5 4 2 feel, think, move (life science) TG

4 206 0
  • Loading ...
1/4 trang

Thông tin tài liệu

Ngày đăng: 11/02/2017, 06:08

Bộ sách Scott Foresman reading street grade 5 advance teaching guides gồm các quyển sau:5.1.1 This Is the Way We Go to School5.1.2 Forecasting the Weather (Earth Science)5.1.3 Harvesting Medicine on the Hill5.1.4 African American Athletes (Social Studies)5.1.5 The Land of Opportunity (Social Studies)5.2.1 When the Disaster Is Over (Social Studies)5.2.2 A Safe Heaven (Social Studies)5.2.3 Making Friends in Mali5.2.4 Saving Endangered Species (Life Science)5.2.5 The National Guard Modern Minutemen (Social Studies)5.3.1 The Patent Process (Social Studies)5.3.2 The Inspiration of Art (Social Studies)5.3.3 Whats New with Dinosaur Fossils (Life Science)5.3.4 Music Gets the Blues (Social Studies)5.3.5 Hollywood Special Effects (Social Studies)5.4.1 Cheaper, Faster, Better Recent Technological Innovations (Social Studies)5.4.2 Feel, Think, Move (Life Science)5.4.3 A Home for Humans in Outer Space Is It Possible? (Space and Technology)5.4.4 Nathaniel Comes to Town5.4.5 What Makes Great Athletes? (Social Studies)5.5.1 The Sandwich Brigade5.5.2 Inventions from Space Travel (Space and Technology)5.5.3 Astronauts and Cosmonauts (Space and Technology)5.5.4 The Shaping of the Continents (Earth Science)5.5.5 Journey to Statehood (Social Studies)5.6.1 Oceans of Resources (Social Studies)5.6.2 MixedUp Vegetables (Life Science)5.6.3 From Salt to Silk Precious Goods (Social Studies)5.6.4 Flying into the 21st Century5.6.5 Unexpected Music (Social Studies) 5.4.2 Feel, Think, Move This is an informational article about how the brain communicates with the musculoskeletal system to enable you to move It explains how people grow, how people move, and what happens when they need to learn how to move again SUMMARY LESSON VOCABULARY abdomen coordination neurons therapists cerebral hemispheres musculoskeletal organ INTRODUCE THE BOOK Discuss with students the title and the author of Feel, Think, Move Based on the title, ask students what kind of information they think this book will provide Have students study the cover photo Ask: “What the words feel, think, and move have to with the action in the photograph?” INTRODUCE THE TITLE AND AUTHOR BUILD BACKGROUND Discuss bones, muscles, and the brain with students Without getting into the text, find out how much students know about the subject Ask: What enables you to play on the playground or play sports? What could make you a better athlete and why? PREVIEW/USE TEXT FEATURES Have students scan the book and look at the illustrations Ask: What you think you are about to learn from reading this book? Look together at the illustration on page 6, and ask: What you already know about the brain from this illustration? On page 8, ask: What you already know about how your body works when playing baseball? GENERALIZE PREDICT READ THE BOOK SET PURPOSE Have students scan chapter heads and illustrations in the book Then, have them set a purpose for reading this article Remind students that to predict means to tell what you think might happen next in a story based on what has already happened Have students make three columns on a piece of paper, labeled “predict,” “justify,” and “confirm.” Then, have them write down a prediction at the beginning of each chapter, and the justification that supports their prediction Then, at the end of each chapter, they should confirm or refine their prediction They should have 10 predictions, justifications, and confirmations at the end of the book STRATEGY SUPPORT: PREDICT COMPREHENSION QUESTIONS PAGE 13 What does it mean that muscles work in opposing pairs? (It means that one muscle contracts to bend a joint, and the other contracts to straighten it.) What are two types of involuntary muscles, and what makes them “involuntary”? (smooth and cardiac; they work without having to think about it.) PAGES 12–13 PAGE 15 Why is a healthy 15-year-old a better athlete than a healthy 5-year-old, besides the fact that the 15-year-old is bigger? (The 15year-old has better motor skills.) PAGES 16–17 Support this generalization: On average, women are shorter than men (Possible responses: because boys grow for longer than girls, because boys grow more per year during their growth spurt.) PAGE 18 Why does practice make Lisa Leslie a great athlete? (Possible response: Practice improves her motor skills.) 76 Feel, Think, Move 16924_LRD_TG_076-077 76 10/20/05 2:40:33 PM REVISIT THE BOOK READER RESPONSE Boys’ growth spurts are (on average) six years longer than those of girls Occipital—You see the ball with your eyes Temporal—You recall how to kick the ball Frontal—The brain tells your legs to move Cardiac means having to with the heart “Heart” is the word it is related to, also cardiovascular, cardiology, and electrocardiogram An athlete’s treatment might focus on ankle sprains or pulled tendons, while an older person’s therapy might center on recovery from joint replacement surgery Discuss the text features with students Point out how much they can learn about the subject in the reader before they even begin reading Write a list of terms on the board that students can get from the captions and illustrations Ask: What else you want to know about each of these terms? Can you properly define the terms now, or you need to know more? EXTEND UNDERSTANDING RESPONSE OPTIONS Have students write a description of a day at a physical therapist’s appointment Have them describe what other people are there for and what exercises they are doing for specific body parts or problems WRITING SCIENCE CONNECTION Have students research diseases that affect people’s motor skills They should identify the cause of the disease, the effects of the disease, and the cure or treatment of the disease They should also describe how people with each disease cope with their disabilities and how the world accommodates disabilities Skill Work TEACH/REVIEW VOCABULARY Review vocabulary words with students Have students turn to page 20 and study the photo Have them describe the events in the photo using the vocabulary words TARGET SKILL AND STRATEGY A generalization is a broad statement or rule that applies to many examples There are faulty and valid generalizations Ask students to identify the faulty generalization: “Men are always better athletes than women,” and “In general, men are taller than women.” Have students explain why the first statement is faulty (Mia Hamm is a better soccer player than most men; Lisa Leslie is a better basketball player than most men) and why the second statement is valid (average heights of men and women prove that this is true, in general) GENERALIZE Explain the term generalization to students Point out clue words (always, in general, and usually) Have students give equivalent words in their home language Then, have them state faulty and valid generalizations and support or discredit each using their new clue words in English PREDICT To predict means to tell what you think might happen next in a story based on what has already happened Scan the book, looking at the chapter heads and illustrations Ask: Why you think the author has organized this information in this way? Elicit from them that learning about the brain first will help them understand and predict how the musculoskeletal system works ADDITIONAL SKILL INSTRUCTION COMPARE AND CONTRAST Have students compare the motor skills at various stages of development, from babies to toddlers to adolescents to adults to the elderly Have them write down the differences between each progressive stage Feel, Think, Move 16924_LRD_TG_076-077 77 77 10/20/05 2:40:34 PM Feel, Think, Move Name Generalize A generalization is made after thinking about a number of examples or facts and identifying what they have in common Directions Reread the following passage from Feel, Think, Move Physical therapists use a wide range of treatments, and they treat all types of people—old, young, fit, inactive Sometimes they have patients exercise to increase flexibility or strength Other times they use heat or cold to reduce pain And sometimes they massage muscles to increase blood circulation 1–4 Use the information in the passage to complete the graphic organizer Generalization © Pearson Education Supporting Facts Now write a different generalization you can make from reading Feel, Think, Move 78 16924_LRD_TG_078-079 10/20/05 2:41:32 PM Feel, Think, Move Name Vocabulary Directions Write the vocabulary word that matches the definition Check the Words You Know © Pearson Education abdomen coordination neurons therapists cerebral hemispheres musculoskeletal organ muscles working together smoothly for efficient movement main cells of the nervous system the section of the body that holds the intestines and stomach; the belly an internal part of the body that perfoms a specific function having to with the system that includes the muscles and the skeleton left and right halves of the brain that control the opposite sides of the body specialists who provide treatment or healing of an illness or disability Directions Write a short paragraph about how the body works to make itself move Use at least three vocabulary words 79 16924_LRD_TG_078-079 79 3/20/06 8:46:55 AM ... write down the differences between each progressive stage Feel, Think, Move 169 24 _ LRD _TG_ 076-077 77 77 10 /20 / 05 2 :40 : 34 PM Feel, Think, Move Name Generalize A generalization is made after thinking... write a different generalization you can make from reading Feel, Think, Move 78 169 24 _ LRD _TG_ 078-079 10 /20 / 05 2 :41 : 32 PM Feel, Think, Move Name Vocabulary Directions Write the vocabulary word that... short paragraph about how the body works to make itself move Use at least three vocabulary words 79 169 24 _ LRD _TG_ 078-079 79 3 /20 /06 8 :46 :55 AM
- Xem thêm -

Xem thêm: 5 4 2 feel, think, move (life science) TG, 5 4 2 feel, think, move (life science) TG, 5 4 2 feel, think, move (life science) TG

Gợi ý tài liệu liên quan cho bạn

Nhận lời giải ngay chưa đến 10 phút Đăng bài tập ngay