Physical Science. Teacher s Guide COOL. The World of Caves. The Blue Holes of the Bahamas. Dive Connection

Transcription

1 Physical Science Teacher s Guide COOL The World of Caves The Blue Holes of the Bahamas Dive Connection 3/1/13 12:47 PM _OTG_59649_G3.indd 1 11/22/13 1:21 PM

2 Contents Cool Caves Literacy Overview Science Background The World of Caves The Blue Holes of the Bahamas Dive Connection Discuss Research & Share P h y s ic a l Correlation S c ie n c e Glossary OC_SE584 20_3P_PM _CVRAL 1-2 NG L.C en ga ge.co m The Wor ld of Caves The Blue Hol of the Bah es amas Dive Connecti on 3/1/13 Cool Caves Contents _OTG_59649_G3.indd 1 12:46 PM 840L COOL 11/22/13 1:21 PM

3 Literacy Overview Physi cal Scien ce Reading Selections The World of Caves (science article) The Blue Holes of the Bahamas (science article) Dive Connection (third-person narrative) COOL 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. NGL.Cenga ge.com L OC_SE58420_3P_PM_CVRAL 1-2 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.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). CC.3.RInfo.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). Writing Standards (page 15) COOL CAVES Literacy Overview _OTG_59649_G3.indd 2 The World of Caves The Blue Holes of the Bahamas Dive Connection 3/1/13 12:46 PM CONTENT GOAL Students will read three selections in Cool Caves. They will learn about states of matter and how matter interacts and changes to form caves. COMPREHENSION GOAL Remind 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 Cool Caves. Determine Importance: Readers need to sift out the most important information in a text. They must distinguish the important information from the interesting details to answer questions and arrive at main ideas. Infer and Visualize: A writer doesn t always tell everything. Readers have to use their background knowledge and pay attention to the text and picture clues to make inferences and visualize to construct meaning. 2 CC.3.RInfo.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. 11/22/13 1:21 PM

4 The NG Ladders on-level ebook for Cool Caves 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. Physical Science The World of Caves The Blue Holes of the Bahamas Dive Connection What are some ways matter can change? Students can then Share what they know or what they have learned about changes in matter by adding information to the graphic organizer. You may want to return to the graphic organizer to add more information after students read each selection. ACTIVATE & BUILD BACKGROUND Draw the graphic organizer shown above. Ask: What are some ways matter can change? Write students responses in the graphic organizer. Model for students by describing a personal observation about states of matter. For example, you might have an ice cube and a warm glass of water on hand and demonstrate as you say something similar to the following: I know that if I put an ice cube in a glass and leave it out on my desk, it will melt. The water changes from a solid to a liquid as the ice cube warms up. Explain that everything around us that has mass and takes up space is matter. Matter can change due to heating and cooling. You might say: Water, rock, and air are matter. Matter can change when it heats up or cools down. When you cool water to a certain temperature, it freezes into solid ice. Ask students to Turn and Talk about examples of changes in matter they have observed and what caused the changes to occur. COOL CAVES Literacy Overview 3 BUILD SCIENCE BACKGROUND Pages 4 6 of this teacher s guide address how certain science concepts relate to each selection in Cool Caves. 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 dissolving and solutions in ways that are familiar to your students. dissolve: Lead a discussion about foods that are made by dissolving one substance in another. Have a powdered fruit drink mix and a glass of water available for demonstration. Pour and stir the fruit drink powder into the glass of water. Ask: Can you see the particles from the mix? (no) How could you know the particles are there? (The liquid changes color and/or taste.) solution: Explain that when one substance dissolves in another, the mixture is called a solution. The fruit drink you just made is a solution.

5 Physi cal Scien ce Science Background Science concepts are a critical part of each selection in Cool Caves. 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. COOL The World of Caves The Blue Holes of the Bahamas Dive Connection 3/1/13 12:46 PM A FRAMEWORK FOR K 12 SCIENCE EDUCATION Core Idea PS1: Matter and Its Interactions How can one explain the structure, properties, and interactions of matter? Core Idea ETS1: Engineering Design How do engineers solve problems? Matter is anything that has mass and takes up space. Most matter we encounter every day exists in one of three states; it can be a solid, a liquid, or a gas. A solid has a definite shape and volume. A liquid has a definite volume but takes the shape of its container. A gas has no definite shape or volume. It takes the shape of its container and changes its volume to fill its container. Heating and cooling can cause matter to change from one state to another. State of matter is one property of matter. Mixing can cause changes in other properties of matter. For example, when a solid is mixed with a liquid, the solid may dissolve (student book, pp. 5, 12). As the solid dissolves, its particles spread evenly throughout the liquid. Stirring or heating can help solids dissolve faster in liquids. A solution (student book, p. 5) is a type of mixture. A solution is made by dissolving one substance (the solute) in another substance (the solvent). Everything in a solution is mixed together and spread out evenly. For example, when creating a solution of sugar and water, the sugar is the solute, and the water is the solvent. Once it is dissolved, the sugar is spread out evenly in the water a sample from the top of the solution tastes as sweet as a sample from the bottom. Solids dissolved in liquids are common solutions. Ocean water, for example, is a solution of various salts and minerals dissolved in water. Gases can also be dissolved in liquids; soda water is a solution of carbon dioxide gas in water. And liquids can be dissolved in liquids; white vinegar is a solution of acetic acid dissolved in water. Gases can also be dissolved in other gases. For example, air is a solution of nitrogen, oxygen, and other gases. Solutions can be solids, too. Bronze is a solution of copper and tin. Brass is a solution of copper and zinc. 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. COOL CAVES science Background _OTG_59649_G3.indd 4 4 NGL.Cenga ge.com The following big idea science concepts apply to several selections in the book. 11/22/13 1:21 PM

6 THE WORLD OF CAVES Student Book, pp. 2 9 Teacher s Guide, pp. 7 8 In this selection, students will learn how water reacts with carbon dioxide to form a weak acid a solution (student book, p. 5) that dissolves (student book, p. 5) limestone and carves out caves called solution caves. Students will learn how changes in states of matter form other types of caves as well as features within caves. Most of the caves that people have seen are solution caves. They often are part of large cave systems that include intricate networks of openings and passageways. Two conditions are usually required to form these caves: slightly acidic water and limestone. As rain falls, the water chemically combines with carbon dioxide in the air and soil and becomes a weak acid. This solution dissolves limestone more effectively than water alone and dissolves limestone more effectively than many other kinds of rock. The acidic water flows through cracks in the ground, dissolving limestone and carving out hollow spaces. Over many years, a cave forms. As the limestone continues to dissolve, the roof of the cave near the surface may collapse and form a sinkhole. When the water-limestone solution drips from a cave ceiling, the water may evaporate, leaving stony material behind. Over time, this material builds down from the ceiling and up from the floor, where drops land. The process forms stalactites, stalagmites, and columns. Lava tubes are caves that form as matter changes state from a liquid to a solid. Lava tubes form when the top, sides, and bottom of a lava flow cool more quickly than the inside and change from liquid rock to solid rock. The lava on the inside remains a liquid and flows out of the cave, leaving behind an empty tube. Glacier caves form as matter changes state, too. Warmer air temperatures or hot springs melt some of the glacial ice. This warmer liquid water flows through cracks in the glacier, melting more ice and forming caves. COOL CAVES SCIENCE BACKGROUND 5 THE BLUE HOLES OF THE BAHAMAS Student Book, pp Teacher s Guide, pp In this selection, students will learn about underwater caves and how they form. The underwater caves of the Bahamas are solution caves and were not underwater when they were formed. The caves were created when water dissolved (student book, p. 12) limestone, just like the Cave of Nerja and Carlsbad Caverns. The water in inland blue holes lies in layers. Each layer has different properties. The bottom layer of water is salt water from the ocean that originally flooded the cave. The dissolved salt makes this layer of water denser and therefore heavier than fresh water, so it lies at the bottom. The top layer of water is fresh water, which is less dense and lighter, so it lies on the top. Because no movement of water, such as a tide or current, occurs in the blue hole to mix the water, the layers remain in place. You can liken this to a bottle of oil and vinegar, in which the layer of oil rests atop the layer of vinegar unless you shake the bottle to mix up the layers. Some blue holes contain well-preserved fossils of plants and animals from thousands of years ago. These fossils are found in the bottom layer of water. Because there is no oxygen or sunlight that reaches this layer, bacteria and fungi that decompose organic material do not survive here. Fossils that scientists find in this layer can help them learn much about ancient and extinct plants and animals. The bacteria that have been discovered in these dark waters, where no photosynthesis can take place, feed on sulfur compounds, which are poisonous to most life on Earth. Scientists believe similar conditions might exist on moons of Jupiter and Saturn.

7 DIVE CONNECTION Student Book, pp Teacher s Guide, pp In this selection, students will learn about the dangers of diving in underwater caves. When divers swim into very deep water, the pressure on their bodies increases. The divers bodies can absorb more gases from the air the divers are breathing from their tanks as the pressure increases. The gases dissolve in the bloodstream. Gases such as nitrogen, which cannot be used by human bodies, enter the lungs from the bloodstream and are released when divers exhale. As divers resurface, the pressure around their bodies decreases, and their blood cannot absorb as much nitrogen. If this change happens too quickly, the gas comes out of solution and forms bubbles in the blood before it can be released naturally through the lungs. These bubbles are dangerous and can make divers very sick. To prevent this from happening, divers need to surface very slowly from a deep dive. They need to stop many times on the way up for a long rest to let their bodies gradually get used to the change in pressure and allow their lungs to release the nitrogen their bodies have absorbed. COOL CAVES SCIENCE BACKGROUND 6

8 GENRE Science Article Read to find out how different types of caves form. The World Standing at the entrance of the tunnel I could see ahead of me a darkness so absolutely black it seemed a solid. Jim White, early explorer, Carlsbad Caverns of Caves by Judy Elgin Jensen Carlsbad Caverns When the tunnel is lit up, however, you can see incredible formations, such as stalactites and stalagmites. Imagine you are 16-year-old Jim White. You carry a small lantern. The lantern casts a dim light, but it seems bright in the dark tunnel. You see the formations and feel like you re in an alien world. This might be how Jim White felt in The World of Caves Science Article Cool Cave Fact At least 117 caves make up Carlsbad Caverns in New Mexico. Electric lights make displays shine. Over 400,000 people view them each year. 2 3 Reading OBJECTIVES Determine the main ideas of a text and explain how key details support the main ideas. Describe the logical connection (cause/effect, comparison/contrast) between particular sentences and paragraphs. SCIENCE OBJECTIVES Recognize mixtures and solutions. Demonstrate understanding of the states of matter (solid, liquid, gas). Recognize changes in the state of matter caused by heating or cooling. COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS CC.3.RInfo.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. CC.3.RInfo.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). A FRAMEWORK FOR K 12 SCIENCE EDUCATION Core Idea PS1: Matter and Its Interactions How can one explain the structure, properties, and interactions of matter? COOL CAVES THE WORLD OF CAVES Summary The World of Caves is a science article that describes three different types of caves solution, lava, and glacier and how they are formed by changes in matter that occur over thousands of years. BUILD BACKGROUND FOR THE GENRE Ask students to turn and talk and then share what they already know about science articles. Tell them that The World of Caves is a science article with the following elements: It uses facts, details, and examples to convey information about the topic. The text uses headings to tell what each section is about and also contains specialized vocabulary. Facts and information are presented in photos and captions. BUILD VOCABULARY & CONCEPTS dissolving acid solution 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 an Online Image Bank. Select several images from an Internet image site that show dissolving and illustrate the meaning of dissolve and project them as you present the word. Give students a chance to anchor the meaning of the word with the images. Follow the same steps with the words acid and solution. You may want to point out other important words in the selection, such as formations, stalactites, stalagmites, and evaporate. Suggest students create online image banks or use context clues to determine the meaning of these and any challenging or unfamiliar words. 7

9 READ The content goal for Cool Caves is for students to learn about states of matter and how matter interacts and changes to form caves. Point out the Read to find out statement at the top of page 2 in the student book: Read to find out how different types of caves form. Help students with the comprehension goal of accessing content by learning how to determine importance. Model by reading the first paragraph of page 5 aloud. Then say: This paragraph tells about the Cave of Nerja in Spain. It states that it has the world s tallest cave column. That s interesting, but I think the most important part of this paragraph is how the column formed. It formed from dissolving rock particles. One reason I know this is important is because of the bold word dissolving. Before students begin reading, say: As you read, decide which sentences tell important information and which describe interesting details. Important information is often given in the first or last sentences of paragraphs. TURN & TALK Revisit the Read to find out statement. Have students turn and talk to tell how different types of caves form. To check understanding, have students turn and talk about the Check In question: Think about how solution caves, lava caves, and glacier caves form. What process do they have in common? (Possible response: Changes in states of matter form all three kinds of caves.) Determine Main Ideas Explain that determining the main ideas of a text will help students understand a science article. Model how to find the main ideas and supporting details of a text. Say: As I read, I want to find the main ideas, or most important information, to help me understand what I read. You can often find hints to a main idea in the first paragraph of a section of text. In Cave of Nerja, the last sentence of the first paragraph says the cave formed from dissolving rock particles. Many of the details in this section tell about this process, so I think the main idea is COOL CAVES THE WORLD OF CAVES 8 how a cave such as the Cave of Nerja, which is a solution cave, forms. Then ask students to identify some supporting details and explain their thinking. (Possible responses will include any of the details from paragraphs 2 and 3 that describe the stages of the slow process that creates solution caves.) Have pairs look for main ideas and supporting details in other sections. Describe Connections Model how to analyze the text to find connections. Read the third paragraph about glacier caves on page 9. Say: I notice how each sentence includes an idea that links to an idea in the next sentence. One sentence describes a cause, and the next describes an effect, or something that happens because of the cause. For example, one cause is that Earth is warming. The effect is that glaciers are melting. Have student pairs re-read the second paragraph on page 9 to find other cause-effect relationships. (Possible response: Cause: Liquid water enters a crack in ice. Effect: The water melts the ice. Cause: The ice melts. Effect: The crack gets bigger.) Then have pairs re-read pages 5 and 6 to find other cause-effect connections. Explain that another way readers can connect ideas is by comparing them to see how they are alike and contrasting them to see how they are different. Encourage students to find one way the different types of caves are contrasted on page 9. (Possible response: Glacier caves are unlike solution caves and lava tubes because they change quickly with the seasons.) WRITE & ASSESS You 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. What are some changes in matter that cause caves to form? Which of these caves would you most like to visit? Why?

10 GENRE Science Article Read to find out how blue holes are unique caves. Dean s Blue Hole is on Long Island in the Bahamas. It is the deepest in the world. It is 203 meters (663 feet) deep. The Blue Holes of the Bahamas Science Article by Barbara Keeler Take a quick flight from Miami for the thrill of a lifetime! Visit Per attempt, this is the most dangerous sport on Earth. The late Blue holes diver and photographer Wes C. skiles the island paradise of the Bahamas! Put on your scuba gear. Then dive into the blue holes! They are like undersea windows to the past. You ll discover stalactites, stalagmites, and columns. You ll swim through bright orange bacteria, poisonous gas, and whirlpools. You ll see transparent shrimp and skeletons of long-ago animals. Let s find out about why these holes are dangerous and beautiful Reading OBJECTIVES Determine the main ideas of a text and explain how key details support the main ideas. Use text features to locate information. Describe the logical connection (cause/effect) between particular sentences and paragraphs. SCIENCE OBJECTIVES Recognize mixtures and solutions. Demonstrate understanding of the states of matter (solid, liquid, gas). Recognize changes in the state of matter caused by heating or cooling. COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS CC.3.RInfo.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. 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.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). A FRAMEWORK FOR K 12 SCIENCE EDUCATION Core Idea PS1: Matter and Its Interactions How can one explain the structure, properties, and interactions of matter? COOL CAVES THE BLUE HOLES OF THE BAHAMAS Summary The Blue Holes of the Bahamas is a science article that tells how changes in matter formed blue holes. It explains about offshore and inland blue holes and what scientists can learn from blue holes. BUILD BACKGROUND FOR THE GENRE Ask students to turn and talk about what they expect to find in a science article. Tell them that The Blue Holes of the Bahamas is a science article with the following elements: It uses facts, details, and examples to convey information about the topic. The text uses headings to tell what each section is about and also contains specialized vocabulary. It explains ideas and concepts by pointing out cause-effect relationships. Facts and information are presented in photos, captions, and diagrams. BUILD VOCABULARY & CONCEPTS acidic dissolved/dissolving decompose 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 photos and illustration, too. Another strategy to try is Using Background Knowledge. Ask students to turn and talk with a partner about what they think acidic means. Then have them read the word in context on page 12. As their ideas emerge, allow the class to co-construct the meaning of the word through collaborative discussion. Follow the same steps with the words dissolved/dissolving and decompose. You may want to point out other important words in the selection, such as transparent and whirlpools, for which students may be able to use their background knowledge and context clues to determine the meaning. 9

11 READ The content goal for Cool Caves is for students to learn about states of matter and how matter interacts and changes to form caves. Share that The Blue Holes of the Bahamas shows how matter sometimes interacts to form caves that are unlike any others on Earth. Point out the Read to find out statement at the top of page 10 in the student book: Read to find out how blue holes are unique caves. Help students with the comprehension goal of accessing content by learning how to determine importance. Model by pointing out the heading, diagram, and captions on page 14. Say: This page describes the layers of inland blue holes. I know that the layers are important to this selection because of the heading and the diagram. By skimming the captions in the diagram, I quickly see that there are three layers: a freshwater layer on top, a mixing layer below that, and a saltwater layer at the bottom. Before students begin reading, say: As you read, look for headings, captions, and other text features that help you separate important information from interesting details. TURN & TALK Revisit the Read to find out statement. Have students turn and talk about what makes blue caves unique. (Possible response: They are filled with water. Some are cut off from the ocean and have their own environment different from any other blue hole.) To check understanding, have students turn and talk about the Check In question: What are the features of blue holes that make them solution caves? (Possible response: They formed as acidic rain dissolved limestone. They have stalagmites, stalactites, and columns.) Determine Main Ideas Explain that science articles with different sections often contain several main ideas. Point out that the section headings offer clues about the main ideas. Model by saying: I see that the first section head is Formation. So I think the main idea of this section will be COOL CAVES THE BLUE HOLES OF THE BAHAMAS 10 about how the blue holes form. I ll look for that information as I read. Ask students to read the other section headings of The Blue Holes of the Bahamas and describe what they think the main ideas will be about. Suggest that they also use the images as clues for main ideas. Then have them turn and talk to summarize the main idea from each section. (Possible response for Finds : Fossils of ancient plants and animals and bacteria in the caves show how life has changed.) Then say: Turn and talk with your partner about the details that support the main idea for each section. (Possible response for Finds : Scientists find bones of crocodiles and tortoises that no longer live in the Bahamas.) Use Text Features Tell students that science articles often have text features such as key words, diagrams, and captions to help readers locate and understand important information. Have students turn and talk about text features they found in The Blue Holes of the Bahamas. Ask: What are some text features in the article that helped you find important information easily and quickly? (Possible response: section headings, bold print for key words, captions, and diagrams.) Have partners talk about what they learned from each text feature. Describe Connections Tell students to re-read page 12 looking for cause-effect connections. You might model by identifying the first one: The fact that Earth was cold long ago is a cause. The effect it had was that much of the ocean s water froze. Ask pairs to work together to connect more causes and effects in the formation of blue holes. Remind students that cause-effect clue words such as because, affected, therefore, and so are not always present. WRITE & ASSESS You 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. How did cooling and heating help form blue holes? What do you still wonder about blue holes?

12 GENRE Third-Person Narrative Read to find out about some dangers of cave diving. Dive Connection by Judy Elgin Jensen For almost 50 years, divers in northern Florida tried to solve a difficult puzzle. They wanted to find an underground connection between two cave systems. Long ago, systems of cave tunnels formed over 100 meters (300 feet) down in the limestone. Now, the caves are under water. Divers could get into the two systems, but they couldn t find the tunnel that connected them. In 2007, divers Jarrod Jablonski and Casey McKinlay focused on two starting points Turner Sink and Wakulla Spring. First they entered Turner. They found a dead end. Then they entered Wakulla and found another dead end. When they searched, they left a trail of string and tied markers to the walls. The markers would tell them if they had been there before, and the string would show them the way out. Then they followed a different trail from Turner and found one of their markers. It was one they had left a month earlier on their last Wakulla dive! FINALLY, the puzzle was solved. What next? Explorers in long, deep caves need many air tanks. They need extra scooters, too. The scooters are battery-powered. They pull divers through the water. Dive Connection Third-Person Narrative Reading OBJECTIVES Describe the relationship between scientific ideas or concepts. Use information from illustrations and words in a text to demonstrate understanding. SCIENCE OBJECTIVES Demonstrate understanding of the states of matter (solid, liquid, gas). COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS 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.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). A FRAMEWORK FOR K 12 SCIENCE EDUCATION Core Idea PS1: Matter and Its Interactions How can one explain the structure, properties, and interactions of matter? Core Idea ETS1: Engineering Design How do engineers solve problems? COOL CAVES DIVE CONNECTION Summary Dive Connection is a third-person narrative that describes how two divers found an underground connection between two cave systems and were able to complete the dive safely. BUILD BACKGROUND FOR THE GENRE Tell students that they will read a third-person narrative. Explain that a narrative tells a story. Tell them that this selection is a true story and that Dive Connection is a third-person narrative with the following elements: It tells about real people, places, objects, and events. The writer uses a third-person point of view, which includes pronouns such as he and they. Events are described in chronological order and include places and people involved. Photos with captions are included. BUILD VOCABULARY & CONCEPTS compress decompress 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 Playing Word Charades. Have a small group of work together to act out the meaning of the word compress. Give them about a minute to come up with a strategy to act out the word silently, as in charades. Then have other students try to guess the word. Encourage students to offer feedback on the effectiveness of the actions and to suggest other actions that convey the word s meaning. Have students follow the same steps with the word decompress. Point out other important words or terms in the selection, such as cave systems and habitat. Have pairs discuss the meaning of each term and its importance to the selection content. Some words lend themselves to word charades; others may not. Decide which of the strategies is most appropriate for each word. 11

13 READ The content goal for Cool Caves is for students to learn about states of matter and how matter interacts and changes to form caves. Share that Dive Connection explains how changes in matter can make cave diving in an underwater cave system dangerous. Point out the Read to find out statement at the top of page 18 in the student book: Read to find out about some dangers of cave diving. Help students with the comprehension goal of accessing content by learning how to infer and visualize. Model by reading the first paragraph on page 18 aloud. Say: I can visualize what these cave systems look like. They re long, pitch-black, winding tunnels underwater. A system means it s more than one cave or tunnel. There are probably caves and passageways all over the place, all connected. It must be like a maze to explore. I also know that 100 meters, or 300 feet, is a fairly long way down. I can infer how dangerous diving into these cave systems must be and that the divers are probably brave, experienced, well equipped, and know a lot about caves. Before students begin reading, say: As you read, try to make a visual image of what is described in the text. Your images can help you understand what the author has written. Be sure to think about what you already know about underwater caves, too. Use your visual images and your knowledge to infer ideas about underwater cave diving that the author doesn t directly state. TURN & TALK Revisit the Read to find out statement. Have students turn and talk to tell some ways cave diving can be dangerous. (Possible response: The pressure of deep water makes gases in the body compress.) To check understanding, have students turn and talk about the Check In question: How do solids, liquids, and gases present danger in cave diving? Ask students to use the information in the text to infer the possible dangers as they relate to solids, liquids, and gases. (Possible response: The COOL CAVES DIVE CONNECTION 12 caves (solid) and the water (liquid) may present danger because the amount of time divers are able to spend within the caves and underwater to that depth is limited. Divers have to be very aware of where they are and how much time they have to get from one place to another. The deep water places a great deal of pressure on the body and the gases in it.) Describe Relationship Between Ideas Explain to students that understanding how information in the selection is related will help them understand the text. Have students read page 22 and then turn and talk about how the science concepts of compression and decompression are related to cave diving. Ask: Why is it important that cave divers understand how gases compress and decompress in the body when they dive? (Possible response: Divers need to understand how the gases in the body change so they know how to dive and surface safely.) Encourage students to turn and talk about any other relationships they find between different ideas or concepts in the text. Use Information from Photos and Text Encourage students to use the photos on pages 19 and 20 to support their understanding of the text. Model as you point to the photograph on page 19. Say: I can use the photos to understand how the divers planned for their dive. The caption says they needed many air tanks; the photo shows just how many! The photo also helps me understand how the scooters work to help pull the divers. They re not like land scooters at all. Have students turn and talk about other information they can infer from the photos. WRITE & ASSESS You 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. What role do gases play in cave diving? What surprised you most about cave diving?

14 aves C f o d l r T he Wo Divece tion Article Science Read to find out how diffe rent type s of cave s form. GENRE Article Science Read to find out how blue holes are unique caves. GENRE nnel the tu nce of e entra rk ness ng at th. me a da Standi a solid ead of see ah seemed I could ack it ad Cav erns bl ly lsb lute er, Car so abso Ji m Wh ite ly, ear Third-Per The lat 2/6/13 e Blu e hol es dive r and rap photog her Wes 2:07 PM some of dangers cave divin g. e d to solv en ida trie Elgin Jens thern Flor erground rs in nor und ems of years, dive ted to find an ost 50 g ago, syst the For alm They wan ems. Lon n in t puzzle. cave syst feet) dow two n (300 a difficul ers wee could get tion bet r 100 met Divers t connec ed ove er water. nel tha nels form the tun es are und cave tun ldn t find, the cav e. Now they cou limeston ems, but sed two syst lay focu into the m. McKin ted the Casey ing. connec kulla Spr onski and Wa Jabl n they Jarrod Sink and divers end. The Turner a dead In 2007, points they found When starting. They d end. on two Turner to the ther dea y entered nd ano markers First the a and fou string and tied n there Wakull l of had bee y trai a entered the. Then left m if d, they tell the way out m the would searche the kers w nd one mar ld sho and fou walls. The string wou l from Turner earlier and the t trai a month before, differen y had left zle was solved. wed a one the puz was they follo the It. Y, markers! FINALL of their kulla dive ir last Wa on the t? What nex Discuss es 4:35 PM 2/6/13 2:09 PM 18 2 S2OL P_PM_ 8420_3 10_SE5 C. skil 2/12/13 10 S1OL P_PM_ 8437_3 about by Judy t the mos this is rth. tempt, Per at s spor t on Ea ou danger 2 find out C on n exp lor ler ara Kee by Barb 02_SE5 Read to ative son Narr 10 S3OL P_PM_ 8437_3 18_SE5 18 READING OBJECTIVES Ask and answer questions to demonstrate understanding. Describe cause/effect connections. Compare and contrast texts. Content & Comprehension Goals Foster a discussion about the selections in Cool Caves. Ask: What did you learn about caves? (Possible responses are given in the concept map. Students may have more or different information.) SCIENCE OBJECTIVES Recognize mixtures and solutions. Demonstrate understanding of the states of matter (solid, liquid, gas). Recognize changes in the state of matter caused by heating or cooling. 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.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). CC.3.RInfo.9 Compare and contrast the most important points and key details presented in two texts on the same topic. A FRAMEWORK FOR K 12 SCIENCE EDUCATION Core Idea PS1: Matter and Its Interactions How can one explain the structure, properties, and interactions of matter? What did you learn about caves? Solution caves form when acidic rain dissolves limestone. Underwater cave diving can be dangerous because pressure in deep water causes gases in the body to change. Blue holes are underwater because ice melted, causing oceans to rise and flood the caves. The three selections in Cool Caves are two science articles and one third-person narrative. Physical science concepts (states of matter) thread through the selections. Guide a discussion about these science concepts. What makes the selections especially interesting to read, though, is the interdisciplinary context real-life stories about caves that include not only physical science but also Earth science, geography, and history. Have students turn and talk about the interdisciplinary nature of the selections. You might ask: How is reading Cool Caves different from reading a science textbook? 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. COOL CAVES DISCUSS _OTG_59649_G3.indd GENRE 11/22/13 1:21 PM

15 DISCUSS Have 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. How did the information in The World of Caves help you understand the other two selections in the book? (I learned about different caves and how they were formed. I learned about solids, liquids, and gases in caves. I also learned about how temperature relates to how some caves are formed. This information helped explain how the blue holes of the Bahamas formed. It also helped me understand the journey the divers made underwater in the caves.) 2. Describe two cause-and-effect processes in Blue Holes of the Bahamas and the result. (Acidic rain seeped into the rock, dissolving it and forming caves. The rise in temperature caused ice to melt and resulted in rising sea levels that flooded the caves. In an inland blue hole, the ocean tides and waves are not sloshing the water around. In the still water, fresh water floats on top of the salt water. With no sloshing around, the fresh water and salt water do not mix, so no oxygen reaches the depths.) 3. Use a solution cave as an example to classify solids, liquids, and gases. (Water, a liquid, becomes a weak acid when it reacts with carbon dioxide, a gas, in the air and soil. As the acidic water, a liquid, seeps through the solid limestone, the limestone dissolves in the water. A solution cave has solid formations such as stalactites, stalagmites, and columns when the water in the water-limestone solution evaporates into a gas, leaving the limestone deposits behind.) COOL CAVES DISCUSS Discuss 1. How did the information in The World of Caves help you understand the other two selections in the book? 2. Describe two cause-and-effect processes in Blue Holes of the Bahamas and the result. 3. Use a solution cave as an example to classify solids, liquids, and gases. 4. Use information from Dive Connection to compare and contrast how gases act when pressure changes. 5. What questions do you still have about how people explore caves? What would be some good ways to find out more information? 4. Use information from Dive Connection to compare and contrast how gases act when pressure changes. (When pressure increases, gases compress, or shrink. When pressure decreases, gases decompress, or expand.) 5. What questions do you still have about how people explore caves? What would be some good ways to find out more information? (Answers will vary, but students should describe a variety of references, such as books and magazine articles, reliable Internet sites, and talking with experts.)

16 Physical Science Research & Share The World of Caves The Blue Holes of the Bahamas Dive Connection OBJECTIVES Ask questions based on reading Cool Caves. Research, document, and share information. COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS CC.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. 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 Cool Caves. Use question 5 on the Discuss page of the student book as a springboard for student questions and ideas for further research. EXPLORE Encourage students to express their curiosity in their own way. The questions students have matter. You might have students talk with peers, write about what they wonder, or create drawings based on what they learned from reading the different selections in Cool Caves. 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: Where else are caves located? Are there any near where I live? What kinds of plant and animal fossils have scientists found in blue holes? How do divers know how slowly they need to resurface after being in deep water? What tools do divers use? COOL CAVES RESEARCH & SHARE GATHER INFORMATION After 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, jotting down your thoughts in the margins or on sticky notes, and demonstrating how to summarize the most important information. Remind students that their question will drive their research and note taking. 15

17 ANALYZE & SYNTHESIZE Guide 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 any 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. SHARE When 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 those with authentic purposes. For example, the student who is interested in learning about caves in your home state and/or nearby states can share a map showing where the caves are located and diagrams explaining how each was formed by changes in matter. As part of the presentation, the student may include photos of each of the caves and descriptions of unique formations in each cave. When students are given time to gather information about a topic that interests them, they find unique and individual ways to share what they learned. Some options you can suggest might include the following: ebooks with photos and text to share with other students who are building background on caves, properties of matter, or changes in matter An interview with a cave explorer A video from the Internet showing a tour of a cave or divers exploring underwater caves and decompressing as they surface COOL CAVES RESEARCH & SHARE 16

18 Correlation Grade 3 Common Core State Standards for English Language Arts and A Framework for K 12 Science Education correlated to National Geographic Ladders Science Cool Caves Common Core State Standards for English Language Arts, Grade 3 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 Pages the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. Pages Describe the relationship between a series of historical events, scientific ideas or concepts, or steps Pages in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. 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. 5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information Pages 9 10 relevant to a given topic efficiently. 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 Pages demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., Pages 7 10, 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 Pages 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. 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. 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 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. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 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. COOL CAVES correlation 17 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. (cont. on p. 18)