HIDDEN - Cengagego.cengage.com/uploads/fb5e53ece5ae3a303d02b8b39f0... · A WArriOr’s GOLD Student Book, pp . 2–9 Teacher’s Guide, pp . 7–8 In this selection, students will

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Physical Science

650L

Hidden Discoveries

All That Glitters

Uncovering a Past Disaster

A Warrior’s Gold

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Teacher’s Guide

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Contents

hidden discoveries | contents

Hidden Discoveries

Literacy Overview . . . . . . . . . . . . . . . . . . . . . . . . 2

Science Background . . . . . . . . . . . . . . . . . . . . . . . 4

A Warrior’s Gold . . . . . . . . . . . . . . . . . . . . . . . . . 7

Uncovering a Past Disaster . . . . . . . . . . . . . . . . . . . 9

All That Glitters . . . . . . . . . . . . . . . . . . . . . . . . 11

Discuss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Research & Share . . . . . . . . . . . . . . . . . . . . . . . 15

Correlation . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Glossary

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Literacy Overview

CONTENT GOALStudents will read three selections in Hidden Discoveries. They will be introduced to the concepts of properties of matter (including magnetism) and mixtures as they learn about a discovery of ancient gold in the English countryside, a scientist’s work to uncover the causes of a past disaster, and how people can search for precious metals and gems in mixtures .

COmprEhENsiON GOALRemind students that as thinking-intensive readers they must listen to their inner voice to monitor and repair comprehension as they read . Find opportunities to model and teach active thinking strategies to help students access content . You may want to focus on the following strategies for Hidden Discoveries.

• Ask Questions: Readers expand understanding when they ask themselves questions as they read and when they ask others questions as they discuss the content . Self-questioning propels readers to discover answers, ask more questions, and do further research .

• Determine Importance: Readers need to sift out the most important information in a text . They must distinguish the important information from the interesting details to answer questions and arrive at main ideas .

Reading Selections• A Warrior’s Gold (third-person narrative)

• Uncovering a Past Disaster (science article)

• All That Glitters (science article)

Common Core state standards For enGLIsH LanGUaGe arts

CC.3.rInfo.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

CC.3.rInfo.2 determine the main idea of a text; recount the key details and explain how they support the main idea.

CC.3.rInfo.3 describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

CC.3.rInfo.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

CC.3.rInfo.8 describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Writing standards (page 15)

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ACTiVATE & BUiLD BACKGrOUNDDraw the graphic organizer shown above . Ask: What do you think “hidden discoveries” means? Write students’ responses in the graphic organizer .

Model for students by thinking aloud . You might say something similar to the following: “Hidden discoveries” almost seems like two opposite ideas. If something is hidden, it hasn’t been discovered yet. But when you uncover something that has been hidden, you could certainly say you have discovered it. I used to hide things I didn’t want my younger brother to find, but unfortunately he was pretty good at discovering my hidden objects.

Explain that there are different ways things can be hidden . You might say: Valuable objects can also be purposely hidden so others can’t find them. Information can be hidden in nature. For example, fossils of dinosaurs hidden in layers of rocks can tell us a lot about life long ago. And, just as there are different ways things can be hidden, there are also many methods of discovery. Scientists find new ways of discovering things all the time.

Ask students to Turn and Talk about what they think they know about how and why things might be hidden and any methods of discovery they might have heard or read about .

Students can then Share what they think they know or have read about hidden objects and/or information and methods of discovery .

You may want to return to the graphic organizer to add more information after students read each selection .

BUiLD sCiENCE BACKGrOUNDPages 4–6 of this teacher’s guide address how certain science concepts relate to each selection in Hidden Discoveries. This information will provide you with science background knowledge as you plan your teaching for this book .

Help students access background knowledge related to the science concepts . Support the concepts of properties, magnetism, and mixtures in ways that are familiar to your students .

• properties: Lead students to describe familiar objects and their properties, such as color, texture, size, or shape .

• magnetism: Show examples of magnets and have students explore how they work .

• mixtures: Point out common mixtures in the real world, such as a mixture of shells, sand, and rocks, or food mixtures like snack mixes .

What do you think “hidden discoveries”

means?

The NG Ladders on-level eBook for Hidden Discoveries is available in .pdf format. Project the eBook on your interactive whiteboard, or have students listen to or read it on tablets or other mobile devices.

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Science concepts are a critical part of each selection in Hidden Discoveries. These science background pages will help you build content knowledge so that you may more effectively have discussions with students as they read each selection in the book .

The following big idea science concepts apply to several selections in the book .

• Matter is anything that has mass and takes up space . Scientists describe and compare matter based on its properties (student book, pp . 4, 17), or qualities, that can be observed by the senses . Examples of properties of matter include magnetism, size, and color . Other observable properties include how matter feels, how it shines in light, and how it sounds when struck .

• A mixture (student book, pp . 12, 17) is formed when two or more kinds of matter are mixed, or put together . A green salad of cut up lettuce, tomatoes, and carrots is one example . Each part of a mixture keeps its original properties, which do not change when the parts are mixed together . The parts of a mixture can be easily separated .

• Magnetism (student book, p . 4) is a property of matter . It is a force that pushes or pulls on certain metals . Some metals, such as iron, nickel, and certain types of steel, are magnetic . For example, most paper clips are made of steel and can be pulled by a bar magnet . Other metals, such as copper, aluminum, silver, and gold, are non-magnetic . If a bar magnet is held next to a piece of aluminum foil, for instance, the magnet will not push or pull on the foil .

A magnetic field exists around a magnet . It is the area in which there is a force that attracts objects to or repels objects from the magnet, even without the magnet touching the objects . As magnetic objects such as paper clips are moved closer to a magnet, the force of magnetism increases . As the objects are moved farther away from the magnet, the force of magnetism decreases . At great distances, the objects are no longer affected by the push or pull of the magnet .

Pages 5–6 in this teacher’s guide describe how the science concepts above relate to each selection . Additional science background information is given for each selection .

Science Background

a FrameWork For k–12 sCIenCe edUCatIon

Core Idea Ps1: matter and Its Interactions How can one explain the structure, properties, and interactions of matter?

Core Idea Ps2: motion and stability: Forces and Interactions How can one explain and predict interactions between objects and within systems of objects?

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A WArriOr’s GOLDStudent Book, pp . 2–9 Teacher’s Guide, pp . 7–8

In this selection, students will learn about a property (student book, p . 4) of matter called magnetism (student book, p . 4) and how Terry Herbert was able to use this property to find the artifacts in a mixture of soil .

Some metals are magnetic, and others are non-magnetic . However, even the metals that are considered non-magnetic, such as silver and gold, can become slightly magnetic temporarily . One way to make non-magnetic metals temporarily magnetic is with a metal detector . Electricity flows through a metal detector’s coil, generating a magnetic field around the coil . When the coil is near any metal object and while the object is in the coil’s magnetic field, the object generates its own weak magnetic field and becomes slightly magnetic . The detector then senses the object’s magnetic properties . When the coil’s magnetic field is moved away from the metal object, such as when the detector is swept to another spot, the object loses its magnetic properties . This was how Terry was able to detect the presence of the gold and silver artifacts that were buried .

The artifacts Terry found were buried and combined with soil and rocks, forming a mixture . Terry was able to separate the gold and silver artifacts from the soil and rocks because of the unique properties of the artifacts . The artifacts could be made magnetic, while the surrounding soil and rock could not . He used the property of magnetism to help find the artifacts and separate them from the rest of the mixture .

UNCOVEriNG A pAsT DisAsTErStudent Book, pp . 10–15 Teacher’s Guide, pp . 9–10

In this selection, students will learn about how a mixture (student book, p . 12) discovered by a team of scientists, which included Dr . Beverly Goodman, helped explain the destruction of the ancient Roman city of Caesarea in present-day Israel .

The seafloor contains a mixture of sediments, including pieces of rocks and shells . Sediments are materials that come from the weathering, or breaking apart, of rock . Waves from the sea break larger rocks and shells into smaller pieces . Grains of sand are just very tiny pieces of rocks and shells . Sediments of various sizes settle and form layers at the bottom of the sea . Dr . Goodman retrieved and studied a core sample that showed the layers of sediment that had collected off the shore of Caesarea, Israel, for centuries .

Scientists are able to distinguish the different layers of the sediments by observing each layer’s properties. One property of matter is size . Dr . Goodman observed not only the size, or thickness, of the layer of shells, but also the size of the shells themselves . Most of the shells were broken into smaller pieces . These observations, along with other data, helped her explain how a tsunami destroyed the harbor of Caesarea about two thousand years ago .

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ALL ThAT GLiTTErsStudent Book, pp . 16–23 Teacher’s Guide, pp . 11–12

In this selection, students will learn about mixtures (student book, p . 17) containing precious metals and gems and about the properties (student book, p . 17) of these metals and gems .

Students will learn about gold, opals, jade, and diamonds . All may be obtained by separating them from a mixture of rocks or sand . These precious metals and gems have unique properties that allow people to find and pick them out . The properties of matter that are discussed in this selection include:

• what color the metal or gem is (gold has a characteristic yellow color; opals are multicolor; jade can range in color from light green to deep blue and black; diamonds can be tan, yellow, or a variety of other colors);

• how the metal or gem looks when light shines upon it (raw opals may bend light and still sparkle; jade appears dull and does not sparkle as much as opals; rough diamonds shine more like metal than glass; gold, opals, jade, and diamonds can all be shiny when polished);

• how the metal or gem feels (smooth or rough; raw diamonds may feel oily);

• how the metal or gem sounds when hit with a metal rake (when rough opals are hit, they sound like metal hitting glass) .

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Summary “A Warrior’s Gold” is a third-person narrative about the discovery of a collection of artifacts called the Staffordshire Hoard . Terry Herbert found pieces of the buried hoard using a metal detector . Researchers continue to study the artifacts to uncover more information about the hoard .

BUiLD BACKGrOUND FOr ThE GENrELet students know that they will read a third-person narrative . A narrative can be a true or imagined story . Tell them the narrative they will read is a true story and that “A Warrior’s Gold” is a third-person narrative with the following elements:

• It tells about real people, places, and events, using a third-person point of view .

• The writer did research to write about the subject .• Photos, captions, and an illustration are included .

BUiLD VOCABULArY & CONCEpTs• property • magnetic

Remind students that Using Context Clues is a strategy to infer the meaning of an unfamiliar word . They can “read around” the word, or read a few sentences before and after it, to make meaning from the context . Remind them to look at the photographs, too .

Another strategy to try is Using Background Knowledge. Write magnetic on a card and hold up the card . Have students talk about what they think the word means . Then have them read the word in context and share their thoughts . Guide the class in a collaborative discussion to construct a clear understanding of the word . Have students follow the same steps with the word property.

Point out other important words in the selection, such as artifacts, archeologists, and hoard. Have students use their background knowledge and context clues to determine the meaning of these and any words that might be challenging or unfamiliar .

A Warrior’s GoldThird-Person Narrative

readInG oBJeCtIVes• Describe the relationship between historical

events .

• Use information gained from photographs to

demonstrate understanding .

sCIenCe oBJeCtIVes• Demonstrate understanding of the properties of

the metals in the Staffordshire Hoard .

• Explain how the force of magnetism acts on some

metal objects .

Common Core state standards For enGLIsH LanGUaGe artsCC.3.rInfo.3 describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.


a FrameWork For k–12 sCIenCe edUCatIonCore Idea Ps1: matter and Its Interactions How can one explain the structure, properties, and interactions of matter?


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rEADThe content goal for Hidden Discoveries is for students to be introduced to the concepts of properties of matter and mixtures . Explain that “A Warrior’s Gold” tells how artifacts were discovered because of a physical property of matter called magnetism . Point out the Read to find out statement at the top of page 2 in the student book: Read to find out how magnetic properties helped find artifacts.

Help students with the comprehension goal of accessing content by asking questions . Model by reading page 2 aloud . Say: The text begins by telling about a group of people in the 600s. It says they buried their gold. I wonder why they did this. I have some ideas, but I’m going to read on to see if I can find the answers to my questions.

Before students begin reading, say: As you read, notice the illustration and photographs on the pages. Illustrations and photographs usually show what the text tells you about. As you read, you can ask yourself questions to determine what you understand and what is unclear. Re-read the text when you do not understand something, or read on to see if your questions are answered further on in the text. Remember, some of your questions may be answered; others may not.

TUrN & TALKRevisit the Read to find out statement . Have students turn and talk to tell how magnetic properties helped find artifacts . (Possible response: A metal detector uses electricity . The buried gold artifacts became magnetic when the electricity from the metal detector flowed nearby .) To check understanding, have students turn and talk about the Check In question: How was Terry able to separate the mixture of gold and soil? (Possible response: Terry used a metal detector to find the gold that was buried in the soil .)

Describe Relationship Between Events Have students partner read pages 4 and 6 . Then have them turn and talk about the relationship between Terry Herbert’s actions and the work of the archeologists . Ask: What did Terry do that led to preserving the valuable artifacts? (Possible response: Terry found the buried artifacts by using a metal detector . He contacted the authorities, and this helped preserve the collection . Archeologists were able to dig up thousands of pieces .) Point out the artifacts’ bent or broken nature . Say: The soldiers who buried the artifacts decided to bend them. Discuss why the soldiers might have bent them and make some inferences about what the soldiers’ actions might have meant. Refer to the text on pages 7–9. (Possible response: The soldiers may have bent the pieces because of a superstition about gold . They also may have bent the pieces so that other soldiers could not use the weapons .)

Use Information from Photos Encourage students to use the illustration on pages 2 and 3 and photographs in the selection to support their understanding . Model as you point to the photographs on pages 4 and 5 . Say: The inset photograph tells me more information about the size of some of the artifacts. The artifact is larger than a coin. Have pairs talk about the main photograph on pages 4 and 5 . Have them discuss the details of the photograph . Help students draw conclusions using both the text and photographs . (Possible response: I can conclude that Terry Herbert is in a lab, and I think he is wearing gloves so the gold artifact will be protected .)

WriTE & AssEssYou may want to have students do a “quick write” to assess understanding . It’s always helpful to have students reflect on both the content and their thinking process .

• Why was magnetism important in this true story?• What questions do you still have about the artifacts in the

Staffordshire Hoard?

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Summary “Uncovering a Past Disaster” is a science article about a team of scientists who analyzed samples from the seafloor near the ancient Roman city of Caesarea in present-day Israel .

BUiLD BACKGrOUND FOr ThE GENrELead students to an understanding of the elements of science articles . Explain that “Uncovering a Past Disaster” is a science article with the following elements:

• It includes facts and details about a natural disaster .• It points out cause/effect relationships .• Facts and information are conveyed through text, photos,

and captions .

BUiLD VOCABULArY & CONCEpTs• sediments • mixture • tsunami


Another strategy to try is Sketching Words. Present the word mixture to students by referring to the text . Invite students to sketch their idea of the word on a sticky note . Then have students turn and talk about their sketches . Have students compare and contrast their representations of the word . Encourage students to be detailed with their drawings . Correct any misconceptions and allow for variation . Have students work with a partner and follow the same steps with sediments and tsunami.

Review other important words or terms in the selection, such as core sample. Have partners turn and talk about what the term might mean . Then have partners sketch their ideas on a sticky note or use context clues to determine each word’s meaning . Some words lend themselves to sketching; others may not . Decide which of these strategies is most appropriate for each word .

readInG oBJeCtIVes• Describe the relationship between scientific ideas .

• Use information gained from photographs to

demonstrate understanding .

• Describe the logical connection between

particular sentences and paragraphs in the article .


the contents in the core sample .

• Connect the science concept of mixtures with the

contents of the core sample .

Uncovering a Past Disaster Science Article

Common Core state standards For enGLIsH LanGUaGe artsCC.3.rInfo.3 describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.




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rEADThe content goal for Hidden Discoveries is for students to be introduced to the concepts of properties of matter and mixtures . Remind students that each selection in Hidden Discoveries relates to this goal . Explain that “Uncovering a Past Disaster” tells about a scientist’s work to uncover the causes of a past disaster . Point out the Read to find out statement at the top of page 10 in the student book: Read to find out how a mixture gave clues to the cause of a disaster.

Help students with the comprehension goal of accessing content by asking questions . Model by reading the first two pages aloud . Say: Two thousand years ago is quite far in the past. I wonder how scientists can understand what happened that long ago. What kind of evidence could actually exist? I’m going to continue to read to learn more.

Before students begin reading, say: As you read, look for answers to questions you have about the selection. Remember, all your questions may not be answered. Sometimes further research is needed.

TUrN & TALKRevisit the Read to find out statement . Have students turn and talk about how a mixture gave clues to the cause of a disaster . (Possible response: Scientists might be able to learn about a past storm by the size or shape of broken shell pieces in the mixture within the core sample .) To check understanding, have students turn and talk about the Check In question: What clues did the layer of shells provide Dr. Goodman about how the ancient harbor of Caesarea was destroyed? (The layer of shells was unusually thick, which shows that a powerful event took place and created this layer when it pushed the shells together .)

Describe Relationship Between Scientific Ideas Read aloud the second paragraph on page 10 . Help students use the text to discuss ideas in the text and the author’s purpose . (Possible response: The author wanted to write about evidence found for the giant wave theory .)

Re-read the last paragraph on page 13 . Have students turn and talk about the relationship, or connection, between the unusual sediment layer from the core sample and the theory of a past tsunami . Have students make inferences about what the layer might mean . (Possible answer: The layer might mean that something unusual occurred at that time and that is why it didn’t look like most shell layers .)

Use Information from Photos Have pairs look at and discuss the graphic and photos on pages 14 and 15 . Have them compare the illustration and the photos, paying close attention to details . Ask: What conclusions do you make when you compare the illustration to the photos? (Possible response: In ancient Caesarea, there were many more buildings or structures . Present-day Caesarea still has the larger structures, such as the hippodrome and the amphitheater . This difference is a sign that the tsunami destroyed many buildings .)

Describe Connections Have student pairs re-read the first paragraph on page 13 . Say: The first sentence tells me that more information is coming. As I continue to read, I learn that the layer of shells is important to Dr. Goodman’s research. Have pairs read the second paragraph . Encourage them to discuss how each sentence connects to the next . Ask: How do the pieces of information fit together? What comparisons or contrasts did you read? (Possible response: I read that a layer of shells in a core sample is usually thin, but this layer was about 1 meter (3 feet) thick .) Have students look for more connections in the text, searching for comparisons or cause/effect relationships .

WriTE & AssEssYou may want to have students do a “quick write” to assess understanding . Have students reflect on both the content of the selection and their thinking process .

• Why was the mixture of sand, soil, and shells important in this science article?

• What questions do you still have about the tsunami?

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Summary “All That Glitters” is a science article about precious metals and gems and the places around the United States in which they can be found and mined .

BUiLD BACKGrOUND FOr ThE GENrELead students to an understanding of the elements of science articles . Explain that “All That Glitters” is a science article with the following elements:

• It is organized with headings and includes specialized vocabulary about precious metals and gems .

• It includes cause/effect relationships .• Facts and information are conveyed through text, photos, and

captions .

BUiLD VOCABULArY & CONCEpTs• mixture • properties


Another strategy to try is Using Graphic Organizer Notes. Draw and display a graphic organizer with four columns on the board . Label the columns Word, Inferred Meaning, Clue, and Sentence or Picture. Have students write properties in the first column . Ask students to turn to page 17 of the selection and read the sentence containing properties in bold . Then have students turn and talk about what they infer properties means and write the meaning in the second column . They should write the clue that helped them in the third column . Finally, they should write a sentence or draw a picture that shows the meaning of the word in the fourth column . Have students work with a partner and follow the same steps with mixture.

You may want to point out other important words in the selection, such as precious and eroded . Have students use graphic organizer notes and context clues to determine the meaning of these and any words that might be challenging or unfamiliar .

readInG oBJeCtIVes • Determine the main ideas and explain how key

details support the main ideas .

• Describe the logical connection between

particular sentences and paragraphs in the article .


certain metals and gems .

• Demonstrate understanding of mixtures .

All That GlittersScience Article

Common Core state standards For enGLIsH LanGUaGe artsCC.3.rInfo.2 determine the main idea of a text; recount the key details and explain how they support the main idea.



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rEADThe content goal for Hidden Discoveries is for students to be introduced to the concepts of properties of matter and mixtures . Remind students that each selection in Hidden Discoveries relates to this goal . Share that “All That Glitters” explains how people can search for precious metals and gems in mixtures . Point out the Read to find out statement at the top of page 16 in the student book: Read to find out how precious stones are mixed in soil.

Help students with the comprehension goal of accessing content by reminding them that they should try to identify some of the most important information in a text . Model for students how to determine importance on page 17 . Say: The first sentence of the second paragraph asks a question. I think that the text that answers the question is the most important part of the paragraph. Read the rest of the paragraph . Say: So the most important information in this paragraph is that gold is valuable because it is rare and because of its properties. This answers the question in the first sentence. The last two sentences tell additional information about gold’s properties.

Before students begin reading, say: Determining what information is the most important will help you determine the main idea.

TUrN & TALKRevisit the Read to find out statement . Have students turn and talk about what they know about how precious stones are mixed in soil . To check understanding, have students turn and talk about the Check In question: What are some mixtures in which you might find gold, jade, opals, and diamonds? (Possible response: Mixtures might include soil, sand, rocks .)

Determine Main Ideas Share that it is important to find the main ideas in a text, especially when a text has several sections . Say: It’s impossible to remember every small detail, but finding the main idea will help you take away the most important information.

Have partners re-read page 18 and talk about the main idea in the second paragraph . (Possible response: It is important to understand that opal mines are above ground . This is important because most mines are below ground .) Then ask students to identify the supporting details and explain their thinking . (Possible response: A supporting detail is that rakes are good tools for separating opals from the rocky mixture . This detail gives extra information but not the most important information .) Have pairs continue to look for the main ideas .

Describe Connections Model for students how to analyze the text, looking closely for connections . Say: When I read the first paragraph on page 16, I noticed how each sentence includes an idea, which links to an idea in the next sentence. Together, the sentences tell about a cause and an effect. Ask: What is the cause/effect relationship in this paragraph? (Possible response: Someone found gold nuggets in Canada, and then thousands of people moved to that area .) Encourage students to discuss the cause/effect relationships in the information on the next pages .

After partners have re-read multiple sections of the article, ask student pairs to make comparisons and contrasts . Ask: How are opals different from diamonds? What similarities do some of the gems share? (Possible response: Initially, diamonds do not sparkle and shine, but most opals appear bright and colorful . Both opal and jade have a variety of shades . )

WriTE & AssEssYou may want to have students do a “quick write” to assess understanding . It’s always helpful to have students reflect on the content and their thinking process .

• One science concept in this selection is properties. What are some of the properties of different precious metals and gems?

• What do you still wonder about gold and gems?

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Discuss

CONTENT & COmprEhENsiON GOALsFoster a discussion about the selections in Hidden Discoveries. Ask: In this book, what did you learn about how people used science to find hidden discoveries? (Possible responses are given in the concept map . Students may have more or different information .)

In this book, what did you learn about how people

used science to find hidden discoveries?

Terry Herbert used magnetism to find

gold artifacts.

Dr. Goodman found evidence of a tsunami in a core sample that included

a mixture of sand and shells.

The properties of gold and gems are what

make them valuable or precious.

The three selections in Hidden Discoveries are a third-person narrative and two science articles . Physical science concepts (properties, magnetism, and mixtures) thread through the selections . Guide a discussion about these science concepts .

What makes the selections especially interesting, though, is the interdisciplinary context—real-life stories and events that include not only physical science but also history, geography, and Earth science . Have students turn and talk about the interdisciplinary nature of the selections . You might ask: How is reading Hidden Discoveries different from reading a textbook about properties of matter and mixtures? Also ask them to consider differences in the ways the selections were written (such as genre, text structure, and point of view) and how the writing style helps the science concepts come alive .

readInG oBJeCtIVes• Ask and answer questions to demonstrate

understanding .

• Use evidence from the texts to demonstrate

understanding and determine main ideas and

supporting details .

sCIenCe oBJeCtIVes• Connect the science concept of properties

of matter with the selections in Hidden Discoveries .

• Explain how mixtures can be separated .

Common Core state standards For enGLIsH LanGUaGe artsCC.3.rInfo.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

CC.3.rInfo.2 determine the main idea of a text; recount the key details and explain how they support the main idea.




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DisCUssHave students collaboratively answer the questions on page 24 as you move about the room and listen in to support and scaffold student conversations and clarify misconceptions .

1. How does the title Hidden Discoveries connect the three pieces? (All three pieces discuss finding “hidden” objects . In “A Warrior’s Gold,” artifacts were discovered using a metal detector . In “Uncovering a Past Disaster,” scientists uncover evidence of an ancient tsunami “hidden” in the deep layers of sediment on the seafloor . “All That Glitters” explains how people can uncover or mine for gold and gems that are “hidden” in mixtures of soil, rock and sand .)

2. Compare and contrast the ways in which the discoveries in “A Warrior’s Gold” and “Uncovering a Past Disaster” were made. (In “A Warrior’s Gold,” a layperson, not a scientist, made the discovery of ancient military artifacts . Terry Herbert used a metal detector to locate the buried gold artifacts . In “Uncovering a Past Disaster,” a team of scientists made a discovery about a past event by examining a core sample of sediment from the seafloor . The thick layer of broken shells gave the scientists evidence of an ancient tsunami .)

3. Describe three ways people can separate precious materials from the mixtures in which they are found. (You can use a metal detector to find magnetic materials in a mixture of soil and rocks . Water can be used to find gold because gold sinks and lighter materials are washed away . You can pick out opals in a rocky mixture because opals sparkle in light, while the rocky mixture does not .)

4. Cite some evidence in “Uncovering a Past Disaster” that would confirm that the energy from the tsunami caused the harbor’s destruction. (The thick layer of broken shells in the scientists’ core sample is evidence that a large wave, or tsunami, swept into the area . As the giant wave raced across the sea, it kicked up shells along the way, smashing them . The way the shells lined up showed the direction of the wave, which was toward the harbor .)

5. What surprised you about the discoveries in this book? (Answers will vary, but students should explain their responses .)

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Research & Share

oBJeCtIVes• Ask questions based on reading Hidden Discoveries .

• Research, document, and share information .

In small groups or individually, offer students the chance to explore questions they have or ideas they still wonder about, based on their reading in Hidden Discoveries . Use question 5 on the Discuss page of the student book as a springboard for student questions and ideas for further research .

ExpLOrE Encourage students to express their curiosity in their own way . The questions students have matter . You might have students talk with peers, write about what they wonder, or create drawings based on what they learned from reading the different selections in Hidden Discoveries . Guide them to immerse themselves in resources related to what they are most interested in learning more about . They might ask questions or make statements about their interests, for example:

• Are there recent discoveries or theories connected to the Staffordshire Hoard?

• Are there other scientists using core samples or sediment samples to learn about the past?

• How are rubies and emeralds mined?

GAThEr iNFOrmATiON After students explore, they should arrive at a question that will drive their research . Students may want to read, listen to, and view information with their question in mind . Guide students to use resources, such as reliable sites on the Internet, science texts and articles, library books, and magazines, that address the question they posed . Collecting information may lead students to revise or narrow their question .

Teach students how to keep track of their thinking and findings as they gather information . Present some options for note taking .Students may want to use a Fact-Question-Response (FQR)format . Have students keep track of their sources in their FQR notes .

Common Core state standards For enGLIsH LanGUaGe artsCC.3.Write.7 conduct short research projects that build knowledge about a topic.

CC.3.Write.8 recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

CC.3.Write.10 write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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ANALYzE & sYNThEsizE Guide students to carefully and thoughtfully review their notes to determine the big ideas related to their question . As students prepare to use the information they’ve gathered to formulate an answer to their question, support them as they analyze and synthesize . Be sure they do the following:

• Revise any misconceptions .• Notice incongruities in their information .• Evaluate all the various pieces of information .• Pull together the most pertinent information that

addresses their question .

While analyzing and synthesizing their research, students may realize that the more they learn, the more they wonder . To help focus their thinking, students may want to talk with classmates or write in a research notebook . Remind them that just as in real-world scientific research, there may not be a final answer to the question they posed .

Research Notebook

• Day 1: I’m going to focus on examples of earthquakes that have

caused tsunamis . I want to find out if this is common or not .

• Days 2-3: Reading and researching

• Day 4: I have a lot of research about tsunamis . I explored

why tsunamis cause so much destruction . Research tells me

tsunamis have taken place throughout history . But today, so

many more people live along coasts, and this puts them in great

danger . I am going to give a presentation on the Pacific Tsunami

Warning System . This system helps warn people living along

coasts so they can reach a place of safety before a tsunami hits .

shArEWhen students share their research, they become teachers, consider how their ideas were shaped by the investigation, and pose new questions . Students may express their knowledge by writing, speaking, creating a visual piece, or taking action in the community . The best culminating projects are ones with authentic purposes . For example, the student who is concerned about tsunamis and the lives of people living along coasts may want to do an interactive presentation that explains the work of the Pacific Tsunami Warning System . He or she can share that 26 nations participate and scientists work to communicate impending dangers to communities in the path of tsunamis . As part of the presentation, the student may ask classmates to role-play a situation where a warning goes out to coastal communities .

When students are given the time to gather information about a topic that interests them, they will find unique and individual ways to share what they learned . Some options you can suggest might include the following:

• eBooks with photos and text to share with other students who are building background on the topics

• Short films about their findings that can be viewed at school family nights or in the school library

• A campaign for a cause in the community related to the topic

Fact1. Dr. Goodman analyzes causes and

effects of ancient

environmental events

like tsunamis. She

thinks this can help

tell which types of

coasts are at greatest

risk. Source: www.

nationalgeographic.

com, Explorers: Bio

of Beverly Goodman,

Geo-Archaeologist)

Question 1. Why would

coasts be at risk? Which ones are at risk now and

why?

Response1. I need to read more about coasts

at risk.

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Correlation

Grade 3 Common Core State Standards for English Language Arts and A Framework for K–12 Science Education correlated to National Geographic Ladders Science

Common Core State Standards for English Language Arts, Grade 3Hidden Discoveries Teacher’s Guide

Reading Standards for Informational Text

key Ideas and details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as

the basis for the answers.pages 13–14

2. determine the main idea of a text; recount the key details and explain how they support the main idea. pages 11–14

3. describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

pages 7–10

Craft and structure 4. determine the meaning of general academic and domain-specific words and phrases in a text relevant

to a grade 3 topic or subject area.

5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

6. distinguish their own point of view from that of the author of a text.

Integration of knowledge and Ideas 7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to

demonstrate understanding of the text (e.g., where, when, why, and how key events occur).pages 7–10, 13–14

8. describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

pages 9–12

9. compare and contrast the most important points and key details presented in two texts on the same topic.

range of reading and Level of text Complexity 10. By the end of the year, read and comprehend informational texts, including history/social studies,

science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

if the entire NG Ladders Science grade 3 program is used throughout the year, students will have had exposure to multiple genres, multiple levels, and appropriate scaffolding.

Writing Standards

text types and Purposes 1. write opinion pieces on topics or texts, supporting a point of view with reasons.

2. write informative/explanatory texts to examine a topic and convey ideas and information clearly.

3. write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Production and distribution of Writing 4. with guidance and support from adults, produce writing in which the development and organization

are appropriate to task and purpose.

5. with guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

6. with guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

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Notes

research to Build and Present knowledge 7. conduct short research projects that build knowledge about a topic. pages 15–16

8. recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

pages 15–16

9. (Begins in grade 4)

range of Writing 10. write routinely over extended time frames (time for research, reflection, and revision) and shorter

time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

pages 15–16

A Framework for K–12 Science EducationHidden Discoveries Teacher’s Guide

Core Idea Ps1: matter and Its InteractionsHow can one explain the structure, properties, and interactions of matter?

pages 4–14

Core Idea Ps2: motion and stability: Forces and InteractionsHow can one explain and predict interactions between objects and within systems of objects?

pages 4–8, 13–14

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Glossary

ACKNOWLEDGMENTSGrateful acknowledgment is given to the authors, artists, photographers, museums, publishers, and agents for permission to reprint copyrighted material. Every effort has been made to secure the appropriate permission. If any omissions have been made or if corrections are required, please contact the Publisher.

Credits1, 2, 3, 4, 15 (bg) ©Jonathan Blair/Corbis. (l) ©Danial Dociu/National Geographic Stock. (c) ©Hanan Isachar/JAI/Corbis. (r) ©Lomen Brothers/Historical/Corbis. 7 ©Daniel Dociu/National Geographic Stock. 9 (bg) ©Hanan Isachar/JAI/Corbis. (t) ©Howie Goodman. 11 (bg) ©Lomen Brothers/Historical/Corbis. (t) ©Egmont Strigl/imagebroker/Alamy. 14 (r) ©Danial Dociu/National Geographic Stock. (bg) ©Hanan Isachar/JAI/Corbis. (l) ©Lomen Brothers/Historical/Corbis.

Copyright © 2015 National Geographic Learning, Cengage Learning

ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the publisher.

National Geographic and the Yellow Border are registered trademarks of the National Geographic Society.

For permission to use material from this text or product, submit all requests online at cengage.com/permissions

Further permissions questions can be emailed to [email protected]

Visit National Geographic Learning online at NGL.Cengage.com Visit our corporate website at cengage.com

magnetic (adjective) a property of a magnet or a material that can be pulled to a magnet

mixture (noun) two or more kinds of matter put together that does not change the properties of the matter

property (noun) something about an object that you can observe with your senses

sediment (noun) material that comes from the weathering of rock

tsunami (noun) a series of ocean waves caused by an underwater earthquake or landslide

Content Consultants

Judith S. Lederman, Ph.D., Associate Professor and Director of Teacher Education, Illinois Institute of Technology

Randy L. Bell, Ph.D., Associate Dean and Professor, Oregon State University

Kathy Cabe Trundle, Ph.D., Associate Professor of Early Childhood Science Education, The Ohio State University

Physical Science Cool Caves • Roller Coasters Explorer T.H. Culhane: Energy Solutions Hidden Discoveries

Earth Science Mountains, Valleys, and Plains Big Storm • Eruption! • Destination: Space

Life Science Tropical Rain Forest Adventure Tricks, Traps, and Tools • Keep Out! Keep Away! On Assignment with Joel Sartore

Science

ISBN: 978-12853-5961-8

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Documents

HIDDEN - Cengagego.cengage.com/uploads/fb5e53ece5ae3a303d02b8b39f0... · A WArriOr’s GOLD Student Book, pp . 2–9 Teacher’s Guide, pp . 7–8 In this selection, students will