UNIT X UNIT 3 | 111 FORMATIVE ASSESSMENT Talk and write: New vocabulary State new words that you learned in the lesson. Choose two of the words. Write a sentence using each word. B Use contextual support to develop vocabulary Review the negative effects of modern farming. As a class, list a negative effect and its consequences on the board. Then echo read each sentence in Activity B. Give students time to complete the activity with a partner. ANSWERS 1. Industrial farming harms the environment by causing deforestation, water pollution, and air pollution. 2. During deforestation, forests are cut down and carbon is released into the atmosphere. 3. Fertilizers and pesticides contain chemicals that get into the soil, water, and air. 4. Local farms, home farms, and organic farms are better for the environment. C Share information Read the directions and have students complete Activity C in pairs. ANSWERS Sample answers: 1. In our area, farmers grow blueberries, peaches, plums, apples, spinach, soybeans, and corn. 2. My grandfather has a vegetable garden at home. He grows beans, peas, tomatoes, lettuce, cucumbers, carrots, and zucchini. 3. I think industrial agriculture is bad for farm animals because they usually have to stay inside a crowded barn, and they might eat food that has chemicals in it. It is bad for wild animals because the chemicals get in their water and pollute the air around them. It might make them sick. D • Make connections Tell students to look at the picture of the two boys picking their own carrots and radishes. Ask: How do they feel when they grow and pick their own food? Do you think they would feel the same way if they bought the food at the supermarket? (They are happy and excited. No, they wouldn’t feel this way if they bought the food at the supermarket.) • Use new academic language Discuss the phrase grow and pick to confirm understanding. Then have students work in small groups to find a word in the directions to Activity D that means grow and pick. (raise) Make sure that each group has found the right word. ANSWERS When people raise food for themselves, they feel proud of it. They know how much work went into growing it. Sample answer: I would like to raise strawberries because they are my favorite fruit. Practice Book p. 60 Assessment Program p. 48 COMMUNICATE DIFFERENTIATED INSTRUCTION Scaffold Have students make a Venn diagram to compare work on factory farms and work on local organic farms. Show how to scan the text and add notes to the Venn diagram. (Organic farms raise food without pesticides, factory farms use pesticides, both grow food.) Amplify Have students work together in pairs to generate additional academic vocabulary on the topic of how modern farming harms the environment. Direct them to identify at least four additional words and create a visual glossary of terms, illustrating each one and writing complete sentences to explain their meanings. PRACTICE UNIT 3 / CONNECT TO SCIENCE B Use the vocabulary Answer the questions. 1. In what three ways does industrial farming harm the environment? 2. What happens during deforestation? 3. What’s the problem with some fertilizers and pesticides? 4. What types of farms are better for the environment? C Discuss Answer the questions. 1. What foods do you think grow in your area? 2. Do you know anyone who has a vegetable garden at home? What do they grow? 3. How do you think industrial agriculture affects farm animals? Wild animals? D Making connections How do you think people feel about their food when they raise it themselves? What would you choose to raise? Why? 111 UNIT 3
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