Today’s Weather is. . . a Book of experiments › Pages › articles › TodaysWeatherIs... ·...

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Procedure 620L

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LITerAcY STANdArdS AddreSSed IN THIS PLAN

KeY IdeA intriguing weather ideas introduce weather experiments. students can learn about the topics, then follow the instructions to discover the outcomes of scientific investigations.

rI.3.3 MAIN FocuS Key Ideas & details Sessions 1, 2, 3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

rI.3.4 craft & Structure sessions 1, 3 determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

rI.3.5 MAIN FocuS craft & Structure Sessions 2, 3 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

rI.3.8 MAIN FocuS Integration of Knowledge & Ideas Sessions 2, 3 Describe the logical connection between particular sentences and paragraphs in a text.

rI.3.10 range of reading & Level of Text complexity By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

SL.3.3 comprehension & collaboration sessions 1, 2, 3 ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

L.3.4a Vocabulary Acquisition & use sessions 1, 2 use sentence-level context as a clue to the meaning of a word or phrase.

L.3.4b Vocabulary Acquisition & use additional instruction determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

L.3.5 Vocabulary Acquisition & use additional instruction demonstrate understanding of figurative language, word relationships and nuances in word meanings.

rF.3.3b Phonics & Word recognition additional instruction decode words with common Latin suffixes.

rF.3.4b Fluency session 2 Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

W.3.2 Text Types & Purposes Writing Task Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.3.8* research to Build & Present Knowledge sessions 1, 2, 3 Recall information from experiences or gather information from provided sources to answer a question. *standard adapted from another grade

W.3.10 range of Writing Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

Today’s Weather is. . . a Book of experiments Written by Lorraine Jean hopping and illustrated by Meredith Jonson

GR_G3_TodayWeather_LP_JO.indd 1 12/16/14 7:07 PM

2 Today’s WeaTher is . . .

LeArNINg FocuS rI.3.3

Students read closely to describe the relationship between steps in a technical procedure by describing the sequence of steps in an experiment.

VocABuLArY

rI.3.4 Point out the word temperature on page 4. Ask students what they know about the word. Help them use context to define it as “how hot or cold something is.”

eLL SuPPorT

L.3.4 Vocabulary Support vocabulary words such as sidewalks, cities, and local in context using the ELL vocabulary strategies in Getting Started.

Session 1 Text selection: pp. 4–9

Key Idea: Text Selection The first chapter tells about heat islands and what causes them, followed by two experiments for finding hot spots and for detecting wind caused by rising heat.

PREVIEWING THE TEXT 5 minutesRead the title and author credit with students. Discuss the cover, then invite them to preview the table of contents page, and read the back cover.

Who can tell us what the word experiments means?

It’s a kind of test you do to find out something.

What does the rest of the title tell you?

The book is about weather experiments.

I wonder what kind of weather the experiments explore. Let’s read the back cover to learn more.

I think there will be experiments on wind, fog, ice, and lightning.

This sounds like an exciting book. Let’s look at the table of contents page. The book is divided into chapters. What else do you notice about the chapters?

Each chapter is about a different weather topic and has an experiment.

READING THE TEXT CLOSELY 10 minutesExplain the learning focus to students and have them read pages 4–6. Check to see how they are doing with the application of the focus. Then have them read to page 9.

As we read today, we’ll pay close attention to the experiments in order to describe the steps in the procedure and how the sequence of steps is connected. What do we find on page 4?

It looks like a newspaper article. It’s about heat islands.

I think this article introduces the topic. What do we find on page 6?

an experiment

Let’s take a look at how the experiment is organized. Who would like to describe the parts they see?

the title, questions, a “you need” list, numbered steps

Let’s look at the first step. What are we supposed to do first?

Put each chocolate on a plate.

Let’s look at the second step. How long does the experiment take?

about 30 minutes

What about step 3?

It’s not really a step. It’s telling you about the results, then asking another question about why it happened.

Does the text give you the answer?

No, but I think you can figure it out that the sun made some spots warmer than others.

If you are satisfied students can apply the focus, set the reading assignment for the session. If not, prompt students to return to page 6 to examine the sequence of steps and how they are related.

As you read the experiments in this book, think about how the steps are sequenced, and if time and causes and effects are mentioned.

corrective FeedbackHave students closely reread the book title, section title on page 4, and text on pages 4–5. Encourage them to silently reread, stopping at key points to think and talk together about their understandings.



L.3.4a VocABuLArY context

SL.3.3 dIScuSSIoN collaborative

rI.3.3 coMPreHeNSIoN cause & effect

dIScuSSIoN TIP

Encourage students to ask questions during discussions by asking the group, “Who has a question for ____?”

coMPreHeNSIoN SHAre

Experiments are intended to answer a question. Scientists record what they see or find out at each step of an experiment. Sometimes what scientists find out leads to more questions and experiments.

DISCUSSING THE TEXT 10 minutesInvite students to describe the relationship between steps in an experiment. As students speak, encourage others to ask questions and share answers.

As we talk together, listen to each other’s ideas so you can ask questions and share answers you found. Let’s discuss how the steps in the second experiment on page 8 are related.

The organization is the same as the first experiment. I wondered if we were supposed to cut out the spinner from the book.

Who found the answer?

The first step says to trace or copy the pattern on page 9 onto paper and then cut it out.

Let’s summarize the steps in order.

You trace the pattern, cut it out, and tape a thread to the center. Then you hold the spinner above a warm spot and watch if the paper spins.

How do these steps relate to each other?

The first and second steps tell you how to set up the experiment. Suggestions are made in the third step on where to put the experiment. The fourth step talks about the results. The last step is a follow-up or a suggestion to try something else. Doing them in this order helps your experiment to work.

By looking at the sequence of steps in both experiments, you could see how the steps relate to each other.

Guide students to use the context of the text to determine the meaning of the word absorb on page 4.

When you find an unfamiliar word, you can use context to see if the word is defined or if there are clues. Let’s look at the word absorb in the fifth paragraph. What context do you find?

The word is defined as “keep in.”

What does that tell you?

that building surfaces take in the sun’s heat and keep it

Confirm students’ good use of the focus and encourage them to keep it in mind whenever they read informative texts or step-by-step instructions.

You described the relationship between steps in a procedure as a sequence. Remember to look for these relationships as you read other nonfiction books.

E-RESOURCEE-RESOURCE Formative Assessment: comprehension Using the Quick Start Planner, note this session’s learning focus. Observe each student’s articulation and use of text evidence to evaluate their effective use of the learning focus.

TEACHER’SCHOICE COMPREHENSION: CAUSE AND EFFECTE-RESOURCEE-RESOURCE Formative Assessment Have students use the blackline master on page 10 to make cause-and-effect connections about the material presented in the book. Review students’ answers as you evaluate their mastery of the learning focus.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE E-RESOURCEE-RESOURCE Formative/Summative Assessment Have students use the blackline master on page 11 as they read. Students will collect details from the text to answer the question: How do the steps in an experiment connect and help you get the result you want? Review students’ collected evidence as your evaluate their mastery of the learning focus.

W.3.8*, rI.3.3 WrITINg gather Information



LeArNINg FocuSeS rI.3.3, rI.3.5, rI.3.8

Students return to the text to describe sequential relationships in a technical procedure while using text features to efficiently find information and describing how paragraphs are logically connected.

coMPreHeNSIoN SHAre

As you read nonfiction, it’s important to pause and think about what you have read. Does it make sense? Can you think of an example of what you read that you know from real life? If the meaning isn’t clear to you, look for the next part of the text to explain the point better, or reread and try again.


RETURNING TO THE TEXT 5 minutesGuide students to recall how they applied the learning focus to the text that they read in the first session.

Let’s review what we discussed about our reading in the last session.

We read an article on a weather topic, and then read how to do two experiments related to that topic. We decided that the relationship between the steps was a sequence, or order, and that the steps in each experiment followed the same format.

By identifying how the experiments were organized, you will better understand the purpose of each one and what the expected results are.

READING THE TEXT CLOSELY 10 minutesExplain the learning focuses and invite students to reread pages 4–9. Check to see how well they understood the focuses. If you are satisfied that students can apply the focuses, set the reading assignment for the session. If not, provide corrective feedback as suggested on page 3 of this lesson plan.

As we reread the text today, we’ll continue to describe the relationships between steps in experiments. We will also use text features, such as key words, diagrams, captions, and sidebars to find information that relates to the sequence. Then we’ll take a close look to see how the sentences and steps are connected to make the sequence clear. Let’s look at text features. How did the contents page help us know what we would be reading?

Each chapter title told us the weather topic, and listed the names of the experiments.

What was the purpose of the article at the beginning of the chapter?

It explained the topic.

What about the caption with the photo and the Look for It! text on page 5?

The caption explained the photo, and the photo was related to information in the article. The text gave us something to do to relate the information to where we live.

Did you find a Look for It! elsewhere?

Yes, there is one with each experiment.

Let’s look at connections between the sentences and paragraphs in the first experiment on page 6.

The word then at the beginning of the second sentence in step 1 tells you what to do after you put the chocolates on the plates. The second step starts by telling you how much time to wait and then says what to do.

Formative Assessment: Fluency Listen to each student read a portion of the text and observe students’ fluency. If students need additional practice with fluency, provide the necessary support at the end of the session. Ask students to note words or phrases they find challenging for discussion after the reading.



L.3.4a VocABuLArY Words in context


TeAcHer TIP

Students need to understand that instructions and diagrams are subcomponents of procedural texts.

DISCUSSING THE TEXT 10 minutesFacilitate a discussion in which students continue to use text features to add information to what is included in the experiments and to describe the sequential relationships between the steps by seeing how they are logically connected. Invite students to ask each other questions and offer information as they talk.

Let’s hear some additional ideas about how the steps in an experiment are related and how the information is connected sequentially. Let’s start by sharing information you found in the text features.

I learned about city heat islands in the article, which prepared me for understanding what the experiments were set up to do. The Look for It! blurbs gave me more to think about the topic or the results of an experiment. Because the experiments were arranged in the same way, it was easy to find the information about the purpose, the materials, what to do, what the results should be, and what the results mean.

What else did you find helpful?

The suggestions of places to put things were in a list with bullets. That was easy to find and read because you knew what it was.

Focus students’ attention on the relationships between the steps and the connections between sentences.

In both experiments, was the sequence logical? Did it make sense?

Yes, each step followed the one before in order. But some numbered steps were really two steps, so I had to read carefully to see that.

The second experiment didn’t have many words that linked sentences, so how were they connected?

The steps were numbered as in the other experiment, and the order made sense. Each step started with a time order word followed by command word, so they were connected in that way. You knew that you first had to trace, then cut, then tape, and then hold.

Focus on the word pattern on page 8.

Let’s reread the first step on page 8. Look at the word pattern in that sentence. That word has more than one meaning; it could be a design that repeats, or it could be a model for making something. How could you use context to help you know what the word means here?

The words trace, copy, paper, and cut it out told me that it was a model for making something. Then I saw the illustration on the next page, and that showed me the model.

In a procedure, there are usually illustrations or photos with some or all of the steps that show you what to do.

Confirm students’ good use of the learning focuses and encourage them to keep the focuses in mind whenever they read informative texts.

You’ve done a good job identifying how the steps in the experiments are related by sequence. Why is it important to understand this relationship?

You can follow the order and understand how the experiment is set up and what it is expected to do. If you do the experiment, you’ll know that you need to start at the first step and do each one in order.

How did asking and answering each other’s questions in our discussion help you identify these relationships and see how steps and sentences are connected?

The questions and answers helped me clear up ideas I didn’t understand, and I saw connections in the text I hadn’t noticed.

TeAcHer TIP

Students need to learn to use glossaries in nonfiction books. The definitions will help them understand technical terms.

dIScuSSIoN TIP

Ask students, “Who can add to what ____ said?” during discussions so they elaborate with additional details.



E-RESOURCEE-RESOURCE Formative Assessment: comprehension Using the Quick Start Planner, note this session’s learning focuses. Observe each student’s articulation and use of text evidence to evaluate their effective use of the learning focuses.

TEACHER’SCHOICE FLUENCY FOLLOW-UPFluency Practice Review the article on page 4 to help students build fluency. Point out that in the third paragraph there are numbers and symbols for temperature. Demonstrate how to read this kind of information accurately, and how the word or could be substituted for the first parentheses when reading aloud. Have students read along with you and then independently.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCEE-RESOURCEE-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 11 for collecting evidence as they read. Students will continue to collect details from the text to answer the question: How do the steps in an experiment connect and help you get the result you want? Review students’ collected evidence as your evaluate their mastery of the learning focuses.

rF.3.4bFLueNcY

Accuracy, rate, & expression

W.3.8*, rI.3.3WrITINg

gather Information




LeArNINg FocuSeS rI.3.3, rI.3.5, rI.3.8

Students read a new section and describe sequential relationships in a technical procedure while using text features to efficiently find information and describe how paragraphs are logically connected.

Key Idea: Text Selection The second chapter talks about wind turbines gathering enough energy from the wind to power a whole school, followed by experiments determining where the wind blows strongest and the direction of the wind.

RETURNING TO THE TEXT 5 minutesExplain to students that they have read the first chapter in the book, learned about heat, and read two experiments for detecting rising hot air. They used text features to locate information and to make connections between sentences and steps.

As we read the experiments, how did text features help us find information?

We used the contents page, a photo caption, a pattern, a sidebar article and text, lists, the questions under the experiment titles, and numbered steps.

How did this information help us see the relationships between steps and make connections?

We saw that the steps were in sequence, and within the steps, the directions were presented in the same way and used words that told us we were moving into the next step.

READING THE TEXT CLOSELY 10 minutesState the learning focuses and invite students to read pages 10–13. Check to see how they are doing with applying the focuses. Then have them read pages 14–15.

Today, we are going to read the second chapter in the book. Let’s read pages 10 to 13. What is the topic of this chapter?

wind

How does this chapter compare to the first one?

It’s organized in the same way with numbered steps in sequence and the same kinds of text features.

What words do you see that connect the sentences in a logical way?

then, so that, now

DISCUSSING THE TEXT 10 minutesFacilitate a discussion that links the three learning focuses. Encourage students to use text features to help them find the connections between the steps and the information.

Let’s talk about the “Wind Flappers” experiment on pages 12 and 13 first. What text feature do you see here that is a little different from the first chapter?

There is a labeled diagram showing how to make the flapper.

These look a little harder to make than the spinner, so I’m glad there is a diagram. What else is helpful?

There’s a list with bullets that gives ideas of where to put the flappers.


VocABuLArY

rI.3.4 Encourage students to look for context clues, definitions, and examples to help them determine the meaning and relationship between words such as turbine, blades, gears, generator, electricity, electrical, and power (verb).

coMPreHeNSIoN SHAre

If there is more information you are looking for about a topic, use key words and information in sidebars and captions to help you search the Internet.



What did you find out in the Look for It! feature?

It told about wind socks.

How is that related to the experiment?

The wind flappers look a little like a wind sock at the airport, and they have the same purpose.

Let’s look at the second experiment. This one is a little different. What connections did you make here?

The organization is the same, but the steps don’t have to be in this sequence. They are really a list of ideas of how to experiment with bubbles to find wind direction.

You did a good job using text features, finding the sequence in the steps in an experiment, and seeing how each chapter, topic, and the experiments are related.

Encourage students to continue to find connections and look for sequential relationships in the text. Have them share their ideas and continue to ask questions and give answers.

As you continue to read and discuss the rest of the book, remember to describe how experiment steps are in sequence and the sequence words that connect the steps. Don’t forget to use text features to help you find information, and to ask your classmates questions and provide answers about what you read.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCEE-RESOURCEE-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 11 as they finish reading. Then ask them to write a response to the question: How do the steps in an experiment connect and help you get the result you want? Have students use the text evidence they collected to support their writing.

W.3.8*, rI.3.3WrITINg

respond to Question

E-RESOURCEE-RESOURCE Summative Assessment Review with students that writing to inform means to explain a specific topic. Point out that one kind of informative writing can be about the steps in a technical procedure, like the weather experiments in the book. Invite students to work independently to write an informative report about one of the experiments.

You’ve learned about the relationships of steps in an experiment or procedure and how they are connected in a sequence or order. Now, you will write an informative report that explains one of the experiments. Review the evidence you collected, and choose the experiment that looked the most interesting. In your first paragraph, state what question or questions the experiment would answer. In the next paragraph, explain how the experiment was to be done. Talk about the steps in sequence, or in a logical order. Wrap up your report by explaining what the experiment would show if done correctly.

TEACHER’SCHOICE Writing Task: Informative

W.3.2WrITINg

Informative



WORD STUDYAffixes Point out the word non-rainy on page 13. Discuss with students how the addition of affixes changes the meaning of the word.

On page 13 in the fourth step, you see the word non-rainy. What is the root word? rain

Rain is a noun, but when you add a prefix or a suffix to a noun, it changes the meaning and how it’s used. What suffix is added to rain?

-y

The suffix -y means “characterized by,” and it changes a noun into an adjective that describes something. What is described here?

a day The word rain also has a prefix added. What is the prefix and its meaning?

non-; It means “not.” Using the meanings of the affixes, how would you describe the day?

a day without rain When you know the meaning of an affix, you can use the affix to determine a meaning for the whole word.

VOCABULARYFigurative Language Help students understand the use of similes and metaphors to create word images.

On page 4, let’s reread the first sentence. What does the author compare big cities to?

heat islands Who would like to share what picture you have in your mind when you read about a city being a heat island?

I think of a big city like a big mound of heat with cooler areas all around it. This kind of image is called a metaphor. Metaphors create mind pictures so you can imagine what writers are writing about. Authors also use similes, which also compare one thing to another, but a simile uses the words like or as to compare. What simile do you see in the sixth paragraph on page 4?

Smog acts like a blanket. Who can describe the image you are thinking of?

I imagine thick air covering everything. These kinds of images help you see what an author is thinking.

WORD RECOGNITIONcommon Latin Suffixes Use the word different to discuss how to decode words with common Latin suffixes.

When you encounter a word with many syllables, it may help to see if the word has a suffix. Let’s look at the word different in the first step on page 6. The suffix at the end of different is -ent. Let’s take that away. What word are we left with?

differ

We can decode this shorter word more easily. Let’s try it.

DIF fur

Now let’s add the suffix back on to the end.

DIF fur ent

L.3.4b VocABuLArY Affixes

L.3.5 VocABuLArY Figurative Language

rF.3.3b Word recogNITIoN common Latin Suffixes

VocABuLArY TIP

Help students identify the parts of a word with affixes and use the meaning of the root word to determine a meaning for the whole word.

TEACHER’SCHOICE Additional Instruction



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Comprehension: Cause and EffectMany of the ideas you read about are linked by cause and effect. answer the questions below using the book if you need to.

1. Think about what makes cities keep in heat and why cities are called “heat islands.” Then fill in the box below.

Effect:Cities are called “heat islands.”

Cause:

Effect:Cause: an experiment using a sunny day, chocolates, and small paper plates

2. The chocolate melt experiment enables you to find the hottest areas of your home. explain how doing the steps in the experiment give you these results.

Score:



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Collecting Text EvidenceHow do the steps in an experiment connect and help you get the result you want?

use this chart to collect text evidence on one or more weather experiments in the book. Write the purpose of the experiment. describe the sequence, or order of the steps. add your own ideas about how you think these steps will show you want you want to know.

experiment:

purpose:

First step:

second step:

Third step:

Fourth step:

how these steps connect to show you want you want to know:

Score:



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Writing Task: Informative First DraftLook at the evidence you collected and think about the ideas and information that are most interesting to you. Then, write an informative report explaining a weather experiment and how the steps are connected in a logical sequence.

reMeMBer: a well-written informative report includes

• an opening sentence to introduce the topic

• clear information to explain a sequence or steps in a procedure

• a strong ending sentence to conclude, or wrap up, the ideas

Score:


Today’s Weather is. . . a Book of experiments › Pages › articles › TodaysWeatherIs... ·...

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