UNIT X UNIT 7 | 261 COMMUNICATE FORMATIVE ASSESSMENT DIFFERENTIATED INSTRUCTION Scaffold Before students discuss Activity A, ensure comprehension of each question by defining unfamiliar words and giving an example. For example, say: In question 1, you will revisit your prediction. What does revisit mean? It means visit again. You will think about your prediction and explain if it is correct or not. Amplify Have students work in pairs or in groups of three to take turns to present the texts they wrote in Activity B orally. Write: Biomes of the World Write a sentence about how people affect the environment. Discuss the Reading A • Build academic language Preview the questions. Check comprehension of the terms revisit (visit or look at again), recall (remember), describe (give relevant details about what something is like) assess (judge), personalize (talk about how it relates to you) and respond (answer). • Ask and answer questions Have students discuss the questions in pairs and share answers with the class. ANSWERS Sample Answers: 1. I predicted that the text would give information about plants and animals in each biome and how they have adapted to survive. That prediction was correct. 2. tundra—6 to 10 inches per year; desert—10 inches per year; grassland—10 to 36 inches per year; forest—12 to 33 inches per year 3. The taiga forest is cold and has a lot of evergreen trees. Deciduous forests have four seasons and trees that lose their leaves in winter. Tropical rain forests are warm, humid, and dark with lots of vegetation. 4. The Arctic hare is white to blend in with the snow. 5. Yes, I agree that humans have a big effect on the environment. Our industries can hurt the land and animals around us. 6. To protect the environment, I could use more recycled materials. 7. Plants and animals develop features to help them survive. In a dry biome, they have characteristics that help them go a long time without water. In a cold biome, some hibernate or migrate, and others grow thicker fur or develop a layer of fat. In a hot, dry biome, animals go underground or are nocturnal to stay cool. B Make connections Have students answer the question individually. Explain that they should write a paragraph like the model, but based on where they live. Then have them exchange their paragraphs with a partner and offer feedback. Practice Book pp. 139–141 Assessment Program p. 123 PRACTICE Discuss the Reading A Discuss the questions. 1. Revisit your prediction Before the reading, you predicted what you would learn about the biomes. In what ways were your predictions correct? In what ways were they not correct? 2. Recall relevant details How much precipitation does each biome get? 3. Describe Describe the three different types of forests: taiga, deciduous, and tropical rain forests. 4. Use text features Look at the photos. Choose an animal. How has this animal adapted to its environment? 5. Assess The author states that humans have a big effect on the environment. Do you agree? Why or why not? 6. Personalize What can you do to protect the environment? 7. Respond to the essential question How do plants and animals adapt to their environments? B Making connections What plants and animals are in your region? I live in a humid region. We have a lot of rain and a lot of green plants and flowers. We have many big and small insects. We also have frogs, mice, and alligators! There are many kinds of big and small birds. The birds live in water and on land. 261 UNIT 7 UNIT X7 / AFTER YOU READ
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