Spotlight on English

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Teacher’s Guide Level 1
Unit5 Our Land 258
Key Vocabulary
conclusion hypothesis observation
experiment investigate topic
Functions and Forms
Q Forming ahypothesis
Plantswill not growwithoutwater.
Q Drawing a conclusion
Plants cannot growwithoutwater.
English Language Development Skills
Listening
+Listen attentively.
+Follow simpledirections.
Speaking
+Stay on the topicwhen speaking.
+Askquestions for clarification and understanding.
+Providedescriptionswith careful attention to
sensorydetails.
Reading
+Follow one-stepwritten instructions.
+Use context to resolve ambiguities aboutword
and sentencemeaning.
Writing
+Print legibly and space letters andwords
appropriately.
+Use knowledge of thebasic rules ofpunctuation
and capitalizationwhenwriting.
Frontload Vocabulary LISTENING COMPREHENSION
Show students a picture of a scientist conducting an experiment or looking
into a microscope. Have them share what they think the scientist is doing.
Make a list of their responses. Tell students that, to do an experiment,
there are steps that must be followed. Explain that the first step is choosing
and investigating a topic. Then, investigators create a hypothesis. Explain
that the hypothesis is the idea that the scientist wants to prove when he
or she does an experiment. Tell students that, during the course of the
experiment, scientists have to write down observations. Explain that, once
the experiment is over, scientists must draw a conclusion. Tell students that
a conclusion is a sentence that explains the scientist’s findings at the end of
the experiment.
Lesson 16
Scie n ce
Science Experiments
READINGCOMPREHENSION
Student Book page 151: Read the Spotlight box aloud. Next, read the
directions as students follow along. Before doing the experiment,
have students hypothesize about what they think might happen. Then
conduct the experiment with the class.
Conduct the
experiments as a
class.Work together
to create a listof
observations.Write
them on theboard
andhave students
copy them in their
notebooks.
Have studentswork
inpairs to conduct
the experiment.
Encourage them to
addmoredetail to
their observations.
Have studentswork
in smallgroups
to conduct the
experiment.Have
them record their
observationsby
writing one or two
sentences.
Beginning Intermediate Advanced
Youmay simplify instruction for studentswho arehavingdifficultywith
the scientificmethodby implementinggraphic organizers to facilitate the
concept of following aprocedure.
Materials
Practice Book (page 71)
plastic cups
marker seeds
newspapers soilwater
constructionpaper
Preparation
Q Line a tablewithnewspapers.
Gather all thematerials for the
experiment andplace them on the
table.
Our Land Unit 5 259
Drawing Conclusions ORAL LANGUAGEDEVELOPMENT
Have students divide a sheet of construction paper in half. Ask them to label the
left side NoWater and the right side No Soil. Have students draw what happened
to the plant that had too little water and what happened to the one that had too
little soil. Then, have students write a sentence on each side to explain why they
think this happened.
Let’s Practice!
Have students open their Practice Books to page 71. Read the directions
aloud and have students read along with you. Explain and model the directions.
Then, have students complete the page independently in class or as homework.
Interpersonal
The Effectsof Sunlight
In smallgroups,have students study the
plant thatdidnot receive sunlight in the
experiment. Studentswritedown their
observations anddescribe the effects lack of
sunhas onplants. Then,discusshow lack of
sunlightmight affecthumans and animals.
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Scientists experiment to answer questions about our
experiment includes these steps:
• Investigate a topic and ask a question.
• Form a hypothesis to answer the question.
• Conduct an experiment to test the hypothesis.
• Make and record observations during the experiment.
• Draw a conclusion based on your observations.
Conductan experiment. Then,answer thequestions.
4. Water cups1,2, and4 every
day for twoweeks.Donot
water cup3.
2. Fill cups1–3with soil.Planta
seed in the soilofeach cup.Put
a seed in thebottomof cup4.
Steps
4 plastic cups 4 seeds soil water marker
Question
What happenswhen a plant does not getwhat it needs?
Supplies
1.Label cups:1,2 (No
sunlight),3 (Nowater),
and4 (No soil).
3.Put cups1,3, and4 in
a sunnyplace.Put cup2
in adarkplace.
,&
Spotlight on English1© SantillanaUSA
Name: Date:
6 Label thepartsof theplantwith thewords from thebox.
leaves stem ßowers roots
7 Complete each sentencewithaword from theboxabove.
&#The carry food from the soil
to the restof theplant.
'#The attractbeesandbutterßies.
(#The make food for theplant.
)#The carries foodbetween the rootsand
the leaves.
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PracticeBook (page71)
For adetaileddescription of these and other
national and state standards as they correlate to
this unit ofSpotlight on English,please visit our
Web site
English as a Second Language
Standard1:Communication Listening: Levels
3 and4; Speaking: Level3; Reading: Level3;
Writing: Levels 1 and3.
Standard 2: LanguageArts Listening: Level
3; Speaking: Level3; Reading: Level3;Writing:
Levels1 and3.
Standard 4: Science Listening: Levels 2 and3;
Speaking: Levels2 and3; Reading: Levels 2 and
3;Writing: Levels1–3. Sci e nce
• Frontloads key vocabulary, providing opportunities
for the development of oral fluency and phonemic
awareness
Unit 5 Our Land 254
Key Vocabulary
bargraph sunny
rainy survey
snowy windy
Functions and Forms
Q Analyzing abargraph
Students like sunnyweather themost.
Q Counting and comparing
There are ... There aremore than ... There are
fewer than ...
English Language Development Skills
Listening
+Listen attentively.
+Follow simpledirections.
Speaking
+Stay on the topicwhen speaking.
+Answer simplequestions.
Reading
+Matchoralwords toprintedwords.
+Follow one-stepwritten instructions.
Writing
+Print legibly and space letters andwords.
Frontload Vocabulary VOCABULARY DEVELOPMENT
Explain to students that bar graphs are used for counting things. Tell
students that bar graphs have a title and that the title of this graph is Our
FavoriteWeather. Tell students that bar graphs have labels. Tell students
that the words students, windy , sunny, rainy, and snowy are this graph’s
labels. Explain to students that this bar graph shows what types of weather
students like across the bottom, and how many students like each type on
the side.
Lesson 14
M at h
Materials
Practice Book (page 69)
BlacklineMaster 5.5
chartpaper
markers
paper
Preparation
Q Photocopy BlacklineMaster 5.5
(1per student).
Q Copy thebargraph frompage
149without coloring thebars and
make one copyper student.
Q On chartpaper, copy thebar
graph frompage 149without
coloring thebars.
Graphing Information
READING COMPREHENSION
Student Book page 149: Discuss the graph with students.
Complete the
activity together as
a class.Model for
studentshow to
complete thegraph
on chartpaper.Have
students copy your
graph on thegraphs
youhavedistributed.
Conduct the survey
as a class.Next,have
students complete
thegraphs youhave
distributed. Then,
have thempresent
their findings to
help you complete a
classgraph on chart
paper.
Conduct the survey
as a class.Next,have
studentsworkwith a
partner to complete
thegraphs youhave
distributed. Then,
have thempresent
their findings to
help you complete a
classgraph on chart
paper.
Beginning Intermediate Advanced
Youmay enrich instruction formore advanced studentsby asking them to
present the information from activityA in adifferent kind ofgraph (such
as a linegraph orpie chart).
SpotlightTG1U5.indd 254 11/4/07 6:13:52PM
Our Land Unit5 255
Group Choice ORAL LANGUAGE DEVELOPMENT
Have students share in groups what sort of information they would like to put
into a bar graph. Once students decide on a subject, have them raise their hands
to vote for their favorite ice cream, color or whatever you are graphing. Explain
that using a graphic organizer makes sharing the information easier. Make a class
bar graph with the new information.
Let’s Practice!
Have students open their Practice Books to page 69. Read the directions
aloud and have students read along with you. Explain and model the directions.
Then, have students complete the page independently in class or as homework.
Bodily/Kinesthetic
Sort andGraph
Divide students into smallgroups.Give each
group a set ofmanipulativeblocks,geometric
shapes,buttons, or coins.Have eachgroup
sort themanipulatives into categories.Have
eachgroup create abargraph to represent
their sorting activity.
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6 Lookatthebargraph.Answerthequestions.
&# Howmany studentsare in the class?
'# Howmany students likewindyweather?
(# Which typeofweatherdomost students like?
)# Which type ofweatherdo the fewest students like?
*# Howmanymore students likewindyweather
than like rainyweather?
7 Doyourownclasssurvey.
8 Makeabargraphtorepresentyourresults.
Our FavoriteWeather
10
9
8
7
6
5
4
3
2
1
Students
Our class collected data about our favorite weather.
We recorded our responses on this bar graph.
windy sunny rainy snowy
Distribute Blackline Master 5.5, and explain to students that they will practice
completing a bar graph with their families. Read the title of the graph and remind
them to interview each family member. Have students take the sheet home to
complete.
Home Connection
+.
Spotlight on English1© SantillanaUSA
Name: Date:
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6 Color thebargraph using the following information.
&# Five students chose chocolate ice cream.
Color the spacesbrown.
'# Four students chose vanilla ice cream.
Color the spaces yellow.
(# Seven students chose strawberry ice cream.
Color the spaces red.
7 Read thequestions.Circle the correctanswers.
&#Howmany students tasted ice cream?
V#13 W#10 X#16
'# Which ßavordid the students likemost?
V#strawberry W#vanilla X#chocolate
(# Which ßavordid the students like least?
V#chocolate W#vanilla X#strawberry
)# Howmanymore students chose strawberry than vanilla?
V#7 W#3 X#4
chocolate vanilla strawberry
10
9
8
7
6
5
4
3
2
1
Our Favorite Ice Cream
Students
PracticeBook (page69)
For adetaileddescription of these and other
national and state standards as they correlate to
this unit of Spotlight on English,please visit our
Web site .
English as a Second Language
Standard1:Communication Listening: Level
3; Speaking: Levels 1 and3; Reading: Levels3
and4;Writing: Levels 3 and4.
Standard 2: LanguageArts Listening: Levels
2 and3.
Standard3:Math Listening: Levels 2 and3;
Speaking: Levels 2 and3; Reading: Levels 3 and
5;Writing: Levels3 and4.
SpotlightTG1U5.indd 255 11/4/07 6:13:57PM
M at h
• Includes Home Connection activities through BLMs
LESSONS
IDENTIFY BOTH
CONTENT AND
LANGUAGE
OBJECTIVES