UNIT X UNIT 5 | 191 FORMATIVE ASSESSMENT DIFFERENTIATED INSTRUCTION Scaffold Create groups of children that are comprised of varying levels of English proficiency. Children with higher levels of proficiency can serve as a linguistic model when the children are discussing and making notes on their daily observations of the seeds. Ask the groups to agree on and write down their observations together. Amplify Have children complete the speech bubbles in the last frame of the cartoon on page 190. What do the scientists say? Encourage two children to act out the dialogue for the class. Write: How to do a science experiment Step 1: Ask a ___. Step 2: ___ the answer. Step 3: Do an ___. Step 4: ___ what happens. Step 5: ___ the question. Teacher preparation Gather the supplies needed for the science experiment ahead of time. This experiment can be done as a class, or, if preferred, assemble enough materials for small groups to perform their own experiments. Note that this is an ongoing experiment. Children will discuss their results in two weeks. B • Follow steps in a process Say: Let’s find out what Dr. Miro and Dr. Aprendo learn. Let’s do the same experiment. Assemble the supplies listed in the box and place them on a table in the classroom. Ask children to compare the list and the materials to make sure they have everything they need. • Label models Ask one child (or a child from each group) to label the cups. Ask the class to direct the children to make sure they label properly. • Follow directions Ask other children to complete steps 2 and 3 under the direction of their classmates. Tell children that they will take time each day for the next two weeks to water cups 1, 2, and 4 and observe all of the cups to see what happens. C • Predict Create a four-column chart on the board for children to copy. Label the columns: Cup 1 (sunlight, water, and soil); Cup 2 (no sunlight); Cup 3 (no water); Cup 4 (no soil). Ask children to discuss and write their predictions of what will happen to each seed. • Label and illustrate observations over time Allow time each day for children to water their seeds and observe any changes. Tell them to make notes on their observations and discuss them each day. • Draw conclusions After two weeks, have children write their final results in their charts and discuss what they learned. If multiple groups do the experiment, they can then share and discuss their results and think of explanations for any varying results. • Engage in academic conversations Have children ask and answer the question with a group. Monitor to ensure that each child participates and offers ideas and opinions. ANSWERS Sample answer: A plant needs water, sunlight, and soil to grow. If it does not have all of these things, it will not grow. Practice Book p. 103 Assessment Program p. 87 PRACTICE COMMUNICATE B Do an experiment. Read the question. Follow the steps. Question What happens when a plant does not have what it needs? 4 cups 4 seeds soil water marker n. Steps 1. Label cups: 1 (sunlight, water) 2 (no sunlight) 3 (no water) 4 (no soil) 2. Fill cups 1, 2, and 3 with soil. Plant a seed in the soil. Put a seed in the bottom of cup 4. 3. Put cups 1, 3, and 4 in a sunny place. Put cup 2 in a dark place. 4. Water cups 1, 2, and 4 every day for two weeks. Do not water cup 3. C Answer the question. What happens when a plant does not have what it needs? sunlight water no sunlight no water no soil sunlight water no sunlight no water no soil UNIT 5 191 CON22_1_SE_U05_190-191_CS.indd 191 30/10/2020 11:48 UNIT 5 / CONNECT TO SCIENCE
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