Get Ready! Soar - PROGRAM SAMPLER

Unit 1 | 23 UNIT 1 / CONNECT TO SCIENCE FORMATIVE ASSESSMENT DIFFERENTIATED INSTRUCTION Scaffold Have students draw pictures of things they want to learn about in science, such as plants, insects, or animals. Help them label their pictures. Amplify Have students conduct a mini experiment where they observe, investigate, gather information, work with peers, and explain their ideas. Have students work in pairs or small groups. Help them identify something they can observe and investigate. Building on the math lesson, they could gather information about how many students are wearing a certain color, how many steps it takes to cross the room, or what different classroom objects measure. Have students indicate thumbs up for yes and thumbs down for no . Provide a think-aloud. Say : In science, we dance. Yes or no? No. Show thumbs down. 1. In science we investigate. (yes) 4. In science we gather information. (yes) 2. In science we observe. (yes) 5. We paint. (no) 3. In science we sing. (no) 6. We work with others. (yes) The world around me 1 Use the audio recording or read aloud the text. Finger follow the words as they are read aloud. Summarize. Say : In science, you observe, you investigate, you gather information, you work with other people, and you explain your idea. Ask: What information do we gather with the nose? (smells) What information do we gather with our fingers? (touch) • Use pictures to develop vocabulary Give pairs of students two minutes to look closely at the photographs. Then, ask : What do you see? (girl, boy, students) Use the photos to provide science vocabulary, such as microscope , test tubes , beaker , safety glasses , and computer . Then say : I observe with my eyes and a microscope . Have students repeat after you. • Teacher modeling Act out gathering a bunch of papers, then a bunch of paper clips. Say : I gather paper. I gather clips . Have students repeat. Say : A scientist gathers information . Point to each student in the third photograph. Say : Person, person, person . Point to all of them and say : People. In science, people work together . Have students repeat. 2 Use sentence frames Return to the pictures in the text. Echo read: I observe. I investigate. I gather information. I work with other people. I explain my idea . Say : That’s what we do in science. Pair students and have them discuss what we do in science. Provide the sentence frame on the board: In science we ____ . 3 • Label pictures Have students draw a picture of what they do in science. Write observe , investigate , gather information , work with other people , and explain our idea on the board. Then have them label their pictures using the sentence frame: In science, I ____ . Help students label other things in their drawing. • Share ideas Have students share their drawings with the class and tell what they do in science. • Revisit the Essential Question End the lesson by referring back to the Essential Question. Ask : What is science? Provide the sentence starter: Science is ____. Prompt children’s thinking by asking them how our senses connect to science. Ask: How do my eyes help me learn science? (Our eyes help us observe.) How do ears help gather information? (Our ears hear.) Have volunteers share their ideas. Practice Book pp. 23–24 Assessment Program p. 17 PRACTICE COMMUNICATE In science, I observe. Unit 1 | twenty-three 23 CONNECT TO CONTENT The world around me 1 Listen. Repeat the sentences. 2 Say what you do in science. 3 Draw a picture of what you do in science. I observe. I investigate. I gather information. I work with other people. I explain my idea. ELL22_G4-6_SE_U1_022-023_CS_CP.indd 23 1/6/21 10:58 AM