Exploring Caves

Activity card

Graphic Organizer: What’s your point?

Name/s:

Summarize the information in Exploring Caves by listing the main ideas from the book under the headings below.

About caves How are caves formed?

WorldWise

™

Lesson Plan Xx

Content-based Learning

Level R (40)

What can we learn by studying caves?

Xxxxxxxxx

Exploring Caves examines how caves are formed, how people and animals use caves, and what scientists can learn by studying caves and the materials found inside them.

Informational text types: Report/Explanation

WorldWise

Content-based Learning

Next Generation Science Curriculum links

• LS1.A Structure and function • LS1.D Information processing • ESS1.C History of planet Earth • ESS2.B Plate tectonics and large-scale system interactions • ESS2.E Biogeology

Living in caves People

Key concepts

Animals

• Caves are formed in various ways • Caves are used by people and animals as temporary and permanent shelters • Scientists find fossils and artifacts in caves; these give them clues about how people lived in the past

Content vocabulary blowholes, caverns, DNA, echolocation, fault, feces, fossils, geology, glaciers, lava, molten, navigate, outback, petrified, pigment, predators, prehistoric, stalactite, stalagmite, ventilation

Text features

• Text boxes, map, photographic table, sidebars, captions, glossary Reading strategy

• Summarizing information

Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Exploring Caves © 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 4(6) (F) Make inferences and use evidence to support understanding.

4(7) (D) Retell, paraphrase, or summarize texts in ways that maintain meaning and logical order.

4(10) (B) Explain how the use of text structure contributes to the author’s purpose.

Writing 4(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 4(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

Choose to have students either read independently or, if they need more support, to meet with you in a small group.

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 about an animal that lives in a cave. Provide the students with a template detailing how to plan and write a report. Remind them to use the opening paragraph to introduce the animal and the other paragraphs to include information about what it eats, what it looks like, what predators it has etc.

Give each student a copy of the book Exploring Caves. Have the students browse through the book. Say: As you browse through the book, think about what you already know about caves. What connections are you making? Have the students discuss their thinking with the group.

Exploring vocabulary Ask: What words or phrases would you expect to see in a book about caves? Have students work with a partner and record their words on a piece of paper. Say: When you are finished, read your list aloud and we will create our group list.

If some words or phrases are not known, have the student who recorded the word explain what it means. Compare the students’ vocabulary words with the words in the glossary.

Introducing the reading strategy focus Say: Summarizing information helps you to understand what you have read. Being able to summarize takes practice. After you have read sections of this book, you will get the chance to practice your summarizing skills.

Ask: What do you know about summarizing? Discuss that summarizing involves reading the information and listing the main ideas in what was read in a sentence, paragraph, page, or chapter.

Reading with teacher support Say: Read the introduction and chapter 1 to yourselves. As you read, think about what the main ideas might be. Have the students discuss their thinking with their partner, and then have a group discussion. Ask: What main points did you list? Why did you choose this information? Have the students record their ideas on the Graphic Organizer and compare it with their partner’s.

Say: Be ready to talk about what you noticed with the whole group.

Independent and partner work Have the students read chapters 2 and 3 independently.

Say: As you read, use the same process we used with the introduction and chapter 1. Read the chapters to yourself and keep track of your thinking by adding to your Graphic Organizer, then meet with your partner to discuss the information you listed in your summary.

Have the students meet as a group to share and talk about what they have read and what they recorded on their Graphic Organizer. Monitor the group’s progress and support them, if necessary.

Have the students read the rest of the book and complete their Graphic Organizer. 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.

Reading with teacher support

New caves are discovered all the time, and many are yet to be explored.

Why is this the case? What do many animals that live in caves have in common? How do scientists know that people often lived or sheltered in caves in the past? Why do you think these people did this?

(Inferential) What is similar about the way all caves are formed? What are some of the main differences in how caves are formed? Does it surprise you to read that people still live in caves? Why or why not? How else are caves helpful to people? (Synthesizing) What other information would you like to find out about caves? Is it important that scientists continue to study caves? Why do you have this opinion? (Critical) Invite students to ask their own questions.

Going beyond the book

Ask: What have we learned so far about caves? Share your ideas with a partner. Have the students read chapter 2 to themselves.

Review what the students have read. Ask: What new information do you have about caves? Why do people live in caves? What comparisons can you make about people living in caves in the past and people living in caves today? Invite the students to talk about their understandings. Have the students read chapters 3, 4, and the conclusion to themselves. Say: Now add your thinking about caves to your Graphic Organizer. 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.

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.

Reflecting on the reading strategy

Visual literacy

Encourage the students to talk about what they did to help themselves as readers. Ask: How did you go about summarizing the information in this book? Why is summarizing an important strategy?

Have students create a slide show about an aspect of caves such as cave paintings, caves as homes, spectacular caves etc.

Students could add text and/or music and present their slide show to the group.

Speaking and listening Have students plan and present a two-minute talk about caves.

Vocabulary Have students return to the book to find and list topicrelated words that are new to them. Identify ones that are not in the glossary and have them write their own explanations of the words.

Download the template at www.worldwise-reading.com/teacherresources Say: Use the book as a starting point to choose an animal to find out more about. Encourage the students to talk about their ideas with a partner, then write the report. Say: You will need to research the cavedwelling animal you choose.

Alternatively, the students could choose to research and write about caves in their local area or country.

Activity card

Graphic Organizer: What’s your point?

Name/s:

Summarize the information in Exploring Caves by listing the main ideas from the book under the headings below.

About caves How are caves formed?

WorldWise

™

Lesson Plan Xx

Content-based Learning

Level R (40)

What can we learn by studying caves?

Xxxxxxxxx

Exploring Caves examines how caves are formed, how people and animals use caves, and what scientists can learn by studying caves and the materials found inside them.

Informational text types: Report/Explanation

WorldWise

Content-based Learning

Next Generation Science Curriculum links

• LS1.A Structure and function • LS1.D Information processing • ESS1.C History of planet Earth • ESS2.B Plate tectonics and large-scale system interactions • ESS2.E Biogeology

Living in caves People

Key concepts

Animals

• Caves are formed in various ways • Caves are used by people and animals as temporary and permanent shelters • Scientists find fossils and artifacts in caves; these give them clues about how people lived in the past

Content vocabulary blowholes, caverns, DNA, echolocation, fault, feces, fossils, geology, glaciers, lava, molten, navigate, outback, petrified, pigment, predators, prehistoric, stalactite, stalagmite, ventilation

Text features

• Text boxes, map, photographic table, sidebars, captions, glossary Reading strategy

• Summarizing information

Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Exploring Caves © 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 4(6) (F) Make inferences and use evidence to support understanding.

4(7) (D) Retell, paraphrase, or summarize texts in ways that maintain meaning and logical order.

4(10) (B) Explain how the use of text structure contributes to the author’s purpose.

Writing 4(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 4(1) (A) Listen actively, ask relevant questions to clarify information, and make pertinent comments.