Presentation Toolkit CD-ROM Lesson Presentations
CHAPTER 1
Planner
Instructional Navigator CD-ROM Interactive Lesson Planner,
Teacher’s Edition, Worksheets, and Online Resources.
Lesson
OBJECTIVES AND
READING SKILLS
Cells
◾
◾
VOCABULARY
Summarize five functions of living things.
Compare plant and animal cells.
PAGES 20–29
Different
PACING: 2 days
FAST TRACK: 1 day
Classifying
Living
Things
Reading Skill
Compare and Contrast
◾
◾
Alike
RESOURCES AND
TECHNOLOGY
cell
oxygen
organism
tissue
organ
organ system
Reading and Writing,
pp. 3–6
Visual Literacy, pp. 1–2
Activity Lab Book, pp. 4–7
Transparencies, pp. 1–2
trait
kingdom
Reading and Writing,
pp. 7–10
Visual Literacy, pp. 3–4
Activity Lab Book, pp. 11–14
Transparencies, pp. 3–4
Different
Graphic Organizer 10
Define and compare the kingdoms of living
things.
Describe different types of microorganisms.
Operation: Science Quest,
PAGES 32–41
Classification
PACING: 2 days
FAST TRACK: 1 day
The Plant
Kingdom
Reading Skill
Classify
◾
◾
Graphic Organizer 11
Describe the functions of roots, stems, and
leaves.
Explain the processes of photosynthesis and
respiration.
PAGES 44–55
Clues
PACING: 2 days
FAST TRACK: 1 day
How Seed
Plants
Reproduce
Reading Skill
Infer
◾
◾
What I
Know
Describe pollination in flowering plants.
Explain the life cycle of a flowering plant.
CHAPTER 1 Review
PAGES 72–73
PACING
18A
Reading Skill
Predict
◾
Summarize
chapter
concepts.
seed
reproduction
ovary
pollination
fertilization
germination
life cycle
Reading and Writing,
pp. 17–20
Math, pp. 1–2
Visual Literacy, pp. 7–8
Activity Lab Book, pp. 23–26
Transparencies, pp. 7–8
Graphic Organizer 14
My Prediction
FAST TRACK: 1 day
Reading and Writing,
pp. 13–16
Visual Literacy, pp. 5–6
Activity Lab Book, pp. 15–18
Transparencies, pp. 5–6
Science in Motion Photosynthesis
and Respiration Cycle
What I
Infer
PAGES 58–69
PACING: 2 days
root
root hair
stem
photosynthesis
stomata
transpiration
respiration
spore
What Happens
Graphic Organizer 4
Resources
Assessment, pp. 1–14
Reading and Writing, pp. 23–24
Technology
Progress Reporter Assessments
-Review
Assumes a day is a 25–35 minute session.
Unit A Chapter 1
www.macmillanmh.com for more planning resources and
www.macmillanmh.com/nsdl/ for science resources from
Science Activity DVD Explore Activity demos
Activity Planner
EXPLORE
Explore
Activities
p. 21
PACING: 20 minutes
Objective Describe the parts of an onion and
compare the cells of two different plants.
Skills infer, observe, communicate, interpret
data
Materials onion plant, leaf, hand lens, prepared
slides of onion skin and leaf, microscope
Materials included in the Activity Kit are listed in italics.
QUICK LAB
Activities
p. 27 PACING: 15 minutes
Objective Model tissues, organs, and organ systems.
Skills make a model
Materials index cards, pencil
Students should not cut the onion plant
themselves.
You can use index cards or pieces of
paper cut to index-card size.
Explore
p. 39 PACING: 15 minutes
Objective Observe a one-celled organism.
Skills observe, classify
Materials microscope, prepared slide
p. 33
PACING: 20 minutes
Objective Categorize animals into groups based
on their characteristics.
Skills observe, classify, predict
Materials paper, scissors, colored markers
Look for pictures of organisms in
newspapers and magazines. Cut out the pictures
or photocopy them.
Review basic microscope skills with
students. Provide prepared slides of different
one-celled organisms.
Explore
p. 53 PACING: 15 minutes
Objective Model how mosses take in water.
Skills observe, infer
Materials pieces of sponge, scissors,
paper cups, water
p. 45
PACING: 15 minutes
Objective Describe how plant leaves are similar
and different.
Skills observe, communicate, infer
Materials leaves from two plants, hand lens
Collect a variety of leaves of different
size, shape, color, and texture.
Explore
p. 59
PACING: 20 minutes
Remind students to use the scissors carefully.
Objective Predict what a seed needs to grow.
Skills use variables, observe, infer
Materials plastic cups, paper towels, lima bean
seeds, markers, water, small graduated cylinder
p. 64 PACING: 15 minutes
Objective Demonstrate seed dispersal.
Skills make a model, measure
Materials construction paper, tape, paper clips,
meterstick or tape measure
Students will need to make observations
for about 5 minutes each day for 7 to 10 days.
Bring in examples of real seeds or photos of
seeds being dispersed by air.
FOR MORE ACTIVITIES
Focus on Skills
Be a Scientist
Inquiry skill: observe, p. 3
Plant roots, p. 6
Activity
Flipchart
Use the Activities in your work station. See Activity Lab Book for more support.
For a comprehensive list of consumable and non-consumable materials, see the back of the tab.
Chapter 1 Planner
18B
CHAPTER 1
Technology
For additional language support
and vocabulary development, go
to www.macmillanmh.com
Academic Language
English language learners need help in building their understanding of
the academic language used in daily instruction and science activities.
The following strategies will help to increase students’ language
proficiency and comprehension of content and instruction words.
Science in Motion
Photosynthesis and Respiration
Cycles
Strategies to Reinforce Academic Language
Vocabulary Games
▪ Use Context Academic language should be explained in the context of
the task. Use gestures, expressions, and visuals to support meaning.
▪ Use Visuals Use charts, transparencies, and graphic organizers to
explain key labels to help students to understand classroom language.
▪ Model Use academic language as you demonstrate the task to help
students to understand instruction.
Academic Language Vocabulary Chart
The following chart shows chapter vocabulary and inquiry skills, as well as some
Spanish cognates. Vocabulary words help students to comprehend the main ideas.
Inquiry Skills help students to develop questions and perform investigations.
Cognates are words that are similar in English and Spanish.
oxygen, p. 22
cell, p. 22
organism, p. 22
tissue, p. 27
organ, p. 27
organ system, p. 27
trait, p. 34
kingdom, p. 35
root, p. 49
root hair, p. 49
stem, p. 49
photosynthesis, p. 50
stomata, p. 51
transpiration, p. 51
respiration, p. 51
spore, p. 52
seed, p. 60
reproduction, p. 62
ovary, p. 62
pollination, p. 63
fertilization, p. 63
germination, p. 64
life cycle, p. 65
18C Unit A Chapter 1
infer, p. 21
observe, p. 21
communicate, p. 21
interpret data, p. 21
classify, p. 33
predict, p. 33
use variables, p. 59
English
Spanish
infer, p. 21
observe, p. 21
communicate, p. 21
oxygen, p. 22
cell, p. 22
organism, p. 22
organ, p. 27
classify, p. 33
predict, p. 33
photosynthesis, p. 50
stomata, p. 51
transpiration, p. 51
respiration, p. 51
spore, p. 52
use variables, p. 59
reproduction, p. 62
ovary, p. 62
pollination, p. 63
fertilization, p. 63
germination, p. 64
inferir
observar
comunicar
oxígeno
célula
organismo
órgano
clasificar
predecir
fotosíntesis
estomata
transpiración
respiración
espora
usar variables
reproducción
ovario
polinización
fertilización
germinación
Nonfiction
What on Earth is a
Platypus?
Use the routine below to discuss the meaning of each word on the
vocabulary chart. Use gestures and visuals to model all words.
by CHRISTINA WILSDON
Define The root of a plant takes in water and minerals from the ground.
Example Carrots have a large root that we can eat.
Macmillan/McGraw-Hill
Ask What other roots can we eat?
ELL Leveled Reader
Students may respond to questions according to proficiency level with
gestures, one-word answers, or phrases.
What on Earth Is a Platypus?
by Christina Wilsdon
Summary Find out why this
animal was a mystery to scientists
for so long.
Reading Skill
Classify
Help students to compare roots and stems.
Have students look at the pictures on page 49 and ask
questions to help them to describe what they see: What is this? How do roots
help plants? Which root can you eat? These are fibrous roots. What do they look
like? Have students repeat new words. Repeat the activity with woody and
nonwoody stems.
Make a Venn diagram on the board. Label one circle Woody
Stems and the other Nonwoody Stems. Label the overlapping portion Both.
As students name characteristics, write them in the correct area. Repeat the
activity with taproots and fibrous roots.
Give two teams index cards to make clue cards for plant parts.
On one side of the card, students write a clue, such as I keep plants firmly in the
ground. On the other side of the card is the answer: roots. Teams take turns
reading the clues and guessing the answers.
Grammar Transfers
In Haitian Creole and Spanish,
countable and noncountable
nouns are different from English.
People need oxygen to survive.
Phonics Transfers
Cantonese, Vietnamese, Hmong,
and Korean do not have the /ks/
sound as in oxygen.
Chapter 1 English Language Learner Support
18D
CHAPTER 1
CHAPTER 1
Kingdoms of Life
THE BIG IDEA What are living things and how
are they classified?
Chapter Preview Look at the lesson titles, vocabulary
words, and pictures. Predict what the lessons will be
about.
▶ Assess Prior Knowledge
Before reading the chapter, create a KWL chart with
students. Read the Big Idea question and then ask:
▪ What are the basic needs of living things?
▪ What are the characteristics of living things?
Kingdoms of Life
Lesson 1
Cells . . . . . . . . . . . . . . . . 20
Lesson 2
Classifying Living
Things . . . . . . . . . . . . . .
32
Lesson 3
The Plant
Kingdom . . . . . . . . . . . .
44
Lesson 4
How Seed Plants
Reproduce . . . . . . . . . .
58
▪ How are living things classified?
Living Things
What We Know
Living things
need food and
water.
Living things
grow and
reproduce.
Plants and
animals are
two groups of
living things.
What We Want
to Know
What We
Learned
What are living things and
how are they classified?
What else do
living things
need?
What else
do all living
things do?
18
Coral reef in Indo-Pacific Ocean, Indonesia
P4_UAC01_CO_SC07.indd 18
Answers shown represent sample student responses.
Follow the Instructional Plan at right after assessing
students’ prior knowledge of chapter content.
Instructional Plan
Chapter Concept All plants belong to one kingdom of life.
RESOURCES and TECHNOLOGY
School to Home Activities, pp. 3–10
Reading and Writing, pp. 2–24
Assessment, pp. 1–14
Presentation Toolkit CD-ROM
PuzzleMaker CD-ROM
www.macmillanmh.com
-Journal
18 Unit A Chapter 1
Students who need to explain plant parts can
review them in Lesson 3, pages 48–51. Students who need to
describe plant life cycles can review them in Lesson 4, pages
62–65.
Students can compare cells in Lesson 1, pages
20–31, and kingdoms of life in Lesson 2, pages 32–43. Students
who understand plant parts can go to the end of Lesson 3,
pages 52–55, for mosses and ferns. Students who know plant
life cycles can cover classification in Lesson 4, pages 58–61.
Lesson 4, pages 66–69, explores plant heredity
and reproduction from plant parts.
8/11/06 8:33:35 AM
Vocabulary Preview
More Vocabulary
Key Vocabulary
▪ Have a volunteer read the Key Vocabulary
words aloud to the class. Ask students to find
one or two words in the chapter by using the
given page references. Add these words and
their definitions to a class Word Wall.
oxygen, p. 22
cell
the smallest unit of living
matter (p. 22)
tissue, p. 27
organ, p. 27
organ system, p. 27
kingdom, p. 35
organism
a living thing that carries
out five basic life functions
on its own (p. 22)
root, p. 49
root hair, p. 49
▪ Encourage students to use the illustrated
glossary in the Student Edition’s reference
section. Guide students to explore the
-Glossary, which offers audio pronunciations, definitions, and sentences using the
vocabulary words.
stem, p. 49
stomata, p. 51
transpiration, p. 51
trait
a characteristic of a living
thing (p. 34)
respiration, p. 51
reproduction, p. 62
ovary, p. 62
pollination, p. 63
photosynthesis
a process in plants that
uses energy from sunlight
to make food from water
and carbon dioxide (p. 50)
fertilization, p. 63
germination, p. 64
life cycle, p. 65
spore
one of the cells in a
seedless plant that grows
into a new organism (p. 52)
seed
an undeveloped plant with
stored food sealed in a
protective covering (p. 60)
19
P4_UAC01_CO_SC07.indd 19
8/11/06 8:33:52 AM
Nonfiction
Nonfiction
Nonfiction
What on Earth is a
What on Earth is a
Platypus?
Platypus?
by Peter McDonnell
by CHRISTINA WILSDON
by CHRISTINA WILSDON
>P[O[OL,KP[VYZVM;04,-69 2 0+:
Macmillan/McGraw-Hill
Macmillan/McGraw-Hill
Macmillan/McGraw-Hill
Scientists and Cells
Learn about cells and the
scientists who study them.
ISBN: 978-0-02-285886-5
What on Earth Is a
Platypus? Find out why
this animal was a mystery to
scientists for so long.
ISBN: 978-0-02-285891-9
A World of Microorganisms
Discover these tiny microbes
that appear everywhere.
ISBN: 0-02-2846840
What on Earth Is a
Platypus? Uses sheltered
language of On-Level
Reader.
ISBN: 978-0-02-283546-0
See teaching strategies in the Leveled Readers Teacher’s Guide. To order, call 1-800-442-9685.
Leveled Reader Database Online Readers, searchable by topic, reading level, and keywords
Chapter 1 Kingdoms of Life
19