Objectives  Generate sounds using consonant blends in alliteration; read and

Teaching Guide
reproduce rhyming words; science terms; compare and contrast; describe opposites; use
picture and context clues Rhyming Tongue-Twisters: Science
Materials  pencils, writing paper, pebbles; clear plastic cups; water; black paper; lamp;
thermometer

30 minutes, Days 1–3

Build Background
Activate Prior Knowledge  Open the book to p. 4. Ask the class: What’s
happening? Do you think it’s hot here? Then turn to p. 5 and ask: What’s happening
here? Do you think it’s cold? Tell children: Today we are going to learn about how we’re
connected to nature. Encourage children to tell you how they use water, sunlight,
and wind every day.

Introduce the Focus Skill: Beginning Consonant Blends  Explain to

the class that sometimes two consonants appear together to make one sound,
such as /gr/ or /sn/. Guide children to say words with these consonant
blends. Ex: grass, green, snake, snow. Turn to p. 9. Tell the class to pick out
the words with the consonant blends /fl/ and /fr/ (Flora, flavorful, flowers, fresh,
flourish, fruitfully, fragrant, flesh). Then give them two other consonant blends and
have them come up with at least three words that begin with them. Ex: /bl/
(black, blue, blimp) and /sk/ (skate, skip, skirt).

Acquire New Vocabulary  Point out the bold-faced vocabulary words in the book. Write them on the board. Encourage
children to come up with their own definitions based on picture and context clues. You may wish to read the rhyme and surrounding
words to convey meaning. Discuss definitions and correct as necessary. Then divide the class into groups. Ask each group to generate
sentences for five vocabulary words. Have each group member read one of the sentences aloud. Review sentences as a class.

Read and Respond  Display the book. Read the title and author name aloud as you track the print. Tell the class that they are
going to read aloud with you. After reading each page, challenge a volunteer to say the tongue-twister as quickly as possible. Then have
children make connections between the bold-faced word and their daily lives. For example, after reading p. 8, a child may say: I planted
seeds in the garden. After reading p. 9, a child may say: I love the smell of flowers. Review science terms as a class.

60 minutes, Days 4–5

L Curricular Enrichment: Science

SCIENCE
  Tell children: Today we will conduct a science experiment to answer the question: Can
water move objects? Write a simplified version of the scientific method on the board (1. Ask a question; 2. Guess what will happen; 3.
Do the experiment; 4. Record your results). Have children choose a partner. Distribute pencils, writing paper, two clear plastic cups,
two pebbles, and a cup with water to each pair. Children will put two pebbles in the empty cup. They will use the other cup
to pour water over the pebbles. Tell children to follow the steps on the board. Ask partners to share what happened to the
pebbles with the class (The pebbles moved up. The pebbles floated for a little on the water). Then guide children to reach a conclusion
about how we could use energy from water. Ask: If a little bit of water moves little pebbles, what could a large river move? Discuss water
energy as a class.

Home Connection  (Teacher, you may want to photocopy NATIONAL STANDARDS

this activity for children to complete with a family member.)
Language Arts: K-12.1, K-12.3, K-12.4, K-12.5, K-12.6, K-12.7, K-12.8, K-12.11, K-12.12
Talk with your child about what he/she learned this week. Mathematics: Numbers PK-2.1, PK-2.2; Algebra PK-2.1, PK-2.4; Geometry PK-2.1—PK-2.4;
Conduct a science experiment together. Fill a cup with water. Measurement PK-2.1; Data & Analysis PK-2.1—PK-2.3; Problem-Solving PK-12.2
Connections PK-12.3
Check the temperature and write it down. Put a sheet of black Science: K-4.1—K-4.7
paper over the cup and place it under a lamp for a few hours. Social Studies/Geography: K-12.1, K-12.2, K-12.3, K-12.5, K-12.6
Technology PK-12.1, PK-12.2, PK-12.3, PK-12.6
Then check the water temperature again. Ask your child: Did it
get warmer or colder? (warmer). Why? If a small lamp can heat a cup of
water, what do you think the Sun can do? Discuss solar energy with  
your child.

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