Level P/38 Global Alert - s3. · PDF fileAnchor Comprehension Strategies ... and acid rain? ... ship. In these cases, students can infer the causes and effects by using

B e n c h m a r k e d u c a t i o n c o m p a n y

Science

Global AlertNavigators Teaching Guides provide flexible options to meet a variety of instructional needs…

Theme: Earth and Space Science

Skills & Strategies

Anchor Comprehension Strategies

• Identify cause and effect

Comprehension • Makeconnections(texttoworld)

• Makejudgements

• UsegraphicfeaturestointerpretInformation

Word Study/Vocabulary • Usecontextcluestodetermine

wordmeaning

Science Big Idea • Humanscontinuetoexplorethe

interactionsamongair,water,andland.Bothhumanactivitiesandnaturaleventscanhavemajorimpactsontheenvironment.

Level P/38

TeACher’S Guide

skiLLs and strateGies

Comprehension Strategy Posters (for Assessed Skills/Strategies)

• Identifying Cause and Effect

• Using Context Clues to Determine Word Meaning

Thematic Poetry Connections (in Reading & Writing Poetic Forms)

• “Who sees the redwoods…” (David McCord)

Comprehension Strategy Assessment handbook (Grade 3)• Ongoing Assessments #35 and #36

notable Trade Books for Read Aloud

• Kahl, Jonathan, D.W. Hazy Skies: Weather and the Environment. Lerner Publications Company, 1997.

• Maze, Stephanie. I Want to Be an Environmentalist. Harcourt, 2000.

• Miller, Christina G. Air Alert: Rescuing the Earth’s Atmosphere. Atheneum, 1996.

Web Site for Content Information• Explorers’ Club

http://www.epa.gov/kids Students have opportunities to learn

more about pollution and what is being done to clean up Earth as well as try some fun activities at this EPA sponsored site.

OvERvIEW

reLated resources

nationaL content standards

This lesson teaches and/or reinforces the following skills and strategies:

• Identify Cause and Effect (pp. 3–9)

Use Context Clues to Determine Word Meaning (pp. 4–6)

• Activate Prior Knowledge (p. 4)

• Identify Main Idea and Supporting Details (pp. 5)

• Use Graphic Features to Interpret Information (p. 5)

• Draw Conclusions (pp. 6, 7)

• Make Judgments (p. 6)

This skill/strategy is the focus of the Ongoing Assessments for

this title.

theme connectionsAir Pollution

Environment

Earth

Before Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Introduction, Chapters 1 & 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Chapters 4 & 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

After Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Writing Workshop and Writing Model . . . . . . . . . . . . . . . . . 8, 9

Reproducible Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . 10

Content-Area Extension Activities (BLMs). . . . . . . . . . . . . . . . 11

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

tabLe of contents

Global Alert

Social Studies People, Places, and

Environments: h Science, Technology, and Society: b, c, d, e Global Connections: c, d

Science Life Science: c

Earth and Space Science: a, b, c Science in Personal and Social Perspectives: d, e

introduce the bookDraw students’ attention to the front cover of the book. Read the title together. Turn to the back of the book and read the blurb and author information. Examine the table of contents. Page through the book looking at the photographs and captions. While previewing, pose the following questions to encourage students to think about the text before reading.

• Based on your preview, what do you predict this book is about? What do you think the author will talk about?

• Do you think the book is fiction or nonfiction? Why?

• What kinds of features would you expect to find in a nonfiction book? Do you see any of those features here?

• What do you already know about air pollution and its effects? What do you know about the ozone layer, global warming, and acid rain?

• Looking at the illustrations, photographs, and diagrams in the book, what do you think you will learn about air pollution?

• What kinds of special vocabulary words do you think you’ll find in this book?

set a purpose for readinGThis text provides an excellent opportunity for students to focus on the strategy of identifying cause-and-effect relationships and on cause-and-effect text structure. Explain that the author is going to describe what causes air pollution, as well as discuss three effects of air pollution: holes in the ozone layer, global warming, and acid rain.Read page 3 from the text. Say: Listen carefully for the effects of air pollution. After reading, point out that certain words, such as affect, cause, and produces, can signal that certain events or actions are causes for subsequent events or actions. Sometimes, however, the author doesn’t use any signal words, but suggests a cause-and-effect relation-ship. In these cases, students can infer the causes and effects by using prior knowledge or textual clues.

introduce the Graphic orGanizerProvide each student with a copy of the Identifying Causes and Effects of Air Pollution graphic organizer. Explain that as they read, each stu-dent will be looking for data to fill in this chart. You might suggest that students place sticky notes in the margins of pages where they see cause-and-effect relationships being made. Point out that identifying cause-and effect-relationships can help readers see why certain things happen and what makes them happen.

BEFORE REAdInG

3

Author Jeri Cipriano gives readers the inside scoop on what air pollution is, where it comes from, and just how dam-aging it is to the environment and our health. From produc-ing holes in the ozone layer to contributing to global warming to causing acid rain, air pollution is putting our planet in danger, warns the author. She describes how this prob-lem is being addressed on a global scale, and shares tips on what individuals can do, too.

Book Summary

Identifying Causes and Effects of Air Pollution

Chapter Causes Effects

Introduction •airpollution

Chapter 1 •airpollution

Chapter 2 •produceschlorinegas,which destroysozonelayer

Chapter 3 •greenhousegases (watervaporandcarbon dioxide)

Chapter 4 •acidrain,acidsnow,andacidsleet

Chapter 4 •acidrainfallstoEarthand soaksintoground

Chapter 5 •CleanAirAct

Chapter 5 •healthyplanet

© 2011 Benchmark Education Company, LLC Global Alert

use Context CluesHave students look at the word fuel (page 4). The author defines this word in context using synonyms (coal, oil, or gasoline). Challenge students to locate this definition in context. Create a visual word web like the one below and have the class complete it.

Then tell students to apply this and other strategies to unfamiliar words they flagged. These might include:recycled, p. 2

appliances, p. 5

insulation, p. 5

atmosphere, p. 6

ultraviolet rays, p. 7

InTROduCTIOn ChAPTERS 1 & 2

read the text pages 2–9Use the following prompt to set a purpose for the reading: As you read, think about what you already know about air pollution—from the news, magazines, school, books, or first-hand experience. How can using prior knowledge help you read and understand new information?

Ask students to read the chapters independently. Invite them to use sticky notes to jot down personal connections they make to the text as they read. Also ask them to flag any unfamiliar words they encounter, and places where they use context clues to determine word meaning. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.

focus on comprehensiondiscuss using Prior knowledge Invite students to share personal connections they made to the text. Ask: What information was already familiar to you? What information was entirely new? What effects caused by acid rain have you seen before? How have you felt the effects of global warming? What new information have you learned about the problems caused by air pollu-tion? Did this make reading about the causes and effects of air pollution more interesting? Why and how?

Begin the Graphic Organizer: Identifying Causes and Effects Ask students to reread or skim and scan the text to locate information for the graphic organizer. Draw students’ attention to the structure of page 3. In the first paragraph, the author asks a question (Why is it impor-tant to stop air pollution?). In the following paragraphs she describes three damaging effects of air pollution. Ask: How does recognizing the cause-and- effect text structure help you find the information you’re look-ing for? Do you think the author might repeat this structure in future chapters?

use Context Clues to determine Word MeaningAsk students to define “air pollution” on page 2. Explain that sometimes a reader can figure out the meaning of a word by looking at the words and sentences around it. Have students explain what clues in the sentences helped them to determine the definition of air pollution. Responses may include:

• It affects the air we breathe.

• It can damage people’s health.

• It affects ozone layer in atmosphere.

• It can change the climate and affect weather.

• It produces acid rain.Invite students to use this strategy to define other words in the book.

4

fuel

synonym coal, oil, gasoline

definitionsomething that is used as a source of heat or energy

sentenceBurning fuel is the major cause of air pollution today.

TEACHING TIPSMeaningful Activities for Rapid Readers• What do you think has happened

to the ozone layer between 1979 and 2000?

• Brainstorm and list some of the ways people can reduce the amount of CFCs in the air.

Prompts to help Readers Monitor Comprehension• If you lose the meaning, go back

and reread the section where you lost concentration.

• Look for context clues to help you define unfamiliar words.

Global Alert © 2011 Benchmark Education Company, LLC

read the text pages 10–14Use the following prompt to set a purpose for the reading: As you read, think about what the most important idea in the chapter is. What does the author want you to know when you are finished reading? What is the main idea? What supporting details help you figure it out?

Ask students to read the chapter independently. Invite them to use sticky notes to flag details that support the main idea. Also ask them to flag examples of cause-and-effect relationships and any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.

focus on comprehensiondiscuss Identifying Main Idea and Supporting detailsInvite students to share their ideas about the chapter’s main idea. Encourage them to point out details from the text to support the main idea. Ask: What is the most important idea in the chapter? Is there a sentence or phrase that describes the main idea? If yes, what is it? If no, can you state in your own words the main idea that is implied in the chapter? What are some details in the text that support the main idea? How did thinking about the main idea help you understand the information you were reading?

Continue the Graphic Organizer: Identifying Causes and Effects

Ask students to reread or skim and scan the text to locate information for the graphic organizer. Point out that cause-and-effect relationships are made up of two parts–the effect is what happens and the cause is why it happens. Remind students to look for words that signal cause-and-effect relationships, such as cause, consequently, and affect.

use Graphic Features to Interpret Information Point out the diagram on page 11. Ask: How does this graphic feature help you understand how the greenhouse effect works? Students should note that the diagram:

• illustrates what concept words such as radiated and absorbed mean.

• helps explain ideas presented in the regular text.

• clarifies the different ways the Sun’s rays are absorbed.

Invite students to skim and scan the book to find other graphic features that help enhance meaning or are integral to understanding the text.

Then tell students to apply this and other strategies to unfamiliar words they flagged. These might include: vital, p. 10

absorbed, p. 11

vehicles, p. 12

consequences, p. 13

climate, p. 13

use Context CluesHave students look at the words carbon dioxide (page 10). The author defines this word in context using a synonym (greenhouse gas). Challenge students to locate this definition in context. Create a visual word web like the one below and have the class complete it.

ChAPTER 3

5

carbon dioxide

synonym greenhouse gas

definitiona gas that is used by plants to make food; one of the greenhouse gases

sentenceWe can decrease the amount of carbon dioxide in the air by walking instead of driving.

TEACHING TIPSMeaningful Activities for Rapid Readers• Explain why the natural warming

of Earth is called the greenhouse effect.

• Do the Science Lab on page 14. How does it help you understand how the greenhouse effect works?





6

focus on comprehensiondiscuss drawing ConclusionsInvite students to share their conclusions about why reducing air pollution is important. Possible statements include:

• It is important to reduce air pollution so that we can then reverse many of the problems that result from air pollution, such as global warming, acid rain, and the depletion of the ozone layer.

• We must reduce air pollution so that Earth remains to be a place where plants, animals, and people can live.

Complete the Graphic Organizer: Identifying Causes and Effects

Ask students to reread or skim and scan the text to locate information to complete the graphic organizer. Point out that an effect may also be a cause if it results in a new action or event.

Make JudgmentsExplain that being a critical reader sometimes involves evaluating information in order to make personal judgments and decisions. Point out that on page 21, the author discusses specific actions the United States government has taken to reduce air pollution. Ask: Do these actions go far enough? Should the government be doing more? Why, or why not? Encourage students to share their own judgments and to explain how they reached them. Discuss how making judgments often involves weighing facts against prior knowledge and personal opinions.

ChAPTERS 4 & 5

use Context Clues

Point out the word characteristics (page 15). Using a chart like the one below, demonstrate how clues in the surrounding sentences help readers understand this word in context.

read the text pages 15–22Use the following prompt to set a purpose for the reading: As you get to the end of the book, draw conclusions about why reducing air pollution is an important step to keeping planet Earth healthy.

Ask students to read the chapters independently. Invite them to use sticky notes to flag any text that helps them draw conclusions about the advantages of reducing air pollution. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.

Word: characteristics

Synonym properties

Examples Acids taste sour; in the text they feel slippery; they can corrode

Definition Characteristics that describe what something is like or what features it has

TEACHING TIPSMeaningful Activities for Rapid Readers• How does the Science Lab on

page 17 help you understand the effects of acid rain ?

• Is there an acid rain problem in your town? How do you know?





7

AFTER REAdInG

Identifying Causes and Effects of Air Pollution Chapter Causes Effects

Introduction •airpollution �•�damages�people’s�health �•�makes�holes�in�ozone�layer �•�global�warming� •�acid�rain

Chapter 1 �•�burning�fuel� •�airpollution •�cleaning�fluids�and�spray�cans� •�volcanoes�and�forest�fires

Chapter 2 •�CFCs�released�into�air •produceschlorinegas,whichdestroysozonelayer

Chapter 3 •greenhousegases •�greenhouse�effect, (watervaporandcarbondioxide) �or�warming�of�Earth

Chapter 4 �•��carbon�dioxide�rises�in�air� •acidrain,acidsnow,andacidsleet and�mixes�with�water�droplets

Chapter 4 •acidrainfallstoEarthand •�damages�soil�and�trees� soaksintoground •�plants�get�sick�and�die��

Chapter 5 •CleanAirAct •�cars�release�lower�amounts�of� ��harmful�gases •�power�plants�use�“clean�coal” ��methods�to�reduce�the�amount� ��of�acid-rain�gases�they�produce

Chapter 5 •�turn�down�heat� •healthyplanet •�run�dishwasher�only� ��with�full�load •�recycle,�reuse,�reduce •�plant�a�tree� •�walk�or�ride�bike

sYnthesize and assessRetell and Summarize As a class, generate an oral or written retelling of the book. Select the key points to create a summary.

Respond Ask students what they found most interesting about the book. What they did not like and why. What questions they still have. What additional information they might have included if they had been the author.

Identify Cause and Effect Challenge students to use their completed graphic organizers to iden-tify an event (or events) that in one case is a cause, and in another case is an effect.

draw Conclusions Ask students to formulate conclusion statements based on their reading and the information they charted. Record these ideas.

The completed graphic organizer below can serve as a model for assessing students’ ability to identify cause and effect.


mini-Lesson Writing Focus: using the cause-and-effect text structureRemind students that throughout the book Global Alert!, they read about many damaging effects of air pollution. Ask students to research another environmental issue that is affecting the health of our planet.

On chart paper or the board, create a visual map like the one below showing the effects of another environmental problem.

Use the reproducible Writing Model to demonstrate how the information from the visual map can be used to write a paragraph that describes cause-and-effect relationships. Remind students that certain signal words can help them describe the cause-and-effect relationships in their writing.

WRITInG WORkShOP

8

Write a short

paragraph

describing an

environmental

problem and

its effects.

wrITING ASSigNmeNt

Causewater pollution

(examples: soap, detergent, mouthwash, trash, oil spills)

Effectanimals get

trapped in trash and may suffocate

Effecttrash cuts or

disables animals

Effectless drinkable water,

water shortages

Effectin oil spills, animals die, pipes back up,

cleanup is costly and time-consuming

TEACHING TIPSProcess wrItINg Steps

1. Have students brainstorm an environmental problem to research. Encourage them to organize the information they find in a chart like the one shown.

2. Have students independently write a first draft using the cause-and-effect text structure to describe an environmental problem.

3. After students complete their paragraph, they should revise and edit it.

4. Conference with each student following the first revision and editing.

5. Have students make any additional changes and create a final copy of their paragraph.

6. Finally, invite students to share their paragraph with a group of other students.


Water Pollution

Water pollution is a very serious problem

caused by soaps, detergents, and cleaning sprays.

Water pollution is also the result of people

throwing trash into the water. This trash can lead

to many problems, such as animals getting trapped

in it and suffocating. Oil spills, another type of

water pollution, cause animals to die and pipes to

back up. Water pollution also harms people

because it decreases the amount of drinkable

water. If nothing is done about water pollution

the problems will only get worse!

Writing Model: using the Cause-and-Effect Text Structure

wrITING TIP

Be sure to include a topic sentence introducing the main

idea of your paragraph. End your paragraph with a concluding

sentence that wraps up, or summarizes, the main idea.

signal words for cause and effect



Name: ________________________________________ Date: __________________

Identifying Causes and Effects of Air Pollution

Chapter Causes Effects

Introduction •airpollution

Chapter 1 •airpollution

Chapter 2 •produceschlorinegas,which

destroysozonelayer

Chapter 3 •greenhousegases (watervaporandcarbon dioxide)

Chapter 4 •acidrain,acidsnow,andacid sleet

Chapter 4 •acidrainfallstoEarthand soaksintoground

Chapter 5 •CleanAirAct

Chapter 5 •healthyplanet

Name: ________________________________________ Date: __________________


Pollution Problems

Listedbelowareeightproblemsassociatedwith pollution.Identifytheenvironmentalissuethatcausedeachproblembyselectingoneofthethreecauseslistedandwritingitonthelineattheright.

Problem (Effect) What Caused It? (Cause)

damagedstatuesandbuildings _____________________________

risingsealevel _____________________________

unsafedrinkingwater _____________________________

skincancer _____________________________

globalwarming _____________________________

damagedsoil _____________________________

smog _____________________________

eyeproblems _____________________________

Causes: greenhouseeffect

acidrain

holesintheozonelayer

SPRAY�

ON�


Name: ________________________________________ Date: __________________

how holes in the Ozone Layer happenCutoutthepicturesbelow,whichillustratetheseriesofeventsthatleadtoholesintheozonelayer.Putthepicturesincorrectorder.Inthespacesprovided,writewhatishappeningineachpicture.Thenstaplethe picturestogetherandshareyourmini-bookwithothers.

SPRAY�

ON�

CFC

chlorine gas

chlorine gas

ozone

SPRAY�

ON�


Name: ________________________________________ Date: __________________

Protect Our Planet PosterMakeaposterurgingotherstotakesomeactionthatwillhelpsolvetheairpollutionproblem.Describeinpicturesandwordswhatyouwantpeopletodo.

Fighting Pollution

Name: ________________________________________ Date: __________________


Solving the Air Pollution Problem

Usethisorganizertodescribesomepossible solutionstoeachoftheproblemscausedby airpollution.

PROBLEM: Holesintheozonelayer

SOLuTIOn:

PROBLEM: GreenhouseEffect/GlobalWarming

SOLuTIOn:

PROBLEM: AcidRain

SOLuTIOn:


A n S W E R k E y

Fighting Pollution

Cut�off�the�top�of�a�

2-liter�plastic�soda�

bottle.�(The�top�

makes�a�great�

funnel�to�use�

around�the�house!)

Fill�the�bottom�of�

the�bottle�with�soil�

and�plant�a�tree�

seedling.�

Replant�the�baby�

tree�outside�when�

it�is�strong.

Use�the�bottle�to�

water�the�tree.

how holes in the Ozone Layer happenPollution Problems

Protect Our Planet Poster Solving the Air Pollution Problem

Problem (Effect) What Caused It? (Cause)

damagedstatuesandbuildings _____________________________

risingsealevel _____________________________

unsafedrinkingwater _____________________________

skincancer _____________________________

globalwarming _____________________________

damagedsoil _____________________________

smog _____________________________

eyeproblems _____________________________

Causes: greenhouseeffect

acidrain

holesintheozonelayer

acid�rain

greenhouse�effect

acid�rain

holes�in�the�ozone�layer

greenhouse�effect

acid�rain

greenhouse�effect

holes�in�the�ozone�layer

PROBLEM: Holesintheozonelayer

SOLuTIOn:

PROBLEM: GreenhouseEffect/GlobalWarming

SOLuTIOn:

PROBLEM: AcidRain

SOLuTIOn:

Don’t�use�spray�cans.�Don’t�use�toxic�chemicals.

Don’t�use�your�air�conditioner�unless�absolutely�necessary.

Walk�or�ride�bikes�instead�of�driving.�Carpool�with�others.

Turn�down�the�heater.

Plant�trees�to�take�in�carbon�dioxide.�Don’t�burn�trash.

Learn�about�the�laws�of�the�Environmental�Protection�Agency.�

SPRAY�

ON�

SPRAY�

ON�

2.�When�the�rays�of�the�sun�hit�

the�CFCs,�chlorine�gas�is�

produced.

3.�Chlorine�makes�holes�in�the�

ozone�layer�of�Earth.

1.�Spray�cans�release�

chlorofluorocarbons�into�the�air.

CFC

chlorine gas

chlorine gas

ozone

SPRAY�

ON�

Introduce the Book Set a Purpose for Reading√ Introduce the

Graphic Organizer

Read the Text: Ch. 1 & 2Focus on Comprehension:√ Begin the Graphic Organizer√ Use Context Clues

Read the Text: Ch. 3Focus on Comprehension:√ Continue the Graphic

Organizer√ Use Context Clues

Read the Text: Ch. 4 & 5Focus on Comprehension:√ Complete the

Graphic Organizer√ Use Context Clues

Synthesize and Assess

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area Extension Activities (BLMs)

Introduce the Book

Read the Text: Ch. 1 & 2 Select or create mini-lessons by using the comprehension pre-assessments to deter-mine student needs.*

Read the Text: Ch. 3

Select or create mini-lessons.*

Read the Text: Ch. 4 & 5 Select or create mini-lessons.*

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area Extension Activities (BLMs)

BEFORE REAdInG (p. 3) Introduce the Book Set a Purpose for Reading√ Introduce the Graphic Organizer: Identifying Causes and Effects*

duRInG REAdInG (pp. 4–6)Read the Text: Introduction, Chapters 1 & 2Focus on Comprehension Mini-Lessons: Discuss Using Prior Knowledge√ Begin the Graphic Organizer*√ Use Context Clues to Determine

Word Meaning*√ Use Context Clues*

Read the Text: Chapter 3Focus on Comprehension Mini-Lessons: Discuss Identifying Main Idea and

Supporting Details*√ Continue the Graphic Organizer* Use Graphic Features to Interpret

Information√ Use Context Clues*

Read the Text: Chapters 4 & 5Focus on Comprehension Mini-Lessons: Discuss Drawing Conclusions*√ Complete the Graphic Organizer* Make Judgments*√ Use Context Clues*

AFTER REAdInG (p. 7) Synthesize and Assess Activities: Retell and Summarize* Respond√ Identify Cause and Effect* Draw Conclusions*

WRITInG WORkShOP (pp. 8–9)Mini-Lesson √ Assignment: using Cause-and-Effect

Text Structure

COnTEnT-AREA ExTEnSIOn ACTIvITIES on Blackline Masters (pp. 11–14) Pollution Problems how holes in the Ozone Layer happen Protect Our Planet Solving the Air Pollution Problem

Lesson-at-a-GLance

Navigators Teaching Guides provide flexible options to meet a variety of instructional needs…

1

2

3

4

5

sampLe Lesson pLanninG Guides

Accelerated 3-day Lesson

5-day Flexible Lesson

5-day Lesson for Assessed Skills & Strategies

Introduce the Book

Read the Text: Ch. 1 & 2

Read the Text: Ch. 3

Read the Text: Ch. 4 & 5 Synthesize and Assess

day

Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of this guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.ISBN: 978-1-59000-491-3

Global Alert

√ Checkmarked skills may be assessed by using the tests provided in the Comprehension Strategy Assessment Handbook.

* Preassessments are available in the Comprehension Strategy Assessment Handbook.

Documents

Level P/38 Global Alert - s3. · PDF fileAnchor Comprehension Strategies ... and acid rain? ... ship. In these cases, students can infer the causes and effects by using