Science Booklets

Nonfiction Read Nonf Read & Write Booklets:

SCIENCE

N E W Y O R K • T O R O N T O • L O N D O N • A U C K L A N D • S Y D N E Y MEXICO

C I T Y • N E W

D E L H I • H O N G

K O N G • B U E N O S A I R E S

Scholastic Inc. grants teachers permission to photocopy the reproducible pages in this book for classroom use. No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, write to Scholastic Inc., 55 7 Broadway, New York, York, NY 10012-3999. Written Wr itten by Alyse Sweeney Sweeney Edited by Immacula A. Rhodes Cover design Maria Lilja Interior illustrations by Patricia J. Wynne Interior design by Kathy Massaro ISBN-13: 978-0-545-22377-5 ISBN-10: 0-545-22377-6 Text and illustrations © 2010 by Scholastic Inc. Published by Scholastic Inc. All rights reserved. Printed in the U.S.A. 1 2 3 4 5 6 7 8 9 10

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Contents Introduction ................................................................................. Introduction ................................................................................. 4 How to Use This Book .................................................................. .................................................................. 5 How to Assemble the Booklets Booklets .................................................... 5 Extension Activities ...................................................................... Activities ...................................................................... 6 Connections to the Standards ...................................................... Standards ...................................................... 8

Read & Write Booklets Creepy Crawly Insects................................................................. Insects ................................................................. 9 Animal Groups ............................................................................ Groups ............................................................................13 13 Food Chains ............................................................................... Chains ...............................................................................17 17 Habitats ...................................................................................... Habitats ......................................................................................21 21 Life Cycle of a Flowering Plant Plant ....................................................25 ................................................... 25 My Healthy Body ....................................................................... Body .......................................................................29 29 Sound ......................................................................................... Sound .........................................................................................33 33 Wild, Windy Weather .................................................................. Weather ..................................................................37 37 Our Home, Earth ......................................................................... Earth .........................................................................41 41 Our Solar System ........................................................................ System ........................................................................45 45

Introduction

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uring the time I was a Scholastic editor, a large part of my job was finding out from primary-grade teachers what materials would be most useful to them in the classroom. Over the years, second- and third-grade teachers spoke of the growing need for the following: ❉ engaging nonfiction texts that tie in to the

curriculum ❉ more opportunities to engage students in meaningful writing (including nonfiction writing) ❉ writing prompts that connect to texts and build higher-order thinking skills

Nonfiction Read & Write Booklets: Science delivers each of these valuable components in an interactive mini-book format. The ten booklets cover key science topics and engage students with lively text, thoughtprovoking writing prompts, and opportunities to draw. Best of all, when students are finished, they’ll have a unique, personalized book to take home and share. Each booklet is filled with a variety of nonfiction features and structures to help students learn to navigate informational text. They’ll learn key concepts not only from reading text, but also from reading charts and diagrams. In addition, each minibook presents students with opportunities to write informational text. After reading a chart, diagram, or short passage, students are asked to infer, evaluate, apply, analyze, compare, explain, or summarize. As a result, they develop critical thinking skills and gain a deeper understanding of each topic. Once students have completed their booklets and shared them with their classmates, encourage them to share their work with family members. When children share their writing with others, they gain confidence as writers and become more motivated to write. The repeated readings also help children develop fluency. Moreover, sending the books home provides parents with an opportunity to observe and support their children’s literacy development as well as discover what topics they are learning about in school.

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With these interactive booklets in hand, children reflect upon what they are reading, think critically, develop their own ideas, and express themselves in writing. Nonfiction Read & Write Booklets: Science provides an engaging format for helping students comprehend the features of nonfiction and for satisfying their curiosity about the world around them.

Why Teach Nonfiction? Research has provided insight into the importance of teaching nonfiction. Here are some key findings: ❉ Informational text helps students build knowledge

of the world around them (e.g., Anderson & Guthrie, 1999; Duke & Kays, 1998, as cited in Duke & Bennett-Armistead, 2003). This can potentially deepen students’ comprehension of subsequent texts (e.g., Wilson & Anderson, 1986, as cited in Duke & Bennett-Armistead, 2003). ❉ Many students struggle with content area reading

(Vacca, 2002; Walpole, 1998, as cited in Kristo and Bamford, 2004). Providing students with high-quality nonfiction materials may better prepare them to meet these challenges. ❉ Studies have shown that some students prefer

nonfiction to fiction (Donovan, Smolkin, and Lomax, 2000; Caswell and Duke, 1998, as cited in Boynton and Blevins, 2004). Including more nonfiction materials in your classroom instruction taps into these students’ interests and may increase their level of motivation. ❉ Providing students in the lower grades with more

exposure to nonfiction may alleviate the decline in achievement often observed in fourth grade (Chall, Jacobs, and Baldwin, 1990; Duke, 2000, as cited in Boynton and Blevins, 2005). ❉ Exposing students in the early grades to

informational texts helps improve their skills as readers and writers of informational text when they are older (Papps, 1991; Sanacore, 1991, as cited in Kristo and Bamford, 2004).

❉ Teaching students to read nonfiction will give

❉ Walk Through the Booklet: After introducing

them real-world skills and prepare them for the materials they’Il read outside of school. One study found that the text on the Internet is 96 percent expository (Kamil & Lane, 1998, as cited in Duke & Bennett-Armistead, 2003). Students will encounter informational text not only online but also all around them—it’s essential that they have the tools to comprehend it.

How to Use This Book These booklets can be completed as homework or during class. Before students begin, walk them through each page so that they clearly understand the writing prompts and any challenges in the text, such as charts or diagrams. If students need additional support, guide them as they work on a section of a booklet. You might have students complete a booklet over the course of several days, working on a few pages at a time. ❉ Activate Prior Knowledge: Introduce each

booklet with a discussion that activates students’ prior knowledge. Ask what they know about the topic, what they think they’ll learn when they complete the booklet, and what they would like to learn about the topic.

the booklet and discussing the topic, walk through the pages together to satisfy children’s curiosity and to clarify the instructions. Point out the writing and drawing prompts and explain to students that although everyone is starting with the same booklet, they will each have a unique book when they are finished. ❉ Read, Write, and Learn!: Read and discuss

the text together, pointing out vocabulary words and raising questions. Then move on to the accompanying writing prompts. Generate possible answers with students. Encourage students to write in complete sentences. Talk about what they learned from a particular section. Were they surprised about something they learned? Do they want to know more about a particular topic or piece of information? ❉ Share: At various points in the bookmaking

process, have students share their written responses with their classmates. Draw attention to the similarities and differences in the responses. ❉ Extend Learning: On pages 6–7, you’ll find

extension activities for the booklets. You can use these with students to reinforce concepts covered in the books and explore a particular topic in more depth.

How to Assemble the Booklets

Tip: You may want to have

It works well to assemble the booklets together as a class. You might make one in advance to use as a model when introducing the booklet to students.

students fill in their booklets before stapling them. This way the center pages will lie flat while they write in their responses.

Directions:

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Carefully remove the perforated pages from the book.

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Fold each page in half along the solid line.

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Make double-sided copies of each page on standard 8 1/2-by 11-inch paper.

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Place the pages in numerical order and staple along the spine.

Title Page

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Extension Activities i

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C r eepy C r a w l y

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Habitats

Habitats

I nsec t s

Creepy Crawly Insects

Tell students that a cave habitat is divided into three zones: the entrance zone, the twilight zone, and the dark zone. Ask them to share their thoughts on how these zones might be similar to the zones of an ocean habitat. Then have students work in groups to research caves and learn about the different zones. Afterward, help students organize what they learned on a large chart. Repeat, having students research and share what they learn about the ocean zones. Then use the information on the charts to compare and contrast the two habitats. If desired, expand the activity to include the layers of a rainforest.

by ______________________________________

Ask students to work individually or with partners to create their own Interesting Insects chart, similar to the one on page 5. Students can choose from one to three insects to feature on their chart. After researching their insects and filling in their charts—complete with their own insect drawings—invite students to present their charts to the class. Encourage them also to share any additional information about their insects that they think might interest or intrigue others. by ______________________________________

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Animal Groups

Animal Groups Mammals

Birds

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Food Chains

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Life Cycle of a Flowering Plant

Life Cycle of a Flowering Plant

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d Cha i ns F o o

Point out that animals sometimes play a role in spreading seeds to other places. Then ask: What are some other ways that seeds might get spread around? After sharing their ideas, have students work in pairs to research different ways seeds travel. Discuss students’ findings, then ask each student to write a first person account of a seed that left its plant to travel to other places. How did it travel? What happened to it along the way? Did it get planted? What kind of plant did it grow into? Did its own seeds leave and travel elsewhere? Encourage students to tell a complete story about their travels and life as a plant. When finished, invite them to illustrate their stories and then share them with the class.

by ______________________________________

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Divide students into groups of four. Assign each student in a group a plant or animal that belongs to a particular food chain—such as a plant, caterpillar, small bird, and jaguar in a rainforest food chain. Have students draw their plant or animal on a large sheet of tagboard and label it. Then have the members of each group research their food chain to learn about the different roles and importance of each party in it. Afterward, ask the groups to arrange their drawings in order from producers to consumers to represent the flow of energy in their food chain. Finally, invite each group to use the props to describe their food chain.

by ______________________________________

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Reptiles

Have students work with partners or in small groups to label five index cards with animal facts (one fact per card) for each animal group from the booklet: Mammals, reptiles, amphibians, and birds. Then invite students to play concentration with the 20 fact cards. To play, students take turns flipping over two cards, reading the facts out loud, and deciding if the cards name characteristics of the same animal group (such as mammals). If they make a match, students keep the cards. If not, they return the cards facedown to the playing area. On each turn, students get one try to find a match. Amphibians

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My Healthy Body

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My Healthy Body

What do students do to keep themselves healthy? To answer this question, ask students to record their daily health habits in a journal for a week or two. Encourage them to include ways they take care of their bodies—such as eating nutritious foods, exercising, and resting—as well as things they do to avoid getting or spreading germs. At the end of the recording period, invite students to share some of their journal entries. As they review their health habits, ask them to identify any that they might improve or replace with a more healthful habit. To follow up, you might have students

by ______________________________________

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write a pledge to practice healthful habits (or to add new healthful habits to their routines). They can record the pledge in their journal and use it as an inspiration and reminder to be as healthy as they can be. i

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Our Home, Earth

Our Home, Earth

Label each of three sheets of chart paper with “In My Home,” “In My School,” or “In My Community.” Then brainstorm with students a list of things that they can do in each place to help make Earth a healthy place to live, such as recycling paper, picking up trash, turning out lights, reusing plastic containers, biking short distances instead of riding in a car, and planting trees. (Some responses might go on all of the charts.) When finished, review and compare the lists. Then divide a length of bulletin board paper into three sections, each labeled with a heading from the charts. Form three groups of students, assign a section of the paper to each one, then have the students draw scenes to depict ways they can take care of Earth in their section. They can use the lists generated earlier for ideas. Display the completed mural in the hallway with the title “Taking Care of Earth.”

by ___________________________________

Sound

Sound

Take students on a listening walk. Have them bring along a pencil and several sheets of paper. Before starting out, ask students to draw a line down the middle of a sheet of paper and write the heading “Soft Sounds” on one side and “Loud Sounds” on the other. Have them do the same on another sheet of paper, using the headings “High Pitch” and “Low Pitch.” Then, as students walk around the school, have them listen for different sounds. Do they hear loud or soft sounds? Do the sounds have a high or low pitch? Pause occasionally to allow students to write down some of the sound-makers around them, writing each on the page and in the column that best describes the sound it makes. Point out that some sounds might be recorded on both pages. For example, a whistle might go in the columns for “Loud Sounds” and “High Pitch.” After returning to the room, invite students to share and compare their charts with the class.

by ____________________________________

Wild, Windy Weather

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W i l d W i n d y W e a t her ,

List and review some of the weatherrelated words from the booklet, such as blizzard, temperature, thunderstorm, wind, tornado, twister, hurricane, rain, and landfall . Afterward, have students use the words to create a mini-dictionary. Instruct them to write each word on a separate half-sheet of paper, record its meaning, use it in a sentence, then add an illustration, if desired. Have them bind their pages in alphabetical order. (They might use a metal binder ring so they can add new pages to their dictionary.) To extend, invite students to create their own word-find and crossword puzzles using the weather words from their dictionary. They can switch puzzles with partners to complete.

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Our Solar System

Our Solar System

Play a guessing game to reinforce students’ knowledge about the planets. First, write facts about each planet on separate index cards. You can take facts from the booklet, as well as include other facts that students have shared or discovered in their research. Then form small groups to play the game. To start, give a student one of the fact cards, asking him or her to read it silently and keep the identity of the planet a secret. Then invite others in the group to ask the student yes or no questions about the mystery planet until they guess its identity.

by ___________________________

by ______________________________________

Selected References Boynton, A. & Blevins, W. (2005). Nonfiction passages with graphic organizers for independent practice: Grades 2–4. New York: Scholastic. Boynton, A. & Blevins, W. (2004). Teaching students to read nonfiction: Grades 2–4. New York: Scholastic. Duke, N. K. & Bennett-Armistead, S.V. (2003). Reading & writing informational text in the primary grades . New York: Scholastic. Kristo, J. V. & Bamford, R. A. (2004). Nonfiction in focus . New York: Scholastic.

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Connection to the Standards

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hese booklets are designed to support you in meeting the following standards outlined by Mid-continent Research for Education and Learning (McREL), an organization that collects and synthesizes national and state standards.

Reading 3

Uses reading skills and strategies to understand and interpret informational texts

3

Uses meaning clues such captions, title, cover, and headings to aid comprehension and make predictions about content

3

Understands the main idea and supporting details in text

3

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Knows that the transfer of energy (e.g., through the consumption of food) is essential to all living organisms

3

Knows different ways in which living things can be grouped

Physical Science 3

Summarizes information found in text (retells in own words)

Knows that different objects are made up of many different types of materials

3

Uses prior knowledge and experience to understand and respond to new information

Knows that the Sun supplies heat and light to Earth

3

Knows that sound is produced by vibrating objects

3

Knows that the pitch of a sound depends on the frequency of the vibration producing it

3

Knows the effects of forces, such as wind, in nature

Understands structural patterns or organizations in informational texts (chronological, logical, or sequential order; compare-and-contrast; cause-and-effect) Uses text organizers (e.g., headings, topic and summary sentences, graphic features, typeface) to determine the main ideas and to locate information in a text

Writing 3

Uses the general skills and strategies of the writing process, including drawings, to express thoughts, feelings, and ideas

3

Uses grammatical and mechanical conventions in writing

3

Uses the stylistic and rhetorical aspects of writing

Science

Earth and Space Sciences 3

Knows that weather conditions can change daily

3

Knows that air is a substance that surrounds us, takes up space, and moves around us as wind

3

Knows that Earth materials consist of solid rocks, soils, liquid water, and the gases of the atmosphere

3

Knows that Earth is one of several planets that orbit the Sun

3

Knows that astronomical objects in space are massive in size and are separated from one another by vast distances

3

Knows that telescopes magnify distant objects in the sky

Life Science 3

Knows that plants and animals have features that help them live in different environments

3

Knows that plants and animals progress through life cycles of birth, growth and development, reproduction, and death

3

3

Knows that plants and animals have basic needs (e.g., food, water, light, air)

3

Knows that living things are found almost everywhere and that distinct environments support the life of different types of plants and animals

3

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Knows that living organisms have distinct structures and body systems that serve specic functions in growth, survival, and reproduction

Knows the organization of simple food chains

Health 3

Knows basic personal hygiene habits required to maintain health

3

Understands the inuence of rest, food choices, exercise, and sleep on a person’s well-being

3

Knows the basic structure and functions of the human body systems

3

Understands essential concepts about nutrition and diet

Source: Kendall, J. S., & Marzano, R. J. (2004). Content knowledge: A compendium of standards and benchmarks for K–12 education. Aurora, CO: Mid-continent Research for Education and Learning. Online database: http://www.mcrel.org/standards-benchmarks/

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