Vocabulary fuerzas gravedad presión palanca máquina simple fricción plano inclinado momento. Comprehension Identify Cause and Effect

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1 Teaching Plan EDL Level 38 Guided Reading Level O Lexile Measure 620L Playgrounds are great places to explore forces and other scientific concepts. In Ciencia en las áreas de recreo, students will read how forces, motion, and simple machines work while they play ball, fly kites, and more. Nonfiction Genre Informational Text Nonfiction Features Boldface Captions Contents Diagrams Glossary Headings Index Introduction Labels Sidebars Text Structure Cause and Effect Description Explanation fuerzas gravedad presión palanca máquina simple fricción plano inclinado momento Comprehension Identify Cause and Effect Writing Write an informational text. Content Area Connections: Physical Science Understand how simple machines work. Recognize how forces, such as gravity, affect motion. Curriculum Support You may want to use Ciencia en las áreas de recreo when teaching the following science topics: Forces and motion Simple machines Cross-Text Reading El misterio de los imanes, an iopeners Grade 3 science title

2 1 Introduce the Book Introduce the Nonfiction Genre: Informational Text Display the book cover. Read the title and the author s name. Tell students that informational texts are written to tell about or explain things that occur in the natural or social world. Explain that informational texts contain facts that are often grouped into sections based on topic. The topic is identified by the section s heading. Point out that authors often use photographs, illustrations, and diagrams to visually present the information and help explain the topic. Activate or Build Background Toss a ball up into the air. Ask students what happens to the ball. Point out that the ball comes down because of a force called gravity and that other scientific forces are at work while people play. Discuss other activities that people might do on a playground. Tell students that they will learn about the forces and other science behind some of these activities. Nonfiction Text Features Headings: Point out the heading on page 5. Explain that headings help organize the text into sections and identify the topic that will be discussed in each section. Diagrams: Turn to the labeled diagram on page 5. Explain that diagrams are illustrations or photographs that show how or why something occurs or what it is made of. Glossary: Point out the glossary on page 15. Explain that glossaries are usually found at the end of a book. Tell students that they can use a glossary to find the definition of an unfamiliar word. Words that appear in the glossary are highlighted in boldface within the text. Index: Have students examine the index on page 16. Point out that the index is similar to the glossary because it lists words in alphabetical order. An index is different from the glossary because it provides page references where a reader can go for information. Introduce You may want to introduce the following words and concepts before reading: fuerzas: empujones y jalones que hacen que las cosas se muevan, cambien de velocidad y cambien de dirección gravedad: la fuerza que jala las cosas hacia el suelo presión: fuerza que empuja contra una superficie palanca: máquina simple, como por ejemplo un subibaja, que se empuja hacia abajo en un extremo para hacer subir el otro el extremo máquina simple: herramienta que cambia la dirección o la intensidad de una fuerza fricción: lo que sucede cuando dos superficies se frotan; frena el movimiento plano inclinado: máquina simple con una superficie plana en declive, como por ejemplo una rampa o un tobogán momento: cantidad de movimiento que tiene un objeto Preview and Predict Invite students to look through the book, paying close attention to the photographs and the diagrams. Qué notas en estas fotografías y diagramas? Qué te dicen acerca del tema de este libro? Next, direct attention to the section headings. Qué te dicen los títulos acerca de lo que vas a leer? Por qué piensas que los títulos son preguntas? Crees que la autora responderá estas preguntas en cada página?

3 2 Read the Book SET THE PURPOSE pages 3 6 Focus Attention Tell students to think about the activities they might see on a playground. Point out that many of these activities involve movement. As they read, tell them to pay attention to what causes things to move. fuerzas, gravedad, presión GUIDE THE READING Discuss the idea of forces with students. Qué tipos de fuerzas provienen de las personas? Qué tipos de fuerzas provienen de la naturaleza? Make Connections Review the definition of gravity with students. Cómo piensas que sería la Tierra si no hubiera gravedad? Generalize Qué le sucedería a la cometa de la página 6 si no hubiera viento? Predict FOCUS ON NONFICTION FEATURES Point out the boldface term fuerzas on page 4. Por qué crees que la palabra fuerzas está escrita en negrita? Tell students that in this book all new vocabulary words will appear in boldface. Direct attention to the diagram on page 5. Ask students what this diagram shows. Then point to the labels. Por qué los rótulos son importantes en este diagrama? Podrías entender sin ellos el diagrama? pages 7 9 Focus Attention Invite volunteers to share what they know about seesaws and slides: what they look like, how they are shaped, and how they are used. Tell students they are going to read how seesaws and slides are actually simple machines. palanca, máquina simple, fricción, plano inclinado GUIDE THE READING Por qué es importante para los dos niños balancearse primero el uno al otro en el subibaja? Draw Conclusions Discuss the diagram on page 8. Cómo afecta el extremo horizontal del tobogán a la persona que baja por él? Make Inferences Cómo puede afectar el tipo de ropa que lleves puesta la velocidad con que te deslizas en el tobogán? Identify Cause and Effect FOCUS ON NONFICTION FEATURES Turn to the diagram on page 7. Por qué son importantes las flechas en este diagrama? De qué manera te ayuda este diagrama a entender por qué un subibaja sube y baja? Point to the sidebar on page 8. Tell students that sidebars include interesting information that adds to the main text. Compare the section title to the title of the sidebar. Por qué piensas que la autora decidió escribir una columna lateral sobre las rampas?

4 pages Focus Attention Review with students what they have learned about friction. Ask them how friction might affect them if they were swinging on a swing or riding a bike. Tell them to notice how friction affects these activities as they read. momento GUIDE THE READING Look at step 3 in the diagram on page 11. Qué le sucedería al columpio si no hubiera gravedad? Identify Cause and Effect Have students study the different parts of the diagram on page 12. Qué piezas de la bicicleta son responsables del movimiento? Podría moverse la bicicleta si una o más de estas piezas faltara o se rompiera? Analyze Compara cómo afecta la fricción a la persona meciéndose a cómo afecta la fricción a la persona montando bicicleta. Compare and Contrast FOCUS ON NONFICTION FEATURES Direct attention to the series of diagrams on page 11. Por qué piensas que la autora decidió resumir cómo se mueve un columpio usando ilustraciones? Por qué está numerado el texto debajo de las ilustraciones? Direct attention to the diagram on page 12. Qué otras piezas de la bicicleta se podrían haber rotulado? Por qué piensas que la autora decidió rotular estas piezas de la bicicleta? ESL/ELL Strategy Review the photographs and diagrams in the book. In their own words, have students describe what is going on in each one in English. Encourage them to use vocabulary words in their descriptions. Invite volunteers to pantomime some of the actions or forces that are being illustrated. Reread the Book After students reread the text, have them fill in the sequence chart on the back cover to identify the steps that make a seesaw, a swing, and a bicycle move. Encourage students to refer back to the diagrams in the book as they fill in their charts. Discuss the organization of the book. Piensas que el libro estaba bien organizado? Piensas que cada sección añadía algo o continuaba lo que enseñaban las secciones anteriores? Cómo crees que esto te puede haber ayudado a comprender mejor la ciencia en las áreas de recreo? Ask students to name other outdoor games they play or simple machines they use on a playground. Discuss the forces that enable these things to move or work. Answers to Student Book Questions 1. Los diagramas amplían el texto a través del uso de ilustraciones y rótulos. 2. La gravedad jala los objetos hacia abajo y evita que se alejen flotando de la superficie de la Tierra. 3. Las respuestas variarán pero pueden incluir: Béisbol, baloncesto, patinaje y saltar a la cuerda. 4. La autora escribió este libro para explicar cómo usamos fuerzas y máquinas simples en las áreas de recreo. 5. Las respuestas variarán.

5 3 Learn Through the Text SCIENCE: Friction Use Ciencia en las áreas de recreo to reinforce your teaching about how friction affects movement. Help students investigate friction. Have them rub their hands together for about thirty seconds. Then ask what they observed. (Their hands got warmer.) Tell students that the heat was caused by friction. Explain that friction causes a force between two moving objects. This force often keeps objects from moving as freely. Have students tie a heavy string or ribbon around a book. First, have students pull the string to move the book across a smooth surface, such as a desk. Then, have them repeat the procedure with a rough surface, such as a piece of sandpaper. Ask students if it was easier to pull the book on the rough or smooth surface. (smooth surface) Have students tell which surface causes more friction. (rough surface) COMPREHENSION: Identify Cause and Effect Review the meaning of cause and effect by sharing the following: A cause makes something happen. An effect is what happens. Draw the cause-and-effect chart shown below on the chalkboard. Then direct students attention to the photograph on page 4. Guide them to recognize that the child s kick to the ball is the cause of the ball s movement. The ball moving through the air is the effect of that kick. Tell students that they will see other examples of cause and effect pictured throughout the book. Have them draw their own cause-and-effect charts. Encourage them to use their graphics to describe these causes and effects. Causa La pelota es pateada. Efecto La pelota se mueve por el aire. WRITING Write an Informational Text Have students use what they have learned about informational text to describe forces and their effects in another playground or classroom activity. Help students brainstorm activities that illustrate some of the forces described in the book. For example, point out how they can see the effects of these same forces when they play baseball, or even close a door. Tell students to choose an activity and answer these questions about it in their writing. Qué movimiento ves en esta actividad? Cómo sabes que se usa fuerza? Qué produce la fuerza? Qué efectos de la fuerza puedes ver? Encourage students to review the explanations in Ciencia en las áreas de recreo or look through their science textbooks to help them draw conclusions about how forces are used in their activities. Have students use idea webs to write their rough drafts. As students reread and revise their drafts, encourage them to add words that signal cause and effect, such as porque, si, pues, como resultado, por lo tanto, and esto conduce a. Suggest that they include labeled diagrams in their reports to illustrate the activities and the forces involved. Invite students to explain to a partner how the activity in their report demonstrates forces and their effects.

6 Ciencia en las áreas de recreo Organizador gráfico Nombre Escribe la causa del movimiento para cada actividad en los recuadros de arriba y los efectos en los recuadros de abajo. Hacer moverse un subibaja Hacer mecerse un columpio Hacer moverse una bicicleta Copyright 2006 by Pearson Education, Inc., publishing as Celebration Press, an imprint of Pearson Learning Group, 299 Jefferson Road, Parsippany, NJ All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher, except for the Reproducible Graphic Organizer, which may be reproduced for classroom use only. For information regarding permission(s), write to Rights and Permissions Department. Lexile is a U.S. registered trademark of MetaMetrics, Inc. All rights reserved