原版英语RAZ 教案Q45-Sinkhole Science.pdf
Sinkhole ScienceLesson PlanLeveLQ Q1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:16 Word Count:1,033Book SummaryExplore one of the strangest natural events on Earth in Sinkhole Science.Seen all over the world,these amazing holes can appear suddenly or develop slowly over years.Readers will learn about the kinds of sinkholes,what causes them,and where they are most likely to occur.Diagrams,maps,and amazing photos support the text.About the LessonTargeted Reading Strategy SummarizeObjectives Summarizetounderstandtext Identifydetailstocompareandcontrast Recognizeanduseverbs IdentifyandformcompoundwordsMaterialsGreen text indicates resources are available on the website.BookSinkhole Science(copy for each student)Chalkboardordry-eraseboard Dictionaries Compareandcontrast,verbs,compoundwordsworksheets Discussion cards Indicates an opportunity for students to mark in the book.(All activities may be demonstrated by projecting the book on an interactive whiteboard or completed with paper and pencil if the books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:bedrock(n.),dissolves(v.),eroding(v.),karst(n.),overburden(n.),sinkholes(n.)Enrichment:chasm(n.),destructive(adj.),geologists(n.),mines(n.),sediment(n.),triggered(v.)Before ReadingBuild Background Writethewordgeology on the board.Ask students if they know what the word means or what words come to mind when they think about the word.Discuss or explain that geology is the study of the earthwhat it is made of,its structure,and its history.Next,showstudentsthephotographsonpages3and4.Explaintostudentsthatgeologists(scientists who study the earth)are fascinated with what are called sinkholes and that they will learn more about them in this book.Sinkhole ScienceLesson Plan(continued)LeveLQ Q2 Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they see on the covers.Encourage them to offer ideas as to what type of book it is(genre,text type,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname.)Introduce the Reading Strategy:Summarize Directstudentstothetableofcontents.Remindstudentsthatthetableofcontentsprovidesanoverview of what the book is about.Ask students what they expect to find out about in each section.Havestudentspreviewtherestofthebook,lookingatillustrations,photographs,captions,andother text features.Show students the glossary and explain its purpose.Explaintostudentsthatonewaytounderstandandrememberinformationinabookistostopnow and then during reading to summarize in their mind what they are reading about in the book.Modelhowtosummarize.Think-aloud:As I read this book,I am going to stop every now and then to remind myself what I have read about so far.This helps me remember what Im reading and makes me think about new information.When I finish reading the book,I should be able to tell,in my own words,some of the information about sinkholes that I read about.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Compare and contrast Explainthatonewayanauthorhelpsreadersunderstandinformationinabookistotellhowtopics in the book are alike and different.Havestudentslookatthephotographsonthefrontandbackcovers.Modelhowtocompareandcontrastusingphotographs.Think-aloud:These photographs show different types of sinkholes.They are alike in some ways and different in some ways.Some ways they are alike is that they are all in the Earth and appear to be huge holes.Some ways they are different is that one is on land and one is in the ocean.One seems to be located in a city,where humans may be,and the other is out in the middle of the ocean,where there are no man-made structures around it.DrawaT-chartontheboard.LabeltheleftsideFront-Cover Sinkhole and right side Back-Cover Sinkhole.Explain that in this example,information relating to the front cover photograph will be written on the left side of the chart.Information that relates to the back cover photograph willbewrittenontherightsideofthechart.RemindstudentsthatT-chartshelpustovisuallycompare two topics.ModelhowtocompareandcontrastinformationusingtheT-chart.Havestudentsidentifysimilaritiesanddifferencesbetweenthephotographsonthefrontandbackcovers.RecordtheseontheT-chart.Introduce the Vocabulary Havestudentsturntothetableofcontentsonpage3andreadthesectiontitles.Askvolunteersto predict what these items might have to do with the study of sinkholes.Pointouttheglossaryatthebackofthebook.Revieworexplainthataglossaryandadictionarycontain lists of words and their definitions.Sinkhole ScienceLesson Plan(continued)LeveLQ Q3 Learning AZ All rights reserved.www.readinga- Modelhowstudentscanusethedictionarytofindawordsmeaning.Havethemlocatethe word eroding in the dictionary.Invite a volunteer to read the definition for eroding.Have students compare the dictionary definition with the glossary definition.Have them compare thesewiththeirpriorknowledgeoftheword.Pointoutthatoftenadictionarylistsmorethanone definition for a word or may only list the root word(erode).One must often find the root word and read all of the definitions or entries to find the meaning or verb tense that most closely represents the context in which the word appears.Have students follow along on page 5 as you read the sentence in which the word eroding is found to confirm the meaning of the word.Repeat the exercise with the remaining vocabulary words.Set the Purpose Havestudentsreadtolearnaboutthedifferenttypesofsinkholesandwhatcausesthem.During ReadingStudent Reading Guide the reading:Have students read to the end of page 6.Encourage those who finish before otherstorereadthetext.Whenstudentsareready,discusstheimportantinformationtheyidentified.Modelsummarizingimportantinformationinthebook.Think-aloud:As I read up through page 6,I paused to summarize in my mind what I learned about two sinkholes in Guatemala City and what causes sinkholes.For example,I read that in 2007 two sinkholes opened up within blocks of each other.I also read that sinkholes happen all over the world and that they are caused by eroding rocks and soil.Rain and underground water wear away soft bedrock,and then,the earth above it(known as overburden)drops down.Ill keep reading to learn more interesting facts about sinkholes.While I read,Ill summarize what Ive read to help me remember the new information.Check for understanding:Have students read to the end of page 8 and study the diagram on page 9.Invite some students to share the important information about cover-subsidence sinkholes.Ask other students to summarize cover-collapse sinkholes.Pointoutthatthediagramsand numbered lists on pages 7 and 9 serve as a summary of what causes the two types of sinkholes.Remindstudentsagainaboutwhatitmeanstocompareandcontrastinformationintext.CreateanewT-chartontheboardandlabelthetwosidesCover-Subsidence and Cover-Collapse.Discuss the information on pages 7 and 9,and ask students to help you record the appropriate information on the correct side of the chart(for example,you might write water dissolves bedrockonbothsidesoftheT-chart;slow downward erosion creates a surface bowl on the Cover-Subsidenceside;arch-shaped hollow suddenly and dramatically sinks on the Cover-Collapse side).Using the information on the chart,ask volunteers to point out what the two types of sinkholes have in common and what is different.Havestudentsreadtheremainderofthebook.Remindthemtothinkaboutthedetailsinthebook so they can summarize the information after they read.Have students make a question mark in their book beside any word they do not understand or cannot pronounce.Encourage them to use the strategies they have learned to read each word and figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Sinkhole ScienceLesson Plan(continued)LeveLQ Q4 Learning AZ All rights reserved.www.readinga-Reflect on the Reading Strategy Askstudentstoexplainhowthestrategyofsummarizinghelpedthemunderstandthebook.Think-aloud:I know that summarizing keeps me actively involved in what Im reading and helps me understand and remember what Ive read.I know that I will remember more about sinkholes because I summarized the information in my own words as I read the book.Independent practice:Assign students one of the remaining sections of the book and have them write a summary on a separate sheet of paper.If time allows,invite students to read their completed summaries aloud.Reflect on the Comprehension Skill Discussion:Review with students the similarities and differences between natural sinkholes and thosecausedbyhumans.ReviewhowthisinformationwouldbeorganizedonaT-chart.Independent practice:Introduce,explain,and have students complete the compare-and-contrastworksheet.If time allows,discuss their responses aloud.Enduring understanding:In this book,you read about sinkholes that can occur just about anywhere.Now that you know this,what will you think about the next time you walk across an open field or empty parking lot?Build SkillsGrammar and Mechanics:Verbs Revieworexplainthatverbs are words that describe actions.Ask students to think of one verb in their mind.Remind them that the word should show an action of some kind.Randomly select studentstosharetheverbtheythoughtof.Writealistofverbsontheboard.Writethefollowingsentencesontheboard:Sinkholes happen all over the world;Water trickles and flows,eroding rocks and soil.Havestudentscounttheverbsandshowontheirfingershowmanyverbstheysee.Invitevolunteers to come up to the board and circle the verbs in each sentence(happen,trickles,flows,eroding).Explaintostudentsthatsomenonfictiontexts,especiallythosethatdescribeaprocess(forexample,how a sinkhole develops),are written in the present tense(for example,trickles)instead of the past tense(for example,trickled).Pointouttostudentsthatthemajorityofthisbook is written in the present tense.Next,explaintostudentsthatwhileaverbisanactionword,someactionverbsareeasiertopickout than others.A verb can describe a physical action(jump),a mental action(think),or a state of being(is).Writethewordisontheboard.Pointoutthatthewordis is a verb,because the state of being something isanaction.Createalistontheboardofotherverbsofbeing,suchasdo,seem,and have,and their various tenses or conjugations,such as does,has,had,seems,are,am,were,was,and so on.Check for understanding:Have students work with a partner to locate and circle all the verbs on pages 11 and 12.Remind them to look for verbs of being,such as is,was,and have,which are moredifficulttoidentify.Whenstudentsaredone,havethemshareanddiscusstheirlistwiththeclass.Asstudentswork,clarifythedifferencebetweenpresent-tenseandpast-tenseverbsifneeded.Independent practice:Introduce,explain,and have students complete the verbs worksheet.If time allows,discuss their answers aloud after students finish.Word Work:Compound words Revieworexplainthatwhentwoshortwordsarecombinedtoformanewword,thenewwordis called a compound word.Sinkhole ScienceLesson Plan(continued)LeveLQ Q5 Learning AZ All rights reserved.www.readinga- Writethewordsinkhole on the board.Ask students which two words they see in sinkhole(sink and hole).Explain that this word is called a compound word.A compound word has two parts that make up one word meaning.Havestudentsturntopage5inthebook.Readthefollowingsentencefromthelastparagraph:Bedrock is a layer of underground rock.Have students find two compound words in the sentence(bedrock and underground).Explain that often the definitions of the two separate words can help students figure out the meaning of the bigger word(for example,underground literally means under the ground).Havestudentsfollowalongasyoureadthesecondparagraphonpage8.Askthemtolocatethecompound words(rainwater,underground,sinkholes)and identify the two separate words that make up each compound word.Discuss the definitions of each word,using the smaller words to figure out the meaning of the compound word.Check for understanding:Have student pairs turn to page 11 and find three more compound words(skyscraper,nowhere,and crisscross).Have them discuss with their partner what the word means on the basis of its two base words.Independent practice:Introduce,explain,and have students complete the compound word worksheet.Discuss their answers aloud after students finish.Build FluencyIndependent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Have students summarize what they learned about sinkholes.Extend the ReadingInformational Writing ConnectionProvideprintandInternetresourcesforstudentstofurtherresearchoneofthenaturalsinkholeshighlighted in the book.Invite students to add to the knowledge learned in the book by finding threeadditionalfactsaboutitssize,location,andwhatplantsandanimalslivethere.Citinginformation from their research on note cards,have students participate in a roundtable sharing and discussion format.Visit WritingAZ.com for a lesson and leveled materials on informational writing.Science ConnectionProvideInternetandothermediaresourcesforstudentstobuildmodelsofsinkholestowatchthe process in action(see http:/pbskids.org/dragonflytv/show/sinkholes.html for example).Gather materials ahead of time and assign students to small groups.Have groups record their results and compare results with other groups.Sinkhole ScienceLesson Plan(continued)LeveLQ Q6 Learning AZ All rights reserved.www.readinga-Skill ReviewDiscussion cards covering comprehension skills and strategies not explicitly taught with the book areprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwithstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessay or as a journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestions as a purpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.AssessmentMonitor students to determine if they can:consistentlyusethestrategyofsummarizingtocomprehendthetextduringdiscussion and on a worksheet compareandcontrastnonfictiondetailswithinthetextduringdiscussionandonaworksheet correctlyidentifyverbsinthetext,duringdiscussion,andonaworksheet accuratelyidentify,understand,andformcompoundwordsfromthetextandonaworksheetComprehension Checks BookQuiz Retelling Rubric
