Activity card
Graphic Organizer: What’s in a map? Name/s:
View the maps listed and record the information each one contains.
Map
WorldWise
™
Lesson Plan
Content-based Learning
Xx
Information it contains Level O (34)
Page 7
Xxxxxxxxx
Busy Highways explains how and why some animals make incredible migratory journeys. It provides a detailed example of an air, a sea, and a land migration. Informational text types: Report/Explanation
Page 8
WorldWise
Content-based Learning
Page 15
Next Generation Science Curriculum links
• LS1.B Growth and development of organisms • LS2.C Ecosystem dynamics, functioning, and resilience • LS2.D Social interactions and group behavior • LS4.C Adaptation Use the information in chapter 3 to visually show the journey of the pronghorn antelope. Include the route, distance, time, and the reasons for the journey.
Key concepts
• Some animals migrate long distances to feed, to raise their young, or to find better weather, and then they return to the place where they began their journey • Animals can migrate through the air, in the water, and across the land • Most animals migrate in groups
Content vocabulary air currents, atmosphere, expel, expend, flyway, forbs, formation, gorge, grueling, hemisphere, juveniles, migration, navigate, pod, predators, prey, probe, propel, route, thriving, vegetation
Text features
• Maps, tables, diagrams, sidebars, text boxes, glossary Reading strategy
• Interpreting maps
Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Busy Highways © 2019 EC Licensing Pty Ltd. © 2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice. All other rights reserved.
Developed by Eleanor Curtain Publishing
okapi educational publishing
Text: Kerrie Shanahan, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.worldwise-reading.com
Reading 3(6) (B) Generate questions about text before, during, and after reading to deepen understanding and gain information. 3(6) (G) Evaluate details read to determine key ideas. 3(10) (C) Explain the author’s use of print and graphic features to achieve specific purposes.
Writing 3(12) (B) Compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft. Speaking and Listening 3(1) (A) Listen actively, ask relevant questions to clarify information, and make pertinent comments.
First reading session
Second reading session
Final reading session
Writing
Getting started
Building understanding
Bringing it all together
Introducing the book
Reading with teacher support
Support the students in activating their prior knowledge. Ask: What is animal migration? What do you know about it? Give each student a copy of the book Busy Highways. Direct them to pay attention to the cover, and the title and contents pages. Have the students browse through the book. Say: As you browse through the book, think about what you know about this topic. What connections are you making? Have the students discuss their thinking with the group.
Say: Get yourself ready to read by thinking about what you have already read about animal migration. Have the students read the rest of chapter 1 to themselves. Have them focus on the map on page 8 and add to their Graphic Organizer.
Have students talk about the whole book. Use a range of questions to promote discussion and higher-level thinking. Where appropriate, have the students lead the discussion.
Have the students write a report using the prompt: The wildebeest migration. Provide the students with a template detailing how to plan and write a report.
Exploring vocabulary Ask: What words or phrases would you expect to see in a book about animal migration? Have the students work with a partner and record their words on sticky notes. Say: When you are finished, add your notes to our group list. If some words or phrases are not known to all in the group, have the student who recorded the word explain what it means.
Introducing the reading strategy focus Ask: What is a map? What can maps be used for? Have students talk with a partner before sharing their ideas with the group. Say: In this book the author has used maps to show the journeys that some migrating animals go on. It is important to be able to understand the information presented in maps. We will be practicing doing this as you read the book.
Reading with teacher support Say: Read the introduction and pages 6–7 to yourself. Make sure you take a very close look at the map on page 7. When you have finished reading, be ready to discuss your thinking with your partner. Monitor the students as they read and support them where necessary. Have students share their thinking with the group. Ask: What is the map on page 7 about? What do the numbers and the arrows mean? Guide the students in filling out their Graphic Organizer. Say: This Graphic Organizer will help you with your thinking. First, open your book at page 7, look closely at the map and the key, then summarize the information they contain.
Say: Read chapter 2 to yourself. When you have finished, discuss your thinking with your partner. Ask: What is the purpose of the humpback whale’s journey? What do you find surprising about this migration? Have the students add to their Graphic Organizer. Say: Talk with your partner about the information in the map. Does the map contain extra information, or does it show what is written in the text?
Independent and partner work If appropriate, have the students read chapter 3 and the conclusion without your support. Say: When you have finished reading, talk about your thinking with your partner, and then add to your Graphic Organizer. Share your Graphic Organizer with your partner. On completion, have the students reread the whole book in preparation for the final reading session. Say: Be ready to talk about your thinking and to discuss your questions and wonderings with the group.
Reflecting on the reading strategy Encourage the students to talk about what they did to help themselves as readers. Ask: How did you use the maps to help you understand the information in this book? Have the students locate a map in the book and explain how it added to their understanding.
What is similar about all of the birds represented on the map on page 7? What is a V-formation and how does it help migratory birds? Why must pronghorns leave Yellowstone National Park each year? (Literal) Why are most land animals that migrate plant eaters? Why is migration essential for the animals that do it? What might happen if they could not migrate? What do all migratory animals have in common? (Inferential) In what ways can human activity disrupt animal migration? How might this become more of a problem? Why do scientists collect information on some migratory animals? Is this important? Why? (Synthesizing) Why did the author include maps in this book? How helpful were the maps? What do you think is the author’s opinion on protecting animals? What makes you think this? (Critical) Invite students to ask their own questions.
Going beyond the book Have students demonstrate their understandings by choosing one or more of the following tasks. The tasks can be completed independently, in pairs, or in a small group.
Speaking and listening Have students create a “four fantastic facts” list about migrating animals using interesting, surprising, and amazing facts. Students take turns to orally present their facts to the group.
Vocabulary Have students write onto cards four words related to each of the three animals highlighted in the book (12 words in total). Students swap cards with a partner and sort the words into three groups, according to which animal the word relates to (bar-tailed godwit, humpback whale, or pronghorn antelope).
Visual literacy Have students copy and complete this table: Route Bar-tailed godwit Humpback whale Pronghorn antelope
Distance
Other details
Download the template at www.worldwise-reading.com/teacherresources Say: Follow the template to write your report about the wildebeest migration. Have students look at the photographs on the title page and on page 22. Say: Use research skills to find out more about where, when, how, and why these animals migrate. Encourage the students to talk about their ideas with a partner. Use the template to remind the students about the structure of a report. Say: You will need to begin by introducing the wildebeest. You can then write about different aspects of its migration.
Activity card
Graphic Organizer: What’s in a map? Name/s:
View the maps listed and record the information each one contains.
Map
WorldWise
™
Lesson Plan
Content-based Learning
Xx
Information it contains Level O (34)
Page 7
Xxxxxxxxx
Busy Highways explains how and why some animals make incredible migratory journeys. It provides a detailed example of an air, a sea, and a land migration. Informational text types: Report/Explanation
Page 8
WorldWise
Content-based Learning
Page 15
Next Generation Science Curriculum links
• LS1.B Growth and development of organisms • LS2.C Ecosystem dynamics, functioning, and resilience • LS2.D Social interactions and group behavior • LS4.C Adaptation Use the information in chapter 3 to visually show the journey of the pronghorn antelope. Include the route, distance, time, and the reasons for the journey.
Key concepts
• Some animals migrate long distances to feed, to raise their young, or to find better weather, and then they return to the place where they began their journey • Animals can migrate through the air, in the water, and across the land • Most animals migrate in groups
Content vocabulary air currents, atmosphere, expel, expend, flyway, forbs, formation, gorge, grueling, hemisphere, juveniles, migration, navigate, pod, predators, prey, probe, propel, route, thriving, vegetation
Text features
• Maps, tables, diagrams, sidebars, text boxes, glossary Reading strategy
• Interpreting maps
Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Busy Highways © 2019 EC Licensing Pty Ltd. © 2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice. All other rights reserved.
Developed by Eleanor Curtain Publishing
okapi educational publishing
Text: Kerrie Shanahan, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.worldwise-reading.com
Reading 3(6) (B) Generate questions about text before, during, and after reading to deepen understanding and gain information. 3(6) (G) Evaluate details read to determine key ideas. 3(10) (C) Explain the author’s use of print and graphic features to achieve specific purposes.
Writing 3(12) (B) Compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft. Speaking and Listening 3(1) (A) Listen actively, ask relevant questions to clarify information, and make pertinent comments.