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SCIENCE 1

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Contents

Unit The Nature of Science T2


1 What is science?

Let's Investigate! Lab • How do things look? T14

Unit Solve Problems T15e


2 How can you solve problems?

Let's Investigate! Lab • How can you lift heavy things? T26

Unit Living and Nonliving Things T27e


3 What can you say about living things?

Let's Investigate! Lab • How are animal and plants different? T38

Unit Plants and Animals T39e


4 How do living things change as they grow?

Let's Investigate! Lab • How does a butterfly change? T50

Unit Body and Senses T51e


5 What am I like?

Let's Investigate! Lab • How many points can you feel? T62

Unit Earth and Sky T63e


6 What are Earth and the sky like?

Let's Investigate! Lab • What do the day and night skies look like T74

Unit Objects T75e


7 What are objects like?

Let's Investigate! Lab • Which object is heavier? T86

Unit Matter and Mixtures T87e


8 What are matter and mixtures?

Let's Investigate! Lab • What is in a mixture? T98

Unit Motion T99e

9 What are position and motion?

Let's Investigate! Lab • How can you move the car? T110

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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 language-
learning 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

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Series Components
Student’s Book
Unit The Solar System
6 What are the
sun, moon, and
I will learn
Define learning goals for the unit.
• what the sun is and w
planets like? we need it.
hy

Start examining the Big Question. 1 Look and complete the


label for
• what stars are and w
the moon is like.
hat
each picture.
• what objects make u
p the
solar system.

m n

p a ets

s n
st rs
2 What can you see in the
night sky? As a class, mak
e a list.
3 Why do we need the sun?
With a partner, give three
reasons.
Activate previous knowledge
!k!
ThiTnhkin
and introduce the topic.
Why are some
stars brighter
Engage critical thinking and than others?

begin to unfold the Big Question. 64 Unit 6

Bring science to life with clearly


Key Words defined questions, real-world contents,
ds of skills
Lesson 1 . What kin • senses • observe
do scientists use? • experiment • pred
ict and scientific facts.
1 Read and complete the
statements. • results Experiment in class or online;
Different Ways to Lear
n
use their senses.
recording observations in
world around them. They
Scientists learn about the
nts to learn . They carry out experiments
again Student’s Books gives a sense
Scientists do experime
get the same results.
and again to make sure they
other, too. They ask each
other, “How do you of ownership. Expand thinking
Scientists learn from each how they know.
know?” and share what they learn . They give answers. They tell Learn key words through texts with Activity Cards on the
experiments each othe
r senses and definitions in a glossary at ActiveTeach.
the end of each Student’s Book.

Scientists learn from


Scientists use their
Scientists carry out .
.
.
their answers.
2 Read and match the questions with
Materials Let’s Investigate!
To help answer each
use?
1. Why do scientists repe
at
other’s questions. What skills do scientists
their experiments?
one plastic cup and
1. Write salt water on
To make sure the r, using a marker.
plain water on the othe
2. Why do scientists results are the same. 2 plastic cups the salt cup.
spoo nful of salt into
use their senses? with water 2. Stir 1
cup. Start the timer.
To learn about the
spoon 3. Put 1 ice cube in each
the first ice cube
3. Why do scientists world around them. 4. Check the timer when
in the table.
share what they learn? 2 ice cubes melts. Record your data
the second ice cube
5. Check the timer when
Unit 1 5
Let’s Explore! Lab
.
timer melts. Record your data
1/7/16 2:56 PM

salt
M01_SHAKE-UP-SCIE
NC_SB_03GLB_4757_
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Ice Cube Data
tes)
Time to Melt (minu

Think, read, and write Link to digital activities Plain water


Salt water
like a scientist to make to explore topics before
learning personal, relevant, reading.
and engaging. Explicit
instruction brings science
concepts to life.
plain water
salt water

14 Unit 1 Let’s Investigate! Lab


1/7/16 2:56 PM

U01.indd 14
NC_SB_03GLB_4757_
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vi Series Components

A02_BS_TB_01GLB_4368_FM.indd 6 25/04/2016 09:49


5 Read, look, and match
each item to its recycling
. Match the objects with
bin.
6 Look at the pictures Recycle
the materials. People can recycle. Rec
ycle means to change some
again. Paper, plastic, m thing so it can be used
etal, and glass can be r
ecycled.

7 What objects are


made of plastic?
Say as a class.
Do quick activities
each object is made of. 6
e). in the classroom. With a partner, circle the
parts of the
8 Circle T (true) or F (fals
toys that use recycled mate
rials.
Say as a class.
T/F
a) Windows are usually
Look around the
made of metal. classroom. Find one
Think of an item you
T/F object made of wood.
normally throw in the
b) You can feel if things trash or recycle. Design
Find one object made
are rough. of metal. Find one
something new you can
T/F object made of plastic.
make from it and draw
c) You can hear how plan in your notebook.
a

some objects sound. Unit 7 79


Lesson 1 Check

Unit 5 59
04/02/16 22:44

M07_SHAKE-UP-SCIENC_SB_01
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Introduce or review
lesson concepts. Provoke thought about
how to protect Earth.

Review the main points of


Do fun experiments each lesson before taking
with the family. the Got it? Quiz.

Unit 6
What are the sun,
Review moon, and planets
like?

6 Read. Draw a bean,


a bean Lesson 1

bean
seedling, and an adult What is the sun?
plant. Show and tell. Does it have seeds? 1 Look and circle the
sun’s position in the sky
Get your favorite fruit. at sunrise.
Bean Plants Ask an adult to cut it in
a seed. half. Does it have seed
s?
A bean plant starts as
ling. Draw what you find.
A bean grows into a seed
n plant.
Then it grows into a bea
seeds. The bean seeds can
An adult bean plant has
new bea n plan ts.
grow into 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
7 Think of a plant or
animal. Draw it as a you
w and tell.
Draw it as an adult. Sho
plant or animal.
animal change?
How does the plant or

Unit 4 49
Got it? 60-Second Video
Lesson 3 Check
Unit 6 75
04/02/16 22:26

U04.indd 49
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Assess progress at the end Review each unit quickly


of each lesson. and concisely.

Series Components vii

A02_BS_TB_01GLB_4368_FM.indd 7 25/04/2016 09:49


Series Components
Teacher’s Book
Follow the 5-E How do plants and
Plan your lessons by
methodology (pages 3 Plants and Animals
Unit

selecting the activities


E BIG
TH
Lesson 3 Where do plants and animals live?
animals live in their
habitats? Activity Pages Time

xii–xiii) across each


Engage

that best suit your


• Think! How do people adapt to their habitats? TB p. 36 10 min
Lesson Plan Explore • Digital Lab: Where can plants live? (ActiveTeach) TB p. 35 20 min
• Habitats SB p. 35 20 min

classroom needs, with


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

level’s activities.
• Oceans and deserts SB p. 36 20 min
Explain
• Wetlands and rain forests SB p. 37 20 min
Activity Pages Time
• Got it? 60-Second Video (ActiveTeach) TB p. 37 20 min

an estimated time for


• Unit Opener: Think! How is a giraffe like a zebra? SB p. 28 5 min
• Places for Plants and Animals TB p. 35 15 min
• Unit Opener: Identify plant and animal habitats. SB p. 28 10 min
Engage Elaborate • Habitats TB p. 36 20 min
• Unit Opener: Contemplate plant and animal needs. SB p. 28 10 min
• Habitat Posters TB p. 37 30 min
• Think! What is the best way for animals to protect themselves? TB p. 30 5 min

each activity.
• Lesson 3 Check (ActiveTeach) TB p. 39a 10 min
Explore • Digital Lab: How do ears compare? (ActiveTeach) TB p. 29 15 min
• Assessment for Learning TB p. 37 10 min
• Animal needs and body parts SB p. 29 10 min Evaluate • Review (Lesson 3) SB p. 39 10 min
Explain • How animals stay safe SB p. 30–31 40 min • Got it? Self Assessment (ActiveTeach) TB p. 39b 10 min
• Got it? 60-Second Video (ActiveTeach) TB p. 31 5 min • Got it? Quiz (ActiveTeach) TB p. 39c 10 min
• Flash Lab: Animal Needs SB p. 29 20 min Lab • Let’s Investigate! How does water affect plant growth? TB p. 38 30 min
Elaborate • Defense Mechanisms TB p. 30 20 min
• My Favorite Defense TB p. 31 15 min


Lesson 1 Check (ActiveTeach)
Assessment for Learning
TB p. 39a
TB p. 31
10
10
min
min Select Flash Cards for
Evaluate • Review (Lesson 1) SB p. 39 10 min
Flash Cards
use during the lessons.
Lesson 1
• Got it? Self Assessment (ActiveTeach) TB p. 39b 10 min
• Got it? Quiz (ActiveTeach) TB p. 39c 10 min Key Words ELL Support
camouflage beak spikes
beak, camouflage, Vocabulary: habitats and
claws, spikes, descriptors: ocean, forest, wetland,
Lesson 2 What are the parts of plants? horns, poison desert, hot, cold, wet, dry, cool,
shady, moist, humid, etc.
Activity Pages Time Vocabulary: animals: alligator,
• Think! What is the best habitat for a plant that needs a lot of water? TB p. 32 10 min deer, giraffe, zebra, chipmunk,
Engage • Think! What happens if you put a plant in a dark closet for a week? SB p. 33 10 min whale, pelican, woodpecker,
• Think! How do cones protect seeds? TB p. 34 10 min robin, earthworm, crab spider,
horned lizard, lionfish, pill bug,
Explore • Digital Activity: Did You Know: Lithops (ActiveTeach) TB p. 32 20 min stem roots seed
coral snake, arctic fox
• What plants need SB p. 32 20 min
• Parts of plants SB p. 33 20 min Lesson 2
Explain
• Seed plants SB p. 34 20 min
• Got it? 60-Second Video (ActiveTeach) TB p. 34 5 min Key Words ELL Support

• Playing Plants TB p. 33 15 min nutrients, roots, soil, Quantifiers: some, many, most
Elaborate • Go Green: Composting TB p. 33 30 min stem, seeds, cone Vocabulary: plants: water lily,
• Eating Plant Parts TB p. 34 20 min cactus, rose, bulrushes, daisies,
tulips, daffodils, pansies, hibiscus;
• Lesson 2 Check (ActiveTeach) TB p. 39a 10 min cone desert hump vegetables
• Assessment for Learning TB p. 34 10 min
Evaluate • Review (Lesson 2) SB p. 39 10 min
• Got it? Self Assessment (ActiveTeach) TB p. 39b 10 min Lesson 3
• Got it? Quiz (ActiveTeach) TB p. 39c 10 min
Key Words ELL Support

habitat, stalk, hump Vocabulary: habitats, adjectives

T27e Unit 3 • Unit Overview • Lesson Plan Unit 3 • Unit Overview • Lesson Plan T27f

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Unit
Plants and Plants and Animals View the annotated
3 Animals
Unit

3
Refer to objectives, Student’s Book page
How do plants and I will learn

animals live in their • what animals need and


how they use their body
habitats?
parts to meet their needs.
Then number • the different parts of seed
1 Look and label the habitats.

vocabulary, and for reference.


plants.
to match.
Unit Objectives
the animals and plants • that plants and
animals
live in habitats that meet
learn about animals’ needs
Lesson 1: Students will
desert
ocean wetland forest their needs.

body parts help them meet


and identify how different

learning resources.
3 4
2
their needs. 1

learn about plants’ needs


Lesson 2: Students will wetland
different parts of seed plants. ocean desert
and identify forest

learn about habitats and 3 2


Lesson 3: Students will 4 1
live in habitats that meet
how plants and animals
their needs. deer cactus coral
alligator

wetland, forest, desert, 2 With a partner, think of


three words
Vocabulary: ocean,
coral, giraffe, zebra, habitat that describe each habitat.
alligator, deer, cactus, 3 What do all animals and
plants need?
Talk as a class.

Think !

Introduce the
E BIG
TH
How is a giraffe like a zebra?

Big Question 28 Unit 3

habitats?
animals live in their
How do plants and (Answer: The ocean.) The
Where does (coral) live? Lesson 3
Have students label the
Build Background ocean is coral’s habitat.
Write the following text
on the board: How do
plants and
habitats and then match
the animals according
ly.
How do scientists colle
animals live in their habitats?
Go over the vocabulary
with
Check answers as a class. ct
and share data?
Lesson 3 . How do
page. Think
know the words on the
scientists collect
that Key Words
students to ensure they think of three words and share data?
What is it like where you
live? Is it 2 With a partner, • data • basalt
about where you live? live is their habitat. describe each habitat.
1 Look and circle the
words that describe the rocks.
• granite • pumice
living things
(hot and dry)? Where them to think of three words
Pair students and invite Objective: Learn how
scientists collect data.
What is a forest like?

Help students
smooth
to describe each habitat.
rough
Engage green, and shady.) Vocabulary: collect, sharp

(Possible answer: It’s cool, data, tally marks, picture


chart
T hi nk !
(Possible answers:
What is it like in the ocean? Digital Resources: Flash rounded jagged

students and provide Cards (record, measure), large


cold, dark) Prompt Let’s Explore! Digital Lab
wet, salty,

explore the topics in


from
needed. Elicit answers

Engage students’
vocabulary support as
small
zebra?
How is a giraffe like a
tall
2 Read and circle T (true)
and then the class.
volunteers to share with
or F (false).
question aloud as a class
Have students read the
answers: They both drink and plants need. Talk
Unlock the Big Ques Collect Data

brainstorm answers. (Possible 3 What do all animals tion


Let’s Explore!
Scientists collect data to
both learn new things. Data
They both eat plants. They
is what you observe with

critical thinking
your senses. Scientists
about as a class. NLOCK
milk when they’re babies.
record what they observe
and measure. Scientists
live in U make conclusions from
students that they both
E BIG data and from what they
TH
live on land.) Explain to e to elicit what plants and
already know.
Write the following text 1. Scientists collect data
for food. Call on prior knowledg on the board. I will learn using their senses.
grasslands and eat plants answers: sun, water, food,
2. Scientists use data to T/F
how scientists collect, record, make conclusions.
animals need. (Possible

Labs hands-on
and share data.
of food can a fish get in
3. Scientists only make T/F
conclusions from data.

to start unfolding
a place to live) What kind T/F
ELL Vocabulary Suppor
t sea plants, other fish) Build Background 3 Look at the picture
the ocean? (Possible answers:
and circle one thing
you can conclude about
the rocks.
e words. What is the Why do you think it might 1. The rocks are very light.
Review or teach descriptiv be useful for scientists

or online.
or dry? photograph what they’re to 2. The rocks are smooth

T hi nk ! A ga in !
it hot or cold? Is it wet

the Big Question


because of the
weather like today? Is e to record data, to be able
observing? (Possible answers: ocean water.
or pre-teach descriptiv
Is it cloudy or sunny? Review to study details later, etc.) 3. Many animals live under
the rocks.
shady, moist, and humid. way to record data is One
words for exercise 1, like is a giraffe like a zebra?
Ask to use tally marks. I can
record the
Revisit the question: How (Possible
number of girls and boys
in the class using tally
is different from a zebra.

after introducing
Demonstrate how to make marks. Let’s Explore! Lab
students how a giraffe
Unit 1 11
Zebras tally marks by counting
stripes. Giraffes have spots. and then the boys in the the girls
answers: Zebras have live in the class and marking the
Explain have shorter necks.) If
possible, elicit that they the board. (See Favorite tallies on
have students explain
from tall trees, and Pets.) why they chose the
habitats. Then number same habitat, but giraffes eat leaves

vocabulary, key
1 Look and label the Giraffes have long necks,
so they description.
the animals and plants
to match. zebras eat mostly grass. long necks.
Explore
trees. Zebras don’t need 2 Read and circle T (true)
in the instruction. Use can eat leaves from tall Let’s Explore! or F (false).
Point out the word habitat Lab What are some ways
names of the animals on you Have students read and

concepts, and goals.


the photos to elicit the can collect and share answer the questions.
to elicit the habitats. data? Check answers as a class.
the page. Then ask questions Objective: Learn some
methods for recording
habitats? sharing data. and 3 Look at the picture
and animals live in their and circle one thing
you
Animals: How do plants can conclude about
T28 Unit 3 • Plants and Digital Resources: Let’s the rocks.
Explore! Digital Lab, Let’s Have students circle the
1/27/16 9:37 PM Explore! Activity Card answer and ask volunteer
(1 per student), Flash Cards s
(Optional: Do the lab to explain. How did you
in class; refer to the Activity come to that conclusio
_03GLB_4764_U03.indd
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Card for materials and n?
M03_SHAKE-UP-SCIENC_TB steps.) Elaborate
• This video is about recording
and sharing data. Favorite Pets
• Show the Digital Lab.
What are some advantag Draw on the board a chart
of using tally marks instead es like the one shown below.
of numbers? (Possible Have students copy it in
answers: It can be more their notebooks. Then take
correct because you use on students’ favorite pets. a poll
mark per cup. It might one (Each student gets one
help you avoid skipping Have students enter tallies vote.)
• How does recording a cup.) and total them. What
the number help you compare favorite pet in the class? is the
stacks? (Possible answer:
It helps because we can
see the number of stacks
for the whole class.)
• Have students complete Favorite Pets
the Activity Card and check Total
their answers in small Cats
groups or pairs. Provide 5
support as needed. Dogs
4
Explain Birds
2
1 Look and circle the Fish
words that describe 10
the rocks.

Let’s Investigate! Materials Let’s Investigate!


How can “polluted” water
Have students look and
circle the words. Check
answers as a class. If there
is any disagreement,
and “polluted” water
about the kinds of land be cleaned?
In this unit, students learn
(prepared

and how people can protect


by teacher)
Observe the
water that make up Earth pollution
1. Stir the “polluted” water.
water with the
will investigate how some tap water polluted water and tap

Extend the scientific


them. In this lab, they timer or hand lens. Record your
observations.
Unit 1 • Lesson 3 How
your observations of
can be filtered out of water. stopwatch 2. Wait 5 minutes. Record do scientists collect and
share data? T11
the polluted water.
through the filter.
hand lens 3. Pour the polluted water
How can “polluted”
M01_SHAKE-UP-SCIENC_TB
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concepts through
Do not pour out the mud.
Let’s Investigate! Lab
11

water be cleaned?
tape into the cup. Observe
4. Pour the filtered water
and record your observations. 1/27/16 9:33 PM
filtered.
polluted water can be
Objective: Learn how

Reinforce
Data Table
per small group of

further activities that


plastic
Materials: 1 set of materials
Observations
cup Type of Water

cups, 1 soda bottle cut


students: 3 (recycled) plastic bag
“Polluted” Water It is dark and
basket coffee filter, small
in half, 1 hand lens, 1
cloudy.

understanding of the
filter assembly spoon
(prepared
of dirt, water

can be done in class


by teacher) Tap Water It is clear.
Investigate! Digital Lab,
Digital Resources: Let’s A lot of dirt is at the
Card (1 per group), Flash
Polluted Water
Let’s Investigate! Activity (After 5 Minutes) bottom. It is less

scientific concepts
cloudy at the top.
Card (pollution)

or virtually.
Prepare “polluted” water
Advance Preparation: Filtered Water It is clear like the
by mixing dirt into water.
tap water.

small groups and

through core content


• Divide the class into
students partially fill
distribute materials. Have 62 Unit 5 Let’s Investigate! Lab

with water. Have them


one of their plastic cups
“polluted” water you
fill the other cup with the

and activities.
them put the top half
prepared earlier. Have
down into the bottom an Animal Refuge
of the soda bottle upside Helping Habitats: Design
lter inside the top.
half and fit the coffee fi
Flash Card. Water can Materials: drawing materials
• Display the pollution an endangered or at risk
We’re going to see Have small groups select
get very dirty and polluted. choose appropria te animals
animal. Help groups
how we can make it cleaner. under threat include
the clean water with a as needed. (Some animals
• Have students observe bees, bats, frogs, and
the “polluted” water snow leopards, sea turtles,
hand lens. They then stir
note the differences. pandas.)
and observe it. Have them animal and its habitat
observe and Have groups look up their
• After 5 minutes, have students Internet to find out what
of the “polluted” in print books or on the
record their observations factors, like deforestation,
through the filter, being kinds of pollution or other
water and then pour it or its environment. Have
much dirt. They then are harming that animal they
careful not to pour in too animal needs and how
the third plastic cup them discuss what their
should think about what

Explore more ideas


water into
pour the filtered would protect it. Groups
and observe it. lives in (ocean, forest,
kind of habitat the animal
the cups of clean and elements the refuge needs
• Have groups compare wet, dry, etc.) and what
the Activity Card. trees, caves, particular
filtered water and fill out to provide (shade, water,

relating to the
and provide support as
d that merely filtering types of food, etc.). Monitor
• Ensure students understan
it safe to drink.
dirty water does not make needed.
Option: Show the Let’s groups illustrate their refuge.
Teacher Time-Saving After their discussion,

unit topic through


hands- to the class.
as an alternative to the Have groups present their designs
Investigate! Digital Lab why the animal needs
a
and have students use the results in the Groups should explain
on lab activity
the Activity Card. their design protects the
digital lab to complete refuge and describe how .
work around the classroom

additional creative
animal. Display students’

tion
Unlock the Big Ques
U
O
NL B CK
TH
E IG
Have students refer to
Unit Opener page. In
what they know about
the Big Question on the
pairs, have them discuss
what Earth is made of
activities.
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

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Address challenges
Unit 1 Review
VI E
REHE BI W
Unit 1
Review What is science?
students may have
while reviewing the
T G

What is science? Lesson 1

What kinds of skills


do scientists use?
1 Circle the correct answer.

unit material and


You when you use your senses
to find out something.
a) record b) repeat c) observe
Digital Resources: Print
out 1 of each per Lesson 2
student: Got it? Self Assessme
nt, Got it? Quiz

link to Got it? Self


How do scientists find
answers?
2 Circle why scientists
repeat investigations.
1. To use their senses.
Evaluate 2. To find different answers.

Assessments and
3. To find similar results.

Lesson 3

Strategies for Targeted How do scientists collect


Review and share data?
The following are strategies 3 Look at the bar graph

Got it? Quizzes.


and answer the question.
for providing targeted
review for students if they Comparing Flowers
encounter challenges 6

Width of flower (cm)


with the content. 5
4

Deepen students’
3

Lesson 1 What kinds


2

of skills do 1

scientists use? lily daisy tulip


1. Which flower is the
widest? lily
Question 1 2. Which flower is the

knowledge and
least wide? tulip
If... students are having
difficulty understanding
that scientists observe, Got it? Quiz
then… remind students
Got it? Self Assessment
Unit 1 15

people use their senses how


to observe. Have students

encourage students to
name each sense and
point to the body part ELL Language Suppor
associated with that sense. t
Have students say how
they use that sense.
Give students time to review

elaborate on topics in
the key words and
Lesson 2 How do scientist supporting vocabulary
and to ask questions they
s find answers? may have about their meaning.
Question 2
If... students are having

creative ways.
difficulty understanding
why scientists repeat investigat
ions, then… review
scientific methods. Help Got it
it?
students make the ? Self Assessment
connection that scientists
use methods they think Immediately after students
will help them answer have completed
their questions. the Review activities, distribute
a Got it? Self
Lesson 3 How do scientist Assessment to each student.
s collect and Have students
share data? complete the Stop! Wait!
and Go! statements for
each lesson, allowing
Question 3 them to look back through
the lesson material if necessary
If... students are having .
difficulty understanding
differences among tables, the
charts, and graphs and
how to use them, then…
use the Flash Cards or
drawings to explain them
and have students draw Got it
it?
? Quiz
and label examples in
their notebooks again.
Distribute a Unit 1 Got

Link to Lesson Checks,


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

Got it? 60-Second


Videos, as well
as Assessment for
Learning activities. M01_SHAKE-UP-SCIENC_TB
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Unit 1 • Unit Review
T15
15

1/27/16 9:34 PM

Use Study Guides to


summarize the main points
in each lesson and review
VI E
REHE BI W
T G
VI E
REHE BI W
Lesson 3 Unit 1 Study Guide T G

ct
the data in centimeters.

How do scientists colle


width of the rocks. Write

the Big Question.


4 Read and measure the
sample data
Record Data
What is science?
and share data? Review the
they
Scientists record what
They look
observe and measure.
at the data carefully. Scientists
Lesson 1
What kinds of skills Big Question
they
can learn new things when

use some ways scientists


record data. do
Objective: Learn and You can measure how
wide 5 centimeters scientists use?
One
each rock is with a ruler.
record data. in graphs • Scientists observe the
data, measure, conclusio
n, way to record data is
world around them What is science?
Vocabulary: record,
and charts.
using their senses.
granite, basalt, pumice Encourage students to
• Scientists classify and answer the following
compare and contrast, question in their own words:
Cards (record,
Digital Resources: Flash and they make prediction
s.

Support English Language


Digital Activity How has your answer
conclusion), I Will Know... Lesson 2
to the Big Question
6 centimeters changed since the beginning
s (1 per student) of the unit? What
Materials: rulers or meterstick How do scientists find are some things you learned
Observe and answers? answer to change?
that caused your

Learners through
Compare • Scientists follow particular
Find three leaves in steps when they
Build Background (Possible your neighborhood.
investigate. They repeat
their investigations. Make a Concept Map
scientists can record data? Look at them carefully.
What are some ways • Scientists make a hypothesi
photos, make tables, charts, Compare the shapes s, plan a fair test, Have students make a
answers: take notes, take concept map like the one

background information,
and and colors. Measure see if their predictions
scientists use tables, charts, are right, and draw shown on this page to
graphs, etc.) Why do
them in inches and conclusions. help them organize key
answer:
descriptions? (Possible centimeters. concepts.
graphs instead of writing 8 centimeters
So that you can see the
data more easily.) Lesson 3

suitable activities, and


How do scientists collect
12 Unit 1 I Will Know...

t and
ELL Vocabulary Suppor share data?
Book to pre-teach
Use the photos in the Student’s Elaborate • Scientists record their

skillswork strategies.
observations and results.
They use tables, graphs,
basalt, granite, and pumice. charts, and other
Real Rocks ways ways to record their data.
not just photos, what other
If you had real rocks and • Recording their data
contrast them? Have students helps scientists
t could you compare and n communicate and share
ELL Content Suppor notebooks. (This informatio results with one another.
write their answers in their
forms igneous rocks, such will be used in a later
lesson.)
The cooling of molten rock
T hi nk !
pumice. VI E
as granite, basalt, and on. REHE BI W
it is often used in constructi
T G

• Granite is hard, and


• Basalt is a rock made
from lava. It forms most
of
same if you had different
pieces Unit 1 Concept Map
Would the results be the (Possible
the ocean floor. basalt? Why or why not?
and is often used as an of pumice, granite, and and
• Pumice forms from lava answer: No. Different
rocks are different sizes
scratchy. There are many
abrasive, or something The Nature of Science
pieces of pumice, shapes.)
gas bubbles trapped inside
As a result, this rock
which make it very porous.
T hi nk !
can sometimes float.
Some science skills
Some ways scientists
Some ways scientists
their find answers
scientists to communicate collect and share data
Why is it important for others observe
Explain (Possible answers: So that
results to one another? others ask questions
check the results. So that
the width of the rocks. can repeat the tests to record data
Read and measure the experiment. So others
4
ters. know you’ve already done d.) predict
Write the data in centime build on the knowledg e that has been discovere
make a hypothesis
can

Review main unit concepts


measure the rocks. Then in tables, charts,
Have students read and classify
have them record the data. graphs
I Will Know... investigate
Will Know... Digital Activity.

using concept maps


t Have students do the I compare and contrast
ELL Language Suppor to communicate results
repeat investigations
The piece of basalt is wider
Review comparatives.
of pumice is wider than
than the granite. The piece

downloaded from the


comparatives from students.
the granite. Elicit other etc.) draw conclusions
lighter, darker, heavier,
(Possible answers: taller, Students can make a concept
map to help review the
Big Question.

of Science: What is science?


ActiveTeach. Unit 1 • Study Guide
T12 Unit 1 • The Nature T15d
M01_SHAKE-UP-SCIENC_TB
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19

1/27/16 9:34 PM

Check understanding and


Lesson 1 Check
Unit

5
Lesson 2 Check
do exploratory activities
using cards downloaded
Unit

from the ActiveTeach.

EB
T

Activity Card
Lesson 2 Let’s Explore!
Activity Card Unit

Lesson 1 Explore My Planet! 5


Unit

5
Materials






Access the digital activities,


Flash Cards, and all
printable resources,
including Activity Cards
Resources and Photocop
iables
and Quizzes, in the
T63a Unit 5 • Digital

M05_SHAKE-UP-SCIENC_TB
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ActiveTeach.

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A02_BS_TB_01GLB_4368_FM.indd 9 25/04/2016 09:49


Scope and Sequence

Units Lessons
Science, Engineering, and

Lesson 1: What questions do scientists ask?


Unit 1: The Nature of Science
TH
E BIG Lesson 2: How do scientists observe?
What is science?
Technology

Lesson 3: How do scientists collect and record data?

Lesson 1: What are problems and solutions?


Unit 2: Solve Problems
TH
E BIG Lesson 2: How do ideas become solutions?
How can you solve problems?
Lesson 3: How can you test and share solutions?

Lesson 1: What are living and nonliving things?


Unit 3: Living and Nonliving Things
E BIG
TH

What can you say about Lesson 2: How are animals alike and different?
living things?
Lesson 3: How are plants alike and different?
Life Science

Lesson 1: Do all young animals look like their


Unit 4: Plants and Animals parents?
E BIG

How do living things change as


TH

Lesson 2: How do some animals grow and change?


they grow?
Lesson 3: How do some plants grow and change?

Unit 5: Body and Senses Lesson 1: What are my senses?


E BIG
TH

What am I like? Lesson 2: What does my body need?

Lesson 1: What makes up Earth?


Earth Science

Unit 6: Earth and Sky


E BIG
Lesson 2: What can you see in the day and night skies?
TH

What are Earth and the sky like?


Lesson 3: What is the weather? What are the
seasons?

Lesson 1: What are objects made of?


Unit 7: Objects
TH
E BIG Lesson 2: How can you sort objects?
What are objects like?
Lesson 3: How do we use some objects?
Physical Science

Lesson 1: What are solids, liquids, and gases?


Unit 8: Matter and Mixtures
TH
E BIG Lesson 2: How can matter change?
What are matter and mixtures?
Lesson 3: What is a mixture?

Lesson 1: What can you tell about an object's


position?
Unit 9: Motion
TH
E BIG
Lesson 2: What are some ways objects move?
What are position and motion
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.


• fur, body coverings, feathers, paws, fins, wings, beaks
• how animals are alike and different.

• 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

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


• about weather and seasons.
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 xi

A02_BS_TB_01GLB_4368_FM.indd 11 25/04/2016 09:49


Methodology

5E-METHODOGY Plants and Animals


Unit
Shake Up Science is based on the 5E-Methodology:
3
I will learn
How do plants and
• what animals
need and
animals live in their
Engage, Explore, Explain, Elaborate, Evaluate. habitats?
how they use their body
parts to meet their needs.
• the different parts of seed
ts. Then number
1 Look and label the habita plants.
to match. animals
the animals and plants • that plants and

ENGAGE
live in habitats that meet
desert their needs.
ocean wetland forest

On the first page of every unit, students are introduced to 1 2 3 4

Unit The Solar System


the Big Question, the question that will guide their learning
6 What are the
throughout the unit. On this page, students are encouraged I will learn
sun, moon, and
• what the sun is and w
planets like? we need it.
hy

to start engaging with the topic. Think! questions in the 1 Look and complete the
each picture.
label for
• what stars are and w
the moon is like.
hat

Student’s Book and additional questions in the Teacher’s


• what objects make up
coral the
deer cactus solar system.
alligator
three words
Book help students to think critically and unfold the Big 2 With a partner, think of
that describe each habita
t.
plants need?
m n
do all anima ls and
Question.
3 What
Talk about as a class.

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

28 Unit 3

s n
st rs
Lesson 1 2
of What can you see in the
What are some kinds
some kinds Key Words
Lesson 1 . What are
of land and water? • landform • pond
night sky? As a class, make
• ocean • stream
a list.
land and water?
kinds of land
3
• glacier
1 Look and circle the • lake
and water you can see
in the picture.
Why do we need the sun?
river With a partner, give three
ocean lake mountain
reasons.
different mountain ranges
Objective: Learn about
and identify some landforms
.
!k!
ThiTnhkin
lake, mountain, river,
Vocabulary: ocean,
mountain range Why are some
Card (mountain),
Digital Resources: Flash
Activity
stars brighter
Explore My Planet! Digital
than others?
the answers.
2 Read, look, and circle
clay, poster board
Materials: modeling 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
tion
Unlock the Big Ques
ocean. Soil and plants plants. 64 Unit 6
beneath water, soil, and
surface. Rock is found
surface is covered by water?
1. How much of Earth’s
O
NL B CK
on the board: I will 1/4 Lesson 2
1/3 2/3 1/2

Write the following text


U E IG how much is covered
TH surface is covered by water,

How can people help


2. If 2/3 of the Earth’s
of land and water.
learn about some kinds by land?
2/3 1/2
1/4 1/3

protect Earth? Explore My Planet! Unit 5 53 Lesson 2 . How can


people Key Words
help protect Earth?
Build Background • pollution • recycle
landforms.
they already know about 1 Look and draw something • reduce • refuge
Elicit from students what in the in each bin.
you can recycle
different pictures of mountains
• reuse
Have students look at the Ask them how deep
the photo that accompan
ies ever dug a hole Objectiv e: dirt.
in soil or Learn about some the pollution harms
ways
Student’s Book so far, including d that, under
them it was. EnsureEarth and understan
students some ways we can Objective: Xxxxxxxx
in small groups. Have of rock.
protect Earth. xx.
the Think! box. Put students and different. soil and plants, Earth’s surface is made
are similar Vocabulary: the . Check Vocabulary: Xxxxxx
describe how the mountains Then have students
questions
answer pollution, environment, harm, trash,

EXPLORE
protect, decompose, landfi xxxxx
answers as a class. lls
Explore Digital Resources: Flash
Card (pollution), Let’s
paper
Digital Resources:metal
Xxxxxxxx
ons: Mountain Ranges plastic
Explore! Digital
t
Explore My Planet! Connecti . ELL Content Suppor Lab xxxxx
2 Read, look, and mark (✓) the
some different mountains
things we can do to help
With a partner, say which the environment.
Objective: Learn about have gathered the data of the activities you do.
Remind students that scientists
My Planet! Digital Activity,
Pollution

In every unit, students have an opportunity to explore some


about Earth Unloc
Digital Resources: Explore surface into fractions covered
that divideskits the
Card (1 per student), Flash Big Ques
Have students draw tion
a pie chart
Sometimes Earth changes
because of pollution. Pollution
Explore My Planet! Activity
something harmful is added happens when
by water and by land. to the land, air, or water.
by
NLOCK of Earth’s surface covered
people and other living Pollution can harm
Card (mountain)
things in the environment.
that shows theU THEamounts
BIG everything around living The environment is
Write
(in green) and label them.
the following
things.

• Show the Explore My


Planet! water (in blue) and land text on the board: I will Many people work together
to help the environment.

of the main concepts before they start reading core content.


learn some ways people They help clean up polluted They pick up trash.
the Activity Card. can protect Earth. lakes, rivers, and oceans.
• Have students complete
bikes. This helps keep They walk or ride
the air clean.
one
into four groups and assign
• Then divide students Elaborate
Build Background ✓
the Himalayas, the Rockies,
of the following to each:

What Ranges
the Andes, the Mid-Atlan
tic Ridge. Clay Mountain can happen to Earth’s land

In each unit, there is a Let’s Explore! Labs that offers students


and water
print books or the Internet to take careclayof it?
andUseposter board to students. if we don’t
the pollution
• Have each group use Distribute modeling Flash Card to help
report that includes where studentsthe of their choice
rangepollution
research and write a short model understan
Have themEarth. mountain d what is. Pollution
My can harm Let’s Explore! Lab
in the Explore
Unit 5 57

some descriptive details. thoseIt they


can also
learned
harmabout
animals. Reinforce the
its range is located and from among protect color
by board surrounding their meaning of
acting
the poster
their findings to the class. Planet! They can out taking care of a babyitoris.animal.

an opportunity to explore, hands-on, an idea relevant to


• Have groups present need toand protect
provide clues
Earth, as to which range
too.
We what materials are not
mountain range good for composting (meat,
Remind show their
to students models and have the class sugar, oils, etc.).
students what
Explain Select
guess whichcompostin
rangesg.they
Explain
they learned in know.
are and say how they
that people
Unit 3 about
and water range put
with its name
garbage
the kinds of land Landfi
eachllsstudent label their in landfills. ELL Vocabulary &
1 Look and circle Then have are sometime sparents
put in open Language Suppor

the related lesson. Teachers may opt to do the activities in


picture. How to teach their aboutfiit.
elds or wild areas. t
you can see in the and take it home can landfills hurt the environm
ent? (Possible answers:
They take up space where Write compose, compostin
the different kinds of land g, and decompose on
Have students point to They can be filled with
some animals and plants
live. the board. Underline the
in the picture. Then have some materials that don’t prefixes and explain their
and water they can see down, like plastic.) break meaning: com- (to put together)
and de- (to take apart).
them circle the answers.

class or show them via the ActiveTeach. Related Activity


is made of rock. Where When you compost, you
put different kinds of food
circle the answers. students that Earth’s surface
RemindExplor together. Then you leave waste
2 Read, look, and e
are most of Earth’s rocks
found? (Answer: Under the ocean it, and it decomposes into
soil.
the paragrap h on land and up most of Earth’s surface.)
Have students read because Let’s ocean makes
the Explore! Lab How do materials
Ask students if they have
water along with you. Explain

Cards that can be printed from the ActiveTeach help further


break down?
and water? T53
Objectiv are some kinds of land
Unit 5 • Lesson 1 What e: Students will learn how some materials 1 Look and draw somethi
decompose. ng you can recycle
in each bin.
Digital Resources: Let’s 1/27/16 9:40 PM
Explore! Digital Lab, Let’s

reinforce students’ activity-based learning.


Explore! Activity Card Have students look at
(1 per student) (Optional the pictures and draw
M05_SHAKE-UP-SCIENC_TB
_03GLB_4764_U05.indd
53
lab in class; refer to the : Do the something they can recycle
Activity Card for materials for each bin. Have
steps.) and volunteers share their answers
with the class.
2 Read, look, and
• We are going to watch mark (✓) the things
a video about how some can do to help the we
materials break down, environment. With
or decompose. partner, say which a
• Have students watch of the things you do.
the Digital Lab and complete
the Activity Card. Go over Have students read the
the answers as a class. paragraph on pollution
How does composting along with you. Then have
help the environment? them mark the things
(Possible answers: People they can do to help Earth
put less garbage in and discuss with a partner
landfills. Compost makes which things they already
the soil healthy.) do. Then draw a chart
• Take a survey of how the board with the following on
many students compost labels: Paper, Metal,
would like to compost or Plastic. Take a class survey
and discuss why. and record tally marks
for the numbers of students
• Then discuss what materials who recycle each item.
are good for compostin
(coffee grounds, egg shells, g
banana peels, etc.) and

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 Lesson 2 and plants’ habitats.

How can people help


that can destroy animals’

To build their understanding, students read a variety of texts


9 Read. Circle the things

A Safe Place

protect Earth?
People build homes, stores,
roads
and factories. They build
and
and parking lots. Plants

that explain scientific concepts. Core content is accompanied


trees
animals that lived in the
no
and on the land may have
animal refuges.
Objective: Learn about
place to go.
and
People can take plants
factories, destroy animals to a refuge. A
refuge
Vocabulary: refuge, is a safe place to live.
People

Card (pollution), Lesson

by activities for students to do—individually, in pairs, in small


is
cannot build on land that
Digital Resources: Flash d
student), Got it? 60-Secon
used as a refuge.
2 Check (print out 1 per
Video a partner, circle the
protect animals? With
10 How does a refuge help
correct answer.

groups, or as a class—to enhance understanding of the concepts.


3. It provides
Build Background
2. It gives
1. It provides a place for
or show animals a
learned about pollution animals with people to
Remind students what they
safe place
that more food
again. Explain to students
see animals.
to live.
the pollution Flash Card
than usual.
ways.
can be harmed in many

ELL Content Support boxes provide background information or


animals’ and plants’ habitats say
11 With a partner, look and
how learning about animals
Explain can help protect them.
Possible answer: We can
that can destroy learn where their homes
are
Read. Circle the things

activities teachers may wish to include in their lesson plans. I


9 and not build things there.
habitats. Unit 5 61

animals’ and plants’


Got it? 60-Second Video
Lesson 2 Check

hs aloud. Then have


Read the two paragrap
and ask questions.
students circle the answers, How do
destroy a habitat?
How does a parking lot te
Will Know… Digital Activities can be used in class to reinforce
Elicit from students that Evalua
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

and practice the main ideas. Got it? 60-Second Videos provide a
ways we
animals? progress on the topic of
refuge help protect students to grade their ways
10 How does a from 1 to 3: 3 = I understand some
the correct answer. can protect Earth
With a partner, circle Earth; 2 = I need to study more;
1 = I need
we can protect or 1 to
Elicit: air, food, light, a giving themselves a 2
What do animals need? help! Encourage students

comprehensive review of the scientific concepts covered in each


a volunteer read the more.
difficult and need to study
place to live/shelter. Have as a class. describe what they found
check answers
possible answers, and
learning
look and say how
11 With a partner,
help protect them. 60-Second Video
about animals can

unit. At the end of every unit, Let’s Investigate! Labs consolidate


Got it ?
it?
Book
to the picture in the bottom Review Key Words for
Lesson 2 (see Student’s
Draw students’ attention
and provide it? 60-Second Video to
right of the page. Ask questions
it? page 57). Play the Got
What kind of animal is lesson material.
support as necessary. review the
come from? (Australia.)

unit concepts through hands-on experiments. Teachers can opt


(Koala.) Where do koalas ( In forests.)
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

to do the Labs hands-on in class or to show the digital materials


Put students in pairs and
answers as a class. (Possible
question. Then review are and
where their homes
answers: We can learn
can learn what kinds of
where not to build. We
build new homes for them.)

instead. Students reflect on their learning by answering questions


homes they need and

t
ELL Language Suppor
out the possessives in exercise
You may wish to point

in their Student’s Books. Related Activity Cards that can be printed


the difference between
9 and go over with students
es.
singular and plural possessiv

from the ActiveTeach help further extend students’ reflection. Unit 5 • Lesson 2 How
can people help protect
Earth? T61

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
of
Lesson 1
What are so
me kinds of
What are some kinds
some kinds Key Words
Lesson 1 . What are

land and wa • landform • pond

Throughout the units are a number of activities designed to


of land and water?
• ocean • stream

ter? 3 Read

land and water?


kinds of land • glacier and underli
1 Look and circle the • lake ne the sentenc
in the picture. e that tells what
and water you can see Landforms a landform
is.
mountain river Earth’s surface
lake
ocean
Objective feature on Earth.
has many differen
: Learn to ident t landforms.

deepen students’ knowledge of the topic in fun and creative


Landforms are A landform
ify some landf hills, and valleys different sizes is a natural
different mountain ranges Vocabula orms. are landfor and shapes
Objective: Learn about
ms. . Mountains,
ry: mountains Mountains
and hills are
. islands, plate , hills, raise very high and raised parts
and identify some landforms
of Earth’s surface
au, mesa d, plains, land betwee
large. A hill
is not as high . A mountain is
n mountains as a mounta
lake, mountain, river,
or hills. in. A valley
Digital Reso Plains and is the low
Vocabulary: ocean, urces: Flash land. An island
islands are
landforms,

ways. In addition, class projects and other kinds of creative


too. A plain
Cards (ocea is land that is a large, flat
mountain range Materials: n, plain, island 4 Look and
is surrounded
by water. area of
a globe or ) match the landfor
Resourc es: Flash Card (mountain), Hawaii, a map map that clear ms to their
descriptions.
Digital of your coun ly depicts
Activity (1 copy per try that show
Explore My Planet! Digital Read, look, and circle
the answers. small group s landforms
2 )
clay, poster board

activities are offered at the end of every unit. Students are


Materials: modeling Land and Water
like? Over two-thirds of
What is Earth’s surfaceBuild
Earth’s surface is covered
Back
by water. Most water is in the
ground Water surroun
ds
much of the rest of Earth’s A mountain
tion
an island.
Show
Unlock the Big Ques
cover is very
ocean. Soil and plants students plants. high and large. A plain is a
surface. Rock is found
beneath water, soil, and the ocean and island
flat
to students Flash
5 Look and area of land.
that the ocea
surface is covered by water? Cards. Expla draw an ✗
descriptions on a hill and
n has many

given various opportunities to write, perform skits, make


1. How much of Earth’s people
live islands and in and underli circle a valley.
ne the correct Then read the
O
NL B CK 2/3 on these 1/2
on the board: I will 1/4 1/3
other covered by water, howislan much ds even though that often words.
Write the following text
U is covered
surface island.
E IG
TH
2. If 2/3 of the Earth’s Explain to stude they are far
of land and water. Hawaii, make nts that one from
learn about some kinds
1. A hill is lower
by land? s up one group / higher
of the US. Point of islands,
1/2 state than a mounta
1/3 on a map. 2/3 in.
1/4
in Explore Expla
that Myit Planet! out Hawaii 2. A valley
most Hawaiian is a chainUnit 5 53 is lower /

murals, give presentations, do research, compose poems,


s live on its of 137 islan higher than
a hill.
ds, but
Build Background you think peop eight major
islands. How
landforms. le traveled
they already know about do you think to these islan do
Elicit from students what
54 Unit 5
in the they travel there ds long ago? I Will Know...

different pictures of mountains airplanesoil Ask them how now?deep How


Have students look at the ies ever dug a hole in or or dirt.
boat. ) (Answ ers:
the photo that accompan under the By boat. By
Student’s Book so far, including students understand that,

and design inventions, among other things.


them it was. Ensure
in small groups. Have Explain surface is made of rock.
the Think! box. Put students and different. soil and plants, Earth’s ELL Content
s are similar Check
describe how the mountain
Then have students answer the questions. Support
3 Read
and underlin Explain to stude
answers as a class. what a land e the sent nts that hills
Explore form is. ence that
tells the only kinds
of landforms
and mountains
are not
ons: Mountain Ranges Read thet text are high. Earth on Earth’s surfa
Explore My Planet! Connecti s. ELL Content Suppor aloud and have For example,
also has other
raised landf
ce that
sentence that
Objective: Learn about
some different mountain tells what a the stude data nts underline the a plateau is
a large flat
orms.
Remind students4 that
scientists have gathered landform is. higher than
the land aroun area of land
Resourc es: Explore My Planet! Digital Activity, Look and
divides its mat
surface into
ch fractions covered surface like d it. A mesa
Digital about Earth that the landform a plateau, but has a flat
Card (1 per student), Flash descriptions.
Have students draw a pie
charts to
their Draw pictures its sides are
Explore My Planet! Activity by water and by land. by on the board and very steep .
Card (mountain) Have stude of Earth’s surface covered reinforce unde label them
that shows the amounts nts look at thelabel them. rstanding. to
they can ident (in green) and pictures and
Lesson 1 Check • Show the Explore My
Planet! water (in blue) and land ify the types see whether
then read the of landforms
the Activity Card. descriptions . Students
Elaborate
• Have students complete one the descriptio to themselve
s and match
Unit into four groups and assign ns to the photo
• Then divide students Elabor ate Remind stude s. Form
5 of the following to each:
the Himalaya
tic Ridge.
s, the Rockies,
mountains
nts of the resea
in Rangesand what they’ve
rch they did
on
s of Land and
Make a two-c
Water
the Andes, the Mid-Atlan Clay Mountahabi olum
Date to tats. Ask ques board tolearn students.ed about anim and Land. Brain n chart on the board
print books or the Internet mounclay and poster tions
tains are? range :ofWhe
al labeled Wate
Name • Have each group use Distribute modeling theirrechoice
do you think of land and
storm with stude r
report that includes where the mountain(Poss ible answ these water to fill nts a list of
research and write a short Have them model the plain s.learned
What kinds er: Chile
in the Explore My) Look at for additiona in the different kinds
some descriptive details. there?they
about of l support. Stude chart. Use the Flash Card
its range is located and from among those (Possible answ board
animals do
surroundi theirthink
ng you kinds of water and nts may alrea s
Words to Know their findings to the class. color the poster ers: goph live dy know other
• Have groups present Planet! They canWha t islands can as to which ers,rangeprairitieis.dogs stream and landforms not
and provide clues
you name ) pond yet ment ioned
mountain range Cozu mel, Cuba, ? (Poss class
and have theible answers: stream is a
. If not, expla
in that, for exam , including
its definition. to show Fiji) Provi
their models small
Match each word with students de supp er river ple,
Explain Select 5 Look
guess which rangesand theydraware and say how they
an
ort
know. as needed. in the chart
as a class.
and a pond
Have
is a smaller
lake.
a
water a valle ✗ on with its name of stude Fill
the kinds of land and label their range a
y. Then hill and circl land or wate nts describe
student r. (It is salty.
1 Look and circle Then have eachunderline read theabout
parents descripti it. e It is tall. It is each kind
you can see in the
picture. and take it home to teach thetheir
correct wor ons and My Country’s flat.)
glacier ds. Landform
ocean the different kinds of land Have stude Display the s
Have students point to nts locate a
hill and a valle map of your
in the picture. Then have mark them y and groups and country. Put
and water they can see descriptions
accordingly.
Then have them distribute copie students in small
the answers. and underline the read the brain storm s of maps
them circle . Have stude
of fresh water that is frozen students in corre of rock. Where where four nts
a body pairs surface is made
Remind students that Earth’sto check answers.
ct answers. located. Then different kinds
1. glacier circle the answers.
Unit of landforms
2 Read, look, and
the ocean Put have group
5 of salty water that covers two-thirds of Earth’s surface Lesson 2 Let’s Explore! Activity Card found? (Answer: Under label them, s draw pictu are
are most of Earth’s rocks and draw arrow res of each
a body paragraph on land and up most of Earth’s surface.) s to where they landform,
2. ocean Have students read the because the ocean makes
the students’
country. Share are located
Ask students if they have groups’ ideas in
water along with you. as a class.
O K
NLE BIC Name T54 Unit water? T53
5 • Earth kinds of land and
Explain
’s Mate
G

are some
U

Unit 5 • Lesson 1 What rials: What


T

Date is Earth mad


e of?
the lines below.
Answer the questions on Materials
M05_SHAKE-UP
-SCIENC_TB_0 1/27/16 9:40 PM

How do materials
3GLB_4764_U0

s and two bodies of water


5.indd 54

3. Name two landform , lakes, _03GLB_4764_U05.indd


53

mountains, scrapsvalleys, island, oceans


• food hills, break down? M05_SHAKE-UP-SCIENC_TB

Possib le answe rs:


• leaves 1/27/16 9:40
1. Put pieces of food, leaves, PM

ponds, rivers, streams • grass and grass in the jar.


2. Add 1 spoonful of water.
• jar with lid Stir.
3. Cover the jar. Record
• spoon your observations now

EVALUATE
Unit and after one week.
covered by water?
surface•iswater
4. How much of Earth’s 5 Possible answer: Lessons 1 &
two-thirds 2 Got it? Self
Name The pieces are mixed Assessment
up but look the

There are numerous instances for evaluating learning and


PLY
APE BIG

Apply Concepts same as before. After one


H
T

ocean and water in lakes week: The Date


ces between water in the Got it?
5. Describe some differen Selflook
pieces Asdarker
sessm. Drops of water
ent
progress. At the end of each lesson, students can do a Lesson
and glaciers. Completesare
is fresh
on the
Water in lakes and glacier the statemenjar.
Water in the ocean is salty.
ts for each lesso
n.
water. People can drink fresh water if it is clean.
Lesson 1
What are
Explain Your Results some

Check, and, at the end of each unit, they can watch the Got
kinds of lan
Stop! I need d and wa
4. Composting gets importa help with ter?
nt materials back to the
environment? soil. How does this help
the
Composting helps keep theWait! I have a que
soil healthy.
• What are some kinds
stion about
of land and water?
it? 60-Second Video to review key concepts. There is also
a unit review, with targeted review strategies to address
Unit 5, Lesson 1 Check
Go! Now I
Reserved.
or its affiliates. All Rights
Based Pearson Education, Inc.,
Copyright ©on your findings, know
what can you say about
materials that make for
good compost?

Possible answer: Natural materHow


good compost materials. Stop! I need
can
ials, or
Lesson 2
peo
the ple hel
remain s of plants
p pro tect, make
Earth?
challenges students may have with the unit's content. Got it?
help with

Wait! I have
a question abo
Self Assessments help students to assess their progress and
to judge what they need to study further. There are also Got
ut

Go! Now I
know

it? Quizzes to help evaluate understanding of each unit.


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-specific Study Guides and Concept Maps provide clear


summaries and additional tools for evaluation and review.

Unit 5, Got
it? Self Asses
Copyright © sment • Earth’s Mater
Pearson Educati
on, Inc., or ials
its affiliates.
All Rights Reserve
d.

21ST CENTURY SKILLS CRITICAL THINKING AND PROBLEM SOLVING


The 21st Century skills of critical thinking, collaboration, Shake Up Science systematically cultivates students’ skills
communication, and creativity are methodically of critical thinking and problem solving, with a science-
developed across the digital and print components for related Big Question to lead each unit’s learning, lots of
each level of Shake Up Science. In an increasingly exposure to scientific methodology, and Think! boxes
globally competitive workforce, it is more critical than relating to real-life topics.
ever to prepare students for the careers of tomorrow.
DIGITAL LITERACY
COMMUNICATION OPPORTUNITIES Digital activities work hand-in-hand along with the print
Activities in Shake Up Science are highly participative materials to help engage students and expand their
and require students to collaborate and share their understanding of scientific concepts as well as for review
ideas. There are a number of opportunities in each unit and feedback. Digital activities can be used in various
for students to communicate in pairwork, groupwork, ways during class to explore key scientific concepts.
or whole class activities, to give presentations, and to
express themselves through writing.

ACCOUNTABILITY AND 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 xiii

A02_BS_TB_01GLB_4368_FM.indd 13 25/04/2016 09:50


The Nature What is science?
E BIG
TH
Unit

1
of Science
Lesson Plan
Unit Opener & Lesson 1 What questions do scientists ask?
Activity Pages Time
• Unit Opener: Think! What is the girl doing? SB p. 4 5 min
• Unit Opener: Things that help us observe. SB p. 4 10 min
Engage • Unit Opener: Comparing things. SB p. 4 10 min
• Think! Pretend you are a scientist. What animal do you want to SB p. 7 10 min
study? Why?
• How scientists work together and observe objects SB p. 5 20 min
Explain • Questions scientists ask SB p. 6 20 min
• More questions scientists ask SB p. 7 20 min
• Describe Seeds TB p. 5 20 min
Elaborate • Questions and Answers TB p. 6 30 min
• Kangaroos and Frogs TB p. 6 15 min
• Lesson 1 Check (ActiveTeach) TB p. 15a 10 min
• Assessment for Learning TB p. 7 10 min
Evaluate • Review (Lesson 1) SB p 15 10 min
• Got it? Self Assessment (ActiveTeach) TB p. 15b 10 min
• Got it? Quiz (ActiveTeach) TB p. 15b 10 min

Lesson 2 How do scientists observe?


Activity Pages Time
• Think! Is a pencil a tool? TB p. 9 5 min
Engage • Think! Are all fish alike? TB p. 10 5 min
• Think! What are some school rules and home rules? TB p. 11 5 min
Explore • Digital Lab: How do we observe? (ActiveTeach) TB p. 8 30 min
• The five senses and observation SB p. 8 30 min
• Tools and measuring SB p. 9 30 min
Explain
• Comparing SB p.10 30 min
• Grouping and safety SB p. 11 30 min
• Observe and Describe TB p. 8 30 min
• Apples and Orange TB p. 9 20 min
Elaborate • Let’s compare our fish! TB p. 10 20 min
• At-Home Lab: Group Objects SB p. 11 20 min
• Card Sort TB p. 11 20 min
• Lesson 2 Check (ActiveTeach) TB p. 15a 10 min
• Assessment for Learning TB p. 11 10 min
Evaluate • Review (Lesson 2) SB p. 15 10 min
• Got it? Self Assessment (ActiveTeach) TB p. 15b 10 min
• Got it? Quiz (ActiveTeach) TB p. 15b 10 min

T2 Unit 1 • Unit Overview • Lesson Plan

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Lesson 3 How do scientists collect and record data?
Activity Pages Time
Engage • Think! What do scientists do? TB p. 13 10 min
• Testing ideas SB p. 12 30 min
Explain • Collecting, recording, and sharing data SB p. 13 30 min
• Got it? 60-Second Video (ActiveTeach) TB p. 13 10 min
• Flash Lab: Do a Test and Record Data TB p. 12 20 min
Elaborate
• Observe! TB p. 12 20 min
• Lesson 3 Check (ActiveTeach) TB p. 15a 10 min
• Assessment for Learning TB p. 13 10 min
Evaluate • Review (Lesson 3) SB p. 15 10 min
• Got it? Self Assessment (ActiveTeach) TB p. 15b 10 min
• Got it? Quiz (ActiveTeach) TB p. 15b 10 min
Lab • Let’s Investigate! How do things look? (ActiveTeach) SB p. 14 30 min

Flash Cards
scientist observe objects Lesson 1

Key Words ELL Support


scientist, science, Vocabulary: learn, hand lens,
observe, objects, size, shape, color, seeds, diver,
questions, answers ocean, frog, baby, kangaroo,
pouch, move, jump, firefly, fireflies,
glow, light up, monkey, fish, bird,
cat, dog, pretend
Wh- Questions:
questions senses tools
what, where, why

Lesson 2

Key Words ELL Support


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

Lesson 3

Key Words ELL Support


collect, data, Vocabulary: words, pictures,
record (v), chart numbers, mark, soak up, follow

Unit 1 • Unit Overview • Lesson Plan T3

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Unit

1 The Nature Unit The Nature of Science


of Science 1 What is science?

I will learn
that scientists ask
questions to learn.

Unit Objectives 1 Circle what you can use to • ways scientists


observe things.
see things.
Lesson 1: Students will learn that scientists ask • ways scientists
collect and
questions to learn. record data.

Lesson 2: Students will learn ways scientists


observe things.
2 Circle the part of your body you can use to observe
Lesson 3: Students will learn how scientists collect the color of a bird.
and record data.
Vocabulary: science, scientist, observe, ruler, hand
lens, clock, observe, size, bird, alike, flower, grass,
3 Mark (✔) the birds that look alike.
beak, tail
How do they look alike? Say as a class.

Introduce the
E BIG
TH

Big Question T hi nk !
What is the
girl doing?
What is science? ✔

Build Background Say What time is it? Look at your 4 Unit 1

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
can you do with your eyes? See! Then ask questions
measure. Record the measurement. Then say What does
to solicit what sense can tell students about a bird’s
it look like? Look at a piece of paper or a page of a
color. Do your hands tell you what color a bird is?
book through a hand lens. Say and write I can see (the
No! Can you smell what color a bird is? No! Read
letters). Finally, say What time is it? Again, look at your
the instructions and allow students time to circle
watch and record the new time. What did we find out?
the answer. Check answers and invite students to
How big (the paper) is! What it looks like! Point to the
describe birds that they’ve seen outdoors or on TV.
times. How long did it take us to observe these things?
It took us (five) minutes! 3 Mark (✔) the birds that look alike. How do
they look alike? Say as a class.
Engage Draw students’ attention to the pictures of the birds.

Think! 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 is the girl doing?
What color are these two birds? Yellow! This bird has
Draw students’ attention to the picture. Read the question some black on it. This bird does, too.
aloud. Allow students time to discuss what they think the
Draw students’ attention to the shapes and sizes of
girl is doing. Provide support as needed.
the birds as well. Look at this bird. It has a long tail!
1 Circle what you can use to see things. Its beak has a different shape, too.
Point to the pictures and elicit or say the names of the Ask students to mark which birds are alike. Invite
items. What can you do with a ruler? What can you volunteers to say which birds they picked and
do with a hand lens? What can you do with a clock? encourage them to explain how the birds they
(Possible answers: See how (long) things are. Look picked look alike. Accept all logical answers
at things. Tell the time.) Read the question aloud and
invite students to circle the answer. Check answers as Think! Again!
a class.
Revisit the question What is the girl doing? Invite students
2 Circle the part of your body you can use to
to share their ideas freely. (Possible answers: She is
observe the color of a bird.
looking at the flower. She is observing the flower petals.)
Invite students to identify the body parts pictured and Provide vocabulary support as needed and accept all
the senses associated with each body part. What logical answers.

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

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Lesson 1
What questions do Lesson 1 . What questions do Key Words

scientists ask? scientists ask?


1 Read. What does a scientist do?
• scientist
• science
• observe
Say as a class. • objects
• questions
Objective: Learn that scientists ask questions and Science and Scientists • answers
observe. A scientist uses science to learn about the
world around us. A scientist can work with
Vocabulary: scientist, science, observe, objects,
other scientists. They learn new things
size, shape, color, seeds, diver, ocean, tool
together. You can use science to learn, too.
Digital Resources: Flash Cards (scientist, observe, 2 Do scientists work together?
objects) Say with a partner.

Materials: hand lens (1 per small group), sets of 3 Read. Mark (✔) the scientists who observe things.
small edible seeds of different shapes, sizes, and colors
Observe
(chia, sesame, amaranth, poppy, cumin, rice, etc.)
Scientists observe. Observe means to find out about things.
You can observe the size, shape, and color of objects.

Unlock the Big Question You can observe other things, too.

N L OC K
U TH
E BIG 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 3 Read. Mark (✔) the scientists who observe
a hand lens. What is this? It’s a tool that helps us things.
see things! What are seeds? Plants grow from seeds. Display the observe and objects Flash Cards. Ask
Explain that not all seeds are edible. 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.
Build Background Set out different kinds of seeds in Look! This person is underwater. It’s a diver! The
separate areas. Divide the class into the same number diver observes fish, coral, and other animals.
of groups as kinds of seeds. Distribute a hand lens to
Read the paragraph. Elicit from students what
each group. Each group starts with a different seed and
observe can mean. (To find out about things.)
students take turns examining the seeds. Does the hand
Read the instructions and have students mark
lens help you see the seeds? What do the seeds look like?
the pictures. Check answers as class and discuss
Explain to students that they just did something scientists
students’ answers.
do and that they will learn more about what scientists do.

Explain Elaborate
Describe Seeds
1 Read. What does a scientist do? Say as
a class. Have students get in their groups from the beginning of
class and examine the seeds again, following the same
Show the scientist Flash Card and elicit the word. procedure. Write the names of each kind of seed on the
Read the paragraph aloud for students and ask the board. Let’s observe the seeds! Ask questions How big are
question. Guide students to answer. Scientists learn the seeds? What color are they? Are they the same shape
about the world around us. as the other seeds?
2 Do scientists work together? Say with Encourage students to describe or draw and compare
a partner. with one another the color, size, and shape of each kind
of seed. Record on the board some of the descriptions
Read the paragraph aloud again. Pair students and
of each kind of seed. It does not matter whether students
have them discuss the answer. Ask them to point to
describe the seeds correctly or identify them, only
where in the paragraph or on the page they learn that
that students engage in the process of observing and
scientists can work together. Draw students’ attention
comparing. We are asking questions and observing. We
to the photo of the two scientists. Ask students to
found out that (sesame) seeds have a different shape and
describe what they are doing. Provide vocabulary
color than (rice). You’re little scientists!
support as necessary and accept all logical answers.

Unit 1 • Lesson 1 What questions do scientists ask? T5

M01_SUS_TB_01GLB_4702_U01.indd 5 08/04/2016 11:38


Lesson 1
What questions do 4 Look at the leaves. What can you say about them?

scientists ask? Say with a partner.

Objective: Learn what kind of questions scientists


ask and answer. 5 Read. Match the questions and answers with the
pictures.
Vocabulary: questions, answers, animals, frog,
Questions
kangaroo, pouch, what, where, why, how, move, jump
Scientists ask many questions. They ask questions
Digital Resources: Flash Card (questions), I Will to find answers. You can ask questions. You can find
Know... Digital Activity answers, too!

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 6 Unit 1 I Will Know...

the question mark. Then elicit an answer and write it under


Answer. (What color is the sky? It is blue.)
ELL Language Support
Explain
Point to the questions on the board. Underline What
4 Look at the leaves. What can you say about
color, Where is, and What kind. Explain that we can
them? Say with a partner.
use these words to ask questions. You may wish to
Pair students. Ask them to look carefully at the photos add Why and How questions as well. You may also
and to describe the leaves in each photo. Invite wish to point out the rising inflection at the end of
volunteers to share their answers with the class. questions.
(Possible answers: They’re (red). They’re (small).)

ELL Vocabulary Support Elaborate


Point out the pictures on the right-hand side of the Questions and Answers
page. Elicit or identify for students the plants and Divide the class into small groups. Refer students back to the
animals: pine tree, frog, kangaroo. Point out that the pictures for exercise 5. What other questions can we ask?
kangaroo has a baby. It keeps its baby in its pouch! Encourage groups to brainstorm. Remind students they can
use the samples on the board to help start new questions.
5 Read. Match the questions and answers Monitor and provide support as needed. (Possible questions:
with the pictures. What color is the tree? What is the animal in the picture?
How big is the frog? Why does the frog have big eyes?)
Read the paragraph aloud. Explain the instructions
Kangaroos and Frogs
and then read the questions and answers. Elicit the
question and answer in each instance and write Write How do kangaroos and frogs move? on the board.
them under the headings on the board. Take students outside. Divide the class into Kangaroos and
Frogs. Kangaroos hold their arms loosely in front, like the
Remind students that scientists ask questions and
kangaroo in the picture, and jump using both feet when you
observe to get answers. Invite students to match
call out Kangaroos. Frogs get down on all fours and “jump”
the question and answer pairs to the pictures.
when you say Frogs. Groups switch animals and repeat.
Ask questions to check answers. What does question Finally, return to the classroom and, as the answer to the
a ask about? It asks about a plant. Which picture question, write Frogs and kangaroos jump.
shows a plant? The first picture. What is the answer?
It’s a tree!
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 6 Look at the pictures. What are three questions the

scientists ask? 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 7 Look at the monkey.
Say two questions you
Digital Resources: Flash Card (questions), Lesson can ask with a partner.
1 Check (print out 1 per student)
Materials: Animal Cards (selections, including
cat, dog, firefly, fish, frog, kangaroo, monkey, and
parrot/bird)

Build Background Put the Animal Cards face down on T hi nk !

a table. Invite volunteers to come up, one at a time, turn Pretend you are
a scientist. What
over a card, and mime the animal for the class. The class animal do you want
guesses the animal. Invite volunteers to say something to study? Why?

about each animal. It’s a bird/parrot. A bird/parrot has Lesson 1 Check Unit 1 7

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 questions they can ask. Monitor and provide support.


If necessary, point to the questions the girl asks in
6 Look at the pictures. What are three the photo at the top of the page to help students form
questions the boy can ask about the questions. (Where is the monkey? What does the
animals? Say as a class. monkey do? What color is the monkey?)
Point to the first picture and have students read the

Think!
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!
Pretend you are a scientist. What animal do you want to
Next, read the question and solicit ideas. Write study? Why?
students’ ideas on the board. Accept all logical
questions, but encourage students to include a What, Draw students’ attention to the photo of the girl and read
a Where, and a Why question. If students do not the question. Point to the pictures on the left and elicit or
come up with it on their own, ask Why do fireflies identify the animals. Ask students whether they would like
glow? Explain to students that fireflies can make their to study these or any other animals. What do you want
own light. Other fireflies can see them! 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.
ELL Content Support
(I want to study frogs. Where do they live? I want to study
Fireflies are a kind of beetle, and there are more kangaroos. How high can they jump?) Provide support as
than 2,000 species of fireflies. Some of these necessary and accept all logical answers.
species flash lights at night, which can be yellow,
green, or orange. They do this to attract each other Evaluate
or to protect themselves from predators. Other
creatures, such as deep-water fish, can also create Lesson 1 Check Assessment for Learning
their own light. 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
7 Look at the monkey. Say two questions you grade their progress on the topic of what questions scientists
can ask with a partner. ask from 1 to 3: 3 = I understand what questions scientists
ask; 2 = I need to study more; 1 = I need help! Encourage
Draw students’ attention to the picture of the monkey
students giving themselves a 1 or a 2 to say what they found
and have them identify the animal. Pair students
difficult and what they need to study more.
and read the instructions. Have students brainstorm

Unit 1 • Lesson 1 What questions do scientists ask? T7

M01_SUS_TB_01GLB_4702_U01.indd 7 08/04/2016 11:38


Lesson 2
How do scientists Lesson 2 . How do scientists observe?

observe? 1 Read. Look at the fish. What colors


do you see?
Key Words
• senses
• tools
Senses • measure
Objective: Learn about observing using the Scientists use their senses to observe. • compare
• group
five senses. You can use your senses, too. You look
to observe things like size, shape,
Vocabulary: senses, sound, bird, dog, fish, frog, and color. You listen to observe sounds.
sandwich, feather, shell, block, rock, bean, pattern
2 Point to the big fish. Point to the
Digital Resources: Flash Card (senses), Let’s small fish. What fish do you like
Explore! Digital Lab more? Why?
3 Look around the classroom.
Materials: shell, wooden block, feather, patterned
Say three objects you see.
paper, rock, dried bean, hand lens, bell, fruit
4 Circle the things you can hear.

Unlock the Big Question


N L OC K
U TH
E BIG
Write the following text on the board: I will
learn some ways scientists observe.

8 Unit 1 Let’s Explore! Lab

Build Background Display the senses Flash Card.


Invite students to identify each body part and the sense
associated with it. Provide support as needed.
2 Point to the big fish. Point to the small fish.
Explore What fish do you like more? Why?

Let’s Explore! Lab How do we observe? What sizes are the fish? One is big, and one is
small! Invite students to point accordingly and
Objective: Learn some ways to observe and describe
answer which they like more. Encourage students to
objects.
explain why they answered the way they did. (I like
Digital Resources: Let’s Explore! Digital Lab, Let’s orange. It’s big.) Provide support as necessary.
Explore! Activity Card (1 per student)
3 Look around the class. Say three objects
• Gather students around a desk or table. Display you see.
the items and identify them. Model how to observe
Invite students to look around and name three
objects by looking, feeling, smelling, and hearing.
objects. Invite volunteers to share. (John), what can
Drop some on the table to see if they make a noise.
you see? I see a pencil. Write the names of some of
• Invite a volunteer to pick up one of the items, and the objects on the board and practice the words.
ask questions that elicit descriptions. What color is
it? What size is it? Is it big or small? How does it 4 Circle the things you can hear.
feel? Is it (soft)? What sounds does it make? Provide What do you hear with? My ears! Invite volunteers to
vocabulary support as necessary and write some identify the items pictured by reading the labels. Can
descriptors on the board next to the name of the you hear a dog? Yes! Can you hear a sandwich? No!
corresponding item. Repeat with the other objects.
• Show the Digital Lab and invite groups to do the Elaborate
activity. Remind students they can refer to information
Observe and Describe
on the board as they go through the activity.
Have students review exercise 2, page 4. Gather students
• Have students work in pairs to complete the Activity
around again. Invite a volunteer to ring the bell. This is a
Card.
bell. It makes a sound. What body part can you use to
hear sounds? Have students say or point to the appropriate
Explain picture(s) in the book. Elicit or provide descriptions. What is
1 Read. Look at the fish. What colors do the sound like? The bell makes a nice sound. Do you like it?
you see? Provide support as necessary. Repeat with the other items to
emphasize which senses we can use to describe each one.
Read the paragraph aloud. Draw students’ attention to End with the fruit. Guide students to notice that they can
the fish and ask the question. Accept all logical answers. 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 5 Read. Circle the tools.

observe? 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
Objective: Learn about some tools for observing
how much there is. Measure means to tell things like how
things.
much, how long, and how tall.
Vocabulary: tools, hand lens, ruler, balance,
measure (v), sandwich, better, weigh, more
Digital Resources: Flash Cards (tools, measure),
I Will Know… Digital Activity
6 Say as a class. Match the tools to the questions.
Materials: 2 apples, 1 orange, balance
How much
is there?

Build Background Display the tools and measure What can


Flash Cards. What tools can you see? What do they help I see?

us do? Elicit plausible answers. Explain to students that


How long
scientists can use tools to observe things, too. Scientists is it?

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
I Will Know... Unit 1 9
can help you observe.

Explain
5 Read. Circle the tools.
Elaborate
Read the paragraph aloud for students. Write the Apples and Orange
names of the tools on the board and say them aloud Gather students around a desk or table. Display the
for students to repeat. Then have students circle the balance and have students identify it and what it does.
tools. Check answers as a class. (Balance. It tells how much, or weighs things.) Display
Ask questions to check comprehension. What is a the fruit and elicit their names or identify them for
tool? Something that helps us do something, like students. We’re going to weigh the apples and orange.
observe. Say one tool. (Balance.) What does measure Which do you think weighs more? Allow students to hold
mean? To find out how much, how long, or how tall. the fruit and make guesses. Write apples and orange on
the board. Weigh the fruit and record the weights under
6 Say as a class. Match the tools to the the appropriate word. How much do the apples weigh?
questions How much does the orange weigh? Record the relevant
Invite volunteers to read each word in the colored weights. Were you right?
boxes. Read the first speech bubble aloud and ask

Think!
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. Is a pencil a tool?

Remind students how they use a pencil and what it helps


ELL Vocabulary Support them do. Then ask the question and guide students to
answer that a pencil is a tool we can use to write things.
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
I Will Know...
helps us to see? A hand lens! Right! Write hand lens Have students do the I Will Know… Digital Activity.
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.

Unit 1 • Lesson 2 How do scientists observe? T9

M01_SUS_TB_01GLB_4702_U01.indd 9 08/04/2016 11:38


Lesson 2
How do scientists 7 Circle T (true) or F (false).

observe? 1. Scientists use tools to observe.


2. You can observe how big or small
T/F
T/F
something is.

Objective: Learn how to compare. 3. You only have three senses. T/F
8 Read. Look at the picture.
Vocabulary: butterfly, compare, alike, different, big,
How are the fish alike?
small Say with a partner.
Digital Resources: Flash Cards (tools, measure,
compare), Animal Cards (fish and goldfish; make Compare
copies so each student has one card)
Scientists say how things are alike. They say how
things are different. Compare means to say how
things are alike and different.
Build Background Display the tools and measure
9 Look at the butterflies. Compare.
Flash Cards and review with students what they have
Say as a class.
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!
10 Unit 1

Explain
7 Circle T (true) or F (false).
ELL Language Support
Read each sentence for students and allow time
for them to circle the answers. Check answers and Help students review the verb be. Write is and are
correct the false statement as a class. (You have on the board. Say sentences omitting the verb be for
five senses.) students to call out is or are. For example, This butterfly
8 Read. Look at the picture. How are the fish (beep) blue. Students should call out Is! The two
alike? Say with a partner. butterflies (beep) pretty. Students should call out Are!

Display the compare Flash Card and ask students


to discuss the similarities and differences between
the apple and the orange. Have students read the
Elaborate
paragraph silently. Write compare on the board Let’s compare our fish!
and ask volunteers to say what it means. (To look at Distribute an Animal Card to each student. Invite students
the similarities and differences between two items.) to color their fish. Encourage them to make patterns, e.g.,
Then draw students’ attention to the photo of the fish. stripes, spots, etc. Finally, put students into small groups
How many fish are there? Two. How are they alike? to compare their fish. My fish is big. My fish is blue
Have pairs answer the question and share their and yellow. My fish has red spots. Monitor and provide
answers with another pair. (Possible answers: They support as needed.
are yellow. They are the same color. They are about

Think!
the same size.)
9 Look at the butterflies. Compare. Say as
a class. Are all fish alike?
Point to the butterflies. How are they alike? How are Read the question aloud and invite students to answer
they different? (Possible answers: They are butterflies. freely. Guide students to conclude that fish are alike--they
They have the same shape. They are different colors.) are fish--but also different--they can be different sizes,
Ensure students notice both how the butterflies are colors, and so on.
alike and how they are different.

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 10 Read. Circle the things that are alike.

observe? Group
Scientists group things, too. You can group objects
by how they are alike. You put objects that are
alike in a group!
Objective: Learn how scientists group things.
Vocabulary: group (v), group (n), fish, butterfly,
safety, safe, rules, goggles
Group Objects
Digital Resources: Lesson 2 Check (print out 1 per Find five objects at
home. Say how they
student) 11 Read. Circle the things that help
are alike. Say how
you stay safe. they are different.
Materials: vocabulary cards (1 set per group; write Put the things that
Safety
the following words on index cards: balance, ruler, are alike in a group.

hand lens, scientist, senses, safety, fish, butterfly, You follow rules in science to stay safe.
Some tools help you stay safe, too.
frog), safety goggles (1 per small group)
Rules
1. Listen.
Build Background Divide the class into groups 2. Wear goggles.
3. Wash your hands.
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 Unit 1 11

Explain
10 Read. Circle the things that are alike.
Elaborate
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.
Group Objects
11 Read. Circle the things that help you
stay safe. Assign the At-Home Lab as homework and have
students report in class what objects they put in a
Read the paragraph aloud. Invite volunteers to read group. Encourage students to explain their reasoning.
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 Card Sort
goggles. Have students take turns putting them on. Divide the class into groups and distribute sets of index
What does a ruler do? It helps us tell how long or tall cards, mixed up. Challenge groups to sort the cards into
something is. Does it help you stay safe? No! What groups (e.g., animals, tools, words that start with s).
do safety goggles do? Keep my eyes safe! What
else helps you stay safe in science class? Rules!
Evaluate
Lesson 2 Check Assessment for Learning
Think! Review the Key Words for Lesson 2 (see Student’s Book
page 8). Distribute the Lesson 2 Check and guide
What are some school rules and home rules? students as they complete it. Check answers as a class.
Brainstorm school rules that help students stay safe. Allow Then ask students to grade their progress on the topic
students to mime as needed. Accept all logical answers of ways scientists observe from 1 to 3: 3 = I understand
and write them or draw pictures on the board. Do the ways scientists observe; 2 = I need to study more; 1 = I
same with home rules. Then hold a class vote for the most need help! Encourage students giving themselves a 1 or
important safety rules. (Don’t run down the stairs. Don’t a 2 to say what they found difficult and what they need
open the windows. Don’t push each other.) to study more.

Unit 1 • Lesson 2 How do scientists observe? T11

M01_SUS_TB_01GLB_4702_U01.indd 11 08/04/2016 11:38


Lesson 3
How do scientists collect Lesson 3 . How do scientists collect
Key Words

and record data?


and record data?
• collect
1 Read. What do scientists use to record • data
data? Say as a class. • record
• chart
Objective: Learn how scientists collect and record Scientists Collect and Record Data
data. Scientists collect information. In science,
information is called data. Scientists record
Vocabulary: collect, data, record, chart data. They can use words, pictures, numbers,
or charts.
Digital Resources: Flash Card (record), I Will
Know... Digital Activity, Animal Cards (1 copy of 2 Look at the picture. Draw the
each of the following: cricket, firefly, grasshopper, animal the girl is observing.
ladybug, mosquito, moth, slug, snail, spider, worm,
ant, bee, beetle)
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


N L OC K
U TH
E BIG
Write the following on the board: I will learn 12 Unit 1 I Will Know...

how scientists collect and record data.

Build Background Review the ways scientists observe Elaborate


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.)

Explain
We’re going to do a test and record
1 Read. What do scientists use to record
what we find!
data? Say as a class.
Do
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 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? Observe!
Accept all logical answers. (Possible answers: She’s Display the Animal Cards around the class. Ask students
observing the color and shape of the snail.) to walk around the class in pairs and observe the animals
Give students time to draw the snail. Invite volunteers one at a time. Encourage students to discuss what they
to show their drawings to the class. find interesting about each animal. Monitor and provide
support as necessary.
Ask students to sit down in pairs and decide which
I Will Know... two animals they want to learn about more. When they’re
ready, ask students to look at the two animals again.
Have students do the I Will Know… Digital Activity.
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 3 Read. What can a mark in a chart show?

and record data? Say with a partner.


Collect and Record Data
You can collect data by asking questions.
Objective: Learn how scientists collect and record You can record data in a chart. For example,
data. one mark in a chart can record one person’s
answer to a question.
Vocabulary: collect, record, data
4 Ask five friends, “Do you like dogs, cats, or birds best?”
Digital Resources: Flash Card (record), Lesson 3 Mark (✔) each answer in the chart. Sample data
Check (print out 1 per student), Got it? 60-Second
Favorite Animals
Video
cats ✔

Build Background Write students’ names on the board. dogs ✔ ✔ ✔


Check attendance, and write (✔) beside each student who
is present and (✘) beside those who are not. Explain that birds ✔
you collect information about who is at school and record
that information. Tell students they will learn about how 5 Count the marks for each animal.

scientists collect and record data in today’s lesson. Which is your friends’ favorite animal?
Compare with other groups.

Explain
Lesson 3 Check Got it? 60-Second Video Unit 1 13
3 Read. What can a mark in a chart show? Say
with a partner.
Read the paragraph aloud for students. Have answers to their questions. They look for answers by doing
students say how scientists collect data and what a tests, observing, measuring, and recording information.
mark in a chart can mean. Ask them to think about
the Flash Lab test and what the marks meant in their Evaluate
charts. (Whether the material soaks up water.)
Lesson 3 Check Assessment for Learning
4 Ask five friends, “Do you like dogs, cats,
Review the Key Words for Lesson 3 (see Student’s Book
or birds best?” Mark (✔) each answer in
page 12). Distribute the Lesson 3 Check and guide
the chart.
students as they complete it. Check answers as a class.
Focus students’ attention on the pictures of the Then ask students to grade their progress on the topic of
animals and have them say the names. Then read the how scientists collect, record, and share data from 1 to 3:
question aloud and invite students to answer. As they 3 = I understand how scientists collect, record, and
do so, demonstrate putting marks in the chart. share data; 2 = I need to study more; 1 = I need help!
Then give students time to work in groups asking Encourage students giving themselves a 1 or a 2 to say
each other the question and adding marks. what they found difficult and what they need to study more.

5 Count the marks for each animal. Which


is your friends’ favorite animal? Compare
Got it
it?
? 60-Second Video
with other groups.
Play the Got it? 60-Second Video to review the unit
When they finish, ask students in their groups to look material.
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.

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? T13

M01_SUS_TB_01GLB_4702_U01.indd 13 08/04/2016 11:38


Let’s Investigate!
Materials Let’s Investigate!
In this unit, students learn some ways scientists observe.
In this lab, they will investigate how adding water can How do things look?
viewer
change how we see objects through a viewer. 1. Look and draw.
2. Pour.
plastic cup
with water 3. Look and draw.
Let’s Investigate! Lab How do things
look?
Objective: Students will observe how water can
objects
change how things appear in a viewer.
Materials: one set per group: viewers, one with
water, various objects, for example, a colored
pencil, a shell, a plastic animal, a crayon
Digital Resources: Let’s Investigate! Digital Lab,
Let’s Investigate! Activity Card (1 per student)
Advance Preparation: Prepare two viewers per
group: cut two 10 cm holes in either side of empty
paper paint buckets. Secure plastic wrap over the
top of each with a rubber band. Pour some water
on top of the plastic wrap of one of the viewers for
each group. You may wish to wait until you’ve set up
14 Unit 1 Let’s Investigate! Lab
stations for groups to make the viewers with water.
• Explain that students will view some objects
through the viewer without water. Then they
will look at the same objects through the
viewer with water and compare how the Class Project: Safe Science Collage
objects look. Materials: art supplies
• Divide the class into groups and distribute Brainstorm with students a list of rules and tools
materials. Have students look at the first item that will help them stay safe in science class. Allow
through the viewer without water. Provide students to mime if they wish. Accept all logical
ample time for each student to look at the answers and provide vocabulary support as
object in the viewer. necessary. Write a list on the board. (Listen to the
• Then invite students to look at the same object teacher. Be careful with tools. Wear safety goggles.
through the viewer with water. How does the Wash your hands.) Then distribute art supplies
water change what you see? Elicit that the and have students draw themselves following one
water makes the object look bigger. of the rules or engaging in another safe practice
• How is the viewer with water like a hand lens? in science class. Invite volunteers to share their
It makes objects look bigger, too. drawings. Make a science safety collage and
display it in the classroom.
• Have students complete the Activity Card.
Teacher Time-Saving Option: Show the Let’s
Investigate! Digital Lab as an alternative to the
hands-on lab activity.

Unlock the Big Question


N L OC K Have students refer to the Big Question on the
U E BIG
TH
Unit Opener page. In pairs have them recall
what they have learned about what scientists
do. Have pairs complete questions 4 and 5
on the Activity Card.

T14 Unit 1 • The Nature of Science: What is science?

M01_SUS_TB_01GLB_4702_U01.indd 14 08/04/2016 11:38


Unit 1 Review Unit 1
Review What is science?
VI EW
What is science?
RE E BIG Lesson 1
TH
What questions do scientists ask?
1 Read and circle T (true) or F (false).
a) Scientists observe objects. T/F
b) Scientists do not work together. T/F
c) Scientists ask questions. T/F
Digital Resources: Print out 1 of each per
Lesson 2
student: Got it? Self Assessment, Got it? Quiz
How do scientists observe?
2 Read and trace.
senses.
a) Scientists use their
Evaluate
b) Scientists use t o o l s to observe.

c) Scientists c o m p a r e things.
Strategies for Targeted Review
Lesson 3
The following are strategies for providing targeted
How do scientists collect and record data?
review for students if they encounter challenges with
3 Read and match.
the content.

Lesson 1 What questions do scientists ask?


Question 1
If… students are having difficulty answering the
Got it? Quiz Got it? Self Assessment Unit 1 15

questions, then… direct students to review Lesson 1.

Lesson 2 How do scientists observe?


ELL Language Support
Question 2
If… students are having difficulty tracing the words, Before students start working on the Review activities,
then… ask them to trace them slowly and help them have them read each question aloud along with you.
with specific letters they find difficult to trace.

Lesson 3 How do scientists collect and


record data?
Got it
it?
? Self Assessment
Question 3
Immediately after students have completed
If… students are having difficulty matching, then... the Review activities, distribute a Got it? Self
make a list as a class of things scientists do: ask Assessment to each student. Have students
questions, find answers, test ideas, learn new complete the Stop! Wait! and Go! statements for
things, use their senses to observe, use tools, record each lesson, allowing them to look back through
data, share what they learn, follow rules. Then the lesson material if necessary.
have students match the answers.

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

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Unit Lesson 1 Check Unit Lesson 2 Check
1 1

Unit Lesson 3 Check Unit Lesson 1 Let’s Explore! Activity Card


1 1

Materials

Reco rd •

B




G
T

T15a Unit 1 • Digital Resources and Photocopiables

M01_SUS_TB_01GLB_4702_U01.indd 1 08/04/2016 11:38


Unit Let’s Investigate! Activity Card Unit Lessons 1–3 Got it? Self Assessment
1 1

Unit Got it? Quiz Unit Got it? Quiz


1 1

Unit 1 • Digital Resources and Photocopiables T15b

M01_SUS_TB_01GLB_4702_U01.indd 2 08/04/2016 11:39


VI EW VI EW
REHE BIG REHE BIG
T T

Unit 1 Study Guide

What is science? Review the


Lesson 1
Big Question
What questions do scientists ask?
What is science?
• Scientists use science to learn about the
world around us. Have students use what they have learned from
the unit to answer the question in their own words.
• Scientists observe and ask questions.
How has your answer to the Big Question
changed since the beginning of the unit? What
Lesson 2 are some things you learned that caused your
How do scientists observe? answer to change?
• Scientists use the five senses and tools.
Make a Concept Map
• They compare things. They group things.
They follow rules. Draw on the board a concept map like the one
shown on this page. With the students, talk
through the key ideas from this unit. Invite
Lesson 3 different students to point to the ideas on the
How do scientists collect and board, miming as possible.
record data?
• Scientists can use words, pictures, numbers,
and charts to record data.

VI EW
REHE BIG
T

Unit 1 Concept Map

Scientists

ask questions. observe. record.

use senses write

use tools draw

compare use charts

group use numbers

follow rules

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

T15c Unit 1 • Study Guide

M01_SUS_TB_01GLB_4702_U01.indd 3 08/04/2016 11:39


Teacher’s Notes

Unit 1 • Teacher’s Notes T15d

M01_SUS_TB_01GLB_4702_U01.indd 4 08/04/2016 11:39


How can you solve
E BIG
TH
Unit

2 Solve Problems problems?

Lesson Plan
Unit Opener & Lesson 1 What are problems and solutions?
Activity Pages Time
• Unit Opener: Think! Why is the boy wearing eyeglasses? SB p. 16 5 min
Engage • Unit Opener: Identify a problem and solution. SB p. 16 10 min
• Unit Opener: Share a solution to solve a problem. SB p. 16 10 min
• Problems and solutions SB p. 17–18 60 min
Explain
• Developing solutions SB p. 19 30 min
• Solution TB p. 17 20 min
Elaborate • Flash Lab: A Solution at School SB p. 18 20 min
• At-Home Lab: Problems and Solutions SB p. 19 20 min
• Lesson 1 Check (ActiveTeach) TB p. 27a 10 min
• Assessment for Learning TB p. 19 10 min
Evaluate • Review (Lesson 1) SB p. 27 10 min
• Got it? Self Assessment (ActiveTeach) TB p. 27b 10 min
• Got it? Quiz (ActiveTeach) TB p. 27b 10 min

Lesson 2 How do ideas become solutions?


Activity Pages Time
• Think! Is it a good design? TB p. 21 5 min
Engage • Think! Is a pencil holder a tool? TB p. 22 5 min
• Think! Is paper or plastic a good material for a straw? TB p. 23 10 min
Explore • Digital Lab: What can this object do? (ActiveTeach) TB p. 20 30 min
• Making plans SB p. 20 30 min
Explain • Making designs and choosing tools SB p. 21–22 60 min
• Choosing materials SB p. 23 30 min
• Who makes designs? TB p. 21 30 min
Elaborate • Choose Tools TB p. 22 10 min
• Make a Pencil Holder TB p. 23 30 min
• Lesson 2 Check (ActiveTeach) TB p. 27a 10 min
• Assessment for Learning TB p. 23 10 min
Evaluate • Review (Lesson 2) SB p. 27 10 min
• Got it? Self Assessment (ActiveTeach) TB p. 27b 10 min
• Got it? Quiz (ActiveTeach) TB p. 27b 10 min

T15e Unit 2 • Unit Overview • Lesson Plan

M02_SHAKE-UP-SCIENC_TB_01GLB_4702_U02.indd 27 31/03/16 08:37


Lesson 3 How can you test and share solutions?
Activity Pages Time
Engage • Think! Does the boy’s solution work? How do you know? SB p. 24 10 min
• Testing solutions SB p. 24 30 min
Explain • How to share solutions SB p. 25 30 min
• Got it? 60-Second Video (ActiveTeach) TB p. 25 10 min
• Pencil Holder Test TB p. 24 20 min
Elaborate
• Sharing Solutions TB p. 25 20 min
• Lesson 3 Check (ActiveTeach) TB p. 27a 10 min
• Assessment for Learning TB p. 25 10 min
Evaluate • Review (Lesson 3) SB p. 27 10 min
• Got it? Self Assessment (ActiveTeach) TB p. 27b 10 min
• Got it? Quiz (ActiveTeach) TB p. 27b 10 min
Lab • Let’s Investigate! How can you lift heavy things? (ActiveTeach) SB p. 26 30 min

Flash Cards
problem solve solution Lesson 1

Key Words ELL Support


problem, solve, Vocabulary: spill, fix, straw, mud,
solution backpack, boots, umbrella, wrong,
barefoot, need, share, eyeglasses/
glasses, lots of, rain, drop, dog,
bath, small, big
Irregular Plurals: child/
children, person/people, fish/fish,
idea design choose
mouse/mice, tooth/teeth
Stressed Syllables

Lesson 2

Key Words ELL Support


idea, plan, design, Vocabulary: pencil holder,
choose, materials need, pencil, scissors, paper clips,
crayon, ruler, balance, forceps/
materials test share
tweezers, craft sticks, dropper,
hand lens, plastic, paintbrush,
Plurals: pencil/pencils, paper
clip/paper clips, scissors, goggles,
jeans, clothes

Lesson 3

Key Words ELL Support


test, change, Vocabulary: write, talk,
share, use draw, show

Unit 2 • Unit Overview • Lesson Plan T15f

M02_SHAKE-UP-SCIENC_TB_01GLB_4702_U02.indd 28 31/03/16 08:37


Unit

2 Solve Problems Unit Solve Problems


2 How can you
solve problems?
I will learn

• about problems
and solutions.

Unit Objectives 1 What is wrong? What is the • how an idea


becomes a solution.
problem? Say with a partner.
Lesson 1: Students will learn what problems • how to test and
share solutions.
and solutions are.
Lesson 2: Students will learn how ideas
become solutions.
Lesson 3: Students will learn how to test and
share solutions.
2 What does the child need? Say with a partner.
Vocabulary: wrong, problem, solution, solve,
barefoot, need, share, eyeglasses/glasses 3 Why is the girl giving her pen to her classmate?
Say as a class.

Introduce the
E BIG
TH

Big Question T hi nk !
Why is the
How can you solve problems? boy wearing
eyeglasses?
Build Background Mime trying to write on the board
but not having a tool to do so. Ask What’s wrong? I don’t 16 Unit 2

have a pen. That’s a problem! I can’t write on the board


without a pen. Next, mime trying to sit down without a
chair. What’s wrong? Encourage students to explain or
mime that you can’t sit down because you don’t have 2 What does the child need? Say with
a chair. Right! That’s a problem! What can solve the a partner.
problem? A chair! Yes, a chair can be a solution to Read the question aloud and have the same pairs
the problem! discuss. Invite pairs to share their answers with the
class. The child needs shoes. Why do you need to
Engage wear shoes? So you don’t hurt your feet and so that

Think!
you keep them warm!
3 Why is the girl giving her pen to her
Why is the boy wearing eyeglasses? classmate? Say as a class.
Draw students’ attention to the picture of the boy at the Focus students’ attention on the girl at the bottom of
bottom of the page. Point to the boy’s glasses and ask the page. What is she doing? Why is she giving her
if any students in the class wear glasses, too, or if they pen to her classmate? Guide students to answer that
know anyone who does. Read the question aloud. Allow her classmate doesn’t have a (green) pen. Right! The
students time to discuss the answer. Monitor and provide girl helps her friend solve a problem. She shares her
support as needed. pen!

Think! Again!
1 What is wrong? What is the problem?
Say with a partner.
Draw students’ attention to the picture of the child’s Revisit the question Why is the boy wearing eyeglasses?
feet and pre-teach barefoot. What do you think
Invite students to share their ideas freely. (Possible
barefoot means? The child doesn’t have shoes! Put
answers: The boy needs glasses to look at the board in
students into pairs and ask Is it a problem that the
class. The boy needs glasses to read and use a computer
child doesn’t have shoes? Have pairs discuss.
or tablet.) Provide vocabulary support as needed and
accept all logical answers.
ELL Vocabulary Support

Write foot on the board and elicit the irregular plural


feet. Elicit from the class other irregular plural nouns
they know, e.g., child/children, person/people, fish/
fish, mouse/mice, tooth/teeth, etc. Write them on the
board and practice the pronunciation with the class.

T16 Unit 2 • Solve Problems: How can you solve problems?

M02_SHAKE-UP-SCIENC_TB_01GLB_4702_U02.indd 16 31/03/16 08:37


Lesson 1
What are problems Lesson 1 . What are problems Key Words

and solutions? and solutions?


1 Read. Underline what
• problem
• solve
• solution
a problem is.
Objective: Learn what problems and solutions are. Problems
You can spill when you drink
Vocabulary: spill, problem, wrong, solve, fix,
from a glass or cup. This is a
solution, straw, mess, pick up
problem. A problem means there
Digital Resources: Flash Cards (problem, solve, is something wrong. You need to
solution) I Will Know... Digital Activity find a way to fix it, or solve it.
2 Read. Underline what
Materials: glass of water, paper towels, straw
a solution is.
Solutions
Unlock the Big Question A solution is an answer to a
problem. What can solve the
N L OC K problem with the juice? A straw
U TH
E BIG Write the following text on the board: can solve the problem. A straw
How can you solve problems? Ask What can can be the solution.
solve the problem for the barefoot child? 3 What is the solution to the child’s
Shoes or socks! problem? Say with a partner.

Build Background Clear off a table and put the glass I Will Know... Unit 2 17
of water on it. Have the paper towels and straw nearby.
Pick up the glass to drink, but spill a little water on the
table. Oh, no! I spill the water when I drink! That’s a
problem because my books might get wet! How can I
3 What is the solution to the child’s problem?
solve it? Show the paper towels. Do paper towels soak up
Say with a partner.
water? Yes! I can use paper towels to clean up the mess.
Paper towels can be the solution! Have pairs share their answers with another pair.
Leave the materials out for the next exercises. Then say I’m thirsty. But I can spill when I drink.
That’s a problem! What can solve it? Show students
the straw and elicit or say A straw! Right! I can solve
Explain the problem. I can use a straw to drink! What is the
1 Read. Underline what a problem is. solution to the problem? A straw!

Point to the picture of the juice and invite students Point to the picture of the boy drinking from a straw,
to say or mime what the problem is. Read the first read the question aloud, and allow students to
paragraph aloud for students and have students discuss freely. Guide them to explain how the straw
underline. helps to prevent spills. Right! You don’t have to pick
up the glass!
2 Read. Underline what a solution is.
Invite students to read silently and underline what Elaborate
a solution is. Check answers to exercises 1 and 2
Solution
as a class.
Challenge students to say or draw other problems and
Display the Flash Cards and discuss each one with
solutions. (Possible answers: dropping the glass/straw, not
students to reinforce understanding.
having anything to write with/pencil or notebook, being
ELL Vocabulary Support too cold/wearing a sweater, etc.)

Write the lesson vocabulary on the board and


underline the stressed syllables. Pronounce the I Will Know...
words for students and have them repeat. Have students do the I Will Know… Digital Activity.

Unit 2 • Lesson 1 What are problems and solutions? T17

M02_SHAKE-UP-SCIENC_TB_01GLB_4702_U02.indd 17 31/03/16 08:37


Lesson 1
What are problems 4 Look at the pictures of problems. What are the

and solutions? problems? Say as a class.

Objective: Think about problems and how to


solve them.
Vocabulary: mud, lots of, rain, backpack, boots,
umbrella, drop 5 Look at the pictures of solutions. Match the solutions
to the problems.
Digital Resources: Flash Cards (problem, solve,
solution)

Build Background When you come to school, do


you have a lot of things to carry? How do you solve the
problem? Use a backpack! Display the Flash Cards and 6 What do you think of the

elicit the words. Encourage students to think of a problem solutions? Talk as a class.

they had recently and to say or mime how they solved it. A Solution at School
As a class, talk about
Explain a problem at school.
Talk about a solution.

4 Look at the pictures of problems. What are 18 Unit 2

the problems? Say as a class.


Draw students’ attention to the first row of pictures.
Read or have volunteers read the labels. Make a
two-column chart on the board labeled Problems
Elaborate
and Solutions.
As a class, identify the problems and write some of
them on the board. (Possible answers: It is muddy.
Her boots are dirty. The boy has a lot of books. He
can drop the books. It’s raining. The girl gets wet.)
5 Look at the pictures of solutions. Match the
solutions to the problems.
Have students look at the second row of pictures
and identify the items by reading the labels. Invite
volunteers to say which problem each one solves
from exercise 4. Record them in the appropriate
columns on the board. Finally, have students match
the solutions to the problems in their books.
6 What do you think of the solutions? Talk as
a class.
Divide the class into small groups and ask them to
discuss how the solutions solve the problems. Elicit
ideas from the class.
Ask groups to think of one or two more solutions for
each problem in exercise 4 and decide which is the
best one. (Possible answers: mud: sponge to clean
the boots, hairdryer to dry the pants; lots of books:
small suitcase, box; rain: raincoat, hat) Monitor and
provide support as necessary. Invite volunteers
from each group to explain their best solution for
each problem.

T18 Unit 2 • Solve Problems: How can you solve problems?

M02_SHAKE-UP-SCIENC_TB_01GLB_4702_U02.indd 18 31/03/16 08:37


Lesson 1
What are problems 7 Look at the picture. Is it a

and solutions? problem or a solution?


Say as a class.
8 Look at the picture. Underline
the boy’s problem.
Objective: Discuss more problems and solutions.
a) The boy can’t find the ruler.
Vocabulary: dog, bath, small, big b) The boy can’t find the green
colored pencil.
Digital Resources: Flash Cards (problem,
solution), Lesson 1 Check (print out 1 per student) c) The boy can’t find
the notebook.
9 What is the solution?

Build Background Display the Flash Cards side by Say as a class.


side. Under the problem Flash Card, draw a car with
smoke coming out of the front. Explain that your car
has broken down, and it’s a big problem for you. Elicit
solutions for this problem and write them on the board Problems and Solutions
under the solution Flash Card. (Possible answers: take it to Look at home for a problem
and solution.
the mechanic, take a bus or train, ride your bike to school,
Say the problem. Say the
walk) Discuss with the class which is the best or fastest solution.
solution and why. Tell your family.

Explain Lesson 1 Check Unit 2 19

7 Look at the picture. Is it a problem or a


solution? Say as a class.
Elaborate
Draw students’ attention to the picture of the dog.
Read the question out loud and say answers
as a class. (The dog is dirty. A bath is a solution.
The tub is too small for the dog. It’s a problem.)
8 Look at the picture. Underline the boy’s
problem.
Draw students’ attention to the illustration. Invite Problems and Solutions
a volunteer to describe what the boy is doing.
Assign the lab as homework. Ask students to write
(Answer: He is looking for something.) Have students
down the problem and solution they identify and
underline the problem and check answers. What
report to the class the next day.
is the problem? Right! The boy can’t find the green
colored pencil! Why can’t he find it? It is on the
ground behind the desk where he can’t see it.
9 What is a solution? Say as a class. Evaluate
Read the question aloud and invite students to Lesson 1 Check Assessment for Learning
brainstorm possible solutions. If necessary, draw Review the Key Words for Lesson 1 (see Student’s Book
their attention to the picture of the pencil holder. page 17). Distribute the Lesson 1 Check and guide
Invite volunteers to explain how a pencil holder students as they complete it. Check answers as a class.
can be a solution to the boy’s problem. Then ask students to grade their progress on the topic of
problems and solutions from 1 to 3: 3 = I understand what
problems and solutions are; 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 2 • Lesson 1 What are problems and solutions? T19

M02_SHAKE-UP-SCIENC_TB_01GLB_4702_U02.indd 19 31/03/16 08:37


Lesson 2
How do ideas become Lesson 2 . How do ideas

solutions?
Key Words
become solutions?
• idea
1 Read. Say with a partner • plan
what a plan is. • design
• choose
Objective: Learn how to make a plan. Make a Plan • materials
You think about a problem. Then
Vocabulary: problem, idea, solution, plan, you have an idea about how to I need a
forceps/tweezers, craft sticks, dropper, paper clips, solve it. At first the idea is only in pencil holder!
hand lens your head. You need to make a
Digital Resources: Flash Cards (tools, idea), Let’s plan for your solution. A plan tells
how you make something.
Explore! Digital Lab
2 Look at the picture on
Materials: forceps/tweezers, craft sticks, plastic page 19. Say the boy’s
dropper, paper clips, hand lens, two pieces of paper, problem again.
small beads or edible seeds, a cup with water
3 What does the boy
do next? Circle.

Unlock the Big Question


N L OC K Write the following on the board: How do
U TH
E BIG

ideas become solutions? Invite volunteers to


present a “home” problem they detected in the 20 Unit 2 Let’s Explore! Lab
previous lesson and the ideas they had to solve
it. Point out how ideas can become solutions.

Build Background We’ve talked about some different Explain


problems and some solutions. Sometimes, you can’t solve
1 Read. Say with a partner what a plan is.
a problem right away. Sometimes, you have to have an
idea for a solution and make it. Explain to students that Read the paragraph for students. Have pairs review
they will learn about how to turn ideas into solutions. the paragraph and say what a plan is. Activate
prior knowledge by having students brainstorm
Explore some instances in which they have made plans.
Have you or your family ever made a plan to do
Let’s Explore! Lab What can this object do?
something? (Possible answers: Pack a lunch. Do my
Objective: Learn about more tools and what they do.
homework. Go on a trip.) Have you ever made a
Digital Resources: Let’s Explore! Digital Lab, Let’s plan to make something? Did you draw the plan?
Explore! Activity Card (1 per student) Accept all logical answers.

• Display the tools Flash Card. Elicit from students what ELL Reading Strategy Support
a tool is. (Something that helps you do something.
Some tools help you observe things.) Elicit some You may wish to point out the Key Words box and
examples students already know and what they that the key words idea and plan are highlighted
can help you do. (Possible answers: hand lens/see, in yellow in the text. Point out that students can also
ruler/measure, pencil/draw) Explain that students highlight words to help remember them.
will learn about some more tools in this lab.
• Display the dropper. What does this tool do? It
2 Look at the picture on page 19. Say the
measures! Right! You can measure drop by drop.
boy’s problem again.
Allow students to examine the remaining tools and
think about what they might be used for. Write the Invite the class to say the boy’s problem. He can’t
names on the board: dropper, forceps, craft sticks, find his pencil! Point to the speech bubble and read
paper clip. it or have a volunteer do so. Then read the instruction
• Provide the rest of the materials and allow students aloud and have students say in pairs what the boy’s
to experiment with them and show how you can use idea for a solution is. (Possible answers: Get a pencil
them. Right! You can pick things up with forceps. holder. Make a pencil holder.)

• Show the Digital Lab. Have students work in pairs 3 What does the boy do next? Circle.
to complete the Activity Card. Monitor and provide
The boy wants to make a pencil holder? What does
support as needed.
he do next? Invite students to circle the answer.

T20 Unit 2 • Solve Problems: How can you solve problems?

M02_SHAKE-UP-SCIENC_TB_01GLB_4702_U02.indd 20 31/03/16 08:37


Lesson 2
How do ideas become 4 Read. Say how you can show your plan.

solutions? Draw
You can draw to show your plan. You make a design.
Your design shows how to make your solution.
Objective: Learn about making a design. 5 Look at the picture. What does the boy draw?
Circle.
Vocabulary: draw, design, solution
a) a pencil
Digital Resources: Flash Card (design), I Will b) a pencil holder
Know… Digital Activity
c) a straw
6 Draw your own design for a pencil holder.

Build Background Display the design Flash Card and


invite students to say what the boy is doing. Draw a pencil
holder on the board. What’s this? Who needs it? Why?
How can he plan to make a pencil holder? Elicit ideas
from the class.

Explain
4 Read. Say how you can show your plan.
Read the paragraph along with students. Activate
prior knowledge by discussing any designs students
I Will Know... Unit 2 21

have seen or made.


5 Look at the picture. What does the boy
draw? Circle.
Think!
Have students do the exercise. Invite volunteers to
share their answers. What is the boy’s design? Is it a good design?
A pencil holder! Right. His drawing shows what it
will look like in the end. Ask the students to look at their backpacks and think
about the design. Are you happy with the design of
6 Draw your own design for a pencil holder. your backpack? Are there any problems with it? Invite
Ask the students to spend a few minutes thinking volunteers to talk about their backpacks and whether
about their own pencil holders. How big does it need they are happy or not with the design.
to be? What shape do you want it to be? Encourage
students to close their eyes and visualize it. Then give
them time to make designs for their pencil holders. I Will Know...
Suggest that they make a few sketches first on a Have students do the I Will Know… Digital Activity.
piece of paper and then draw the final design in their
books. Monitor and provide help as necessary.
Invite students to show their designs in small groups
or to the class.

Elaborate
Who makes designs?
Brainstorm with the students jobs in which people need
to make designs. Write them on the board and discuss
what types of designs these are. (Possible answers: for
a house, for clothes, for a bridge, etc.)
Ask the students to think about each job and decide
which one they would like to do and why. Invite
volunteers to explain.

Unit 2 • Lesson 2 How do ideas become solutions? T21

M02_SHAKE-UP-SCIENC_TB_01GLB_4702_U02.indd 21 31/03/16 08:37


Lesson 2
How do ideas become 7 Read and look. Trace.

solutions? Choose Tools


Next you choose the tools you need to make your design.

You can use it to write and draw.


Objective: Learn how to choose tools.
Vocabulary: choose, tools, pencil, scissors, paper pencil
clips, crayon, ruler, balance
You can use them to cut things.
Digital Resources: Flash Card (choose)
Materials: different kinds of tools (for example, scissors
crayon, pencil, pen, ruler, scissors, stapler, paper
They hold paper together.
clip, eraser)
paper clips
Build Background Display the choose Flash Card. 8 Say the tools with a partner. What can they
Elicit or describe for students what’s on each of the help you do?
plates. The girl has to choose. She has to say which thing
she wants to eat! What do you think she will choose?
The fruit or the cookies and candy? Explain that choose
means to pick or to decide.

Explain 22 Unit 2

7 Read and look. Trace.


Review the two steps students have seen about how
8 Say the tools with a partner. What can they
to come up with solutions. (Possible answers: Think of
help you do?
an idea. Make a design.) Then read the first line and
write Tools on the board. Have students work in pairs. Read the question
Activate prior knowledge by having students name aloud for students and have the pairs say the tools
all the tools they can. Have them look at the pictures and think of what they use them for. Invite pairs to
and identify the tools. Read aloud what each tool share their answers with the class. Provide support
can do. For each one, ask whether students agree as necessary.
and if they have anything more to add.
Give students time to trace the words. Then say the
Elaborate
words for them to repeat. Choose Tools
Place the tools on a table where students can see them.
ELL Language Support Have pairs or small groups look at the tools and think
which they would choose if they were to make their pencil
Draw two columns on the board with headings: One
holders. Encourage students to discuss how they would
and Two+. We say one pencil. Two? Elicit pencils.
use them. Monitor and provide help as necessary.
Write pencil and pencils under the corresponding
headings on the board. Repeat with paper clip(s).
Then point out that we don’t say one scissor. Scissors Think!
is always plural! Elicit other words that are used only
as plurals, e.g., glasses, goggles, clothes, jeans, etc. Is a pencil holder a tool?
Ask the question and invite students to discuss freely.
Accept all logical answers.

T22 Unit 2 • Solve Problems: How can you solve problems?

M02_SHAKE-UP-SCIENC_TB_01GLB_4702_U02.indd 22 31/03/16 08:37


Lesson 2
How do ideas become 9 Read. What are materials? Say with a partner.

solutions? Choose Materials


Materials are the things you put together to make your
solution. Now you need to choose materials.
Objective: Learn how to choose materials. 10 Look at the pictures. Circle the materials the boy
chooses to make the pencil holder on page 24.
Vocabulary: choose, materials, plastic, paintbrush,
stickers, can, cotton, wood, fabric
Digital Resources: Flash Cards (choose,
materials), Lesson 2 Check (print out 1 per student)
Materials: different kinds of materials (for example,
fabric, wood, plastic), empty toilet paper rolls (1 per
student), glue, watercolor paint, paintbrushes (1 per 11 Read and say.
student), glitter or sequins of different colors

Build Background Display the materials at the front of


the class along with the materials Flash Card. We learned
that you need to choose tools to make something. You also
need to choose the materials.
Display the materials Flash Card and elicit from students
Lesson 2 Check Unit 2 23
what each kind of material might be good for. (Possible
answers: clothes, furniture) Provide support as needed.

Explain Elaborate
9 Read. What are materials? Say with Make a Pencil Holder
a partner. Distribute materials and have students make “pencil
holders” out of the toilet paper rolls. Have them choose
Read the paragraph aloud for students. Have pairs
a color or two to paint them and a color of glitter or
say what the materials are and say or point to some
sequins to glue on as decoration. Have students describe
examples. Invite pairs to share their answers with the
the choices they make and encourage them to say why.
class. Provide support as necessary.
(I like green.) Save the “pencil holders” for exercises later
10 Look at the pictures. Circle the materials the in the unit.
boy chooses to make the pencil holder on
page 24. Think!
Have students look at the picture of the pencil holder
and then at the pictures of the materials. Invite Is paper or plastic a good material for a straw?
students to identify the items that they can, and
Remind students that they tested how paper towels soak
name any they cannot. (Answers: glue, paper, can,
up water. Invite students to discuss the question freely.
construction paper, paintbrush, scissors, stickers)
(Possible answer: Paper is not a good material for a straw.
Have students circle the materials they think the
Plastic is a good material for a straw.) They may mime or
pencil holder is made of. Check answers as a class.
draw pictures as necessary.
Encourage students to explain why they selected the
items they did.
Evaluate
Next, have students point to the tools they think were
used to make the pencil holder and explain or mime Lesson 2 Check Assessment for Learning
how they were used. Provide vocabulary support as Review the Key Words for Lesson 2 (see Student’s Book
necessary. page 20). Distribute the Lesson 2 Check and guide
students as they complete it. Check answers as a class.
11 Read and say.
Then ask students to grade their progress on the topic of
Draw students’ attention to the diagram. Read the how ideas become solutions; 2 = I need to study more;
steps aloud and, after each one, prompt students to 1 = I need help! Encourage students giving themselves a 1
explain what the boy did. For example, Identify the or a 2 to say what they found difficult and what they need
problem. The boy loses his pencils. Think of an idea. to study more.
The boy thinks about making a pencil holder.

Unit 2 • Lesson 2 How do ideas become solutions? T23

M02_SHAKE-UP-SCIENC_TB_01GLB_4702_U02.indd 23 31/03/16 08:37


Lesson 3
How can you test and Lesson 3 . How can you test and

share solutions? share solutions?


1 Read. What can the boy do next?
Key Words
• test
• change
Say as a class. • share
Test Your Solution • use
Objective: Learn how to test and share solutions.
Scientists test ideas. They see if their idea
Vocabulary: test, change is right. You can test your solution. Does your solution
Digital Resources: Flash Card (test), I Will Know... solve the problem? If not, you can change it. You can
Digital Activity change the design or the materials.
2 How can you test an umbrella? Say with a partner.
Materials: students’ pencil holders

Unlock the Big Question


3 Look at the picture.
N L OC K
U TH
E BIG
Write the following on the board: I will learn How can the boy
how scientists collect and record data. test his solution?
Say as a class.
T hi nk !

Does the boy’s


solution work?
Build Background Review the boy’s problem and How do you know?
solution and the process of his idea becoming a solution.
What is the boy’s problem? He can’t find his pencil. What
24 Unit 2 I Will Know...

is his idea? To make a pencil holder. What is his design?


A pencil holder! Right! His idea can become a solution!
Explain to students that they’ll learn what comes next.
3 Look at the picture. How can the boy test
his solution? Say as a class.
ELL Reading Strategy Support Display the test Flash Card. Have students describe
the picture, and ask the question. Invite volunteers to
You may wish to take the opportunity to point out the
share their answers. Right! The boy can put pencils
paragraph heading to students. Explain that headings
in his pencil holder to see if it works. Does it hold
can tell readers what a paragraph is about. A
pencils? Yes! It works!
heading can help you understand what you read.

Elaborate
Explain Pencil Holder Test
Distribute the pencil holders and have students test them
1 Read. What can the boy do next? Say as
by putting pencils in them. Let’s test your pencil holders.
a class.
Have students discuss or mime why they don’t work very
Read the paragraph for students. Activate prior well. (Possible answers: They fall over. They don’t have a
knowledge by asking them if they have ever tried bottom.) Does the pencil holder work? No! Can you use
something to check if it works. Elicit examples and it? No! Challenge students to come up with suggestions
have students say what test means in this context to improve the design. (Possible answer: We can choose
(try out). Accept all logical answers. Have the class better materials!)
say what the boy does next.
2 How can you test an umbrella? Say with Think!
a partner.
Does the boy’s solution work? How do you know?
Focus students’ attention on the picture of the
umbrella. Elicit or say what it is and what it is used Have students discuss the answer. Invite volunteers to
for. Ask the question and have pairs come up with share their answers. (It holds pencils.)
answers. Monitor and provide support as needed.
(Possible answers: Take it out on a rainy day and
try it. Put it in the bathtub and throw water over it. I Will Know...
Throw a bucket of water over it in the yard.) Have students do the I Will Know… Digital Activity.

T24 Unit 2 • Solve Problems: How can you solve problems?

M02_SHAKE-UP-SCIENC_TB_01GLB_4702_U02.indd 24 31/03/16 08:37


Lesson 3
How can you test and 4 Read. Look at the pictures. Who shares their

share solutions? solution? Mark (✔).


Share
Scientists share their answers. You can share your
Objective: Learn about sharing solutions. solutions. You can write, talk, draw, and show
pictures. Then other people can use your solutions.
Vocabulary: share, use (v) They use your solutions to solve problems!

Digital Resources: Flash Card (share), Lesson 3


Check (print out 1 per student), Got it? 60-Second
Video
✔ ✔

5 Trace some ways you can share.


Build Background Activate prior knowledge by
recalling what students have learned about scientists and show tell draw
how they work. (Possible answers: They ask questions, 6 Read the sentences. Cover your book. Say the
observe, test, collect and record data, etc.) Talk with sentences with a partner.
students about how turning problems into solutions is 1. You think of an idea.
similar to what scientists do and explain that people who 2. You make a plan and draw your solution.
design things often share their ideas and solutions. Today 3. You choose materials and tools.
we will learn more about sharing solutions. 4. You test your solution to see if it works.
5. You share your solution with others.
Explain Lesson 3 Check Got it? 60-Second Video Unit 2 25

4 Read. Look at the pictures. Who shares their


solution? Mark (✔).
Elaborate
Show the share Flash Card and invite students to
describe what they see. Read the paragraph aloud Sharing Solutions
with students. Have students mark the pictures of who Divide the class into small groups. Have one student in
they think is sharing their solutions. Invite volunteers each group mime missing something. The other students
to explain why they selected the pictures they did. guess what’s missing and provide or mime sharing the
Next, invite a volunteer to explain what use means. solution with their classmate. Alternatively, say a problem
Reinforce understanding of use by asking questions. and have groups draw a solution. Monitor and provide
Does the girl use her bike? What do you use to write? support as needed. (Possible answers: I can’t see the
board. You need glasses. I have a lot of heavy books to
5 Trace some ways you can share.
take to school. You need a backpack! The paper is torn.
Have students trace the words. Invite volunteers to You need tape!)
read each of the words. Solicit from other volunteers
other ways you can share solutions. (Possible Evaluate
answers: write, use a computer, etc.)
Lesson 3 Check Assessment for Learning
5 Read the sentences. Cover your book. Say Review the Key Words for Lesson 3 (see Student’s Book
the sentences with a partner. page 23). Distribute the Lesson 3 Check and guide
Invite students to read aloud a sentence each. students as they complete it. Check answers as a class.
Encourage them to talk about a time when they Then ask students to grade their progress on the topic
shared an idea, solution, or information with others. of how you can test and share solutions from 1 to 3: 3 =
Then pair students and have them cover their books I understand how to test and share solutions; 2 = I need
and say the sentences together. Monitor and help to study more; 1 = I need help! Encourage students giving
as necessary. 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.

Unit 2 • Lesson 3 How can you test and share solutions? T25

M02_SHAKE-UP-SCIENC_TB_01GLB_4702_U02.indd 25 31/03/16 08:37


Let’s Investigate!
Materials Let’s Investigate!
In this unit, students learn about solving problems. In this
lab, they will investigate and test solutions for moving How can you lift heavy things?
something heavy up a ramp. book string
1. Tie.
2. Put.
craft stick
books 3. Pull.
Let’s Investigate! Lab How can you lift
4. Put.
heavy things? cardboard
5. Push.
Objective: Students will learn that they can use
science and technology to solve real-world problems
and that it is helpful to work in groups to share ideas.
Materials: one set per group: books, craft stick,
cardboard, string
Digital Resources: Let’s Investigate! Digital Lab,
Let’s Investigate! Activity Card (1 per student)
Advance Preparation: Set up a stack of books
and place one book in front of the stack. Place the
string and craft stick nearby.
• I want to move the book to the top of the stack,
but it’s very heavy. How can I solve this problem?
• Have students look at the materials and 26 Unit 2 Let’s Investigate! Lab

brainstorm solutions. Have them refer to


the Activity Card as necessary.
• Lead students to understand that you can pull
the book up the ramp with the string or push it
Class Project: Problems and
up the ramp with the craft stick. Both solutions
Solutions Poster
make it easier to move the book to the top of
the stack than lifting it. Materials: art supplies, cardboard for poster, sheets
of A4 paper cut in half
• Have students complete the Activity Card.
Guide students to understand that working Write the heading in big letters on the poster:
together and sharing ideas and answers can Problems and Solutions. Show it to the class and
help us solve problems. explain that students are going to create a poster
for the class. Divide the class into eight groups, one
Teacher Time-Saving Option: Show the Let’s
for each step of the poster. Refer students to page
Investigate! Digital Lab as an alternative to the
23 of the Student’s Book and assign one step from
hands-on lab activity.
exercise 11 to each group. Elicit from the class
what the two last, missing steps are. (Test your
solution. Share your solution.)
Unlock the Big Question Hand out the pieces of paper and ask each group
to copy its step on its piece of paper and decorate
N L OC K Have students refer to the Big Question on the
U E BIG it. When they finish, gather the pieces of paper and
TH
Unit Opener page. In pairs have them recall
attach them to the poster. You can draw arrows or
what they have learned about how scientists
ask students to do this. Allow students to add any
design and test solutions to problems. Have
further decoration, and display the poster in class.
pairs complete questions 6 and 7 on the
Invite volunteers to say which is their favorite step
Activity Card.
and why.

T26 Unit 2 • Solve Problems: How can you solve problems?

M02_SHAKE-UP-SCIENC_TB_01GLB_4702_U02.indd 26 31/03/16 08:38


Unit 2 Review Unit 2
Review How can you
solve problems?
VI EW
How can you solve
REHE BIG Lesson 1
T
What are problems and solutions?

problems? 1 Circle the picture that shows a problem.

Digital Resources: Print out 1 of each per


Lesson 2
student: Got it? Self Assessment, Got it? Quiz
How do ideas become solutions?
2 Circle T (true) or F (false).
a) A design shows how to make your solution. T/F
Evaluate b) You cannot use tools to make your solution. T/F
c) You can choose materials for your solution. T/F

Strategies for Targeted Review Lesson 3

How can you test and share solutions?


The following are strategies for providing targeted 3 Who is not sharing their solution? Mark (✔).
review for students if they encounter challenges with
the content.

Lesson 1 What are problems and solutions? ✔


Question 1
If… students are having difficulty identifying the
Got it? Quiz Got it? Self Assessment Unit 2 27

problem, then… mime spilling a drink and then


using a straw.

Lesson 2 How do ideas become solutions? ELL Language Support


Question 2 Before students start working on the Review activities,
If… students are having difficulty choosing the have them read each question aloud along with you.
correct answers, then… review the steps of making
a plan, designing your solution, choosing tools, and
choosing materials.
Got it
it?
? Self Assessment
Lesson 3 How can you test and share
solutions? Immediately after students have completed
the Review activities, distribute a Got it? Self
Question 3
Assessment to each student. Have students
If… students are having difficulty selecting who is complete the Stop! Wait! and Go! statements for
not sharing, then... describe each picture as a class. each lesson, allowing them to look back through
the lesson material if necessary.

Got it
it?
? Quiz
Distribute a Unit 2 Got it? Quiz to each student.
Quizzes may be used for assessing students’
understanding of unit concepts as well as for
grading purposes.

Unit 2 • Unit Review T27

M02_SHAKE-UP-SCIENC_TB_01GLB_4702_U02.indd 27 31/03/16 08:38


Unit Lesson 1 Check Unit Lesson 2 Check
2 2

Unit Lesson 3 Check Unit Lesson 2 Let’s Explore! Activity Card


2 2

Materials






T

T27a Unit 2 • Digital Resources and Photocopiables

M02_SHAKE-UP-SCIENC_TB_01GLB_4702_U02.indd 1 31/03/16 08:38


Unit Let’s Investigate! Activity Card Unit Lessons 1–3 Got it? Self Assessment
2 2

Unit Got it? Quiz Unit Got it? Quiz


2 2

Unit 2 • Digital Resources and Photocopiables T27b

M02_SHAKE-UP-SCIENC_TB_01GLB_4702_U02.indd 2 31/03/16 08:38


VI EW VI EW
REHE BIG REHE BIG
T T

Unit 2 Study Guide

How can you solve problems? Review the


Lesson 1
Big Question
What are problems and solutions? How can you solve problems?
• A problem is something we need to fix Have students use what they have learned from
or solve. the unit to answer the question in their own words.
• A solution is an answer to a problem. How has your answer to the Big Question
changed since the beginning of the unit? What
Lesson 2 are some things you learned that caused your
How do ideas become solutions? answer to change?

• We can make a plan and design our solution. Make a Concept Map
• We choose tools and materials to make Draw on the board a concept map like the one
our design. shown on this page. With the students, talk
through the key ideas from this unit. Invite different
Lesson 3 students to point to the ideas on the board, miming
How can we test and share as possible.
solutions?
• We test our solution. We solve many problems.
• We can share our solutions.

VI EW
REHE BIG
T

Unit 2 Concept Map

Problems and Solutions

problem

idea

plan and design

choose tools and materials

test

share

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

T27c Unit 2 • Study Guide

M02_SHAKE-UP-SCIENC_TB_01GLB_4702_U02.indd 3 31/03/16 08:39


Teacher’s Notes

Unit 2 • Teacher’s Notes T27d

M02_SHAKE-UP-SCIENC_TB_01GLB_4702_U02.indd 4 31/03/16 08:39


Living and What can you say about
E BIG
TH
Unit

3 living things?

Nonliving Things
Lesson Plan
Unit Opener & Lesson 1 What are living and nonliving things?
Activity Pages Time
• Unit Opener: Think! Is the teddy bear a living thing? SB p. 28 5 min
• Unit Opener: Distinguish living and nonliving things. SB p. 28 10 min
Engage SB p. 28 10 min
• Unit Opener: Identify similarities and differences.
• Think! What is another thing you need? SB p. 30 5 min
Explore • Digital Lab: What things are living? (ActiveTeach) TB p. 29 30 min
• Living things grow and change SB p. 29 30 min
Explain • Living things have needs SB p. 30 30 min
• Characteristics of nonliving things SB p. 31 30 min
• Parents and Babies TB p. 29 10 min
Elaborate • Meeting Needs TB p. 30 20 min
• Flash Lab: Living and Nonliving Things SB p. 31 20 min
• Lesson 1 Check (ActiveTeach) TB p. 39a 10 min
• Assessment for Learning TB p. 31 10 min
Evaluate • Review (Lesson 1) SB p. 39 10 min
• Got it? Self Assessment (ActiveTeach) TB p. 39b 10 min
• Got it? Quiz (ActiveTeach) TB p. 39b 10 min

Lesson 2 How are animals alike and different?


Activity Pages Time
Engage • Think! Do an animal’s body parts help it get what it needs? TB p. 33 10 min
• Similarities and differences of some animals SB p. 32 30 min
Explain • Some animal body parts and how some animals move SB p. 33 30 min
• Ways to group some animals SB p. 34 30 min
• Feathers and Fur TB p. 32 30 min
• Animal Prints TB p. 33 30 min
Elaborate
• Animal Groups TB p. 34 20 min
• At-Home Lab: Compare Animals SB p. 34 20 min
• Lesson 2 Check (ActiveTeach) TB p. 39a 10 min
• Assessment for Learning TB p. 34 10 min
Evaluate • Review (Lesson 2) SB p. 39 10 min
• Got it? Self Assessment (ActiveTeach) TB p. 39b 10 min
• Got it? Quiz (ActiveTeach) TB p. 39b 10 min

T27e Unit 3 • Unit Overview • Lesson Plan

M03_SHAKE-UP-SCIENC_TB_01GLB_4702_U03.indd 27 30/03/16 19:47


Lesson 3 How are plants alike and different?
Activity Pages Time
• Think! What are other different things about the cactus and the SB p. 36 10 min
Engage water lily?
• Think! Some plants need a lot of water. Can they be in a group? SB p. 37 10 min
• Ways some plants are alike and different SB p. 35 30 min
• Characteristics and needs of some plants SB p. 36 30 min
Explain
• Some ways to group plants SB p. 37 30 min
• Got it? 60-Second Video (ActiveTeach) TB p. 25 10 min
• Seed Plants TB p. 35 20 min
Elaborate • Leaf Textures TB p. 36 30 min
• Plants and Animals Game TB p. 37 30 min
• Lesson 3 Check (ActiveTeach) TB p. 39a 20 min
• Assessment for Learning TB p. 37 15 min
Evaluate • Review (Lesson 3) SB p. 39 25 min
• Got it? Self Assessment (ActiveTeach) TB p. 39b 15 min
• Got it? Quiz (ActiveTeach) TB p. 39b 15 min
• Let’s Investigate! How are animals and plants different? SB p. 38 30 min
Lab
(ActiveTeach)

Flash Cards
living/nonliving grow move Lesson 1

Key Words ELL Support

living, grow, need, Vocabulary: change, air,


nonliving, move space, water, food, on (their) own

Lesson 2

Key Words ELL Support


fin wing beak
fur, body Vocabulary: move, footprints,
coverings, eagle
feathers, paws, Body Coverings: hair, wool,
fins, wings, beaks scales
Action Verbs: fly, swim, jump,
run, walk

Lesson 3
leaves flowers seeds Key Words ELL Support

stems, leaves, Vocabulary: shape, size, color,


roots, flowers, tulips, daisies, pine tree, cactus,
seeds, petals, alike, different, oak tree, daffodils
trunks

Unit 3 • Unit Overview • Lesson Plan T27f

M03_SHAKE-UP-SCIENC_TB_01GLB_4702_U03.indd 28 30/03/16 19:47


Unit

3 Living and Unit Living and Nonliving


Nonliving 3 Things I will learn

Things
• about living and
What can you say nonliving things.
about living things? • what living things need.
• how animals are alike
1 Circle the thing that can move on and different.
its own. • how plants are alike
and different.
Unit Objectives
Lesson 1: Students will learn about living and
nonliving things and what living things need.
Lesson 2: Students will learn how animals are alike 2 How are the animals
and different. alike? Say with
a partner.
Lesson 3: Students will learn how plants are alike
and different.
Vocabulary: living, nonliving, alike, different, move, 3 How are the plants alike and
on its own, toy horse, horse, teddy bear different? Say as a class.

T hi nk !
Introduce the
E BIG
TH

Is the teddy bear a


Big Question living thing?

28 Unit 3

What can you say about living things?


Build Background Say I can walk. and walk a few
steps. Invite a student up to the front and ask Can you
Next, point to the picture of the rocking horse. This
walk? Encourage the student to follow your actions. Say
is a toy horse. It is made of wood. Can it walk? No!
I can jump. and jump. Ask another student up to the front
Can it move on its own? No!
and ask the two students Can you jump? Encourage both
students to jump. We can move! Invite all students to stand Invite students to circle the picture of the living horse.
up and move in the ways you do. 2 How are the animals alike? Say with a
Next, place a pencil on your desk. Say Walk! Look partner.
perplexed and ask students Did the pencil walk? No! It
Have students look at the pictures. Elicit or name the
can’t move on its own. Repeat for another movement and
animals and invite students to say whether they are
with another nonliving object students are familiar with,
living or nonliving. Then, in pairs, students discuss
like a desk or backpack.
how the chipmunk and the cat are alike. (Possible
Finally, select one of the objects and make it move. Look answers: They have four legs. They have eyes. They
like you have an idea and say I can make these objects have hair/fur.)
move. But, they can’t move on their own because they
are nonliving! We can move on our own because we are 3 How are the plants alike and different? Say
living! One thing we can say about living things is that as a class.
they can move on their own! What color are the plants? Green! Are they big or
small? Big! Do they have the same shape? No! What
Engage do they need to survive? Water, soil, sun.

Think!
Think! Again!
Is the teddy bear a living thing?
Draw students’ attention to the photo of the teddy bear Revisit the question Is the teddy bear a living thing? Have
and ask the question. Invite students to discuss the the pairs or small groups share their answers with the
question in pairs or small groups. class. Encourage students to explain their answers.
(Possible answers: I think it is nonliving. It can’t move
1 Circle the thing that can move on its own. on its own.) Accept all logical answers and provide
Point to the picture of the horse and elicit or tell support as needed.
students what it is. Do you think it can walk? Yes!
Can it jump? Yes! Can it move on its own? Yes!

T28 Unit 3 • Living and Nonliving Things: What can you say about living things?

M03_SHAKE-UP-SCIENC_TB_01GLB_4702_U03.indd 28 30/03/16 19:47


Lesson 1
What are living and Lesson 1 . What are living and Key Words

nonliving things? nonliving things?


1 Read. Circle three living
• living
• grow
• need
• nonliving
• move

things in the picture.


Living Things
Objective: Learn that living things grow and
change. Living things grow
grow. They
get bigger. Living things
Vocabulary: living, grow, change change. Plants and animals
are living things. You are a
Digital Resources: Flash Cards (living/nonliving,
living thing, too.
grow), Animal Cards (cat and kitten, chicken and
2 Read again. Underline
chick, cow and calf, dog and puppy, duck and
two living things with a partner.
duckling), Let’s Explore! Digital Lab
3 Look around the
classroom. Point to
some living things.
Unlock the Big Question
N L OC K
U TH
E BIG Write the following on the board: I will learn 4 Look at the pictures. Which
about living and nonliving things. I will learn is the baby? Which is the
about what living things need. parent? Does the baby lion
grow? Say with a partner.

Build Background Draw students’ attention to the picture


of the girl and her father. Who is big, the girl or her father? Let’s Explore! Lab Unit 3 29

Her father! Then have students compare the lion cub and
lion. Who is small, the baby lion or the adult lion? The baby
lion! The girl and the baby lion will grow and change! understand both plants and animals are living things.
Point out that, even though a plant doesn’t move like
Explore an animal does, it grows.
Let’s Explore! Lab What things are living? 3 Look around the classroom. Point to some
Objective: Learn to distinguish living and nonliving things. living things.
Digital Resources: Let’s Explore! Lab, Let’s Explore! Give students a few seconds to look around the
Activity Card (1 per student) (Optional: Do the lab in classroom and look for living things. (Possible
class; refer to the Activity Card for materials and steps.) answers: classmates, teacher, plants) If possible,
ask students to look through the window and identify
• Show the Digital Lab. Have students work in pairs
other living things.
to complete the Activity Card. Monitor and provide
support as needed. 4 Look at the pictures. Which is the baby?
Which is the parent? Does the baby lion
Explain grow? Say with a partner.

1 Read. Circle three living things in the picture. Show the grow Flash Card and elicit how old the boy
is in each picture. Then draw students’ attention to
Read the paragraph for students. What does it mean the lions and have them compare the sizes of the two
to grow? Get bigger. Another thing we can say animals. Then read the questions aloud. Invite pairs to
about living things is that they grow! discuss. Monitor and provide support as necessary.
Display the living/nonliving Flash Card and elicit Then ensure students understand that change means
which thing is living and which is nonliving. Then to become different. Elicit or point out some ways the
invite the class to say or point to three living things lion cub changes as it gets older. Look, the lion has
in the picture and then circle them individually. longer hair!
(Possible answers: girl, father, horse, trees, grass.)
2 Read again. Underline two living things Elaborate
with a partner.
Parents and Babies
Have students read the paragraph silently and Show the Animal Cards one by one and invite students
underline two living things. Check answers as a to point to the parent and the baby. Say the names for
class. (Plants and animals.) If students did not select the students to repeat. Display all the cards on the board
the plants in exercise 1, point to the picture and and ask the students to discuss which baby looks most
invite students to repeat the exercise to ensure they like its parent.

Unit 3 • Lesson 1 What are living and nonliving things? T29

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Lesson 1
What are living and 5 With a partner, say two things living things need.

nonliving things? What Living Things Need


All living things have needs.
Living things need air.
Objective: Learn what living things need. Living things need space.
Living things need water and food.
Vocabulary: need, air, water, space, food You are a living thing.
What do you need?
Digital Resources: Flash Cards (living/nonliving,
6 Look at the picture of the dog. Draw one thing
grow), I Will Know… Digital Activity
the dog needs.
Materials: bottle or glass of water, sandwich or
other snack (teacher use)

Build Background Mime being very hot and out of


breath. I need some water! Drink some water. Rub your
stomach and say I’m very hungry. I need some food.
Eat the food or mime eating. Water and food are things
I need. Explain to students that need means something you T hi nk !
have to have.
What is another
thing you need?
Explain 30 Unit 3 I Will Know...

5 With a partner, say two things living


things need.
Brainstorm with the students five living things and
write them on the board. Put students in pairs and
Think!
ask them to choose two living things. Give them a
What is another thing you need?
few minutes to think about two needs each of their
living things has. Have pairs share their answers Encourage students to discuss other things they might
with another pair. Elicit ideas for each living thing need by saying the words or miming. They may suggest
as a class. exercise or sleep, for example. Accept all logical answers.

6 Look at the picture of the dog. Draw one


thing the dogs needs.
Elaborate
Invite students to draw something dogs need and
Meeting Needs
share their drawings with the class. Right! Dogs
need food. Dogs need water! Pair students and have one in each pair mime taking care
of a plant or animal or themselves and the other student
ELL Content Support guess what need is being met. (It needs water! It needs
food!) Have partners switch roles. Monitor and provide
Like other living things, plants need food. However, support as necessary.
plants do not eat food the way animals do. They
make their own food through the process of
photosynthesis: plants use light energy from the I Will Know...
sun, carbon dioxide, and water to produce a Have students do the I Will Know… Digital Activity.
simple sugar and oxygen. Plants can also make
more complex sugars, starches, proteins, and fats.
Animals that eat plants get their energy from these
plant products. In turn, animals that eat plant-eating
animals get their energy from the animals they eat.

T30 Unit 3 • Living and Nonliving Things: What can you say about living things?

M03_SHAKE-UP-SCIENC_TB_01GLB_4702_U03.indd 30 30/03/16 19:48


Lesson 1
What are living and 7 Read. Look at the pictures.

nonliving things? Circle the nonliving things.


Nonliving Things
Nonliving things do not grow.
Nonliving things do not change.
Objective: Learn about nonliving things.
Nonliving things cannot move on
Vocabulary: nonliving, move, car, toy their own. A car is a nonliving
thing. A toy is a nonliving thing.
Digital Resources: Flash Card (move), Lesson 1
Check (print out 1 per student)
8 Look around the classroom. Point to three
nonliving things with a partner.

Build Background Discuss things in the classroom or 9 Does a teddy bear grow? Read and trace.

visible from the classroom that are living and nonliving.


Write the following sentence frames on the board. No. A teddy bear is nonliving.
A _____ is living.
A _____ is nonliving.
Living and Nonliving Things
Have students draw pictures or write words on the board Go outside with the class. Point to
to complete the sentences. Provide support as necessary. and say three living things. Point
to and say three nonliving things.

Explain
Lesson 1 Check Unit 3 31

7 Read. Look at the pictures. Circle the


nonliving things.
Read the paragraph for students. Draw their attention
to the photos and elicit or identify what the objects are
Elaborate
(bird, building blocks, car). Invite students to circle the
nonliving things and check answers as a class. Ask
questions to check comprehension. Can the building
blocks move on their own? No! Can the bird? Yes!
Show the move Flash Card. Can this boy move on his
own? Yes! Can you move on your own? Yes!
8 Look around the classroom. Point to three
nonliving things with a partner.
Have students point to three nonliving things with
a partner. Invite volunteers to share their answers
with the class. (Possible answers: backpack, pencil,
eraser, pen) Provide support as needed.
9 Does a teddy bear grow? Read and trace. Evaluate
Invite a volunteer to read the question and have Lesson 1 Check Assessment for Learning
students trace the word.
Review the Key Words for Lesson 1 (see Student’s Book
Follow up with some comprehension questions. Does page 29). Distribute the Lesson 1 Check and guide
a teddy bear need to eat? No! Does a toy need to students as they complete it. Check answers as a class.
drink water? No! Does a car grow bigger? No! Then ask students to grade their progress on the topic of
living and nonliving things from 1 to 3: 3 = I understand
what living and nonliving things are; 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 3 • Lesson 1 What are living and nonliving things? T31

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Lesson 2
How are animals alike Lesson 2 . How are animals Key Words

and different? alike and different?


1 Read. Underline one way cats
• fur
• body
coverings
• paws
• fins
• wings
and dogs are alike. • feathers • beaks
Compare Animals
Objective: Learn how to compare some animals. Animals can be alike. Cats and dogs both have
Vocabulary: fur, body coverings, feathers, wings, fur. Animals can be different. Cats and dogs make
beak, sounds, colors, shapes different sounds. Animals can have different colors
and shapes. They can have different body coverings.
Digital Resources: Flash Cards (wings, beak) Birds don’t have fur. They have feathers.

Materials: art supplies, fake fur, feathers 2 Look at the pictures. Say one way the animals
are alike with a partner.

Unlock the Big Question


N L OC K
U TH
E BIG
Write the following question on the board:
I will learn how some animals are alike
3 Look at the pictures again.
and different.
With a partner, say two ways
the animals are different.
Build Background Activate prior knowledge by having
students think about a pet or any animals they have seen 32 Unit 3
where they live. Have them draw a quick sketch of the
animal. Invite volunteers to share their pictures. As a class,
discuss some similarities and differences between two
pictures at a time. (Possible answers: This animal has two
2 Look at the pictures. Say one way the
legs. This one has four legs.) We’re going to learn some
animals are alike with a partner.
more ways animals can be the same and different in
this lesson! Reread the last few sentences of the paragraph.
Explain that body covering means what is on the
Explain body of an animal. Point and say Look, I have hair
on my body! Explain that some animals have hair or
1 Read. Underline one way cats and dogs fur, some animals have feathers, and some animals
are alike. have other body coverings. For example, snakes and
Read the paragraph aloud for students. Invite them to fish have scales.
identify one way cats and dogs are alike. They both Display the beak Flash Card and say the word for
have fur. To aid comprehension, have students look the students to repeat. Invite students to say two ways
at the pictures of the dog on page 30 and cat on the birds are alike. Accept all logical answers. Ensure
page 28 to see the fur. Ask if they can point to other students notice that the birds have feathers covering
animals in this unit that have fur. (Possible answers: their bodies.
chipmunk, baby lion, lion)
3 Look at the pictures again. With a partner,
Then talk about the differences. Elicit or say the sounds say two ways the animals are different.
cats and dogs make to reinforce comprehension.
(Meow! Woof!) Invite pairs to discuss the differences among the birds.
(Possible answers: They are different colors. They are
ELL Vocabulary Support different sizes. Their beaks are different shapes.)

You may wish to take the opportunity to teach some Elaborate


other body coverings like hair, scales, and wool.
Feathers and Fur
Sheep have wool! Fish have scales! You also may wish
to take some time to teach some action verbs like fly, Have students complete their sketches from the beginning
jump, swim, run, walk, and so on. of the class and color them. Invite students to add feathers
or bits of fur as appropriate. Alternatively, students can
draw to indicate other body coverings, like scales. Have
students compare their animals with a partner and describe
some ways their animals are the same and different.
Ensure they describe the body coverings their animal has.
Provide support as needed.

T32 Unit 3 • Living and Nonliving Things: What can you say about living things?

M03_SHAKE-UP-SCIENC_TB_01GLB_4702_U03.indd 32 30/03/16 19:48


Lesson 2
How are animals alike 4 Read. With a partner, say a body part fish have.

and different? Animal Body Parts


Some animals have the same body parts.
Dogs and cats have paws. Some animals
have different body parts. Fish and birds
Objective: Learn about some animal body parts. don’t have paws. Fish have fins. Birds
Vocabulary: paws, fins, wings, beaks, kitten, ant, have wings. They also have beaks.
bee, elephant, frog, swim, fly, jump 5 Look at the pictures. What animal has two legs? Circle.

Digital Resources: Flash Cards (fins, wings, beak),


Animal Card (eagle), I Will Know… Digital Activity
Materials: pictures of paw prints, bird footprints,
elephant footprints, art paper 6 Read. Underline three ways that some animals can move.

How Animals Move


Animals move in different ways. Some animals swim.
Build Background Display the Flash Cards and elicit
Fish swim. Some animals fly. Bees fly. Some animals
the two kinds of animal. (Answer: fish, bird) Pre-teach fins.
jump. Frogs jump.
Invite students to find differences and similarities among
the three animals. Help students review the words from the
previous lesson (feathers, scales, wings, beak).

Explain I Will Know... Unit 3 33

4 Read. With a partner, say a body part


fish have.
Read the paragraph with students. Ask the question Elaborate
and have students answer. Right! Fish have fins! Do
Animal Prints
people have fins? No!
Distribute paper and pencils to all students. Pair students
Point to the pictures of the birds on page 32. Point to
and help them draw an outline of one another’s foot at one
the label showing the birds’ wings. Then display the
end of their paper. Then show the pictures of the animal
eagle Animal Card and show what the eagle’s wings
footprints. This is what an elephant’s footprint looks like.
look like.
Have students draw what the other animals’ footprints look
5 Look at the pictures. What animal has two like next to their own.
legs? Circle.
Point to and identify the animals in the pictures. Have
students circle which animal has two legs and have
Think!
pairs check answers. Do an animal’s body parts help it get what it needs?
Follow up with some comprehension questions. Does Read the question aloud for students and lead a class
the elephant have feathers? No! Does the bird have discussion. (Possible answers: I think a bird’s beak helps
feathers? Yes! Does the cat have paws? Yes! Is your it get food. I think its eyes help it find food.) Accept all
mouth like a bird’s mouth? No, birds have beaks! logical answers. Provide vocabulary support as needed.
6 Read. Underline three ways that some
animals can move.
Living things can move on their own. But, some
I Will Know...
animals move in different ways from other animals! Have students do the I Will Know… Digital Activity.
Read the paragraph. Have students mime with you
the ways the animals move. Have students underline
the ways the animals pictured move. Show the eagle
Animal Card again and say This is what the eagle’s
wings look like when it flies.
Then ask what body parts each animal they have
learned about in this lesson has. (Possible answers:
The fish have fins. The bee has wings.)

Unit 3 • Lesson 2 How are animals alike and different? T33

M03_SHAKE-UP-SCIENC_TB_01GLB_4702_U03.indd 33 30/03/16 19:48


Lesson 2
How are animals alike 7 Read. With the class, say two animals that

and different? can fly.


Group Animals
You can put animals that are alike in a group.
Animals that have fur can be in a group.
Objective: Learn how to group animals. Animals that fly can be in a group.
Vocabulary: fur, group 8 Look at the pictures. Make a group of
animals. Circle the animals that are alike.
Digital Resources: 1 set of Animal Cards per
small group (panda, monkey, dog and puppy, cat
and kitten, eagle, firefly, pelican, kangaroo, frog,
rabbit), Lesson 2 Check (print out 1 per student)
9 Draw one animal that can swim. Share your
drawing with the class.
Build Background Activate prior knowledge by
discussing with students how scientists put things in
groups. They put things that are alike into a group.
Compare Animals

Explain Find pictures of two


animals. Say how they
are alike. Say how
7 Read. With the class, say two animals that they are different. Tell
your family.
can fly.
34 Unit 3 Lesson 2 Check
Read the paragraph with students. Have students
name two animals that can fly. (Possible answers:
birds, bees)
8 Look at the pictures. Make a group of Elaborate
animals. Circle the animals that are alike. Animal Groups
Direct students’ attention to the pictures and have them Distribute Animal Cards, mixed up, to groups. Invite
identify the animals. Then have them make a group groups to make groups of animals. Help groups to make
by circling the animals that are alike. Check answers at least two groups (animals that have fur, can fly, can
as a class. Guide students to answer that the dog and jump, have feathers, have paws, etc.). Accept all logical
the cat both have fur. answers.

ELL Vocabulary Support

Help students remember new vocabulary by using


simple diagrams. Draw spidergrams on the board
like the ones below:

dog body bird body fish body Compare Animals


parts parts parts
Assign the lab as homework. Have students report
back to the class. Support as needed.

Elicit words from the students and add them to the


spidergrams. You may wish to copy the spidergrams Evaluate
on cards and use them to review vocabulary.
Lesson 2 Check Assessment for Learning
Review the Key Words for Lesson 2 (see Student’s Book
9 Draw one animal that can swim. Share page 32). Distribute the Lesson 2 Check and guide
your drawing with the class. students as they complete it. Check answers as a class.
Brainstorm with students the animals they know that Then ask students to grade their progress on the topic of
can swim. Students may mime, say the sounds the how animals are alike and different from 1 to 3: 3 =
animals make, or say the names of the animals. I understand some ways animals are alike and different;
(Possible answers: fish, dogs, ducks) Accept all 2 = I need to study more; 1 = I need help! Encourage
logical answers and provide vocabulary support as students giving themselves a 1 or a 2 to say what they
needed. Invite students to draw an animal that can found difficult and what they need to study more.
swim and to share their drawings with the class.

T34 Unit 3 • Living and Nonliving Things: What can you say about living things?

M03_SHAKE-UP-SCIENC_TB_01GLB_4702_U03.indd 34 30/03/16 19:48


Lesson 3
How are plants alike Lesson 3 . How are plants alike
and different? Key Words

and different? 1 Read. What are three ways plants


can be alike? Say as a class.
• stems • seeds
• leaves • petals
• roots • trunks
Compare Plants • flowers
Plants can be alike. Most
Objective: Learn how plants are alike and different. plants have stems, leaves, and
Vocabulary: plants, stems, leaves, roots, flowers, roots. Some plants have flowers.
seeds, soil, tulips, daisies, pine tree, cactus Some plants make seeds. Plants
can be different shapes, sizes,
Digital Resources: Flash Cards (leaves, flowers, and colors.
seeds) 2 Look at the plants. With
a partner, say how they
Materials: plant (ideally with flowers), a picture of
are alike.
a sunflower, a handful of sunflower seeds in the shell

3 Compare the trees. Trace.

Unlock the Big Question a) They are green .


N L OC K b) They have different
U TH
E BIG Write the following text on the board: I will
learn how plants are alike and different. sh apes .
Explain to students that, like animals, plants
can be alike and different and that they will
learn more about this in this lesson. Unit 3 35

Build Background Display the plant on a table and


invite students to gather around. Point to different parts
of the plant and invite students to describe them. Provide 3 Compare the trees. Trace.
support as needed. (This part is green. This part is (pink). Have students look at the pictures of the plants and
This part is long and tall. It’s smooth.) compare them by filling in the sentences. Elicit any
other differences. (Possible answers: A cactus doesn’t
Explain need a lot of water to grow. A pine tree smells nice.
A cactus grows in the desert. A cactus has flowers.
1 Read. What are three ways plants can be
You can get wood from a pine tree.)
alike? Say as a class.
Read the paragraph aloud for students. Display Elaborate
the Flash Cards and use them to point out the
Seed Plants
highlighted words. Have students repeat after you.
Display the sunflower seeds you brought on a table and
Direct students’ attention to the labeled photo and
gather students around. Explain that some plants have
invite volunteers to read the different parts of the
seeds and that these seeds come from sunflowers. Show
plant. Have the class say three ways plants can
the picture of the sunflower and point out where the seeds
be alike.
grow on a sunflower. Then show students how the seed is
Display the plant again and follow up with some inside the shell. Invite students to say why they think plants
comprehension questions. What parts does this plant have seeds and why they think the sunflower seeds might
have? If necessary, explain that the plant’s roots are sit inside a shell. Accept all logical answers and provide
in the soil. support as needed. (Possible answers: Plants have seeds
2 Look at the plants. With a partner, say how so that they can make new plants of the same kind. Each
they are alike. seed can make a new plant. The sunflower seeds sit inside
a shell to keep them safe. The shell makes it harder for
Invite students to look at the pictures of the tulips and animals to eat the seed.)
daisies. Have pairs discuss how they are alike. Have
pairs share their answers with another pair. (Possible
answers: They have flowers. They have leaves.
They have stems.) Monitor and provide support as
necessary. Then invite students to say how the plants
are different. (They are different colors. Their petals
are different shapes.)

Unit 3 • Lesson 3 How are plants alike and different? T35

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Lesson 3
How are plants alike 4 Look at the pictures. How are the

and different? Petals


flowers different? Say as a class.

Tulips and daisies are alike. They have


stems and leaves. They make flowers.
Objective: Learn about more plant parts and the But they are different, too. Tulip flowers
needs of some plants. have wide petals. Daisy flowers have
thin petals.
Vocabulary: tulips, daisies, stems, leaves, petals,
wide, thin, water lilies, cactuses 5 Read. What plant needs a lot of water?
Mark (✔).
Digital Resources: I Will Know… Digital Activity
Compare Needs
Materials: flower petals of different widths, leaves All plants need water. Some plants need a lot of water.
of different sizes, shapes, and textures Water lilies need a lot of water. Some plants don’t need
a lot of water. Cactuses don’t
need a lot of water.
Build Background Invite students to draw a flower.
Invite volunteers to show their pictures to the class. Provide
support as needed. Have students note similarities and
T hi nk !
differences. (This flower is red. This one is pink. The leaves ✔
are big.) What are other different
things about the cactus
and the water lily?
Explain 36 Unit 3 I Will Know...

4 Look at the pictures. How are the flowers


different? Say as a class.
Read the paragraph aloud to students. Invite a Think!
volunteer to point to the thin and wide petals.
Display the petals you brought to class. Invite What are other different things about the cactus and the
students to describe them. (Possible answers: They water lily?
are yellow and wide. They are purple and thin.) Ask the question and have students say or point to
Then have volunteers describe the width of the petals differences they can see in the photos. (Possible answers:
on the flowers they drew. The water lily has flowers and petals. The cactus has fruit
5 Read. What plant needs a lot of water? and pointy spines. They are different colors. The water lily
Mark (✔). lives in water. The cactus lives where it's hot.)

Read the paragraph with students and have them


mark the plant that needs a lot of water. Have
Elaborate
students recall what living things need. Explain that Leaf Textures
all plants need water, but some need more than Distribute leaves to students. Show them how to place a
others. Invite students to think about whether the piece of paper on top of their leaf and rub the pencil back
plants they drew need a lot of water. and forth to trace the shape and transfer the texture of the
leaves. Have students notice the differences in shapes,
ELL Content Support sizes, and, where possible, textures. Provide vocabulary
support as necessary.
For most plants, their parts include leaves, stems, and
roots. These parts can vary greatly from one kind
of plant to another. For example, water lilies have
I Will Know...
roots that are in the mud at the bottom of the body of
water where they grow. The sharp spines of cactuses Have students do the I Will Know… Digital Activity.
are modified leaves.

T36 Unit 3 • Living and Nonliving Things: What can you say about living things?

M03_SHAKE-UP-SCIENC_TB_01GLB_4702_U03.indd 36 30/03/16 19:48


Lesson 3
How are plants alike 6 Read. Can trees be in a group?

and different? Talk as a class.


Group Plants
You can put plants that are alike in
a group. Plants that have flowers can
Objective: Learn about grouping plants. be in a group. Daffodils have flowers.
Plants that have trunks can be in a group.
Vocabulary: daffodils, pine tree, oak tree
Trees have trunks.
Digital Resources: Lesson 3 Check (print out 1 per 7 Look at the pictures. Circle the plants that
student), Got it? 60-Second Video can be in a group. Say why with a partner.

Materials: several pairs of cards (one that pictures


a plant and one an animal per pair of cards)

Build Background Activate prior knowledge by having


students recall the common parts of plants (stem, roots,
leaves). Have them look at the pictures of the plants on the
page and identify the stems where possible. Explain that T hi nk !
a trunk is a stem that is hard and woody. Invite students to Some plants need a lot
say which plants on the page are trees. of water. Can they be
in a group?

Explain Lesson 3 Check Got it? 60-Second Video Unit 3 37

6 Read. Can trees be in a group? Talk as


a class.
Read the paragraph along with students and lead Think!
a discussion about whether trees can be in a group.
Guide students to conclude that they can. Some plants need a lot of water. Can they be in a group?
Read the question aloud for students. Allow students time
ELL Content Support
to discuss freely. Guide students to conclude that plants
The trunk of a tree sends water and nutrients from that need a lot of water are alike in that way, so they can
the roots to the branches and the leaves. The outside be in a group.
layer, called bark, is hard so that it protects the trunk
from extreme temperatures, bad weather, insects, Evaluate
and fungi.
Lesson 3 Check Assessment for Learning
Review the Key Words for Lesson 3 (see Student’s Book
page 35). Distribute the Lesson 3 Check and guide
7 Look at the pictures. Circle the plants that
students as they complete it. Check answers as a class.
can be in a group. Say why with a partner.
Then ask students to grade their progress on the topic of
Direct students’ attention to the photos and have how plants are alike and different from 1 to 3: 3 =
students circle the plants that can be in a group. I understand some ways plants are alike and different; 2 =
Check answers as a class. I need to study more; 1 = I need help! Encourage students
Follow up by having students make two groups giving themselves a 1 or a 2 to say what they found
of plants from the pictures on the page, trees and difficult and what they need to study more.
flowers.

Elaborate Got it
it?
? 60-Second Video
Plants and Animals Game Play the Got it? 60-Second Video to review the unit
material.
Divide the class into two teams, one on each side of the
classroom. For each team, write Plants and Animals on
the board. Hand out an equal number of card pairs, face
down. Have the first person in each team turn over a
pair of cards at the same time and put each card under
the appropriate heading on the board. The first team to
correctly categorize their card pairs wins.

Unit 3 • Lesson 3 How are plants alike and different? T37

M03_SHAKE-UP-SCIENC_TB_01GLB_4702_U03.indd 37 30/03/16 19:48


Let’s Investigate!
Materials Let’s Investigate!
In this unit, students learn about some ways animals are
alike and different and some ways plants are alike and How are animals
sheets of
different. In this lab, they will compare some animals and white paper and plants different?
some plants. 1. Look at the animals.
pencil 2. Compare them.
3. Look at the plants.
Let’s Investigate! Lab How are animals
4. Compare them.
and plants
different?
Objective: Students will learn how to compare
some animals and some plants.
Materials: paper, pencil, picture of a dog, a bird,
a tree (without flowers), and a daisy plant.
Digital Resources: Let’s Investigate! Digital Lab,
Let’s Investigate! Activity Card (1 per group)
• Display the picture of the dog and the bird.
Have students discuss what they look like. Ask
questions to help students think about their
differences. How many legs do they have?
Does the dog have a beak? Does the dog
have wings? 38 Unit 3 Let’s Investigate! Lab

• Next, distribute the Activity Cards and invite


students to draw the two animals, emphasizing
their differences. Monitor and provide support
as needed.
• Repeat the procedure for the plants. Class Project: Living and Nonliving Things
• Invite a few volunteers to show their pictures Materials: art supplies, magazines with pictures
and have the class discuss the differences of plants, animals, and inanimate objects, safety
between the animals and between the plants. scissors
Teacher Time-Saving Option: Show the Let’s Divide the class into small groups. Distribute
Investigate! Digital Lab as an alternative to the materials. Instruct groups to look for pictures of
hands-on lab activity. living and nonliving things and to put them into
groups. Allow adequate time for students to collect
and cut out the pictures. Then have students group
Unlock the Big Question the living things into plants and animals. Write
Living Things, Nonliving Things, Plants, and Animals
Have students refer to the Big Question on on the board. Have students copy Living Things at
N L OC K
U E BIG
the top of one sheet of paper and Nonliving at the
TH
the Unit Opener page. In pairs have them
recall what they have learned about living top of the other. Have them copy Plants on the left
and nonliving things and some differences and Animals on the right underneath Living. Invite
between animals and between plants. Have students to glue their pictures on the appropriate
students complete questions 5 and 6 on the parts of the pages. Invite groups to present their
Activity Card. collages to the class and name as many of the items
as they can. Provide vocabulary support as needed.
Display students’ work around the classroom.

T38 Unit 3 • Living and Nonliving Things: What can you say about living things?

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Unit 3 Review Unit 3
Review What can you say
about living things?
VI EW
What can you say
REHE BIG Lesson 1
T

What are living and nonliving things?

about living things? 1 Is the girl a living thing? Say. Match the girl to the
things she needs.

Digital Resources: Print out 1 of each per


Lesson 2
student: Got it? Self Assessment, Got it? Quiz