TEACHER S GUIDE - Cengage€¦ · CC.3.RInfo.1 Ask and answer questions to demonstrate ... ACTIVATE & BUILD ... Student Book, pp 2–5 Teacher’s Guide, pp 7–8

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Urban Planner: T.H. Culhane

Solar Solutions

Essential Energy

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Explorer T.H. Culhane

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Teacher’s Guide

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Contents

Explorer T.H. Culhane: Energy Solutions

Literacy Overview � � � � � � � � � � � � � � � � � � � � � � � � 2

Science Background � � � � � � � � � � � � � � � � � � � � � � � 4

Essential Energy � � � � � � � � � � � � � � � � � � � � � � � � � 7

Solar Solutions � � � � � � � � � � � � � � � � � � � � � � � � � � 9

Urban Planner: T�H� Culhane � � � � � � � � � � � � � � � � � 11

Discuss � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 13

Research & Share � � � � � � � � � � � � � � � � � � � � � � � 15

Write � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 17

Correlation � � � � � � � � � � � � � � � � � � � � � � � � � � � 19

Glossary


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ExplorEr T.H. CulHanE: EnErgy SoluTionS ConTEnTS ©

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Literacy Overview

CONTENT GOALStudents will read three selections in Explorer T.H. Culhane: Energy Solutions. They will learn about different energy sources used throughout the world and how sustainable energy sources can solve energy needs without harming the environment�

COMPREHENSION GOALRemind students that as thinking-intensive readers they must listen to their inner voice to monitor and repair comprehension as they read� Find opportunities to model and teach active thinking strategies to help students access content� You may want to focus on the following strategies for Explorer T.H. Culhane: Energy Solutions.

• Ask Questions: Readers expand understanding when they ask themselves questions as they read and when they ask others questions as they discuss the content� Self-questioning propels readers to discover answers, ask more questions, and do further research�

• Monitor and Repair Comprehension: Readers are aware of their thinking as they read, listen, and view� They notice when the text makes sense and use “fix up” strategies (e�g�, re-reading) when it doesn’t�

Reading Selections• Essential Energy (science article)

• Solar Solutions (personal narrative)

• Urban Planner: T.H. Culhane (interview)


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Urban Planner: T.H. CulhaneSolar

SolutionsEssential Energy

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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS

CC.3.RInfo.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

CC.3.RInfo.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

CC.3.RInfo.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

CC.3.RInfo.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

CC.3.RInfo.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Writing Standards (pages 15 and 17)

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ACTIVATE & BUILD BACKGROUNDDraw the graphic organizer shown above� Ask students: In what ways do people get and use energy? Write students’ responses in the graphic organizer�

Model for students by thinking aloud� You might say something similar to the following: Wires come into my house and bring electricity. I know when I flip a light switch or turn on the TV, the electricity will start to flow, and I can use those things. I’ve also seen huge power lines that carry electricity. But I’m not sure where the power lines are coming from—where and how the electricity is first produced.

Explain that energy solutions are ways people can meet their energy needs� You might say: People around the world need energy, but where and how they get their energy varies. Energy comes from different sources. Some sources are better for the environment than others. Energy solutions revolve around finding, producing, and using energy in ways that do not harm the environment.

Ask students to Turn and Talk about how they use energy and where they think the energy comes from�

Students can then Share what they think they know about energy needs and energy sources�

You may want to return to the graphic organizer to add more information after students read each selection�

BUILD SCIENCE BACKGROUNDPages 4–6 of this teacher’s guide address how certain science concepts relate to each selection in Explorer T.H. Culhane: Energy Solutions. This information will provide you with science background knowledge as you plan your teaching for this book�

Help students access background knowledge related to the science concepts� Support the concepts of solar energy, solar cell, and biodigester in ways that are familiar to your students�

• solar energy: Ask students what happens when they move from shade into sunlight� Explain that the warmth they feel comes from energy in the sunlight� Energy from the sun is called solar energy�

• solar cell: Show students a size C or D battery and ask what they might use it for� Explain that a battery stores energy that can be used to produce electricity and that a solar cell is like a battery that uses solar energy to produce electricity�

• biodigester: Explain that when students eat, their stomachs and intestines break down the food, or digest it, so their bodies can use the energy that was stored in the food� Explain that a biodigester is a tank that acts in much the same way—it breaks down food scraps and other wastes to release the energy in them�

The NG Ladders on-level eBook for Explorer T.H. Culhane: Energy Solutions is available in .pdf format. Project the eBook on your interactive whiteboard, or have students listen to or read it on tablets or other mobile devices.

In what ways do people get and use energy?


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Solar Solutions

Essential Energy

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Science concepts are a critical part of each selection in Explorer T.H. Culhane: Energy Solutions. These science background pages will help you build content knowledge so that you may more effectively have discussions with students as they read each selection in the book�

The following big idea science concepts apply to several selections in the book�

• Solar energy (student book, p� 8) is energy from the sun� The sun’s radiant energy reaches Earth in the form of light in tremendous amounts� The energy in 20 days of sunlight equals all the energy in Earth’s stores of oil, natural gas, and coal� Because energy can be transformed, or changed into other forms, solar energy can be converted to thermal (heat) energy for heating water and buildings� Solar energy also can be converted into electrical energy�

• A solar cell (student book, p� 10) converts solar energy directly to electricity� Solar cells are also called photovoltaic (PV) cells� PV cells produce electricity by absorbing photons—particles of energy in sunlight� When this happens, negatively charged electrons in the layers of the solar cell break away� This sets up an imbalance of negative and positive charges that creates a voltage potential, just as the negative and positive terminals of a battery do� Solar panels, composed of solar cell arrays, are used to power objects from small watches to entire power plants�

• A biodigester (student book, p� 17) is a container in which food, animal, or human waste is broken down by bacteria� One by-product of this process is methane gas, an energy source that can then be used to produce heat or electricity�

Pages 5–6 in this teacher’s guide describe how the science concepts above relate to each selection� Additional science background information is given for each selection�

Science Background


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A FRAMEWORK FOR K–12 SCIENCE EDUCATION

Core Idea PS3: Energy How is energy transferred and conserved?

Core Idea ETS1: Engineering Design How do engineers solve problems?

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ESSENTIAL ENERGYStudent Book, pp� 2–5 Teacher’s Guide, pp� 7–8

In this selection, students will learn about the various energy sources that people in different countries use�

The primary energy sources for the United States, India, and China are fossil fuels� Fossil fuels—oil, natural gas, and coal—are removed from Earth’s surface and may be used as fuels or to produce electricity� Fossil fuels are nonrenewable and cause pollution�

Renewable energy sources, such as hydroelectric, nuclear, biofuel, wind, and solar power, are also used to provide energy� In Brazil, a world leader in utilizing renewable energy resources, the main source of electricity is moving water, or hydroelectric power (HEP)� HEP stations along the Paraná River generate approximately 50 percent of Brazil’s hydroelectric power� Forty-seven percent of all of Brazil’s energy comes from a combination of HEP and biofuels� Biofuels come from plants such as corn and sugarcane� Brazil is also developing wind power�

The largest hydroelectric power plant in the world is the Three Gorges Dam in China� However, fossil fuels continue to be China’s prime source of energy� China consumes more coal than any other nation in the world and is the second-largest consumer of oil� The United States is the first�

SOLAR SOLUTIONSStudent Book, pp� 6–11 Teacher’s Guide, pp� 9–10

In this selection, students will learn how T�H� Culhane was able to help people in Dingboche, Nepal, meet their energy needs by using solar energy (student book, p� 8)� He used special solar tubes to heat water and solar panels made of solar cells (student book, p� 10) to generate electricity�

A solar cell, or photovoltaic cell, is the basic unit of a solar panel� Each solar cell consists of three basic layers� The top layer is covered with a nonreflective coating with metal conductor strips on top of it� The coating helps guarantee that the photons from sunlight are absorbed and not reflected� Below this layer are two silicon layers� Silicon is a strong building material but a poor conductor, so this layer is made with small amounts of phosphorus added to increase conductivity� The other silicon layer is made with small amounts of boron added�

The upper silicon-phosphorus layer has more electrons than the lower silicon-boron layer� As a result, the extra electrons in the upper layer move into the lower layer, setting up an electric field where the two layers meet�

When sunlight strikes the cell, the photons cause the electrons in the silicon layers to become excited� As these excited electrons move around, those electrons that reach the electric field are pushed out of the layers toward the metal conductor strips� The conductive property of the strips causes the electrons to flow as electric current into a wire� This direct current flows from each solar cell into an inverter, where it is changed into alternating current, the form of electricity used in homes and businesses�


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URBAN PLANNER: T.H. CULHANEStudent Book, pp� 12–23 Teacher’s Guide, pp� 11–12

In this selection, students will learn how urban planner T�H� Culhane uses engineering solutions to help people change the energy in waste to usable energy� Students learn that one way to accomplish this is by using a biodigester (student book, p� 17)�

A biodigester is an airtight container that uses bacteria to break down organic matter such as manure and food waste� It may also be called an anaerobic digester (anaerobic means “in the absence of oxygen”) or a biogas recovery system� The process produces a gas mixture of about 70 percent methane; people can use this gas to generate electricity or heat� The solid by-products can be used as fertilizer or animal bedding�

There are currently over 180 biodigesters in the United States that generate enough power for 47,000 homes� Scientists have projected that about 8,000 farms in the United States are capable of installing and using biodigesters� In addition to producing energy, the use of biodigesters on all of these farms would greatly reduce the amount of methane gas that is normally produced by livestock and released directly into the air; this methane is a major pollutant and a greenhouse gas, causing warming of the atmosphere� Reducing these natural methane emissions would be roughly the same as eliminating 6�5 million cars from our roads and highways� Biodigesters are already common in city wastewater treatment plants as well as agricultural operations�


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Summary “Essential Energy” is a science article that identifies and discusses the energy sources used in different places of the world to meet energy needs�

BUILD BACKGROUND FOR THE GENREAsk students what they already know about science articles� Have them turn and talk to share what they know� Lead students to an understanding of the elements of a science article� Tell them that “Essential Energy” is a science article with the following elements:

• It uses facts, details, and evidence to present information about energy use around the world�

• Ideas and concepts are explained by pointing out problem/solution relationships�

• Facts and information are presented through photos, captions, a map, and graphs�

BUILD VOCABULARY & CONCEPTS• nuclear energy • hydroelectric energy

Remind students that Using Context Clues is a strategy to infer the meaning of an unfamiliar word� They can “read around” the word, or read a few sentences before and after it, to determine meaning from the context� Remind them to look at the graphs, too�

Another strategy to try is Creating an Online Image Bank. Select images from an Internet image site related to nuclear energy and project them as you present the term nuclear energy, giving students the chance to anchor the meaning of the term with the images� Use the same strategy for the term hydroelectric energy�

Point out other important words or terms in the selection, such as fossil fuels, grid, generator, and renewable. Create online image banks or have students use context clues to determine the meaning of these and any words or terms that might be unfamiliar to students�

READING OBJECTIVES• Determine the meaning of science words related

to energy�

• Use text features to locate information�

SCIENCE OBJECTIVES• Understand that we get energy from fossil

fuels (nonrenewable resources) and renewable

resources�

Essential EnergyScience ArticleCould you go a day without using any convenient sources

of energy? That’s only 24 hours—no problem, right?

Just remember—almost everything you do uses energy.

So, where do we get most of the energy we use? Much of it

comes from fossil fuels—oil, coal, and natural gas. Power plants

burn these energy sources to produce electricity. Then, a giant

network, or grid, of wires carries electricity across the United

States. The grid connects cities, towns, and farms to power

plants. A network of pipes also provides natural gas to many

cities and towns.

These energy sources aren’t perfect though. There’s a limited

amount of fossil fuel, and burning it causes pollution. That goes

for gasoline, too. It comes from oil.

GENRE Science Article Read to find out how people in different parts of the world get energy.

by Glen Phelan

“We all need energy. What’s the best way to get it?

I found some answers where I least expected them—

in villages deep in the rain forest.” –T.H. Culhane

EssEntial

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Thomas Taha Rassam Culhane, or T.h., is an urban planner. Unlike most urban planners, T.H. doesn’t lay out streets or parks. He helps people in cities find ways to solve challenging problems—energy problems and garbage problems.

People in many places do not have electricity or natural gas. This woman in an African village cooks over an open fire.

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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.3.RInfo.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

CC.3.RInfo.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

A FRAMEWORK FOR K–12 SCIENCE EDUCATIONCore Idea PS3: Energy How is energy transferred and conserved?

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READThe content goal for Explorer T.H. Culhane: Energy Solutions is for students to learn about different energy sources used throughout the world and how sustainable energy sources can solve energy needs without harming the environment� Explain that “Essential Energy” describes energy sources used in different places in the world� Point out the Read to find out statement at the top of page 2 in the student book: Read to find out how people in different parts of the world get energy.

Help students with the comprehension goal of accessing the content by asking questions� Model this strategy by reading the title and the quote at the top of page 2 and saying something like the following: I wonder what some of the best ways are to get energy, especially in areas that don’t have as much access to energy. I’ll read on to see if the text answers my questions. If it doesn’t, I know I can ask someone else or do some research to find out.

Before students begin reading, say: As you read, ask yourself questions, such as: Why does this happen? Then what happens? How does this affect something else? Then look for the answers as you continue to read. If you cannot find the answers in the text, you can do further research.

TURN & TALKRevisit the Read to find out statement� Have students turn and talk about how people in different parts of the world get energy� (Possible response: The United States, China, and India get most of their energy from fossil fuels� Brazil uses more renewable sources than the other countries�) To check understanding, have students turn and talk about the Check In question: What kinds of energy are used in China? (mostly coal but also other nonrenewable sources such as natural gas, oil, and nuclear, as well as some renewable sources—mostly hydroelectric)

Determine Word Meanings Point out the context of the word renewable on page 4� Model determining the meaning of the word by saying: The text says that solar and wind energy

sources can be used over and over without running out. I think that’s what renewable means; it describes an energy source that will not run out. The sun, wind, and moving water all are renewable sources of energy. Then refer students to the last paragraph on page 2 and say: Here the text says that there is a limited amount of fossil fuels. I can infer that these energy sources are not renewable. We can run out of them. The prefix non- means “not,” so fossil fuels are nonrenewable.

Remind students that the best way to figure out the meaning of unfamiliar words is to read on, and another way is to contrast a word’s meaning with other words or examples given in the text� Ask students to turn and talk with a partner about the differences between renewable energy sources and nonrenewable fossil fuels�

Use Text Features Ask students to look at the map on pages 4 and 5� Have them turn and talk about the answer to the question: What does the map show you? (It shows the world and where electricity is used at night�) Explain the pie charts: Each circle is called a pie chart. Each pie chart shows the energy sources a country uses. The biggest piece of each pie chart shows me which source that country uses to get most of its energy. For example, I can tell the United States gets energy from liquid fuels more than other sources. Sometimes it might be hard to tell the differences between the sizes of some sections. In those cases, the percentage numbers help me. The bigger the number, the larger the amount. Have partners turn and talk about the information in each of the pie charts and then share what they’ve learned with the class�

WRITE & ASSESSYou may want to have students do a “quick write” to assess understanding� It’s always helpful to have students reflect on both the content of the selection and their thinking process�

• Why might using renewable energy sources be a good idea?• What research would you like to do to find out more

information?

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Summary “Solar Solutions” is a personal narrative that tells how people in the mountains of Nepal use solar energy to meet their energy needs�

BUILD BACKGROUND FOR THE GENRELead students to an understanding of the elements of a personal narrative� Let them know that “Solar Solutions” is a personal narrative with the following elements:

• The writer speaks directly to the reader to tell about his own experience� The writer uses pronouns such as I, we, and our.

• Events are described in time order including the places and people involved�

• Photos with captions are included�

BUILD VOCABULARY & CONCEPTS• solar energy • solar cells

Remind students that Using Context Clues is a strategy to infer the meaning of an unfamiliar word� They can “read around” the word, or read a few sentences before and after it, to make meaning from the context� Remind them to look at the photographs, too�

Another strategy to try is Creating a Content Word Wall. Have students turn and talk about what they think solar energy means based on the context in the book� Then have them write the term on cards with its meaning, an illustration, and a sentence that uses the term� Invite students to post the cards on a designated area of your classroom called the Content Word Wall� Repeat these steps for the term solar cells.

Point out other important words and terms in the selection, such as electric current and solar panels. Have students create cards for these words and terms and add them to the Word Wall�

READING OBJECTIVES• Determine the relationship between science

concepts�

• Use photographs and text to demonstrate

understanding�

SCIENCE OBJECTIVES

• Understand how sunlight changes into heat

energy�

Solar SolutionsPersonal Narrative

It’s a sunny day in the valley. The day is bright, but the sunlight

doesn’t warm things up much here at 4,400 meters (14,436 feet).

Today my team is in Dingboche, a small village in the Himalaya

in Nepal. Towering peaks rise all around us. In fact, the tallest

mountain in the world—Mount Everest—is within sight.

Talk about being off the grid!

GENRE Personal Narrative Read to find out about using solar energy in the mountains of Nepal.

by T.H. Culhane

SolarSolutions

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About 200 people live in this tiny village. But each summer,

hundreds of visitors wander through on their way to climb Mount

Everest. And all of these people need energy. They burn fuel to keep

warm and cook food. Some of that fuel is kerosene, a liquid made

from oil. Some is natural gas. Yaks haul tanks of these fuels up the

mountain. Another fuel is the juniper shrub. These shrubs help

hold soil in place, which is important in the mountains. But some

hillsides that used to be covered with juniper are now bare.

People have been burning the shrubs for firewood.

Hauling in tanks of fuel is difficult.

And burning the junipers damages

the environment. I have a better idea

for getting energy, and it’s right here

in the mountains—sunlight!

A yak carries a tank of natural gas up the Himalaya.

Some people burn juniper shrubs for heat. How else can people get energy in the mountains?

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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.3.RInfo.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.



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READThe content goal for Explorer T.H. Culhane: Energy Solutions is for students to learn about different energy sources used throughout the world and how sustainable energy sources can solve energy needs without harming the environment� Explain that “Solar Solutions” tells how people in Dingboche, Nepal, use energy from the sun to heat water and to generate electricity� Point out the Read to find out statement at the top of page 6 in the student book: Read to find out about using solar energy in the mountains of Nepal.

Help students with the comprehension goal of accessing the content by monitoring and repairing comprehension� Model by reading the first paragraph on page 7 and saying: I’m a little confused here. When I think of summer, I think of hot weather. I don’t understand why people would need to burn fuel to keep warm. I’ll go back and re-read to see if I can clarify my understanding. Here, right at the beginning of page 6, it explains that Dingboche is 4,400 meters (14,436 feet) high in the Himalaya and the sun doesn’t warm things up much. The photo helps, too. I can see snow patches on the ground. So I understand now that Dingboche is so high that even in summer people need to burn fuel to keep warm.

Before students begin reading, say: As you read, make sure you are aware of your thinking. Notice when the text doesn’t make sense to you. If something isn’t clear, you can go back and re-read to clarify your understanding.

TURN & TALKRevisit the Read to find out statement� Have students turn and talk about the solar energy used in Dingboche� To check understanding, have students turn and talk about the Check In question: How are the solar hot water system and the solar panels good energy solutions in remote places such as Dingboche? (Possible response: It is too difficult to get other fuels to the mountain community, and burning the juniper bushes harms the environment�

Once the solar hot water system and the solar panels are set up, the community has solar energy to use�)

Describe Relationships Have students review the information about setting up solar tubes on pages 8 and 9� Model describing the sequential relationship of the text� Say: As I read the text and review the photos and captions, I recognize that this selection is set up as a sequence—steps being done in a certain order. By recognizing that relationship, I can better understand what I’m reading. Have student pairs turn and talk about the procedure� Ask: What’s the procedure for using solar tubes to heat water? (1� Attach solar tubes to a water tank� 2� Sunlight heats up liquid inside the tubes� 3� Heated liquid heats water in the water tank�)

Use Photos and Text Explain that the photographs in a selection can help readers understand the information in the text� Model by saying: The large photo on pages 6 and 7 really helped me understand what Dingboche looks like and why it is cold there even when it’s sunny. I can see snow on the ground and snow-capped mountains. Have student pairs turn and talk about what is happening in the inset photos on each page of the article and how those inset photos relate to the large background photo� (Page 7: The inset photos show how the people of Dingboche haul their fuel tanks and juniper branches for energy and heat� The background photo shows the remote setting where these actions take place� Pages 8 and 9: Solar tubes are being placed in a solar water heater� The background photo shows close-ups of the tubes� Pages 10 and 11: Solar panels are installed on rooftops to collect solar energy� The background photo shows close-ups of the panels�)

WRITE & ASSESSYou may want to have students do a “quick write” to assess understanding� It’s always helpful to have students reflect on both the content and their thinking process�

• How is solar energy used to make electricity?• What questions do you still have after reading?

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Summary “Urban Planner: T�H� Culhane” is an interview in which T�H� Culhane discusses how he helps people throughout the world meet energy needs and how he learns from them as well� He also describes how a biodigester can be used to convert waste into usable energy�

BUILD BACKGROUND FOR THE GENRELead students to an understanding of the elements of an interview� Explain that “Urban Planner: T�H� Culhane” is an interview with the following elements:

• It is organized into a series of questions and answers�• It is based on a conversation between the interviewer and

T�H� Culhane�• The interviewer and T�H� Culhane are identified at the beginning of

each question or answer�

BUILD VOCABULARY & CONCEPTS• engineer • biodigester

Remind students that Using Context Clues is a strategy to infer the meaning of an unfamiliar word� They can “read around” the word, or read a few sentences before and after it, to make meaning from the context� Remind them to look at the photographs, too�

Another strategy to try is Using Graphic Organizer Notes. Have students create a graphic organizer with four columns headed Word, Meaning, Clue, and Sentence or Picture. Ask students to write engineer in the first column, turn and talk about what they think it means, and then write that meaning in the second column� Have students write the context clue that helped them infer the meaning in the third column and write a sentence or draw a picture that illustrates the word’s meaning in the fourth column� Repeat for biodigester�

Point out other important words or terms in the selection, such as sustainable systems, innovative, and methane gas. Have students use graphic organizer notes or context clues to determine the meaning of these and any words or terms that might be unfamiliar to them�

READING OBJECTIVES• Describe the relationship between science

concepts�

• Use photographs and text to demonstrate

understanding�

SCIENCE OBJECTIVES

• Understand sustainable energy solutions�

• Consider how an engineer solves problems�

Urban Planner: T.H. Culhane Interview

What do you do when you wake

up in the morning? Do you turn

on the lights? Maybe you put bread

in the toaster for breakfast. However

you start your day, chances are you are

using electricity.

GENRE Interview Read to find out how T.H. Culhane uses engineering solutions to turn garbage into usable energy.

URbaN PlaNNER:

T.H. Culhaneby Lara Winegar

12

12_SE58611_3P_ST_S3OL 12 5/21/13 1:39 PM

Over 1.5 billion people in the

world do not have reliable

access to electricity. T.H.

Culhane is an urban planner.

He is teaching people how to

meet their energy needs.

T.H. Culhane is an expert at

finding solutions to energy

problems. T.H. has helped

people all over the world.

He has solved problems in

mountain villages in Nepal.

He has also helped find

solutions in Cairo, Egypt.

T.H. got his start in the rain

forests of Borneo. He studied

people in the rain forest. They

thrived in their environment.

He thought, “How can we do

the same thing in cities?”

Let’s talk with T.H. about

some of his energy solutions.

S T EM

T.H. Culhane and a friend are checking out dinner. Pork is cooking in this experimental stove. The stove does not burn trees from the forest. It uses sawdust waste instead.

13

13_SE58611_3P_ST_S3OL 13 5/21/13 1:39 PM

COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.3.RInfo.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.




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READThe content goal for Explorer T.H. Culhane: Energy Solutions is for students to learn about different energy sources used throughout the world and how sustainable energy sources can solve energy needs without harming the environment� Remind students that each selection in Explorer T.H. Culhane: Energy Solutions relates to this goal� Explain that in “Urban Planner: T�H� Culhane,” students will read about an energy solution that can help meet energy needs� Point out the Read to find out statement at the top of page 12 in the student book: Read to find out how T.H. Culhane uses engineering solutions to turn garbage into usable energy.

Help students with the comprehension goal of accessing the content by asking questions� Model by saying: The title of the selection includes the term Urban Planner� I know urban means “city,” but the photos don’t look as if they were taken in a city. Where are they, and what are they doing? Just what does this urban planner do? I’ll use those questions to guide my reading.

Before students begin reading, say: As you read, look for answers to questions you have about the selection. But remember, all your questions may not be answered. Then you can ask someone or do some research on your own.

TURN & TALKRevisit the Read to find out statement� Have students turn and talk about how T�H� Culhane uses engineering solutions to turn garbage into usable energy� (Possible response: He develops devices like a sawdust stove and a biodigester to produce energy�) To check understanding, have students turn and talk about the Check In question: Describe an example in which T.H. Culhane acted like an engineer. (Possible response: Culhane solved an energy need by developing a biodigester, a device that uses something people throw away—waste—to make something people need—fuel�)

Describe Relationships Discuss the relationship between sustainable systems and transferring energy into forms we can use� Model with solar energy as an example: I can see how using solar energy is a sustainable solution to energy needs because we will not run out of sunlight. We can always use the sun’s energy, which makes it a sustainable solution. Ask students to apply this same thinking to biodigesters� Have them turn and talk about how a biodigester illustrates the concept of a sustainable system� (Possible response: A biodigester uses waste to produce methane gas� This is sustainable because waste keeps being produced� Bacteria in the biodigester feed on the waste and produce usable energy in the form of methane gas�)

Use Photos and Text Remind students that photographs and their captions can help readers understand the information in the text� Ask students to work in pairs to discuss and explain what is happening in the photos on pages 16–19� Remind students to use the captions in their explanations, as well as information from text on the page� Then invite volunteers to explain to the rest of the class what is happening in each photo�

WRITE & ASSESSYou may want to have students do a “quick write” to assess understanding� It’s always helpful to have students reflect on both the content of the selection and their thinking process�

• Why is it important to have sustainable systems for providing energy?

• What did this text make you think about?

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Discuss

CONTENT & COMPREHENSION GOALSFoster a discussion about the selections in Explorer T.H. Culhane: Energy Solutions. Ask: In this book, what did you learn about energy sources and energy solutions? (Possible responses are given in the concept map� Students may have more or different information�)

The three selections in Explorer T.H. Culhane: Energy Solutions are a science article, a personal narrative, and an interview� Earth science concepts (renewable and nonrenewable energy sources, solar energy, and sustainability) thread through the selections�

What makes the selections especially interesting, though, is the interdisciplinary context—real-life stories and events that include not only Earth science but also geography, economics, and physical science� After you have explained what interdisciplinary means, have students turn and talk about the interdisciplinary nature of the selections� You might ask: How is reading Explorer T�H� Culhane: Energy Solutions different from reading a textbook about energy? Also ask them to consider differences in the ways the selections were written (such as genre, text structure, and point of view) and how the writing style helps the science concepts come alive�

READING OBJECTIVES• Ask and answer questions to demonstrate

understanding�

SCIENCE OBJECTIVES• Describe how people get and use energy�

In this book, what did you learn about energy sources

and energy solutions?

Solar energy can be used to heat,

and solar cells can be used to produce

electricity.

A biodigester uses waste to produce methane gas

for energy.

Some energy sources are renewable, like solar

energy, and some are not, like fossil fuels.

Different countries use different kinds of energy sources.

Could you go a day without using any convenient sources

of energy? That’s only 24 hours—no problem, right?

Just remember—almost everything you do uses energy.

So, where do we get most of the energy we use? Much of it

comes from fossil fuels—oil, coal, and natural gas. Power plants

burn these energy sources to produce electricity. Then, a giant

network, or grid, of wires carries electricity across the United

States. The grid connects cities, towns, and farms to power

plants. A network of pipes also provides natural gas to many

cities and towns.

These energy sources aren’t perfect though. There’s a limited

amount of fossil fuel, and burning it causes pollution. That goes

for gasoline, too. It comes from oil.

GENRE Science ArticleRead to find out how people in different parts of the world get energy.

by Glen Phelan

“We all need energy. What’s the best way to get it?

I found some answers where I least expected them—

in villages deep in the rain forest.” –T.H. Culhane

EssEntial

2

02_SE58611_3P_ST_S1OL 2

5/21/13 1:38 PM

It’s a sunny day in the valley. The day is bright, but the sunlight

doesn’t warm things up much here at 4,400 meters (14,436 feet).

Today my team is in Dingboche, a small village in the Himalaya

in Nepal. Towering peaks rise all around us. In fact, the tallest

mountain in the world—Mount Everest—is within sight.

Talk about being off the grid!

GENRE Personal NarrativeRead to find out about using solar energy in

the mountains of Nepal.

by T.H. Culhane

SolarSolutions

6

06_SE58611_3P_ST_S2OL 6

5/21/13 1:39 PM






using electricity.

GENRE InterviewRead to find out how T.H. Culhane uses engineering solutions

to turn garbage into usable energy.

URbaN

PlaNNER:


12

12_SE58611_3P_ST_S3OL 12

5/21/13 1:39 PM

COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.3.RInfo.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.


13ExpLorEr T.H. CULHANE: ENErGy SoLUTIoNS DISCUSS ©

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DISCUSSHave students collaboratively answer the questions on page 24 as you move about the room and listen in to support and scaffold student conversations and clarify misconceptions�

1. What connections can you make among the three pieces in Energy Solutions? (All the pieces discuss ways that people get energy to meet their energy needs� All the pieces emphasize the importance of using renewable energy sources�)

2. Compare and contrast how people in Nepal get the energy they use and how you get the energy you use at home and school. (Possible response: When I need energy, I just push a button or flip a switch or turn a knob� Electricity comes to my house from a power plant� When people in Nepal need energy, they have to burn wood or use oil or kerosene that is hauled to them using animals� Now some can use solar energy to heat their homes and get electricity�)

3. Why is it difficult to get energy in some places in the world? (Many places are not near power plants, so they must use resources in their environment or haul in resources from other places�)

4. Describe a time when you have solved a problem by using the approach that engineers use to solve problems. (Answers will vary� Accept answers that include identifying a problem and using what one knows to solve the problem�)

5. What do you still wonder about solving energy problems? What questions would you ask T.H. Culhane? (Answers will vary�)

Discuss

1. What connections can you make among the three pieces in Energy Solutions?

2. Compare and contrast how people in Nepal get the energy they use and how you get the energy you use at

home and school. 3. Why is it difficult to get energy in some places in the world?

4. Describe a time when you have solved a problem by using the approach that engineers use to solve problems. 5. What do you still wonder about solving energy problems?

What questions would you ask T.H. Culhane?24

24_SE11_3P_ST_DOL 24

5/21/13 1:40 PM

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Research & Share

In small groups or individually, offer students the chance to explore questions they have or ideas they still wonder about, based on their reading in Explorer T.H. Culhane: Energy Solutions. Use question 5 on the Discuss page of the student book as a springboard for student questions and ideas for further research�

EXPLOREEncourage students to express their curiosity in their own way� The questions students have matter� You might have students talk with peers, write about they wonder, or create drawings based on what they learned from reading the different selections in Explorer T.H. Culhane: Energy Solutions. Guide them to immerse themselves in resources related to what they are most interested in learning more about� They might ask questions or make statements about their interests, for example:

• How did fossil fuels form?• In what ways is solar energy especially efficient and cost-effective?• What are some other renewable energy sources?

GATHER INFORMATIONAfter students explore, they should arrive at a question that will drive their research� Students may want to read, listen to, and view information with their question in mind� Guide students to use resources, such as reliable sites on the Internet, science texts and articles, library books, and magazines, that address the question they posed� Collecting information may lead students to revise or narrow their question�

You may want students to follow a specific note taking system to keep track of their thinking and findings as they gather information� In addition to taking notes, ask students to make a list of their sources� You may want to model how to take notes by interacting with text and demonstrating how to summarize the most important information� Remind students that their question will drive their research and note taking�

OBJECTIVES• Ask questions based on reading Explorer

T.H. Culhane: Energy Solutions�

• Research, document, and share information�


STEM



790L

EnErgy SolutionS



5/28/13 1:36 PM

COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.3.Write.7 Conduct short research projects that build knowledge about a topic.

CC.3.Write.8 recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

CC.3.Write.10 write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

15ExpLorEr T.H. CULHANE: ENErGy SoLUTIoNS rESEArCH & SHArE ©

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ANALYZE & SYNTHESIZEGuide students to carefully and thoughtfully review their notes to determine the big ideas related to their question� As students prepare to use the information they’ve gathered to formulate an answer to their question, support them as they analyze and synthesize� Be sure they do the following:

• Revise any misconceptions�• Notice incongruities in their information�• Evaluate all the various pieces of information� • Pull together the most pertinent information that

addresses their question�

While analyzing and synthesizing their research, students may realize that the more they learn, the more they wonder� To help focus their thinking, students may want to talk with classmates or write in a research notebook� Remind them that just as in real-world scientific research, there may not be a final answer to the question they posed�

SHAREWhen students share their research, they become teachers, consider how their ideas were shaped by the investigation, and pose new questions� Students may express their knowledge by writing, speaking, creating a visual piece, or taking action in the community� The best culminating projects are ones with authentic purposes� For example, a student interested in solar energy may want to demonstrate and explain ways to capture solar energy for heating using different materials and designs�

When students are given the time to gather information about a topic that interests them, they will find unique and individual ways to share what they learned� Some options you can suggest might include the following:

• A presentation that promotes using alternative energy sources

• An interview with a local citizen who uses sustainable solutions to meet energy needs that can be included as a video or podcast on a school blog or website

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Write

GENRE: INTERVIEWHold up “Urban Planner: T�H� Culhane�” Review with students the elements of an interview�

• It is organized into a series of questions and answers�• It can be based on an actual conversation or a written exchange�• The interviewer and interviewee are identified at the beginning of

each question or answer�

MENTOR TEXTUse “Urban Planner: T�H� Culhane” as a mentor text, or a model, for student writing�

Model the elements of an interview� Walk students through the selection, sharing your thinking as you go� Point out that the interview begins with a few paragraphs explaining who the interviewee, or person being interviewed, is� Say: Then the interview itself begins on page 14. The interviewer—in this case, someone from National Geographic—is identified at the beginning of each question. The interviewee—T.H. Culhane—is identified at the beginning of each answer. I see that the names of the interviewer and interviewee are different colors. These elements help me to keep track of who is talking during the interview.

Explain that students can use this article as a mentor text to help them write their own interview� Tell students that our best writing teachers are the professional writers whose work we read� Suggest that they look closely at what the writer does to convey information in a clear way� Say: The interview begins with a few general questions about T.H. Culhane’s work. Then it groups questions under heads that tell the topics of the questions. The head on page 16 is “Identifying and Describing the Problem” because that’s what the questions and answers that follow are about. On page 18, the head reads “Engineering Solutions.” This lets the reader know that the questions and answers that follow will be about using engineering to solve problems. Have students identify the remaining section topics� (“Designing and Improving Solutions”; “Results”) Point out the helpful photographs and how they aid understanding�

OBJECTIVES• Use a mentor text as a writing model�

• Plan and research information on a topic�

• Write and revise an interview�

• Publish an interview�






using electricity.

GENRE Interview Read to find out how T.H. Culhane uses engineering solutions to turn garbage into usable energy.

URbaN PlaNNER:


12

12_SE58611_3P_ST_S3OL 12 5/21/13 1:39 PM

Over 1.5 billion people in the

world do not have reliable

access to electricity. T.H.

Culhane is an urban planner.

He is teaching people how to

meet their energy needs.

T.H. Culhane is an expert at

finding solutions to energy

problems. T.H. has helped

people all over the world.

He has solved problems in

mountain villages in Nepal.

He has also helped find

solutions in Cairo, Egypt.

T.H. got his start in the rain

forests of Borneo. He studied

people in the rain forest. They

thrived in their environment.

He thought, “How can we do

the same thing in cities?”

Let’s talk with T.H. about

some of his energy solutions.

S T EM

T.H. Culhane and a friend are checking out dinner. Pork is cooking in this experimental stove. The stove does not burn trees from the forest. It uses sawdust waste instead.

13

13_SE58611_3P_ST_S3OL 13 5/21/13 1:39 PM

COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.3.Write.2 write informative/explanatory texts to examine a topic and convey ideas and information clearly.

CC.3.Write.4 with guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

CC.3.Write.5 with guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

CC.3.Write.6 with guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

CC.3.Write.10 write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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Ask students to Turn and Talk about someone they think would be interesting to interview about a topic related to energy� (Possible responses: a power plant worker, a farmer who has a biodigester, an engineer, a solar energy solution designer, a homeowner who uses solar energy)

Have several students Share their ideas for their own interview�

Wrap up by explaining that students will be writing their own short interviews, using “Urban Planner: T�H� Culhane” as a mentor text for their own writing�

WRITING PROCESSPlan and Research Once students have chosen a topic for their interview, they may need to research by reading more about it before they create their interview questions� At this time, work with students to compile a list of people who are willing to be interviewed by students� They may be urban planners, faculty from nearby universities, community workers, or businesspeople� Students may personally know an appropriate person to interview� Students can conduct the interviews in person or via e-mail� Stress that they should write out their questions beforehand and take careful, exact notes about what their interviewee says�

Write Students can use their background knowledge, their planning, and their interview notes to begin writing� Remind them to keep looking back at the mentor text to use as a model for their own writing of an interview�

Share that with this genre, accuracy is most important� Say: Your job as the interviewer is to make sure that you correctly quote the interviewee. Make sure you use the interviewee’s exact words. Remember to identify the interviewer and the interviewee at the beginning of each question or answer. You can include photos from the Internet that help explain what your interviewee is talking about.

Or you can draw pictures and place them in the article. You can also ask your interviewee if he or she has any visuals to share. Before you conclude your interview, be sure to ask the interviewee if there are any questions you should have asked that might help you understand more about the person or the work he or she does. And, remember, you can always refer to the mentor text for guidance.

Conference and Revise Have students hold a writing conference with a partner to review their drafts� Ask students to look for the elements of an interview as they review their partner’s writing� Have them ask the following questions of their partner�

• What struck you about the piece? (to highlight interesting parts)

• What do you wonder or want to know more about? (to suggest ideas for adding information or revising)

• Are there any confusing parts? (to pinpoint areas to revise for clarity)

After students get feedback from a partner, have them revise and edit their writing�

Publish and Present Find opportunities for students to publish and present in authentic, relevant, and significant ways� Use or adapt the following ideas to best reflect your classroom goals and individual student interests�

• Compile the interviews into a book to share with other classes or post on a class website�

• Record the interviews and post on the class website�• Role-play the interview for another class or on a family

night, with the student writer being the interviewer and another student the interviewee�

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Correlation

(cont. on p. 20)

Grade 3 Common Core State Standards for English Language Arts and A Framework for K–12 Science Education correlated to National Geographic Ladders Science

Common Core State Standards for English Language Arts, Grade 3Explorer T.H. Culhane: Energy Solutions Teacher’s Guide

Reading Standards for Informational Text

Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as

the basis for the answers.pages 13–14

2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

pages 9–12

Craft and Structure 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant

to a grade 3 topic or subject area.pages 7–8

5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

pages 7–8

6. Distinguish their own point of view from that of the author of a text.

Integration of Knowledge and Ideas 7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to

demonstrate understanding of the text (e.g., where, when, why, and how key events occur).pages 9–12

8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

9. Compare and contrast the most important points and key details presented in two texts on the same topic.

Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend informational texts, including history/social studies,

science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

If the entire NG Ladders Science grade 3 program is used throughout the year, students will have had exposure to multiple genres, multiple levels, and appropriate scaffolding.

Writing Standards

Text Types and Purposes 1. write opinion pieces on topics or texts, supporting a point of view with reasons.

2. write informative/explanatory texts to examine a topic and convey ideas and information clearly. pages 17–18

3. write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

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Notes

Production and Distribution of Writing 4. with guidance and support from adults, produce writing in which the development and organization

are appropriate to task and purpose.pages 17–18

5. with guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

pages 17–18

6. with guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

pages 17–18

Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge about a topic. pages 15–16

8. recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

pages 15–16

9. (Begins in grade 4)

Range of Writing 10. write routinely over extended time frames (time for research, reflection, and revision) and shorter

time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

pages 15–18

A Framework for K–12 Science EducationExplorer T.H. Culhane: Energy Solutions Teacher’s Guide

Core Idea PS3: EnergyHow is energy transferred and conserved?

pages 4–14


pages 4–6, 11–12

20ExpLorEr T.H. CULHANE: ENErGy SoLUTIoNS CorrELATIoN ©

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Glossary

ACKNOWLEDGMENTSGrateful acknowledgment is given to the authors, artists, photographers, museums, publishers, and agents for permission to reprint copyrighted material. Every effort has been made to secure the appropriate permission. If any omissions have been made or if corrections are required, please contact the Publisher.

Credits1, 2, 3, 4, 15 (bg) ©John Livzey/National Geographic Learning. (bl) ©Danita Delimont/Gallo Images/Getty Images. (bc) ©Debbie Marcinkowski. (br) ©Hanna Fathy. 7 (t) ©John Livzey/National Geographic Learning. (b) ©David Snyder/ZUMA Press/Newscom. 9 (bg) ©Andre Wroblewski/age fotostock. (c) Mapping Specialists. (cr) ©T.H. Culhane. (br) ©SCPhotos/Alamy. 11, 17 (bg) ©Grace Gobbo. 14 (bg) ©Hanna Fathy. (tl) ©Debbie Marcinkowski. (tr) ©Danita Delimont/Gallo Images/Getty Images.

Copyright © 2015 National Geographic Learning, Cengage Learning

ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the publisher.

National Geographic and the Yellow Border are registered trademarks of the National Geographic Society.

For permission to use material from this text or product, submit all requests online at cengage.com/permissions

Further permissions questions can be emailed to [email protected]

Visit National Geographic Learning online at NGL.Cengage.com Visit our corporate website at cengage.com

Science

Content Consultants

Judith S. Lederman, Ph.D., Associate Professor and Director of Teacher Education, Illinois Institute of Technology

Randy L. Bell, Ph.D., Associate Dean and Professor, Oregon State University

Kathy Cabe Trundle, Ph.D., Associate Professor of Early Childhood Science Education, The Ohio State University

biodigester (noun) a machine that uses wastes to produce methane gas that people can use for energy

engineer (noun) a person who uses science, technology, and math to develop solutions for problems

hydroelectric energy (noun) electric energy that is produced when the force of moving water spins a generator

nuclear energy (noun) energy that comes from splitting atoms

solar cell (noun) a cell that converts solar energy to electricity

solar energy (noun) energy produced from sunlight

Physical Science Cool Caves • Roller Coasters Explorer T.H. Culhane: Energy Solutions Hidden Discoveries

Earth Science Mountains, Valleys, and Plains Big Storm • Eruption! • Destination: Space

Life Science Tropical Rain Forest Adventure Tricks, Traps, and Tools • Keep Out! Keep Away! On Assignment with Joel Sartore

ISBN: 978-12853-5970-0

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Documents

TEACHER S GUIDE - Cengage€¦ · CC.3.RInfo.1 Ask and answer questions to demonstrate ... ACTIVATE & BUILD ... Student Book, pp 2–5 Teacher’s Guide, pp 7–8