level p/38 body systems: human cells - cloud object ...€¦ · science big idea readers learn...

B e n c h m a r k e d u c a t i o n c o m p a n y

Science

Metacognitive strategyVisualize••

VocabularyDevelop•academic•content•vocabulary••

Phonics/Word StudyRecognize•words•with••• CVCe

Grammar and UsageUse•possessives••

FluencyRead•dashes••

Comprehension strategiesCompare•and•contrast••Make•inferences••Summarize•information••Use•graphic•features•to•interpret•••informationUse•text•features•to•locate•information••

Skills & Strategies

For•students•reading•at•Literacy Level P/38,•including:

Grade•3•readers••Grades•4–8+•students•reading•below•level••English-language•learners•at•TESOL•Level•5••

Bridges Theme: The Human BodyBody Systems: Skeletal and Muscular •(Level N/30)Body Systems: The Respiratory and Circulatory •Systems (Level O/34)Body Systems: Human Cells (Level P/38) •

Science Big IdeaReaders learn about the structure and functions of human cells as well as how the different types of cells are organized within the human body.

Body Systems: Human CellsLevel P/38

86989_TG.indd 1 12/6/10 3:36:43 PM

©2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.ISBN: 978-1-4108-8698-9

Words To Think About• Have students turn to the Words To Think

About spread. Ask them to study the word map for cell and think of other characteristics and examples to add. Then read page 2 and ask: What characteristics and examples can you add now? What do you think the word cell means? (a tiny building block of all living things)

• Ask students to study the word bench for metabolism. Explain that this word is made up of two word parts from the Greek language. Say: We could make the word overthrow from these word parts. Let’s see how the word metabolism relates to the word overthrow. Talk about the text and illustration on page 15 and ask: What do you think metabolism means? (the cell’s process of making energy and getting rid of wastes) To overthrow means to change. Metabolism is about changing food to energy.

• Ask students to study the multiple meanings for nucleus. Then read the first paragraph on page 8 and ask: What do you think the word nucleus means in this book? (the brain for the cell)

• Remind students that good readers use their own knowledge and the text to figure out the meanings of words.

Prepare to Read

Build ComprehensionPictures To Think About• Hand out books. Read the title aloud. Ask

students to tell what they see on the cover.• Tell students that all living things are made up

of tiny building blocks called cells.• Have students turn to the page titled Pictures To

Think About. Tell them they will use information on these pages to help recall and add to what they already know about human cells.

• Use the illustration in the center to point out that cells have certain structures.

• On the board, create a chart with two columns labeled What is it? and What do I know about it? Have students make a copy on paper.

• Ask partners to study each photograph, starting with the top picture on the left-hand page and moving clockwise. Have students complete as much of the chart as they can on their own and then share their ideas with the class.

• Use the sample chart below to help them fill in any missing information.

• Invite students to find each photograph in the book and read its caption.

Pictures To Think About

Photograph What is it? What do I know about it?

1 skin•cells form•our•skin•and•protect•our•bodies

2 stem•cells special•cells•that•can•grow•into•any•kind•of•cell•in•the•body

3 boy•getting•bandage to•protect•a•cut•or•scrape•from•infection

4 microscope powerful•magnifier•that•helps•people•see•cells

© 2011 Benchmark Education Company, LLCBody SyStEmS: Human CELLS2

86989_TG.indd 2 12/6/10 3:36:43 PM

Before Reading

Preview the Book• Turn to the Table of Contents. Point out that

each chapter heading is about a different aspect of cells. Ask student partners to discuss what they think they will learn while reading this book.

• Turn to the Index. Explain that an index lists the topics in alphabetical order and the pages they are found on. Ask students to find the word mitosis in the Index and then again on the correct page in the book.

Set Learning Goals• Pair students and ask them to generate a

learning-goal statement about the book’s topic, such as I want to learn what cells are and why they are important. Have pairs share their statements with the group.

• Post the learning-goal statements on the board in the classroom.

Build Vocabulary for Comprehension • Write the words cells, metabolism, and

nucleus on the board. Remind students they have already discussed these three important words. Tell them you will now share additional words they will need to know, adding chromosome, cytoplasm, enzyme, gene, glucose, lysosome, mitosis, organelle, oxygen, and plasma to the list on the board. Read each word and ask students to pronounce it.

• Model how to sort the words on a three- column chart labeled Know, Think I Know, and Do Not Know. Say: I know the word oxygen. I will write oxygen in the first column. I do not know the word lysosome. I will write lysosome in the last column. I have heard of the word gene, but I do not know much about it. I will write gene in the center column. Ask students to make their own charts and sort the words according to their current understanding of each one. Explain that as they learn more about these words, they can move them to different columns.

Introduction• Ask students to turn to the Introduction on

pages 2 and 3. Explain that an introduction tells what a book is about.

• Ask students to discuss what they see in the photographs and why they think the author put these here.

• Invite students to read the Introduction silently. Then say: says you will learn about the cells in your body. Turn to a partner and discuss what you al ready know about cells. After partners confer, invite them to share their thinking with the group.

Know Think I Know Do Not Know

• ••••oxygen• •••••••••••gene• ••••••••••••••••••••lysosome•

Text and Graphic Features

Use this table to help students see how text and graphic features provide extra information to readers.

Chapter Feature Prompts Answers1 sidebar••

(p.•6)Why•is•this•information•in•a•sidebar•instead•of•the•main•text?

The•main•text•is•about•cells•in•the•human•body.•The•sidebar•is•about•the•structure•of•plant•cells.

3 photo-graph••(p.•24)

1.•What•does•this•photograph•show?•2.••What•two•words•in•the•sidebar•compare•these•cells•to•other•cells•in•the•body?

1.•nerve•cells,•or•neurons•2.•oldest•and•longest

4 diagram••(pp.•26–27)

1.•How•is•this•diagram•organized?•2.•What•is•the•purpose•of•the•diagram?

1.•small•to•large•2.••to•show•how•one•cell•can•eventually•form••an•entire•human•body

© 2011 Benchmark Education Company, LLC Body SyStEmS: Human CELLS 3

86989_TG.indd 3 12/6/10 3:36:44 PM

Before ReadingBuild Vocabulary for Comprehension• Write the words cytoplasm, gene,

chromosome, and organelle on the board. • Guide students to see that cytoplasm is

both directly defined and described on page 7. Say: The author uses the words is called to give us a definition of cytoplasm. The author also says that cytoplasm is like jelly. Ask students to define cytoplasm using the text. Then repeat the process for chromosome on page 10 and organelle on page 11.

• Guide students to see that gene is described on page 8. Say: The author gives us clues to help us define gene. Help students find the clues (nucleus is controlled by, make up part of body’s chemical code, information that the nucleus uses to make decisions) and define gene.

Model Monitor-Reading Strategy: Visualize • Say: One way to better understand what I’m

reading is to visualize. Visualizing means to make a picture in my mind.

• Use a real-life example of visualizing while you read.

• Explain that today students will try to visualize what they read in Chapter 1.

• Read page 5 aloud as students follow along. Say: The author compares a cell membrane to a cup. That makes it easy for me to visualize why water doesn’t run out of a cell.

Set Purpose for Reading • Ask students to read pages 4–11 silently,

encouraging them to visualize other details and draw what they visualize.

• Tell students they will read to answer the question What are the parts of a cell?

During ReadingObserve and Prompt Reading Strategies• As students read, watch as they draw

visualizations in their journals. Jot down what you see each student doing. Document who is and is not using this monitor-reading strategy.

• Take note of students who have difficulty.

After ReadingDiscuss the Reading• Ask students to describe what they visualized

as they read pages 4–11, and invite volunteers to share their drawings.

• Have students answer the question What are the parts of a cell?

• To focus on text and graphic features for Chapter 1, use the sidebar prompt from the chart on page 3 of this guide.

• Use the Bridges: Body Systems: Human Cells Comprehension Question Card for text- dependent questions that refer to this section.

Review Vocabulary • Ask students to restate the direct definitions

and descriptions given for cytoplasm, chromosome, and organelle and the description given for gene.

• Ask students to locate the words on their vocabulary charts and decide if they want to move any to another column.

Summarize Information • Explain that a summary gives the key ideas

from a book. Say: To help myself remember what I read, I often summarize the information in a chapter. Summarizing means pulling out the most important ideas and details and reducing a long piece of text to something short and to the point.

• Have students turn to Chapter 1. As a group, decide on the key ideas and have one or two students write the information on chart paper or the board. (Cells are the tiny building blocks of all living things. Human cells are a mixture of water, special parts, and chemicals. Cells are surrounded by a cell membrane and controlled by a nucleus.)

• Keep the key ideas posted. Say: After we select the key ideas from the rest of the book, we will write a summary together.

Chapter 1


86989_TG.indd 4 12/6/10 3:36:44 PM

Before ReadingBuild Vocabulary for Comprehension• Write the words oxygen, glucose, lysosome,

enzyme, metabolism, mitosis, and plasma on the board. Review the definition for metabolism using the spread at the beginning of the book and the text on page 15.

• Guide students to see that oxygen is described on page 12. Say: The author gives us clues to help us define oxygen. Help students find the clues (food, water = what we eat and drink, oxygen = air we breathe) and define oxygen. Repeat the process for lysosome on page 12.

• Guide students to see that glucose is directly defined on page 12. Say: The author uses the word called to give us a definition of glucose. Ask students to define glucose using the text. Repeat the process for enzyme on page 12, mitosis on page 16, and plasma on page 20.

Guide Monitor-Reading Strategy: Visualize • Remind students that when they visualize,

they make pictures in their minds about what they are reading.

• Explain that readers can visualize with all five senses. Say: When you read about things that are as small as cells, imagine you are that size, too. Ask yourself, “What is the inside of the human body like?”

• As you read page 20 aloud, invite students to use their five senses to imagine they are red blood cells rushing through the human body. Ask: What can you see, hear, smell, taste, and touch?

Set Purpose for Reading • Ask students to read Chapters 2 and 3

and draw and write notes about what they visualize as they are reading.

• Tell students they will read to answer the questions How do cells live and die? and What are some types of cells in the human body?

During ReadingObserve and Prompt Reading Strategies• As students read, observe them carefully. For

students who struggle with visualizing, model it again. Then read page 21 aloud. Ask students to visualize white blood cells attacking diseases and draw a picture of their visualization.

After ReadingDiscuss the Reading• Ask students to share their drawings or read

their notes aloud. Ask: How did visualizing help you understand the different cells in the human body? Discuss students’ responses.

• Have students answer the questions How do cells live and die? and What are some types of cells in the human body?

• To focus on text and graphic features for Chapters 2 and 3, use the photograph prompt from the chart on page 3 of this guide.

• Read and discuss the checkpoints on pages 14 and 22.


Review Vocabulary • Ask students to restate the descriptions given

for oxygen and lysosome.• Ask students to restate the direct definitions

given for glucose, enzyme, mitosis, and plasma.

• Ask students to decide if they want to move any words to another column on their charts.

Summarize Information • As a group, decide on the key ideas from

Chapter 2 and add them to the Chapter 1 summary. (Cells use food, water, and oxygen to make energy. Cells can split in two to create new cells. Old cells die and become waste.)

• Repeat the process with Chapter 3. (The human body has 200 types of cells. Each type of cell does a different job. Some of the important cells are stem cells, skin cells, blood cells, bone cells, muscle cells, and nerve cells.)

Chapters 2 and 3


86989_TG.indd 5 12/6/10 3:36:44 PM

Before ReadingBuild Vocabulary for Comprehension• Although no glossary words appear in Chapter

4 and the Conclusion, use this opportunity to introduce additional content words. Write the words tissue, organ, and system on the board.

• Have students turn to page 26 and locate tissue. Say: The author directly defines and describes tissue. What is the definition of tissue? Guide students to see that tissue is a group of similar cells that work together to do a certain job.

• Have students turn to pages 27–28 and locate organ. Say: The author directly defines and gives examples for organ. What is the definition of organ? Guide students to see that an organ is different types of tissues working together to do one job. Examples of organs are the brain, heart, stomach, lungs, kidneys, and liver. Repeat the process for system on page 28.

Apply Monitor-Reading Strategy: Visualize• Remind students that when they visualize,

they use their imaginations and senses to make pictures in their minds. Say: Let’s use what we know to help us visualize as we read.

• Read page 27 aloud as students follow along. Point out that everyone feels pain at times. Encourage students to visualize the responses that occur between nerve tissue and muscle tissue when a person touches something that is too hot.

• Say: Using what you already know can help you visualize what you read more clearly by helping you make a more vivid picture in your mind. Encourage students to use what they know to help them visualize as they finish reading the book.

Set Purpose for Reading • Ask students to read Chapter 4 and the

Conclusion, draw what they visualize as they read, and jot down notes.

• Tell students they will read to answer the question How do cells work together to keep your body going?

During ReadingObserve and Prompt Reading Strategies• As students read, watch them draw and write

about their visualizations.• Ask yourself Who is still struggling with this

strategy? How can I help them? and provide support as needed.

After ReadingDiscuss the Reading• Ask students to share what they’ve drawn

and read their notes aloud.• Ask: How did visualizing help you understand

how cells organize into tissues, organs, and systems? Discuss students’ responses.

• Have students answer the question How do cells work together to keep your body going?

• To focus on text and graphic features for Chapter 4, use the diagram prompt from the chart on page 3 of this guide.


Review Vocabulary • Ask students to restate the direct definition

and description given for tissue and the direct definitions and examples given for organ and system, and then invite them to add the words to a column on their vocabulary charts.

Summarize Information • Have students turn to Chapter 4. Ask: What

are the key ideas from Chapter 4? (Similar cells work together as groups called tissue. Each type of tissue does a different job. Different tissues can work together in an organ such as the brain, heart, or liver. Groups of organs work together as systems, including the nervous system and the digestive system.)

• Tell students they will write a summary of the book later on in the lesson.

Chapter 4 and Conclusion


86989_TG.indd 6 12/6/10 3:36:44 PM

Build ComprehensionMake Inferences• Model Say: Authors can’t tell readers

everything about a topic. Readers have to go one step further. Good readers make inferences based on one or two clues. For example, I notice on page 4 the author says you need a microscope to see cells. This must mean that people didn’t know about cells before microscopes were invented.

• Draw a chart on the board with three columns labeled Page, Clues, and Inferences and ask students to create similar charts on paper. Record information for the inference from page 4 while students do the same.

• Guide Help students locate clues and evidence on page 5 supporting an inference about the amount of water in the human body. Record their responses on your chart as students do the same.

• Have students reread page 9. Say: The author says DNA is the cell’s fingerprint and that more than 99% of your DNA is the same as every other person’s. Let’s write this information in the Clues column. What inference could we make from these clues? Write students’ response in the Inferences column while they do the same.

• Apply Reread the chart and then explain that student partners will make inferences based on clues found on pages 20 and 24.

• Ask students if they have any questions before they begin. Monitor their work and intervene if they have difficulty. If students make inferences different from those in the sample, be sure each one is supported by clues in the text.

• Review the completed graphic organizer.

Shared WritingSummarize the Book• Say: We have selected key ideas from each

chapter. Now we will work together to write a summary of the entire book.

• Review the key ideas recorded on chart paper, and then ask: How can we summarize the book in our own words? Ask one or two students to serve as scribes as the class forms summary sentences.

Sample Summary for Body Systems: Human CellsThe human body is made up of tiny building blocks called cells. The 200 different kinds include skin, stem, blood, and nerve cells. Cells need food, water, and oxygen to live. Each cell is surrounded by a membrane to keep water in. A chemical called DNA in the cells is slightly different in each person. Cells join together to form tissue. Different tissues can work together to create organs. We could not live without cells.

After Reading

Make InferencesPage Clues Inferences

4 You•need•a•microscope•to•see•cells. People•didn’t•know•about•cells•until•microscopes••were•invented.

5 More•than•half•of•each•cell•is•water. The•human•body•is•more•than•half•water.

9 DNA•is•the•cell’s•fingerprint.•More•than•99%•of•your•DNA•is•the•same•as•every•other•person’s.

No•two•people•have•the•same•DNA.

20 Red•blood•cells•carry•oxygen•to•other•cells. Cells•would•die•without•red•blood•cells.

24 Neurons•are•not•replaced•when•they•die. Older•people•have•fewer•neurons•than•young•people.


86989_TG.indd 7 12/6/10 3:36:44 PM

Phonics/Word StudyCVCe• Ask students to locate the word alive on

page 2. Write alive on the board and draw a box around the syllable live. Explain that often a vowel followed by a consonant and final e is long. Cross out the e and underline i as you say: The letter e at the end of the syllable is silent. The letter e signals the long vowel in the middle, though. It makes i say its own name. Slowly draw your finger under the word as you blend the sounds. Then ask students to do the same in their books. Repeat the process with microscope on page 4, membrane on page 5, chromosome on page 10, and glucose on page 12.

• Ask students to brainstorm words with long vowel sounds. Acknowledge all correct responses, and record those that have one or more CVCe syllables on index cards. Then spread the cards out in a pocket chart or on the table. Read each word, inviting students to echo-read.

• Say: Try to find the word I’m thinking of. Then you may pick up the matching card. Model the process using one of the words, such as Which word means an error? (mistake) Then invite each student to make up a question about one of the words.

• See SpiralUp Phonics Skill Bag #2 from BEC for more in-depth instruction.

Grammar and Usage Possessives• Ask students to turn to page 8 and read the

second sentence in the second paragraph with you: “Genes make up part of the body’s chemical code.” Write the word body’s on the board and circle the apostrophe and letter s. Say: The word body is a noun. The word body’s is a possessive. The apostrophe and letter s mean the chemical code “belongs to” the body. Ask students to point to the apostrophe and letter s in their books and echo-read the phrase body’s chemical code.

• Invite students to read the fourth sentence on page 9 aloud. Ask: Which word is a possessive? (cell’s) How do you know? (The word is a noun that ends with an apostrophe and letter s.) Write the phrase cell’s DNA on the board and circle the apostrophe and letter s. Ask: What “belongs to” the cell? (DNA)

• Ask student partners to choose one of the following words, write its possessive, and make up a sentence using the possessive: microscope, skin, blood, tissue. Then invite the students to share their sentences with the group.

FluencyRead Dashes• Say: As good readers, we do not run all

our words together. Instead, we watch for punctuation that shows us when to pause or stop. One kind of punctuation is a dash. A dash is a long line between two words. Pausing draws attention to the word or words after the dash.

• Ask students to turn to page 6. Read the second sentence in the sidebar without pausing. Then read it again, pausing at the dash. Say: I know I need to pause because I see a dash. Pausing lets me know that something is going to be explained further. Have students read the sentence as modeled.

• Invite students to locate a sentence with a dash on page 30 and take turns reading it, pausing at the dash.

Intervention Support for Struggling Readers and ELLs


86989_TG.indd 8 12/6/10 3:36:44 PM

Skills Bank


Build ComprehensionCoMPARe AnD ConTRAST• Explain Create an overhead transparency of the graphic organizer

“Body Systems: Human Cells” or draw it on the board. Say: Nonfiction books sometimes tell how things are alike and different. We compare by telling how things are alike. We contrast by telling how things are different.

• Model Say: Let’s figure out some ways cells are alike and different in their structure, or the way in which they are formed. Chapter 1 is all about cell structure, so let’s look there. Ask students to turn to page 4. Say: On page 4, I read that human cells have different shapes, sizes, and jobs. Record this information in the “Different” column of the graphic organizer. Say: On page 5, I read that every cell is a little more than half water. This is a way that cells are alike. Record this information in the “Alike” column.

• Guide Say: Let’s find more ways cells are alike. Read the rest of Chapter 1. What structures do all cells have? (Allow time for students to read and respond, assisting if needed.) Yes, we read that cells have a cell membrane and contain a liquid called cytoplasm, a nucleus with chromosomes, and organelles. We can write this information in the “Alike” column. What difference in two kinds of cells do you learn about on page 6? (Again allow time for students to respond.) Yes, plant cells have a stiff cell wall that animal cells do not have. We can write this in the “Different” column. Record this information in the graphic organizer. Say: On page 9, I see a fact about how cellular DNA in each person is alike and different; more than 99% of DNA is the same in each person; less than 1% is different. Add this fact to the graphic organizer.

• Apply Ask students to work with a partner to find other ways cells are alike and different in their functions, types, and organization. Provide support if it is needed, using the “Guide” process to explore characteristics common to all cells and qualities that are unique to certain types of cells. Finally, have volunteers read the completed graphic organizer aloud.

86989_TG.indd 9 12/6/10 3:36:44 PM

Name _______________________________________________________ Date __________________

Body Systems: Human CellsCompare and Contrast


Cells Alike Different

Cell Structure

Cell Function and Types

Cell Organization

86989_TG.indd 10 12/6/10 3:36:44 PM

notes


86989_TG.indd 12 12/6/10 3:36:44 PM

level p/38 body systems: human cells - cloud object ...€¦ · science big idea readers learn...

Documents