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Teacher Guide Passwords Science Vocabulary G Table of Contents Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Student Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Teacher Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Vocabulary Teaching Strategies . . . . . . . . . . . . . 9 Research Summary . . . . . . . . . . . . . . . . . . . . . . . 12 Guide to the Lessons Life Science Lesson 1: The Life Cycle of Plants . . . . . . . . . . . . . 16 Lesson 2: Photosynthesis and Respiration . . . . . . 20 Lesson 3: Reproduction . . . . . . . . . . . . . . . . . . . . . . 24 Lesson 4: Nature in Balance . . . . . . . . . . . . . . . . . . 28 Lesson 5: Adaptations . . . . . . . . . . . . . . . . . . . . . . . 32 Earth Science Lesson 6: Earth’s Soil and Water . . . . . . . . . . . . . . 36 Lesson 7: Earth’s Changing Surface . . . . . . . . . . . 40 Lesson 8: Protecting Earth’s Resources . . . . . . . . . 44 Lesson 9: Earth, Moon, and Beyond . . . . . . . . . . . 48 Lesson 10: Stars . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Physical Science Lesson 11: Properties of Matter . . . . . . . . . . . . . . . 56 Lesson 12: Atoms and Elements . . . . . . . . . . . . . . . 60 Lesson 13: Forces and Motion . . . . . . . . . . . . . . . . 64 Lesson 14: Energy . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Lesson 15: Electricity and Magnetism . . . . . . . . . . 72 Reproducibles Vocabulary Graphic Organizers Vocabulary Map . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Word Web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 What Is It Like? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Four Square . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Writing Graphic Organizers Topic Web. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Venn Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Sequence Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Main Idea and Details Chart . . . . . . . . . . . . . . . . . 83 Take Home Activities Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Lesson 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Lesson 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Lesson 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Lesson 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Lesson 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Lesson 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Lesson 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Lesson 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Lesson 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Lesson 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Lesson 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Lesson 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Word and Definition Cards Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Lesson 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Lesson 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Lesson 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Lesson 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Lesson 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Lesson 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 Lesson 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Lesson 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Lesson 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Lesson 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 Lesson 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 Lesson 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 ISBN 978-0-7609-4283-3 ©2007—Curriculum Associates, Inc. North Billerica, MA 01862 Permission is granted for reproduction of the reproducible pages in limited quantity for classroom use. All Rights Reserved. Printed in USA. 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 Passwords: Science Vocabulary - Book G—www.curriculumassociates.com—800-225-0248 Overview Passwords: Science Vocabulary is designed to build the vocabulary essential to understanding the key concepts students are studying in science. The topic areas and vocabulary words used in Passwords: Science Vocabulary have been chosen based on the National Science Education Standards and the science standards developed by individual states. The topics and vocabulary words also align with the basal science textbooks of major publishers. The Passwords: Science Vocabulary program consists of eight books, Levels A through H, as well as individual Earth Science, Life Science, and Physical Science books designed for use by older students. Passwords: Science Vocabulary is recommended for all students who need practice with the vocabulary that will help them succeed in science. These students may include English language learners as well as other striving learners. See pages 9–11 of this teacher guide for vocabulary teaching strategies that will help teachers meet the needs of all their students. While the lessons in Passwords: Science Vocabulary are grouped by topic area, each lesson may be taught independently. For a broad introduction to science, teachers may go through the book lesson by lesson. Alternatively, teachers may use only the lessons related to the science topic being taught in class. By providing an overview of grade-appropriate science topics, Passwords: Science Vocabulary may also be used to help students prepare and review for standardized tests in science. The Passwords: Science Vocabulary student book reading selections are available on an audio CD. The CD is a useful tool to use with English language learners or other students who would benefit from listening to the reading selection multiple times. Auditory learners will find listening to the selections on the CD especially helpful. 3 Passwords: Science Vocabulary - Book G—CURRICULUM ASSOCIATES®, Inc.—www.curriculumassociates.com—800-225-0248 Teacher Guide The Teacher Guide for Passwords: Science Vocabulary contains resources that may be used to introduce, support, and extended students’ science vocabulary studies. The Teacher Guide includes guided instruction for each student-book lesson. Multi-Step Lesson Plan Passwords: Science Vocabulary is built upon the premise that students benefit most from the direct instruction of vocabulary. Each lesson as presented in the Teacher Guide follows a multi-step lesson plan. 1. Introduction of the target vocabulary 2. Activation of students’ prior knowledge 3. Provision of the meaning of unknown words 4. Creation by students of visual representations using graphic organizers 5. Further experiences with the target vocabulary 6. Activities that help students retain the word and its meaning Features of the Guided Teaching Lessons Each lesson of the Teacher Guide contains these features: • Target Vocabulary with definitions • Cognates • Vocabulary Strategy • Lesson Summary • Before Reading • Word and Definition Cards • Reproduced student book pages • During Reading • After Reading • Annotated student book activity pages • Extensions • Ideas for introducing the Write! activity • Sample answer for Write! • Word Root extension Listening, Speaking, Reading, and Writing Passwords: Science Vocabulary provides opportunities for students to practice the target vocabulary words while listening, speaking, reading, and writing. These icons indicate opportunities for students to use the vocabulary words in different domains. listening speaking reading writing 6 Passwords: Science Vocabulary - Book G—CURRICULUM ASSOCIATES®, Inc.—www.curriculumassociates.com—800-225-0248 Other Teacher Guide Features • Vocabulary Teaching Strategies Information and tips about how to employ vocabulary teaching strategies that have proven effective with struggling learners and English language learners begin on page 9. • Research Summary A summary of the research that forms the basis of Passwords: Science Vocabulary is on pages 12–15. • Reproducibles Pages 76–128 of the Teacher Guide contain reproducibles for you to share with students. Graphic Organizers You may either photocopy the graphic organizers for students to use or use the sample graphic organizer as a model for students to create their own. The Before Reading section of each guided lesson suggests a particular vocabulary graphic organizer to use with the lesson. The Write! section of each guided lesson suggests a writing graphic organizer to use with the Write! activity. • Vocabulary Graphic Organizers Vocabulary Map Students write a target vocabulary word in the center box. They then add information about the target vocabulary word in the outer boxes. This information includes a definition, a synonym, and an antonym. Students also draw a picture illustrating the word and write a sentence using the word. Word Web Students write a topic or a target vocabulary word in the central circle. Then they add information about the word or topic in the outer circles. Students may use the outer circles to write antonyms, synonyms, prefixes, suffixes, roots, examples, or a definition. Four Square In this graphic organizer, students write a target vocabulary word in the center rectangle. As they read, they complete the graphic organizer by drawing a picture, listing examples, writing a definition, and using the word in a sentence. • Writing Graphic Organizers Topic Web A topic web may be used with a variety of types of writing. Generally, students write the topic of their writing in the upper circle of the web and important points about the topic in the lower circles. Venn Diagram Use a Venn Diagram when the Write! activity calls upon students to compare and contrast. Sequence Chart A sequence chart provides students with a visual representation of the steps in a process. In this organizer, they record the steps, in order, in a series of boxes. Main Idea and Details Chart This graphic organizer may be used with a variety of writing assignments. Students write a main idea in one box and the details that support it in another box. Word and Definition Cards Word cards for each target vocabulary word as well as cards with the definitions for the words are on pages 99–128 of this Teacher Guide. You may either cut the cards out of the book or photocopy them, cut them apart, and then use them. For ideas on how to use the word and definition cards, see page 10 of this Teacher Guide. Take-Home Activities Each student book lesson has a take-home activity for additional practice and an opportunity for students to share what they have learned with family members. What Is It Like? Students write a target vocabulary word in the center box and then fill in the outer boxes with a synonym, an antonym, an example of the word, and an example of what the word is not. 8 Passwords: Science Vocabulary - Book G—CURRICULUM ASSOCIATES®, Inc.—www.curriculumassociates.com—800-225-0248 Additionally, educational experts and researchers from numerous professional organizations (National Science Teachers Association, English Language Summit), have created a list of instructional recommendations that have been found to be Passwords: Science Vocabulary Uses . . . Direct Instruction within Context (SB, Reading Passage & Activities A–D) Prior-knowledge Activation (SB, Prereading Activity; TG) Collaborative Learning (SB, Prereading Activity & Activities A–D; TG) Differentiated Instruction (SB, Activities A–D; TG) Parental Engagement (TG, Take-Home Activities) Total Physical Response (TG, Vocabulary Teaching Strategies section, During Reading Activity) Considerate Text (SB, Reading Passages) effective, especially with ELL students. While these organizations are separate entities, they share some common recommendations. These recommendations are integrated throughout Passwords: Science Vocabulary. Research Says . . . “The teaching of individual words is most effective when learners are given both definitional and contextual information, when learners actively process the new word meanings, and when they experience multiple encounters with words” (Graves & Watts-Taffe, 2002). “It is important to teach vocabulary within the scientific context, not in isolation” (NSTA, 2006). “Students who lack in academic background knowledge also lack in academic achievement. To be most effective, a teacher should be aware of each student’s level of background knowledge” (Marzano & Pickering, 2005). “To facilitate communication of content knowledge, teachers can offer support in several ways: Plan adequate time to activate students’ prior knowledge and encourage students to share what they already know in journals, small groups, or paired brainstorming sessions” (Rolón, 2002/2003). “Students interacting verbally with other native speakers of English pick up vocabulary and content knowledge” (English Language Summit, 2004). “Research and common sense . . . confirm that interacting with other people about what we are learning deepens the understanding of everyone involved—particularly when we are learning new terms” (Marzano & Pickering, 2005). “Because children differ, no single text nor any single task can be appropriate for all children in a classroom . . .” (Allington, 2005). “Numerous theorists and contemporary translators of brain research propose that students do not learn effectively when tasks are too simple or too complex for their particular readiness levels. Rather, say these researchers, tasks must be moderately challenging for the individual for growth to occur” (Tomlinson, 2004). “The evidence is consistent, positive, and convincing: families have a major influence on their children’s achievement in school and through life” (National Center for Family & Community Connections with Schools, 2002). “Having children physically act out songs, poems, or readings—all forms of TPR methodology—is an effective way to support vocabulary development” (Drucker, 2003). In a research synthesis, Slavin & Cheung (2005) state that teachers of English language learners may use language development strategies, such as total physical response, to help students internalize new vocabulary. “Certain features of text make it more ‘considerate,’ or easier to read and understand. The features should have clear concepts, consistent text structure, references that are easy to locate, and vocabulary that is precise and relates clearly to the subject. . . . A considerate text makes comprehension easier” (Dyck & Pemberton, 2002). (Continues) 13 Passwords: Science Vocabulary - Book G—CURRICULUM ASSOCIATES®, Inc.—www.curriculumassociates.com—800-225-0248 (Continued) Passwords: Science Vocabulary Uses . . . Graphic Organizers (Semantic Feature Analysis & Semantic Mapping) (TG, Pre- & Postreading Activities) Clear and Explicit Illustrations and Artwork (SB, Reading Passages) Deep Word Study Activities (Roots, Prefixes, Suffixes, Cognates) (SB/TG) Word Play Activities (TG, Take-Home Activities, Word Cards) Association/ Connection Methods: (Personal Connection, Picture Connection, Word Connection) (SB/TG, throughout each lesson, Glossary) Modeling Through Audio (Passwords Audio CD) Research Says . . . Hedrick, Harmon, & Linerode (2004, 2000) have analyzed content-area textbooks and have concluded that “textbooks infrequently include visual representations of concepts as a vocabulary instructional strategy.” “Students with very limited English proficiency show their understanding in a variety of ways. ELL students can demonstrate their knowledge through visual representations” (Crowther, 2006). “Giving an ESL student a nonlinguistic representation will provide a way for them to understand the meaning of the term that is not dependent on an understanding of English” (Marzano & Pickering, 2005). “Pictures and other graphic aids provide additional sources of meaning other than the definition of a word” (NSTA, 2006). Students may find learning English easier if there are similar roots and pre/suffixes between their first language and English. Hansen (2006) suggests exploring cognates in order to aid students in making connections between their first language and English. “Teaching a word’s facets of meaning moves students beyond a narrow definition of a word” (Beck, McKeown, Kucan, 2002). Researchers (Marzano & Pickering, 2005; NSTA, 2006; Paynter, Bodrova, & Doty, 2005) stress that word play builds strong connection to newly learned vocabulary. “Activities using words in games, connecting words, and manipulating words creatively result in excellent student learning” (Beck et al., 2002). “When teaching academic vocabulary, students should be active in developing their understanding of words and ways to learn them. This can include semantic mapping and word sorts, and illustrating vocabulary words” (NSTA, 2006). “This step is particularly important to ESL students. Whereas they might be constrained in their ability to devise a linguistic description, explanation, or example, they will not be constrained in their ability to create a nonlinguistic representation . . . These representations will most likely reflect the students’ native culture, which is exactly the intent. Learning academic terms involves making connections with things familiar to us, and these things commonly arise from experiences native to our culture” (Marzano, 2005). “When English language learners can simultaneously hear and read content-related information . . . it helps them decipher the text structures commonly found in textbooks” (Rubinstein-Ávila, 2006). Read Alouds (TG) “Teacher read-alouds are perhaps the most consistent activity used by classroom teachers that provides frequent, if not daily, opportunities to enhance the literacy of ELLs by integrating effective vocabulary development practices” (Hickman, Pollard-Durodola, & Vaughn, 2004). Speaking, Listening, Reading, Writing Experiences “Successful word learning is active. Students learn words by using them. Thinking, saying, and writing new words help us make new words our own” (Bromley, 2003). García (1999) recommended that teachers use “. . . curriculum materials that are rich in opportunities for speaking, listening, reading, and writing in English.” (SB/TG, throughout each lesson) 14 Passwords: Science Vocabulary - Book G—CURRICULUM ASSOCIATES®, Inc.—www.curriculumassociates.com—800-225-0248 LESSON 1 The Life Cycle of Plants (Student Book pages 4–9) TARGET VOCABULARY seed coat the tough covering surrounding a seed Lesson Summary Most plants start as seeds and also produce seeds. Inside every seed is an embryo. The embryo contains the plant’s first leaf or leaves, a cotyledon. It also contains endosperm, or stored food. When a seed has the right conditions, germination can take place. Some plants disperse their own seeds, while others are scattered by wind, water, or animals. In nonflowering plants like conifers, or evergreens, seeds form inside cones. Ferns and mosses produce spores rather than seeds. embryo the part of a seed that develops into a plant cotyledon the first leaf or pair of leaves in the embryo of a seed endosperm food stored inside a seed dormant not growing germination the process by which a new plant starts to grow from a seed seedling a young plant disperse to scatter conifer an evergreen tree that produces seeds in cones spore a tiny cell that can grow into a new plant COGNATES Spanish-speaking students may find a discussion of the similarities and differences between English and Spanish cognates helpful. English embryo dormant germination disperse conifer spore Spanish embrión durmiente germinación dispersar conifera espora BEFORE READING Activate Prior Knowledge Bring to class a pine twig and pine cone, a leaf from a deciduous tree, such as a maple or oak, and a magnifying glass. Pass the objects around the class, and ask each student to make an observation about one or more of them. Tell students that in this lesson they will learn about the similarities and differences between cone producers and other kinds of plants. Introduce Target Vocabulary Tell students they are about to read a selection about the life cycle of plants. Write the target vocabulary words on the board. Model the pronunciation of each word and have student volunteers repeat the word. Discuss the meaning of each word and, if necessary, write the definition next to the word. Present Graphic Organizer Provide each student with a copy of Vocabulary Graphic Organizer: Four Square, Teacher Guide page 79. Have students choose or assign each student a target vocabulary word. As they read, students should add information about the target vocabulary word to the graphic organizer. Word and Definition Cards for Lesson 1 are on pages 99 and 100 of the Teacher Guide. VOCABULARY STRATEGY: Print Features Discuss with students how features in textbooks, such as headings and boldfaced words, help readers understand what to pay attention to. Ask students what it usually means when a word is printed in bold in a textbook. (The word is one that students need to know or learn.) Tell students that the meaning of a boldfaced word is often given in or close to the sentence in which the boldfaced word appears. Direct students’ attention to the first 16 boldfaced word, seed coat. Ask them to find the definition. (The word is defined in the preceding sentence and in the one in which the boldfaced word appears.) Ask students why two sentences may be used to define a word. (The second sentence gives more detail about the word.) As students read the selection, have them draw an arrow from each boldfaced word to its definition. Life Science Passwords: Science Vocabulary - Book G—CURRICULUM ASSOCIATES®, Inc.—www.curriculumassociates.com—800-225-0248 The process by which a new plant starts to LESSON 1 seed coat cotyledon dormant seedling conifer embryo endosperm germination disperse spore Most seeds, though, are scattered by wind, First, the seed takes in water and swells up. water, or animals. Seeds may attach to an Then the seed coat splits open, and a root animal’s fur and drop off later. An animal begins to grow down into the soil. Next, a may also eat the seeds, which are then tiny shoot pushes up through the soil. Soon passed out in its droppings. All living things go through many changes in their lives, including plants. The changes a plant goes through make up its life cycle. Do different after, the first leaves appear. The leaves use kinds of plants have the same life cycle? Read this selection to learn more. or seedling. Eventually, the plant grows sunlight to make food for the young plant, flowers, which will make seeds for new plants. The Life Cycle of Plants First leaves Germination Most plants start life as a seed, and most seeds form in the flowers of plants. Flowers contain male cells and female cells. Seed First root Seedling First shoot When the male and female cells join, seeds develop. A seed has a better chance of growing Endosperm a young plant. The plant’s first leaf or inside cones. Conifers are also known as evergreens because they have green leaves all year round. The spores form inside cases. When the cases are ripe, they break open and the if it moves away from its parent plant. The spores scatter. If the spores land on moist bigger roots of the parent plant might prevent soil, they’ll grow into new plants. the young plant from getting enough water. Embryo Or the parent plant might shade it from light. leaf is called a cotyledon. Food is also stored inside the seed. The stored conifer is a tree that produces its seeds is a cell that can grow into a new plant. Dispersing Seeds Seed coat embryo inside. The embryo is the pair of leaves are in the embryo. Each Some seed plants do not have flowers. The seeds form inside cones instead. A Some plants, such as ferns and mosses, Parts of a Seed seed. This seed coat protects the part of the seed that will develop into Nonflowering Plants produce spores instead of seeds. A spore Seed Parts A tough covering surrounds each Some plants disperse their own seeds. grow from a seed is called germination. To find their own growing space, seeds must Cotyledons disperse, or scatter. food is called the endosperm. Germination and Growth After a seed is produced, it may not start growing right away. Hundreds of spores are found on this fern leaf. It may stay dormant for a while. To grow, a seed must have the right conditions. It needs oxygen, warmth, and water. Dandelion seeds have hairs that drift like parachutes in the wind. My Science Vocabulary Go to page 94 to list other words you have learned about the life cycle of plants. 4 Life Science DURING READING Read the selection aloud to students, stopping at the end of each paragraph or section. Review any words or concepts that students are having trouble with. Remind students that there is a glossary at the back of the student book that contains all of the words that appear in boldfaced type in the lesson. • • Draw the intersecting circles of a Venn diagram on the board. Label the left circle “Flowering Plants” and the right circle “Nonflowering Plants.” As they read the lesson, have students list the characteristics of both kinds of plants. When they have finished reading, have them fill in the similarities in the place where the circles intersect. Tell students that dormant comes from a Latin word meaning “to sleep.” Ask them to connect the target vocabulary word dormant to this meaning. Then have them figure out how the word dormitory is also related. (A dormitory is a place for numerous people to sleep.) Life Science 5 • Have students draw a flow chart or another type of diagram to help them remember the steps in the life cycle of a plant. Have students read the passage again on their own. AFTER READING Review Graphic Organizers Answer any questions students have about the reading selection. Then have students complete or review their graphic organizer and share it with the class. Summarize Have students work together to come up with either a written or an oral summary of the lesson. Encourage students to use the target vocabulary words as the basis of their summary. Have students share their summary with the class. My Science Vocabulary Encourage students to turn to My Science Vocabulary on page 94 of the student book and use the space provided to add other words about the life cycle of plants. Life Science Passwords: Science Vocabulary - Book G—CURRICULUM ASSOCIATES®, Inc.—www.curriculumassociates.com—800-225-0248 17 seed coat cotyledon dormant seedling conifer seed coat cotyledon dormant seedling conifer embryo endosperm germination disperse spore embryo endosperm germination disperse spore A. B. Match each word with its meaning. Write the letter of the correct meaning on the line in front of each word. Circle the word that makes sense in each sentence. Then write the word. 1. The root is the first part of a plant to appear during (endosperm, germination). 1. d dormant a. food stored in the seed of a plant 2. f seedling b. a tree that produces its seeds inside cones 3. a endosperm c. the part of the seed that will develop into 4. i germination 5. g spore 6. j cotyledon 7. b conifer 8. h disperse 9. e seed coat 10. c embryo germination 2. Seeds form inside cones on a tree called a (conifer, cotyledon). conifer a young plant 3. After a seed swells with water, the (seed coat, spore) splits open. seed coat d. not growing e. the tough covering surrounding a seed f. 4. Wind and water help seeds (dormant, disperse) to new growing places. disperse a young plant that grows from a seed 5. The beginning plant within a seed is the (embryo, endosperm). g. a cell that is like a seed and can grow embryo into a new plant spore h. to scatter 6. A new fern plant grows from a (seed coat, spore). i. 7. The embryo of a seed may contain one (cotyledon, spore) or two. the process by which a seed starts to grow cotyledon into a new plant j. 8. A seed may stay (dormant, conifer) until it has the right amount of oxygen, the first leaf or first pair of leaves warmth, and water. in the embryo of a seed dormant 9. Before a seed becomes a fully grown plant, it is a (conifer, seedling). seedling 10. The food stored inside a seed is called (cotyledon, endosperm). W endosperm 6 Life Science ACTIVITIES A–D Encourage students to complete as many of the activities as possible. Remind students that they may refer to the Glossary at the back of their book as they complete the activities. Students may work independently, in small groups, or as a class. When students are done, discuss the answers for each activity. RD ROOT O The word spore comes from the Greek word spora, which means “seed.” Life Science 7 WORD ROOT Have students use a dictionary to look up the word sporadic. Ask students the meaning of the word (happening now and then, irregular) and if they think spore and sporadic have the same root. (They do.) Discuss with students how the words have a linked meaning. Extensions These extension ideas allow you to reuse or expand upon the activities. Share them with students who complete the activities before other students, or have students do them for additional practice with target vocabulary words. A Put the target vocabulary words in alphabetical order. B Explain why the word you did not choose does not make sense in the sentence. 18 C Rewrite each sentence as a question that can be answered “yes” or “no.” D Choose five vocabulary words and draw a diagram that illustrates them. Life Science Passwords: Science Vocabulary - Book G—CURRICULUM ASSOCIATES®, Inc.—www.curriculumassociates.com—800-225-0248 seed coat cotyledon dormant seedling conifer seed coat cotyledon dormant seedling conifer embryo endosperm germination disperse spore embryo endosperm germination disperse spore Students’ answers will vary. C. D. Choose the correct vocabulary word to complete each sentence. conifer 1. An evergreen is another name for a Use each word in a sentence that shows you understand the meaning of the word. Germination will not take place if the seed doesn’t get 1. germination . any water. disperse 2. Some seeds by attaching to the fur of animals. 2. spore spore 3. A plant can grow from a seed or a 4. A seed’s embryo 3. embryo An embryo must be very tiny if it fits inside a seed. contains a plant’s first leaves. 5. The supply of food inside a seed is called 6. The inside of a seed is protected by the 7. The stages of a plant’s life cycle are seed, A spore is like a seed because it can grow into a new plant. . endosperm seed coat . A seed coat protects the embryo the way my winter coat protects me. 4. seed coat . seedling , 5. conifer I know a pine tree is a conifer because it has cones. and adult plant that grows flowers. 8. A seed leaf is also known as a 9. Without oxygen, warmth, or water, cotyledon . The food found inside a seed is called endosperm. 6. endosperm germination 7. dormant A seed that is dormant is not growing now, but it may start cannot take place. to grow later. 10. Seeds often remain dormant until the growing conditions 8. seedling In the spring, a seedling may pop out of the ground. are just right. 9. cotyledon A leaf inside a seed is a cotyledon. 10. disperse A strong wind can disperse seeds over a large area. Write! Write your response to the prompt on a separate sheet of paper. Use as many vocabulary words as you can in your writing. Imagine that you are a very old plant. Tell your life story, from beginning to end. 8 Life Science Life Science 9 Write! TAKE HOME Distribute Writing Graphic Organizer: Sequence Chart, Teacher Guide page 82. Tell students to use the boxes to list each stage of the life cycle of a plant. They can also list any details they want to include at each stage. Sample Answer Many years ago, I started as a seed that fell from a flower of my parent plant one fall. My seed coat protected my embryo. I lay dormant until spring when my germination began. Warm temperatures and rain made my seed swell up and burst open. My seed sent out roots to hold up the plant I would soon become. Soon, I poked my head through the soil, followed next by leaves. I was officially a seedling! Then I produced flowers, which produced their own seeds. Next year, I’ll have children, grandchildren, and great grandchildren all around me. 1 seed coat cotyledon dormant seedling conifer embryo endosperm germination disperse spore Use vocabulary words to complete the puzzle. The Life Cycle of Plants 1 d i o n r 3 4 e n d o s p e r m c a o n n 5 s 6e e d c o a t i m f 7 8 b d i s p e r s e r p r 9 c o t y l e d o n o r 10 s e e d l i n g 2 g e r m i n a t ACROSS DOWN 2 the process by which a seed starts to grow into a new plant 3 food stored in the seed of a plant TAKE-HOME ACTIVITY 5 the tough covering surrounding a seed Assign the Take-Home Activity to students for additional practice with the target vocabulary words. The reproducible Take-Home Activity for Lesson 1 is on page 84 of the Teacher Guide. 9 the first leaf or first pair of leaves in the embryo of a seed 7 to scatter 10 1 not growing 4 a tree that produces its seeds inside cones 6 a plant (or an animal) in the earliest stage of its development 8 a tiny cell that can grow into a new plant a young plant grown from a seed Tell someone in your family what you have learned about the life cycle of plants. 84 ©Curriculum Associates, Inc. Passwords: Science Vocabulary, Book G, Lesson 1 Life Science Passwords: Science Vocabulary - Book G—CURRICULUM ASSOCIATES®, Inc.—www.curriculumassociates.com—800-225-0248 19