UNIT X 16 | UNIT 1 Reading Academic Vocabulary Identify and read academic vocabulary words Ask students to choral read the definition and example. Call on individual students to share their own sentence using climate change. • Follow the instructional routine for reading. The following strategies are a sample routine. • Match oral to written words Play the audio for pages 16–17 and ask students to read along silently, tracking the print as needed. • Build fluency Play the audio again, then practice echo reading. Model smooth reading, pause, then have students reread chorally, imitating your pronunciation, intonation, and pacing. • Use visuals to support comprehension Students look at the pictures and the Stay Safe! box. Ask: What weather types are shown? (drought and wildfire) Note the similarities and differences between a drought and a wildfire. (They both happen when an area is very dry.) What does the Stay Safe! box tell us? (There are safety measures to take before and during a wildfire.) Why would you turn on the lights in your home? What could you use if you don’t have a mask? • Visualize Ask students to identify words on page 16 that help them to visualize the severe weather. Read the Weather Facts and imagine a bowl filled with dust. Ask: Can anything grow in dry dust? Is there much precipitation? What effect would this have on the people? What safety measures can be taken? • Compare and contrast Direct students to find and underline words that help them to contrast the different weather types and safety measures. Students can use two colors. • Generate questions during reading Ask students if they have any questions about what they have learned so far. If they need prompting, provide an example, such as, What is climate change? Guide students to discuss their questions with each other and offer answers and ideas. DIFFERENTIATED INSTRUCTION Scaffold Remind students about how clouds are formed and why precipitation is important. Work with students in small groups to help them compare and contrast the weather types with a Venn diagram. Then have students use their notes and gesturing or pantomiming to add onto the storyboard. Students can retell what they have learned to a partner. Amplify • Have students research videos that show the devastation of wildfires, especially in the Amazon and Australia. Note that there are Koala Rescue Centers located in most areas of Australia where people can take koala bears that have been affected by wildfires. Encourage students to present what they have learned to the class. • Students can write a short diary entry on what it would feel like to be trapped by a wildfire. They should use the vocabulary from the lesson. Q: Droughts are the opposite of floods. Why do those happen? A: Droughts happen when there is too little precipitation. When there is not enough water, the ground dries out. The plants die, and there is not enough food. Droughts can last a few weeks, months, or even years. Q: Droughts can cause wildfires, right? A: Yes, wildfires often happen during a drought. Forests become very dry and burn easily. Wildfires can happen because of things like campfires if people aren’t careful, but weather is the biggest factor. Climate change makes the problem worse. As temperatures rise, snow often melts faster, and forests are drier for longer than they were in the past. ACADEMIC VOCABULARY climate change (noun) Definition a change in global climate patterns; the rise in global temperatures from the 1950s to today Example As temperatures rise around the world, climate change can cause severe weather to be worse. Weather FACTS In the 1930s, part of the southwestern United States had a drought that lasted ten years. The ground became very dry and dusty. The area was called the Dust Bowl. Before a wildfire: • Sign up to get warnings and information on your phone. • Know your area’s evacuation plans. • Make a plan for your pets in case of a wildfire. • Keep important papers in a fireproof safe. • Keep masks that filter out smoke particles. • Listen to weather reports. If you are asked to leave the area, leave! During a wildfire: • If you are trapped, call 911 for help. • Turn on the lights in your home. • Use a mask to help you breathe. STAY SAFE! 16 UNIT 1 A Meteorologist Talks Weather Reading UNIT 51 / CREOANDNINECGT TO THE THEME
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