Reading Peak Teacher's Guide Build your dreams, Grow as a global leader www.ibuildandgrow.com Unit |Mosquitoes Reading Peak 1: Teacher’s Guide Unit Objectives: Students will learn about the mosquitoes and how to deal with them Students will practice scanning through a text Students will understand the meanings of new words and be able to use the words in sentences Students will practice summarizing passages and giving opinions Power Vocabulary: bite, spread, disease, female, produce, attract, sensor, visual, detect, avoid LESSON GUIDE Before Reading Have the students look at the picture What kind of animal is in the picture? (insect, mosquito) What they think it is doing? (eating, drinking blood) Where is it? (on a person’s arm, on someone’s skin) What you think? Have the students answer the pre-reading questions as a class, in pairs or individually Encourage them to answer in complete sentences Background Knowledge Introduce the topic for the day and then read the Background Knowledge text aloud for the students Tell them to follow along in their books as you read Power Vocabulary Introduce all the words in the Power Vocabulary section to the students and go through their meanings Extra Idea (optional): Scramble for Words Prepare small cardboard cards with 5-10 words from the unit’s Power Vocabulary and their meanings Half of the cards should have vocabulary words written on them and half should have word meanings (or synonyms) written on them Spread all the cards out on the floor and have the students come over and pick out two cards that match After picking their cards, each student goes up to the board and sticks the two cards next to each other Continue the activity until there are no cards left on the floor Review the vocabulary and their meanings (or synonyms) with the students after the activity is finished Reading Peak 1, Unit 1 During Reading Have the students listen to the recording of the text and follow along in the student book Afterwards, ask the students what they remember about the text without looking at their books  Facts about mosquitoes and/or mosquito bites (only females bite, they spread diseases, etc.)  Why mosquitoes like to bite people (visual sensors, sense bright colors, etc.)  How to avoid mosquitoes (avoid bright clothes, use mosquito nets, use mosquito spray) As the students answer, take notes on the board Show the students different ways to take notes (use different colors and/or shapes to separate the different categories): Example Mosquitoes  What are they? - They are insects - They spread diseases - Only females bite  Why they bite us? - Sweat - Bright clothes - Warm bodies  How we avoid them? - Don’t wear bright clothes - Use mosquito lotions/sprays - Use mosquito nets Scanning Teach the students about the unit’s reading strategy and then read the scanning question aloud Next, have the students read the passage out loud Extra Idea (optional): Forward and Backward Tell the students that they will take turns reading one sentence each from the passage After each student finishes reading their sentence, they will point either left or right If they point right, then the next student has to read the sentence AFTER the one that was just read If they point left, then the next student has to read the sentence BEFORE the one that was just read After Reading Reading Comprehension Have the students complete both activities on their own If you feel that the students are not at the level to answer the questions on their own yet, you can go Reading Peak 1, Unit through the activities as a class Remind them that they need to answer in complete sentences for the second activity Point out that the answer to question number one in the first activity is the main idea of the unit’s text Graphic Organizer Refer the students back to the notes you made together on the board Go over the different parts of your table/diagram: mosquitoes’ main sensors (chemical, visual, heat), what they sense/detect (sweat, bright colors, body heat), and how to avoid mosquitoes (not wearing bright clothes, using lotion/spray, using mosquito nets) Move on to the graphic organizer in the book and have the students fill in the blanks Check the answers as a class Vocabulary Build-up Go through the Vocabulary Build-up exercise with the students Have them fill in the blanks on their own Briefly go through the contents of the Power Vocabulary box Ask the students to read the sample sentences (individually or as a group) and then point out the words in focus Extra Idea (optional): Word Lottery Prepare small slips of paper with the Power Vocabulary words written on them Put all of the slips of paper in a hat or bowl Have each student come to the front and pull out a word Tell the student to read the word out loud for the class and then to use that word in a sentence Reading Peak 1, Unit ANSWER KEY: STUDENT BOOK What you think? When and where you usually get bitten by mosquitoes?  I usually get bitten when I’m in bed at night  I usually get bitten when I go camping near rivers and lakes What attracts mosquitoes?  I think mosques like the smell of blood  Maybe mosquitoes like certain colors Scanning What are the three main sensors of mosquitoes?  They are chemical sensors, visual sensors, and heat sensors Reading Comprehension Choose the best answer a b b d a Write the answers in full sentences Why female mosquitoes need to drink blood? They need to drink blood to produce eggs Which sensors help mosquitoes smell sweat? Chemical sensors help mosquitoes smell sweat What kinds of colors attract mosquitoes? - Bright colors attract mosquitoes Graphic Organizer Vocabulary Build-up a d c d c Reading Peak 1, Unit ANSWER KEY: WORKBOOK Vocabulary Practice A bite chemicals B d b female sensors attract c c c C section find escape Writing Practice A It is my father that bought me a new watch It is swimming class that I take on Saturdays It is a sandwich and a salad that Susie ate for lunch B e c d b C Mosquitoes can find you, even in the dark Certain chemicals in sweat also attract mosquitoes You have been bitten by a mosquito before Female mosquitoes need to drink blood to produce eggs Using mosquito spray will keep mosquitoes far away from you a Reading Peak 1, Unit Unit |Self-Care Technology Reading Peak 1: Teacher’s Guide Unit Objectives: Students will learn about self-care technology and its benefits Students will practice guessing word meanings through context clues Students will understand the meanings of new words and be able to use the words in sentences Students will practice summarizing passages and giving opinions Power Vocabulary: snore, rate, decide, exist, record, information, appointment, alert, notice, aware LESSON GUIDE Before Reading Have the students look at the picture What can they see in the picture? (a stethoscope) Where have they seen one of these instruments before? (at the doctor’s office/hospital, doctors wear them around their necks) What about the paper underneath the stethoscope – where have they seen this kind of form before? (at the doctor’s office/hospital) What you think? Have the students answer the pre-reading questions as a class, in pairs or individually Encourage them to answer in complete sentences Background Knowledge Introduce the topic for the day and then read the Background Knowledge text aloud for the students Tell them to follow along in their books as you read Power Vocabulary Introduce all the words in the Power Vocabulary section to the students and go through their meanings Extra Idea (optional): Whispering Game Divide the class into two teams and have each team form a line If there are an odd number of students, one student can be the teacher’s “helper.” Whisper the meaning of one of the Power Vocabulary words into the ear of the first student in line for each team Tell the students to “pass the message” down the line until it gets to the last student for each team That student must then write the correct word on the blackboard Reading Peak 1, Unit During Reading Have the students listen to the passage (recording) and follow along in the student book Afterwards, ask the students what they can remember about the text without looking at their books  People who can use self-care technology (people who have just had surgery, elderly people)  What information is recorded (heart rate, body temperature)  People alerted (doctors, nurses) As the students answer, take notes on the board Show the students different ways to take notes (use different colors and/or shapes to separate the different categories): Example “Health Helpers” Products of Self-Care  What are they? - Records your information such as heart rate and body temperature - Prevents illness by teaching people about health issues  How does it work?  Who uses them? - Sends this information to your doctor - People who have just had surgery - Doctor makes an appointment if there is a problem - Elderly people that live alone - Doctor is alerted during an emergency Next, have the students read the passage out loud Guessing Word Meaning Teach the students about the unit’s reading strategy and then read the guessing word meaning question aloud Have the first student that raises their hand tell you what they think the word “emergency” means Extra Idea (optional): The Secret Word Scan the passage before the class starts and pick out a frequently-used function word (article, pronoun, preposition, etc.) Have the students stand up and read the passage as a group, but tell them they are not allowed to say your chosen word Whenever a student is caught saying the word, have them sit down Continue until the passage is finished or until there is only one student left standing Have that student finish reading the passage normally and give him/her a small prize Reading Peak 1, Unit 2 After Reading Reading Comprehension Have the students complete both activities on their own If you feel that the students are not at the level to answer the questions on their own yet, you can go through the activities as a class Remind them that they need to answer in complete sentences for the second activity Point out that the answer to question number one in the first activity is the main idea of the unit’s text Graphic Organizer Refer the students back to the notes you made together on the board Go over the different parts of your table/diagram: people who can use self-care technology (people who have just had surgery, elderly people), what information is recorded (heart rate, body temperature), and people alerted (doctors, nurses) Move on to the graphic organizer in the book and have the students fill in the blanks Check the answers as a class There are two incorrect answers included with the phrases in the box Ask the students why those phrases are wrong Vocabulary Build-up Go through the Vocabulary Build-up exercise with the students Have them fill in the blanks on their own Briefly go through the contents of the Word Power box Ask the students to read the sample sentences (individually or as a group) and then point out the words in focus Extra Idea (optional): Draw Something, Too Prepare small slips of paper with the Power Vocabulary words written on them Put all the slips in a hat or bowl Divide the class into two teams and ask one member from each team to come up to the front Pick a word from the hat/bowl and whisper it to the two students Split the board into two halves and have the students try to draw something that will help their team guess the word (no letters or numbers allowed) The team that guesses the word first gets a point ANSWER KEY: STUDENT BOOK What you think? How you have your health checked?  I go to the doctor’s office to have my health checked  I go to the school clinic to have my health checked What you need to check your health?  I need an appointment with my doctor  I need a thermometer  Reading Peak 1, Unit Scanning Guess the meaning of the word “emergency” in line 11  I think “emergency” means something unexpected (and sometimes dangerous) that you need help with Reading Comprehension Choose the best answer a b b d a Write the answers in full sentences What kinds of information “health helpers” show? They show information about you, such as your heart rate and body temperature Who will get the information checked by “health helpers”? A doctor will get the information checked by “health helpers” What happens when a person checked by “health helpers” has a problem? The doctor can make an appointment to see him or her in person Graphic Organizer Vocabulary Build-up d b a b b ANSWER KEY: WORKBOOK Vocabulary Practice A notice decide B a c C happened record surgery serious c b d stop meeting Writing Practice A The old man who sent me flowers is in the store Did you see the woman in the park who looked like my boss? I went shopping with my friend who transferred to my school last month Reading Peak 1, Unit Unit 14 | Social Network Service Reading Peak 1: Teacher’s Guide Unit Objectives: Students will learn about the pros and cons of social network services Students will practice comparing and contrasting Students will understand the meaning of new words and be able to use the words in sentences Students will practice summarizing passages and giving opinions Power Vocabulary: social, support, effort, chat, share broadcast, personal, post, view, border LESSON GUIDE Before Reading Have the students look at the picture What they think the picture is trying to show? (people are connected through the Internet) Do they know some ways that people use the Internet to build relationships? (Facebook, Twitter, online message boards) Have they tried communicating with another person using the Internet? (Yes, through e-mail, online chatting, SNSs) What you think? Have the students answer the pre-reading questions as a class or in pairs Encourage them to answer in complete sentences Background Knowledge Introduce the topic and then read the text aloud for the students Tell them to follow along in their books as you read Power Vocabulary Introduce all the words in the Power Vocabulary section to the students and go through their meanings Extra Idea (optional): Quiz Show Write all the Power Vocabulary words on the board Split the students into three teams Have a student from each team come to the front of the class Tell them that you’re going to read a word definition out loud, and if they know the answer, they should ring a bell/buzzer (if you have props) or raise their hand Ask the Reading Peak 1, Unit 14 student who rings the bell/buzzer or raises their hand first what the answer is If their answer is correct, they get a point for their team During Reading Have the students listen to the passage (recording) and follow along in the student book Afterwards, ask the students what they can remember about the text without looking at their books  Features of SNSs (chatting, sharing photos, broadcasting thoughts in “real-time”)  Benefits of SNSs (helps people build stronger personal relationships)  Problems with SNSs (privacy is not protected) As the students answer, take notes on the board Show the students different ways to take notes (use different colors and/or shapes to separate the different categories): Example Chatting and sharing photos  Privacy issues  SNS  Broadcasting thoughts in ‘real-time’  Build stronger personal relationships Comparing and Contrasting Teach the students about the unit’s reading strategy Ask the students if they remember what SNSs were like when they first started in the 1990s And then ask them what they are like today Discuss the ways that they are different Next, have the students read the passage out loud Extra Idea (optional): Word Scavenger Hunt Make a list of all the Power Vocabulary words (in the same order they appear in the passage) on the board Tell your students to start reading the passage quietly in their seats and to raise their hand when they find one of the words on the list Ask the student who finds the word first to read the sentence that contains the word out loud Ask them if they also remember the meaning of the word (they can check the definition in the Power Vocabulary section if they can’t remember it) Reading Peak 1, Unit 14 After Reading Reading Comprehension Have the students complete both activities on their own If you feel that the students are not at the level to answer the questions on their own yet, you can go through the activities as a class Remind them that they need to answer in complete sentences for the second activity Point out that the answer to question number one in the first activity is the main idea of the unit’s text Graphic Organizer Refer the students back to the notes you made together on the board Go over the different parts of your table/diagram: Features of SNSs (chatting, sharing photos, broadcasting thoughts in “real-time”); Benefits of SNSs (helps people build stronger personal relationships); Problems with SNSs (privacy is not protected) Move on to the graphic organizer in the book and have the students fill in the blanks Check the answers as a class Vocabulary Build-up Go through the Vocabulary Build-up exercise with the students Have them fill in the blanks on their own Briefly go through the contents of the Word Power box Ask the students to read the sample sentences (individually or as a group) and then point out the words in focus Extra Idea (optional): Sum it Up Ask the students to work in groups of four Tell them to read the passage again, and then to work together to write their own summary of the passage Have all the groups present their summaries to the class Take a vote to see which group created the best summary and give the winning group a small prize Reading Peak 1, Unit 14 ANSWER KEY: STUDENT BOOK What you think? How you communicate with others over long distances  I use my cell phone  I send email or use websites like Facebook and Twitter What is your favorite online website?  I always visit Cyworld and Naver  My favorite website is Facebook Understanding Sequences How are internet sites different today from the ones in the 1990s?  Internet sites today allow people to broadcast their thoughts in “real time.” Reading Comprehension Choose the best answer b d b c a Write the answers in full sentences Why did people begin to form internet communities?  People began to form internet communities to support their efforts to meet new people What does it mean to share a thought in “real time”?  It means that as soon as people think of something, they can share it with everyone who is part of their social network What are the two most popular SNSs today?  Facebook and Twitter are the two most popular SNSs today Graphic Organizer Vocabulary Build-up d d b a c Reading Peak 1, Unit 14 ANSWER KEY: WORKBOOK Vocabulary Practice A social B d C private privacy effort share connect b d c c talk Writing Practice A It is said that eating breakfast is important It is expected that our team will win the game It is thought that we have to respect elders B b c d e C They are easier to use and have better features It helps people build stronger personal relationships It may seem like you’re chatting with a close friend Your message can be viewed by thousands of people These services allow people to broadcast their thoughts help a Reading Peak 1, Unit 14 Unit 15 |Art Therapy Reading Peak 1: Teacher’s Guide Unit Objectives: Students will learn what art therapy is and how it can help people Students will practice drawing conclusions Students will understand the meaning of new words and be able to use the words in sentences Students will practice summarizing passages and giving opinions Power Vocabulary: mentally, physically, cure, heal, deal figure, repeat, gradually, ease, receive LESSON GUIDE Before Reading Have the students look at the picture What are the kids in the picture are doing? (painting, making a picture) How the students feel when they draw or paint? (happy, calm) What is their favorite way to draw pictures? (use watercolors, crayons, pencils) What you think? Have the students answer the pre-reading questions as a class or in pairs Encourage them to answer in complete sentences Background Knowledge Introduce the topic and then read the text aloud for the students Tell them to follow along in their books as you read Power Vocabulary Introduce all the words in the Power Vocabulary section to the students and go through their meanings Extra Idea (optional): Time is Ticking Have the students look at the picture What are the kids in the picture are doing? (painting, making a picture) How the students feel when they draw or paint? (happy, calm) What is their favorite way to draw pictures? (use watercolors, crayons, pencils) Reading Peak 1, Unit 15 During Reading Have the students listen to the passage (recording) and follow along in the student book Afterwards, ask the students what they can remember about the text without looking at their books  Kinds of art therapy (painting, drawing)  Effects of art therapy (shows how people feel, help therapists figure out people’s problems, gradually eases people’s problems)  Why art therapy is good (no harmful side effects, fun activity) As the students answer, take notes on the board Show the students different ways to take notes (use different colors and/or shapes to separate the different categories): Example Kinds of Art Therapy - Painting with brushes - Drawing with chalk or markers Effects of Art Therapy - Shows how people feel - Help therapists figure out people’s problems - Gradually eases people’s problems Why Art Therapy is Good - No harmful side effects - Fun activity Drawing Conclusions Teach the students about the unit’s reading strategy Then ask the students to think about the passage and how it made them feel Do they think art therapy is good or bad? Is it something that more people should try? Next, have the students read the passage out loud Extra Idea (optional): Reading Orchestra Divide the class into three groups Ask one group to read the passage in a high voice, tell the second group to read in a normal voice, and have the third group read with a low, deep voice Tell each group that they should read only when you gesture to them As the conductor, you can have the groups reading individually, two at a time, or all at once Reading Peak 1, Unit 15 After Reading Reading Comprehension Have the students complete both activities on their own If you feel that the students are not at the level to answer the questions on their own yet, you can go through the activities as a class Remind them that they need to answer in complete sentences for the second activity Point out that the answer to question number one in the first activity is the main idea of the unit’s text Graphic Organizer Refer the students back to the notes you made together on the board Go over the different parts of your table/diagram: Kinds of art therapy (painting, drawing); Effects of art therapy (shows how people feel, help therapists figure out people’s problems, gradually eases people’s problems); Why art therapy is good (no harmful side effects, fun activity) Move on to the graphic organizer in the book and have the students fill in the blanks Check the answers as a class Vocabulary Build-up Go through the Vocabulary Build-up exercise with the students Have them fill in the blanks on their own Briefly go through the contents of the Word Power box Ask the students to read the sample sentences (individually or as a group) and then point out the words in focus Extra Idea (optional): Guess the Word Have the students work in groups of four Write all the Power Vocabulary words on the board Give the students one minute to read the meanings of the words from the Power Vocabulary section Ask the students to close their books and then read the different definitions from the Power Vocabulary aloud Have each group write down what they think each word is Correct the answers together as a class Reading Peak 1, Unit 15 ANSWER KEY: STUDENT BOOK What you think? What is the purpose of art?  It’s a fun activity and helps keep people busy  People use art to express themselves How could art help people with mental or physical problems?  They might be able to express themselves better in pictures than they can in words  It helps people relax and makes their stress go away Drawing Conclusions What conclusion did you draw from this passage?  Art therapy can be a good way to deal with patients with mental and physical problems Reading Comprehension Choose the best answer b b d d c Write the answers in full sentences When did people start to use art to help patients?  In the mid-20th century, people thought art could be used to help patients How can painting help patients deal with stress?  Painting with creative tools like paint brushes, and drawing with chalk and markers help patients deal with stress Why is art therapy thought to be one of the best forms of therapy?  Art therapy is thought to be one of the best forms of therapy because it doesn’t have any harmful side effects Graphic Organizer Vocabulary Build-up c b b a d Reading Peak 1, Unit 15 ANSWER KEY: WORKBOOK Vocabulary Practice A figure heal deal d express physically B a surprisingly a b b Writing Practice A It isn’t easy to get up early in the morning It isn’t difficult to express my thoughts It is interesting to meet new people B d a b c C Art can be used to treat mentally sick people The therapists try to figure out patients’ problems Art therapy is being developed as a way to cure patients Art therapy is thought of as the best among different forms of therapy Painting with creative tools helps patients deal with stress e C slowly treat Reading Peak 1, Unit 15 Unit 16 | Threatened Oceans Reading Peak 1: Teacher’s Guide Unit Objectives: Students will learn about threats to the world’s oceans and seas and what people can about Students will learn to recognize causes and effects Students will understand the meanings of new words and be able to use the words in sentences Students will practice summarizing passages and giving opinions Power Vocabulary: increase, threaten, spill, release, extreme, drought, damage, situation, dump climate, LESSON GUIDE Before Reading Have the students look at the picture What can they see in the picture? (rocks, a pipe, water, chemicals) What is coming out of the pipe? (water, chemicals) Is the water (or chemicals) coming out of the pipe clean? (not clean, yellowish color) Where is the pipe dumping the water or chemicals into? (into a river, into the ocean) What you think? Have the students answer the pre-reading questions as a class, in pairs or individually Encourage them to answer in complete sentences Background Knowledge Introduce the topic and then read the Background Knowledge text aloud for the students Tell them to follow along in their books as you read Power Vocabulary Introduce the unit’s Power Vocabulary section and go through the word meanings Extra Idea (optional): Scramble for Words Prepare small cardboard cards with 5-10 words from the unit’s Power Vocabulary and their meanings Half of the cards should have vocabulary words written on them and half should have word meanings (or synonyms) written on Reading Peak 1, Unit 16 them Spread all the cards out on the floor and have the students come over and pick out two cards that match After picking their cards, each student goes up to the board and sticks the two cards next to each other Continue the activity until there are no cards left on the floor Review the vocabulary words and their meanings (or synonyms) with the students after the activity is finished During Reading Have the students listen to the passage (recording) and follow along in the student book Afterwards, ask the students what they can remember about the text without looking at their books  Man-made threats to the ocean (overfishing, introducing non-native species, oil spills, factories dumping harmful materials into the water)  Natural threats (floods, droughts) As the students answer, take notes on the board Show the students different ways to take notes (use different colors and/or shapes to separate the different categories): Example Save Our Seas Man-Made Threats - Overfishing - Introducing non-native species - Oil spills and factory waste-dumping Natural Threats - Floods - Droughts Recognizing Causes and Effects Teach the students about the unit’s reading strategy Then ask the students what the different threats to the seas are As they give their answers, ask them what the direct effect of each threat is Next, have the students read the passage out loud Extra Idea (optional): Forward and Backward Tell the students that they will take turns reading one sentence each from the passage After each student finishes reading their sentence, they will point either left or right If they point right, then the next student has to read the sentence AFTER the one that was just read If they point left, then the next student has to read the sentence BEFORE the one that was just read Reading Peak 1, Unit 16 After Reading Reading Comprehension Have the students complete both activities on their own If you feel that the students are not at the level to answer the exercises on their own yet, you can go through the activities as a class Remind them that they need to answer in complete sentences for the second activity Point out that the answer to question one in the first activity is the main idea of the unit’s text Graphic Organizer Refer the students back to the notes you made together on the board Go over the different parts of your table/diagram: Man-made threats to the ocean (overfishing, introducing non-native species, oil spills, factories dumping harmful materials into the water); Natural threats (floods, droughts) Move on to the graphic organizer in the book and have the students fill in the blanks Check the answers as a class Vocabulary Build-up Go through the Vocabulary Build-up exercise with the students Have them fill in the blanks on their own Briefly go through the contents of the Word Power box Ask the students to read the sample sentences (individually or as a group) and then point out the words in focus Extra Idea (optional): Word Lottery Prepare small slips of paper with the Power Vocabulary words written on them Put all of the slips of paper in a hat or bowl Have each student come to the front and pull out a word Tell the student to read the word out loud for the class and then to use that word in a sentence Reading Peak 1, Unit 16 ANSWER KEY: STUDENT BOOK What you think? What causes the oceans to be polluted? - People throwing garbage into the sea - Factories dumping their waste in the water What problems does ocean pollution cause? - The fish and other animals that live in the ocean die - The water becomes unsafe for people to swim in Recognizing Causes and Effects What are the causes of sea pollution? - Oil spills and factories releasing harmful materials into the sea are the causes of sea pollution Reading Comprehension Choose the best answer b b c c c Write the answers in full sentences How non-native species affect the ocean? Native species find it difficult to survive when they have to compete with nonnative species How does an increasing number of jellyfish affect the ecosystem of the ocean? The increasing number of jellyfish eat the food of other animals and have destroyed the balance of the ecosystem How can people prevent further damage to our oceans? If people no longer dump waste into the sea, we can prevent further damage to our oceans Graphic Organizer Vocabulary Build-up a d d b c Reading Peak 1, Unit 16 ANSWER KEY: WORKBOOK Vocabulary Practice A dump spill damage B b d a C weather severe drought b introduce d rise Writing Practice A If I make an effort, I might get a good result If Joey is more patient, he might be a nice person If I take some rest, I might get well soon B d e a c C Factories release harmful materials into the sea Many sea animals have died because of these spills There have been a large number of oil spill in oceans People need to understand the dangerous situation our oceans face It’s because fisherman have caught too many Atlantic blue fin tuna b Reading Peak 1, Unit 16 ... age of 13 He tried to reflect the mood of the times to his work This music helped him experiment with rhythm and free verse b Reading Peak 1, Unit 5 Unit |Ballet Reading Peak 1: Teacher’s Guide. .. bedtime The doctor can make an appointment to see you in person a C Reading Peak 1, Unit Unit | Earthworms Reading Peak 1: Teacher’s Guide Unit Objectives: Students will learn about earthworms and... the rain Earthworms protect the environment by recycling trash e Reading Peak 1, Unit Unit | Sleep Debt Reading Peak 1: Teacher’s Guide Unit Objectives: Students will learn about sleep debt and