Teaching Plan EDL Level

34

Guided Reading Level

P

Lexile Measure ®

540L

What is a magnet? How does it work? The answers to these questions are explored in El misterio de los imanes. A number of experiments are described so that students can enjoy hands-on experience with mysterious magnets.

Nonfiction Genre • Procedural Text Nonfiction Features • Captions • Charts and Tables • Contents • Featured Text • Glossary • Headings • Labels • Lists Text Structure • Description • Explanation • Sequential

Vocabulary • experimentos • atraer • repeler • grúa • imán en forma de herradura • imán de barra

Content Area Connections: Physical Science • Understand what magnetism is

Comprehension • Identify Cause and Effect

You may want to use El misterio de los imanes when teaching the following science topics: • Magnetism • Forces

Writing • Write a procedure.

and how it works. • Determine the north and south poles of a magnet.

Curriculum Support

Cross-Text Reading • Ciencia en las áreas de recreo, an iOpeners Grade 3 science title

1 Introduce the Book Introduce the Nonfiction Genre: Procedural Text • Display the book cover and read the title and the author’s name. Explain to students that a procedural text explains how to do something.

• Tell students that the author of a procedural text often uses photographs, lists of materials, and numbered steps to present information.

• Add that, when doing a procedure, students will need to follow the steps in order.

Nonfiction Text Features • Lists: Use the materials list on page 7 as an example of a list. Explain that a list presents small pieces of information that may or may not be in a particular order. A list is easy to read and one way to remember things. A list of materials helps readers figure out what is needed to conduct an experiment.

•

Charts: Direct students to the chart on page 7. Explain that charts provide a way to present information in an easy-to-read format. Charts also make it easier to compare and contrast related information.

Activate or Build Background • Begin a discussion of magnets by showing students different types of magnets. Let students touch and experiment with each type of magnet. Suggest that students see how the magnets affect each other when they are held closely together.

• Ask students to answer questions such as the following: ¿Qué aspecto tienen los imanes? ¿Qué hacen los imanes? ¿Dónde has visto imanes antes?

• Labels: Have students turn to page 9. Point out the labels. Explain that labels identify specific parts or pieces of information in an illustration or diagram.

• Glossary: Draw attention to the glossary on page 24. Explain that the glossary is an alphabetical list of words, selected from the text, with their definitions. Glossary words appear in boldface in the main text.

Introduce Vocabulary You may want to introduce the following words and concepts before reading:

• experimentos: prueba o intento para averiguar algo • atraer: jalar hacia algo • repeler: empujar lejos de algo • grúa: máquina para levantar o mover objetos pesados

• imán en forma de herradura: imán que tiene forma de U

• imán de barra: imán que tiene forma de barra o varilla

Preview and Predict • Give students an opportunity to read the contents page and skim the book to preview the various experiments.

• Con sólo dar una ojeada a los diferentes experimentos, puedes darte cuenta de que este libro te ofrece muchas oportunidades de trabajar con imanes y aprender sobre ellos. ¿Qué tipo de información crees que aprenderás acerca de los imanes?

2 Read the Book SET THE PURPOSE pages 3–7 Focus Attention As students read this section, encourage them to discover what magnets attract and repel. Suggest they predict what will happen before each experiment.

Vocabulary experimentos, atraer, repeler, grúa, imán en forma de herradura

pages 8–11 Focus Attention Remind students that not all magnets are the same strength. Encourage students to think about what makes a magnet strong.

GUIDE THE READING

• Have students reread pages 6–7. Antes de realizar el experimento, adivina qué objeto atraerá el imán. Predict

• ¿Qué sucede si se cuelga un imán sobre diferentes objetos? Identify Cause and Effect

• ¿Cuáles son algunas de las cosas que un imán atrae? ¿Qué tienen en común los objetos? ¿Cuáles son algunas de las cosas que un imán repele? Classify/Categorize

FOCUS ON NONFICTION FEATURES

• Direct students to use the glossary to find definitions for the boldface words. Busca las palabras en negrita de la página 4. ¿Qué significan?

• Examina el contenido de la página 2. ¿Por qué algunos de los títulos están resaltados con bandas de colores? Mira los títulos de las páginas 6 y 7. ¿Cómo te pueden ayudar a encontrar la respuesta?

GUIDE THE READING

• ¿Por qué crees que en el experimento de las páginas 8–9 la autora sugiere hacer al menos tres intentos de recoger los clips? Make Inferences

• ¿Por qué dos imanes pueden recoger más clips que un solo imán? Synthesize • ¿Qué sucedería si no hubieras pegado el imán de barra a la regla antes de mover la regla debajo del barco? Predict

Vocabulary

FOCUS ON NONFICTION FEATURES

imán de barra

• ¿Cómo te ayudará el cuadro de la página 8 a organizar los resultados de tu experimento? ¿En qué te facilitará comparar y contrastar lo que sucedió cada vez?

• Consulta la lista de materiales de la página 10. ¿Por qué la autora enumera estos materiales aquí en lugar de mencionarlos solamente en los pasos en que se usan?

pages 12–15 Focus Attention Ask students if they have heard of the North and South Poles of Earth. As students read about the poles of a magnet, suggest that they look for connections between the Earth’s poles and a magnet’s poles.

GUIDE THE READING

• After students read pages 12–13, have them summarize in their own words what a compass is and why one is used in this experiment. Summarize

• ¿Por qué podría un imán afectar la lectura de una brújula? Make Inferences • ¿Qué sucedió cuando deslizaron los polos norte y sur de dos imanes de barra el uno hacia el otro? ¿Qué sucedió cuando deslizaron los polos sur de dos imanes de barra uno hacia el otro? Identify Cause and Effect

FOCUS ON NONFICTION FEATURES

• ¿Por qué se necesita que los pies de foto de la página 13 te digan lo que sucede en la fotografía?

• Have students

turn to page 13. Point out the sidebar. ¿Por qué la autora incluye información sobre brújulas en un libro sobre imanes?

pages 16–19 Focus Attention As students read, have them think about whether they would use a magnet they made to make the toy car. ¿Trabajaría igual que un imán comprado en una tienda?

GUIDE THE READING

• Stop students before they begin Step 2 on page 16. ¿Qué piensas que sucederá después de que termines el Paso 2? Predict

• ¿Qué hizo que el clavo o alfiler perdiera su carga magnética? Identify Cause and Effect

• Anteriormente usaste una brújula magnética en un experimento. ¿Qué tipo de brújula usas en el experimento de las páginas 18–19? Classify/Categorize

FOCUS ON NONFICTION FEATURES

• Point out the featured text on page 17. Explain that featured text allows the author to include information that is separate from the main text. In this case, the featured text is a question box. ¿Por qué la autora le hace estas preguntas al lector? ¿Cuándo podrá el lector responderlas?

• Examine the heading and subheading on page 18. Explain that a subheading is a smaller heading that is located under the main heading. ¿De qué manera se relaciona el subtítulo de esta página con el título?

pages 20–24 Focus Attention Have students summarize what they have learned so far about magnets. Ask students to think about other games or toys they could create using magnets.

GUIDE THE READING

• Read pages 22–23. ¿Cuál es la idea principal de este juego? Identify Main Idea/Details

• After students read pages 20–23, have them summarize how magnets will be used with this game. Summarize

• ¿Te ayudaron las fotografías de estas páginas a llevar a cabo el juego? ¿Serían más útiles otras fotografías? Critique

FOCUS ON NONFICTION FEATURES

• Observa la lista de la página 20. ¿En qué orden se enumeran los objetos? • Examina las palabras incluidas en el glosario de la página 24. ¿Hay alguna otra palabra o palabras que creas deban incluirse aquí? De ser así, ¿cuáles otras?

ESL/ELL Strategy Display the title page of the book and point out the various magnets. Ask students if they are familiar with the English names for the objects the magnets have attracted, such as scissors, spoon, key, and so on. Begin a discussion with students about what magnets attract, providing the English names as needed.

Reread the Book • After students reread the text, have them use the chart shown on the back cover to summarize what they have learned about magnets from the experiments.

• Discuss how the book is organized. ¿Cómo se agruparon los experimentos? ¿Te ayuda este método de organización a comprender las propiedades de los imanes? ¿Crees que otro método trabajaría mejor?

• Ask students what other experiments they would like to try with magnets. ¿Qué materiales necesitarías? ¿Qué procedimientos seguirías?

Answers to Student Book Questions 1. Los pasos están numerados para que el lector complete los pasos en un orden determinado. 2. Un imán tiene el poder natural de jalar algunos objetos hacia él y de empujar otros imanes lejos de él.

3. Las respuestas variarán pero pueden incluir: Para que aprendan sobre sus poderes especiales y maneras de usarlos. 4. Algunas actividades exploran el poder de los imanes y otras muestran cómo usar los imanes. 5. Las respuestas variarán.

3 Learn Through the Text SCIENCE: Magnetic Force Use El misterio de los imanes to reinforce your teaching of the properties of magnets.

• Discuss the concept of magnetic force (a magnet’s power to attract or repel) and define the words atraer and repeler for students.

• Explain that a magnet has two poles, or areas where the attraction is strongest. Talk to students about when magnets attract (opposite poles face one another) and when they repel (same poles face one another).

COMPREHENSION: Identify Cause and Effect • Explain to students that a cause is something that brings about a result and an effect is that result.

• Tell students that as they conduct the experiments in the book, they can identify the cause and the effect of each experiment.

• Create a cause-and-effect chart on the chalkboard. In the first column write Causa/Por qué sucedió and in the second column write Efecto/Qué sucedió.

• Divide students into small groups and have them go

• Have students reread pages 8–9. ¿Cuál es la causa en

around the classroom, creating lists of objects in the room that a magnet would attract. Remind students to explain why each object would and would not be attracted by a magnet.

este experimento? Record their response in the chart.

• Have one student from each group read the list to the class.

• ¿Cuál es el efecto en este experimento? Record their response in the chart.

• Then have students work independently to complete a cause-and-effect chart using the information on pages 14–15.

WRITING Write a Procedure Have students use what they have learned about procedural text to write directions on how to do an experiment. Topics could include various experiments in physical science, such as how batteries work, how forms of matter change, how air pressure changes, and so on.

• Have students brainstorm ideas for their experiment and then choose one to focus on.

• Using one of the procedures in the book, show students how to organize their experiment.

• Suggest that students make notes about their experiment to see whether they have all the information they need. They may have to research at the library or on the Internet to find any information they are missing.

• Remind students that they may wish to add illustrations, diagrams, and labels to help explain how to do the experiment.

• After students have written a first draft, suggest that they have a partner read their experiment and evaluate it for its organization and clarity. Encourage students to revise their writing based on their partner’s comments.

• When students have finished their final drafts, ask them to exchange experiments with a partner and try out the experiments. Each student can then present his or her results to the class.

El misterio de los imanes Organizador gráfico Nombre En el cuadro siguiente, resume lo que aprendiste acerca de los imanes por medio de los experimentos.

Explorar el magnetismo ¿Qué atraen los imanes?

Pon a prueba la fuerza de tu imán

Haz un bote magnético

Explorar los polos ¿Polo norte o polo sur?

¿Cuándo se repelen los imanes?

Explorar nuevos imanes Haz un imán

Diversiones magnéticas Haz un auto magnético

Haz un juego magnético

Copyright © 2006 by Pearson Education, Inc., publishing as Celebration Press, an imprint of Pearson Learning Group, 299 Jefferson Road, Parsippany, NJ 07054. All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher, except for the Reproducible Graphic Organizer, which may be reproduced for classroom use only. For information regarding permission(s), write to Rights and Permissions Department. Lexile is a U.S. registered trademark of MetaMetrics, Inc. All rights reserved.

1-800-321-3106 www.pearsonlearning.com