Level P/38 Math in the Garden - Cloud Object Storage€¦ · Math in the Garden Navigators Teaching...

B e n c h m a r k e d u c a t i o n c o m p a n y

Science

Math in the GardenNavigators Teaching Guides provide flexible options to meet a variety of instructional needs…

Theme: Life Science

Skills & Strategies

Comprehension • Summarizeandsynthesize

• Makepredictions

• Usegraphicfeaturestointerpretinformation

Word Study/Vocabulary • Usecontextclues

• Identifysynonyms

Science Big Idea • Alllivingthingsneedtosatisfycertain

needsinordertosurvive.

Level P/38

Teacher’S Guide

anchor comprehension Strategies

• Identify sequence of events

skiLLs and strateGies

Comprehension Strategy Posters (for Assessed Skills/Strategies)

• Identifying Steps in a Process

• Making Predictions

Thematic Poetry Connections (in Reading & Writing Poetic Forms)

• “The Ballad of Johnny Appleseed” (Helmer O. Oleson)

Performance-Based Assessment (in navigators Assessment handbook Grade 3)• Test 3: Making a Budget

notable Trade Books for Read Aloud• Lang, Susan S., et al. Nature in Your

Backyard: Simple Activities for Children. Millbrook, 1995.

• Maass, Robert. Garden. Henry Holt, 1998.

• Rockwell, Anne. One Bean. Walker, 1998.

• Stewart, Sarah. The Gardener. Farrar, Straus & Giroux, 1997.

Web Site for Content Information• Kids Valley Garden

http://www.rawconnections.com/ garden/

This kid-friendly gardening site offers information on everything from planning and planting to caring for your garden.

OvERvIEW

reLated resources

nationaL content standards

This lesson teaches and/or reinforces the following skills and strategies:

Identify Sequence or Steps in a Process (pp. 3–9)

Make Predictions (p. 4)

• Evaluate Author’s Purpose (p. 4)

• Use Context Clues to Determine Word Meaning (pp. 4, 6)

• Activate Prior Knowledge (p. 5)

• Identify Cause and Effect (p. 5)

• Identify Synonyms, Antonyms, Homonyms (p. 5)

• Summarize or Paraphrase Information (pp. 6–7)

• Use Graphic Features to Interpret Information (p. 6)

Assessed Skills/Strategies in Navigators Assessment Handbook

theme connectionsPlanting and Gardening

Making a Budget

Before Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Chapters 1 & 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Chapters 3 & 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Chapters 5 & 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6After Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Writing Workshop and Writing Model . . . . . . . . . . . . . . . . . 8, 9Reproducible Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . 10Content-Area Extension Activities (BLMs). . . . . . . . . . . . . . . . 11Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

tabLe of contents

Math in the Garden

MathNumber and Operations: a, b, cGeometry: b, dMeasurement: a, bProblem SolvingConnections

Science Life Science: a, b, c

introduce the bookPreview the book before reading it. Begin by looking at the front cover and reading the title together. Turn to the back of the book and read the blurb and author information. Examine the table of contents. Page through the book, looking at the photographs and captions. To encour-age students to think about what they are going to read, ask the follow-ing questions as you preview the book.

• What can you guess about the book’s subject from the title and picture on the front cover?

• Do you think the book is fiction or nonfiction? Why?

• What kinds of features do you expect to find in a nonfiction book? Do you see any of those features here?

• Based on your preview, what do you predict this book is about? What do you think the author will talk about?

• Are you familiar with any of the gardening tools and materials pictured in the photographs? Do you see anything you don’t recognize?

• What kinds of special vocabulary words do you think you’ll find in this book?

set a purpose for readinGThis text provides an excellent opportunity for students to focus on the strategy of identifying sequence or steps in a process. Explain that the author is going to describe the process necessary for growing a vegetable garden. In addition to describing how to plant seeds, he is also going to explain how to use math to determine the size and shape of the garden and also to create a budget. Read the first sentences on pages 4, 6, and 8. Say: Listen carefully for the sequence of steps. After reading, point out that words such as first, now, and next can signal that an author is sequencing information. Sometimes, however, instead of using signal words, an author may use numbers or bullets to describe a sequence.

introduce the Graphic orGanizerProvide each student with a copy of the Steps in a Process: how to Make a Garden graphic organizer. Explain that as they read, students will be looking for data to fill in a step in the process. They should put the information they find in correct sequence within each step. You might suggest that students place sticky notes in the margins of pages where they see steps in the process. Point out that by putting the process in a sequence, the author helps readers make sense of the information they are reading.

BEFORE REAdInG

3

Author William McCay guides readers through a series of steps for growing a vegetable garden. From calculating the size of the garden and making a budget to determining which vegetables to grow and how to plant the seeds, the author’s step-by-step instructions make it possible for even beginners to create productive gardens of their own.

Book Summary

© 2011 Benchmark Education Company, LLC Math in the Garden

Steps in a Process: how to Make a Garden

Planting

1.

2.

3.

4.

5.

Planning

1.

2.

3.

4.

5.

Getting Ready to Plant

1.

2.

3.

4.

5.

Taking Care of Garden

1.

2.

3.

4.

5.

read the text pages 2–11Use the following prompt to set a purpose for the reading: As you read, think about the information the author is presenting. What does he want you to know about? What is the author’s purpose for writing this book?Ask students to read the chapters independently. Invite them to use sticky notes to flag sections of the text that support their ideas about the author’s purpose and any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strate-gies, and the text and graphic features of the book.

focus on comprehensiondiscuss the Author’s Purpose Invite students to share their ideas about the author’s purpose. Encourage them to point out examples from the text that helped them figure it out. If students have difficulty, use a think aloud to model how a good reader thinks through an author’s purpose. At the end of the first paragraph on page 2, the author directly states what this book is going to be about when he writes “This book will show you how to make a vegetable garden of your own.” Then, on the next page he starts by describing what you will need to make your garden. I realized right away that the whole book was going to be directions on how to make a garden.

Begin the Graphic Organizer: Steps in a Process Ask students to reread or skim and scan the text to locate information for the graphic organizer. Draw students’ attention to the words the author uses and the types of sentences he includes. On page 4, for example, the author uses the word first to signal the reader that he is about to describe the first step in the sequence. On page 5, he uses a question to alert the reader that he’s about to describe another step in the sequence. Ask: How does recognizing signal words and sentence structure help you find the information you’re looking for? Do you think the author will continue to use signal words and other grammatical clues in future chapters?

Make PredictionsInvite students to make predictions about what they will learn in future chapters, based on what they’ve read so far. Encourage the strategy of making predictions by creating a three-column KWL chart on the chalkboard to show: What We Already Know, What We Want to Learn, and What We Learned.

use Context CluesHave students look at the word seed-lings (page 3). The author defines the word in context using a synonym (baby plants). Challenge students to locate this definition in context. Create a visual word web like the one below and have the class complete it.

Then tell students to apply this and other strategies to unfamiliar words they flagged. These may include: plot, p. 3

fertilizer, p. 3

budget, p. 3

border, p. 7

ChAPTERS 1 & 2

4

seedling

synonym baby plants

definitionvery young plants

sentenceWith enough sun and water, the seedling will grow into a tomato plant.

TEACHING TIPSMeaningful Activities for Rapid Readers• Try the “Solve This!” activity on

page 5. How does calculating the area help you?

• Using a piece of graph paper, follow the directions on pages 10–11 to make a map of a garden.

Prompts to help Readers Monitor Comprehension• If you lose the meaning, go back

and reread the section where you lost concentration.

• Look for context clues to help you define unfamiliar words.

Math in the Garden © 2011 Benchmark Education Company, LLC

read the text pages 12–17Use the following prompt to set a purpose for the reading: As you read, think about what you already know about gardening. For example, maybe you have planted a garden at home with your family or have seen something about gardening in a book or on television. How can using prior knowledge help you read and understand new information?

Ask students to read the chapters independently. Encourage them to use sticky notes to jot down personal connections they make to the text as they read, and to flag any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.

focus on comprehensiondiscuss using Prior knowledge Invite students to share personal connections they made to the text. What information was already familiar to them? What information was entirely new? Have they planted a garden before? Did this make reading about planting a garden more interesting or easy to understand?

Continue the Graphic Organizer: Steps in a Process Ask students to reread or skim and scan the text to locate information for the graphic organizer. Remind students to look for signal words such as first, then, and at last as they work through the sequence for planting a garden.

Identify Cause and Effect Explain to students that each action described in the book, such as digging up the soil, has a result. In this case the result of digging is that the ground is nice and soft for planting seeds. Point out that the actions are causes and the results are effects. Invite students to identify other cause-and-effect relationships in the book. Here are some they may come up with:

Then tell students to use this and other strategies to determine the meaning of unfamiliar words they flagged. These might include:weeds, p. 12

peat moss, p. 13

afford, p. 15

directions, p. 16

measure, p. 16

Identify SynonymsHave students look at the word soil (page 12). Notice that in the para-graph, the author writes about dig-ging the garden. Guide students to recognize that we dig dirt in a gar-den, and that dirt is another word, or synonym, for soil. Create a visual word web like the one below and have the class complete it.

ChAPTERS 3 & 4

5

soil

synonym dirt

definitiondirt or earth in which plants grow

sentenceWater the garden until the soil is moist.

mix peat moss and fertilizer into the soil

put space between seeds

build a fence

garden is better for planting

plants have room to grow

people don’t step on garden; animals stay away

Cause Effect

TEACHING TIPSMeaningful Activities for Rapid Readers• Find solutions for the three prob-

lems in the “Solve This!” activity on page 13.

• Do the “Solve This!” problem on page 17. Then make up the length and width for another garden, and challenge your classmates to figure out the garden’s perimeter.




6

focus on comprehensiondiscuss Summarizing InformationInvite students to share summary statements based on their reading of the book. Use the following think aloud to model how a good reader forms a summary.I looked back at each chapter. The author led me through the process of planning, getting ready to plant, planting, and taking care of a garden. Along the way, he showed how math was involved. My summary is: Creating a vegetable garden involves the steps of planning, digging the garden, planting, and maintaining it, and each step requires certain math skills.

Complete the Graphic Organizer: Steps in a Process Reread or skim and scan the text to locate information to complete the graphic organizer. Encourage students to look for words that signal steps in a process and help them understand the sequence of steps.

use Graphic Features to Interpret InformationDraw students’ attention to the illustration on page 20. Ask: How does this illustration support the text on the page? How does having the illustration enable you to visualize the author’s instructions? Is the illustration necessary? Why or why not?

ChAPTERS 5 & 6

use Context CluesChallenge students to practice using context clues to define the word stake (page 19). Record the clues they identify on a concept web like the one shown here.

Make sure to remind students that visual information in photographs and illustrations also qualifies as context clues. On this page, for example, there is a photograph of a tomato plant tied to a stake.

read the text pages 18–21Use the following prompt to set a purpose for the reading: As you get to the end of the book, try to summarize what you have learned about growing a vegetable garden. Ask students to read the chapters independently. Invite them to use sticky notes to flag sections of the text that help them make summary statements about what they have read, and to flag any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strate-gies, and text and graphic features of the book.

stake

definitiona piece of wood that is used as a support

context cluesomething to “hold them up”

synonym“a long stick”

TEACHING TIPSMeaningful Activities for Rapid Readers• Think about what you would do

with all the extra vegetables in your garden. What kinds of reci-pes could you make? Who would you give vegetables to and why?



• Look for context clues to help you define unfamiliar words.


7

AFTER REAdInG


Planting

1. follow directions on seed pack

2. check map

3. measure space between plants

4. water garden

5. make a fence

Planning

1.

2.

3.

4.

5.


1.

2.

3.

4.

5.


1. water garden

2. pull weeds

3. make stakes for tall plants

4. thin out garden

5. eat vegetables and give away extras

choose a place for your garden

decide size of garden

pick vegetables to grow

decide how many plants you need

make a map of the garden

dig up a garden

mix peat moss and fertilizer into soil

make a budget

make a shopping list

go to garden store

sYnthesize and assessRetell and Summarize As a group, generate a retelling of the book. Select the key points to create a summary.

Respond Ask students what they found most interesting about the book. What they did not like and why. What questions they still have. What additional information they might have included if they had been the author.

Identify Sequence of Steps Challenge students to use their com-pleted graphic organizers to identify the sequence of steps a person needs to take to make a garden. What comes first? Second? Next? Etc.

draw Conclusions Ask students to formulate conclusion statements based on their readings and the information they charted. Record these ideas.

The completed graphic organizer below can serve as a model for assessing students’ ability to identify steps in a process.


mini-Lesson Writing Focus: describing the Steps in a ProcessRemind students that in the book Math in the Garden, the author describes how to make a vegetable garden by presenting a series of steps or tasks in a specific sequence.

Ask students to review their Steps in a Process: how to Make a Garden graphic organizer. Have them summarize each of the main steps involved in creating a garden. Point out to students that to summarize means to put all the ideas for each step together into one idea, using their own words. They should not include all the details in each step.

On chart paper or the board, create a flowchart like the one below, summarizing the main idea of each step in the sequence.

Use the reproducible Writing Model to demonstrate how the information from the flowchart can be used to write an expository paragraph. Remind students that certain signal words can help create a clear sequence of the steps in their writing. Also point out the impor-tance of including a topic sentence to introduce the paragraph and a concluding sentence to tie it together.

WRITInG WORkShOP

8

Write a short expository

paragraph describing

the steps or sequence

for making or doing

something, like tying

your shoes or baking

cookies.

wrITING ASSigNmeNt

plan size and location of garden and what to plant by making a map

dig up soil and decide how much money you can spend on seeds

plant seeds and make a fence to keep people and animals out

take care of garden by watering and weeding it

TEACHING TIPSProcess wrItINg Steps

1. Invite students to think of something they know how to do well. Using a flowchart like the one shown, have them note the various steps or instructions in sequence.

2. Using notes from their flowcharts, students should independently write a first draft, putting the instructions or steps in the correct sequence.

3. After students complete their paragraph, they should revise and edit it.

4. Conference with each student following the first revisions and editing.

5. Have students make any additional changes and create a final copy of their paragraph.

6. Finally, invite students to share their paragraph with a group of other students.


how to Make a vegetable Garden

To make a vegetable garden, you need to

follow several easy steps. First, plan the size and

location of your garden and what to plant in it.

The next job is to dig up the soil and decide

how much money you can spend on seeds.

Third, it’s time to plant the seeds and then

make a fence to keep people and animals out.

Finally, you need to take care of the garden by

watering it and pulling out the weeds. If you

follow all these steps, you will grow a delicious

vegetable garden.

Writing Model: describing the Steps in a Process

wrITING TIP

When writing instructions, be sure to use clear,

descriptive sentences that explain exactly what to do.

Limit each step in the process to one or two sentences.

signal words for sequence


Name: __________________________________________ Date: __________________


Planting

1.

2.

3.

4.

5.

Planning

1.

2.

3.

4.

5.


1.

2.

3.

4.

5.


1.

2.

3.

4.

5.


Name: ________________________________________ Date: __________________

how to Make a…Think about something you know how to do well, such as tie your shoelaces or make a peanut butter and jelly sandwich. Now imagine you are explaining to a friend how to do this. Use the flowchart to show the steps in sequence. Use as many or as few of the boxes as you need.

1. 2. 3.

4. 5. 6.

7. 8. 9.


Map It Out!Create a map for a garden that is 8 feet wide by 8 feet long. In your garden you will plant four vegetables of your choice. On your map, one vegetable should take up 1/2 the area, another should take up 1/4 of the area, and the two remaining vegetables should each take up 1/8 of the area. Make a color key and then color in your map to illustrate the area each vegetable takes up and the location of each vegetable.

Name: __________________________________________ Date: __________________

Color key


Name: ________________________________________ Date: __________________

Story SequencerCut out the following pictures of the steps for making a garden, and put them in the proper sequence.


Name: __________________________________________ Date: __________________

Budget ManiaYou have a budget of $30 to plant your garden. Browse the garden shop pictured here, and figure out what you want to buy. Circle the plants, seeds, and other materials you need, but be sure to stay within your budget. At the bottom, write the total amount of money you spent, and how much you have left over, if any.

Total spent: $________how much left over: $________

Radish Seeds $1.50

$4.90

$5

$6.80

$8

$8

$6 $6

Tomato Plants

$5 Marigold Plants

$5

Pepper Plants

$5

FertilizerPeat Moss

Lettuce Seeds $1.50

Squash Seeds $1.50

Bean Seeds $1.50


A n S W E R k E y

Map It Out!

Budget ManiaStory Sequencer

Total spent: $________how much left over: $________

Radish Seeds $1.50

$4.90

$5

$6.80

$8

$8

$6 $6

Tomato Plants

$5 Marigold Plants

$5

Pepper Plants

$5

FertilizerPeat Moss

Lettuce Seeds $1.50

Squash Seeds $1.50

Bean Seeds $1.50

291

how to Make a…

1. 2. 3.

4. 5. 6.

7. 8. 9.

Arrange your classmates in a circle.

Select a student to be “it.”

“It” walks around the outside of the circle carrying a handkerchief.

“It” drops the cloth behind another student, then begins running around the circle.

The other student picks up the cloth and runs around the circle in the opposite direction.

Whoever gets back to the empty spot last is “it” for the next turn.

Keep playing until recess is over!


Color key

Introduce the BookSet a Purpose for

Reading√ Introduce the

Graphic Organizer

Read the Text: Ch. 1 & 2Focus on Comprehension:√ Begin the Graphic Organizer√ Make Predictions

Read the Text: Ch. 3 & 4Focus on Comprehension:√ Continue the Graphic

Organizer

Read the Text: Ch. 5 & 6Focus on Comprehension:√ Complete the

Graphic Organizer

Synthesize and Assess

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area Extension Activities (BLMs)

Introduce the Book

Read the Text: Ch. 1 & 2 Select or create mini-lessons by using the comprehension pre-assessments to determine student needs.*

Read the Text: Ch. 3 & 4

Select or create mini-lessons.*

Read the Text: Ch. 5 & 6 Select or create mini-lessons.*

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area Extension

BEFORE REAdInG (p. 3)Introduce the BookSet a Purpose for Reading√ Introduce the Graphic Organizer: Identifying Steps in a Process*

duRInG REAdInG (pp. 4–6)Read the Text: Chapters 1 & 2Focus on Comprehension Mini-Lessons: Discuss the Author’s Purpose*√ Begin the Graphic Organizer* √ Make Predictions* Use Context Clues*

Read the Text: Chapters 3 & 4Focus on Comprehension Mini-Lessons: Discuss Using Prior Knowledge√ Continue the Graphic Organizer* Identify Cause and Effect* Identify Synonyms*

Read the Text: Chapters 5 & 6Focus on Comprehension Mini-Lessons: Discuss Summarizing Information*√ Complete the Graphic Organizer* Use Graphic Features to Interpret

Information Use Context Clues*

AFTER REAdInG (p. 7) Synthesize and Assess Activities: Retell and Summarize* Respond√ Identify Sequence of Steps* Draw Conclusions*

WRITInG WORkShOP (pp. 8–9)Mini-Lesson √ Assignment: describing Steps in a Process*

COnTEnT-AREA ExTEnSIOn ACTIvITIES on Blackline Masters (pp. 11–14) how to Make a… Map it Out! Story Sequencer Budget Mania

Lesson-at-a-GLance

Navigators Teaching Guides provide flexible options to meet a variety of instructional needs…

√ Checkmarked skills are assessed in the performance-based test for this book provided in Navigators Assessment Handbook.

* Pre-Assessments are available in Navigators Assessment Handbook.

1

2

3

4

5

sampLe Lesson pLanninG Guides

Accelerated 3-day Lesson

5-day Flexible Lesson

5-day Lesson for Assessed Skills & Strategies

Introduce the Book



Read the Text: Ch. 5 & 6 Synthesize and Assess

day

Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of this guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.ISBN: 1-59000-489-0

Math in the Garden

Level P/38 Math in the Garden - Cloud Object Storage€¦ · Math in the Garden Navigators Teaching...

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