Subject Link 1 TG

S U B J E C T
Curriculum Integration Reading Program
L1
Te a c h e r ' s G u i d e
Subject Link 1
Contents
2 Subject Link L1 • Teacher’s Guide 3

Chapter 1
• Where do you think these flowers are?

Lesson 1 |
Parts of Plants • Do you have a favorite flower?
Read the Big Idea question as a class. Tell the students to call out the names of
any flowers they know and write them on the board.
Extra Activity: (optional)

After writing the names of the flowers on the board, read over the list as a class.
Objectives Ask the students to close their eyes and erase one or two of the names. Have the
1. Students will learn about the four main parts of plants and their different roles. students open their eyes and guess which flowers are missing.
2. Students will make connections between the reading passage and their own
experiences. 2) Look at the contents map on page 7 and read the four subjects that the lessons
3. Students will learn key words about the topic and be able to use the words in are related to as a class. Ask which of the subjects the students like the best.
sentences. Have the students look at Lesson 1. Tell them today’s lesson is going to be about
4. Students will practice reading comprehension skills such as identifying the main science and read the question to them. Have the students brainstorm possible
idea and supporting details. answers as a class, with a partner, or individually.
5. Students will learn skills in creating outlines and summarizing passages.

Key Words Read all four of the questions in the contents map as a class and then let the
flower, root, stem, leaf, seed, soil students brainstorm possible answers and say what they think each passage will be
about. Ask the class which of the passages they think will be the most interesting.
3) Have the students turn to Lesson 1. Ask them what they see in the picture. Read
LESSON GUIDE the instructions for the Warm Up activity. Have the students complete the activity as
a class, with a partner, or individually.
Before Reading
1) Have the students turn to page 6. Ask them what the chapter is about. Then ask 4) Introduce the unit’s key words. Use the related pictures to illustrate the definitions
them what they can see on the page. While the students are looking at the picture, or explanations that you give the students about the key words. Or, have the
some of the following questions may be asked: students use the pictures to try and create their own simple definitions of the new
vocabulary.
• What kind of flowers do you see?

• What color are the flowers?

Extra Activity: (optional) 4) Read the Connect to Yourself questions to the class. Have the students work in
Have a spelling race with the key words from the unit. Split the students into two pairs or individually to answer the questions. Then ask the students to share their
teams. Ask a member of each team to stand at the back of the class. Tell them answers with the class.
one of the key words and practice spelling the word together several times. Then
shout “Go!” and have them run to the board and write the word down. Whoever Extra Activity: (optional)
finishes first scores a point for their team. Ask the students to draw a picture and write a few sentences about a plant they
have grown. Encourage them to use the lesson’s key words in their sentences.
Check the sentences for spelling and grammar. Then, have the students show their
pictures to the class and read their sentences out loud.
During Reading
1) Have the students turn to the passage. Read the Let’s Focus question together as
a class. Ask the students to think about the question while they read the passage.
After Reading
2) Play the recording of the passage and tell the students to follow along in the 1) Have the students turn to the Reading Comprehension section. If you feel that the
student book. Next, have the students read the passage silently and ask them students have a good understanding of the passage or are at the level to answer
to underline the main idea in each paragraph. Then, read the passage as a the questions by themselves, have them complete the page on their own or with
class. Pause after each paragraph to ask the students what the main idea of the a partner and check the answers as a class. If the students are not at a level to
paragraph is. answer the questions by themselves, work on the answers as a class.
3) After reading the passage, ask the students the Let’s Focus question. Write down 2) Read the four sentences in the graphic organizer section as a class. Then ask the
the different plant parts on the board. Ask the class or individual students to use students to write each of the sentences in the correct box. Check the answers as a
the passage to tell you one piece of information about each plant part. If they have class.
trouble thinking of information on their own, some of the following questions may be
asked: Extra Activity: (optional)
Write the four sentences in the graphic organizer section on separate pieces of
• Why are flowers important? paper and stick them facedown on the board. Draw four boxes on the board and
• What travels through the roots? label them “Flowers,” “Leaves,” “Roots,” and “Stems.” Have the students work in
• How do stems help plants get sunlight? pairs. Time each pair to see how long it takes them to put each sentence in the
• What do leaves do? correct box. After they have put the sentences in the boxes, have the students read
the sentences out loud.

ANSWER KEY: STUDENT BOOK
3) Have the students complete the summary by filling in the blanks with the given
Big Idea:
(Page 6)
words either individually or in pairs. Check the answers as a class. What kinds of flowers do you know?
(Sample answer) I know tulips, roses, daisies, and sunflowers.
(Page 7) Contents
Map:
What is a plant made of?
A plant is made of flowers, roots, stems, and leaves.
Warm Up:
(Page 8)
The flowers are colorful.

The stems hold up the plant.
Let’s Focus:
(Page 10)
What are the different parts of plants?

The different parts of plants are flowers, roots, stems, and leaves.
Connect to Yourself:
(Page 11)
Have you ever grown a plant? What was it?

(Sample Answer) Yes, I have grown a tomato plant. It grew delicious tomatoes.
(Page 12)Reading Comprehension:

1. c 2. b 3. a 4. c 5. b 6. flowers, stems
7. sunlight, water
Graphic Organizer:
(Page 13)
Flowers – They make fruits and seeds.

Roots – They take in water and nutrients from the soil.
Leaves – They make food for the plants.
Stems – They carry water and nutrients to the leaves.
Summary:
roots / Flowers / seeds / water / soil / Leaves
8 The Best Way Teacher’s Guide 1 9

ANSWER KEY: Workbook
Lesson 2 |
(Page 3)
National Flowers
A:
1. seed
2. flower
3. leaf
4. root
5. soil
6. stem
B:
Objectives
1. b 2. c 3. b
1. Students will learn about the national flowers of Austria and India.
(Page 4)
experiences.
C:
1. You can see many beautiful plants in the park. 3. Students will learn key words about the topic and be able to use the words in
2. Most plants have flowers, roots, stems, and leaves. sentences.
3. Flowers are important because they help make new plants.
4. Students will practice reading comprehension skills such as identifying the main
4. Roots take in water and nutrients from the soil.
5. The stems also help hold the plants up. idea and supporting details.
6. Leaves make food for the plants. 5. Students will learn skills in creating outlines and summarizing passages.
D:
Key Words
country, proud, precious, religious, muddy, float
LESSON GUIDE
Before Reading
1) Have the students turn to the opening section of the chapter on page 7. Quickly
review the previous lesson by asking the students the question on the contents
map for Lesson 1. Look at the picture for Lesson 2. Tell the students that today’s
lesson will relate to social studies and then read the lesson’s title and the question
to them. Have the students brainstorm possible answers as a class, with a partner,
or individually.

During Reading
Ask the students what country’s flag is in the picture. Then show them pictures of
flags from other countries (include the flags for Austria and India) and see if they
can identify them as well. Tell the students that the national flowers for two of the
2) Play the recording of the passage and tell the students to follow along in the
countries will be talked about in the passage. Take a vote to see which countries
student book. Next, have the students read the passage silently and ask them
the students think they will be.
to underline the main idea in each paragraph. Then, read the passage as a
class. Pause after each paragraph to ask the students what the main idea of the
2) Have the students turn to Lesson 2. Tell them to look at the Warm Up page. Ask
paragraph is.
them if they can name the flowers in the pictures. Read the sentences for each of
the pictures together as a class. Then, read the Warm Up question to the students.
3) After reading the passage, ask the students the Let’s Focus question. Ask the
Have the students work in pairs to answer the question. Ask some of the pairs to
students to use the passage to tell you different details about each national flower.
share their answers with the class. Do their classmates think that they chose the
If they have trouble thinking of details on their own, some of the following questions
correct flower?
may be asked:
3) Ask the students to look at the pictures in part A of the Key Words section. Read
• What does the edelweiss look like?
the words as a class and use the images to help explain the meaning of each word.
• Where does the edelweiss / pink lotus grow?
• What does the word edelweiss / lotus mean?
4) Have the students complete the sentences in part B of the Key Words section.
• What kind of events is the pink lotus used in?
Tell them to read the sentences and circle the correct words. If you feel that the
students have a good understanding of the key words, have them answer the
4) Read the Connect to Yourself question to the class. Have the students work in pairs
questions by themselves or with a partner. If the students do not have a good
or individually to answer the question. Then ask the students to share their answers
understanding of the key words, work on the answers as a class.
with the class.

Write the sentences on strips of paper with blank spaces where the key words are
Ask the students to create their own national flower. Tell them to draw a picture of
supposed to go. Put all of the strips of paper in a box. Have the students take
their national flower and to write a few sentences about it. Tell them to name their
turns pulling a strip of paper from the box. Have them read the sentence out loud.
flower, say where it grows, and say why it is a special flower. Encourage them to
Can they remember which key word fits in the blank space? If your students are
use the lesson’s key words in their sentences. Check the sentences for spelling
advanced, you could add some extra sentences to the box to allow the students to
and grammar. Then, have the students show their national flowers to the class and
practice using the key words in different contexts.
read their sentences out loud.

After Reading
1) Have the students turn to the Reading Comprehension section. If you feel that the Contents Map:
(Page 7)
What is a national flower?

students have a good understanding of the passage or are at the level to answer
A national flower is a flower that represents a country.
the questions by themselves, have them complete the page on their own or with
a partner and check the answers as a class. If the students are not at a level to Warm Up:
(Page 14)
What is the national flower of your country?

answer the questions by themselves, work on the answers as a class. (Sample Answer) The national flower of Korea is the hibiscus.
Key Words:
(Page 15)
2) Read the words in the box under the graphic organizer as a class. Then ask the
1. float 2. proud 3. muddy 4. country 5. religious
students to write each of the words in the correct box. Check the answers as a 6. precious
class.
Let’s Focus:
(Page 16)
What are the national flowers of Austria and India?

3) Have the students complete the summary by filling in the blanks with the given The national flower of Austria is the edelweiss. The national flower of India is
the pink lotus.
words either individually or in pairs. Check the answers as a class.
(Page 17)
Extra Activity: (optional) Do you know what the national flower of your country means?
(Sample Answer) Yes, my country’s national flower is the hibiscus. It means
Separate the boys and girls in the class into two teams. Have the teams take turns patience.
reading the summary. Each member of the team will read one sentence. When
they finish, the person next to them will read the next sentence. Time the teams to
1. c 2. b 3. a 4. c 5. a 6. Queen Flower
see how long it takes them to finish. The team with the fastest time is the winner. 7. religious
Graphic Organizer:
(Page 19)
Country – Austria, India

Size – small, large
Color – white, pink
Meaning – noble, pure and clean
Place to Grow – high mountains, muddy water
Summary:
country / edelweiss / noble / India / water / float

Lesson 3 |
(Page 5)
Robert Schumann’s
Musical Bouquet
A:
1. muddy
2. religious
3. proud
4. country
5. precious
6. float
B:
1. b 2. a 3. c
Objectives
(Page 6)
C: 1. Students will learn about Myrthen, a special gift that the composer Robert
1. People are very proud of their national flower. Schumann made for his wife.
2. The edelweiss grows on the high mountains in Austria.
3. The word edelweiss means “noble.”
4. The pink lotus is the national flower of India. experiences.
5. The flower floats on the water. 3. Students will learn key words about the topic and be able to use the words in
6. The national flower shows the spirit of a country.
sentences.
D: 4. Students will practice reading comprehension skills such as identifying the main
idea and supporting details.
Key Words
composer, wedding, poem, melody, bouquet, bride
LESSON GUIDE
Before Reading

lesson will relate to music and then read the lesson’s title and the question to
During Reading
them. Have the students brainstorm possible answers as a class, with a partner, or
individually. 1) Have the students turn to the passage. Read the Let’s Focus question together as

Have the students make their own short songs about flowers. Tell them to work in
pairs or small groups and give them a few minutes to write some simple lyrics for
their songs. Or have everyone work together and create lyrics as a class. Have the
students sing their songs and have the class vote on which song is the best.
paragraph is.
2) Have the students turn to Lesson 3. Tell them to look at the Warm Up page. Read
the Warm Up questions to the students. Then, read the phrase and sentence for Extra Activity: (optional)
the pictures together as a class. Have the students work in pairs to answer the Divide the class into three groups. Ask one group to read the passage in a high
Warm Up questions. Ask some of the pairs to share their answers with the class. voice, tell the second group to read in a normal voice, and have the third group read
Have any of the students ever given flowers to someone? What was the occasion? with a low, deep voice. Tell each group that they should read only when you gesture
to them. As the conductor, you can have the groups read individually, two at a time,
3) Ask the students to look at the pictures in part A of the Key Words section. Read or all at once.
students to use the passage to tell you different details about how a flower was
related to Schumann’s most famous work. If they have trouble thinking of details on
Print out copies of the pictures for the key words (or find similar images on the
their own, some of the following questions may be asked:
Internet). Put the pictures (images only, no words) in a pile and shuffle them. Give
the pictures to a student and time how long it takes them to say all six key words.
• What was the name of the work Schumann made for his wife?
After they have finished, ask another student to do the same thing. Whoever can
• What is a myrthen?
say all six key words the fastest is the winner.
• What is the myrthen flower a symbol for in Europe?
• What were the 26 songs grouped together like?
with the class.

After Reading
(Page 7)
Do you know any songs about flowers?

(Sample Answer) Yes, I do. I’ve heard a famous song called “Edelweiss.”
(Page 20)
When do people give flowers? Can you guess how people feel when they get
answer the questions by themselves, work on the answers as a class. them? (Sample Answer) People give flowers on special days like Mother’s Day
and birthdays. People feel happy when they get them.
2) Read the sentences in the graphic organizer as a class. Then ask the students to
Key Words:
(Page 21)
number the sentences in the correct order. Check the answers as a class. 1. poem 2. composer 3. melody 4. bouquet 5. bride
6. wedding
3) Have the students complete the summary by filling in the blanks with the given Let’s Focus:
(Page 22)
words either individually or in pairs. Check the answers as a class. How was a flower related to Robert Schumann’s most famous work?
His most famous work is called Myrthen. He chose this name because the
myrthen flower is a symbol of love in Europe.
Write the sentences from the summary on pieces of paper. Put one sentence on Connect to Yourself:
(Page 23)
Do you think Schumann’s wedding gift to his wife was romantic?

each piece of paper. Stick the sentences to the board with magnets and then mix (Sample Answer) Yes, it was a very romantic present.
them up. Have the students work in pairs or small groups to put the sentences in
(Page24) Reading Comprehension:
the correct order. Time them to see how fast they do it. Whichever pair or group
1. c 2. a 3. c 4. b 5. b 6. twenty-six
does it the fastest is the winner. 7. flower, symbol
(Page 25) Graphic Organizer:

1 – Robert and Clara decided to get married.
3 – Robert made 26 romantic songs called Myrthen.
2 – Robert wanted to give a special wedding gift to his bride.
4 – Robert played the music for Clara five days before their wedding.
Summary:
composer / wedding / named / symbol / melody / bride

Lesson 4 |
(Page 7)
The Crazy Cost of
Tulips
A:
1. bouquet
2. wedding
3. poem
4. composer
5. bride
6. melody
B:
1. a 2. b 3. c
Objectives
(Page 8)
C: 1. Students will learn about why tulips were very expensive in the Netherlands in
1. Robert met his wife Clara in the mid-1800s. 1600s.
2. Robert was studying piano with Clara’s father.
3. They fell in love and decided to get married.
4. Robert wanted to give Clara a special wedding gift. experiences.
5. The 26 songs together were like a bouquet. 3. Students will learn key words about the topic and be able to use the words in
6. It showed Robert’s deep love for his new bride.
sentences.
Key Words
introduce, Dutch, product, price, income, pay
LESSON GUIDE
Before Reading

lesson will relate to history and then read the lesson’s title and the question to 4) Have the students complete the sentences in part B of the Key Words section.
them. Have the students brainstorm possible answers as a class, with a partner, or Tell them to read the sentences and circle the correct words. If you feel that the
individually. students have a good understanding of the key words, have them answer the
Extra Activity: (optional) understanding of the key words, work on the answers as a class.
Make a KWL Chart with the students. Draw three columns on the board. At the top
of the columns write, “What I Know,” “What I Want to Know,” and “What I Learned.” Extra Activity: (optional)
As a class, use the lesson’s title, picture, and the question on the contents map to Give the students a bit of time to look over the key words again. Then ask them to
brainstorm things for the first two columns. Then, fill in the third column after the close their books and give them a quick spelling quiz using the key words. When
students have finished the graphic organizer and summary for the passage. giving the test, say the key word followed by a new sentence that uses the word.
This will allow the students to hear the key words being used in different contexts (for
2) Have the students turn to Lesson 4. Tell them to look at the Warm Up page. Read example, “Pay. Please pay for those shoes at the cash register.”). Correct the quiz
the Warm Up questions to the students. Have the students call out which country as a class.
they think grows the largest number of tulips in the world. Then, look at the picture
and read the sentence at the bottom of the page. Did the students guess correctly?
Ask the students questions about the picture at the bottom of the page. Some of
the following questions may be asked:
• Where is the Netherlands?

During Reading
• What is the large thing behind the tulips called?
• Do you like tulips? 1) Have the students turn to the passage. Read the Let’s Focus question together as
• How much do you think tulips cost nowadays? a class. Ask the students to think about the question while they read the passage.
For the last question, take a poll about what students think a dozen tulips cost.
Then check the answer on the Internet to see how close their guesses where. If you
have time, search on the Internet about the cost of some other common flowers
paragraph is.
(roses, daisies, etc.) to allow the students to see how they compare to the cost of
tulips.
students to use the passage to tell you information about why tulips were so
expensive in the past. If they have trouble thinking of information on their own,
some of the following questions may be asked:

• Why did tulips become popular? 3) Have the students complete the summary by filling in the blanks with the given
• What happens when there is not enough of a product? words either individually or in pairs. Check the answers as a class.
• What happened to the price of tulips in the early 1600s?
with the class. Write down the prices they say on the board to see what kind of
price range the students think is acceptable for one flower.
After Reading
1) Have the students turn to the Reading Comprehension section. If you feel that the
a partner and check the answers as a class. If the students are not at a level to
answer the questions by themselves, work on the answers as a class.
2) Read the sentence parts in the box under the graphic organizer as a class. Then
ask the students to fill in the blanks with the correct sentence parts. Check the
answers as a class.

Have the students create their own sentences like the ones in the graphic organizer.
Using the passage, ask the students to write four sentences on a piece of paper.
The sentences can be about anything from the passage, not just the main idea of
each paragraph. Tell the students to leave parts of the sentences blank and to
write the missing parts at the bottom of the page. Have them exchange papers
with a partner and try to complete each other’s sentences.

ANSWER KEY: STUDENT BOOK ANSWER KEY: Workbook
Contents Map:
(Page 7) (Page 9)
Why were tulip prices so high in the past? A:

(Sample Answer) The prices were high because tulips were very popular and 1. Dutch
rare. 2. price
3. introduce
Warm Up:
(Page 26) 4. pay
Do you like tulips? Which country grows the largest number of tulips in the 5. product
world? (Sample Answer) Yes, I like tulips a lot. The Netherlands grows the 6. income
largest number of tulips in the world.
B:
Key Words:
(Page 27) 1. b 2. a 3. b
1. price 2. products 3. income 4. Dutch 5. pays
6. introduce (Page 10)
C:
Let’s Focus:
(Page 28) 1. Tulips seem no different than other common flowers.
Why were tulips so expensive in the past? 2. Dutch people liked the unique colors and shape of them.
Tulips were expensive because they were very popular. But there were not 3. One flower could cost more than a Dutch worker’s yearly income.
enough tulips for people to buy. So the price of tulips went up. 4. In 1635, 40 tulip bulbs were more expensive than a house!
5. By 1637, people stopped paying high prices for tulips.
(Page 29) 6. Now tulips are common flowers in the Netherlands.
How much money would you pay for one flower?
(Sample Answer) I would pay five dollars for one flower if it was really beautiful. D:

1. c 2. c 3. c 4. b 5. a 6. shape, colors
7. enough, tulips

1 – very expensive
2 – became popular
3 – there were not enough of them
4 – high prices for tulips
Summary:
common / enough / price / went up / bulbs / house

Chapter 2
• What are they doing?

Lesson 5 |
How to Read a Map • Why do you think they are looking at a map?
• What do you take with you when you go hiking?
Read the Big Idea questions as a class. Tell the students to call out the different
times when people use a map, and write the examples they say on the board. Take
a poll to see how many of the students have used a map before in the different
instances.
Objectives
1. Students will learn about the three important parts of a map: the compass rose, 2) Look at the contents map on page 33 and read the four subjects that the lessons
map key, and scale. are related to as a class. Ask which of the subjects the students like the best. Have
2. Students will make connections between the reading passage and their own the students look at Lesson 5. Tell them today’s lesson is going to be about social
experiences. studies and read the question to them. Have the students answer as a class, with
3. Students will learn key words about the topic and be able to use the words in a partner, or individually.
sentences.
4. Students will practice reading comprehension skills such as identifying the main Extra Activity: (optional)
idea and supporting details. Read all four of the questions in the contents map as a class and then let the
5. Students will learn skills in creating outlines and summarizing passages. students brainstorm possible answers and say what they think each passage will be
Key Words
map, compass rose, direction, map key, symbol, scale 3) Have the students turn to Lesson 5. Ask them what they see in the picture. Read
the instructions for the Warm Up activity. Have the students complete the activity as
a class, with a partner, or individually.
4) Introduce the unit’s key words. Use the related pictures and sentences to illustrate
LESSON GUIDE the definitions or explanations that you give the students about the key words.
Or, have the students use the pictures and sentences to try and create their own
Before Reading
simple definitions of the new vocabulary.
1) Have the students turn to page 32. Ask them what the chapter is about. Then ask
them what they can see on the page. While the students are looking at the picture,
• Where do you think the people are?

Extra Activity: (optional) • Why do maps have scales?
Have the students practice giving directions using the map on pages 34 and 35.
Ask them to use the directions in the compass rose and the symbols in the map 4) Read the Connect to Yourself question to the class. Have the students work in pairs
key to tell you or a partner how to get to different areas on the map. They can also or individually to answer the question. Then ask the students to share their answers
use the scale to tell how far away places are. with the class.
During Reading
After Reading
a class. Ask the students to think about the question while they read the passage. 1) Have the students turn to the Reading Comprehension section. If you feel that the
2) Play the recording of the passage and tell the students to follow along in the the questions by themselves, have them complete the page on their own or with
student book. Next, have the students read the passage silently and ask them a partner and check the answers as a class. If the students are not at a level to
to underline the main idea in each paragraph. Then, read the passage as a answer the questions by themselves, work on the answers as a class.
paragraph is. 2) Read the sentence parts in the box under the graphic organizer as a class. Then
ask the students to fill in the boxes with the correct sentence parts. Check the
Extra Activity: (optional) answers as a class.
Read the passage to the students. Make some small mistakes while you are
reading. The students should follow along in their student books and correct you 3) Have the students complete the summary by filling in the blanks with the given
when you read something incorrectly. words either individually or in pairs. Check the answers as a class.
3) After reading the passage, ask the students the Let’s Focus question. Next, ask Extra Activity: (optional)
the class or individual students to use the passage to tell you about each of the Have the students draw a map of their neighborhood or town. Tell them to include
map parts. If they have trouble thinking of information on their own, some of the a scale and a compass rose on the map. And to also use a map key to explain the
following questions may be asked: different symbols they want to put on their map. When the students are finished,
have them take turns coming to the front of the class and telling everyone how to
• What are the four directions that the compass rose shows? travel somewhere on their map.
• How can the symbols in the map key help you?

Big Idea:
(Page 32) (Page 11)
What is a map? When do we use it? A:

(Sample answer) A map is a picture that tells us where different places are. We 1. symbol
use it when we don’t know where to go. 2. map
3. direction
Contents Map:
(Page 33) 4. map key
How do we read a map? 5. compass rose
We use the compass rose, the map key, and the scale to read a map. 6. scale
Warm Up:
(Page 34) B:
park ( 2 ) school ( 3 ) library ( 2 ) restaurant ( 5 ) 1. c 2. b 3. c
Let’s Focus:
(Page 36)
What are the three important parts of a map? (Page 12)
The three important parts of a map are the compass rose, the map key, and C:
the scale. 1. You can use a map to find your way around.
2. The compass rose shows direction.
(Page 37) 3. The map key explains the meaning of each symbol on the map.
What information can you find from the map above? 4. Everything on a map is drawn smaller than it really is.
(Sample Answer) I can find hospitals, restaurants, and parks on the map. 5. Now you know how to read a map.
6. Grab a map and start finding your way there!
1. c 2. a 3. b 4. c 5. c 6. south, east, west D:
7. map, key
Graphic Organizer:
(Page 39)
Compass Rose – directions on the map

Map Key – each symbol on the map
Scale – the real distance between places
Summary:
lost / find / compass rose / direction / symbols / distance

2) Have the students turn to Lesson 6. Tell them to look at the Warm Up page. Review
Lesson 6 |
Descartes and the Fly the names of the animals together and then ask the students to look at the map
and write the letter and number of where each animal is.

Put a copy of the photo from the Warm Up page on the board (or draw a similar
picture). Have a student stand up. Give them a foam ball and ask them to throw it
at one of the animals. When they hit an animal, the rest of the class will ask, “Where
Objectives is the (animal)?” The student will answer, “The (animal) is at (number, letter). Let
1. Students will learn about how Rene Descartes made the coordinate plane. the student choose who will try it next.
experiences. 3) Ask the students to look at the pictures in part A of the Key Words section. Read
3. Students will learn key words about the topic and be able to use the words in the words as a class and use the images to help explain the meaning of each word.
sentences.
4. Students will practice reading comprehension skills such as identifying the main Extra Activity: (optional)
idea and supporting details. Play charades with the key words. Choose a student and ask them to mime out
5. Students will learn skills in creating outlines and summarizing passages. one of the key words. The first student to guess the word correctly gets to act out
the next key word.
Key Words 4) Have the students complete the sentences in part B of the Key Words section.
fly, ceiling, bottom, describe, location, graph Tell them to read the sentences and circle the correct words. If you feel that the
LESSON GUIDE
Before Reading
During Reading
lesson will relate to math and then read the lesson’s title and the question to them. 1) Have the students turn to the passage. Read the Let’s Focus question together as
Have the students answer as a class, with a partner, or individually. a class. Ask the students to think about the question while they read the passage.

After Reading
paragraph is.
Tell the students that they will take turns reading one sentence each from the
2) Read the sentences in the graphic organizer as a class. Then ask the students to
passage. After each student finishes reading their sentence, they will point either
number the sentences in the correct order. Check the answers as a class.
left or right. If they point right, then the next student has to read the sentence
AFTER the one that was just read. If they point left, then the next student has to
read the sentence BEFORE the one that was just read.
students to use the passage to tell you details about how Descartes made the Extra Activity: (optional)
Type up several copies of the summary. Cut out each sentence of the summary
coordinate plane. If they have trouble thinking of details on their own, some of the
and put it in an envelope. Have the students work in groups. Give each group an
following questions may be asked:
envelope and tell them to arrange the sentences in order. The group that correctly
puts the summary together first is the winner.
• What did he draw from left to right on his ceiling?
• What did he call the lines that went left to right?
• What did he draw from top to bottom on his ceiling?
• What did he call the top to bottom lines?
• What did he do when the fly moved?
with the class.

Contents Map:
(Page 33) (Page 13)
How can you explain the location of something? A:

(Sample Answer) We can explain the location of something by telling people 1. ceiling
how far it is from other things. 2. fly
3. graph
(Page 40) Warm Up: 4. bottom
5. location
6. describe
B:
1. c 2. b 3. a
(Page 14)
(Page 41)Key Words: C:
1. fly 2. bottom 3. graph 4. ceiling 5. location 1. He was very sick, so he often stayed in bed.
6. describes 2. One day, Descartes saw a fly on his ceiling.
3. Descartes wanted to tell his parents where he saw the fly.
Let’s Focus:
(Page 42) 4. When the fly moved, he drew a star in its place.
How did Rene Descartes make the coordinate plane? 5. Descartes came up with a new way to describe a location on a map.
He made it by drawing lines from left to right and from top to bottom on his 6. Without Descartes, reading maps would not be the same!
ceiling. He labeled the lines with numbers and letters.
D:
(Page 43)
Do you think the coordinate plane is useful to explain a location?

(Sample Answer) Yes, I do. It helps people explain a location more easily.

1. c 2. b 3. c 4. a 5. False 6. True 7. maps
8. left, right
(Page 45)Graphic Organizer:

1 – Rene Descartes saw a fly on the ceiling.
4 – When the fly moved, he drew a star in its place.
3 – Descartes had a good idea. He drew lines on the ceiling and named them.
2 – Descartes wanted to explain where the fly was on the ceiling.
5 –Using the name of each line, he could tell his parents the position of the fly.
Summary:
ceiling / location / lines / bottom / describe / coordinate plane

lesson will relate to science and then read the lesson’s title and the question to
Lesson 7 |
Using Nature’s them. Have the students answer as a class, with a partner, or individually.
Compass 2) Have the students turn to Lesson 7. Tell them to look at the Warm Up page. Read
the Warm Up questions to the students. Then, read the sentences for the picture
together as a class. Have the students work in pairs to answer the Warm Up
questions. Ask some of the pairs to share their answers with the class. Have any of
the students ever used a compass before?
Objectives the words as a class and use the images to help explain the meaning of each word.
1. Students will learn about how stars and trees can help people who are lost to find
their way.
experiences.
3. Students will learn key words about the topic and be able to use the words in
sentences.
Play hangman with the key words and sentences from part B of the Key Words
section. Ask the students to close their books. Choose one of the sentences and
write dashes on the board. The number of dashes will match the number of letters
Key Words
in the sentence. The students then have to call out letters, with too many wrong
forest, worry, branch, moss, shadowy, nature
answers leading to the completion of the gallows.
LESSON GUIDE
Before Reading
During Reading
review the previous lesson by asking the students the question on the contents 1) Have the students turn to the passage. Read the Let’s Focus question together as
map for Lesson 6. Look at the picture for Lesson 7. Tell the students that today’s a class. Ask the students to think about the question while they read the passage.

After Reading
paragraph is.
students to use the passage to tell you different details about what people can use
to find their way in nature. If they have trouble thinking of details on their own, some Extra Activity: (optional)
of the following questions may be asked: Have the students work in pairs. Tell them to close their books and ask them
the reading comprehension questions. For the multiple choice questions, do not
• Which trees have fewer branches? tell them the possible answers. Instead have the pairs try to brainstorm their
• Where does moss grow well? own answers. Once they are finished, ask them to open their student books and
• What star points to the North Star? complete the reading comprehension questions. How did their answers compare to
the answers in the student book?

2) Read the sentence parts in the box under the graphic organizer as a class. Then
Use the text from the passage to make questions for the students. Throw a foam
ask the students to fill in the blanks with the correct sentence parts. Check the
ball to a student and ask them a question. Tell the student to use the text to find
answers as a class.
the answer to the question (for example, Teacher: “What can trees show you?”
Student: “Trees can show you which direction you are walking in.”). After the
student has answered, ask another question and let them decide which student
they want to throw the ball too.
4) Read the Connect to Yourself question to the class. Have the students work in pairs Extra Activity: (optional)
or individually to answer the question. Then ask the students to share their answers Write the words for the blanks on the board. Ask five students to come to the front
with the class. with their student books. Have all the other students close their books. Have each
of the five students read a sentence from the summary. Tell them to say “blank” if
they come to an empty space in the sentence. The students sitting down will try to
guess which word from the board fits in each of the blanks.

Contents Map:
(Page 33) (Page 15)
Do you think nature can show you direction? A:

(Sample Answer) Yes, we can use trees or stars in the sky to find our way. 1. shadowy
2. branch
Warm Up:
(Page 46) 3. forest
What does a compass do? When do we use a compass? 4. nature
(Sample Answer) A compass tells us direction. We use a compass to know 5. worry
where to go. 6. moss
Key Words:
(Page 47)
1. branch 2. shadow 3. Moss 4. forest 5. nature B:

6. worry 1. b 2. a 3. b
(Page 48) Let’s

Focus:
What can we use to find our way in nature? (Page 16)
We can use trees, moss, and the North Star to find our way in nature. C:
1. You look for your compass, but it’s not in your bag!
(Page 49) 2. Trees can show you which direction you are walking in.
If you were lost and didn’t have a map, what would you do first? 3. Moss grows well in shadowy, dark places.
(Sample Answer) I would look around and see if the trees, moss, or stars could 4. If you still can’t find your way, try looking for the North Star.
help me find my way. 5. The star at the end of the Big Dipper points to the North Star.
6. Use nature as your compass.
Reading Comprehension:
(Page 50)
1. b 2. a 3. c 4. b 5. c 6. shadowy D:
7. North, Star
Graphic Organizer:
(Page 51)
Paragraph 2 – fewer branches

Paragraph 3 – moss on the north side
Paragraph 4 – which way is north
Paragraph 5 – nature as your compass
Summary:
nature / closer / branches / moss / shadowy / North Star

them. Have the students answer as a class, with a partner, or individually.
Lesson 8 |
Following Quilts to Extra Activity: (optional)
Freedom Make a KWL Chart with the students. Draw three columns on the board. At the top
of the columns write, “What I Know,” “What I Want to Know,” and “What I Learned.”
As a class, use the lesson’s title, picture, and the question on the contents map to
brainstorm things for the first two columns. Then, fill in the third column after the
students have finished the graphic organizer and summary for the passage.
Objectives the Warm Up questions to the students. Have them answer the questions as a
class. Then read the sentence at the bottom of the page together.
1. Students will learn about how freedom quilts helped slaves escape.
experiences. Extra Activity: (optional)
3. Students will learn key words about the topic and be able to use the words in Have the students work in pairs. Tell them to tell their partner about any quilts they
sentences. have at home. What do the quilts look like? When does the student’s family use
4. Students will practice reading comprehension skills such as identifying the main them? If the students don’t have a quilt at home, tell them to describe a quilt they
idea and supporting details. would like to have. What color would it be? What patterns would be on it?

Key Words
slave, hang, pack, information, escape, cabin
LESSON GUIDE understanding of the key words, work on the answers as a class.
Before Reading
1) Have the students turn to the opening section of the chapter on page 33. Quickly Write the lesson’s key words in different places on the board. Write some of the
review the previous lesson by asking the students the question on the contents key words from the chapter’s other lessons as well. Place two chairs in front of the
map for Lesson 7. Look at the picture for Lesson 8. Tell the students that today’s board with a fly swatter on each chair. Divide the class into two teams. Have one
lesson will relate to history and then read the lesson’s title and the question to student from each team sit on the chairs with their backs to the board. Read one of

the sentences from part B of the Key Words section and say “blank” in the space Extra Activity: (optional)
where the key word should be. The first student to stand up and hit the correct word Have the students design their own freedom quilts. Ask the students to draw
with their fly swatter gets a point for their team. their freedom quilt on a piece of paper. Then have them write a few sentences
about what the symbol on their freedom quilt means, and how the freedom quilt
would help people. Check the sentences for spelling and grammar. Then, have the
students show their freedom quilts to the class and read their sentences out loud.
During Reading
After Reading
3) After reading the passage, ask the students the Let’s Focus question. Ask the 2) Read the sentences in the box under the graphic organizer as a class. Then ask the
students to use the passage to tell you information about how freedom quilts students to fill in the boxes with the correct sentences. Check the answers as a
helped slaves to become free. If they have trouble thinking of information on their class.
own, some of the following questions may be asked:
• How was the boxes quilt John and Margaret saw different from an ordinary quilt? words either individually or in pairs. Check the answers as a class.
• What did they use the North Star quilts to do?
• What did the quilt with bear claws on it mean?
• Why were the log cabin quilts important?
with the class.

Contents Map:
(Page 33) (Page 17)
Can a quilt become a map? A:

(Sample Answer) Yes, some slaves in America used quilts as a map in the 1. hang
past. 2. cabin
3. escape
Warm Up:
(Page 52) 4. slave
Do you know what a quilt is? What do you see on the quilts in the pictures? 5. information
(Sample Answer) A quilt is made by putting small pieces of cloth together. I can 6. pack
see hearts, a house, and a basket of flowers.
Key Words:
(Page 53) B:
1. cabin 2. escape 3. hanging 4. slaves 5. information 1. b 2. a 3. c
6. pack
Let’s Focus:
(Page 54) (Page 18)
How did freedom quilts help slaves become free? C:

The quilts had pictures that showed the slaves when to leave, how to find their 1. John stopped and pointed to a quilt hanging on the fence.
way north, where to find food and water, and where to sleep. 2. Her father explained that it wasn’t an ordinary quilt.
3. This freedom quilt had important information on it.
(Page 55) 4. They saw a quilt with bear paws on it near a stream.
What other kinds of pictures do you think were on freedom quilts? 5. Those are safe places where we can sleep.
(Sample Answer) Maybe there were pictures of clothing to show where slaves 6. The freedom quilts guided them along their journey.
could change their clothes or get warmer clothes for winter.
D:
(Page 56)
1. b 2. c 3. b 4. a 5. c 6. food, water
7. Canada
Graphic Organizer:
(Page 57)
The Boxes Quilt – It means it is time to pack and leave.

The North Star Quilt – It shows the way north.
The Bear Paws Quilt – It shows where food and water is.
The Log Cabin Quilt – It means there are safe places to stay.
Summary:
escape / slaves / packed / north / safe / arrived

Chapter 3
• What kinds of food do you see?

Lesson 9 |
A Balanced Diet for a • What meal do you think the people are eating (breakfast, lunch, dinner)?
• When do you have big meals like this with your family?
Healthy Body • What are some of your favorite foods to eat?
Read the Big Idea question as a class. Have the students work in pairs to answer
the question. Ask each pair to share their ideas with the class.
2) Look at the contents map on page 59 and read the four subjects that the lessons
are related to as a class. Ask which of the subjects the students like the best. Have
Objectives the students look at Lesson 9. Tell them that today’s lesson is going to be about
science and health and read the question to them. Have the students brainstorm
1. Students will learn about the different roles of each food group.
possible answers as a class, with a partner, or individually.
experiences.
3. Students will learn key words about the topic and be able to use the words in Extra Activity: (optional)
Read all four of the questions in the contents map as a class and then let the
sentences.
students brainstorm possible answers and say what they think each passage will be
3) Have the students turn to Lesson 9. Ask them what they see in the picture. Read
the instructions for the Warm Up activity. Have the students circle the foods they
Key Words
ate yesterday in the picture and then have them answer the question as a class,
grain, oatmeal, bean, dairy, balanced, diet
with a partner, or individually.
4) Introduce the unit’s key words. Use the related pictures and sentences to illustrate
the definitions or explanations that you give the students about the key words.
LESSON GUIDE Or, have the students use the pictures and sentences to try and create their own
simple definitions of the new vocabulary.
Before Reading
1) Have the students turn to page 58. Ask them what the chapter is about. Then ask Extra Activity: (optional)
them what they can see on the page. While the students are looking at the picture, Draw four columns on the board and write “Grains,” “Fruit and Vegetables,” “Meat,
some of the following questions may be asked: Fish, Eggs, and Beans,” and “Milk and Dairy Products” at the top of them. Have the
students guess what the most popular type of food in the class will be. Then, ask

each student what their favorite food is. Tell them to come to the front and write the Extra Activity: (optional)
name of their favorite food in the correct column. Afterward, count how many foods Write the names of many different healthy and unhealthy foods on strips of paper.
are listed in each column. Did the students guess correctly about the most popular Then, put the strips of paper in a box. Have the students take turns pulling out
type of food? three strips of paper. Ask them to say, “For (meal name) I want to eat …” and then
read the three strips of paper. Have the rest of the class vote on whether the meal
would taste good and if it is healthy or unhealthy.
During Reading
After Reading
2) Play the recording of the passage and tell the students to follow along in the students have a good understanding of the passage or are at the level to answer
student book. Next, have the students read the passage silently and ask them the questions by themselves, have them complete the page on their own or with
to underline the main idea in each paragraph. Then, read the passage as a a partner and check the answers as a class. If the students are not at a level to
class. Pause after each paragraph to ask the students what the main idea of the answer the questions by themselves, work on the answers as a class.
paragraph is.
2) Read the four sentences in the box under the graphic organizer as a class. Then
3) After reading the passage, ask the students the Let’s Focus question. Next, ask the ask the students to write each of the sentences next to the correct food group.
students to use the passage to tell you information about the different food groups. Check the answers as a class.
If they have trouble thinking of information on their own, some of the following
questions may be asked: Extra Activity: (optional)
Write the four sentences from the graphic organizer section on separate pieces
• Why are oatmeal and brown rice helpful grains? of paper and stick them facedown on the board. Draw four boxes on the board
• What does protein do? and label them “Grains,” “Meat and Beans,” “Dairy Products,” and “Fruit and
• What do dairy products have in them? Vegetables.” Have the students work in pairs. Time each pair to see how long
• What do fruits and vegetables contain? it takes them to put each sentence in the correct box. After they have put the
sentences in the boxes, have the students read the sentences out loud.
4) Read the Connect to Yourself questions to the class. Have the students work in
pairs or individually to answer the questions. Then ask the students to share their 3) Have the students complete the summary by filling in the blanks with the given
answers with the class. words either individually or in pairs. Check the answers as a class.

Big Idea:
(Page 58) (Page 19)
Why is food so important to us? A:

(Sample answer) Food is very important to us because we need it to live. 1. balanced
2. dairy
Contents Map:
(Page 59) 3. diet
Do you know what healthy foods can do for us? 4. bean
(Sample Answer) Healthy foods help us stay healthy and strong. 5. oatmeal
6. grain
Warm Up:
(Page 60)
Circle the foods that you ate yesterday. Did you eat a balanced diet? B:
(Sample Answer) Yes, yesterday I ate bread, chicken, fruit and vegetables, and 1. b 2. c 3. b
some milk.
Let’s Focus:
(Page 62) (Page 20)
What are the different roles of each food group? C:

Grains give our body energy. Meat and beans are good for our growth. Dairy 1. Oatmeal and brown rice can give you energy throughout the day.
products keep our bones strong. Fruit and vegetables contain many vitamins 2. Protein makes your muscles, skin, hair, and nails healthy.
and minerals that help our body work well. 3. Milk, cheese, and other dairy products have calcium in them.
4. Calcium keeps your bones strong.
(Page 63) 5. You need fruit and vegetables for your body to work well.
Do you eat a balanced diet every day? If not, what kinds of food should you eat 6. Each food has an important purpose in your body.
more or less often?
(Sample Answer) No, I don’t usually eat a balanced diet every day. I think I D:
need to eat cookies and chocolate bars less often.
(Page 64)
1. b 2. c 3. b 4. a 5. False 6. True
7. Fruit, vegetables 8. healthy
Graphic Organizer:
(Page 65)
Grains – They give us a lot of energy all day long.

Meat and Beans – They contain protein, which is important for our body’s
growth.
Dairy Products – They contain calcium, which makes bones strong.
Fruit and Vegetables – They contain a lot of vitamins.
Summary:
purpose / oatmeal / calcium / beans / muscles / vitamins

lesson will relate to social studies and then read the lesson’s title and the question
Lesson 10 |
Jamie Oliver’s School to them. Have the students discuss the question with a partner.
Food Revolution Extra Activity: (optional)

Tell the students what you ate for lunch. Then have them vote on whether it was
a healthy lunch or an unhealthy lunch. Ask some of the students what they ate for
lunch. Then have them say if they thought it was a healthy lunch or an unhealthy
lunch. Take a vote to see if the rest of the class agrees with them.
2) Have the students turn to Lesson 10. Tell them to look at the Warm Up page.
Objectives Ask them the Warm Up question. Do they know who Jamie Oliver is? Read the
sentences about Jamie Oliver together as a class.
1. Students will learn about what Jamie Oliver did to encourage kids to eat healthy
food.
experiences.
sentences.
Key Words
junk food, meal, nugget, throw away, disgusted, grilled Extra Activity: (optional)
Play tic-tac-toe with the key words from part A of the Key Words section. Draw a 3X3
grid on the board. Write a key word in each square. There are nine squares and only
six key words so some of the key words will have to be used twice (or you can use
other vocabulary from the passage). Split the students into two teams (team X and
LESSON GUIDE team O). Give a student from one team a foam ball and ask them to throw it at the
grid. If they hit one of the squares, tell them to use that key word in a sentence. If
Before Reading
the sentence is correct, tell them to put their team’s symbol (X or O) in the square.
1) Have the students turn to the opening section of the chapter on page 59. Quickly The first team to make a straight line with three of their symbols is the winner.

During Reading After Reading
1) Have the students turn to the passage. Read the Let’s Focus question together as 1) Have the students turn to the Reading Comprehension section. If you feel that the
a class. Ask the students to think about the question while they read the passage. students have a good understanding of the passage or are at the level to answer
2) Play the recording of the passage and tell the students to follow along in the a partner and check the answers as a class. If the students are not at a level to
student book. Next, have the students read the passage silently and ask them answer the questions by themselves, work on the answers as a class.
class. Pause after each paragraph to ask the students what the main idea of the 2) Read the sentences in the graphic organizer as a class. Then ask the students to
paragraph is. number the sentences in the correct order. Check the answers as a class.
3) After reading the passage, ask the students the Let’s Focus question. Next, ask the 3) Have the students complete the summary by filling in the blanks with the given
students to use the passage to tell you different details about what Jamie Oliver words either individually or in pairs. Check the answers as a class.
did. If they have trouble thinking of details on their own, some of the following
questions may be asked: Extra Activity: (optional)
Ask the students to create their own healthy or unhealthy lunch. Tell them to draw
• Did the students like Jamie Oliver’s healthy meals at first? a picture of their lunch and to write a few sentences about all of the healthy or
• What did he do with the good chicken parts? unhealthy ingredients that their lunch has. Check the sentences for spelling and
• What did he use to make chicken nuggets? grammar. Then, have the students show their lunch to the class and read their
• How did everyone feel when they saw him making chicken nuggets? sentences out loud.
with the class. Take a vote to see which lunch option the students would choose.

If you have Internet access in your classroom, you can watch Jamie Oliver’s chicken
nugget cooking experiment online. There are two versions of the experiment. One
is from the UK and one is from the US. The experiments are nearly the same, but
in the American version, the students choose to eat the nuggets even though they
know what they are made of.

Contents Map:
(Page 59) (Page 21)
Is your school lunch healthy? A:

(Sample Answer) Yes, my school lunch includes many healthy foods that give 1. grilled
me lots of energy. 2. nugget
3. disgusted
Warm Up:
(Page 66) 4. junk food
Do you know who Jamie Oliver is? 5. throw away
(Sample Answer) Yes, Jamie Oliver is a famous British chef. 6. meal
Key Words:
(Page 67) B:
1. nuggets 2. grilled 3. meal 4. throw away 5. junk food 1. b 2. a 3. c
6. disgusted
Let’s Focus:
(Page 68) (Page 22)
Why did Jamie Oliver want to show children what chicken nuggets were really C:
made of? 1. The lunches were mostly junk food!
He wanted to show children what chicken nuggets were really made of because 2. I visited a school and made healthy meals for them.
the students wanted to eat junk food instead of healthy food. 3. I decided to make a special cooking class for them.
4. I showed them what chicken nuggets were really made of.
(Page 69) 5. Now, my food revolution is spreading around the world.
Which would you choose for lunch: chicken nuggets or grilled chicken? (Sample 6. I hope you always make the healthiest food choices you can!
Answer) I would choose grilled chicken because it is much healthier.
D:
(Page 70)
1. a 2. b 3. c 4. c 5. b 6. breast, legs
7. skin, blood

2 – He cut off and threw away the good chicken parts.
1 – Jamie Oliver had a cooking class about chicken nuggets.
3 – He made chicken nuggets with the disgusting chicken parts.
4 – Students were shocked and chose grilled chicken for their lunch.
Summary:
lunch / nuggets / healthy / bones / shocked / meals

Lesson 11 |
Painting Faces Made individually.
of Food 2) Have the students turn to Lesson 11. Tell them to look at the Warm Up page. Read
the Warm Up question to the students. Tell them to look at the picture and match
each kind of food with the correct body part. Check the answers as a class.
Objectives Extra Activity: (optional)

Split the class into two teams. Ask one member from each team to stand at the
1. Students will learn about Giuseppe Arcimboldo’s unique painting style.
back of the room. Write one of the key words on the board, but scramble the letters
in the word. Have the students run to the board and write the key word correctly.
experiences.
The first person to finish gets one point for their team.
sentences.
Key Words
painter, portrait, gardener, object, create, imagination
LESSON GUIDE
During Reading
Before Reading 1) Have the students turn to the passage. Read the Let’s Focus question together as
1) Have the students turn to the opening section of the chapter on page 59. Quickly a class. Ask the students to think about the question while they read the passage.
map for Lesson 10. Look at the picture for Lesson 11. Tell the students that 2) Play the recording of the passage and tell the students to follow along in the
today’s lesson will relate to art and then read the lesson’s title and the question to student book. Next, have the students read the passage silently and ask them

After Reading
paragraph is.
Read the first sentence of the passage and then call out a student’s name. They
will then read the next sentence of the passage. When they are finished, they will
call out another student’s name and they will read the following sentence. Keep
2) Read the sentences in the box under the graphic organizer as a class. Then ask
doing this until the passage is finished.
the students to write the correct sentence for each of the paragraphs. Check the
answers as a class.
students to use the passage to tell you different details about how Giuseppe
Arcimboldo used food in portraits. If they have trouble thinking of details on their
own, some of the following questions may be asked:
• What were the gardener’s cheeks made of? Extra Activity: (optional)
Have the students take turns reading the summary out loud. Tell them to pretend
• What food was used to make the second portrait?
they are a news anchor and are reading the story as part of the evening news.
• What were his paintings like puzzles of?
Encourage them to read with a strong, clear voice and to try and sound as
professional as possible. Take a vote to see who the students thought the best
news anchor in the class was.
with the class.

Have the students draw a portrait of you or a classmate. Tell them to draw different
school supplies and classroom objects to make the face of the person they are
drawing. When they are finished, have them tell the class what objects they used to
make the different features of the person’s face.

Contents Map:
(Page 59) (Page 23)
What did Giuseppe Arcimboldo paint? A:

(Sample Answer) He painted interesting portraits of people using food and 1. portrait
other objects. 2. gardener
3. create
Warm Up:
(Page 72) 4. painter
What kinds of food do you see in this face? Match each kind of food with the 5. imagination
correct body part. 6. object
carrots – eyes
onions – ears B:
broccoli – hair 1. a 2. b 3. c
Key Words:
(Page 73)
1. portrait 2. gardener 3. create 4. painter 5. imagination (Page 24)
6. objects C:
1. Have you ever painted a picture of someone?
Let’s Focus:
(Page 74) 2. He painted many portraits with a special twist!
How did Giuseppe Arcimboldo use food in his portraits? 3. Once you are closer, you can see many vegetables.
He used fruit and vegetables to create the different parts of people’s faces. 4. They create a larger picture of his face!
5. His paintings are like puzzles of fruit and vegetables.
(Page 75) 6. This helped him to become one of the most famous painters of his time.
What are some different objects you could use to make a picture like
Arcimboldo’s? D:
(Sample Answer) I could use classroom objects like pencils, markers, erasers,
and balls to make a portrait.
(Page 76)
1. b 2. a 3. c 4. a 5. c 6. tomatoes, pineapples
7. puzzles

Paragraph 1 – Giuseppe Arcimboldo painted interesting portraits in the 1600s.
Paragraph 2 – Arcimboldo painted a gardener using vegetables.
Paragraph 3 – The man’s face in the painting is made of fruit and vegetables.
Paragraph 4 – Arcimboldo could create unusual paintings with his imagination.
Summary:
painter / portraits / vegetables / objects / faces / unusual

Lesson 12 |
The Origins of Fruit individually.
Names Extra Activity: (optional)

Objectives 2) Have the students turn to Lesson 12. Tell them to look at the Warm Up page.
Read the Warm Up questions to the students. Look at the pictures and read the
1. Students will learn about how bananas, kiwifruits, and coconuts got their names.
two example sentences as a class. Then, have the students answer the Warm Up
questions as a class, with a partner, or individually.
experiences.
sentences. Extra Activity: (optional)
4. Students will practice reading comprehension skills such as identifying the main Have the students create nicknames for each other and also for you. Ask them
idea and supporting details. what the meaning behind each nickname is.

Key Words
discover, kiwifruit, fuzzy, explorer, shell, grocery store
LESSON GUIDE understanding of the key words, work on the answers as a class.
Before Reading
1) Have the students turn to the opening section of the chapter on page 59. Quickly Write the key words from part A and the sentences from part B on strips of paper.
review the previous lesson by asking the students the question on the contents Leave a blank space in the sentences were the key words are supposed to go.
map for Lesson 11. Look at the picture for Lesson 12. Tell the students that today’s Split the students into two groups. Give all of the students in the first group slips of
lesson will relate to history and then read the lesson’s title and the question to paper with key words on them. Give all of all the students in the second group slips

of paper with sentences on them. Ask the students to stand up and walk around Extra Activity: (optional)
the classroom to find the person who has their matching key word / sentence. Do some research before the lesson about how other fruits got their names. Make
a small oral multiple choice quiz for the students. For each fruit you ask about,
include the correct answer and two incorrect choices. Have the students try to
guess which answer is correct.
During Reading
After Reading
3) After reading the passage, ask the students the Let’s Focus question. Ask the 2) Read the sentences in the box under the graphic organizer as a class. Then ask the
students to use the passage to tell you information about how the different fruits students to fill in the causes and effects in the graphic organizer with the correct
got their names. If they have trouble thinking of information on their own, some of sentences. Check the answers as a class.
the following questions may be asked:
• What Arabic word does “banana” come from? words either individually or in pairs. Check the answers as a class.
• Why did New Zealanders change the name of Chinese gooseberries?
• What does the word coco mean?
with the class.

Contents Map:
(Page 59) (Page 25)
How did some fruits get their names? A:

(Sample Answer) Some fruits got their names from the areas where they were 1. grocery store
first found. 2. fuzzy
3. kiwifruit
Warm Up:
(Page 78) 4. explorer
Does your name have a special meaning? If so, what is it? 5. discover
(Sample Answer) Yes, my name has a special meaning. It means “lovable.” 6. shell
Key Words:
(Page 79) B:
1. Kiwifruits 2. fuzzy 3. discover 4. shell 5. explorer 1. c 2. b 3. a
6. grocery store
Let’s Focus:
(Page 80) (Page 26)
How did fruits like bananas, kiwifruits, and coconuts get their names? C:
Their names were based on their appearances. 1. You can also easily name each one.
2. Did you know that some fruits have interesting stories about their names?
(Page 81) 3. They thought it looked like a yellow finger.
Think about some other kinds of fruit. Can you guess how they got their 4. New Zealanders changed the name to kiwifruit.
names? 5. In the 16th century, a Portuguese explorer discovered the coconut.
(Sample Answer) The cranberry got its name from the crane. This is because 6. Try to guess how they got their names!
people thought the fruit’s flowers looked like the head of a crane.
D:
(Page 82)
1. b 2. a 3. c 4. c 5. False 6. True
7. brown, fuzzy 8. monkey’s, face
Graphic Organizer:
(Page 83)
Effect 1 – Arabians called the fruit banan. It means “finger.”

Effect 2 – New Zealanders changed the name to kiwifruit.
Cause 3 – The three dark circles on the shell looked like a monkey’s face.
Summary:
discovered / finger / kiwifruit / name / explorer / face

Chapter 4
• Where do you think the man is?

Lesson 13 |
Why Do We Have • What is he doing?
• Have you ever tried surfing?
Summer? • What sports do you like to play/do in summer?
Read the Big Idea question as a class. Have the students work in pairs to answer
the question. Ask each pair to share their ideas with the class.
2) Look at the contents map on page 85 and read the four subjects that the lessons
are related to as a class. Ask which of the subjects the students like the best. Have
Objectives the students look at Lesson 13. Tell them that today’s lesson is going to be about
science and read the question to them. Have the students brainstorm possible
1. Students will learn about why the seasons change.
answers as a class, with a partner, or individually.
experiences.
3. Students will learn key words about the topic and be able to use the words in Extra Activity: (optional)
Read all four of the questions in the contents map as a class and then let the
sentences.
students brainstorm possible answers and say what they think each passage will be
3) Have the students turn to Lesson 13. Ask them what they see in the pictures. Read
the Warm Up question and have the students check the pictures about summer.
Key Words
Check the answers as a class.
season, orbit, tilt, straight, sunlight, northern

Draw a Venn diagram on the board. Write “summer” and “winter” in the two circles.
Write “both” in the overlapping part between the two circles. Have the students
LESSON GUIDE think about other things that are special about summer and winter and write them
in the diagram. Are there any special things that the seasons have in common?
Before Reading
1) Have the students turn to page 84. Ask them what the chapter is about. Then ask 4) Ask the students to look at the pictures in part A of the Key Words section. Read
them what they can see on the page. While the students are looking at the picture, the words as a class and use the images to help explain the meaning of each word.

Tell them to read the sentences and circle the correct words. If you feel that the • Does the earth stand up straight while it travels around the sun?
students have a good understanding of the key words, have them answer the • When the earth is tilted toward the sun, how much sunlight do we get?
understanding of the key words, work on the answers as a class. 4) Read the Connect to Yourself questions to the class. Have the students work in
pairs or individually to answer the questions. Then ask the students to share their
Extra Activity: (optional) answers with the class. Ask each student why they like that season the best.
Write the key words from part A on strips of paper and stick them to the board.
Have two students stand at the back of the room. Read one of the sentences from Extra Activity: (optional)
part B without saying the key word. The first student to run to the board and touch Take a poll to see which season is the most popular in the class. Before taking the
the correct key word is the winner. Have the winner race against another student poll, ask students to guess which season will be the most popular in the class.
and the student that didn’t win read the next sentence. Then, write the four seasons on the board and have each student come up and put
a check next to their favorite season. Have the students count all the checks to see
what the most popular season in the class is. Did they guess correctly?
During Reading
After Reading
paragraph is.
2) Read the four sentences in the box under the graphic organizer as a class. Then
3) After reading the passage, ask the students the Let’s Focus question. Ask ask the students to write the sentences in either the box for Effect 1 or Effect 2.
the students to use the passage to tell you information about how the earth’s Check the answers as a class.
movements change the seasons. If they have trouble thinking of information on
their own, some of the following questions may be asked: 3) Have the students complete the summary by filling in the blanks with the given
• What is the earth’s orbit?

Extra Activity: (optional) ANSWER KEY: STUDENT BOOK
Ask the students to work in small groups. Tell each group that they are entertainers
Big Idea:
(Page 84)
and must share the summary with the class in an entertaining way. They can do this What kinds of things can we enjoy in summer?
by acting while they read, by singing or rapping the summary, or by doing something (Sample answer) We can enjoy swimming, going to the beach, and having
picnics.
else. Encourage them to have fun while presenting the summary to the class. After
all the groups are finished, take a vote to see who the students thought the most Contents Map:
(Page 85)
entertaining group was. How do the seasons change?

(Sample answer) Seasons change because the earth is tilted as it goes around
the sun. So we get different amounts of sunlight at different times of the year.
Warm Up:
(Page 86)
It is the hottest season.

Water is warm enough to swim in.
Key Words:
(Page 87)
1. straight 2. sunlight 3. tilted 4. orbit 5. northern

6. seasons
Let’s Focus:
(Page 88)
How do the earth’s movements change the seasons?

When the northern part of the earth is tilted toward the sun, we have more
sunlight and hotter days. This makes summer. When the northern part of the
earth is tilted away from the sun, we get less sunlight and colder days. This
makes winter.
(Page 89)
What is your favorite season?

(Sample Answer) My favorite season is summer because I like swimming in the
ocean.
(Page 90) Reading Comprehension:

1. b 2. b 3. c 4. a 5. c 6. straight
7. tilted, sun
Graphic Organizer:
(Page 91)
Effect 1 – We get more sunlight and have hotter days.

– It is summer.
Effect 2 – We get less sunlight and have colder days.

– It is winter.
Summary:
seasons / travels / orbit / tilted / sun / summer

Lesson 14 |
(Page 27)
A Midsummer Night’s
Dream
A:
1. sunlight
2. season
3. tilt
4. northern
5. straight
6. orbit
B:
1. a 2. b 3. a
Objectives
(Page 28)
C: 1. Students will learn about the German composer Mendelssohn’s A Midsummer

1. In summer, it is usually hot and sunny. Night’s Dream.
2. Did you ever wonder why we have different seasons?
3. Seasons are different because the earth travels around the sun.
4. When the earth moves, we get different amounts of sunlight. experiences.
5. This means that we get less sunlight and our days are colder! 3. Students will learn key words about the topic and be able to use the words in
6. Our seasons change because the earth moves throughout the year.
sentences.
Key Words
play, magical, fairy, donkey, light, get married
LESSON GUIDE
Before Reading

lesson will relate to music and then read the lesson’s title and the question to
During Reading
them. Have the students discuss the question with a partner.
Have the students make their own short songs about summer. Tell them to work in
pairs or small groups and give them a few minutes to write some simple lyrics for
their songs. Or have everyone work together and create lyrics as a class. Have the
students sing their songs and have the class vote on which song is the best.
paragraph is.
2) Have the students turn to Lesson 14. Tell them to look at the Warm Up page.
Read the Warm Up question to the students. Then, read the two sentences for the
pictures together as a class. Have the students work in pairs to answer the Warm Extra Activity: (optional)
Read the passage to the students. Make some small mistakes while you are
Up question. Ask some of the pairs to share their answers with the class. Have
reading. The students should follow along in their student books and correct you
the class ask you the question as well and then tell them what you like to do on
when you read something incorrectly.
summer nights.
3) After reading the passage, ask the students the Let’s Focus question. Next, ask
the students to use the passage to tell you different details about Mendelssohn’s
A Midsummer Night’s Dream. If they have trouble thinking of details on their own,
Make a word search for the students with the key words and some of the other
• What is the story about?
language from the passage. There are free programs that can be found online that
• What characters are in the play?
will generate word searches using vocabulary inputted by teachers.
• What special music did Mendelssohn compose for the part when the two young
couples get married?
with the class.

After Reading
(Page 85)
Do you know any songs about summer?

(Sample Answer) Yes, I know a song called “Summertime” by Billy Stewart.
(Page 92)
What do you like to do on summer nights?

answer the questions by themselves, work on the answers as a class. (Sample Answer) I like to take walks in the park on summer nights.
Key Words:
(Page 93)
2) Ask the students to look at the graphic organizer. Tell them to match the sentence
1. get married 2. donkey 3. light 4. fairy 5. play
parts together to find the main idea for each paragraph. Check the answers as a 6. magical
class.
Let’s Focus:
(Page 94)
When you listen to Mendelssohn’s A Midsummer Night’s Dream, what can you
3) Have the students complete the summary by filling in the blanks with the given imagine?
I can imagine a magical forest on a summer night.
(Page 95)
If you were a composer, what kind of instrument would you use to make
the sound of a donkey?
Ask the students to close their books. Read them the summary and have them (Sample Answer) I would use a trombone, because it can be loud and sound
guess which words should go in the blank spaces. Write their guesses on the funny.
board. Then, have them open the book and complete their summaries using the Page (96)Reading Comprehension:
vocabulary in the language box. How did their guesses compare to the answers in 1. c 2. a 3. a 4. c 5. True 6. False
the book? 7. fairies, couples 8. summer, magical
Graphic Organizer:
(Page 97)
Paragraph 1 – Mendelssohn was a famous composer.

Paragraph 2 – Mendelssohn wanted to write music for A Midsummer Night’s
Dream by William Shakespeare.
Paragraph 3 – Mendelssohn’s music helps people imagine a magical forest on
a midsummer night.
Paragraph 4 – The “Wedding March” was composed by Mendelssohn and it is
still famous.
Summary:
composer / music / magical / midsummer / imagine / Wedding

Lesson 15 |
(Page 29)
The Strange Sweat of
Hippos
A:
1. light
2. donkey
3. get married
4. magical
5. fairy
6. play
B:
1. c 2. a 3. b
Objectives
(Page 30)
C: 1. Students will learn about the sweat of hippos.

1. When he was only 10 years old, he could play and write music. 2. Students will make connections between the reading passage and their own
2. The story is a comedy about love on a warm summer night.
experiences.
3. Mendelssohn wanted to write music for the play.
4. Mendelssohn also used the violin to make the donkey’s sound. 3. Students will learn key words about the topic and be able to use the words in
5. For example, the two young couples in the play get married. sentences.
6. Mendelssohn composed the “Wedding March” for that scene.
D: idea and supporting details.
Key Words
sweat, cool, protect, skin, sunscreen, keep away
LESSON GUIDE
Before Reading
lesson will relate to science and then read the lesson’s title and the question to

them. Have the students brainstorm possible answers as a class, with a partner, or 3) After reading the passage, ask the students the Let’s Focus questions. Next, ask
individually. the students to use the passage to tell you how the hippo’s sweat helps it. If they
have trouble thinking of details on their own, some of the following questions may
2) Have the students turn to Lesson 15. Tell them to look at the Warm Up page. Read be asked:
the Warm Up question to the students. Tell them to read the sentences and then
write the correct numbers on the matching pictures. • How is the hippo’s sweat different from the sweat of other animals?
• How is the hippo’s sweat like a sunscreen?
3) Ask the students to look at Key Words section. Read the words as a class and use • What does the medicine in hippo’s sweat do?
the images to help explain the meaning of each word.
Extra Activity: (optional) or individually to answer the question. Then ask the students to share their answers
Ask the students to draw a picture of another animal and to write a few sentences with the class.
about how it keeps cool. Encourage them to use the lesson’s key words in their
sentences. Check the sentences for spelling and grammar. Then, have the students Extra Activity: (optional)
show their pictures to the class and read their sentences out loud. Write down the ways students cool themselves down in summer on the board. Ask
the students to close their eyes, and erase one or two of the ways they keep cool.
Have the students open their eyes and guess which ones are missing.
During Reading
1) Have the students turn to the passage. Read the Let’s Focus questions together as
a class. Ask the students to think about the questions while they read the passage.
After Reading
paragraph is.
2) Read the words in the box under the graphic organizer as a class. Then ask the
students to use the words to complete the sentences. Check the answers as a
class.

Contents Map:
(Page 85)
words either individually or in pairs. Check the answers as a class. Which animal has colored sweat?
(Sample Answer) Hippos have colored sweat.
Extra Activity: (optional) (Page 98) Warm Up:

Ask the students to work in pairs. Have each pair take turns reading one sentence 1 – elephant
from the summary until it is finished. Time them while they are reading. The pair 2 – pig
3 – dog
with the fastest time is the winner. 4 – squirrel
Let’s Focus:
(Page 100)
What color is the sweat of hippos? How does their sweat help them?
Hippos have red sweat. Their sweat helps protect their skin from the sun. It
also helps heal wounds. It keeps away bad infections, too.
(Page 101)
How do you cool yourself down in summer?

(Sample Answer) I go swimming to cool myself down in summer.

1. b 2. c 3. b 4. c 5. a 6. cool
7. heals, infections
Graphic Organizer:
(Page 103)
Color – red
Function 1 – a sunscreen / the hippo from sunburn
Function 2 – an important medicine in it / the hippo’s wounds heal
Summary:
Sweating / red / blood / protects / medicine / heal

Lesson 16 |
(Page 31)
The Invention of the
Ice Cream Cone
A:
1. cool
2. sunscreen
3. protect
4. sweat
5. keep away
6. skin
B:
1. b 2. c 3. a
Objectives
(Page 32)
C: 1. Students will learn about how the ice cream cone was invented.
1. Sweating is a great way to cool your body. 2. Students will make connections between the reading passage and their own
2. Many people thought that hippos were sweating blood.
experiences.
3. The sweat of hippos also has another special purpose.
4. The sweat has an important medicine in it. 3. Students will learn key words about the topic and be able to use the words in
5. Hippos often fight and wound one another. sentences.
6. The sweat of hippos helps them stay healthy all summer!
D: idea and supporting details.
Key Words
ice cream cone, sell, waffle, roll, customer, invent
LESSON GUIDE
Before Reading
lesson will relate to history and then read the lesson’s title and the question to

During Reading
individually.
paragraph is.
the Warm Up question to the students. Look at the pictures and read the different
students to use the passage to tell you information about how the ice cream cone
ways to eat ice cream. Then, have the students answer the Warm Up question as a
was created. If they have trouble thinking of information on their own, some of the
class, with a partner, or individually.
following questions may be asked:
• Why couldn’t Fornachou sell anymore ice cream?
• What was Hamwi selling at the World’s Fair?
• How did Hamwi help Fornachou?
with the class.

Have the students take turns talking about which way they prefer to eat ice cream.
Have the students work in pairs. Ask each pair to try and write their own sentences
Tell them to add more information such as when they like to eat ice cream, what
for the key words. When all the pairs are finished, have them take turns reading
kinds of ice cream they like, the most ice cream they ever ate at one time, etc.
their sentences to the class.
Time them to see how long they can talk before running out of things to say.
Whoever talks the longest is the winner.

After Reading ANSWER KEY: STUDENT BOOK
(Page 85)
Who invented the ice cream cone?

(Sample Answer) The ice cream cone was invented by two men at the 1904
the questions by themselves, have them complete the page on their own or with World’s Fair in the U.S.
(Page104) Warm
Up:
answer the questions by themselves, work on the answers as a class. How do you like to eat ice cream?
(Sample Answer) I like to eat it in a dish.
2) Have the students match the sentence parts. Then tell them to put the sentences
(Page105) Key Words:
in order by writing the correct letter for each sentence in the box under the graphic 1. waffle 2. sell 3. invent 4. ice cream cone 5. rolled
organizer. Check the answers as a class. 6. customer
Let’s Focus:
(Page 106)
3) Have the students complete the summary by filling in the blanks with the given How was the ice cream cone invented?
words either individually or in pairs. Check the answers as a class. Arnold Fornachou was selling ice cream at the 1904 World’s Fair. But he ran
out of ice cream bowls. So Ernest Hamwi rolled up his waffles and gave them
to Fornachou. Fornachou put ice cream in the waffles and sold them.
(Page 107)
Which do you prefer: ice cream in a bowl or ice cream in a cone? (Sample
Answer) I prefer ice cream in a cone because it is more fun to eat.

1. b 2. b 3. a 4. c 5. True 6. False
7. rolled, up 8. ice, cream
Graphic Organizer:
(Page 109)
a. Fornachou put ice cream in the waffles, and they were the first ice cream
cones.
b. Hamwi rolled up waffles and gave them to Fornachou.
c. Fornachou was selling delicious ice cream at the fair.
d. Fornachou didn’t have enough bowls to sell more ice cream.
c–d–b–a
Summary:
ice cream / customers / sell / bowls / waffles / invented

(Page 33)
A:
1. ice cream cone
2. invent
3. roll
4. customer
5. sell
6. waffle
B:
1. a 2. c 3. b
(Page 34)
C:
1. Do you like to eat ice cream on hot summer days?
2. Do you know how the ice cream cone was invented?
3. There were many people selling ice cream there.
4. More people wanted to buy his ice cream, but he couldn’t sell it.
5. He rolled up his waffles and gave them to Fornachou. Supplementary Material
6. Fornachou put his ice cream in the waffles and sold them to his customers. Chapter Wrap-up: Concept Map
D:
102
3) Once all the lessons have been reviewed by the students, split them into pairs
Chapter 1 REVIEW CLASS LESSON GUIDE and have them briefly discuss what they learned from this chapter to connect each
lesson’s ideas to the overall topic.
Chapter 1 Project Worksheet

1) Before class, download the Chapter 1 project worksheet from www.ibuildandgrow.
com (“For Teachers” → “Teaching Materials” → “Reading” tab → “Subject Link
Objectives 1 Project Worksheet”). Make enough copies so that each student has their own
1. Students will review the information from each lesson using the concept map. worksheet.
2. Students will apply what has been learned about the chapter topic by completing a
project worksheet on it. 2) The purpose of these project worksheets is to encourage the students to creatively
3. Students will practice the key words that they have learned in this chapter. make or do something related to the chapter topic. For Chapter 1, the end result
will be for each student to draw and write about a flower of their choice. Have the
students follow the steps on the worksheet to work their way up to the finished
project. Offer advice and answer questions as needed. For lower levels, you may
want to do the project yourself before class to show the students as an example.
LESSON GUIDE
Chapter 1 Wrap-up 3) After the students have finished their projects, have them briefly present their
worksheets to the rest of the class. This helps the students practice their spoken
1) Have the students turn to the Chapter 1 Wrap-up on page 113. Remind them of the
English and encourages them to share their creative ideas more freely.
chapter’s topic (“Flowers”).
2) The idea of the concept map is to simply solidify all the information that the Other Ideas and Activities
students learned in whatever way the teacher prefers. One recommended way is to
1) Any time left over in this review class may be used at the teacher’s discretion. One
have the students brainstorm either individually or in pairs and write down any and
recommendation is to complete any lesson comprehension questions, vocabulary
all ideas that they remember from each lesson. Another way is to divide the class
review, or workbook homework that the students have not finished already.
into four groups and have the groups review one lesson each and present it to the
class. Your job is to simply facilitate the conversation in each group and answer any
2) If the students have finished all their work, look through the “Extra Activity”
questions that come up. As each group or pair presents the ideas from their lesson,
suggestions in each of the chapter’s lessons and pick out one or two for the class
write them on the board for more effect. Also, encourage the students to use as
to do. These are useful since they are fairly easy but still help the students practice
many key words as possible when they write or speak.
their key words, reading, and passage comprehension.

CHAPTER 1 WRAP-UP ANSWER KEY
Chapter 2 REVIEW CLASS LESSON GUIDE
Chapter 1 Concept Map Sample Responses
Objectives
1. Students will review the information from each lesson using the concept map.
project worksheet on it.
3. Students will practice the key words that they have learned in this chapter.
LESSON GUIDE
Chapter 2 Wrap-up
chapter’s topic (“Maps”).
2) The idea of the concept map is to simply solidify all the information that the
Chapter 1 Project Worksheet class. Your job is to simply facilitate the conversation in each group and answer any
will vary by student questions that come up. As each group or pair presents the ideas from their lesson,

and have them briefly discuss what they learned from this chapter to connect each
lesson’s ideas to the overall topic. Chapter 2 Concept Map Sample Responses

1 Project Worksheet”). Make enough copies so that each student has their own
worksheet.
2) The purpose of these project worksheets is to encourage the students to creatively

make or do something related to the chapter topic. For Chapter 2, the end result will
be for each student to complete a map by working with a partner. Have the students
follow the steps on the worksheet to work their way up to the finished project. Offer
advice and answer questions as needed.
Other Ideas and Activities


will vary by student

Chapter 3 REVIEW CLASS LESSON GUIDE and have them briefly discuss what they learned from this chapter to connect each
lesson’s ideas to the overall topic.

Objectives 1 Project Worksheet”). Make enough copies so that each student has their own
1. Students will review the information from each lesson using the concept map. worksheet.
project worksheet on it. 2) The purpose of these project worksheets is to encourage the students to creatively
3. Students will practice the key words that they have learned in this chapter. make or do something related to the chapter topic. For Chapter 3, the end result
will be for each student to fill in a chart to determine if they ate a balanced diet the
day before. Have the students follow the steps on the worksheet to work their way
up to the finished project. Offer advice and answer questions as needed. For lower
levels, you may want to do the project yourself before class to show the students as
LESSON GUIDE an example.
Chapter 3 Wrap-up
3) After the students have finished their projects, have them briefly present their chart
to the rest of the class. Their classmates will ask them the questions from part
chapter’s topic (“Food”).
C. This helps the students practice their spoken English and encourages them to
share their creative ideas more freely.
all ideas that they remember from each lesson. Another way is to divide the class Other Ideas and Activities

their key words, reading, and passage comprehension. Chapter 4 REVIEW CLASS LESSON GUIDE

Chapter 3 Concept Map Sample Responses
Objectives
1. Students will review the information from each lesson using the concept map.
project worksheet on it.
3. Students will practice the key words that they have learned in this chapter.
LESSON GUIDE
Chapter 4 Wrap-up
chapter’s topic (“Summer”).
Chapter 3 Project Worksheet many key words as possible when they write or speak.
will vary by student

and have them briefly discuss what they learned from this chapter to connect each
lesson’s ideas to the overall topic. Chapter 4 Concept Map Sample Responses

1 Project Worksheet”). Make enough copies so that each student has their own
worksheet.
2) The purpose of these project worksheets is to encourage the students to creatively

make or do something related to the chapter topic. For Chapter 4, the end result will
be for each student to write about their dream summer vacation. Have the students
follow the steps on the worksheet to work their way up to the finished project. Offer
advice and answer questions as needed. For lower levels, you may want to do the
project yourself before class to show the students as an example.
3) After the students have finished their projects, have them briefly present their
worksheets to the rest of the class. This helps the students practice their spoken
English and encourages them to share their creative ideas more freely.
Other Ideas and Activities

2) If the students have finished all their work, look through the “Extra Activity” will vary by student

MEMO

Subject Link 1 TG

Uploaded by

Copyright:

Available Formats

Subject Link 1 TG

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Subject Link 1 TG

Uploaded by

Copyright:

Available Formats

S U B J E C T

Curriculum Integration Reading Program

2 Subject Link L1 • Teacher’s Guide 3

• Where do you think these flowers are?

Extra Activity: (optional)

idea and supporting details. answers as a class, with a partner, or individually.

5. Students will learn skills in creating outlines and summarizing passages.

Extra Activity: (optional)

• What kind of flowers do you see?

4 Subject Link L1 • Teacher’s Guide 5

6 Subject Link L1 • Teacher’s Guide 7

The flowers are colorful.

What are the different parts of plants?

Have you ever grown a plant? What was it?

(Page 12)Reading Comprehension:

Flowers – They make fruits and seeds.

8 The Best Way Teacher’s Guide 1 9

10 Subject Link L1 • Teacher’s Guide 11

Extra Activity: (optional)

12 Subject Link L1 • Teacher’s Guide 13

What is a national flower?

What is the national flower of your country?

What are the national flowers of Austria and India?

Country – Austria, India

14 Subject Link L1 • Teacher’s Guide 15

16 Subject Link L1 • Teacher’s Guide 17

Extra Activity: (optional)

18 Subject Link L1 • Teacher’s Guide 19

Do you know any songs about flowers?

Do you think Schumann’s wedding gift to his wife was romantic?

(Page 25) Graphic Organizer:

20 Subject Link L1 • Teacher’s Guide 21

22 Subject Link L1 • Teacher’s Guide 23

• Where is the Netherlands?

24 Subject Link L1 • Teacher’s Guide 25

Extra Activity: (optional)

26 Subject Link L1 • Teacher’s Guide 27

Why were tulip prices so high in the past? A:

(Page 30)Reading Comprehension:

(Page 25) Graphic Organizer:

28 Subject Link L1 • Teacher’s Guide 29

• What are they doing?

• Where do you think the people are?

30 Subject Link L1 • Teacher’s Guide 31

Extra Activity: (optional) answers as a class.

32 Subject Link L1 • Teacher’s Guide 33

What is a map? When do we use it? A:

What are the three important parts of a map? (Page 12)

Compass Rose – directions on the map

34 Subject Link L1 • Teacher’s Guide 35

Extra Activity: (optional)

36 Subject Link L1 • Teacher’s Guide 37

38 Subject Link L1 • Teacher’s Guide 39

How can you explain the location of something? A:

Do you think the coordinate plane is useful to explain a location?

(Page 44)Reading Comprehension:

(Page 45)Graphic Organizer:

40 Subject Link L1 • Teacher’s Guide 41

42 Subject Link L1 • Teacher’s Guide 43