原版英语RAZ 教案(Z) Genetics at Work_LP.pdf

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1、Genetics at WorkZ Z1 Learning AZ All rights reserved.www.readinga-Focus Question:How has the science of genetics changed over time?Book SummaryText Type:Nonfiction/InformationalGenetics at Work explores the role that genetics plays in our growing world.The field of genetics is an ever-changing and r

2、apidly expanding branch of science.From farming to crime fighting and disease prevention,genetics is shaping our future.Students will have the opportunity to learn more about these advancements while practicing the skills of summarizing and identifying main ideas and supporting details.Guiding the R

3、eadingBefore ReadingBuild Background Writethefollowingquestionontheboardandread it aloud to students:Why do family members look alike?Havethemdiscussthisquestioninsmallgroups.Invite students to share their responses with the class.Pointouttostudentsthatcharacteristicssuchashair color,eye color,body

4、shape,and so on are all traits thatarepasseddowninfamilies.Writetheword traits on the board.Explain that the field of science that studies how living things pass down these traits is called genetics.Introduce the Book GivestudentstheircopyofGenetics at Work.Guidethemtothefrontandbackcoversandreadthe

5、 title.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.Discusstheinformation on the page(title of book,authors name).Previewthetableofcontentsonpage3.Remindstud

6、ents that the table of contents provides an overview of the book.Ask students what they expect to read about in the book,on the basis of what they see in the table of contents.(Accept all answers that students can justify.)Introduce the Comprehension Skill:Main idea and details Explaintostudentsthat

7、everybookhasamain idea,which is the most important idea of the book.Pointoutthatdetails are the information that supports the main idea.Invite students to review the title and cover pages of the book.Have them turn to a partner and make a prediction about the main idea of the book.Havestudentsturnto

8、page3andreviewthetable ofcontents.Pointoutthatoftentimesinanonfictionbook,the text is broken into sections and that Lesson EssentialsInstructional Focus Summarize to understand text Determinemainideasand supporting details Describeinformationprovided by captions Recognizeanduseadverbs Placewordsinal

9、phabeticalorderMaterials Book:Genetics at Work (copy for each student)Main idea and details,adverbs,alphabetical order worksheets Discussioncards Bookquiz RetellingrubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:

10、DNA(n.),genes(n.),genetics(n.),hybridization(n.),selective breeding(n.),species(n.)Enrichment:captive breeding(n.),characteristics(n.),diversity(n.),habitats(n.),hybrid(n.),traits(n.)Academicvocabulary:effects(n.),evidence(n.),features(n.),potential(adj.),produce(v.),techniques(n.)Genetics at WorkZ

11、Z2 Learning AZ All rights reserved.www.readinga-these sections are listed in the table of contents.Explain that each section of the book contains a main idea and supporting details and that the title of each section is often a good clue about the main idea.Have students work with a partner to predic

12、t the main idea of each section on the basis of the information in the table of contents.Invite students to share their findings with the class.Introduce the Reading Strategy:Summarize Explaintostudentsthateffectivereaderspausewhile they are reading to consider the most important details and to summ

13、arize what they haveread.Pointoutthatasummaryincludesinformation such as who,what,where,why,and when.Explain that a summary may be created for the entire book or for each section of the book.Readthesectiontitled“Introduction”aloudtostudents.Have students work with a partner to summarizethissection.R

14、emindstudentstoincludeonly the most important details in their summary.Have students share their summaries with the class.VocabularyHavestudentsturntothe“WordstoKnow”boxonthecopyrightpage.Discusseachwordwithstudents.Then,have students turn to the glossary on page 16.Explain that the glossary provide

15、s definitions for the vocabularywordsinthebook.Pointouttheuseofeach content word and academic vocabulary word in the book,and then use each word in a different model sentence.Have students work in groups to create posters for these words.Have them include on each poster the word and its part of spee

16、ch,the definition,the word in an example sentence,and a picture illustrating the meaning of the word.Set the Purpose Havestudentsreadtofindoutmoreaboutthefieldofgenetics.WritetheFocusQuestionontheboard.Invite students to look for evidence in the book to support their answer.Havestudentsmakeasmallque

17、stionmarkintheirbook beside any word they do not understand or cannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAs students read the book,monitor their understanding withthefollowingquestions.Encouragestudentstosupport their answers by citing evide

18、nce from the book.What is the field of genetics?(level 1)page 4 How is selective breeding of crops today similar to how it was thousands of years ago?(level 1)page 5 How might genetically altering crops and animals affect their genetic diversity?(level3)multiple pages In what ways do animal breeders

19、 use some of the same genetic techniques as plant scientists?(level3)multiple pages How do detectives use DNA to help solve crimes?(level 2)pages1213 How has the medical field changed with the advancement of genetics?(level 1)page 14 How is the field of genetics growing and changing?(level3)multiple

20、 pagesText Features:CaptionsExplain that captions are the texts that help the reader understand the accompanying photographs andillustrations.PointoutthatinGenetics at Work,the author provides many photographs with captions to support the readers understanding of the text.Have students turn to page

21、5 and read the caption.Ask students the following questions:How does this caption help you understand the photograph?How does the caption help you understand hybridization of plants?Why did the author choose to include a caption with this photograph?Invite students to share their responses with the

22、class.Have them work with a partner to read other captions in the text and discuss why the author included this information.SkillReview Havestudentsrereadthesectiontitled“AnimalBreeding.”Guidestudentsinadiscussionabout the main idea of this section.Ask students how they were able to identify the mai

23、n idea.Next,have volunteers offer details from the text that support the main idea.Havestudentsworkinsmallgroupandassign each group a section from the book.Explain that each group will identify the main idea of the section and at least three supporting details.Have students share their findings with

24、 the class.Modelidentifyingkeydetailsofthetexttocreate a summary.Think-aloud:As I read a book,I pause often to think about the most important details and summarize what I just read.Effective readers pause at the end of each section of a book to summarize.For example,after reading the section titled“

25、Health,”my summary might include the following:Geneticsis used in the medical world to diagnose,treat,and prevent diseases as well as to create new medicines.Geneticsisalsousedtohelpparentswhomaypassdown genetic disorders to their children.Some of these disorders include cystic fibrosis,Huntingtons

26、disease,and breast cancer.Havestudentsworkinthesamegroupstosummarize the section of the book that their small group previously worked on to identify the main ideaandsupportingdetails.Remindstudentsthat Guiding the Reading(cont.)Genetics at WorkZ Z3 Learning AZ All rights reserved.www.readinga-a summ

27、ary includes only the most important details,including who,what,where,when,and why.Pointoutthatconsideringthemainideaand supporting details will help them create the summary.Invite each group to share their summary with the class.Modelanddiscusshowtocompletethemain-idea-and-details worksheet using e

28、vidence from the text.Have students discuss the details they noted with a partner.After ReadingAsk students what words,if any,they marked in their book.Use this opportunity to model how they can read these words using decoding strategies and context clues.SkillReviewGraphic Organizer:Main idea and d

29、etailsReviewthemain-idea-and-detailsworksheetthatstudents completed.Invite volunteers to share with the rest of the class the section from the book they chose,and have students share the main idea and supporting detailsofthesection.Discusswithstudentshowidentifying the main idea and supporting detai

30、ls helps create an effective and concise summary.Comprehension ExtensionDiscussioncards covering comprehension skills and strategies not explicitly taught with the book are provided for extension activities.Response to Focus QuestionHave students cite specific evidence from the book toanswertheFocus

31、Question.(Answerswillvarybut students should include the idea that the field of genetics is a relatively new branch of science and that new developments are being made constantly.Additionally,students should note that genetics has become an integral part of many occupations,including farming,health

32、care,law enforcement,and so on,causing scientists to continue their research in this field.)Comprehension Checks Bookquiz RetellingrubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Adverbs Explaintostudentsthatanadverb is a describing word that provides details about a verb by telling

33、 how,when,or where anactionoccurred.Pointoutthat many,but not all,adverbs end in-ly.Explain that writers often use adverbs to make their writing more accurate,factual,and precise.Havestudentsturntopage9andrereadthe second sentence on the page.Invite a volunteer to identify the adverb in this sentenc

34、e(widely).Have a different volunteer point out the verb that the adverb describes(used).Pointoutthat the adverb widely tells how.Check for understanding:Have students look through the book to circle the adverbs and underline the verb that each adverb describes.Ask them to share with a partner four a

35、dverbs they found and explain whether each adverb describes how,when,or where an action occurred.Independent practice:Introduce,explain,and have students complete the adverbs worksheet.If time allows,discuss their answers.WordWork:Alphabeticalorder Revieworexplaintheprocessofputtingalistofwordsinalp

36、habeticalorder.Remindstudentsthatif the first letters of two words are the same,they must compare the next two letters instead.Writethewordsgenetics and breeding on the board.Have a volunteer explain which word would appear first in alphabetical order(breeding)and why(because Bb comes before Gg in t

37、he alphabet).Writethewords genetics and genes on the board.Pointoutthatthesewordsbeginwiththesameletter.Ask a volunteer to tell which word would appear first in alphabetical order and to explain why(genes because the fifth letter in genes comes before the fifth letter in the word genetics).Writethew

38、ords gene and genes on the board.Have a volunteer explain which word would appear first in alphabetical order(gene)andwhy.Pointoutthat all the letters in gene and genes are the same until the final letter Ss in the word genes.Explain that because there are no other letters at the end of gene,it come

39、s first in alphabetical order.Check for understanding:Writethewordsgenetic,genes,inherit,endanger,heredity,endangered,and selective on the board.Have students write the words in alphabetical order on a separate piece ofpaper.Discusstheiranswersaloudandhavestudents explain their rationale.Independent practice:Introduce,explain,and have students complete the alphabetical order worksheet.If time allows,discuss answers aloud after they are finished.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)