UNIT x UNIT 4 | 151 B Use contextual support to develop vocabulary Echo read the questions with students. Then have students work in pairs to find photosynthesis, chloroplasts, glucose, and oxygen in the text. Remind students to use context clues to determine the meanings of the words. Model if necessary. Then have pairs answer the questions ANSWERS 1. light, water, and carbon dioxide; 2. help leaves absorb sunlight and make glucose; 3. convert glucose to energy to feed themselves; 4. it is released into the air C Exchange information Complete item 1 as a class. Ask volunteers to identify the first step in the process of photosynthesis and point to the word(s) in the text that support their responses. Have students complete Activity C individually then discuss answers in pairs. ANSWERS 1. sunlight; 2. carbon dioxide; 3. water; 4. oxygen; 5. leaves; 6. stem; 7. roots D • Use visuals to make connections Display a photo of healthy plants and dying plants. Ask: What happens to plants when they do not get enough light or water? Ask volunteers to describe differences in appearance between the plants. Say: This process is called etiolation. • Use new academic language Provide access to resources and have students work in pairs to research etiolation and answer the questions. Ask them to find two facts about the effect on leaves and stems. Reconvene and have groups use academic language to describe what they discovered. ANSWERS Sample answer: When plants do not get light they grow up to try to get more light. If they do not get water, their leaves turn yellow. Plants need light to make energy to feed themselves, and they need water to travel up to the stems and leaves. If plants do not get light and water they cannot make their own food by photosynthesis. Practice Book p. 82 Assessment Program p. 69 PRACTICE COMMUNICATE FORMATIVE ASSESSMENT DIFFERENTIATED INSTRUCTION Scaffold Provide additional time for students to practice using the new terms in complete sentences. Green plants make their own _____. They use a process called _____. They need_____, _____, and _____.. Amplify Have students work together in pairs to generate additional academic vocabulary around the topic of photosynthesis working together in groups. Direct them to identify at least four additional words and create a visual glossary of terms, illustrating each one and writing phrases or complete sentences to explain their meanings. Talk and Write: New vocabulary Ask and answer in pairs: What are some new words from the lesson? Write: Write a sentence using one new word from the lesson. Write: Write two steps in the process of photosynthesis. UNIT 4 / CONNECT TO SCIENCE B Use the vocabulary Discuss the questions. 1. What three things do plants need for photosynthesis? 2. What do the chloroplasts do? 3. What do plants do with the glucose, or sugar, they make? 4. What happens to the oxygen? C Discuss Complete the picture with these words: carbon dioxide, leaf, oxygen, roots, water, stem, sunlight. Then, discuss your answers with a classmate. D Making connections What do you think happens when plants don’t get sunlight or water? Why? Photosynthesis 1 4 2 3 5 6 7 UNIT 4 151
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