how to Grow Crystals - Mondo Publishingmondopub.com/Pages/articles/HowToGrowCrystals... · KEY IDEA This book tells what a crystal is and presents steps for how to grow crystals

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LITERACY STANDARDS ADDRESSED IN THIS PLAN

KEY IDEA This book tells what a crystal is and presents steps for how to grow crystals. The author includes a series of science experiments that compare and contrast the properties of crystals grown from different materials.

RI.2.3 MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

RI.2.4 Craft & Structure sessions 1, 2, 3 determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

RI.2.6 MAIN FOCUS Craft & Structure Sessions 1, 2, 3 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

RI.2.7 MAIN FOCUS Integration of Knowledge & Ideas Sessions 1, 2, 3 Explain how specific images contribute to and clarify a text.

RI.2.10 Range of Reading & Level of Text Complexity By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

SL.2.1 Comprehension & Collaboration sessions 1, 2, 3 participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

L.2.4 Vocabulary Acquisition & Use additional instruction determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

L.2.4e Vocabulary Acquisition & Use session 1 use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

RF.2.3b Phonics & Word Recognition additional instruction know spelling-sound correspondences for additional common vowel teams.

RF.2.4c Fluency session 2 use context to confirm or self-correct word recognition and understanding, rereading as necessary.

RF.2.3d Phonics & Word Recognition additional instruction decode words with common prefixes and suffixes.

W.2.2 Text Types & Purposes Writing Task Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

W.2.8 Research to Build & Present Knowledge sessions 1, 2, 3 Recall information from experiences or gather information from provided sources to answer a question.

how to Grow Crystals Written by honey andersen

GR_G2_Crystals_LP.indd 1 12/15/14 4:28 PM

2 How to Grow Crystals

Session 1

PrEvIEwIng thE tExt 5 minutesread the title and author credit with students. Point out the photos of crystals throughout the book. Invite students to read the back cover and the contents page.

Let’s take a close look at this book to find out about crystals. Read the back cover silently, and then look at some of the photos in the book. . . . Who can tell me something about crystals?

They’re a sparkly kind of rock. They look hard and have sharp edges. It looks like crystals can be different sizes and shapes.

The photos help you to get an idea of what you will learn about in this text. What information did the back cover tell you?

It says we can grow crystals ourselves. This book is full of experiments. It will probably show us how to grow crystals.

rEaDIng thE tExt CLOSELY 10 minutesExplain the learning focus. ask students to read pages 6–7. Check to see how they are doing with the application of the focus. Provide support if needed. then have them read the rest of the book.

This book has many experiments that show how to grow crystals. As we read, we’re going to think about how these experiments are related to each other. Let’s read the first and second headings on page 6. Who has an idea about what non-crystals are?

things that are not crystals, because non means “not”

What do you think this experiment will be about?

looking at different things to see if they are crystals

Now let’s read the experiment that is on page 8. . . . How is this experiment connected to the first one?

In the second experiment we can learn how to grow our own crystals. Both experiments have to do with crystals.

You used details to connect the two.

If you are satisfied that students can apply the focus, set the reading assignment for the session. If you are not, prompt students to return to the first two experiments on pages 6–8.

Today we’re going to read each of the experiments in this book and figure out what they show, and how they connect to each other.

DISCuSSIng thE tExt 10 minutesInvite students to share connections they made between the experiment.

As we talk together, listen closely to your classmates’ ideas so that you can add your own. Who can tell us how the experiments are alike?

All experiments are about growing crystals. Every experiment has a list of things you need to do it. Every experiment has steps to follow. There are photos that show what is supposed to happen.

LEARNINg FOCUS RI.2.3

Students read closely to analyze the connections between a series of experiments on growing crystals.

VOCABULARY

RI.2.4 Introduce the meanings of key domain-specific words: equipment, materials, experiment, dissolve. Have pairs ask and answer questions about the meaning of each word.

Corrective FeedbackHave students review the first two experiments and decide what each is about. Then have them think about how the experiments relate to each other and the book as a whole.

SL.2.1DISCUSSION Collaborative

ELL SUPPORT

L.2.4 Vocabulary Support vocabulary words such as check, thread, and balance in context using the ELL vocabulary strategies in Getting Started.



What could you learn from the first experiment?

You could find out which materials have crystals and which don’t.

That’s exactly right. Who can say what you would learn from the second experiment?

You could learn to grow a crystal from something called alum.

So, in the first experiment we are deciding which things do or don’t have crystals, and in the second experiment we can grow our own crystals. It seems like each experiment can teach us something different about crystals.

In experiments, one thing causes another thing to happen. We call this a cause-and-effect relationship. You can look for causes and effects when making connections between steps in experiments. Let’s look at Experiment 3. What causes the crystals to form in the jar?

The hot water and washing soda solution causes a crystal to form.

Focus on the word method on page 7 and have students look the word up in a dictionary to find the meaning of the term.

Let’s do a close read of page 7. . . . The word method is used as a heading. What do you think method means?

Maybe it’s what you do. Maybe it’s how to do things.

When we are unsure about the meaning of a word or need to confirm a word’s meaning, we can look it up in a dictionary. Let’s look up the word in the dictionary. . . .Who has found a meaning for the word?

the dictionary says it means “a way of doing something.” Confirm students’ good use of the focus and encourage them to keep it in mind as they read other procedural texts.

You figured out what each experiment shows and how they connect to each other. You can do this when you read other procedural texts.

E-RESOURCEE-RESOURCE Formative Assessment: Comprehension using the Quick Start Planner, note this session’s learning focus. Observe each student’s articulation and use of text evidence to evaluate their effective use of the learning focus.

TEACHER’SCHOICE COMPrEhEnSIOn: MaKE COnnECtIOnSE-RESOURCEE-RESOURCE Formative Assessment have students use the blackline master on page 10 to make connections between experiments in the text How to Grow Crystals. review students’ answers as you evaluate their mastery of the learning focus.

TEACHER’SCHOICE COnStruCtED rESPOnSE: COLLECt tExt EvIDEnCEE-RESOURCEE-RESOURCE Formative/Summative Assessment: have students use the blackline master on page 11 as they read. Students will collect details from the text to answer the question: Why is it important to follow every step of the experiment in order? review students’ collected evidence as you evaluate their mastery of the learning focus.

COMPREHENSION SHARE

Place a self-stick note next to important things you learn as you read. Then you can go back and see how these important details are connected.

DISCUSSION TIP

As a discussion winds down, ask students to recount the important ideas that were discussed. You may want to write these on a whiteboard or chart paper.

L.2.4e VOCABULARY Dictionaries

RI.2.3 COMPREHENSION Make Connections

W.2.8, RI.2.3 WRITINg gather Information



Session 2

rEturnIng tO thE tExt 5 minutesask students to reflect on the text read previously. guide them to recall how they applied the learning focus to their reading.

Let’s quickly review our discussion from the last session.

We read a book of experiments about crystals and how to make them. We talked about the ways the experiments were connected.

What were some things that were similar about all the experiments?

Each experiment showed something about crystals.

rEaDIng thE tExt CLOSELY 10 minutesExplain the learning focuses. Invite students to reread pages 10–15. Check to see how well they have understood the focuses. If you are satisfied that students can apply them, set the reading assignment for the session. If not, provide corrective feedback as suggested on page 2 of this lesson plan.

Today we are going to think about the purpose of each experiment and what questions the author wants to answer. How can you figure out the purpose of each experiment?

read the experiment, look at the photos

Those are ways you can learn what the experiment is all about. How do the images help your understanding of the experiments?

The photos help me understand what happens in the experiment.

Let’s reread the text and see what questions the author wants to answer and how the pictures contribute to the text.

Formative Assessment: Fluency Practice Listen to each student read a portion of the text. Observe students’ fluency. If students need additional practice with fluency, provide necessary support at the end of the session. ask students to note words or phrases they find challenging for discussion after the reading.

DISCuSSIng thE tExt 10 minutesProvide guidance as students make connections between experiments. Encourage them to ask questions to check understanding. then have them think about what question each experiment answers and evaluate whether it is a good experiment for this book.

Let’s talk about the experiment on pages 16 to 17. What is the purpose of this experiment?

to show how to make a seed crystal

Why do you think the author included this experiment in the book?

The title of the book is How to Grow Crystals and this experiment tells how to grow seed crystals.

LEARNINg FOCUSES RI.2.3, RI.2.6, RI.2.7

Students will continue to read closely to find connections between the experiments, and they will use text evidence to discover the purpose of each procedure and what questions the author wants to answer in this book. They will notice how specific images contribute to the understanding of the text.

TEACHINg TIP

You can help students improve comprehension by modeling for them how to pause in their reading to ask themselves a question.

SL.2.1 DISCUSSION Collaborative

COMPREHENSION SHARE

Remind students to reread whenever something in the text doesn’t make sense to them. As students read, have them use self-stick notes to mark places in the text they found confusing so that they’ll know to pay special attention to those sections the next time they read.



Next let’s look at that experiment on pages 18 to 19. What is the purpose of this experiment?

growing large crystals from a seed crystal

So, how is this experiment related to the one on pages 16 to 17?

You are supposed to use a seed crystal in order to grow a larger crystal.

Here’s a question I’d like you to think about: What do you think the author’s purpose was in putting this experiment into the book?

I think the author wanted to write a book about how to grow crystals, so she put different experiments about different kinds of crystals into the book.

Focus on the word classifying on page 6.

Let’s turn to page 6. The word classifying is part of the heading of the first experiment. That is an important word to know when reading about or performing scientific experiments. What do you think the word classifying means in this heading?

It seems to mean looking at different things like salt and sugar and separating the ones that have crystals from the ones that don’t.

Here’s another way to learn more about the meaning of classifying. Think about a small word within classifying. Who can name the word?

The word class is in it. I know that a class of something is like a category.

Right. So how does this strategy help you figure out the meaning of classifying?

I think it means “putting things into classes or categories.”

You used the meaning of the root word class to figure out the meaning of classifying.

guide a discussion in which students discuss how the images contribute to the text.

Let’s talk about the images in this text. What kind of images did you see as you read the text?

There were lots of photographs. I saw diagrams.

Let’s look at page 11. Why do you think the author included a photograph and a diagram on this page?

Both images are the same, but the diagram gives more details about the photograph.

Yes, the diagram includes labels that give details about the experiment. Who can explain why images are important in a text like this?

They show you how to set up the experiment. They show you what the results should look like.

Confirm students’ good use of the focuses and encourage them to keep the focuses in mind whenever they read procedural texts.

You did a great job figuring out how the experiments were connected, what the purpose of the experiments were, and why the author included them in this book. Do this whenever you read procedural texts.

E-RESOURCEE-RESOURCE Formative Assessment: Comprehension using the Quick Start Planner, note this session’s learning focuses. Observe each student’s articulation and use of text evidence to evaluate their effective use of the learning focuses.

RI.2.4 VOCABULARY Word Meaning

DISCUSSION TIP

Have students ask questions to gather more information or to extend their understand of a topic or issue.



TEACHER’SCHOICE FLuEnCY FOLLOw-uPModel self-correcting word recognition by reading aloud and stopping at a key vocabulary word and sharing your thinking as you use context to determine the word’s meaning. then chorally reread the sentence with students.

TEACHER’SCHOICE COnStruCtED rESPOnSE: COLLECt tExt EvIDEnCEE-RESOURCEE-RESOURCE Formative/Summative Assessment have students continue to use the blackline master on page 11 as they read. Students will continue to collect details from the text to answer the question: Why is it important to follow every step of the experiment in order? review students’ collected evidence as you evaluate their mastery of the learning focus.

W.2.8, RI.2.3 WRITINg

gather Information

RF.2.4cFLUENCY

Confirm/Self-correct



rEturnIng tO thE tExt 5 minutesExplain that students will reread the experiments, this time using information from the photos and diagrams to help them gain a deeper understanding of the steps in the process of each experiment and what the outcome should look like.

Let’s flip through the book, this time paying close attention to the photos and diagrams. How might the photos and diagrams help us understand the experiments even more clearly?

The photos and diagrams give additional information. They show what the end of the experiment should look like.

rEaDIng thE tExt CLOSELY 10 minutesState the learning focuses and invite students to read page 20. Check to see how they are doing with application of the focuses as you have done previously. then have students reread the book. have them continue to think about the connections among the experiments and the purpose of each. this time, have them focus on the diagrams and photos and how they help them better understand the text.

At this point in the book we’re looking at one of the last experiments. What does the experiment ask readers to do?

make a cardboard model of a crystal.

Look at the diagram and the photo on page 21. How do these features help you better understand the text?

They help me understand how to fold the cardboard and where to make scissor cuts.

I can tell that you would understand what to do in order to make a cardboard model.

DISCuSSIng thE tExt 10 minutesFacilitate a discussion that links the three learning focuses. remind students to study the diagrams and photos to get a clear understanding of how to perform each experiment. guide them to use the information they get to figure out what the final result should look like.

Turn to a partner and talk about the photos and diagrams in one of the experiments that you feel is the most helpful in understanding what to do. Discuss how you would perform the experiment.

I think the photo on page 9 helps us understand what all the materials for making crystals look like. We can use this photo to do Experiments 2, 3, 4 and 5.

Support students as they add to their understanding of the story events by looking closely at the illustrations.

Session 3

LEARNINg FOCUSES RI.2.3, RI.2.6, RI.2.7

Students return to the text to read closely and describe the connections between the experiments, using text evidence. Students will continue to think about the purpose of each experiment and what questions the author wants to answer. They will also use photos and diagrams to clarify the text descriptions.

SL.2.1 DISCUSSION Collaborative

COMPREHENSION SHARE

If you don’t understand something, raise your hand. Ask a question.



Now reread the experiments again, looking closely at the photos and diagrams to get more information about the experiments. How does the book teach you about what scientists do?

It teaches you how to learn things by comparing the results of experiments. It also teaches about what some things are that scientists have to do and some of the materials they might use in experiments about crystals.

TEACHER’SCHOICE COnStruCtED rESPOnSE: wrItE tO SOurCEE-RESOURCEE-RESOURCE Formative/Summative Assessment have students continue to use the blackline master on page 11 as they finish reading. then ask them to write a response on a separate sheet of paper that answers the question: Why is it important to follow every step of the experiment in order? have students use the text evidence they collected to support their writing.

E-RESOURCEE-RESOURCE Summative Assessment review with students what they have learned about crystals from the experiments in the book. tell them that they will now share what they learned about crystals by writing an informative text for others to read. guide students to use the blackline master on page 12 as they write their informative texts. Consider having students publish their work in a booklet for the class library.

You have been learning facts about crystals and how to grow them from the experiments in the book. You have also collected text evidence to support these facts. Now it’s time to write about what you would learn if you actually did one of the experiments in the book. Write an introduction that tells the topic and purpose of the experiment. Include details about the procedure as supporting facts about the topic and purpose. Then write what your final result would be. Last, write a concluding statement that tells what you would learn from the final result.

TEACHER’SCHOICE writing task: Informative

ELL SUPPORT

RI.2.7 Discussing the Text Ask questions at students’ language proficiency levels and provide the following sentence frame for student responses: The ___ helped me understand ___.

W.2.8, RI.2.3WRITINg

Respond to Question

W.2.2WRITINg

Informative



wOrD StuDY Suffix -ize Focus on the word crystallize on page 17.

Take a moment to reread Step 3 on page 17. You will find the word crystallize in the sentence: “The liquid in the saucer will crystallize.” Let’s talk about this word. What suffix do you see?

-ize

The suffix -ize means “to make or become.” The suffix changes the noun crystal into a verb. Think about this definition. What do you think the word crystallize means on page 17?

“to become a crystal”

vOCaBuLarYMultiple-meaning Words help students develop vocabulary by understanding the correct meanings of multiple-meaning words in context.

Many words in English have more than one meaning. They may mean different things in different sentences. You can figure out which meaning the word has in a phrase or sentence by looking at the words around it. Who knows what a seed is?

A seed is something that grows a new plant.

Now find the word seed on page 16. What does the first sentence tell you about what seed means here?

I think a seed crystal can make another crystal. The experiment shows how to do this.

So a seed crystal can grow another crystal. Let’s look at Experiment 5 on pages 18 and 19. What does a seed crystal do in this experiment?

It grows another, bigger crystal.

So we have several pieces of text evidence that show us the meaning of seed in this context.

wOrD rECOgnItIOn Long and Short Vowels help students distinguish between long and short o in one-syllable words. write the following words on chart paper or whiteboard, underlined as indicated: hot, old, top, one, over, not, soda.

Let’s use the sounds of long and short o that we know to read these words. Listen to me sound and say the first word. (Point to the underlined letter o, say the short o sound, and then read the word, hot.) Now it’s your turn. (Point to the underlined o and l in old). Sound it. (Students say the long o sound.) Now say the word. (Repeat for the other words.)

TEACHER’SCHOICE additional Instruction

RF.2.3d PHONICS & WORD RECOgNITION Suffixes

L.2.4 VOCABULARY Multiple-meaning Words

VOCABULARY

When students encounter multiple-meaning words, provide guidance in helping them determine the correct meaning. Encourage them to look at illustrations, photos, and the words around the multiple-meaning word to decide on the correct meaning.

RF.2.3b PHONICS & WORD RECOgNITION Long and Short Vowels


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Comprehension: Making Connectionsin experiments, there are causes and effects. You can make connections as you read different experiments by looking for cause-and-effect relationships. use this graphic organizer to make connections between the experiments in the text How to Grow Crystals. Read the cause. Then fill in the effect. Go back into the text to help you fill in the charts.

Experiment 2: Making alum Crystals

Experiments 4 and 5: Seed Crystals

Cause

Stir alum in hot water until no more will dissolve, and place paper clip in the solution.

Cause

The liquid in the saucer will crystallize forming seed crystals.

Cause

Effect

Effect

Effect

Now write a cause and effect you found on your own.

Score:


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Collecting text Evidencewhy is it important to follow every step of the experiment in order?

Fill in the chart with details from the text that help you answer the question. You can use more than one copy of this chart.

Evidence Page(s)

Score:


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writing task: Planning Your Informative textThink about what you have learned from the experiments about crystals and how to grow them successfully. use the text evidence you have collected as you plan your informative text.

Experiment:

Opening (Describe the experiment you chose):

what I Did:

the result:

what I Learned:

Score:

Note: Write your response on a separate sheet of paper or on a computer. Remember to read your writing when you are done and make any necessary revisions.


Documents

how to Grow Crystals - Mondo Publishingmondopub.com/Pages/articles/HowToGrowCrystals... · KEY IDEA This book tells what a crystal is and presents steps for how to grow crystals