UNIT X UNIT 5 | 193 FORMATIVE ASSESSMENT DIFFERENTIATED INSTRUCTION Scaffold Have children view the pictures in Activity A and brainstorm vocabulary needed to discuss them. Create a word bank on the board for children to use for reference throughout the lesson; for example: dry, cracked soil, drought, strawberries, flood, cows, field, grass, etc. Amplify Remind children of the Big Idea: Nature changes. Ask how the information they learned on this page connects. (Sample answers: Rain is sometimes helpful and sometimes harmful; Sometimes there is a lot of rain and sometimes there’s not enough; Weather changes with the seasons.) Write: Rain is helpful; Rain is harmful. Choose one new word from this lesson. Write a sentence. Choose the correct word. Rain makes plants grow. helpful / harmful Rain makes floods. helpful / harmful B Describe and categorize pictures Ask children to work in pairs to describe the pictures and answer the questions. Explain that the pictures describe events in the text. Tell them to use words from the text to describe the photos when possible. Ask them to write down their answers so they can use them in the next activity. ANSWERS Sample answers: 1. In A, there is no rain for the plants and the farmers. Plants die without rain. In B, rain helps the strawberries grow. In C, there is too much rain. There is a flood. In D, rain makes the grass grow for cows to eat. 2. The rain is helpful in B and D. Rain makes plants grow to make food for people and animals. The rain is harmful in A and C. There is not enough rain in A, and there is too much rain in C. C • Use a graphic organizer Draw the chart from Activity C on the board for children to copy and read aloud the directions. Ask children to work with their classmate from Activity B to write their ideas in the chart. • Sort content words and phrases into categories If children need help completing the chart, write words and phrases on the board that they can sort into the columns. For example: farmers, food for people, food for animals, floods, too much, not enough, etc. • Culture note Ask children who feel comfortable to share about places they have lived and make connections to harmful and helpful rain. Be sensitive to children who may have experienced trauma or natural disaster. D Identify information related to events from graphics Point to the illustrations and ask children to name the weather they represent: rainy, sunny, windy, and snowy. Have them match the illustrations with the seasons in the calendar. Then have them copy the seasons calendar and draw their own pictures to show the weather in each season. Tell them they can draw pictures to represent other weather as well, such as stormy, cloudy, hot, and cold. Practice Book p.104 Assessment Program p. 88 PRACTICE COMMUNICATE B Look at the pictures on page 192. 1. What is happening in each picture? 2. Is the rain helpful or harmful? C Talk with a classmate. • Tell how rain is helpful. • Tell how it is harmful sometimes. • List your ideas in a chart like this one. D Draw a seasons calendar. Draw pictures to show the weather. helpful rain harmful rain helps plants grow spring summer fall winter UNIT 5 193 CON22_1_SE_U05_192-193_CSS.indd 193 30/10/2020 11:46 UNIT 5 / CONNECT TO SOCIAL STUDIES
RkJQdWJsaXNoZXIy MjUyNzA0NQ==