CONTENT Why it matters Communicate Look around the classroom. Find things that exist because of science. I see a computer. I see lights. 1. folder 2. teacher 3. desk 4. man Connect science to math Look at the pictures. You study science to learn about the world around you. You explore ideas. You solve problems. Communication, transportation, medicine, and many things exist because of science. Circle the correct word. Pictures 2 and 4 are ___ things. Pictures 1 and 3 are ___ things. a. living b. non-living a. living b. non-living Circle the correct pattern. a. non-living living living non-living b. non-living living non-living living Meet a scientist Guillermo González Camarena was from Mexico. In 1934, he was 17 years old. He invented an early color television. Unit 1 | twenty-nine 29 Unit 1 | 29 I see lights. | Why it matters Reiterate that the expression why it matters means why it is important. Read the section aloud or play the audio. Emphasize that science is useful in many ways and important to life. Academic vocabulary • Use the vocabulary routine to introduce and teach the word solve. Add it to the academic word wall. • Point to the corresponding visuals for the text that depict communication, transportation, and medicine. Model one example. Say: I see a computer. I see lights. Engineers design and build these. They follow the scientific steps and create new technology. Connect science to math • Briefly note what a pattern is. Say: Observe my hand. Open your hand and close your hand three times. Stop with your hand open. Say: Will my hand open or close next? (close) Write open close open close on the board. Say: This is the pattern. • Have students silently observe the images in the text. Ask: What do you notice? Do some of the pictures show something that is alive (living)? Do all the pictures show living things? Are some non-living? Find the pattern. ANSWERS Pictures 2 and 4 are living things. (a) Pictures 1 and 3 are non-living things. (b) The correct pattern is b. Meet a scientist • Read about Guillermo González. Point out his age. Add that he was quite poor. He built many failures out of flea market parts before he achieved success. Reiterate that anyone can be a scientist! His work with color pixels helped us have the electronic devices we enjoy today. • Culture note Ask if any students (especially those from Mexico) have ever heard of him. Ask if they know of any other famous scientists. Practice Book pp. 19–20 Assessment Program Quiz: Connect to Science Get Reading! Anyone can be a scientist! COMMUNICATE UNIT 1 / CONNECT TO SCIENCE DIFFERENTIATED INSTRUCTION Scaffold Gather students in a small group and guide them through naming items that result from science. They may have the receptive language to understand the task, but may need some terms supplied. Write a word bank on the board or have students walk around the room and point to objects. You or a classmate with higher proficiency can name the objects for them and then have the students repeat the names. Amplify Discuss the concept of failure and trying again, not only in the science process, but in any subject. Invite students to share a time they failed and then tried again to be successful. Formative Assessment • Talk: Exploring Science Which area of science do you like? Find a classmate who speaks your home language. Share the area of science you like. In your home language, discuss why you like that area of science. 59
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