UNIT X 190 | UNIT 5 DIFFERENTIATED INSTRUCTION Scaffold • Be aware that many words in the article are English-Spanish cognates: solar system—sistema solar, galaxy—galaxia, planet—planeta, orbit—órbita, Mercury—Mercurio, Venus—Venirse, Mars—Marzo, Jupiter—Júpiter, Saturn—Saturno, Uranus—Urano, and Neptune—Neptuno. • Reinforce the meaning of new words by writing them on the board and using illustrations, gestures, or examples to provide additional comprehensible input. For example, show a cutaway picture of a walnut to illustrate inner and outer. Amplify Give students access to resources to identify places, things, characters, or words connected to a mythological figure. Direct students to create short presentations on the information they discover. Sample answer: Pan, god of nature. Name meaning: all. Words from Pan: pan, panacea, pandemic, panic, panorama. Characters named after Pan: Peter Pan Instructional Routine: Science p. Txxx The Planets in Our Solar System A • Understand genre Say: We are going to read an informational text. What do you remember about informational texts? Write information on the board and underline inform. Point out that inform means to give information to someone. Say: Informational texts share information with the reader. • Activate prior knowledge Show pictures of our solar system including all of the planets. Ask: What is this? Make a list of responses on the board. • Preview the title and illustration Have volunteers read the title aloud and describe the illustration. Ask: What is this reading about? • Make predictions Ask: What key words do you expect to hear in the reading? Guide students to understand that the word name (d) and the names of the planets will be key words in the reading. • Listen for understanding Play the audio once. Ask students to listen for general understanding. Direct them to listen for the words in bold type and use the title and key words to help them understand the text. • Listen actively Play the audio a second time, asking students to follow the text closely as the audio plays. Essential Question: How did the planets get their names? Cite text evidence Ask students to read and discuss the Essential Question in pairs. Remind students to look for evidence in the text to support answers. Elicit and write ideas on the board. ANSWERS The planets got their names from Roman mythology. EXPLORE AND LEARN Our solar system is part of the Milky Way galaxy. The Sun is a large star at the center of our solar system. There are eight planets in our solar system. They orbit the Sun. The inner planets, Mercury, Venus, Earth, and Mars, are closest to the Sun. They are solid and rocky planets. The outer planets are Jupiter, Saturn, Uranus, and Neptune. They are made mainly of gases and dust. They also have rings. The planets’ names come from Roman mythology. The planet closest to the Sun is named Mercury because it seemed to move quickly. This reminded people of the Roman messenger god Mercury who could run very fast. People can see Venus, the second planet from the Sun, in the night sky. This planet is named after the goddess of love because it is the brightest planet in the sky. Earth, the third planet from the Sun, is followed by Mars. Mars was named after the Roman god of war because of its red color. The outer planets have names from Roman mythology, too. Jupiter is the largest planet in the solar system, so it was named after the most important Roman god. Saturn and Uranus were named after Jupiter’s father and grandfather. Neptune was named after the Roman god of the ocean. Its color reminded people of the water. A Read the informational text. Naming the Planets The Planets in Our Solar System How did the planets get their names? ? ESSENTIAL QUESTION CONNECT TO Science 190 UNIT 5 UNIT 5 / CONNECT TO SCIENCE
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