My Science Project by Sayuri Naka

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					                          My Science Project by
                          Sayuri Naka
               Ma         Written by Lloyd Kajikawa
                          Illustrated by Sue Mell



          N               O V E RV I E WSayuri’s class is going to have a science fair. What will she choose for a science project?
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      nc      o           What will she learn and write about in her journal? Let’s read to find out.

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      EM EA EF F          Teaching Focus                                             Comprehension Strategy
  1                                                                                • Connects ideas from different sources:
                            Key Reading Strategies
  3                       30: Think about the important details.
  4                       32: You don’t need to understand every word to             Literacy Skills
  5                       understand the text. Read on for meaning.                • Recognizes journals and observation logs
                          33: As you read, make judgments about what               • Uses satellite image
 Topic:                   you read.
 Magnets                                                                             Phonics Review
                            Language Development                                   • Blend br
                          • Nouns as adjectives
                                                                                     Word Study in Context
                          • Words in a series
                                                                                   • Prefixes re-, pre-

                                                       Setting the Scene
Introduce Science Content                                              Learn by Doing
• Hold up several bar magnets. Tell students that a mag-               • Invite students to try putting two north poles of magnets
  net is surrounded by a force called a magnetic field.                  or two south poles of magnets together. Students should
  Explain that this force causes magnets to stick to metal               notice that the magnets push each other away. However,
  objects, such as a refrigerator, stove, knife, fork, and               when students put a north pole and a south pole near
  spoon. Demonstrate this by showing how a magnet                        each other, the magnets stick together.
  sticks to a fork or spoon. Invite students to find objects
  in the classroom that the magnet sticks to. Invite stu-              Use Language
  dents to see if a magnet is attracted to a soda can made             • Invite students to tell about any magnets they have in
  of aluminum.                                                           their homes, such as those on refrigerators or filing cabi-
• Tell students that, like Earth, magnets have a north pole              nets. Ask What are these magnets used for?
  and a south pole. Say If you hang a magnet by a string,
  the magnet will turn so that its north pole faces north and            Options for STAGES
  its south pole faces south. Invite a volunteer to demon-
                                                                               These students should              These students should
  strate this, using a compass to find north and south.
                                                                           use phrases or simple          use complete sentences to
• Tell students that the book they are going to read is                    sentences to tell about the    describe the magnets and
  about a girl who decides on the topic of magnets for her                 magnets in their homes.        their uses.
  project at the school science fair.
                                                  Reading the Text
                                                        B O O K TA L K
        Engage students in a book talk as you flip through the pages of a copy of the book.
        Key vocabulary and concepts to identify are highlighted in bold.
        Allow sufficient wait time after asking a question and supply an answer if students cannot.

        • Introduce the book to students. This book is about a girl’s science project. Her name is Sayuri

          Naka. What is Sayuri holding? Yes, a magnet.
        • Read the title and point out the author’s and illustrator’s names. Ask What is the purpose for
          reading this book? Yes, to learn about magnets.

        • Page 2. What kind of book is this? Yes, a journal. In her journal, Sayuri wrote that Ms. Johnson’s
          class was going to have a science fair. Everyone would pick a topic and create a project.
        • Pages 4–5. Monique, Sayuri’s best friend, came over to help Sayuri think of ideas. Sayuri stuck

          her list of choices on the refrigerator with a magnet. Which topic do you think she picked?
        • Pages 6–7. When Jiro, Sayuri’s younger brother bumped into the refrigerator, the magnets fell
          off, and Sayuri’s brothers started playing with them. That gave Sayuri an idea for her science
          project. Do you know what it was?

        • The bar magnet Dad bought stuck to the refrigerator, stove, knife, fork, and spoon. Look at

          the pictures. What didn’t the magnet stick to? Right, a frying pan and soda can. Can you
          guess why? Yes, they were made of aluminum.

        • Pages 10–11. From an Internet Web site, Sayuri learned that magnets are surrounded by a
          force called a magnetic field. Magnets have a north pole and a south pole, just like Earth.
          Point to the satellite image of Earth on page 11. The magnetic field flows out of the magnet

          from the north pole and goes back into the magnet at the south pole.
        • Pages 12–13. Sayuri learned that if you hang a magnet by a string, the magnet will turn so
          that its north pole faces north and its south pole faces south. What is in the picture on page
          13? Yes, a compass. A compass can help you figure out directions.

        • These photos show other students’ projects. Can you guess what those projects were? Yes,

          Monique’s project was on clouds. Carlo was doing something with fireflies. Sara and Habib
          were doing a project about gravity.

        • Pages 16–17. The floor plan shows where the projects were going to be. Why did Ms. Johnson
          say that they should practice before the science fair? Yes, so things would go smoothly.

        • Pages 18–19. Sayuri read that a good display had things for people to touch, feel, and do. She
          decided to have objects that people could stick magnets on, paper clips that kids could move
          with a magnet, and magnet tricks. Do you think the magnet tricks would work?

        • Pages 20–21. What do you see in these pictures? Yes, Monique and Carlo with their projects.

        • Pages 22–23. Everyone thought that Sayuri’s magnet trick was neat. She put a round magnet
          on top of a piece of paper and then put a bar magnet under the paper to move the round
          magnet around. Look at the picture of Sayuri. How does she look?
                                                   INDIVIDUAL READING

     GUIDED COMPREHENSION                                                                             2 sessions

    1. Introduce Reading Strategy 30, 32, or 33, according to students’ developmental needs.
       Demonstrate how to use the strategy as indicated on the back of the card.
    2. Have each student read at his or her own pace silently while remaining in the group.
       • Show students the Reading Strategy on which you want to focus. Place the Reading Strategy
          in the middle of the group and encourage them to refer to it as they read.
       • Provide copies of the book to students.
       • Tap a student on the shoulder to hear him or her read a given page as you observe.
       • Remind them of the strategy or strategies they are learning when they need assistance.
    3. In a second session, have students reread the book. Then use the additional instruction found
       in “Returning to the Text” and “Responding to the Text.”
    4. If you don’t have enough students reading at Level N for this book, use multiple texts to organize
       a reading group around a Reading Strategy, such as Strategy 30. After reading, pose general ques-
       tions that students can answer based on their individual books, as in a literature circle.

          Assess Reading Strategy Use

    • Are students identifying important details as they read?
    • Are students reading for overall meaning, avoiding a
      word-for-word translation?
    • Are students making judgments and thinking critically
      about what they read?

                                               Returning to the Text

  Language Development                                           Words in a series
Nouns as adjectives                                              • Read aloud the fourth sentence on page 8, emphasizing
• Ask What kind of word is science? Yes, it’s a noun. Read         the list of items. Ask What did the magnet stick to in the
  aloud the title of the book, pointing to Science Project.        kitchen? Right, the refrigerator, the stove, a knife, their
  Ask In this title, what kind of word is science? Say Here        forks, and their spoons. Say This is a list of items. Point
  science is an adjective because it describes what kind of        out the commas separating the items.
  project.                                                       • Tell students that we use commas to separate words
• Invite students to identify other nouns used as adjectives,      in a list. Say What do I see on that bookshelf? On
  such as bar magnet (page 8) and floor plan (page 16).            a sentence strip, write your response without commas.
                                                                   For example, write I see books a magazine a globe and
 Options for STAGES                                                markers. Invite students to point to or tell where the
                                                                   commas go. Insert commas as they respond.
      These students should             These students should
                                                                 • Invite students to supply other sentences containing
  locate the other examples of   explain the relationship
  nouns used as adjectives.      between the two nouns in
                                                                   words in a series and to indicate where the commas
                                 each example.                     should be placed. For example, you could elicit We like
                                                                   to play baseball, soccer, and hockey.
  Comprehension Strategy                                           Phonics Review
Connects ideas from different sources: text-to-                  Blend br Point to and say the word breakfast on page 5,
world Explain to students that they can connect ideas from       emphasizing br. Remind students that the letters b and r
a story to the world around them. Say This story was about a     together make the br sound. Invite students to identify
science fair at school. I know there is a science fair in our    another word beginning with br (brothers, page 6).
community every year. Help students see that making a con-
nection between the world around them and the books they           Word Study in Context
read might help them understand the story better. Encourage
                                                                 Prefixes re-, pre- Display page 6 as you read aloud the
students to make connections between the world around
                                                                 fifth sentence. Point to the word replacing. On an index
them and other elements found in this book.
                                                                 card, write re. Explain that re- is a prefix. Say When a pre-
 Options for STAGES                                              fix is added to the beginning of a root word, the word’s
                                                                 meaning is changed. Explain that re- means “to do again,”
        These students may use          These students should    so replacing means “placing again.” On chart paper, write
   phrases or simple sentences   use complete sentences to
                                                                 the words play, appear, call, and run. Invite volunteers to
   to indicate connections.      explain connections.
                                                                 use the re card to form the new words replay, reappear,
                                                                 recall, and rerun. Turn to page 16 and use a similar
                                                                 approach with the prefix pre- and the word preview.
                                                                 Explain that pre- means “before.” Have students use pre-
Revisit Reading Strategy 30, 32, or 33 with students for
                                                                 to make the words precut and prearrange.
self-assessment. Ask students how a particular strategy helped
them understand the book better. An example question for
Reading Strategy 33 would be Did you think about the
                                                                 Responding to the Text
characters and events and ask yourself if things made sense?     Organize It Divide students into pairs of mixed language
                                                                 abilities. Select the Web graphic organizer from page 101 of
                                                                 the Writing Resource Guide and make copies for pairs.
  Literacy Skills
                                                                 Have students write Magnets in the center and fill in the
Recognizes journals and observation logs Read                    connecting bubbles with information about magnets.
aloud page 2 together. Ask Who is telling this story? Elicit     Students in Stages 4–5 may assist others with writing.
that the words I and my tell us who is telling the story. Ask    Talk About It Engage students in a book discussion.
What format or style is Sayuri using to tell her story? Yes,     • Discuss Ask If you had to do a science project,
she is using a journal. Tell students that journals and obser-      which one of the projects from the book would you
vation logs are written records, or descriptions, of what           choose? Why?
someone sees or does. Ask What is this journal a record of?      • Connect If students have read other types of science
Point out that we can often recognize journals and logs             books, invite them to tell how those books were similar
because they usually have the date at the top of each new           to or different from My Science Project by Sayuri Naka.
entry page. Ask What else does Sayuri include in her jour-       Write About It Invite students to write an entertaining
nal? Elicit that she has lists, pictures, drawings, and          poem about trying to get a magnet to stick to different
sketches. Explain that all of these things can be included in    things. You can display an entertaining poem from one of
journals and observation logs.                                   the Class Collections as a model. Students in Stage 3 may
Uses satellite image Point to the picture on page 11.            not be able to take this beyond brainstorming images
Ask What do you see in the picture? Yes, Earth and clouds        without coaching. The poem need not rhyme.
around it. Where do you think this image was taken from?         Be Creative Have students work in pairs of mixed
Right, it was taken from a satellite in space. Ask What          language abilities to create an interpretive dance about
parts of Earth can we see? Elicit that we can see areas          being magnets. Encourage students to practice movements
of land and water. Point out that Earth’s magnetic field         that represent sticking to items and being pushed away
cannot be seen in the satellite image. Be sure they under-       from other magnets.
stand that the magnetic field is invisible and that Sayuri
drew the arrows in her journal to help us understand what
a magnetic field is.