Tải bản đầy đủ

Big science 1 teachers book

SCIENCE

A01_BS_TB_01GLB_4368_TTL.indd 1

1

25/04/2016 11:50


Pearson Education Limited
Edinburgh Gate
Harlow
Essex CM20 2JE
England
and Associated Companies throughout the world.
www.pearsonelt.com
© Pearson Education Limited 2016
All rights reserved; no part of this publication may be reproduced, stored in
a retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise without the prior written
permission of the Publishers.

First published 2016
ISBN: 978-1-2921-4436-8
Set in Futura LT Pro, Feltpen Com, Bauhaus Std, ITC Benguiat Gothic Std,
ITC Zapf Dingbats Std
Printed in China
Authorized Adaptation from the U.S. English language edition, entitled Interactive
Science, Copyright © 2012 by Pearson Education, Inc. or its affiliates. Used by
permission. All Rights Reserved.
Pearson and Scott Foresman are trademarks, in the US and/or other countries, of
Pearson Education, Inc. or its affiliates.
This publication is protected by copyright, and prior to any prohibited
reproduction, storage in a retrieval system, or transmission in any form or by any
means, electronic, mechanical, photocopying, recording or likewise, permission
should be obtained from International Rights Sales, 221 River Street, Hoboken, NJ
07030 U.S.A.
This book is authorized for sale worldwide.
Acknowledgments
Picture Credits
The publisher would like to thank the following for their kind permission to
reproduce their photographs:
(Key: b-bottom; c-center; l-left; r-right; t-top)
Student’s Book: 123RF.com: 6tl, 10bl, 11tr, 13bl, 17t, 17b, 18tl, 27tc, 28tl, 28cl,
28bl, 30tc, 30cr, 31tr, 33c (left), 33cr, 33bc, 34l, 34c, 34r, 39 (cat), 39 (sandwich),
40tr, 40bl, 48c, 51tl, 51bl, 53l, 54b, 55tr, 55br, 57tl, 57tr, 58t, 59br, 60l, 60b,
61cr, 63c, 64tl, 64c (left), 64cl, 65tc (left), 65tc (right), 65cl, 67tl, 68l, 71tl, 75tl,
77tl, 77tc, 77tr, 77bl, 78tl, 78bl, 79bl, 79br, 80tl (right), 80bl (right), 80bc (left),
80bc (right), 81tl, 81tc, 81tr, 81bc, 82tc, 82bl, 83t, 83br, 84tl, 84c, 84bl, 85tr, 88tc,
88bl, 89t, 90t, 92t, 92cl, 96cr (bottom), 99bl, 99br, 107tr, 108br, 109c (bottom),
alekleks 97cr, Scott Betts 55tl, 63t, Sergiy Bykhunenko 53c, fckncg 100c (right), Mike
Flippo 100c, ftlaudgirl 104cr, Eric Isselee 66bc, jirkaejc 58r, Vladimir Kramin 100c
(left), Vera Kuttelvaserova Stuchelova 102t, Pavel Losevsky 53cl, Lucian Milasan 64cr,
Janunya Napapong 109tc, nito500 62cl, Rafał Olechowski 53r, Thomas Pajot 87br,
Dario Lo Presti 56tr, Harris Shiffman 52t, Ljupco Smokovski 105/1, Stanimir Stoev
7c (bottom), 13tl, Maksym Topchii 53cr; Alamy Images: TongRo Image Stock 106br;
Fotolia.com: anake 67b, Steve Byland, Jacek Chabraszewski 103b, dearzkung 76t,
dennisjacobsen 29br, donvanstaden 29bl, famveldman 29t, gilmart 94cl, Gray
Wall Studio 67tc, 71tc (right), iofoto 6tc, jolopes 39tl, katyspichal 105tc, Ivan Kmit
35bl, 37cl, Konstiantyn 101bl, Brian Kuns 28br, Konstantinos Moraiti 31b, neirfy,
Sergey Novikov 111b, Popova Olga 96c, Paul Prescott 105tr, 107bl, pressmaster
25c, PRILL Mediendesign 108tc, 109bc, ra3rn 93tr, Sasajo 80tc (right), scabrn


42t, snaptitude 61tl, Swapan 80tr (right), Szasz-Fabian Jozsef 105/2, V&P Photo
Studio 25l, 27tr, WavebreakmediaMicro 27br, 30cl, 39cr, winston 91br, Vladimir
Wrangel 18tr, yvdavid 91tl, Tetiana Zbrodko 35cl, 36tr, Mara Zemgaliete 28cr, 33cl;
Imagemore Co., Ltd: 4tc, 9tc (left), 23bl, 33tr, 89r; Imagestate Media: John Foxx
Collection 5bc, 69l, 81cl, 107cl; MIXA Co., Ltd: 72tl; Pearson Education Ltd: Studio
8 76b, Pearson Education, Inc. 91bl, Sian Bradfield. Pearson Education Australia
Pty Ltd 27tl, Tudor Photography 85c, 89br, Jules Selmes 59tr, Rafal Trubisz 105b,
Jesus Ismael Vazquez Sanchez 24r; SF Glenview Photo Studio: 14, 26, 50, 74,
86, 98, 110b; Shutterstock.com: 3445128471 9b, 13tr, 4Max 78 (spoon), Africa
Studio 4c (left), 52 (ear), AJE 93br, aldegonde 56bl, 80tl (left), Ermolaev Alexander
81bl, AlexAvich 85bl, Hintau Aliaksei 7cl (top), 66br, AM-STUDiO 52bc (left), 61cl,
Volnukhin Anatoly 37cr, Andresr 42c, Andy Dean Photography 106tr, Andy-pix
105/3, Venus Angel 80br (left), 82tr, arek_malang 56cr, 77br, arka38 28bc, 35br,
40c, Noam Armonn 99bc, 107c (left), artjazz 58br, aza_za 94tc, B747 71br,
Paul Banton 54bc, Joe Belanger 56tl, Henk Bentlage 61bl, Stephane Bidouze 7cr,
bikeriderlondon 92c, Ruth Black 80tr (left), Bloom Design 87bl, BlueOrange Studio
73b, Ekaterina V. Borisova 65c, BortN66 106cl, Steve Byland 31tl, 38cr, Rob Byron
52bl, 57cr, Cameramannz 41bl, Rich Carey 5bl, carroteater 16tl, Marek Cech 95tr,
Diego Cervo 105c, Sam Chadwick 106cr, Hung Chung Chih 30b, clearimages
58c, Cococinema 85tl, Matthew Cole 62, 78cl, 100bl, 108t, 108bl, 109t, Coprid

52bc (right), 78 (jug), 88tl, 94c, Paul Cotney 7bc, 13cl, Creative Travel Projects
51br, David Crockett 56cl, cynoclub 57br, 65bc, danielo 64c (right), Francesco De
Marco 85br, Michiel de Wit 44cr, 45cl, DenisDV 56br, Dinga 88cl, Le Do 6cr (top),
dotshock 76l, Denis Dryashkin 109c (top), Jaimie Duplass 42b, Lane V. Erickson
42cr, Richard Evans 48l, 51tr, David Evison 80br (right), 82br, Melinda Fawver
44tr, 55bc, 87bc (left), Germany Feng 87t, George Filyagin 97b, 110c, Bill Florence
36bc, Svetlana Foote 97tl, fotohunter 47b, Fotokostic 100tl, 100tr, 100br, 101cr, G.
K. 70t, Gelpi JM 36br, Deyan Georgiev 92b, Gladskikh Tatiana 78cr, godrick 67tr,
Warren Goldswain 104cl, gorillaimages 92cr, Andrii Gorulko 82bc, Joe Gough
58bl, Grebnev 27bc, Guzel Studio 101t, Gyvafoto 57bc, HABRDA 70bl, Harper
3D 62br, Mat Hayward 19tr, 60cl, Ramona Heim 7tl, Brent Hofacker 22cl (bottom),
Jiang Hongyan 9tr, 22br, 57bl, Anna Hoychuk 88bc (left), Hurst Photo 18br, 24l,
Rob Hyrons 23tr, Peter Igel 72bl, Aleksandra Imanutinova 23tc, iofoto 106tl, Ionia
96cr (top), ISchmidt 104tr, Eric Isselee 7cl (bottom), 8bl, 32l, 32r, 40tl, 40cl, 40cr,
41br, 44tl, 45r, 55bl, 65bl, 80bl (left), Jack.Q 89c, Boumen Japet 16br, johnfoto18
96bl, joppo 83bl, Szasz-Fabian Jozsef 64br, jps 10br, 41tr, Kachalkina Veronika
105/4, Alex Kalashnikov 83bc, Stepan Kapl 57cl, kavram 68c, kavring 84tr, Brian
Kinney 100cr, 107cr, Kjuuurs 6br, Alex Emanuel Koch 37tr, Ruslan Kokarev 69r,
Konstanttin 72tr, koosen 39 (water), 94tr, Eduard Kyslynskyy, Kzenon 60cr, Laborant
88tr, Erik Lam 56bc, Lucie Lang 22bl, Katrina Leigh 94b, Lindasj22 39 (house),
Jim Lopes 70br, magicoven 23tl, 81c, marcioalves 76c, mariait 28tr, Rob Marmion
11bl, Jan Martin Will 38bl, Mircea Maties 108bc, 109b, Marco Mayer 57tc (left),
Mazzzur 40bc, 48r, Mega Pixel 4tl, 9tl, Aleksandar Mijatovic 4tr, Stuart Miles 87bc
(right), mimo 63b, MNStudio 71bl, Steve Mollin 95bl, 99tr, Monkey Business Images
27bl, 106bl, Morgan Lane Photography 61br, motorolka 96br, Andrii Muzyka
65tl, Natalia61 94cr, Natursports 10t, 11tc, NIK 100cl, nikshor 22bc, Nordling
78tr, Martin Novak 40br, Olga_Phoenix 58bc, Tyler Olson 5tr, 107tc, Chepurnova
Oxana 18bc, paffy 4br, 84br, Damian Palus 41tl, 66bl, panbazil 103t, 111t, Ildi
Papp 8cr, 9tc (right), Anita Patterson Peppers 7tr, paulaphoto 60r, Pavel L Photo and
Video 73t, Siamionau Pavel 52cr, 96tr, pbombaert 4cl, 52 (eye), pedrosala 54tc,
M. Pellinni 64bl, 68r, Catalin Petolea 61tc, Dasha Petrenko 54t, 75br, photomaster
43bc, 43br, photosync 18bl, Picsfive 38tl (top), 43bl, 50tl, 110t, picturepartners
102b, 106bc, 107br, Pikoso.kz 64tr, 66tr, 75tr, Olga Polyakova 61tr, Leigh Prather
65br, Pressmaster 7br, 15t, 16bl, 79tc, Procy 69c, Inara Prusakova 90r, 99tl, Denys
Prykhodov 4c (right), 52 (hand), Zeljko Radojko 39b, 47t, reptiles4all 6cr (bottom),
33br, Fesus Robert 39tr, Rossario 93b, Federico Rostagno 79tr, s-ts 88bc (right),
Artem Samokhvalov 11br, Ed Samuel 88br, schankz 4c, 4cr, 52 (nose), 52 (tongue),
Ken Schulze 101br, Daniel Schweinert 81cr, Ilin Sergey 13b, Saied Shahin Kiya
43tr, shnjr52 79tl, Roman Sigaev 95cr, Dr Ajay Kumar Singh 4bl, KC Slagle 99cr,
somchaij 80tc (left), 82tl, SOMMAI 8tr, Alex Staroseltsev 91tr, studioVin 22tl, 38tl
(bottom), 108cr, Lisa A. Svara 38cl, Bayanova Svetlana 35cr, Taiga 6tr, tanuha2001
44br, Tatiana53 36bl, 37bl, tentor 57tc (right), Thaiview 81br, Anatoly Tiplyashin
36cr, 38br, Tomsickova Tatyana 104bl, topseller 96cl, tratong 89bl, Triff 57c, 71tc
(left), Suzanne Tucker 7tc, Lisa Turay 52br, Pamela Uyttendaele 23bc, Valio 71tr,
Iakobchuk Viacheslav 20, Dmytro Vietrov 18tc, VikaRayu 88cr, vilax 35t, visionaryft
59bc, VR Photos 7bl, 11tl, 33bl, warayut 65tr, wavebreakmedia 5br, xpixel 4bc,
4bc (left), 7c (top), 8cl, 8br, 32c, 33c (right), 44c, 45l, Pan Xunbin 44l, 45cr, Wong
Sze Yuen 42cl, Serg Zastavkin 72br, Zerbor 37c, Zurijeta 12, 15b, Zush 19bl,
Zvyagintsev Sergey 22cl (top); Sozaijiten: 96bc, 107c (right); www.imagesource.
com: 25r, 29c, 59bl
Flash Cards: alekleks, Sergiy Bykhunenko, Pavel Losevsky, Rafał Olechowski,
Maksym Topchii; Fotolia.com: forcdan, Paul Prescott, winston; Imagestate Media:
John Foxx Collection; Pearson Education Ltd: Lord and Leverett; Shutterstock.
com: 3445128471, Africa Studio, Noam Armonn, auremar, Sascha Burkard,
CandyBox Images, Eldad Carin, Jacek Chabraszewski, Cococinema, Matthew
Cole, Peter Dankov, djgis, ekawatchaow, Svetlana Foote, fotohunter, Fotokostic,
Frontpage, G. K., Gladskikh Tatiana, Guzel Studio, HABRDA, Mat Hayward,
Jiang Hongyan, Rob Hyrons, Aleksandra Imanutinova, ISchmidt, Eric Isselee,
Jack.Q, Rene Jansa, joppo, Cathy Keifer, Kzenon, Laborant, leolintang, Jim Lopes,
magicoven, marcioalves, Edcel Mayo, nexus 7, nikshor, Tyler Olson, Chepurnova
Oxana, pbombaert, Catalin Petolea, photomaster, picturepartners, Olga
Polyakova, Potapov Alexander, Leigh Prather, Pressmaster, Procy, Inara Prusakova,
Denys Prykhodov, Samuel Borges Photography, schankz, Saied Shahin Kiya,
Shutterschock, Roman Sigaev, somchaij, StevenRussellSmithPhotos, Sam Strickler,
Vilor, Bogdan Wankowicz, Zush
All other images © Pearson Education
Every effort has been made to trace the copyright holders, and we apologize
in advance for any unintentional omissions. We would be pleased to insert the
appropriate acknowledgment in any subsequent edition of this publication.
Science Consultant
Mark Sander
Illustrated by
Ismael Vazquez 19c, 21c; Marcela Gómez Ruenes Worksheets (Unit 8 origami
frog, snowflake)
Cover images: Front: Shutterstock.com: Eduard Kyslynskyy l, Valua Vitaly r; Back:
Fotolia.com: Steve Byland r, neirfy l; Shutterstock.com: Taiga c

ii 

A02_BS_TB_01GLB_4368_FM.indd 2

25/04/2016 09:49


Contents
Unit

1

The Nature of Science
What is science?
Let's Investigate! Lab • How do things look?

Unit

2

Solve Problems

3

Living and Nonliving Things

4

Plants and Animals

5

Body and Senses

6

Earth and Sky

7

Objects

8

Matter and Mixtures

9

T50
T51e
T62
T63e
T74
T75e
T86
T87e

What are matter and mixtures?
Let's Investigate! Lab • What is in a mixture?

Unit

T39e

What are objects like?
Let's Investigate! Lab • Which object is heavier?

Unit

T38

What are Earth and the sky like?
Let's Investigate! Lab • What do the day and night skies look like

Unit

T27e

What am I like?
Let's Investigate! Lab • How many points can you feel?

Unit

T26

How do living things change as they grow?
Let's Investigate! Lab • How does a butterfly change?

Unit

T15e

What can you say about living things?
Let's Investigate! Lab • How are animal and plants different?

Unit

T14

How can you solve problems?
Let's Investigate! Lab • How can you lift heavy things?

Unit

T2

Motion

T98
T99e

What are position and motion?
Let's Investigate! Lab • How can you move the car?

T110

iii

A02_BS_TB_01GLB_4368_FM.indd 3

25/04/2016 09:49


iv 

A02_BS_TB_01GLB_4368_FM.indd 4

25/04/2016 09:49


The Series
CONTENT

AND

LANGUAGE INTEGRATED LEARNING (CLIL)

Increasingly, students around the world who don’t speak
English at home are learning content subjects such as
science through the medium of English, meaning that English
language learning is taking place at the same time as the
learning of content.

Benefits include:
• exposure to and acquisition of English language in
context, encouraging a more natural language learning
process
• meaningful use of the English language, with students
motivated to use English to find out more about real-world
topics that interest them
• increased English fluency through using the language for
a variety of purposes and in a number of different ways
• faster and higher-level development of skillswork,
especially reading and writing
• preparation for future studies and the international
workplace.
Varied support for English language learners is provided
throughout the teaching notes, including additional
background information, suggestions for suitable languagelearning activities, as well as strategies and techniques for
developing skillswork.

USING

THE MATERIALS

Teaching and learning situations can differ widely, and, with
this in mind, the series has been devised to allow teachers
the flexibility to customize according to their requirements.
Following a modular approach, each lesson can work as
a self-standing unit of content, and teachers can pick and
choose to fulfill their own curriculums. Fast-track routes
can be followed in situations where less time is allocated
for the teaching of primary science through English. More
information about fast-track routes can be found online.
In addition to the wide range of reinforcement and extension
activities provided through the ActiveTeach, an optional
Workbook is also available. The Workbook has been
especially tailored for the requirements of English language
learners and provides:
• activities relating to each lesson’s key vocabulary and
concepts
• targeted practice of already known grammar
• comprehensive development of science-related reading
and writing skills
• a progression through receptive understanding to
productive ability
• an emphasis on real-world application and students’ own
experience.

The Series v

A02_BS_TB_01GLB_4368_FM.indd 5

25/04/2016 09:49


Series Components
Student’s Book
The Solar System

Unit

6

Start examining the Big Question.

1

What are the
sun, moon, and
planets like?

Look and complete the
label for
each picture.

I will learn

Define learning goals for the unit.

• whatthesunisandw

hy
weneedit.
• whatstarsareandw
hat
themoonislike.
• whatobjectsmakeu
pthe
solarsystem.

mn

paets

sn

strs

2
3

What can you see in the
night sky? As a class, mak
e a list.
Why do we need the sun?
With a partner, give three
reasons.

Activate previous knowledge
and introduce the topic.

ThiTnhkin
!k!
Why are some
stars brighter
than others?

Engage critical thinking and
begin to unfold the Big Question.

ds of skills
Lesson 1 . What kin
do scientists use?
1

Read and complete the

statements.

64 Unit 6

Bring science to life with clearly
defined questions, real-world contents,
and scientific facts.

Key Words

• observe
• senses
ict
• experiment • pred
• results

n
Different Ways to Lear
use their senses.
world around them. They
Scientists learn about the
again
carry out experiments
They
.
learn
to
nts
Scientists do experime
same results.
the
get
they
sure
and again to make
other, “How do you
other, too. They ask each
Scientists learn from each
how they know.
give answers. They tell
They
.
learn
they
what
know?” and share
r senses
experiments each othe

Scientists carry out

2

Scientists use their
.

Scientists learn from
.

Read and

their answers.
match the questions with

at
1. Why do scientists repe
their experiments?
2. Why do scientists
use their senses?
3. Why do scientists
share what they learn?

Learn key words through texts
and definitions in a glossary at
the end of each Student’s Book.

.

Let’s Investigate!
use?
What skills do scientists

Materials

To help answer each
other’s questions.
To make sure the
results are the same.

2 plastic cups
with water

To learn about the
world around them.
Let’s Explore! Lab

Experiment in class or online;
recording observations in
Student’s Books gives a sense
of ownership. Expand thinking
with Activity Cards on the
ActiveTeach.

Unit 1 5

1/7/16 2:56 PM
U01.indd 5

spoon

2 ice cubes
timer

one plastic cup and
1. Write salt water on
r, using a marker.
plain water on the othe
the salt cup.
into
salt
of
nful
spoo
2. Stir 1
cup. Start the timer.
3. Put 1 ice cube in each
the first ice cube
4. Check the timer when
in the table.
melts. Record your data
the second ice cube
5. Check the timer when
.
melts. Record your data

salt

Ice Cube Data

NC_SB_03GLB_4757_

M01_SHAKE-UP-SCIE

Think, read, and write
like a scientist to make
learning personal, relevant,
and engaging. Explicit
instruction brings science
concepts to life.

tes)
Time to Melt (minu

Link to digital activities
to explore topics before
reading.

Plain water
Salt water

salt water

14 Unit 1

plain water

Let’s Investigate! Lab
1/7/16 2:56 PM
U01.indd 14

NC_SB_03GLB_4757_

M01_SHAKE-UP-SCIE

vi

Series Components

A02_BS_TB_01GLB_4368_FM.indd 6

25/04/2016 09:49


5

. Match the objects with
6 Look at the pictures

Read, look, and match

Recycle

the materials.

each item to its recycling

bin.

Peoplecanrecycle.Rec
yclemeanstochangesome
thingsoitcanbeused
again.Paper,plastic,m
etal,andglasscanber
ecycled.

7 What objects are

made of plastic?
Say as a class.

each object is made of.

Do quick activities
in the classroom.

e).
8 Circle T (true) or F (fals

Say as a class.
a) Windows are usually
made of metal.
b) You can feel if things

T/F

With a partner, circle the
parts of the
toys that use recycled mate
rials.

Look around the
classroom. Find one
object made of wood.
Find one object made
of metal. Find one
object made of plastic.

T/F

are rough.
c) You can hear how
some objects sound.

6

T/F

Lesson 1 Check

Think of an item you
normally throw in the
trash or recycle. Design
something new you can
make from it and draw
a
plan in your notebook.

Unit 7 79

Unit 5 59
04/02/16 22:44
U07.indd 79

GLB_4696_
E-UP-SCIENC_SB_01

M07_SHAK

Introduce or review
lesson concepts.

Provoke thought about
how to protect Earth.

Review the main points of
each lesson before taking
the Got it? Quiz.

Do fun experiments
with the family.

Unit 6

Review
a bean
6 Read. Draw a bean,

What are the sun,
moon, and planets
like?

Lesson 1

bean
seedling, and an adult
plant. Show and tell.

Bean Plants
a seed.
A bean plant starts as
ling.
A bean grows into a seed
n plant.
Then it grows into a bea
seeds. The
An adult bean plant has
ts.
plan
n
bea
new
grow into

What is the sun?
1 Look and circle the

Does it have seeds?
Get your favorite fruit.
Ask an adult to cut it in
s?
half. Does it have seed
Draw what you find.

sun’s position in the sky

at sunrise.

bean seeds can
Lesson 2

What are the moon
and stars?
2 Circle the name give
n to a group
of stars that form a patte
rn.
a)crater
c)constellation
b)suns
d)phase
Lesson 3

What is the solar syst
em?
3 Circle the planet with
the
fastest orbit around the
sun.

ng
animal. Draw it as a you
7 Think of a plant or
w and tell.
Draw it as an adult. Sho
plant or animal.
animal change?
How does the plant or
Lesson 3 Check

Got it?

60-Second Video

Unit 4 49

04/02/16 22:26

Unit 6 75

U04.indd 49

NC_SB_01GLB_4696_

M04_SHAKE-UP-SCIE

Assess progress at the end
of each lesson.

Review each unit quickly
and concisely.

Series Components

A02_BS_TB_01GLB_4368_FM.indd 7

vii

25/04/2016 09:49


Series Components
Teacher’s Book
Follow the 5-E
methodology (pages
xii–xiii) across each
level’s activities.

3 Plants and Animals
Unit

How do plants and
animals live in their
habitats?

E BIG
TH

Activity

Lesson Plan
Unit Opener & Lesson 1 What are some parts of animals?
Activity

Pages

Time

Engage

• Unit Opener: Think! How is a giraffe like a zebra?
• Unit Opener: Identify plant and animal habitats.
• Unit Opener: Contemplate plant and animal needs.
• Think! What is the best way for animals to protect themselves?

SB p. 28
SB p. 28
SB p. 28
TB p. 30

5 min
10 min
10 min
5 min

Explore

• Digital Lab: How do ears compare? (ActiveTeach)

TB p. 29

15 min

Explain

• Animal needs and body parts
• How animals stay safe
• Got it? 60-Second Video (ActiveTeach)

SB p. 29
SB p. 30–31
TB p. 31

Explore

• Digital Lab: Where can plants live? (ActiveTeach)

TB p. 35

20 min

Explain

• Habitats
• Oceans and deserts
• Wetlands and rain forests
• Got it? 60-Second Video (ActiveTeach)

SB p. 35
SB p. 36
SB p. 37
TB p. 37

20 min
20 min
20 min
20 min

TB p. 35
TB p. 36
TB p. 37

15 min
20 min
30 min

10 min
40 min
5 min

Evaluate

TB p. 39a
TB p. 37
SB p. 39
TB p. 39b
TB p. 39c

10
10
10
10
10

Lab

TB p. 38

30 min

SB p. 29
TB p. 30
TB p. 31

20 min
20 min
15 min

Evaluate

TB p. 39a
TB p. 31
SB p. 39
TB p. 39b
TB p. 39c

10
10
10
10
10

min
min
min
min
min

Lesson 3 Check (ActiveTeach)
Assessment for Learning
Review (Lesson 3)
Got it? Self Assessment (ActiveTeach)
Got it? Quiz (ActiveTeach)

• Let’s Investigate! How does water affect plant growth?

Flash Cards
beak

spikes

stem

roots

seed

• Think! What is the best habitat for a plant that needs a lot of water?
• Think! What happens if you put a plant in a dark closet for a week?
• Think! How do cones protect seeds?

TB p. 32
SB p. 33
TB p. 34

10 min
10 min
10 min

Explore

• Digital Activity: Did You Know: Lithops (ActiveTeach)

TB p. 32

20 min

Explain

• What plants need
• Parts of plants
• Seed plants
• Got it? 60-Second Video (ActiveTeach)

SB p. 32
SB p. 33
SB p. 34
TB p. 34

20 min
20 min
20 min
5 min

Elaborate

• Playing Plants
• Go Green: Composting
• Eating Plant Parts

TB p. 33
TB p. 33
TB p. 34

15 min
30 min
20 min

Evaluate







TB p. 39a
TB p. 34
SB p. 39
TB p. 39b
TB p. 39c

10
10
10
10
10

Lesson 2 Check (ActiveTeach)
Assessment for Learning
Review (Lesson 2)
Got it? Self Assessment (ActiveTeach)
Got it? Quiz (ActiveTeach)

Key Words

ELL Support

beak, camouflage,
claws, spikes,
horns, poison

Vocabulary: habitats and
descriptors: ocean, forest, wetland,
desert, hot, cold, wet, dry, cool,
shady, moist, humid, etc.
Vocabulary: animals: alligator,
deer, giraffe, zebra, chipmunk,
whale, pelican, woodpecker,
robin, earthworm, crab spider,
horned lizard, lionfish, pill bug,
coral snake, arctic fox

Time

Engage

min
min
min
min
min

Select Flash Cards for
use during the lessons.

Lesson 1

camouflage

Lesson 2 What are the parts of plants?
Pages

10 min

• Places for Plants and Animals
• Habitats
• Habitat Posters

• Flash Lab: Animal Needs
• Defense Mechanisms
• My Favorite Defense

Activity

Time

TB p. 36













Lesson 1 Check (ActiveTeach)
Assessment for Learning
Review (Lesson 1)
Got it? Self Assessment (ActiveTeach)
Got it? Quiz (ActiveTeach)

Pages

• Think! How do people adapt to their habitats?

Elaborate

Elaborate

Plan your lessons by
selecting the activities
that best suit your
classroom needs, with
an estimated time for
each activity.

Lesson 3 Where do plants and animals live?

Engage

Lesson 2
Key Words

min
min
min
min
min

cone

desert

hump

ELL Support

nutrients, roots, soil, Quantifiers: some, many, most
stem, seeds, cone
Vocabulary: plants: water lily,
cactus, rose, bulrushes, daisies,
tulips, daffodils, pansies, hibiscus;
vegetables
Lesson 3
Key Words

ELL Support

habitat, stalk, hump Vocabulary: habitats, adjectives

T27e Unit 3 • Unit Overview • Lesson Plan

1/27/16 9:36 PM

Plants and

Unit

Refer to objectives,
vocabulary, and
learning resources.

3 Animals

Unit Objectives

learn about animals’ needs
Lesson 1: Students will
body parts help them meet
and identify how different
their needs.
learn about plants’ needs
Lesson 2: Students will
of seed plants.
parts
different
and identify
learn about habitats and
Lesson 3: Students will
live in habitats that meet
how plants and animals
their needs.

3



ocean

plants.
animals
• that plants and
live in habitats that meet
their needs.

4

wetland

desert
2

3

1

4

what animals need and
how they use their body
parts to meet their needs.
the different parts of seed

3

2

forest

deer

alligator

1/27/16 9:36 PM

View the annotated
Student’s Book page
for reference.

I will learn



desert
ocean wetland forest

1

coral

cactus

three words
2 With a partner, think of
that describe each habitat.
plants need?
3 What do all animals and
Talk as a class.

Think !

Introduce the
Big Question

How is a giraffe like a zebra?
28 Unit 3

(Answer: The ocean.) The
Where does (coral) live?
Have students label the
ocean is coral’s habitat.
ly.
the animals according
habitats and then match
Check answers as a class.
that
think of three words
2 With a partner,
describe each habitat.
them to think of three words
Pair students and invite
What is a forest like?
to describe each habitat.
green, and shady.)
(Possible answer: It’s cool,
(Possible answers:
What is it like in the ocean?
students and provide
Prompt
dark)
cold,
wet, salty,
from
needed. Elicit answers
vocabulary support as
the class.
volunteers to share with
and plants need. Talk
3 What do all animals
about as a class.
e to elicit what plants and
Call on prior knowledg
answers: sun, water, food,
animals need. (Possible
of food can a fish get in
a place to live) What kind
sea plants, other fish)
the ocean? (Possible answers:

Build Background
plants and
on the board: How do
Write the following text
with
Go over the vocabulary
animals live in their habitats?
page. Think
know the words on the
students to ensure they
live? Is it
What is it like where you
about where you live?
habitat.
their
is
live
living things
(hot and dry)? Where

Engage

T hi nk !
zebra?
How is a giraffe like a
and then
question aloud as a class
Have students read the
answers: They both drink
brainstorm answers. (Possible
both
They both eat plants. They
milk when they’re babies.
live in
students that they both
live on land.) Explain to
food.
for
plants
grasslands and eat

t
ELL Vocabulary Suppor

e words. What is the
Review or teach descriptiv
or dry?
it hot or cold? Is it wet
weather like today? Is
e
or pre-teach descriptiv
Is it cloudy or sunny? Review
shady, moist, and humid.
words for exercise 1, like

Lesson 3

How do scientists colle
ct
and share data?

Ask
is a giraffe like a zebra?
Revisit the question: How
(Possible
is different from a zebra.
students how a giraffe
Zebras
stripes. Giraffes have spots.
answers: Zebras have
live in the
possible, elicit that they
have shorter necks.) If
from tall trees, and
leaves
eat
giraffes
same habitat, but
so they
Giraffes have long necks,
zebras eat mostly grass.
long necks.
trees. Zebras don’t need
can eat leaves from tall

habitats. Then number
Look and label the
to match.
the animals and plants
in the instruction. Use
Point out the word habitat
names of the animals on
the
elicit
to
the photos
to elicit the habitats.
the page. Then ask questions

U

E BIG
TH

M03_SHAKE-UP-SCIENC_TB

• This video is about recording
and sharing data.
• Show the Digital Lab.
What are some advantag
es
of using tally marks instead
of numbers? (Possible
answers: It can be more
correct because you use
one
mark per cup. It might
help you avoid skipping
a cup.)
• How does recording
the number help you compare
stacks? (Possible answer:
It helps because we can
see the number of stacks
for the whole class.)
• Have students complete
the Activity Card and check
their answers in small
groups or pairs. Provide
support as needed.

Explain
1

Let’s Investigate!

Extend the scientific
concepts through
further activities that
can be done in class
or virtually.

and
about the kinds of land
In this unit, students learn
and how people can protect
water that make up Earth
pollution
will investigate how some
them. In this lab, they
can be filtered out of water.

How can “polluted” water
be cleaned?

“polluted” water
(prepared
by teacher)

How can “polluted”
water be cleaned?
filtered.
polluted water can be
Objective: Learn how
per small group of
Materials: 1 set of materials
cups, 1 soda bottle cut
students: 3 (recycled) plastic
bag
basket coffee filter, small
in half, 1 hand lens, 1

tap water
timer or
stopwatch
hand lens

Let’s Investigate! Lab

of dirt, water
Investigate! Digital Lab,
Digital Resources: Let’s
Card (1 per group), Flash
Let’s Investigate! Activity
Card (pollution)
Prepare “polluted” water
Advance Preparation:
by mixing dirt into water.
small groups and
• Divide the class into
students partially fill
distribute materials. Have
with water. Have them
one of their plastic cups
“polluted” water you
fill the other cup with the
them put the top half
prepared earlier. Have
into the bottom
down
of the soda bottle upside
lter inside the top.
half and fit the coffee fi
Flash Card. Water can
• Display the pollution
We’re going to see
get very dirty and polluted.
how we can make it cleaner.
the clean water with a
• Have students observe
the “polluted” water
hand lens. They then stir
note the differences.
and observe it. Have them
observe and
students
have
minutes,
• After 5
of the “polluted”
record their observations
through the filter, being
water and then pour it
much dirt. They then
careful not to pour in too
third plastic cup
the
into
water
pour the filtered
and observe it.
the cups of clean and
• Have groups compare
the Activity Card.
filtered water and fill out
d that merely filtering
• Ensure students understan
it safe to drink.
dirty water does not make
Option: Show the Let’s
Teacher Time-Saving
handsas an alternative to the
Investigate! Digital Lab
use the results in the
students
have
and
activity
on lab
the Activity Card.
digital lab to complete

tape

Observe the
1. Stir the “polluted” water.
water with the
polluted water and tap
observations.
hand lens. Record your
your observations of
2. Wait 5 minutes. Record
the polluted water.
the filter.
through
3. Pour the polluted water
Do not pour out the mud.
into the cup. Observe
4. Pour the filtered water
and record your observations.

Type of Water

“Polluted” Water
filter assembly
(prepared
by teacher)

spoon

It is clear.
A lot of dirt is at the
bottom. It is less
cloudy at the top.
It is clear like the
tap water.

Let’s Investigate! Lab

an Animal Refuge
Helping Habitats: Design
Materials: drawing materials
an endangered or at risk
Have small groups select
te animals
appropria
choose
animal. Help groups
under threat include
as needed. (Some animals
bees, bats, frogs, and
snow leopards, sea turtles,

pandas.)
animal and its habitat
Have groups look up their
Internet to find out what
in print books or on the
factors, like deforestation,
kinds of pollution or other
or its environment. Have
are harming that animal
they
animal needs and how
them discuss what their
should think about what
would protect it. Groups
lives in (ocean, forest,
kind of habitat the animal
elements the refuge needs
wet, dry, etc.) and what
trees, caves, particular
to provide (shade, water,
as
support
and provide
types of food, etc.). Monitor
needed.
groups illustrate their refuge.
After their discussion,
to the class.
designs
their
present
Have groups
a
why the animal needs
Groups should explain
their design protects the
refuge and describe how
.
work around the classroom
animal. Display students’

O
NL B CK
E
TH

IG

Unit 1 11

Read and circle T (true)
or F (false).
Have students read and
answer the questions.
Check answers as a class.

Look at the picture
and circle one thing
you
can conclude about
the rocks.
Have students circle the
answer and ask volunteer
s
to explain. How did you
come to that conclusio
n?

Elaborate

Favorite Pets
Draw on the board a chart
like the one shown below.
Have students copy it in
their notebooks. Then take
a poll
on students’ favorite pets.
(Each student gets one
vote.)
Have students enter tallies
and total them. What
is the
favorite pet in the class?

Cats

Favorite Pets

Dogs

Fish

Total
5
4
2
10

11
1/27/16 9:33 PM

Explore more ideas
relating to the
unit topic through
additional creative
activities.

tion
Unlock the Big Ques
U

2

3

Reinforce
understanding of the
scientific concepts
through core content
and activities.

Observations

Polluted Water
(After 5 Minutes)
Filtered Water

62 Unit 5

_03GLB_4764_U01.indd

It is dark and
cloudy.

Tap Water

Let’s Explore! Lab

have students explain
why they chose the
description.

Unit 1 • Lesson 3 How
do scientists collect and
share data? T11
M01_SHAKE-UP-SCIENC_TB

Data Table

plastic
cup

3. Many animals live under
the rocks.

Have students look and
circle the words. Check
answers as a class. If there
is any disagreement,

Let’s Investigate!

Materials

large

tall

2 Read and circle T (true)
or F (false).
Collect Data
Scientists collect data to
learn new things. Data
is what you observe with
your senses. Scientists
record what they observe
and measure. Scientists
make conclusions from
data and from what they
already know.
1. Scientists collect data
using their senses.
2. Scientists use data to
T/F
make conclusions.
3. Scientists only make
T/F
conclusions from data.
T/F
3 Look at the picture
and circle one thing
you can conclude about
the rocks.
1. The rocks are very light.
2. The rocks are smooth
because of the
ocean water.

Birds

Look and circle the
words that describe
the rocks.

sharp

jagged

small

Write the following text
on the board. I will learn
how scientists collect, record,
and share data.

Digital Resources: Let’s
Explore! Digital Lab, Let’s
Explore! Activity Card
(1 per student), Flash Cards
(Optional: Do the lab
in class; refer to the Activity
Card for materials and
steps.)

Key Words
• data • basalt
• granite • pumice
smooth

rounded

NLOCK

Let’s Explore!

1/27/16 9:37 PM

that describe the rocks.
rough

Build Background
Why do you think it might
be useful for scientists
to
photograph what they’re
observing? (Possible answers:
to record data, to be able
to study details later, etc.)
One
way to record data is
to use tally marks. I can
record the
number of girls and boys
in the class using tally
marks.
Demonstrate how to make
tally marks by counting
the girls
and then the boys in the
class and marking the
tallies on
the board. (See Favorite
Pets.)

Lab
What are some ways
you
can collect and share
data?
Objective: Learn some
methods for recording
and
sharing data.

28
_03GLB_4764_U03.indd

1 Look and circle the
words

Unlock the Big Ques
tion

Explore

habitats?
and animals live in their
Animals: How do plants
T28 Unit 3 • Plants and

Lesson 3 . How do
scientists collect
and share data?

Objective: Learn how
scientists collect data.
Vocabulary: collect,
data, tally marks, picture
chart
Digital Resources: Flash
Cards (record, measure),
Let’s Explore! Digital Lab

Help students
explore the topics in
Let’s Explore!
Labs hands-on
or online.

T hi nk ! A ga in !

Explain
1

How do plants and
animals live in their
habitats?

Then number
1 Look and label the habitats.
to match.
the animals and plants

habitats?
animals live in their
How do plants and

Engage students’
critical thinking
to start unfolding
the Big Question
after introducing
vocabulary, key
concepts, and goals.

M03_SHAKE-UP-SCIENC_TB_03GLB_4764_U03.indd 27

Plants and Animals

Unit

wetland, forest, desert,
Vocabulary: ocean,
coral, giraffe, zebra, habitat
alligator, deer, cactus,

E BIG
TH

T27f

Unit 3 • Unit Overview • Lesson Plan

M03_SHAKE-UP-SCIENC_TB_03GLB_4764_U03.indd 26

the Big Question on the
Have students refer to
pairs, have them discuss
Unit Opener page. In
what Earth is made of
what they know about
Invite student pairs to
and how to protect it.
questions 5 and 6 on
share their answers to
Card.
the Let’s Investigate! Activity

made of?
Materials: What is Earth
T62 Unit 5 • Earth’s
1/27/16 9:41 PM
_03GLB_4764_U05.indd

M05_SHAKE-UP-SCIENC_TB

viii

62

Series Components

A02_BS_TB_01GLB_4368_FM.indd 8

25/04/2016 09:49


Unit 1 Review
VI E
REHE BI W
T

G

What is science?

Unit 1

Review
Lesson 1

What kinds of skills
do scientists use?
1 Circle the correct answer.
You

Evaluate
Strategies for Targeted
Review
The following are strategies
for providing targeted
review for students if they
encounter challenges
with the content.

Deepen students’
knowledge and
encourage students to
elaborate on topics in
creative ways.

Lesson 1 What kinds
of skills do
scientists use?
Question 1

If... students are having
difficulty understanding
that scientists observe,
then… remind students
how
people use their senses
to observe. Have students
name each sense and
point to the body part
associated with that sense.
Have students say how
they use that sense.
Lesson 2 How do scientist
s find answers?
Question 2
If... students are having
difficulty understanding
why scientists repeat investigat
ions, then… review
scientific methods. Help
students make the
connection that scientists
use methods they think
will help them answer
their questions.
Lesson 3 How do scientist
s collect and
share data?

Question 3
If... students are having
difficulty understanding
the
differences among tables,
charts, and graphs and
how to use them, then…
use the Flash Cards or
drawings to explain them
and have students draw
and label examples in
their notebooks again.

Link to Lesson Checks,
Got it? 60-Second
Videos, as well
as Assessment for
Learning activities.

a) record

when you use your senses
to find out something.
b) repeat
c) observe

Lesson 2

How do scientists find
answers?
2 Circle why scientists
repeat investigations.
1. To use their senses.
2. To find different answers.
3. To find similar results.
Lesson 3

How do scientists collect
and share data?
3 Look at the bar graph
and answer the question.
Width of flower (cm)

Digital Resources: Print
out 1 of each per
student: Got it? Self Assessme
nt, Got it? Quiz

Address challenges
students may have
while reviewing the
unit material and
link to Got it? Self
Assessments and
Got it? Quizzes.

What is science?

Comparing Flowers

6
5
4
3
2
1

lily

daisy

1. Which flower is the
widest? lily
2. Which flower is the
least wide? tulip
Got it? Quiz

tulip

Got it? Self Assessment

Unit 1 15

ELL Language Suppor
t
Give students time to review
the key words and
supporting vocabulary
and to ask questions they
may have about their meaning.

Got it
it?
? Self Assessment

Immediately after students
have completed
the Review activities, distribute
a Got it? Self
Assessment to each student.
Have students
complete the Stop! Wait!
and Go! statements for
each lesson, allowing
them to look back through
the lesson material if necessary
.

Got it
it?
? Quiz
Distribute a Unit 1 Got
it? Quiz to each student.
Quizzes may be used
for assessing students’
understanding of unit concepts
as well as for
grading purposes.

Unit 1 • Unit Review
T15
M01_SHAKE-UP-SCIENC_TB

_03GLB_4764_U01.indd

15
1/27/16 9:34 PM

Lesson 3

ct
How do scientists colle
and share data?

4

Read and measure the

width of the rocks. Write

the data in centimeters.

sample data

Record Data
they
Scientists record what
They look
observe and measure.
at the data carefully. Scientists
they
can learn new things when
record data.
wide
You can measure how
One
each rock is with a ruler.
in graphs
way to record data is
and charts.

use some ways scientists
Objective: Learn and
record data.
n,
data, measure, conclusio
Vocabulary: record,
granite, basalt, pumice
Cards (record,
Digital Resources: Flash
Digital Activity
conclusion), I Will Know...
s (1 per student)
Materials: rulers or meterstick

Use Study Guides to
summarize the main points
in each lesson and review
the Big Question.

Support English Language
Learners through
background information,
suitable activities, and
skillswork strategies.

Observe and
Compare
Find three leaves in
your neighborhood.
Look at them carefully.
Compare the shapes
and colors. Measure
them in inches and
centimeters.

12 Unit 1

8 centimeters

I Will Know...

t
ELL Vocabulary Suppor
Use the photos in the Student’s
basalt, granite, and pumice.

Book to pre-teach

Elaborate

t
ELL Content Suppor

forms igneous rocks, such
The cooling of molten rock
pumice.
as granite, basalt, and
on.
it is often used in constructi
• Granite is hard, and
of
from lava. It forms most
• Basalt is a rock made
the ocean floor.
and is often used as an
• Pumice forms from lava
scratchy. There are many
abrasive, or something
pieces of pumice,
gas bubbles trapped inside
As a result, this rock
which make it very porous.
can sometimes float.

Real Rocks
ways
not just photos, what other
If you had real rocks and
contrast them? Have students
could you compare and
n
notebooks. (This informatio
write their answers in their
lesson.)
will be used in a later

Explain

the width of the rocks.
Read and measure
ters.
Write the data in centime
measure the rocks. Then
Have students read and
have them record the data.

4

T

T hi nk !

G

T

G

Review the
Big Question

Lesson 1
What kinds of skills
do
scientists use?
• Scientists observe the
world around them
using their senses.
• Scientists classify and
compare and contrast,
and they make prediction
s.

What is science?

Encourage students to
answer the following
question in their own words:
How has your answer
to the Big Question
changed since the beginning
of the unit? What
are some things you learned
that caused your
answer to change?

Lesson 2
How do scientists find
answers?

• Scientists follow particular
steps when they
investigate. They repeat
their investigations.
• Scientists make a hypothesi
s, plan a fair test,
see if their predictions
are right, and draw
conclusions.

Lesson 3
How do scientists collect
and
share data?

Make a Concept Map

Have students make a
concept map like the one
shown on this page to
help them organize key
concepts.

• Scientists record their
observations and results.
They use tables, graphs,
charts, and other
ways to record their data.
• Recording their data
helps scientists
communicate and share
results with one another.
VI E
REHE BI W
T

pieces
same if you had different
Would the results be the
(Possible
basalt? Why or why not?
of pumice, granite, and
and
rocks are different sizes
answer: No. Different

G

Unit 1 Concept Map
The Nature of Science

shapes.)

T hi nk !

Some science skills

their
scientists to communicate
Why is it important for
others
(Possible answers: So that
results to one another?
others
check the results. So that
can repeat the tests to
the experiment. So others
know you’ve already done
d.)
e that has been discovere
knowledg
the
on
build
can

observe
predict

Review main unit concepts
using concept maps
downloaded from the
ActiveTeach.

I Will Know...

Will Know... Digital Activity.
Have students do the I

t
ELL Language Suppor

VI E
REHE BI W

Unit 1 Study Guide

What is science?

5 centimeters

6 centimeters

Build Background
(Possible
scientists can record data?
What are some ways
photos, make tables, charts,
answers: take notes, take
and
scientists use tables, charts,
graphs, etc.) Why do
answer:
descriptions? (Possible
graphs instead of writing
easily.)
more
data
So that you can see the

VI E
REHE BI W

The piece of basalt is wider
Review comparatives.
of pumice is wider than
than the granite. The piece
comparatives from students.
the granite. Elicit other
etc.)
lighter, darker, heavier,
(Possible answers: taller,

of Science: What is science?
T12 Unit 1 • The Nature

classify
compare and contrast

Some ways scientists
find answers
ask questions
make a hypothesis
investigate
repeat investigations

Some ways scientists
collect and share data
record data
in tables, charts,
graphs
to communicate results

draw conclusions

Students can make a concept
map to help review the
Big Question.

Unit 1 • Study Guide
T15d
M01_SHAKE-UP-SCIENC_TB

_03GLB_4764_U01.indd

19
1/27/16 9:34 PM

Check understanding and
do exploratory activities
using cards downloaded
from the ActiveTeach.

Lesson 2 Check
Lesson 1 Check
Unit

Unit

5

5

T

EB

Lesson 2 Let’s Explore!
Activity
Lesson 1 Explore My Planet!

Card

Unit

Activity Card

Unit

5

5

Materials







iables
Resources and Photocop
T63a Unit 5 • Digital
1/27/16 9:41 PM
_03GLB_4764_U05.indd

M05_SHAKE-UP-SCIENC_TB

64

Access the digital activities,
Flash Cards, and all
printable resources,
including Activity Cards
and Quizzes, in the
ActiveTeach.

Series Components

A02_BS_TB_01GLB_4368_FM.indd 9

ix

25/04/2016 09:49


Scope and Sequence

Science, Engineering, and
Technology

Units

Lessons
Lesson 1: What questions do scientists ask?

Unit 1: The Nature of Science
E BIG
TH

What is science?

Lesson 3: How do scientists collect and record data?
Lesson 1: What are problems and solutions?
Unit 2: Solve Problems
E BIG
TH

How can you solve problems?

E BIG
TH

What can you say about
living things?

Life Science

Lesson 2: How do ideas become solutions?
Lesson 3: How can you test and share solutions?

Unit 3: Living and Nonliving Things

Unit 4: Plants and Animals
E BIG
TH

How do living things change as
they grow?

Unit 5: Body and Senses
E BIG
TH

Earth Science

Lesson 2: How do scientists observe?

What am I like?

Lesson 1: What are living and nonliving things?
Lesson 2: How are animals alike and different?
Lesson 3: How are plants alike and different?
Lesson 1: Do all young animals look like their
parents?
Lesson 2: How do some animals grow and change?
Lesson 3: How do some plants grow and change?
Lesson 1: What are my senses?
Lesson 2: What does my body need?
Lesson 1: What makes up Earth?

Unit 6: Earth and Sky
E BIG
TH

What are Earth and the sky like?

Lesson 2: What can you see in the day and night skies?
Lesson 3: What is the weather? What are the
seasons?
Lesson 1: What are objects made of?

Unit 7: Objects
E BIG
TH

What are objects like?

Lesson 2: How can you sort objects?

Physical Science

Lesson 3: How do we use some objects?
Lesson 1: What are solids, liquids, and gases?
Unit 8: Matter and Mixtures
E BIG
TH

What are matter and mixtures?

Lesson 2: How can matter change?
Lesson 3: What is a mixture?

Unit 9: Motion
E BIG
TH

What are position and motion

Lesson 1: What can you tell about an object's
position?
Lesson 2: What are some ways objects move?
Lesson 3: What are magnets?

x

Scope and Sequence

A02_BS_TB_01GLB_4368_FM.indd 10

25/04/2016 09:49


I will learn...

Key Words

• that scientists ask questions to learn.

• scientist, science, observe, objects, questions, answers

• ways scientists observe things.

• senses, tools, measure, compare, group

• ways scientists collect and record data.

• collect, data, record, chart

• about problems and solutions.

• problem, solve, solution

• how an idea becomes a solution.

• idea, plan, design, choose, material

• how to test and share solutions.

• test, change, share, use

• about living and nonliving things.

• living, grow, need, nonliving, move

• what living things need.
• how animals are alike and different.

• fur, body coverings, feathers, paws, fins, wings, beaks

• how plants are alike and different.

• stems, leaves, roots, flowers, seeds, petals, trunks

• that living things grow and change.

• look like, parents, butterfly, caterpillar, hatch

• how some animals grow and change.

• adult, lay eggs, life cycle, frog, tadpole, chrysalis

• how some plants grow and change.

• seedling, fruit

• about the five senses.

• see, hear, touch, taste, smell, feel, skin, tongue

• what my body needs.

• healthy, energy, exercise, sleep, shelter

• about kinds of land and water on Earth.

• Earth, land, oceans, lakes, rivers, swamps

• what I can see in the day and night skies.

• sky, sun, clouds, moon, stars

• about weather and seasons.

• weather, sunny, cloudy, clear, rainy, windy, snowy,
seasons

• what some objects are like.

• weigh, heavy, light, wood, plastic, metal, glass

• how to group some objects.

• sort

• some ways to use objects.

• round, square, strong, see through, clay, sticky, wool

• about solids, liquids, and gases.

• matter, solid, liquid, container, gas

• how water can change.

• freeze, ice, melt, boil

• about mixtures.

• mixture

• about position.

• position, on, above, below, in front of, behind, next to

• about how objects move.

• push, away from, toward, pull, fast, slow

• about magnets.

• magnet, attract, repel

Scope and Sequence

A02_BS_TB_01GLB_4368_FM.indd 11

xi

25/04/2016 09:49


Methodology
5E-METHODOGY

Plants and Animals

Unit

Shake Up Science is based on the 5E-Methodology:
Engage, Explore, Explain, Elaborate, Evaluate.

3

How do plants and
animals live in their
habitats?

ts. Then number
1 Look and label the habita
to match.
the animals and plants

ENGAGE

I will learn

needand
howtheyusetheirbody
partstomeettheirneeds.
thedifferentpartsofseed

• whatanimals



6





1

alligator

The Solar System

Unit




4

3

2

1

animals

liveinhabitatsthatmeet
theirneeds.

desert
ocean wetland forest

On the first page of every unit, students are introduced to
the Big Question, the question that will guide their learning
throughout the unit. On this page, students are encouraged
to start engaging with the topic. Think! questions in the
Student’s Book and additional questions in the Teacher’s
Book help students to think critically and unfold the Big
Question.

plants.

• thatplantsand

What are the
sun, moon, and
planets like?

weneedit.

hy

• whatstarsareandw

Look and complete the
label for
each picture.

hat
themoonislike.
• whatobjectsmakeup
the
solarsystem.

coral

cactus

deer

I will learn
• whatthesunisandw

three words
2 With a partner, think of
t.
that describe each habita
plants need?
and
ls
anima
all
do
3 What
class.
a
as
Talk about

mn

T hi nk !
How is a giraffe like a zebra?

paets

28 Unit 3

Lesson 1

of
What are some kinds
land and water?

some kinds
Lesson 1 . What are
of land and water?
kinds of land
1 Look and circle the
in the picture.
and water you can see
river
mountain
lake
ocean

different mountain ranges
Objective: Learn about
.
and identify some landforms
lake, mountain, river,
Vocabulary: ocean,
mountain range
Card (mountain),
Digital Resources: Flash
Activity
Explore My Planet! Digital

the
2 Read, look, and circle

clay, poster board
Materials: modeling

O
NL B CK
E
TH

IG

• landform • pond
• stream
• ocean
• glacier
• lake

answers.

Ranges

.
some different mountains
Objective: Learn about
My Planet! Digital Activity,
Digital Resources: Explore
Card (1 per student), Flash
Explore My Planet! Activity
Card (mountain)

Planet!
• Show the Explore My
the Activity Card.
• Have students complete
one
into four groups and assign
• Then divide students
the Himalayas, the Rockies,
of the following to each:
tic Ridge.
the Andes, the Mid-Atlan
books or the Internet to
print
use
• Have each group
report that includes where
research and write a short
some descriptive details.
its range is located and
their findings to the class.
• Have groups present

1 Look and draw something
you can recycle
in each bin.

Key Words
• pollution • recycle
• reduce • refuge
• reuse

Objective: Xxxxxxxx
xx.

Vocabulary: Xxxxxx
xxxxx
paper

Digital Resources:metal
Xxxxxxxx
xxxxx
2 Read,

plastic

look, and mark (✓) the
things we can do to help
the environment.
With a partner, say which
of the activities you do.

Pollution

Sometimes Earth changes
because of pollution. Pollution
happens when
something harmful is added
to the land, air, or water.
Pollution can harm
people and other living
things in the environment.
The environment is
everything around living
things.
Many people work together
to help the environment.
They pick up trash.
They help clean up polluted
lakes, rivers, and oceans.
They walk or ride
bikes. This helps keep
the air clean.

Build Background
Elaborate



1/27/16 9:40 PM
Digital Resources: Let’s
Explore! Digital Lab, Let’s
Explore! Activity Card
(1 per student) (Optional
: Do the
lab in class; refer to the
Activity Card for materials
and
steps.)

53

Lesson 2 . How can
people
help protect Earth?

Unit 5 53

Ask them how deep
in soil or
Objectiv
e: dirt.
Learn about some
ever dug a hole
the pollution harms
ways
d that, under
students
and understan
some ways we can
it was. EnsureEarth
protect Earth.
of rock.
Earth’s surface is made
soil and plants,
Vocabulary: the
. Check
questions
answer pollution,
environment, harm, trash,
Then have students
protect, decompose, landfi
lls
answers as a class.
Digital Resources: Flash
Card (pollution), Let’s
Explore! Digital
t
Lab
ELL Content Suppor
have gathered the data
Remind students that scientists
surface into fractions covered
that divideskits the
about Earth Unloc
Big Ques
a pie chart
tion
Have students draw
land.
by
and
water
by
by
NLOCK
of Earth’s surface covered
U THEamounts
BIG
that shows the
and label them.
Write
(in green)
the following
text on the board: I will
water (in blue) and land
learn some ways people
can protect Earth.

What Ranges
happen to Earth’s land
Clay Mountain can
and water
take careclay
board to students. if we don’t
of it?
and
Useposter
the pollution
Flash Card to help
Distribute modeling
studentsthe
of their choice
rangepollution
mountain
d what
model understan
is. Pollution
Have themEarth.
My can harm
in the Explore
about
can also
learned
harm
animals. Reinforce the
thoseIt they
from among
meaning of
protect color
board surrounding their
by
acting
the poster
out taking
can
care of a babyitoris.animal.
Planet! They
We
need toand
as to which range
clues
protect
provide
Earth,
too.
mountain range
models and have the class
Remind
show their
to students
students
what
Select
they
learned in know.
Unit 3 about
Explain
are and say how they
compostin
rangesg.they
Explain
guess which
that people
name
its
put
with
water
garbage
and
range
in landfills.
label their
Landfi
the kinds of land
eachllsstudent
are sometime
Then have
sparents
put in open
1 Look and circle
aboutfiit.
elds or wild areas.
their
teach
to
picture.
How
can landfills hurt the environm
and take it home
you can see in the
ent? (Possible answers:
They take up space where
the different kinds of land
some animals and plants
Have students point to
live.
They can be filled with
in the picture. Then have
some materials that don’t
and water they can see
break
down, like plastic.)
them circle the answers.
is made of rock. Where
students that Earth’s surface
the answers.
RemindExplor
circle
the ocean
and
Under
look,
e
2 Read,
found? (Answer:
are most of Earth’s rocks
surface.)
land and
on
h
Earth’s
of
most
paragrap
up
the
Let’s
ocean makes
the Explore!
Have students read
because
Lab
How do materials
Ask students if they have
water along with you.
break down?
and water? T53
Objectiv are some kinds of land
Unit 5 • Lesson 1 What e: Students will learn how some materials
decompose.

_03GLB_4764_U05.indd

a list.
reasons.

Lesson 2

How can people help
protect Earth?
Explore My Planet!

M05_SHAKE-UP-SCIENC_TB

With a partner, give three

64 Unit 6

surface is covered by water?
1. How much of Earth’s
1/2
2/3
1/3
1/4
how much is covered
surface is covered by water,
2. If 2/3 of the Earth’s
by land?
1/2
2/3
1/3
1/4

Build Background
landforms.
they already know about
Elicit from students what
in the
different pictures of mountains
Have students look at the
ies
the photo that accompan
Student’s Book so far, including
them
in small groups. Have
the Think! box. Put students
different.
and
are similar
describe how the mountains
ons: Mountain
Explore My Planet! Connecti

Why do we need the sun?

Why are some
stars brighter
than others?

Land and Water
like? Over two-thirds of
What is Earth’s surface
in the
by water. Most water is
Earth’s surface is covered
of Earth’s
cover much of the rest
ocean. Soil and plants
plants.
beneath water, soil, and
surface. Rock is found

on the board: I will
Write the following text
of land and water.
learn about some kinds

Explore

3

sn
night sky? As a class, make

ThiTnhkin
!k!

tion
Unlock the Big Ques
U

strs
What can you see in the

2

Key Words

• We are going to watch
a video about how some
materials break down,
or decompose.
• Have students watch
the Digital Lab and complete
the Activity Card. Go over
the answers as a class.
How does composting
help the environment?
(Possible answers: People
put less garbage in
landfills. Compost makes
the soil healthy.)
• Take a survey of how
many students compost
or
would like to compost
and discuss why.
• Then discuss what materials
are good for compostin
g
(coffee grounds, egg shells,
banana peels, etc.) and



Let’s Explore! Lab

Unit 5 57

what materials are not
good for composting (meat,
sugar, oils, etc.).

ELL Vocabulary &
Language Suppor
t

Write compose, compostin
g, and decompose on
the board. Underline the
prefixes and explain their
meaning: com- (to put together)
and de- (to take apart).
When you compost, you
put different kinds of food
waste
together. Then you leave
it, and it decomposes into
soil.

Explain
1

Look and draw somethi
ng you can recycle
in each bin.

Have students look at
the pictures and draw
something they can recycle
for each bin. Have
volunteers share their answers
with the class.
2 Read, look, and
mark (✓) the things
we
can do to help the
environment. With
a
partner, say which
of the things you do.
Have students read the
paragraph on pollution
along with you. Then have
them mark the things
they can do to help Earth
and discuss with a partner
which things they already
do. Then draw a chart
on
the board with the following
labels: Paper, Metal,
Plastic. Take a class survey
and record tally marks
for the numbers of students
who recycle each item.

EXPLORE

In every unit, students have an opportunity to explore some
of the main concepts before they start reading core content.
In each unit, there is a Let’s Explore! Labs that offers students
an opportunity to explore, hands-on, an idea relevant to
the related lesson. Teachers may opt to do the activities in
class or show them via the ActiveTeach. Related Activity
Cards that can be printed from the ActiveTeach help further
reinforce students’ activity-based learning.

Unit 5 • Lesson 2 How
can people help protect
Earth? T57
M05_SHAKE-UP-SCIENC_TB

_03GLB_4764_U05.indd

57
1/27/16 9:40 PM

EXPLAIN

To build their understanding, students read a variety of texts
that explain scientific concepts. Core content is accompanied
by activities for students to do—individually, in pairs, in small
groups, or as a class—to enhance understanding of the concepts.
ELL Content Support boxes provide background information or
activities teachers may wish to include in their lesson plans. I
Will Know… Digital Activities can be used in class to reinforce
and practice the main ideas. Got it? 60-Second Videos provide a
comprehensive review of the scientific concepts covered in each
unit. At the end of every unit, Let’s Investigate! Labs consolidate
unit concepts through hands-on experiments. Teachers can opt
to do the Labs hands-on in class or to show the digital materials
instead. Students reflect on their learning by answering questions
in their Student’s Books. Related Activity Cards that can be printed
from the ActiveTeach help further extend students’ reflection.

Lesson 2

How can people help
protect Earth?
animal refuges.
Objective: Learn about
factories, destroy
Vocabulary: refuge,
Card (pollution), Lesson
Digital Resources: Flash
d
student), Got it? 60-Secon
2 Check (print out 1 per
Video
Build Background
or show
learned about pollution
Remind students what they
that
again. Explain to students
the pollution Flash Card
ways.
can be harmed in many
animals’ and plants’ habitats

Explain

9

Read. Circle the things

that can destroy animals’

and plants’ habitats.

A Safe Place
People build homes, stores,
roads
and factories. They build
and
and parking lots. Plants
trees
animals that lived in the
no
and on the land may have
place to go.
and
People can take plants
refuge
animals to a refuge. A
People
is a safe place to live.
is
cannot build on land that
refuge.
a
as
used

10

How does a refuge help
correct answer.
1. It provides
animals with
more food
than usual.

11

protect animals? With

2. It gives
animals a
safe place
to live.

a partner, circle the

3. It provides
a place for
people to
see animals.

say
With a partner, look and
how learning about animals
can help protect them.

Possible answer: We can

are
that can destroy
learn where their homes
Read. Circle the things
Unit 5 61
and not build things there.
60-Second Video
habitats.
Got it?
Lesson 2 Check
animals’ and plants’
hs aloud. Then have
Read the two paragrap
and ask questions.
students circle the answers,
do
How
destroy a habitat?
How does a parking lot
te
that
Evalua
students
from
Elicit
the homes harm a habitat?
ent for Learning
the animals and plants
Lesson 2 Check Assessm
construction uses the space
sufficient
the construction machines
Check and allow students
were living in and that
Distribute the Lesson 2
ask
answers as a class. Then
and cars can cause pollution.
time to complete it. Check
ways we
progress on the topic of
animals?
students to grade their
ways
refuge help protect
3 = I understand some
3:
10 How does a
to
1
from
can protect Earth
the correct answer.
1 = I need
With a partner, circle
= I need to study more;
2
Earth;
protect
can
we
or 1 to
Elicit: air, food, light, a
giving themselves a 2
What do animals need?
help! Encourage students
more.
a volunteer read the
difficult and need to study
place to live/shelter. Have
describe what they found
a class.
as
answers
check
possible answers, and
learning
look and say how
11 With a partner,
help protect them.
60-Second Video
about animals can
?
it?
Got it
Book
Lesson 2 (see Student’s
to the picture in the bottom
Review Key Words for
Draw students’ attention
provide
and
it? 60-Second Video to
questions
Ask
page 57). Play the Got
right of the page.
it?
What kind of animal is
lesson material.
the
review
support as necessary.
come from? (Australia.)
(Koala.) Where do koalas
forests.)
In
(
they live in?
What kind of habitat do
live
koalas if the trees they
What would happen to
would lose their homes.)
in got cut down? (They
have them answer the
Put students in pairs and
answers as a class. (Possible
question. Then review
and
are
where their homes
answers: We can learn
can learn what kinds of
where not to build. We
build new homes for them.)
homes they need and

9

t
ELL Language Suppor

out the possessives in exercise
You may wish to point
the difference between
9 and go over with students
es.
singular and plural possessiv

Earth? T61
can people help protect
Unit 5 • Lesson 2 How
1/27/16 9:40 PM
61
_03GLB_4764_U05.indd

M05_SHAKE-UP-SCIENC_TB

xii

Methodology

A02_BS_TB_01GLB_4368_FM.indd 12

25/04/2016 09:50


ELABORATE

Lesson 1

Throughout the units are a number of activities designed to
deepen students’ knowledge of the topic in fun and creative
ways. In addition, class projects and other kinds of creative
activities are offered at the end of every unit. Students are
given various opportunities to write, perform skits, make
murals, give presentations, do research, compose poems,
and design inventions, among other things.
Lesson 1 Check
Unit

5

Date
Name

Words to Know
Match each word with

its definition.
glacier

ocean

O K
NLE BIC
G

T

U

1. glacier
2. ocean
H

T

PLY
APE BIG
H

of fresh water that is frozen
Unit
a body
5 of salty water that covers two-thirds of Earth’s surface Lesson 2 Let’s Explore! Activity Card
a body
Name

Explain

Date

the lines below.
Answer the questions on
Materials
How do materials
s and two bodies of water
3. Name two landform
, lakes,
• food hills,
scrapsvalleys, island, oceans
break down?
mountains,
rs:
answe
le
Possib
• leaves
1. Put pieces of food, leaves,
and grass in the jar.
ponds, rivers, streams • grass
2. Add 1 spoonful of water.
Stir.
• jar with lid
3. Cover the jar. Record
your observations now
• spoon
Unit
and after one week.
covered by water?
surface•iswater
4. How much of Earth’s
5
Possible answer:
Lessons 1 &
2 Got it? Self
two-thirds
Assessment
The pieces are mixed
Name

Apply Concepts

ces between water in the
5. Describe some differen
and glaciers.

up but look the
same as before. After one
week: The Date

ocean and water in lakes

Got it?
pieces
Selflook
. Drops of water
Asdarker
sessm
ent
Completesare
on the
is fresh

Water in lakes and glacier the statemenjar.
ts for each lesso
Water in the ocean is salty.
n.
Lesson 1
fresh water if it is clean.
What are
water. People can drink
some
Explain

kinds of lan
Your Results
d and wa
Stop! I need
ter?
help with
4. Composting gets importa
nt materials back to the
soil. How does this help
environment?
the
Composting helps keep theWait! I have a que
soil healthy.
stion about

of land and water?
• What are some kinds
Unit 5, Lesson 1 Check
Reserved.

Go! Now I
know
what can you say about
materials that make for
good compost?

or its affiliates. All Rights

Pearson Education, Inc.,
Copyright ©on
Based
your findings,

Possible answe

Lesson 2

r: Natural materHow
can
peo
ials, or
ple hel
the
remain
s of
p pro
plants
tect, make
Earth?
good compost materials. Stop! I need

help with

Wait! I have
Go! Now I

a question abo

ut

know

Unit 5, Lesson 2 Let’s Explore!
Lab • How can people
help protect the Earth?
Copyright © Pearson
Education, Inc., or its affiliates.

All Rights Reserved.

Unit 5, Got
it? Self Asses
sment

Copyright ©

Pearson Educati

on, Inc., or

different mountain ranges
Objective: Learn about
.
and identify some landforms
lake, mountain, river,
Vocabulary: ocean,
mountain range
Card (mountain),
Flash
es:
Resourc
Digital
Activity
Explore My Planet! Digital
clay, poster board
Materials: modeling

tion
Unlock the Big Ques
U

O
NL B CK
E
TH

IG

on the board: I will
Write the following text
of land and water.
learn about some kinds

What are so
me kinds of
land and wa
ter?
Key Words

some kinds
Lesson 1 . What are
of land and water?

• landform • pond
• stream
• ocean
• glacier
• lake

kinds of land
1 Look and circle the
in the picture.
and water you can see
lake

ocean

2

mountain

river

Objective

: Learn to ident
ify some landf
orms.
Vocabula
ry: mountains
, hills, raise
islands, plate
d, plains,
au, mesa
Digital Reso
urces: Flash
Cards (ocea
n, plain, island
Materials:
)
a globe or
map that clear
Hawaii, a map
ly depicts
of your coun
(1 copy per
try that show
the answers.
small group
s landforms
Read, look, and circle
)

Land and Water
like? Over two-thirds of
What is Earth’s surfaceBuild
water is in the
Back
by water. Most
ground
Earth’s surface is covered
much of the rest of Earth’s
cover
Show
ocean. Soil and plants
students plants.
the ocean
beneath water, soil, and
surface. Rock is found

to students

and island
Flash

that the ocea
Cards. Expla
surface is covered by water?
n has many
in
1. How much of Earth’s people
1/2
live
islands and
2/3 on these
1/3
that often
1/4
is covered
much ds
even though
other covered by water, howislan
surface island.
Explain to stude
they are far
2. If 2/3 of the Earth’s
from
nts that one
Hawaii, make
by land?
group
s up one
1/2 state
2/3
1/3
on a map.
of the US. Point of islands,
1/4
Expla

3 Read
and underli
ne the sentenc
e that tells what
Landforms
a landform
is.
Earth’s surface
has many differen
feature on Earth.
t landforms.
Landforms are
A landform
is a natural
hills, and valleys
different sizes
and shapes
are landfor
. Mountains,
ms.
Mountains
and hills are
raised parts
very high and
of Earth’s surface
large. A hill
.
is
A
not as high
mountain is
land betwee
as a mounta
n mountains
in. A valley
or hills.
is the low
Plains and
islands are
landforms,
land. An island
too. A plain
is land that
is a large, flat
is surrounded
area of
4 Look and
by water.
match the landfor
ms to their
descriptions.

Water surroun
ds
A mountain
an island.
is very
A plain is a
high and large.
flat
5 Look and
area of land.
draw an ✗
on a hill and
descriptions
circle a valley.
and underli
Then read the
ne the correct
words.
1. A hill is lower
/ higher
than a mounta
in.

2. A valley
Unit 5 53
out Hawaii
in Explore
is lower /
that Myit Planet!
is a chain
most Hawaiian
higher than
of 137 islan
a hill.
s live on its
ds, but
eight major
you think peop
islands. How
le traveled
54 Unit 5
do
to these islan
do you think
I Will Know...
ds long ago?
they travel there
How
airplanesoil
now?deep
Ask them how
dirt.
(Answ
or
or
in
boat.
ers:
hole
a
)
By boat. By
ever dug
under the
students understand that,
it was. Ensure
Explain surface is made of rock.
ELL Content
soil and plants, Earth’s
Check
Support
answer the questions.
Then have students
3 Read
Explain to stude
and underlin
answers as a class.
e the sent
nts that hills
what a land
ence that
and mountains
the only kinds
form is.
Explore
tells
of landforms
are not
on Earth’s surfa
are high. Earth
ons: Mountain Ranges
Read thet text
ce that
also has other
Content Suppor
aloud and have
Explore My Planet! Connecti
ELL
For example,
raised landf
s.
sentence that
a plateau is
orms.
some different mountain
data nts underline the
tells what a the stude
a large flat
higher than
Objective: Learn about
landform is.
scientists have gathered
area of land
the land aroun
4 that
Remind students
Look and
fractions covered
d it. A mesa
My Planet! Digital Activity,
into
surface like
Explore
surface
mat
its
es:
divides
ch
Resourc
that
has a flat
a plateau, but
the landform
Digital
about Earth
descriptions.
charts to
its sides are
Draw pictures
Card (1 per student), Flash
their
Have students draw a pie
very
Explore My Planet! Activity
on
steep
by water and by land.
the
by
.
board and
reinforce unde
label them
of Earth’s surface covered
Have stude
rstanding.
Card (mountain)
to
that shows the amounts
nts look at thelabel them.
pictures and
(in green) and
they can ident
Planet!
water (in blue) and land
see whether
ify the types
• Show the Explore My
of landforms
then read the
. Students
descriptions
the Activity Card.
Elaborate
to themselve
• Have students complete
the descriptio
one
s and match
ns to the photo
into four groups and assign
s.
Remind stude
• Then divide students
Form
Rockies,
ate
the
s,
s
Elabor
of Land and
nts of the resea
the Himalaya
Water
of the following to each:
mountains
rch they did
Make a two-c
on
tic Ridge.
in Rangesand what they’ve
olum
Clay Mountahabi
the Andes, the Mid-Atlan
tats. Ask ques board tolearn
ed about anim
students.
and Land. Brain n chart on the board
to
tions
and poster
labeled Wate
al
print books or the Internet
storm with stude
mounclay
Distribute modeling
do you think
tains are? range :ofWhe
r
• Have each group use
of land and
theirrechoice
nts a list of
these
report that includes where
ible answ
the mountain(Poss
water to fill
different kinds
the plain
er: Chile
Have them model
My
in the
research and write a short
s.learned
for additiona
What kinds
) Look at
in the Explore
about of
some descriptive details.
l support. Stude chart. Use the Flash Card
animals do
there?they
from among those
theirthink
its range is located and
(Possible answ
ng you
s
kinds
nts may alrea
surroundi
board
of water and
the poster ers: goph
live
color
dy know other
Wha
landforms not
their findings to the class.
ers,
Planet! They can
t islands can
prairitieis.dogs
range
stream and
which
to
as
• Have groups present
yet
clues
you
ment
)
provide
pond
name
and
ioned
. If not, expla
Cozu
? (Poss class
mountain range
mel, Cuba,
stream is a
answers:
in that, for exam , including
and have theible
Fiji) Provi
their models
small
show
to
er
de
ple,
students
river
supp
Select 5 Look
a
and a pond
ort
know.
in the chart
as needed.
Explain
is a smaller
are and say how they
theydraw
as a class.
which rangesand
lake.
guess
an
Have
name
Fill

its
of
stude
on
with
water
land or wate
a valle
nts describe
hill and circl
label their range a
y. Then
student
the kinds of land and
r. (It is salty.
each kind
read theabout
e
Then have each
1 Look and circle
it.
It is tall. It is
underline
parents descripti
flat.)
picture.
ons and
thetheir
My Country’s
correct wor
and take it home to teach
you can see in the
ds.
Landform
Have stude
s
the different kinds of land
Display the
nts locate a
Have students point to
map of your
hill and a valle
mark them
country. Put
in the picture. Then have
groups and
y and
accordingly.
students in small
and water they can see
distribute copie
Then have them
descriptions
s
brain
of
and
maps
read
answers.
storm
the
underline the
. Have stude
the
where four
them circle
Where
students in
of rock.
nts
corre
different kinds
ct answers.
located. Then
pairs surface is made
of landforms
Remind students that Earth’sto check answers.
have group
circle the answers.
the ocean Put
are
s draw pictu
2 Read, look, and
label them,
found? (Answer: Under
res of each
and draw arrow
are most of Earth’s rocks
landform,
paragraph on land and
s to where they
up most of Earth’s surface.)
the students’
Have students read the
country. Share
because the ocean makes
are located
in
Ask students if they have
groups’ ideas
water along with you.
as a class.
T54 Unit
T53
water?
5 • Earth
and
of land
kinds
’s Mate
are some
rials: What
Unit 5 • Lesson 1 What
is Earth mad
e of?

Build Background
landforms.
they already know about
Elicit from students what
in the
different pictures of mountains
Have students look at the
ies
the photo that accompan
Student’s Book so far, including
them
in small groups. Have
the Think! box. Put students
and different.
similar
are
s
mountain
describe how the

M05_SHAKE-UP

-SCIENC_TB_0

_03GLB_4764_U05.indd

M05_SHAKE-UP-SCIENC_TB

3GLB_4764_U0

53

5.indd 54

1/27/16 9:40 PM

1/27/16 9:40
PM

EVALUATE

There are numerous instances for evaluating learning and
progress. At the end of each lesson, students can do a Lesson
Check, and, at the end of each unit, they can watch the Got
it? 60-Second Video to review key concepts. There is also
a unit review, with targeted review strategies to address
challenges students may have with the unit's content. Got it?
Self Assessments help students to assess their progress and
to judge what they need to study further. There are also Got
it? Quizzes to help evaluate understanding of each unit.
Unit-specific Study Guides and Concept Maps provide clear
summaries and additional tools for evaluation and review.

All Rights Reserve
d.

The 21st Century skills of critical thinking, collaboration,
communication, and creativity are methodically
developed across the digital and print components for
each level of Shake Up Science. In an increasingly
globally competitive workforce, it is more critical than
ever to prepare students for the careers of tomorrow.

COMMUNICATION OPPORTUNITIES

Activities in Shake Up Science are highly participative
and require students to collaborate and share their
ideas. There are a number of opportunities in each unit
for students to communicate in pairwork, groupwork,
or whole class activities, to give presentations, and to
express themselves through writing.
AND

of
What are some kinds
land and water?

• Earth’s Mater
ials

its affiliates.

21ST CENTURY SKILLS

ACCOUNTABILITY

Lesson 1

CRITICAL THINKING

AND

PROBLEM SOLVING

Shake Up Science systematically cultivates students’ skills
of critical thinking and problem solving, with a sciencerelated Big Question to lead each unit’s learning, lots of
exposure to scientific methodology, and Think! boxes
relating to real-life topics.

DIGITAL LITERACY

Digital activities work hand-in-hand along with the print
materials to help engage students and expand their
understanding of scientific concepts as well as for review
and feedback. Digital activities can be used in various
ways during class to explore key scientific concepts.

SELF-DIRECTION

Lesson Checks at the end of each lesson and Got it? Self
Assessments at the end of each unit encourage students to
self-evaluate and to make their own judgments about what
they need to review.

Methodology

A02_BS_TB_01GLB_4368_FM.indd 13

xiii

25/04/2016 09:50


The Nature
1
of Science

E BIG
TH

Unit

What is science?

Lesson Plan

Unit Opener & Lesson 1 What questions do scientists ask?
Activity

Pages

min
min
min
min

Engage

SB
SB
SB
SB

Explain

• How scientists work together and observe objects
• Questions scientists ask
• More questions scientists ask

SB p. 5
SB p. 6
SB p. 7

20 min
20 min
20 min

• Describe Seeds
• Questions and Answers
• Kangaroos and Frogs
• Lesson 1 Check (ActiveTeach)
• Assessment for Learning
• Review (Lesson 1)
• Got it? Self Assessment (ActiveTeach)
• Got it? Quiz (ActiveTeach)

TB p. 5
TB p. 6
TB p. 6
TB p. 15a
TB p. 7
SB p 15
TB p. 15b
TB p. 15b

20
30
15
10
10
10
10
10

Evaluate

4
4
4
7

5
10
10
10

• Unit Opener: Think! What is the girl doing?
• Unit Opener: Things that help us observe.
• Unit Opener: Comparing things.
• Think! Pretend you are a scientist. What animal do you want to
study? Why?

Elaborate

p.
p.
p.
p.

Time

min
min
min
min
min
min
min
min

Lesson 2 How do scientists observe?
Activity
Engage
Explore
Explain

Elaborate

Evaluate

Pages

• Think! Is a pencil a tool?
• Think! Are all fish alike?
• Think! What are some school rules and home rules?

TB p. 9
TB p. 10
TB p. 11

• Digital Lab: How do we observe? (ActiveTeach)
• The five senses and observation
• Tools and measuring
• Comparing
• Grouping and safety
• Observe and Describe
• Apples and Orange
• Let’s compare our fish!
• At-Home Lab: Group Objects
• Card Sort
• Lesson 2 Check (ActiveTeach)
• Assessment for Learning
• Review (Lesson 2)
• Got it? Self Assessment (ActiveTeach)
• Got it? Quiz (ActiveTeach)

TB p. 8
SB p. 8
SB p. 9
SB p.10
SB p. 11
TB p. 8
TB p. 9
TB p. 10
SB p. 11
TB p. 11
TB p. 15a
TB p. 11
SB p. 15
TB p. 15b
TB p. 15b

Time
5 min
5 min
5 min
30 min
30 min
30 min
30 min
30 min
30 min
20 min
20 min
20 min
20 min
10 min
10 min
10 min
10 min
10 min

T2 Unit 1 • Unit Overview • Lesson Plan

M01_SUS_TB_01GLB_4702_U01.indd 27

08/04/2016 11:38


Lesson 3 How do scientists collect and record data?
Activity
Engage
Explain
Elaborate

Evaluate

Lab

Pages

Time

• Think! What do scientists do?

TB p. 13

10 min

• Testing ideas
• Collecting, recording, and sharing data
• Got it? 60-Second Video (ActiveTeach)
• Flash Lab: Do a Test and Record Data
• Observe!

SB p. 12
SB p. 13
TB p. 13
TB p. 12
TB p. 12

30
30
10
20
20

min
min
min
min
min







TB p. 15a
TB p. 13
SB p. 15
TB p. 15b
TB p. 15b

10
10
10
10
10

min
min
min
min
min

SB p. 14

30 min

Lesson 3 Check (ActiveTeach)
Assessment for Learning
Review (Lesson 3)
Got it? Self Assessment (ActiveTeach)
Got it? Quiz (ActiveTeach)

• Let’s Investigate! How do things look? (ActiveTeach)

Flash Cards
scientist

observe

objects

Lesson 1
Key Words
scientist, science,
observe, objects,
questions, answers

questions

senses

tools

ELL Support
Vocabulary: learn, hand lens,
size, shape, color, seeds, diver,
ocean, frog, baby, kangaroo,
pouch, move, jump, firefly, fireflies,
glow, light up, monkey, fish, bird,
cat, dog, pretend
Wh- Questions:
what, where, why

Lesson 2

measure

compare

Key Words

ELL Support

senses, tools,
measure, compare,
group

Vocabulary: sound, bird, dog,
fish, frog, sandwich, feather, shell,
block, rock, bean, pattern, hand
lens, ruler, balance, better, weigh,
more, butterfly, alike, different, big,
small, safety, safe, rules, goggles
Verb: be

record

Lesson 3
Key Words
collect, data,
record (v), chart

ELL Support
Vocabulary: words, pictures,
numbers, mark, soak up, follow

Unit 1 • Unit Overview • Lesson Plan

M01_SUS_TB_01GLB_4702_U01.indd 28

T3

08/04/2016 11:38


Unit

1 The Nature

Unit

1

of Science

Unit Objectives

2 Circle the part of your body you can use to observe

Lesson 3: Students will learn how scientists collect
and record data.

the color of a bird.

Vocabulary: science, scientist, observe, ruler, hand
lens, clock, observe, size, bird, alike, flower, grass,
beak, tail

3 Mark (✔) the birds that look alike.

How do they look alike? Say as a class.

Introduce the
Big Question


T hi nk !

What is science?
Build Background Say What time is it? Look at your
watch and write the time on the board. Have students
gather around you. Hold up a piece of paper or book.
Say How long is it? Let’s observe! Take out a ruler and
measure. Record the measurement. Then say What does
it look like? Look at a piece of paper or a page of a
book through a hand lens. Say and write I can see (the
letters). Finally, say What time is it? Again, look at your
watch and record the new time. What did we find out?
How big (the paper) is! What it looks like! Point to the
times. How long did it take us to observe these things?
It took us (five) minutes!

Engage

Think!
What is the girl doing?
Draw students’ attention to the picture. Read the question
aloud. Allow students time to discuss what they think the
girl is doing. Provide support as needed.
1

Circle what you can use to see things.
Point to the pictures and elicit or say the names of the
items. What can you do with a ruler? What can you
do with a hand lens? What can you do with a clock?
(Possible answers: See how (long) things are. Look
at things. Tell the time.) Read the question aloud and
invite students to circle the answer. Check answers as
a class.

2

Circle the part of your body you can use to
observe the color of a bird.
Invite students to identify the body parts pictured and
the senses associated with each body part. What

that scientists ask
questions to learn.
• ways scientists
observe things.
• ways scientists
collect and
record data.


see things.

Lesson 2: Students will learn ways scientists
observe things.

I will learn

What is science?

1 Circle what you can use to

Lesson 1: Students will learn that scientists ask
questions to learn.

E BIG
TH

The Nature of Science


4

What is the
girl doing?

Unit 1

can you do with your eyes? See! Then ask questions
to solicit what sense can tell students about a bird’s
color. Do your hands tell you what color a bird is?
No! Can you smell what color a bird is? No! Read
the instructions and allow students time to circle
the answer. Check answers and invite students to
describe birds that they’ve seen outdoors or on TV.
3

Mark (✔) the birds that look alike. How do
they look alike? Say as a class.
Draw students’ attention to the pictures of the birds.
Have you ever seen birds like these ones? Where?
What did they look like? Provide vocabulary support
as needed. Point out similarities and differences.
What color are these two birds? Yellow! This bird has
some black on it. This bird does, too.
Draw students’ attention to the shapes and sizes of
the birds as well. Look at this bird. It has a long tail!
Its beak has a different shape, too.
Ask students to mark which birds are alike. Invite
volunteers to say which birds they picked and
encourage them to explain how the birds they
picked look alike. Accept all logical answers

Think! Again!
Revisit the question What is the girl doing? Invite students
to share their ideas freely. (Possible answers: She is
looking at the flower. She is observing the flower petals.)
Provide vocabulary support as needed and accept all
logical answers.

T4 Unit 1 • The Nature of Science: What is science?

M01_SUS_TB_01GLB_4702_U01.indd 4

08/04/2016 11:38


Lesson 1

What questions do
scientists ask?

Lesson 1 . What questions do
scientists ask?
1 Read. What does a scientist do?

Say as a class.

Objective: Learn that scientists ask questions and
observe.

Science and Scientists
A scientist uses science to learn about the
world around us. A scientist can work with
other scientists. They learn new things
together. You can use science to learn, too.

Vocabulary: scientist, science, observe, objects,
size, shape, color, seeds, diver, ocean, tool
Digital Resources: Flash Cards (scientist, observe,
objects)

Say with a partner.

3 Read. Mark (✔) the scientists who observe things.

Observe
Scientists observe. Observe means to find out about things.
You can observe the size, shape, and color of objects.
You can observe other things, too.

Unlock the Big Question
N L OC K
E BIG
TH

• scientist
• science
• observe
• objects
• questions
• answers

2 Do scientists work together?

Materials: hand lens (1 per small group), sets of
small edible seeds of different shapes, sizes, and colors
(chia, sesame, amaranth, poppy, cumin, rice, etc.)

U

Key Words

Write the following text on the board: I will
learn how scientists work. What questions do
they ask? How do they observe?




Unit 1

5

ELL Vocabulary Support
Review or pre-teach hand lens and seeds. Hold up
a hand lens. What is this? It’s a tool that helps us
see things! What are seeds? Plants grow from seeds.
Explain that not all seeds are edible.
Build Background Set out different kinds of seeds in
separate areas. Divide the class into the same number
of groups as kinds of seeds. Distribute a hand lens to
each group. Each group starts with a different seed and
students take turns examining the seeds. Does the hand
lens help you see the seeds? What do the seeds look like?
Explain to students that they just did something scientists
do and that they will learn more about what scientists do.

Explain
1

Read. What does a scientist do? Say as
a class.
Show the scientist Flash Card and elicit the word.
Read the paragraph aloud for students and ask the
question. Guide students to answer. Scientists learn
about the world around us.

2

Do scientists work together? Say with
a partner.
Read the paragraph aloud again. Pair students and
have them discuss the answer. Ask them to point to
where in the paragraph or on the page they learn that
scientists can work together. Draw students’ attention
to the photo of the two scientists. Ask students to
describe what they are doing. Provide vocabulary
support as necessary and accept all logical answers.

3

Read. Mark (✔) the scientists who observe
things.
Display the observe and objects Flash Cards. Ask
students to describe what they see. Then draw their
attention to the three photos. Elicit from students or
describe what the person in each photo is doing.
Look! This person is underwater. It’s a diver! The
diver observes fish, coral, and other animals.
Read the paragraph. Elicit from students what
observe can mean. (To find out about things.)
Read the instructions and have students mark
the pictures. Check answers as class and discuss
students’ answers.

Elaborate
Describe Seeds
Have students get in their groups from the beginning of
class and examine the seeds again, following the same
procedure. Write the names of each kind of seed on the
board. Let’s observe the seeds! Ask questions How big are
the seeds? What color are they? Are they the same shape
as the other seeds?
Encourage students to describe or draw and compare
with one another the color, size, and shape of each kind
of seed. Record on the board some of the descriptions
of each kind of seed. It does not matter whether students
describe the seeds correctly or identify them, only
that students engage in the process of observing and
comparing. We are asking questions and observing. We
found out that (sesame) seeds have a different shape and
color than (rice). You’re little scientists!

Unit 1 • Lesson 1 What questions do scientists ask?

M01_SUS_TB_01GLB_4702_U01.indd 5

T5

08/04/2016 11:38


Lesson 1

What questions do
scientists ask?

4 Look at the leaves. What can you say about them?

Say with a partner.

Objective: Learn what kind of questions scientists
ask and answer.
Vocabulary: questions, answers, animals, frog,
kangaroo, pouch, what, where, why, how, move, jump
Digital Resources: Flash Card (questions), I Will
Know... Digital Activity
Build Background Write Question and Answer on
the board. Show the questions Flash Card and explain.
A question is something we ask. For example, How old
are you? We ask questions about people, places, and
objects. Elicit from students other things we ask questions
about. (Possible answers: the weather, food, people’s
feelings, etc.) An answer is what we find out. When we
get answers to our questions, we learn things! Elicit from
students a question and write it under Question. Point out
the question mark. Then elicit an answer and write it under
Answer. (What color is the sky? It is blue.)

Explain
4

Look at the leaves. What can you say about
them? Say with a partner.
Pair students. Ask them to look carefully at the photos
and to describe the leaves in each photo. Invite
volunteers to share their answers with the class.
(Possible answers: They’re (red). They’re (small).)

5 Read. Match the questions and answers with the

pictures.

Questions
Scientists ask many questions. They ask questions
to find answers. You can ask questions. You can find
answers, too!

6

Unit 1

I Will Know...

ELL Language Support
Point to the questions on the board. Underline What
color, Where is, and What kind. Explain that we can
use these words to ask questions. You may wish to
add Why and How questions as well. You may also
wish to point out the rising inflection at the end of
questions.

ELL Vocabulary Support

Elaborate

Point out the pictures on the right-hand side of the
page. Elicit or identify for students the plants and
animals: pine tree, frog, kangaroo. Point out that the
kangaroo has a baby. It keeps its baby in its pouch!

Questions and Answers

5

Read. Match the questions and answers
with the pictures.
Read the paragraph aloud. Explain the instructions
and then read the questions and answers. Elicit the
question and answer in each instance and write
them under the headings on the board.
Remind students that scientists ask questions and
observe to get answers. Invite students to match
the question and answer pairs to the pictures.
Ask questions to check answers. What does question
a ask about? It asks about a plant. Which picture
shows a plant? The first picture. What is the answer?
It’s a tree!

Divide the class into small groups. Refer students back to the
pictures for exercise 5. What other questions can we ask?
Encourage groups to brainstorm. Remind students they can
use the samples on the board to help start new questions.
Monitor and provide support as needed. (Possible questions:
What color is the tree? What is the animal in the picture?
How big is the frog? Why does the frog have big eyes?)
Kangaroos and Frogs
Write How do kangaroos and frogs move? on the board.
Take students outside. Divide the class into Kangaroos and
Frogs. Kangaroos hold their arms loosely in front, like the
kangaroo in the picture, and jump using both feet when you
call out Kangaroos. Frogs get down on all fours and “jump”
when you say Frogs. Groups switch animals and repeat.
Finally, return to the classroom and, as the answer to the
question, write Frogs and kangaroos jump.

I Will Know...
Have students do the I Will Know… Digital Activity.

T6 Unit 1 • The Nature of Science: What is science?

M01_SUS_TB_01GLB_4702_U01.indd 6

08/04/2016 11:38


Lesson 1

What questions do
scientists ask?

6 Look at the pictures. What are three questions the

boy can ask about the animals? Say as a class.
Where... ?

What... ?

Why... ?

Objective: Learn more about questions scientists ask.
Vocabulary: what, where, why, firefly, fireflies, glow,
light up, light, monkey, frog, kangaroo, fish, bird, cat,
dog, pretend
Digital Resources: Flash Card (questions), Lesson
1 Check (print out 1 per student)

7 Look at the monkey.

Say two questions you
can ask with a partner.

Materials: Animal Cards (selections, including
cat, dog, firefly, fish, frog, kangaroo, monkey, and
parrot/bird)
T hi nk !

Build Background Put the Animal Cards face down on
a table. Invite volunteers to come up, one at a time, turn
over a card, and mime the animal for the class. The class
guesses the animal. Invite volunteers to say something
about each animal. It’s a bird/parrot. A bird/parrot has
feathers. It can fly. It’s a cat. A cat says meow. It’s a firefly.
Fireflies glow, or light up. Provide support as necessary.

Explain
6

Look at the pictures. What are three
questions the boy can ask about the
animals? Say as a class.
Point to the first picture and have students read the
questions. Then draw students’ attention to the second
and third pictures. What is in the third picture? A
firefly. What does the boy have in the jar? Fireflies!
Next, read the question and solicit ideas. Write
students’ ideas on the board. Accept all logical
questions, but encourage students to include a What,
a Where, and a Why question. If students do not
come up with it on their own, ask Why do fireflies
glow? Explain to students that fireflies can make their
own light. Other fireflies can see them!

ELL Content Support
Fireflies are a kind of beetle, and there are more
than 2,000 species of fireflies. Some of these
species flash lights at night, which can be yellow,
green, or orange. They do this to attract each other
or to protect themselves from predators. Other
creatures, such as deep-water fish, can also create
their own light.
7

Look at the monkey. Say two questions you
can ask with a partner.
Draw students’ attention to the picture of the monkey
and have them identify the animal. Pair students
and read the instructions. Have students brainstorm

Pretend you are
a scientist. What
animal do you want
to study? Why?
Lesson 1 Check

Unit 1

7

questions they can ask. Monitor and provide support.
If necessary, point to the questions the girl asks in
the photo at the top of the page to help students form
questions. (Where is the monkey? What does the
monkey do? What color is the monkey?)

Think!
Pretend you are a scientist. What animal do you want to
study? Why?
Draw students’ attention to the photo of the girl and read
the question. Point to the pictures on the left and elicit or
identify the animals. Ask students whether they would like
to study these or any other animals. What do you want
to know about the animal? Allow time for all students to
answer, and encourage each student to ask a question
about each animal that they’d like to study.
(I want to study frogs. Where do they live? I want to study
kangaroos. How high can they jump?) Provide support as
necessary and accept all logical answers.

Evaluate
Lesson 1 Check Assessment for Learning
Review the Key Words for Lesson 1 (see Student’s Book page
5). Distribute the Lesson 1 Check and guide students as they
complete it. Check answers as a class. Then ask students to
grade their progress on the topic of what questions scientists
ask from 1 to 3: 3 = I understand what questions scientists
ask; 2 = I need to study more; 1 = I need help! Encourage
students giving themselves a 1 or a 2 to say what they found
difficult and what they need to study more.

Unit 1 • Lesson 1 What questions do scientists ask?

M01_SUS_TB_01GLB_4702_U01.indd 7

T7

08/04/2016 11:38


Lesson 2

How do scientists
observe?

Lesson 2 . How do scientists observe?
1 Read. Look at the fish. What colors

do you see?

Senses

Objective: Learn about observing using the
five senses.

Scientists use their senses to observe.
You can use your senses, too. You look
to observe things like size, shape,
and color. You listen to observe sounds.

Vocabulary: senses, sound, bird, dog, fish, frog,
sandwich, feather, shell, block, rock, bean, pattern

Key Words
• senses
• tools
• measure
• compare
• group

2 Point to the big fish. Point to the

Digital Resources: Flash Card (senses), Let’s
Explore! Digital Lab

small fish. What fish do you like
more? Why?

3 Look around the classroom.

Materials: shell, wooden block, feather, patterned
paper, rock, dried bean, hand lens, bell, fruit

Say three objects you see.

4 Circle the things you can hear.

Unlock the Big Question
U

N L OC K
E BIG
TH

Write the following text on the board: I will
learn some ways scientists observe.
8

Build Background Display the senses Flash Card.
Invite students to identify each body part and the sense
associated with it. Provide support as needed.

Explore

2

Objective: Learn some ways to observe and describe
objects.

3

• Gather students around a desk or table. Display
the items and identify them. Model how to observe
objects by looking, feeling, smelling, and hearing.
Drop some on the table to see if they make a noise.
• Invite a volunteer to pick up one of the items, and
ask questions that elicit descriptions. What color is
it? What size is it? Is it big or small? How does it
feel? Is it (soft)? What sounds does it make? Provide
vocabulary support as necessary and write some
descriptors on the board next to the name of the
corresponding item. Repeat with the other objects.
• Show the Digital Lab and invite groups to do the
activity. Remind students they can refer to information
on the board as they go through the activity.
• Have students work in pairs to complete the Activity
Card.

Explain
1

Read. Look at the fish. What colors do
you see?
Read the paragraph aloud. Draw students’ attention to
the fish and ask the question. Accept all logical answers.

Let’s Explore! Lab

Point to the big fish. Point to the small fish.
What fish do you like more? Why?
What sizes are the fish? One is big, and one is
small! Invite students to point accordingly and
answer which they like more. Encourage students to
explain why they answered the way they did. (I like
orange. It’s big.) Provide support as necessary.

Let’s Explore! Lab How do we observe?

Digital Resources: Let’s Explore! Digital Lab, Let’s
Explore! Activity Card (1 per student)

Unit 1

Look around the class. Say three objects
you see.
Invite students to look around and name three
objects. Invite volunteers to share. (John), what can
you see? I see a pencil. Write the names of some of
the objects on the board and practice the words.

4

Circle the things you can hear.
What do you hear with? My ears! Invite volunteers to
identify the items pictured by reading the labels. Can
you hear a dog? Yes! Can you hear a sandwich? No!

Elaborate
Observe and Describe
Have students review exercise 2, page 4. Gather students
around again. Invite a volunteer to ring the bell. This is a
bell. It makes a sound. What body part can you use to
hear sounds? Have students say or point to the appropriate
picture(s) in the book. Elicit or provide descriptions. What is
the sound like? The bell makes a nice sound. Do you like it?
Provide support as necessary. Repeat with the other items to
emphasize which senses we can use to describe each one.
End with the fruit. Guide students to notice that they can
see, smell, touch, and taste the fruit.

T8 Unit 1 • The Nature of Science: What is science?

M01_SUS_TB_01GLB_4702_U01.indd 8

08/04/2016 11:38


Lesson 2

How do scientists
observe?
Objective: Learn about some tools for observing
things.
Vocabulary: tools, hand lens, ruler, balance,
measure (v), sandwich, better, weigh, more

5 Read. Circle the tools.

Tools
Scientists can use tools to observe. A hand lens is a tool.
It can help you see things. A ruler can help you measure
how long an object is. A balance can help you measure
how much there is. Measure means to tell things like how
much, how long, and how tall.

Digital Resources: Flash Cards (tools, measure),
I Will Know… Digital Activity
Materials: 2 apples, 1 orange, balance

6 Say as a class. Match the tools to the questions.
How much
is there?

Build Background Display the tools and measure
Flash Cards. What tools can you see? What do they help
us do? Elicit plausible answers. Explain to students that
scientists can use tools to observe things, too. Scientists
use their senses to observe things. They can use a hand
lens to help them see things better. Explain that a tool is
anything that helps you do something and that some tools
can help you observe.

Explain
5

Read. Circle the tools.
Read the paragraph aloud for students. Write the
names of the tools on the board and say them aloud
for students to repeat. Then have students circle the
tools. Check answers as a class.
Ask questions to check comprehension. What is a
tool? Something that helps us do something, like
observe. Say one tool. (Balance.) What does measure
mean? To find out how much, how long, or how tall.

6

Say as a class. Match the tools to the
questions
Invite volunteers to read each word in the colored
boxes. Read the first speech bubble aloud and ask
students to shout out which tool matches the question.
(Answer: Balance.) Repeat for the remaining words
and speech bubbles. Finally, have students match the
words to the questions in their books.

ELL Vocabulary Support
Write Tools on the board. Give a definition of tool and
check understanding. Then practice some of the new
vocabulary. Some tools help us to observe. To observe
is to find out about things. Can you name a tool that
helps us to see? A hand lens! Right! Write hand lens
under Tools. What is a tool that helps us to measure?
A (ruler). Add (ruler).
Challenge students to name as many tools as they
can think of and to say or mime what they can help
us do. Right! A crayon helps us to draw. A pencil
helps us to write.

What can
I see?
How long
is it?

I Will Know...

Unit 1

9

Elaborate
Apples and Orange
Gather students around a desk or table. Display the
balance and have students identify it and what it does.
(Balance. It tells how much, or weighs things.) Display
the fruit and elicit their names or identify them for
students. We’re going to weigh the apples and orange.
Which do you think weighs more? Allow students to hold
the fruit and make guesses. Write apples and orange on
the board. Weigh the fruit and record the weights under
the appropriate word. How much do the apples weigh?
How much does the orange weigh? Record the relevant
weights. Were you right?

Think!
Is a pencil a tool?
Remind students how they use a pencil and what it helps
them do. Then ask the question and guide students to
answer that a pencil is a tool we can use to write things.

I Will Know...
Have students do the I Will Know… Digital Activity.

Unit 1 • Lesson 2 How do scientists observe?

M01_SUS_TB_01GLB_4702_U01.indd 9

T9

08/04/2016 11:38


Lesson 2

How do scientists
observe?
Objective: Learn how to compare.
Vocabulary: butterfly, compare, alike, different, big,
small
Digital Resources: Flash Cards (tools, measure,
compare), Animal Cards (fish and goldfish; make
copies so each student has one card)
Build Background Display the tools and measure
Flash Cards and review with students what they have
learned about how scientists observe. What is one way
scientists observe things? They use their senses. What is
another way they observe things? They can use tools to
observe, too. We’re going to learn another way scientists
can observe things. They can say how things are alike
and different!

Explain
7

Circle T (true) or F (false).
Read each sentence for students and allow time
for them to circle the answers. Check answers and
correct the false statement as a class. (You have
five senses.)

8

Read. Look at the picture. How are the fish
alike? Say with a partner.
Display the compare Flash Card and ask students
to discuss the similarities and differences between
the apple and the orange. Have students read the
paragraph silently. Write compare on the board
and ask volunteers to say what it means. (To look at
the similarities and differences between two items.)
Then draw students’ attention to the photo of the fish.
How many fish are there? Two. How are they alike?
Have pairs answer the question and share their
answers with another pair. (Possible answers: They
are yellow. They are the same color. They are about
the same size.)

9

Look at the butterflies. Compare. Say as
a class.
Point to the butterflies. How are they alike? How are
they different? (Possible answers: They are butterflies.
They have the same shape. They are different colors.)
Ensure students notice both how the butterflies are
alike and how they are different.

7 Circle T (true) or F (false).

1. Scientists use tools to observe.

T/F

2. You can observe how big or small
something is.

T/F

3. You only have three senses.

T/F

8 Read. Look at the picture.

How are the fish alike?
Say with a partner.

Compare
Scientists say how things are alike. They say how
things are different. Compare means to say how
things are alike and different.
9 Look at the butterflies. Compare.

Say as a class.

10

Unit 1

ELL Language Support
Help students review the verb be. Write is and are
on the board. Say sentences omitting the verb be for
students to call out is or are. For example, This butterfly
(beep) blue. Students should call out Is! The two
butterflies (beep) pretty. Students should call out Are!

Elaborate
Let’s compare our fish!
Distribute an Animal Card to each student. Invite students
to color their fish. Encourage them to make patterns, e.g.,
stripes, spots, etc. Finally, put students into small groups
to compare their fish. My fish is big. My fish is blue
and yellow. My fish has red spots. Monitor and provide
support as needed.

Think!
Are all fish alike?
Read the question aloud and invite students to answer
freely. Guide students to conclude that fish are alike--they
are fish--but also different--they can be different sizes,
colors, and so on.

T10 Unit 1 • The Nature of Science: What is science?

M01_SUS_TB_01GLB_4702_U01.indd 10

08/04/2016 11:38


Lesson 2

How do scientists
observe?
Objective: Learn how scientists group things.

10 Read. Circle the things that are alike.

Group
Scientists group things, too. You can group objects
by how they are alike. You put objects that are
alike in a group!

Vocabulary: group (v), group (n), fish, butterfly,
safety, safe, rules, goggles
Digital Resources: Lesson 2 Check (print out 1 per
student)
Materials: vocabulary cards (1 set per group; write
the following words on index cards: balance, ruler,
hand lens, scientist, senses, safety, fish, butterfly,
frog), safety goggles (1 per small group)

11 Read. Circle the things that help

you stay safe.

Safety
You follow rules in science to stay safe.
Some tools help you stay safe, too.

Rules
1. Listen.
2. Wear goggles.
3. Wash your hands.

Build Background Divide the class into groups
according to a similarity. For example, you could ask all
the boys to stand on one side of the room and all the girls
to stand on the other. Have students notice the points of
similarity and difference between the groups.

Lesson 2 Check

Explain
10

Read. Circle the things that are alike.
Read the paragraph aloud. We just made groups
of (all girls and all boys)! Turn students’ attention to
the photos. What is in the first photo? A fish. What
is in the second photo? A fish. What is in the third
photo? A butterfly. Invite students to circle the items
that are alike. Right! They are fish! Ensure students
understand that, by comparing things, we can say if
they are alike and put them into groups accordingly.

11

Read. Circle the things that help you
stay safe.
Read the paragraph aloud. Invite volunteers to read
the labels. Then read the list of rules and guide
students to understand them. Remind students that a
tool is anything that helps you do something. Divide
the class into small groups and distribute safety
goggles. Have students take turns putting them on.
What does a ruler do? It helps us tell how long or tall
something is. Does it help you stay safe? No! What
do safety goggles do? Keep my eyes safe! What
else helps you stay safe in science class? Rules!

Think!
What are some school rules and home rules?
Brainstorm school rules that help students stay safe. Allow
students to mime as needed. Accept all logical answers
and write them or draw pictures on the board. Do the
same with home rules. Then hold a class vote for the most
important safety rules. (Don’t run down the stairs. Don’t
open the windows. Don’t push each other.)

Group Objects
Find five objects at
home. Say how they
are alike. Say how
they are different.
Put the things that
are alike in a group.

Unit 1

Elaborate

Group Objects
Assign the At-Home Lab as homework and have
students report in class what objects they put in a
group. Encourage students to explain their reasoning.

Card Sort
Divide the class into groups and distribute sets of index
cards, mixed up. Challenge groups to sort the cards into
groups (e.g., animals, tools, words that start with s).

Evaluate
Lesson 2 Check Assessment for Learning
Review the Key Words for Lesson 2 (see Student’s Book
page 8). Distribute the Lesson 2 Check and guide
students as they complete it. Check answers as a class.
Then ask students to grade their progress on the topic
of ways scientists observe from 1 to 3: 3 = I understand
ways scientists observe; 2 = I need to study more; 1 = I
need help! Encourage students giving themselves a 1 or
a 2 to say what they found difficult and what they need
to study more.

Unit 1 • Lesson 2 How do scientists observe?

M01_SUS_TB_01GLB_4702_U01.indd 11

11

T11

08/04/2016 11:38


Lesson 3

How do scientists collect
and record data?
Objective: Learn how scientists collect and record
data.
Vocabulary: collect, data, record, chart
Digital Resources: Flash Card (record), I Will
Know... Digital Activity, Animal Cards (1 copy of
each of the following: cricket, firefly, grasshopper,
ladybug, mosquito, moth, slug, snail, spider, worm,
ant, bee, beetle)

Lesson 3 . How do scientists collect
and record data?
1 Read. What do scientists use to record

data? Say as a class.

Scientists Collect and Record Data

Key Words
• collect
• data
• record
• chart

Scientists collect information. In science,
information is called data. Scientists record
data. They can use words, pictures, numbers,
or charts.
2 Look at the picture. Draw the

animal the girl is observing.

Materials: per small group: cup with a small
amount of water in it, paper towels, tin foil, sponge,
pieces of paper

Unlock the Big Question
U

N L OC K
E BIG
TH

Write the following on the board: I will learn
how scientists collect and record data.

Build Background Review the ways scientists observe
that students have learned about so far in this lesson.
(Answers: use their senses, use tools, compare, group,
follow rules) Display the record Flash Card. Have students
brainstorm what they recorded in Lesson 2 with the
two apples and the orange. (The weight of the fruit.)

12

Unit 1

I Will Know...

Elaborate

Explain
1

Read. What do scientists use to record
data? Say as a class.
Read the paragraph aloud for students. What do
scientists collect? Invite students to give examples of
data. (Information about an animal, e.g., weight,
color, abilities, etc.) Elicit how scientists collect data
and draw an example of a chart on the board.

2

We’re going to do a test and record
what we find!
Do

Look at the picture. Draw the animal the
girl is observing.
Draw students’ attention to the picture and elicit
the animal. (snail) What do you think the girl is
observing? What can she record about the snail?
Accept all logical answers. (Possible answers: She’s
observing the color and shape of the snail.)
Give students time to draw the snail. Invite volunteers
to show their drawings to the class.

I Will Know...
Have students do the I Will Know… Digital Activity.

Observe!
Display the Animal Cards around the class. Ask students
to walk around the class in pairs and observe the animals
one at a time. Encourage students to discuss what they
find interesting about each animal. Monitor and provide
support as necessary.
Ask students to sit down in pairs and decide which
two animals they want to learn about more. When they’re
ready, ask students to look at the two animals again.
Have students ask questions and discuss similarities and
differences. Provide vocabulary as necessary.

T12 Unit 1 • The Nature of Science: What is science?

M01_SUS_TB_01GLB_4702_U01.indd 12

08/04/2016 11:38


Lesson 3

How do scientists collect
and record data?
Objective: Learn how scientists collect and record
data.
Vocabulary: collect, record, data
Digital Resources: Flash Card (record), Lesson 3
Check (print out 1 per student), Got it? 60-Second
Video

3 Read. What can a mark in a chart show?

Say with a partner.

Collect and Record Data
You can collect data by asking questions.
You can record data in a chart. For example,
one mark in a chart can record one person’s
answer to a question.
4 Ask five friends, “Do you like dogs, cats, or birds best?”

Mark (✔) each answer in the chart. Sample data
Favorite Animals
cats

Build Background Write students’ names on the board.
Check attendance, and write (✔) beside each student who
is present and (✘) beside those who are not. Explain that
you collect information about who is at school and record
that information. Tell students they will learn about how
scientists collect and record data in today’s lesson.

dogs








birds



5 Count the marks for each animal.

Which is your friends’ favorite animal?
Compare with other groups.

Explain
3

Read the paragraph aloud for students. Have
students say how scientists collect data and what a
mark in a chart can mean. Ask them to think about
the Flash Lab test and what the marks meant in their
charts. (Whether the material soaks up water.)
4

Ask five friends, “Do you like dogs, cats,
or birds best?” Mark (✔) each answer in
the chart.
Focus students’ attention on the pictures of the
animals and have them say the names. Then read the
question aloud and invite students to answer. As they
do so, demonstrate putting marks in the chart.
Then give students time to work in groups asking
each other the question and adding marks.

5

Lesson 3 Check

Read. What can a mark in a chart show? Say
with a partner.

Count the marks for each animal. Which
is your friends’ favorite animal? Compare
with other groups.
When they finish, ask students in their groups to look
at the marks and say their group’s favorite animal.
Ask them to share the information in class and
explain why they like each animal.

Got it?

60-Second Video

Unit 1 13

answers to their questions. They look for answers by doing
tests, observing, measuring, and recording information.

Evaluate
Lesson 3 Check Assessment for Learning
Review the Key Words for Lesson 3 (see Student’s Book
page 12). Distribute the Lesson 3 Check and guide
students as they complete it. Check answers as a class.
Then ask students to grade their progress on the topic of
how scientists collect, record, and share data from 1 to 3:
3 = I understand how scientists collect, record, and
share data; 2 = I need to study more; 1 = I need help!
Encourage students giving themselves a 1 or a 2 to say
what they found difficult and what they need to study more.

Got it
it?
?

60-Second Video

Play the Got it? 60-Second Video to review the unit
material.

Think!
What do scientists do?
Elicit from students some things that people do in science.
(Possible answers: ask questions, find answers, test ideas,
use their senses to observe, etc.) Read each item and ask
volunteers to tell about times when they have done those
things. Put a check mark next to the item. Help students
understand that, in science, people work together to find

Unit 1 • Lesson 3 How do scientists collect and record data?

M01_SUS_TB_01GLB_4702_U01.indd 13

T13

08/04/2016 11:38


Tài liệu bạn tìm kiếm đã sẵn sàng tải về

Tải bản đầy đủ ngay

×