tierra
sol
Mercurio Tierra
Júpiter
Urano
Saturno
NeptunoVenus Marte
6 7
El sol es muy antiguo . ¡Tiene
aproximadamente cinco mil millones de
años! La Tierra es sólo un poco más joven .
Cuando la Tierra era muy joven, estaba
compuesta sólo por gas y polvo . Ahora
está compuesta por rocas, agua y gas .
Pasaron miles de millones de años antes de que la Tierra se viera así .
8 9
Al principio, la Tierra era un lugar
solitario . ¡No había vida! Pero con el paso
del tiempo, la vida se formó . Ahora, hay
plantas y animales en casi todos los lugares
de la Tierra . ¿Sabías que las personas
también son animales?
El color verde del planeta Tierra muestra en qué lugares hay plantas . ¿Qué crees que muestra el color azul?
Madre TierraAlgunos llaman “madre” a
la Tierra. Eso se debe a que
la Tierra nos da todo lo que
necesitamos, tal como lo
hace una madre.10 11
Es posible que no haya vida en ningún
otro planeta del sistema solar . La Tierra
contiene vida en parte porque hay aire y
agua . Aproximadamente el 70 por ciento
de la Tierra está cubierto por agua . Las
plantas y los animales también viven
en el agua .
30%
tierra
70%
agua
Algunos animales viven tanto en el agua como en la tierra .
12 13
Dentro de la Tierra, hay cuatro capas . La capa externa se llama la corteza terrestre . La corteza terrestre está compuesta por rocas sólidas . Nosotros vivimos sobre la corteza . La corteza se sienta sobre una roca caliente y blanda que se llama el manto terrestre .
Debajo del manto terrestre está el núcleo externo . El núcleo externo está compuesto por hierro líquido . En el centro está el núcleo interno . El núcleo interno es hierro caliente y sólido .
corteza terrestre
manto terrestre
núcleo externo
núcleo interno
¡Con todo el hierro dentro de la Tierra, el planeta parece un imán gigante!
14 15
Dentro de la Tierra y sobre ella, las cosas
siempre se mueven . El movimiento ayuda
a dar forma al planeta . Forma montañas y
valles . También forma volcanes .
16 17
La Tierra orbita alrededor del sol . La
Tierra tarda 365 días en completar un giro
alrededor del sol . Eso es un año . Cada año
tiene cuatro estaciones . Las estaciones
se distinguen por la posición de la Tierra
alrededor del sol .
invierno
Las estaciones y el día y la noche
verano
primavera
otoño
18 19
invierno
otoño
verano
primavera
La Tierra está inclinada . Una inclinación
es una pendiente o un ángulo . A medida
que la Tierra gira alrededor del sol, una
parte de ella se inclina hacia el sol . Es
verano allí . Otra parte de la Tierra se
inclina en dirección opuesta al sol . Es
invierno allí . La primavera y el otoño están
en el medio .
sol
Tierra
20 21
A medida que la Tierra se mueve
alrededor del sol, también gira sobre sí
misma . Cada giro completo es un día .
Siempre hay una parte de la Tierra que está
frente al sol . Y siempre hay una parte de la
Tierra que está de espaldas al sol .
día
noche
noche
día
22 23
Es de día en las partes de la Tierra que
están frente al sol . Es de noche en las
partes de la Tierra que no están frente al
sol .
noche
Mira hacia afuera . La parte de
la Tierra en donde estás sentado,
¿está frente o no está frente al
sol? ¿Cómo lo sabes?
día
24 25
El planeta Tierra es nuestro hogar . Tiene
todo lo que necesitamos para vivir . Si
cuidamos la Tierra, ¡la Tierra nos cuidará a
nosotros!
Nuestro hogar
Plantar árboles y flores es un buen modo de cuidar nuestro planeta . ¿Puedes pensar en otros modos?
¡El cuidado de la Madre Tierra está en nuestras manos!
26 27
Materiales: •esferade
espuma de polietileno
•tachuela •palilloolápiz •linterna
Haz esta actividad para aprender sobre
el día y la noche .
Laboratorio de ciencias: El día y la noche
Procedimiento:1 Coloca la esfera
en un extremo
del palillo o el
lápiz . La esfera
es un planeta .
2 Clava la tachuela
en alguna parte
de la esfera . La
tachuela eres tú en
el planeta .
3 Sostén el palillo o
el lápiz con la mano
izquierda .
4 Enciende la linterna .
Sostenla con la
mano derecha . La
linterna es el sol .
1
5
7
5 Apunta la linterna (el
sol) hacia la esfera (el
planeta) .
6 Gira el palillo o el lápiz
lentamente . Esto hará
girar el planeta .
7 Observa el planeta .
Es de día en la parte
iluminada . Es de noche
en la parte oscura . Si
eres la tachuela, ¿es de
día o de noche para ti?
8 Mundo real: ¿Ahora
es de día o de noche
para ti en el mundo
real? ¿Dónde está el
sol en comparación con
donde estás tú?
28 29
Glosariocorteza terrestre—la capa externa de la
Tierra
inclinarse—volcarse hacia un lado
manto terrestre—la segunda capa de la Tierra debajo de la corteza
mil millones—1,000,000,000
núcleo externo—la tercera capa de la Tierra debajo de la corteza
núcleo interno—la capa interna de la Tierra
orbitar—girar en círculos u óvalos alrededor de algo
planetario—edificio o sala donde se utilizan luces, proyectores y maquetas para mostrar cómo es el espacio
sistema solar—el sol y todo lo que gira a su alrededor
Índiceel día y la noche, 18, 22–25
capas, 14–15
movimiento, 16
orbitar, 4, 18
planetas, 4, 6, 10, 12, 15–16, 26–27
planetas y animales, 10
estaciones, 18–20
sol, 4–6, 8, 18, 20–22, 24–25, 28–29
agua, 12–13
30 31
Neil deGrasse Tyson es un científico
que estudia el espacio . Es el director
de un planetario importante . También
habla sobre los planetas y el espacio en
programas de televisión . Neil quiere que
todos aprendan sobre el espacio .
Un científico actual
32
La Tierra es nuestro hogar. Es un lugar grande y bello que gira alrededor del sol. ¿Qué más podemos saber sobre la Tierra? ¡Lee