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Full STEAM Ahead! TEACHER’S GUIDE

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Full STEAM Ahead! TEACHER’S GUIDE Full STEAM Ahead! TEACHER’S GUIDE Full STEAM Ahead! is a set of guided, non-fiction books that helps early readers build vocabulary, fluency, and comprehension skills, and provides them with an engaging introduction to STEAM subjects. Expertly leveled text, bold images and diagrams, and relatable examples all combine to help children become enthusiastic and skilled readers. Inquiry-based activities and educator support features, such as vocabulary lists and question prompts, will help readers build skills and make STEAM connections. The Full STEAM Ahead! Teacher’s Guide is a balanced literacy guide that supports literacy across four strands: reading, writing, speaking and listening, and language. A lesson specially tailored to each title in the series helps build one or more reading skills, from distinguishing between information provided in words and pictures, to identifying reasons given to support points in the text. Accommodations, extensions, and English language learner support are included in each lesson. By using this Teacher’s Guide, you will help students build vocabulary, develop close-reading strategies, and learn to become accomplished readers. The lesson plans are tailored for grade 1 and include connections to subjects in science, technology, arts, engineering, and math. Each lesson is accompanied by one or more reproducible worksheets. The titles in Full STEAM Ahead! are: Science Starters Engineering Everywhere Math Matters Day and Night Engineering in My Community Building Tens with My Friends The Four Seasons How Engineers Solve Problems Building with Shapes From Seed to Pumpkin Mistakes Help Us Learn I See 3-D The Life Cycle of a Rabbit Testing with Models Place Value at Playtime The Right Material for the Job What Does an Engineer Do? Skip Counting My Way to School What Makes It Move? What Is the Best Solution? Subtraction in Action Technology Time Arts in Action Parts Work Together Artists Use Tools Robots at Work Creating Art Together Technology and You! Creating Colors Technology Then and Now The Five Parts of Art Think Like a Computer Scientist How Do Artists Tell Stories? What Is Technology? Making Art from Anything Made possible with the support of the Ontario Media Development Corporation. Copyright © 2020 Crabtree Publishing Company Full STEAM Ahead! TEACHER’S GUIDE Science Starters Full STEAM Ahead! is a set of guided, non-fiction books that helps early readers build vocabulary, fluency, and comprehension skills, and provides them with an engaging introduction to STEAM subjects. Readers will delight in the expertly leveled text, bold images, and relatable examples on their journey to become enthusiastic and skilled readers. The Full STEAM Ahead! Teacher’s Guide is a balanced literacy guide that supports reading, writing, speaking and listening, and language development. Lessons are specially tailored to each Full STEAM Ahead! title, and include accommodations, extensions, and English language learner support. The Science Starters lessons encourage students to notice the information provided by the words and in pictures or illustrations, identify key ideas in a book, and use illustrations and details to describe the key ideas. Students will take part in prediction, close-reading, reflection, and extension activities while building their skills in all areas of literacy. These lesson plans are tailored for grade 1 and include connections to core science concepts, from understanding cycles to asking and answering questions about natural phenomena. Each lesson is accompanied by one or more reproducible worksheets. The titles in Full STEAM Ahead! are: Science Starters Engineering Everywhere Math Matters Day and Night Engineering in My Community Building Tens with My Friends The Four Seasons How Engineers Solve Problems Building with Shapes From Seed to Pumpkin Mistakes Help Us Learn I See 3-D The Life Cycle of a Rabbit Testing with Models Place Value at Playtime The Right Material for the Job What Does an Engineer Do? Skip Counting My Way to School What Makes It Move? What Is the Best Solution? Subtraction in Action Technology Time Arts in Action Parts Work Together Artists Use Tools Robots at Work Creating Art Together Technology and You! Creating Colors Technology Then and Now The Five Parts of Art Think Like a Computer Scientist How Do Artists Tell Stories? What Is Technology? Making Art from Anything Made possible with the support of the Ontario Media Development Corporation. Copyright © 2020 Crabtree Publishing Company Day and Night Book Synopsis Before Reading Everyday we experience daytime and nighttime, but do Activate Prior Knowledge you know what causes this phenomenon? Dive into Day Facilitate class discussion by showing students the cover of Day and Night and asking the and Night and learn about the Sun and Moon and how following questions: changing positions in outer space creates the changes • What causes day and night? we see throughout our day. Learn about why specific things can only been seen in the day or night. Read this • Why is the sky dark at night? informative text to discover what there is to discover in • When we experience daylight, is everyone around the world also experiencing the sky! daylight? Explain. • How do we know the day is beginning and ending? What are the terms associated with these occurrences? Provide students with Day and Night Venn Diagram. Students will write down the objects they see or are able to observe in the sky in each section (i.e. stars at night, Sun in the day, and the Moon during both periods). Draw the Venn Diagram on the white board and have students voluntarily share their responses and record them. In a designated notebook, have students write down one question about the day and/or night that they hope to have answered by the text. Target Skills Materials CCSS – Reading: Informational Text • Distinguish between information provided by pictures or other illustrations and • Day and Night book information provided by the words in a text (RI.1.6) • Use the illustrations and details in a text to describe the key ideas (RI.1.7) • Day and Night Venn Diagram It is important for readers to look at all the features of a book in order to fully understand • Student notebook the text. Explain to students that they must look at how the pictures, diagrams, illustrations and words work together to provide the reader with as much information as • Reporting Log possible. Visuals may provide readers with insight into a subject that is not written in the • Day and Night Worksheet text or they can work with the words to describe key ideas. Facilitate class discussion by asking the following question: Does anyone know what type • White board or chalkboard and markers or chalk of scientist or field of science studies the planets, moons, and planetary systems? • Hint: The answer is in its name! 4Answer: Planetary science or planetology. (Note: if students are more familiar with the term “astronomer”, teacher can use this term.) Tell students: Today we are going to be planetologists from another planet! We have come to the planet Earth because we heard that they experience something called “day” and “night.” Some nice people have given us a book called Day and Night to help us understand. As we read the book, look for key details in the illustrations and the words in the text. We must bring back as much information about day and night on Earth as possible! 2 During Reading Prompts can be provided by teacher during class or small group read aloud. Prompt 2: Teacher Modeling They can also be provided prior to students’ independent reading. Let’s return to the cycle illustrated on page 6 of the book. Discuss with Close Reading Prompts students the event that is occurring in each picture (i.e. A child is sleeping, Find instances within Day and Night where the information being a student has a back pack and is ready to go to school, a family is eating provided by illustrations and/or pictures is distinguishable from the dinner). Pose the question: information being provided by the words in the text. Be sure to prompt • How do the events that are occurring in each picture help us to students to figure out what source is providing what information. Circle understand what happens during the day and night? back after focusing on the first skill to provide prompts about what the Write “Key Idea” on the white board. Discuss with students how the details illustrations in the text tell us about the key ideas. in these pictures help readers understand key ideas of the book. Write Provide students with the Reporting Log. Students will make jot notes of down answers on the white board. the information they learn during their close readings of the text. • Possible answers may include, but are not limited to: These pictures Prompt 1: Teacher Modeling help us understand that a 24 hour period can be divided into four Turn to page 5. Read the text. Write the words “day” and “night” on the core components (morning, afternoon, evening, and night). They white board. Pose the question: help us understand what students usually are doing during these times; They help is understand the order that is repeated again and • What is the text telling readers about day and night?’ again. Write the word “cycle” on the white board. Explain that the words inform Prompts for Independent Close Reading the readers that the change between day and night repeats again and again. • Turn to page 20. Ask students what they are able to see in each of the two pictures. How do the pictures help us understand day and Direct students’ attention to the diagram on page 5. Ask what additional night? What can we see in the day and not at night? What can we information readers get from the illustration provided.
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