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UNO Internacional has been developed by a multidisciplinary team of 50 educational
experts from 12 countries in Latin America (Mexico, Brazil, Spain, Argentina,
Colombia, Chile, Guatemala, Peru and Venezuela, among others).
Grupo Santillana has been working on the project for 10 years, researching,
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The result is UNOi, a new and completely innovative educational
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General Content Director Illustrations

Antonio Moreno Paniagua Alexandra Artigas, Alejandro Herrerías,
Emiliano López Ordás, Jorge Martinez,
Research and Development Directors
Sergio Patrucco, Ismael Rodríguez,
Noemí Valencia de Trainor
Wally Rodriguez
Mary Yonker
Teacher’s Layout
6
Grade
th
Guide Editorial Director
Maricarmen Guerrero, Marco López,
Elementary Ángela Ortiz
bimester
3 Lourdes Madrigal
BE Managing Editor
Units 5WdZ, Photography
Susana Moreno Parada
© AFP
Art and Design Coordinator © Age Fotostock America Inc
Gil G. Reyes Ortiz © Archivo Digital
The BE textbook is a key Design Coordinator © Heinz Plenge
component, and serves as a core Juan Manuel Santamaría © Juniors Bildarchiv
organizer of all the programs © Latinstock México
and projects that make up UNOi Editor
© Masterfile
UNOi. It focuses on the Canda Machado
© Photos.com
development of skills, while Collaborator © Super Stock
simultaneously allowing learners Patricia Acosta © Thinkstock.com
to acquire the second language
in a meaningful and natural Cover Photography
manner. This book is integrated © Shutter Stock
into UNOi as a whole in
order to guide our work towards
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RIGHTS
© 2013. This is a collective derivative work based on the intellectual works Member of the Cámara Nacional de la Industria Editorial Mexicana.
“Spotlight” and “Science” published and licensed by Richmond Publishing S. A. de Reg. Núm. 3616
C. V.; and has been adapted and developed by Sistemas Educativos de Enseñanza
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México, D.F., for UNOi of Grupo Editorial Santillana for all countries in Ibero- All rights reserved. No part of UNO 6 th Grade Elementary Bimester 3,
America (Brazil, Spain, Argentina, Colombia, Chile, Peru, Uruguay, Paraguay, Bolivia, Unit 5, BE Bicultural may be reproduced, stored in a retrieval
Venezuela, Panama, Nicaragua, Costa Rica, Honduras, Guatemala, El Salvador, system or transmitted in any form or by any means, electronic, mechanical,
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© Richmond Publishing S. A. de C. V., 2012
© Sistemas Educativos de Enseñanza, S. A. de C. V., 2012 ISBN: 978-607-723-412-8
First Edition: September 2011
Second Edition: November 2012

Contents Letting Others Know
Contents INTRO 2
Calendar INTRO 5
CD Tracks INTRO 6
Direct Instructions Cards INTRO 7
Unit 5
The Universe
T11 BE a Reader
Week 1
T11
BE a Speaker T33
Project T42
BE Literate
Week 2
T45
T45
BE a Speaker T59
Project T68
T71 Week 3
Digital Book T71

NOT FOR RESALE
BE a Speaker T75
Project T84
BE a Writer
Week 4
T87
T87
BE an Artist T99
BE a Speaker T107
Project T116
Audio Script T119
INTRO 3

>Xdch
Teacher’s Guide
Home Direct Dictionary
Connection Instructions Tips
Literary
Assessments Pacing
Elements
Writing Reading an Research

Strategies Image Online
Intelligences
Interpersonal Logical / Mathematical Verbal / Linguistic
Bodily / Kinesthetic Visual / Spatial Musical
Naturalist Intrapersonal
Resources
Photo
Video Cutouts
Cards
CDI;DGG:H6A:
Online Digital
Audio Books
Bank
Competencies
Developing Emotional Intellectual
Literacy Development Abilities
Learning
Metacognition
Strategies
4 INTRO

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HjcYVn BdcYVn IjZhYVn LZYcZhYVn I]jghYVn ;g^YVn HVijgYVn
CDI;DGG:H6A:
INTRO 5

89IgVX`h
Week 1
Track 2 Riddle
Track 3 Reading: Where in the Universe is Planet Earth?
Tracks 4 - 9 BE a Speaker
Week 2
Track 10 Listening: Astronomy
Track 11 Reading: How Does Earth Move?
Track 12 Reading: The Layers of Earth
Week 3
Week 4
CDI;DGG:H6A:
Track 25 Song: The Visitor
6 INTRO

Direct Instruction Cards
There is no overt grammar teaching in the Student Books of BE. However, some students may need a more structural
explanation. The information below provides you with direct instruction tools for the main grammatical and structural
points in this unit. You can cut out and collect the cards.
Nouns
z Explain to students that nouns are words z Common nouns are words such as telescope
that name people, places or things. or river. Proper nouns are words such as
z List the nouns in three columns on the Hubble Telescope or Mississippi River.
board as you say the following: z Ask What do you notice about all the proper
Nouns can name people, such as nouns? (Elicit that they all begin with
astronomers or students. capital letters.)
z Nouns can name places, such as planet z What do you notice about all the common
or school. nouns? (Elicit that they begin with
z Nouns can name things, such as telescope lowercase letters.)
or river. z Have volunteers list other nouns in each
z Explain that nouns can be common category.
or proper.
Grade 6, page T47

z Point to or list the nouns on the board as
you say Common nouns are words, such as
astronomers or students. Proper nouns are
words such as Galileo or Mario.
z Common nouns are words such as planet or
school. Proper nouns are words such as Earth
or East Middle School.
Nouns (2)
z Ask students to form small, multi-leveled

groups. Assign each group a page from the
main reading. Ask groups to find and list
CDI;DGG:H6A:
the nouns. Remind them to capitalize all

the proper nouns in their list.
z Have a class sharing in which groups give
examples of the common and proper
nouns they found.
z Then, ask students to form multi-leveled
pairs. Have them work together to write
a paragraph about some aspects of
astronomy. Have them use several proper
nouns and several common nouns.
Grade 6, page T48
z Play Track 3 again. As students hear a

common noun, have them raise their right
hand. As students hear a proper noun, have
them raise their left hand.
INTRO 7

Articles
z Explain to students that articles are the z Circle the consonants and vowels at the
words a, an, and the. beginning of the words, in the examples on
z Say Articles point out nouns. Articles come the board.
before the nouns they are pointing out. z Explain that the article the points out
z Ask volunteers to explain what nouns are specific nouns.
(elicit people, places, things, or ideas). z Point to the example with the article the
z Give examples of phrases using nouns and on the board. Say The article the in this
write them on the board (for example, a example shows that this phrase is talking
star, an astronomer, the Moon.) about our moon, the one that goes around
z Say The articles a and an point out general Earth. It is not talking about a moon but
nouns. rather the Moon.
z The article a comes before nouns that begin
Grade 6, page T51

with consonants.
z The article an comes before nouns that begin
with vowels.
Articles (2)
z Ask students to form small, multi-leveled

groups. Assign each group a page from
the main reading. Ask groups to find each
CDI;DGG:H6A:
example of a, an, and the on their page. Ask

them to keep track of the number of times
they appear. Have a class sharing of the
number of each article each group found.
z Then, ask students to form multi-leveled
pairs. Have the pairs work together to
write a paragraph about some aspects
of astronomy. Require them to use each
article at least once. Have a class sharing of
example sentences with each article.
Grade 6, page T52
z Have students make cards with a, an, and

the on them. Then, play Track 4 again.
As students hear an article, have them hold
up the correct card.
INTRO 9

Adjectives
z Explain to students that adjectives are z As a class, decide which Key Words are
words that describe nouns. adjectives and which are nouns. Have
z Ask volunteers to define nouns. Have other students list them in the correct columns of
volunteers list some nouns on the board. their charts.
z Say Adjectives describe or tell more about z Challenge students to suggest adjectives to
nouns. Write adjectives next to some of the describe the Key Words that are nouns.
nouns that volunteers listed. Use colors and z Explain to students that adjectives usually
numbers where possible. come before the noun they describe or
z Have volunteers suggest some of the after a form of the verb be.
adjectives as you write them. z Form small, multi-leveled groups. Assign
z Say These adjectives describe or tell more each group a page from the main reading.
about these nouns. Colors and numbers are Ask groups to find all the adjectives on their
adjectives. page. Discuss students’ findings.
Grade 6, page T55

z List the Key Vocabulary words on the board
in order of appearance in the passage.
z Give each student draw a 2-Column
Graphic Organizer in their notebook pages.
Ask them to write Nouns and Adjectives as
the headers.
Adjectives (2)
z Once students understand the concept z Add that to make comparative adjectives
of adjectives, explain comparative and with words that end in –y, you change the
superlative adjectives. –y to –i and add –er. Write the examples
CDI;DGG:H6A:
z First, explain that comparative adjectives happy and happier on the board.
compare two nouns. They tell which one z Then, explain that adjectives that tell which
is more or less of something. Adding –er noun is the most of something are called
to the end of an adjective makes it a superlative adjectives. Tell students: You
comparative adjective. As examples, write add –est to the end of an adjective to form
small and smaller on the board. a superlative adjective. As for comparative
z Next, explain that to make comparative adjectives, you add only –st if the adjective
adjectives with words that end in –e, you ends in –e; you double the last letter if the
just add –r. Write the examples large and adjective is short; and you change the –y to –i
larger on the board. and add –est if the word ends in –y.
Grade 6, page T56
z Tell students that to make comparative z Write smallest, largest, hottest, and happiest
adjectives with short words such as hot, next to their comparative counterparts on
you double the last letter and add –er. Write the board.
the examples hot and hotter on the board.
INTRO 11

Reading
BE a Reader 1
WEEK
UNIT
5
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p.m.
6th Grade Lesson Planner
Unit 5 - Week 1
Value: Tolerance
Theme: Letting Others Know
Universal Understanding: Systems help us understand the Earth and beyond.
Essential Question: What would happen if one of the systems on Earth stops working?
Pages Functions Key Vocabulary
p. T11-T32 Identifying asteroids dwarf planets solar system

Explaining astronomy galaxies space
Interpreting atmosphere galaxy star
Making predictions celestial body gaseous planets stars
Describing spatial and temporal relations celestial objects meteoroids Sun
Expressing and supporting opinions comets moons terrestrial planets
Describing people, places, and things constellation planet universe
Sequencing constellations satellite
Hypothesizing and speculating
BE a Reader
p.T33-T40 Pronunciation asteroids galaxy solar system

Using Key Vocabulary astronomy meteoroids space
atmosphere moons star
comet planet sun
constellation satellite universe
BE a Speaker
CDI;DGG:H6A:

(English) Language Development Skills Support
Listening Videos
Restate and execute multiple-step oral instructions and directions.
The Sun T16
Speaking Comets, Asteroids, and
Use effective rate, volume, pitch, and tone and align nonverbal elements to sustain audience interest and attention. Meteorites T20
Select a focus, an organizational structure, and a point of view, matching the purpose, message, occasion, Stars, Galaxies, and the
and vocal modulation to the audience. Milky Way T23
Support ideas and opinions with detailed evidence.
Multiple Intelligences
Reading
Read aloud narrative and expository text fluently and accurately, with appropriate pacing, intonation, and expression. Visual / Spatial T13
Make and confirm predictions about text. Interpersonal T24
Make reasonable assertions about a text through accurate, supporting citations. Bodily / Kinesthetic T26
Writing
Write narratives.
Use simple, compound, and compound-complex sentences; use effective coordination and subordination of ideas
to express complete thoughts.
Connect and relate words with different sounds and spelling in different tasks. Multiple Intelligences
Use the vocabulary in context.
Verbal / Linguistic T36
Bodily / Kinesthetic T38
CDI;DGG:H6A:
Project: Watch Out For Meteors!

p. T42-T43

Key Vocabulary
The Universe
astronomy solar system
constellations space
galaxies Sun
planet universe
NOT FOR RESALE
BE Tolerant
12
PRI6 BE BL BIM3 U5 STD.indb 12 26/10/12 02:53 a.m.
Universal Understanding
Write the Universal Understanding on Ask them what they would like to words that they don’t know and have
the board: Systems help us understand learn about The Universe and solar them repeat. Show them the cards again,
CDI;DGG:H6A:
the Earth and beyond. Read the sentence system and write their responses in and have volunteers name the places.
out loud and discuss its meaning with the second column. Write the words on the board and have
students. Ask, What kind of systems do you volunteers illustrate some on the board.
Throughout the unit, make sure you
know? What would happen if one of the Read the Topics to explore with students.
answer your students’ questions. Keep
systems on Earth stops working? Explain Ask What do you know about our solar
the KWL Chart in the classroom. At
that in this unit they will learn about the system? How many planets are there?
the end of the unit, complete the third
Universe and Earth’s place in it. What other bodies are in it? What do you
column of the chart with the class.
know about our planet, Earth, compared
KWL Chart to the other planets? After going over the
Introduce the Theme
Unit Objectives, play the track and have
Divide a piece of chart paper into three Track 2
students listen to the riddle on the page.
columns. Label them: What You Know,
Tell students that they will be Play the track again, and read the riddle
What You Want to Learn, and What We
learning about our solar system in together with students, line by line. Then,
Learned. Ask students how what they
this unit. Display the Science and the have students discuss the answer to the
know about the universe and solar
Universe Photo Cards that show the riddle in pairs. Share the answers as a
system. Write their responses in the
solar system and space exploration. class. Note: The phonics activities on the
first column.
Ask students to name the items on the back of each photo card may be used to
cards that they can. Teach students the supplement instruction.
T12 Letting Others Know

Track 2
Reading
Visual / Spatial
Illustrations
Have students illustrate their stories.
They can draw one picture of the
The planet where you live most exciting scene, or they can draw
is moving around me. a picture for each scene. Encourage
The light that I give you students to display their pictures while
is bright as it can be. reading their stories. One partner can
I can start up your day, read while the other shows the picture.
and I can keep you warm. Then, they can switch.
I am so far away!
Do you know who I am?
NOT FOR RESALE
Topics to explore:
the planet Earth

our solar system
galaxies and constellations
astronomy
Letting Others Know

13
Theme-Related Vocabulary Space Story

Point to different objects in the pictures Help students form multi-leveled Students can also make other changes
and help students identify them. pairs. (Advanced students should be to their drafts. Then, encourage partners
CDI;DGG:H6A:
Ask What body in space does this show? paired with beginning or intermediate to take turns reading their stories aloud.
What do you know about this body? students.) Have each pair write a
How would you describe it? story about people traveling in space. Space Poetry
Discuss students’ experiences with Encourage them to use as many Key
Review the elements of romantic
these objects. Ask Have you seen a Vocabulary words as possible. Students
poetry as seen in Alfred Noyes’s poem,
movie or read a book about any of these may use the following questions to
The Highwayman (such as powerful
things? If so, which objects in space guide their writing:
emotions, dying for love, and so on).
were in the movie or book? Do you think
Who are your characters? Ask students to form the same pairs
the movie or book showed the object
Why and how are they traveling they did for the previous activity.
realistically? Why or why not?
through space? Have them review their stories and
What do they see there? try to write a new version in the style
What do they do there? of romantic poetry. Encourage them
How does the story end? to use powerful images, alliteration,
personification, similes, metaphors, and
Once partners have finished their stories,
Key Vocabulary from this lesson and the
have them reread to make sure they
Thematic Library lesson. Have a class
answered the questions above using as
sharing of the poems in which pairs
many Key Vocabulary words as possible.
read their poems aloud.
Unit 5 · The Universe T13

Track 3
Key Vocabulary
universe gaseous planets Key
Y Words
solar system moons universe
atmosphere dwarf planets solar system
satellite comets atmosphere
satellite
celestial body asteroids
celestial body
star meteoroids star
constellation galaxy constellation
terrestrial planets terrestrial planets
gaseous planets
moons
dwarf planets
See Online Bank: Thesaurus Tips / How to comets
Read an Image asteroids
meteoroids
galaxy
NOT FOR RESALE
Predicting Answers will vary.
A Answer the questions in complete sentences.
1. What does the title tell you about the passage?
2. What clues does the picture give you about the passage?
3. What do the key words tell you about the passage?
14 Letting Others Know
Frontload Vocabulary Predicting

Use Science and the Universe Photo A Answer the questions in Draw a Prediction Chart on a large piece
Cards that show the solar system and complete sentences. of paper.
CDI;DGG:H6A:
space exploration to elicit the Key

Elicit from students that predicting is Then, have students read and discuss
Words. Show each card, say the word,
guessing what the reading is going to their predictions and record as many as
and have students repeat. Then, write
be about. Have students write their possible in the chart to use at the end
the words on the board. Ask students
predictions on notebook pages. of this lesson.
to think of words from other languages
that are similar to these words. Have
them use these cognates to define the Targeting Proficiency Levels
words. Define any that they cannot.
Then, say and write sentences together Beginning Intermediate Advanced
using each word. Note: The phonics
activities on the back of each photo Read the questions Have students work in Have students work
card may be used to supplement aloud and discuss them. pairs to answer have individually to fill in the
instruction. Write students’ answers them share their ideas Prediction Chart. Then,
in complete sentences and reasoning with the have them write a short
in a Prediction Chart class. Finally, have them paragraph using at
on the board. Have write their predictions in least three Key Words to
students put them in the chart. explain how the words
their own charts. and titles relate to the
picture on this page.

Reading
Reading Comprehension
Skills and Strategies
Main Idea and Details

Written by Patricia E. Acosta
Photo Selection by Monica Delgado de Patrucco Elicit that the main idea is the
purpose of a text. It may be found
in a sentence at the beginning or
end of a paragraph. Authors may
also use details in other sentences to
support the main idea. Help students
identify the main idea and details of a
paragraph on this page.
Comparing and Contrasting

Elicit that comparing is when you
tell how two or more things, events,
The planet Earth may seem like a pretty big place. However, it is actually a very or characters are alike, and that
small part of the universe.
contrasting shows how they are
Earth is the third planet from the Sun, and it is the only planet in our solar
different. Comparing and contrasting
NOT FOR RESALE
system that has life. Most of Earth’s surface is covered by water. The rest is land—
continents and islands—that rise above the water. A layer of gases, known as the help us understand how people,
atmosphere, surrounds the surface of Earth. Earth’s atmosphere includes just the events, or things are alike or different
right amount of gas to keep the planet at the perfect temperature—not too cold, in a text. Point out that The author
and not too hot. The atmosphere also makes it possible for plants, animals, and
people to live on the planet. Under the surface, Earth has a layer of hot rock and
compares and contrasts Earth and the
two layers of metals in solid and liquid form. Moon in this paragraph. One difference
Earth has one natural satellite that moves around it: the Moon. The Moon is is that the Moon is smaller. One
about one-quarter the size of Earth. It does not have an atmosphere, so plants similarity is that people have walked on
and animals cannot live there. The Moon doesn’t produce its own light. It looks
both Earth and the Moon.
bright as seen from Earth because it reflects light from the Sun. The Moon is the
only celestial body, apart from Earth, on which humans have walked.
Unit 5 · The Universe 15
Read and Discuss the Text Discuss this page

Track 3
Beginning Intermediate Advanced
First, decide in what order the following
CDI;DGG:H6A:
activities will best serve the needs of

• What objects in space • What are three facts • How are Earth and the
your students: Read the text aloud
are described on this about Earth you can Moon related?
while students follow along in their
page? remember from this • How are they similar?
books. Use the Discuss questions to
• What covers most of passage?
develop comprehension and language • How are they different?
skills. Encourage beginning students Earth? • What are three facts
• Why does the Earth
to respond with phrases or simple • What surrounds the about the Moon you
have life?
sentences, while intermediate students surface of Earth? can remember from
respond in complete sentences, and this passage?
• What is beneath
advanced students support their answers Earth’s surface?
with details from the text. Use the tips
and strategies to facilitate instruction
in how to read an image to further or
enhance comprehension. Encourage
students to use a dictionary or thesaurus,
using the tips included in this section, to
look up unfamiliar words. Use the reading
comprehension skills and strategies to
enrich the reading activity for students.

Video

Remind students that the main idea
is the most important point in a text
or paragraph. In order to support
the main idea, authors use details in
other sentences that may describe,
give reasons and definitions, and
give other types of information. Help
students identify the main idea and
details on this page.

Comparing and contrasting help us
understand how people, events, or
things are alike or different in a text.
Help students identify instances
NOT FOR RESALE
The Sun is the largest object in our solar system. It is so large that 1.3 million Earths could fit
in which the author compares and inside it! The Sun is also the brightest star in our sky. Many people don’t think of the Sun as a star
contrasts. For instance, ask students to because it looks larger and brighter than the stars we see at night. In reality, all these stars are
very large, hot balls of gases—just like the Sun. They only look like tiny twinkles of light because
explain how the Sun is like other stars.
they are much farther away from Earth.
Stars, including the Sun, produce enormous amounts of light and heat. Light from the Sun is
very important for us because it gives Earth the energy needed to support life. This light, however,
See the audio-visual material to further must travel a very long distance before it reaches our planet. Sunlight travels
explore the theme of this page. ninety-three million miles in only eight minutes to get to Earth! Light from the next closest
star to Earth, Alpha Centauri, travels for four years before we can see it.
You can tell how hot a star is by looking at the color of its light. Blue stars are the hottest,
followed by white, yellow, orange, and finally red. The Sun, like most stars, is yellow.
Reading an Image Discuss this page

Have students think about the heat of
the Sun. Ask, for example:
CDI;DGG:H6A:
What other objects are hot? • What is being • What are three facts • How would you
described on this about the Sun you can describe the Sun?
In what ways do they look like this
page? remember from this • How does the Sun
picture of the Sun?
• Is the Sun bigger or page? support life on Earth?
What color are they? smaller than Earth? • What are three facts • How does the Sun’s
What do you think people thought • Is it hotter or cooler? about stars you can heat compare to other
about the Sun in ancient times? remember from stars’ heat?
• What are the Sun and
this page?
other stars made of?
• When seen from Earth,
• What does the Sun
why doesn’t the Sun
give Earth?
look like the other stars
• What are the different in the sky?
colors of the stars?
• Why is the Sun
important to Earth?
• What do the different
colors of the stars mean?

A constellation is a group of stars that, when seen from Earth, form a pattern or a shape. These
Reading
groups of stars appear to form pictures in the night sky. There are many constellations, and each one
of them resembles a picture imagined by somebody in the world. People from various regions and
cultures imagine different pictures, even though they are seeing the same stars.
Orion is one of the most recognized constellations. This constellation resembles the shape of a
hunter, and it can be seen from different places throughout the world at different times of the year.
Other well-known constellations include Leo, which has the shape of a lion; Scorpius, which has the
shape of a scorpion; and Crux, which has the shape of a cross. Main Idea and Details
Although they can be seen from Earth, the stars that make up these constellations are not part of
our solar system. The Sun is the only star in our solar system. Help students identify the main
idea and details on this page. Have
them write down the main idea and
supporting details of a paragraph on
this page.

Help students look through the text
on this page and identify instances
in which the author compares and
contrasts. Read the page again,
asking students to pay attention
to how the author compares and
contrasts the constellations.
NOT FOR RESALE

Have students think about what image
they see in the stars. Ask, for example:
CDI;DGG:H6A:
What image do you see in this group • What is a • Why would different • Why do you think
of stars? constellation? people see different people saw shapes in
• What are some of the pictures in the stars? groups of stars?
With a partner, point to each part
and name it. pictures people have • What are the different • Where do you think
seen in the stars? names and shapes of the names for the stars
Can you see any other shapes in this • Are the stars in some of the stars? came from?
group of stars? constellations part of • Which constellations • Why do people see
Why do you think the stars were so our solar system? have you seen in the sky? different constellations
important to people in ancient times? at different times of
the year?


Help students identify the main idea
and details of a paragraph on this
page. Then, divide the class into four
multi-leveled groups. Assign each
group one of the descriptions of the
terrestrial planets. Have them write
down three details about the planets.
Eight planets travel around the Sun in separate paths called orbits. These planets are
Comparing and Contrasting Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. The four planets closest
to the Sun are called terrestrial planets. These planets have a compact, rocky surface. The
Help students identify instances terrestrial planets are Mercury, Venus, Earth, and Mars.
on this page in which the author Mercury is the planet closest to the Sun. It’s also the smallest planet in our solar system.
compares and contrasts. For instance, Mercury has many craters on its surface and a very thin atmosphere, so it has little protection
ask students to explain how the against the heat of the Sun.
Venus is the second planet from the Sun. This planet is about the same size as Earth and
author compares and contrasts
was formed at about the same time. Venus looks like a giant desert with many clouds above
terrestrial and gaseous planets.
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it. These clouds trap a great deal of heat, causing Venus to be the hottest planet—even hotter
than Mercury! Venus’s clouds also reflect sunlight off the planet, making Venus one of the
brightest objects seen from Earth in the night sky.
Earth is the only planet in the solar system that provides the oxygen that humans need to
breathe. It is also the only planet that has water in its oceans. Earth has one natural satellite,
the Moon.
The last of the terrestrial planets, fourth from the Sun, is Mars. Mars is similar to Earth in
many ways. It has many similar surface features, including enormous volcanoes and canyons.
Mars is called the Red Planet because it looks red when seen from Earth in the night sky.
Exploration of the surface of Mars has shown no evidence of life. Mars has two satellites or
moons, Phobos and Deimos.

Have students think about what
each terrestrial planet looks like.
CDI;DGG:H6A:
Ask, for example:

• How many planets • What did you already • What is true of all the
What is the biggest terrestrial planet? are there in our solar know about planets planets?
system? before you read • What about Earth’s
What is the smallest terrestrial planet?
• What are the names of this page? location in the solar
What colors are the terrestrial planets? the planets? • What did you learn system makes life
• What is the kind of about planets from this possible?
planet described on page? • How is Mars similar to
this page? • What information Earth?
• What is a terrestrial surprised you? • How is it different?
planet made of?
• Is Earth the only planet
that has a moon?

Reading

Help students identify the main idea
and details of a paragraph on this
page. Then, divide the class into four
multi-leveled groups. Assign each
group one of the descriptions of the
gaseous planets. Have them write
down three details about the planets.
The four planets farthest from the Sun are gaseous planets. These planets are known as the
“gas giants” because they are all gigantic compared to Earth, and they are made mostly of
gas. Some of them also have a small center made out of rock. These gas giants are located very Comparing and Contrasting
far from the Sun and from one another. The gaseous planets are Jupiter, Saturn, Uranus, and
Neptune.
Help students look through the page
Jupiter is the fifth planet from the Sun and the largest planet in our solar system. Its and identify instances in which the
atmosphere has powerful winds, lightning, and storms. Satellite photographs of the planet author compares and contrasts. For
show a large red spot on the planet’s surface. It is referred to as the “Great Red Spot,” and it is instance, read the page again, asking
actually a storm that has been forming for more than 300 years. Jupiter has four large moons
and many smaller ones. The planet is surrounded by small rings made of tiny grains of rocky
students to pay attention to how the
material. author compares and contrasts the
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Saturn is the sixth planet from the Sun and the second-largest planet in our solar system. It terrestrial and gaseous planets.
has a large system of rings made mostly of ice chunks and dust. Saturn has dozens of moons
orbiting it.
Uranus is the third-largest planet in our solar system and the second-farthest planet from
the Sun. Its atmosphere is made mostly of ice and gas, which provide its blue-green color.
Uranus’s atmosphere is the coldest in our solar system. Like other gas giants, Uranus has a ring
system and many moons.
Neptune is the farthest planet from the Sun. Like Uranus, it is mostly made up of gas and
ice. It has the strongest winds of any planet in the solar system. Neptune has a very small
system of rings and at least thirteen moons.

each gaseous planet looks like.
CDI;DGG:H6A:
Ask, for example:

• What is the kind of • What is true of all the • Why do you think the
What is the biggest gaseous planet? planet described on gaseous planets? gaseous planets are
this page? • What information farthest from the Sun?
What is the smallest gaseous planet?
• What is a gaseous did you already know • Why do you think the
What is the biggest planet of all? planet made of? about gaseous planets? terrestrial planets are
What is the smallest planet of all? • What are the names of • What did you learn? rocky and closest to
the gaseous planets? the Sun?
What colors are the gaseous planets? • What information on
this page surprised you • Why do you think
and why? Uranus and Saturn
have rings?

Video

Ask multi-leveled pairs of students to
identify the main idea and details on
this page.

Have multi-leveled pairs of students
compare and contrast dwarf planets
and moons. Have pairs draw a Venn
Diagram and record the similarities
and differences between dwarf planets
and moons. (Elicit the following: Dwarf
planets are round and small. They orbit
the Sun. Moons are small but not always
The solar system consists of more than the Sun, the terrestrial planets, and the gaseous
round. They orbit other planets. They planets. It also has at least three dwarf planets, more than 130 moons, and many small
both are in our solar system.) Discuss celestial bodies.
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any disagreements or errors. Pluto is a large ball of frozen gases that is very far from the Sun. Until August of 2006, it
was known as the ninth planet in our solar system. However, scientists decided that Pluto was
too small to be considered a planet. It is now known as a dwarf planet. Dwarf planets are
smaller, round planets that orbit the Sun.
See the audio-visual material to further
Scientists have named two other dwarf planets in addition to Pluto. One of these dwarf
explore the theme of this page. planets is a large round asteroid named Ceres. The other is named Eris. Eris is a round, icy
celestial body found on the outermost edge of our solar system. Though there are just three
named dwarf planets now, there may be many more in the future. Scientists believe there may
be at least seventy dwarf planets in our solar system that have not yet been named.
There are also many moons in our solar system. Some moons are as big as dwarf planets.
However, unlike dwarf planets, moons do not orbit the Sun. Instead, they orbit planets.

dwarf planets and moons look like.
CDI;DGG:H6A:
Ask, for example:

• What are dwarf • Which dwarf planet did • Why did scientists
What do you see in the picture? planets? scientists change their change their ideas
• About how many ideas about? about Pluto?
Which are moons?
are there? • How did their ideas • Why might scientists
Which is a dwarf planet? • What are moons? change? change their ideas
• How are moons similar about other things in
• About how many
to planets? How are our solar system?
are there?
they different?

In addition to dwarf planets and moons, our solar system has many small
Reading
celestial bodies. Small celestial bodies often orbit the Sun, but they are not large
enough or round enough to be called dwarf planets.
Comets, asteroids, and meteoroids are examples of small celestial bodies. Comets
are sometimes described as “dirty snowballs.” They are made out of ice, gases, and
dust that were left over when the planets of our solar system were formed. Comets
can only be seen when they are near the Sun. As they get closer to the Sun, the
comets’ water and gases escape from it, forming a long, bright tail that can be
millions of miles long.
Ask multi-leveled pairs of students
to identify the main idea and details
on this page. Elicit all the details they
can find about small celestial bodies,
comets, asteroids, and meteors.

Draw a three-circled Venn Diagram
on the board and have students
copy the drawing on a notebook
page. Demonstrate how to record
information in each circle and each
cross section. Have pairs record the
similarities and differences among
comets, asteroids, and meteors.
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Asteroids are rocky objects that orbit the Sun. They are smaller than dwarf planets, and
many of them are irregular in shape. Most asteroids lie in the main asteroid belt between Mars Discuss any disagreements or errors.
and Jupiter. In the asteroid belt, there are more than 750,000 asteroids larger than half a mile
across. There are also millions of smaller asteroids. Scientists believe that these asteroids, like
the materials in comets, were left over from when the planets were formed.
The chances of an asteroid crashing into Earth are very small! However, some do come close
to our planet.
Meteoroids are much smaller than asteroids. In fact, most of them are no bigger than a
pebble. Some scientists believe that large meteoroids come from the asteroid belt. Smaller
meteoroids may have come from the Moon or Mars. If a meteoroid falls into Earth’s
atmosphere, it will heat up and start to glow. Then it is called a meteor. What we think of as
“shooting stars” are actually meteors falling through our atmosphere.

comets, asteroids, and meteors look
CDI;DGG:H6A:
like. Ask, for example:

• What are comets? • Name and describe the • What information
What do you see in the picture? • What are asteroids? three small celestial about small celestial
bodies discussed on this bodies do scientists
Which planet is the big ball? • What are meteors?
page. know?
What is the bright light? • How were they all • What information
What are the small objects? formed? about small celestial
• What is a comet’s tail bodies are scientists
What do you think people believed made up of? not sure about?
about comets in ancient times? • Based on this page,
• What makes a shooting
star? which small celestial
body are you most
likely to see? Why?


Ask students to identify the main idea
and details on this page. (Elicit the
following: Galaxies have different shapes.
Irregularly shaped galaxies have young
stars. Spiral galaxies have older stars.
Oval galaxies have the oldest stars.)

Have pairs record the similarities
and differences between the types
of galaxies using a Venn Diagram.
Then, have students discuss their
conclusions as a class.
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The Sun, the planets, the dwarf planets, and the smaller celestial bodies are all part of our
solar system. Although our solar system seems very large, it is actually small when compared
to other solar systems in our galaxy.
A galaxy is a group of stars, planets, dust, and gas. Galaxies are found all over the universe,
and they have different sizes and shapes. Scientists group galaxies according to their shape. An
irregular galaxy does not have a clear shape and is full of young stars, dust, and gas. A spiral
galaxy is shaped like a disk with curved arms. These galaxies tend to have older stars. Elliptical
galaxies look like round or flattened circles. They have some of the oldest stars in the universe.
Scientists believe that all the galaxies are slowly moving away from each other.

galaxies look like. Ask, for example:
CDI;DGG:H6A:
What do you see in the pictures? • What is a galaxy? • Do all irregularly • Why do you think
• What three different shaped galaxies have young stars are in an
Which picture shows an irregularly
shapes can galaxies young stars? irregularly shaped
shaped galaxy?
have? • Do all spiral-shaped galaxy?
Which picture shows a spiral-shaped • What kinds of stars galaxies have older • Why do you think older
galaxy? does each galaxy stars? stars are in a spiral-
Which picture shows an oval-shaped have? • Do all oval-shaped shaped galaxy?
galaxy? galaxies have the oldest • Why do you think the
stars? oldest stars are in oval-
What do you think people knew about shaped galaxies?
galaxies in ancient times?

Video
Reading

Have them recall where they can find
the main idea on this page. Then, ask
them to recall what details there are
and where they can find them.

Ask students to recall what comparing
and contrasting are. Then, have them
skim the page to find two things that
can be compared and contrasted.
Then, ask students to tell what they
compared and contrasted.
See Online Bank: Confirm Predictions

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explore the theme of this page.
The galaxy we live in is called the Milky Way. The Milky Way is a spiral galaxy with more
than 300 trillion stars! Like all galaxies, the Milky Way is held together by gravity. This gravity
attracts the stars, gas, and dust and keeps them in orbit around the center of the galaxy. Just
as Earth moves around the Sun, the Sun moves around the center of the Milky Way. It takes
about 225 million years for the Sun to orbit the galaxy!
Earth and our solar system are located in one of the Milky Way galaxy’s spiral arms, known
as the Orion arm. We are about two-thirds of the way from the center of the galaxy.

Have students think about the Milky
Way. Ask, for example:
CDI;DGG:H6A:
What do you see in this picture? • What is the name of • What is gravity? • How old are the stars
our galaxy? • How does it affect in the Milky Way,
How would you describe our galaxy
• What holds all the our galaxy? compared to the other
to someone who has not seen this
stars together in our stars in the universe?
picture? • What did you learn
galaxy? from this passage? • How do you think
Why do you think our galaxy is called • Where is our solar scientists took the
the Milky Way? • What information
system in the galaxy? pictures in this
surprised you? Why?
passage?
• Does Earth seem small
to you after looking
at these pictures and
reading this passage?
• How does this make
you feel?

Checking
Key Vocabulary A Choose the correct answer.

asteroids meteoroid 1. What is a star?
celestial objects moon a. a celestial object that produces light and heat
b. a satellite that moves around the planets
comet solar system
c. a planet that reflects light
dwarf planet star d. a comet that travels around the Sun
element terrestrial
2. Which is an example of a terrestrial planet?
planet
a. Jupiter
galaxy b. Mars
c. Neptune
d. Uranus
3. What is a moon?
a. a celestial object that has its own light
b. an irregularly shaped object that moves around space
Interpersonal c. a round celestial object that orbits the Sun
d. a round celestial object that orbits a planet
Research 4. Which of the following celestial objects is the smallest?

a. a comet
Arrange students in small, multi- b. an asteroid
leveled groups. Have each group c. a meteoroid
choose one topic from or related to a d. a dwarf planet
section of the passage. For example, 5. Which of the following is not an element a comet is made of?
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students may want to choose black a. ice

b. gases
holes. Allow time for groups to
c. dust
investigate their topic. Then, have d. metals
them prepare an oral presentation of
their findings. Remind them to choose B Answer the Critical Thinking questions in complete sentences.
a focus for their presentation (their 1. What makes Earth different from the other planets in the solar system?
main idea) and to include supporting It is the only planet in our Solar System that has life and water in its oceans.
evidence from the passage or from 2. Why did scientists decide that Pluto should not be considered one of the planets in our galaxy?
their investigation. Answers will vary
See Online Bank: Act It Out / Sound It Out

Echo Read Checking

Track 3
A Choose the correct answer.
Play the track or read the text line by
B Answer the Critical Thinking questions in complete sentences.
CDI;DGG:H6A:
line, and have students follow the words

with their fingers as they echo each line. Read each item aloud. Allow students time to think about their answers, and have
Remember that this reading is intended them share their answers with the class. For each multiple-choice question, read
to be used as a basis for modeling each answer option and discuss why it is correct or incorrect. Then, have students
correct pronunciation and intonation of answer the Critical Thinking questions in writing.
text. You may want to pause and replay
parts of the text to reinforce correct
speaking and listening skills. Targeting Proficiency Levels
Help students answer Have students work Have students work

the questions as a in pairs to answer independently to answer
group. Record their the Critical Thinking the Critical Thinking
answers on the board. questions. Encourage questions. Remind them
Then, have them copy them to provide evidence to provide evidence from
the questions and from the reading to the text to support their
answers in their books. support their answers. answers.

Summarizing
Reading
A Earth is just one of the many celestial objects that make up our universe. Use the Cluster graphic
Key Vocabulary
organizer to describe some celestial objects discussed in the passage. Be sure to include details celestial objects
about each object.
planet
solar system
The Sun
stars
Sun
universe
Stars See Online Bank: Group Reading
Our Universe
Answers will vary
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Summarizing Targeting Proficiency Levels

A Earth is just one of the many
celestial objects that make up
CDI;DGG:H6A:
our universe.
Guide students through Review with students Challenge students to
Read the directions aloud. Elicit from writing a summary. what a summary should write a book review of
students that to summarize means to Model writing a topic include: a topic sentence, the passage. The first
present the important points of a story sentence, using the three or four key details, paragraph should be
or passage. Explain that this organizer topic in the center and a concluding an introduction and a
lists the main topic in the center circle. Then, model sentence. Remind summary. The second
circle, other important topics in the reading one of the students to use the paragraph should be
second circles, and key details about secondary topics from graphic organizer to find an assessment of the
those topics in the outer circles. Have the cluster and making ideas for these elements. passage. The third
pairs work together to complete the it into a sentence. paragraph should be a
diagram. Then, have a class sharing. conclusion.

http://www.esa.int/esaKIDSen/OURUniverse.html
Summarizing
Multiple Intelligences B Use the information in the graphic organizer to write a summary of the passage.
Bodily / Kinesthetic
Act It Out! Answers will vary.
Once students have completed Activity

C, ask them to think about how they
can mime their stories. Allow time for
students to practice miming. Then,
have each student present his or her
story to the class. Have the class guess
which planet each student visited.
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Summarizing
B Use the information in the
graphic organizer to write a
CDI;DGG:H6A:
summary of the passage.

Read the prompt aloud. Remind
students of the discussions throughout
the reading about the main idea and
details and comparing and contrasting.
You may want to make a list of the
topics covered to remind students and
to serve as prompts for their writing.
Remind students to use an introduction
and a conclusion sentence. You may
model a sample response.

Reflecting
Reading
A Imagine that you are visiting another planet in our solar system. Explain what you would see and
what you would do on that planet.
Answers will vary.

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Reflecting
A Imagine that you are visiting
another planet in our solar
CDI;DGG:H6A:
system.
Remind students that to reflect means
to think something over. Read the
prompt aloud. Remind students of the
discussions throughout the reading
about the main idea and details and
comparing and contrasting. You may
want to make a list of the topics covered
to remind students and to serve as
prompts for their writing. Remind
students to use an introduction and a
conclusion sentence. You may model a
sample response.

A Answer the questions in complete sentences.
1. What details about stars can you find on page 16?
Possible answer: They produce enormous amounts of light and heat, they are large,
hot balls of gases, you can tell how hot a star is by the color of its light.
2. Describe a constellation.
Possible answer: A constellation is a group of stars that, when seen from Earth, form a
pattern or a shape. They appear to form pictures in the night sky.
3. Page 18 gives information about the terrestrial planets, what did you learn?
Accept any possible answer.
4. Which are the gaseous planets? Describe them.
Jupiter, Saturn, Uranus, and Neptune are the gaseous planets. Accept any possible answer.
5. What is a galaxy? Give specific details of what you can find in galaxies.
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Accept any possible answer.
6. What is our galaxy's name? What type is it?
Our galaxy is the Milky Way. It is a spiral galaxy.

A Answer the questions in
complete sentences.
CDI;DGG:H6A:
The activities on this page are designed

to practice the Reading Comprehension
Strategies found in the Teachers’
Guide. They can be completed in the
classroom or students can complete
them at home. Always make sure
students have understood the concept
(or concepts) being practiced before
completing the activities. If the
activities are done during class time,
have students work individually or in
pairs, and if they are done at home,
be sure to check their answers in the
next class. Ask individual students or
the group as a whole to provide the
answers, and write them on the board
if possible.

Reading
A Compare and contrast the following topics from the reading. Write as much as you can remember,
without checking the reading. You may check against the text once you have finished.
1. Earth and the Moon
Answers will vary.
2. Mention similarities and differences between terrestrial and gaseous planets.
Answers will vary.
3. The difference between dwarf planets and moons.
Answers will vary.
4. Similarities and differences among comets, asteroids, and meteors.
Answers will vary.
5. Similarities and differences between types of galaxies.

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Answers will vary.
BE Tolerant
How tolerant are you?

A Answer the questions using
complete sentences.
CDI;DGG:H6A:
The activities on this page are designed

to practice the Reading Comprehension
Strategies found in the Teachers’ Guide.
They can be completed in the classroom
or students can complete them at
home. Always make sure students have
understood the concept (or concepts)
being practiced before completing
the activities. If the activities are done
during class time, have students work
individually or in pairs, and if they are
done at home, be sure to check their
answers in the next class. Ask individual
students or the group as a whole to
provide the answers, and write them on
the board if possible.

Practicing
A Choose the correct words from the box to fill in the blanks.
asteroids dwarf planets satellite atmosphere galaxy

solar system celestial body gaseous planets star comets
meteoroids terrestrial planets constellation moons universe
1. Earth has one natural satellite that moves around it.
2. The Sun is the brightest star in our sky.
3. The four planets closest to the Sun are the terrestrial planets .
4. Rocky objects that orbit the Sun are called asteroids .
5. It is believed that Earth is the only planet in the solar system that has life.
6. Jupiter has four large moons .
7. Pluto is now considered to be one of the dwarf planets in our solar system.
8. The universe is the totality of all things that exist.
9. The Moon is the only celestial body , except for Earth, on which humans have set foot.
10. A constellation is a group of stars that form a pattern, when seen from Earth.
11. Most meteoroids are no larger than a pebble.
12. The four planets farthest from the Sun are the gaseous planets .
13. Comets are sometimes described as “dirty snowballs.”

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14. A galaxy is a group of planets, stars, gas, and dust.
15. The atmosphere is a layer of gases that surrounds the Earth’s surface.
Practicing
A Choose the correct words from The practice activities on this page are
the box to fill in the blanks. designed to review and reinforce the
CDI;DGG:H6A:
concepts learned in the BE a Reader

Read the instructions aloud and elicit the
section. They can be completed in the
answer to the first one as an example.
them at home.
Always make sure students have
individually or in pairs, and if they
are done at home, be sure to check

T31

T32

PRI6 BE BL BIM3
Speaking
BE a Speaker 1
WEEK
UNIT
5
PRI6
PRI6 BE BL BL BIM3
BIM3 U5 TCH.indb
U5 STD.indb 33 33 29/10/12 02:55
26/10/12 05:01a.m.
p.m.
Word List
Key Vocabulary
astronomy planet astronomy planet
asteroids satellite asteroids satellite
atmosphere solar system
comet space
comet space constellation star
constellation star galaxy sun
galaxy sun meteoroids universe
moons
meteoroids universe
moons
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A Read and follow the instructions.
1. Work individually to write a paragraph (5-7 sentences) about a solar system, galaxy or the
universe. Use as many of the vocabulary words as you can.
2. Work in groups of 3 or 4. Take turns reading your paragraphs. When one of you reads, the rest
of the group counts how many vocabulary words you used. The one with the most words wins.

Read the instructions with the class
and make sure they understand the
CDI;DGG:H6A:
task. Monitor students as they work

individually, helping if necessary. Once
you see that everyone is ready, have
students get into groups of 4 to do the
second part of the activity.

Word List
Speaking
A Listen. Track 4 Key Vocabulary
Listen and point. astronomy planet
9 3 7 11 6 asteroids satellite
comet space
constellation star
galaxy sun
meteoroids universe
moons
astronomy asteroids atmosphere comet constellation
10 14 1 15 2
galaxy meteoroids moons planet satellite
12 4 13 5 8
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solar system space star Sun universe
B Listen and number. Track 5
C Listen and repeat. Track 4
D Listen and spell. Track 6
A Listen. B Listen and number. D Listen and spell.

Track 4 Track 5 Track 6
Make sure students have their books Tell students to number the words as Explain that students are going to hear
CDI;DGG:H6A:
closed. Play the track. Students will hear they hear them. Make sure students the words spoken, spelled, and repeated.
each word repeated twice. understand. Play the track and have Play the track. Pause the recording after
students number the words. each word and ask individual students
Listen and point. Check answers. to stand up and spell the word out loud.
Repeat the process.
Have students open their books. Play
C Listen and repeat.
the track again. Have students point to
Track 4
the words as they hear them.
Play Track 4 again. Pause the recording
after each word and have individual
students repeat the words. To vary
the activity, have students repeat the
word in a variety of ways, for example,
whispering the word, shouting, talking
like a robot or an old man/woman, etc.

Words in Context
Multiple Intelligences A Listen and point. Track 7

Verbal / Linguistic
B Listen and number the sentences. Track 8
Be Creative
2 If you study astronomy, you study space—anything
Have students write each vocabulary outside of Earth’s atmosphere.
word on two index cards to make two
3 The Earth is only a tiny part of the universe.
sets of cards. Play Memory.
9 You can identify some of the constellations in the night sky.
Materials
index cards
5 The Sun is the star that the Earth orbits.
1 There are eight planets in our solar system.

m.
8 Our solar system is part of the Milky Way

y galaxy.
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4 There are also smaller celestial bodies,

es, like
asteroids, comets and meteoroids.
6 Some planets have several moons,

but Earth has only one.
7 Moons are natural satellites.
C Listen and underline the words you hear. Track 9
A Listen and point. C Listen and underline the words

Track 7 you hear.
Track 9
Have students open their books.
CDI;DGG:H6A:
Tell students that they will hear Play the track. Have students
complete sentences that include a word underline the words they hear in
from the word list. Play the track and each of the sentences. Play the track
have them point to each sentence as again and pause it after each word.
they hear it read. Have individual students read the
corresponding sentence out loud. To
B Listen and number the sentences. vary the activity, have students read the
Track 8 corresponding sentence backwards or
in an amusing voice.
Explain that students will hear the
sentences again, but in a different order.
Have students number the sentences in
the order they hear them. Play the track.
Check answers.

Spelling Our Words
Speaking
A Listen and write. Track 4 Key Vocabulary
astronomy moons astronomy planet
asteroids atmosphere asteroids satellite
atmosphere comet atmosphere solar system
comet solar system comet space
constellation star
constellation star
galaxy sun
galaxy meteoroids
meteoroids universe
meteoroids planet
moons
moons universe
planet astronomy
satellite galaxy
solar system satellite
space asteroids
star space
Sun Sun
universe constellation
B Answer the questions.

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1. Which words end with the letter y? astronomy, galaxy
2. Which words end with the letters -oids? asteroids, meteoroids
3. Which words end with the letters -et? comet, planet
4. Which words have double consonants? constellation, satellite
A Listen and write.

Track 4
Have students open their books. Play For the third column, have students
CDI;DGG:H6A:
the track. Students will hear a word turn their books upside down and
repeated twice. Have students write cover the first columns with a sheet of
each word. Ask students to exchange paper. Then have them write as many
books with a partner. Have them check of the words from the list as they can
the spelling of each other’s words remember. Share answers and correct
against the printed column of words. as a class.
For the second column, divide the class
into two teams (or three depending on B Answer the questions.
class size). Have them organize their
Have students answer the questions
desks into lines, one desk in front of the
individually. Check answers as a class.
other. Use one book per team. Explain
that they are going to write the words
from the lesson in alphabetical order.
The student at the back of the line
writes first. That student then passes
the book to the person sitting in front
of him/her, who writes the next word,
and so on. The first team to finish wins.

Using Our Words
Multiple Intelligences A Write a sentence for each picture. Answers will vary.
Be Creative
Divide the class into two teams. Have
a student from one of the teams come
to the front. Whisper one of the words
from the lesson (other words can be
used as well) into his/her ear. Have
the student act out that word without
speaking. His/her team has one
minute to guess the word. If they are
unable to guess the word within the
minute, the other team can join in and
try and guess the word.
NOT FOR RESALE
A Write a sentence for each picture.

Have students open their books. Ask
them to work individually and write a
CDI;DGG:H6A:
sentence about each picture. Monitor

and check. Have some students read
their answers out loud.

BE Sharp
Speaking
A Write the letters in the squares for each of the coordinates. Key Vocabulary
A B C D E F G H I J K L astronomy planet
1 S T A R
asteroids satellite
2 A S T E R O I D
comet space
3 S A T E L L I T E constellation star
4 U N I V E R S E galaxy sun
meteoroids universe
5 M O O N S
moons
6 P L A N E T
7 A T M O S P H E R E
8 C O M E T
9 G A L A X Y
Visual / Spatial
Coordinates N: B-4, H-5, F-6
A: F-1, E-2, E-3, E-6, C-7, B-9, D-9 O: J-2, F-5, G-5, F-7, E-8
Be Creative
C: D-8 P: C-6, H-7
D: L-2 R: G-1, I-2, F-4, K-7 Ask students to work in groups to
E: H-2, G-3, L-3, E-4, H-4, G-6, J-7, L-7, G-8 S: D-1, F-2, D-3, G-4, I-5, G-7
G: A-9 T: E-1, G-2, F-3, K-3, H-6, D-7, H-8
draw and label a diagram of the solar
H: I-7 U: A-4 system, and then to explain their
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I: K-2, J-3, C-4 V: D-4 drawings to the class.

L: H-3, I-3, D-6, C-9 X: E-9
M: E-5, E-7, F-8 Y: F-9 Some groups can draw a modern
solar system and the other groups can
Discover the secret word. astronomy research how it was drawn at different
times in the past (100 years ago, 500
B Discuss with a partner.
years ago, 1000 years ago in Egypt of
1. Which words were most difficult to understand? Greece). The class can make a timeline
2. Which words did you already know? and post their pictures.
3. How many new words did you learn?
A Write the letters in the squares Discover the secret word.

for each of the coordinates.
Have students call out the secret word
Have students work individually to in the shaded column.
CDI;DGG:H6A:
write the letters corresponding to each

of the coordinates. Check work by B Discuss with a partner.
randomly calling out a coordinate and
Divide students into pairs and have
having students say which letter goes in
them discuss the questions. Have a class
that space.
feedback session. Ask students what
method they use to help themselves
remember words.

BE Fluent
A Listen and say. Ask a family member to grade your pronunciation. Track 5
1 2 3 4 5
6 7 8 9 10
11 12 13 14 15
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Excellent Good More

Work Practice Parent’s Signature
BE Fluent
A Listen and say. Ask a family They must pause the recording
member to grade your after the second pronunciation
CDI;DGG:H6A:
pronunciation. of the word.

The BE Fluent activity on this page is The child must pronounce the word
designed for students to demonstrate as it’s pronounced on the recording.
their pronunciation abilities to their
The parent/guardian grades
parents/guardians. The activity is to
the pronunciation (by checking
be completed at home. It is essential
one of the three faces under the
that you explain the process clearly
corresponding pictures) according to
and carefully to students, so they can
how similar it was.
explain it to their parents/guardians.
Demonstrate to students if necessary. The parent/guardian then signs the
The process is as follows: relevant page to confirm the activity
has been completed.
Have the parent/guardian play the
track. Each word is pronounced twice. Practicing in class will further
(On the Student Book pages, the consolidate correct usage of the words.
words are represented by pictures.)

T41

h
WatcOut for
Out
A R d and
Read d answer the
th questions.
ti Meteors !
1. What is a solar system?
A solar system is a group of planets and their moons in orbit around a sun, together with
asteroids, meteoroids, and comets.
2. Describe our solar system.
Our solar system has eight planets and their moons that revolve around the Sun. There
are also dwarf planets, meteoroids, asteroids and comets.
3. How important is the Sun to the Earth?
Accept any possible answers
4. How does the Moon affect Earth?
Accept any possible answers
B Read and follow the instructions.
1. Get into groups of 4 or 5 students.

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2. Take turns reading your answers out loud. Remember that by respecting each other’s ideas
you are being tolerant.
3. Discuss your answers and come to a conclusion as a group.
4. Write down your conclusions.
A Read and answer the questions.
Individual Moment
Ask students to think about the
CDI;DGG:H6A:
questions. Each question is stated

separately so the students can write
their answer to each question. Give
them time to write their answers.
Group Discussion
Have students take turns reading their
answers to their group. They discuss
the questions as well as their answers
and come to a conclusion as a group.
The students in the group write the
conclusion down.

Project
C Imagine if the Moon left the Earth’s orbit. What would happen to Earth’s systems? How would it
affect us? You are part of a scientific team who is in charge of stabilizing the systems on Earth.
How would you solve the problem?
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C Imagine if the Moon left

the Earth’s orbit.
Students answer the questions and write
CDI;DGG:H6A:
a solution to the problem, to be discussed

in their groups the following week.

T44

Language
BE Literate 2
WEEK
UNIT
5
PRI6
PRI6 BE BL BL BIM3
BIM3 U5 TCH.indb
U5 STD.indb 45 45 29/10/12 02:56
26/10/12 05:01a.m.
p.m.
Unit 5 - Week 2
Value: Tolerance
Essential Question: What would happen if one of the systems on Earth stops working?
p. T45-T58 Describing people, places, and things astronomy farmers mountainous

Defining attract gravity observations
Explaining axis inner core oceanic crust
continental crust layers outer core
densest mantle revolves
discoveries map rotates
earth mass telescope
BE Literate
p.T59-T67 Pronunciation attract gravity mountainous

Speaker
Using Key Vocabulary axis layers observations

BE a
dense mantle revolves

discoveries map rotates
Earth mass telescope
CDI;DGG:H6A:

Listening Videos
Relate the speaker’s verbal communication to the nonverbal message.
Restate and execute multiple-step oral instructions and directions. Nouns and Articles: Proper
agreement T53
Speaking Part One: Adjectives T57
Select a focus, an organizational structure, and a point of view, matching the purpose, message, occasion,
and vocal modulation to the audience. Multiple Intelligences
Emphasize salient points to assist the listener in following the main ideas and concepts.
Use effective rate, volume, pitch, and tone and align nonverbal elements to sustain audience interest and attention. Logical / Mathematical T47
Deliver informative presentations. Musical T51
Intrapersonal T55
Reading
Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and
expression.
Recognize the origins and meanings of words and use these words accurately in speaking and writing.
Understand and explain “shades of meaning” in related words.
Writing
Create multiple-paragraph expository compositions.
Write expository compositions.
Verbal / Linguistic T62, T66

p. T68-T69
CDI;DGG:H6A:

Connecting
Key Vocabulary
A Listen to the passage. Track 10
astronomy map
discoveries observations
farmers telescope
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Key Words
Y
astronomy
discoveries
farmers
map
observations
telescope
Build Background Connecting

Write the Key Vocabulary on the A Listen to the passage.
board. Have students read and repeat Track 10
CDI;DGG:H6A:
each word. Ask volunteers to use

Play the track. Have students listen to the
their knowledge of other languages
passage. As they listen, ask them to think
(astronomía) or other word parts
about what connections they can make
(farm) to define the words. Define any
between the images on the page and
words that volunteers cannot. Display
the passage. After they have discussed
the Science and the Universe Photo
the connections between the passage
Cards that show space exploration,
and the images, have them discuss how
and have students discuss how those
this activity connects to the unit theme
words or ideas connect to the primary
and to the primary reading.
reading and the unit theme. Then, have
students use their glossaries to look up
the definitions of the Key Vocabulary
and write these in their notebooks.
Note: The phonics activities on the
back of each photo card may be used to
supplement instruction.

B Answer the questions in complete sentences.
Logical / Mathematical
1. What is another word for findings?
Another word for “findings” is “discoveries.”
Language
Categories
2. What is a telescope? What can you see with it? Give each student a 3-Column Graphic
A telescope is a piece of equipment used for making distant objects look larger and closer. Organizer. Have them write People,
You can see the stars. Places, and Things as column headers.
3. What observations can you make about your classroom?
Then, ask them to categorize the
Answers will vary.
vocabulary from this lesson. When
they finish, discuss their lists and any
disagreements or errors. If time, have
students put other words from this
unit into the different categories.
Focusing
A Write the word from the box that belongs in place of the underlined words in each sentence. See Direct Instruction Cards: Nouns
map Mars telescopes Galileo
1. The astronomer was looking at a planet. Mars

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2. The tools help astronomers see objects that are far away in space. telescopes
3. People used stars as a guide to navigate the seas. map
4. The man used his telescope to look closely at the Moon. Galileo
B Underline each word that names a person, a place, or a thing.
1. Astronomy is the study of the universe.
2. Christopher Columbus used the stars to navigate across the Atlantic Ocean.
3. Many celestial objects are difficult to see from Earth.
4. Astronomers use powerful telescopes to look at other planets.
B Answer the questions in student, planet, school, telescope, and Telescope, and Mississippi River. Ask
complete sentences. river. Explain that some people, places, students what they notice about all the
CDI;DGG:H6A:
and things are common or general, proper or specific words. (Elicit that they
while others are specific or proper. List all begin with capital letters.) Then, ask
Focusing
proper nouns next to the ones on the what they notice about all the common
A Write the word from the box that board. Include words such as Galileo, or general words. (Elicit that they begin
belongs in place of the underlined Mario, Earth, East Middle School, Hubble with lowercase letters.)
words in each sentence.
B Underline each word that names Targeting Proficiency Levels

a person, a place, or a thing.
Play the track again to remind
students of the passage. Then, read
Work together to Remind students to Encourage students to
the directions and elicit the answer
write sentence frames use the words in the write questions about
to the first item. Elicit examples of
from the words in the questions to make the words farmers,
people, places, and things and write
questions. For example: sentence frames for their astronomy, and maps.
them on the board in three columns
Another word for answers. For example, A Have them exchange
with heads People, Places, and Things.
findings is _____. telescope is _____. questions with another
Include words such as astronomer,
student.

Applying
Key Vocabulary
astronomy map A Write about three objects in space that you
discoveries observations at
have seen from Earth. Be sure to tell what Last &night I &lo
oked
farmers telescope hen
objects you saw and where you were when &out &of &my &win
dow
you saw them. Include as many details as &and &saw &the M
possible about each object.
oon
&and &two &stars.
The
See Direct Instruction Cards: Nouns (2) Moon &is &a…
See Online Bank: Vocabulary Review
Answers will vary.
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Applying Targeting Proficiency Levels

A Write about three objects in
space that you have seen
CDI;DGG:H6A:
from Earth.
Create a class list. Next Have students work in Have students work
Read the directions with the class. to each item, write a pairs to make the list and independently and write
As a class, brainstorm a list of objects detail that describes write a sentence about a sentence about each
students have seen in the sky. Remind it. Then, help students each item. Then, have item in their list. Then, have
students to describe where they were write sentences with each student write a each student compose a
and what it looked like. Encourage those items and their paragraph based on the paragraph based on this list.
beginning students to draw and label descriptions. list.
a picture with phrases and sentences.
Encourage intermediate students to use
the sentences in the book as frames for
their own writing.

Practicing
Nouns name places and things. They can be common or proper. Common nouns begin with
lowercase letters. Proper nouns begin with capital letters.
Language
Examples: The word map is a common noun. Christopher Columbus is a proper noun.
A Match each definition in the left column to the correct vocabulary word in the right column. Then,
write the corresponding letter in the space provided.
1. g the study of the universe a. Moon
2. h explorer who discovered America b. tools
3. c everything that exists c. universe
4. d luminous heavenly bodies d. stars
5. j Italian astronomer and mathematician e. telescope
6. a heavenly body that revolves around Earth f. map
7. b astronomers use different kinds of these to g. astronomy

view distant planets h. Christopher Columbus
8. i terrestrial planet where we live i. Earth
9. f representation of Earth or the heavens j. Galileo Galilei
10. e optical device used to view outer space
B Underline the common nouns and circle the proper nouns from the vocabulary words in the right
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column. Explain the difference between common and proper nouns in your own words.
Answers will vary.
Practicing
A Match each definition in the left The practice activities on this page are
column to the correct vocabulary designed to review and reinforce the
CDI;DGG:H6A:
word in the right column. concepts learned in the BE Literate

B Underline the common nouns
and circle the proper nouns from
them at home.
the vocabulary words in the right
column. Explain the difference Always make sure students have
between common and proper understood the concept (or concepts)
nouns in your own words. being practiced before completing

Connecting
Key Vocabulary A Read and listen to the passage. Track 11

attract mass
axis
gravity
revolves
rotates
How Does Earth Move?
Earth—like all the other planets in the solar system—revolves around, or orbits, the Sun.
Earth orbits the Sun because of a force called gravity. Gravity tends to attract, or pull, all
objects together. The gravitational force of an object depends on its mass and its distance
from another object. The more mass an object has, the more power it has to attract other
objects toward itself. Because the Sun has more mass than any of the planets in the solar
system, it has more power to attract them. This attraction, however, is not so strong that it
will pull the planets and send them crashing into the Sun. Instead, the gravitational force of
the Sun attracts planets just enough to keep them revolving around it in separate paths, or
orbits. Earth takes 365 days to complete its orbit around the Sun.
As Earth revolves around the Sun, it also rotates, or spins, on its axis. Earth’s axis is an
imaginary line that runs through the center of the planet from the North Pole to the South
Pole. Earth takes 24 hours to rotate on its axis.
NOT FOR RESALE

Write the Key Vocabulary words on A Read and listen to the passage.
the board. Have students repeat. Ask Track 11
CDI;DGG:H6A:
volunteers if these words are similar to

Play the track. Have students listen
any word in their language. Define any
to the passage as they read along in
words that volunteers cannot. Have
their books. When they have finished,
students discuss how those words or
have them discuss how this activity
ideas connect to the primary reading
connects to the unit theme and to the
and the unit theme. Ask What object do
primary reading.
all the planets in our solar system revolve
around? Do all the planets in our solar
system have gravity? Do they have the
same amount of gravity? What do you
think people knew about the solar system
in ancient times?

Musical
1. What is gravity?
A force that attracts, or pulls, objects together.
Language
Poems or Songs
2. What happens when objects attract each other? Ask students to form pairs. Have each
They move toward one another. pair write a song or poem about one
of the concepts they have learned
3. Besides Earth, what other things can rotate?
about in this lesson. Explain that the
Answers will vary.
poems or songs may or may not rhyme
but they should have rhythm. Then,
have students share their songs and
poems with the class. Remind them
to use their speaking strategies as
Focusing they present their work. Review them
if necessary (eye contact, rate, pitch,
A From each pair of words, choose the correct word to complete each sentence. volume, and so on).
1. Earth orbits around (the / a) Sun.
2. Earth travels at (a / an) speed of 107,000 kilometers per hour.

See Direct Instruction Cards: Articles
3. Earth orbits the Sun because of (a / an) force called gravity.
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4. Earth takes one year to complete (a / the) revolution around the Sun.
5. Earth completes (a / an) rotation in one day.
6. (A / The) gravitational force of each object depends on its mass.
7. The Sun has more mass than any planet in (the / an) solar system.
8. (A / An) axis is an imaginary line that runs between the North Pole and South Pole.
9. Calendars are based on (a / the) movements of Earth.
10. Earth follows a path called (a / an) orbit.
11. A revolution is (a / an) complete circular turn around the Sun.
B Answer the questions in complete Focusing

sentences.
A From each pair of words, choose
Have students answer the questions orally. the correct word to complete
CDI;DGG:H6A:
each sentence.
Targeting Proficiency Levels Read the directions with students and
model the correct way to answer the first
Beginning Intermediate Advanced item. Explain that a, an, and the point out
people, places, things, and ideas. Explain
To help students answer Have students return to Ask students to write to students that they use a and an before
the questions, write the reading to find the correct and incorrect nouns that are not specific. They use a
possible answers on answers. Remind them answers to the questions. before words that begin with consonants
the board and have to search for Key Words Then, have beginning and an before words that begin with
students choose the such as gravity, attract, students select the vowels. Add that they should use the
correct ones. and rotate. correct ones. before specific people, places, things, or
ideas. Write examples on the board.

Applying
Key Vocabulary
attract mass A How can you tell that Earth is
axis revolves moving? Give some examples I &know Earth
gravity rotates to support your answer. &is &moving &beca
use
I &can &see &the S
un
&during &the &day
…
See Direct Instruction Cards: Articles (2)
Answers will vary.
NOT FOR RESALE
Applying Vocabulary Review

A How can you tell that Earth Ask students to write a brief definition
is moving? of each word. Then, put them into trios
CDI;DGG:H6A:
to compare their definitions and decide

Read the directions with the class.
which best defines the word. Call on
If necessary, brainstorm and write
volunteers to share their definitions with
their ideas on the board. (Elicit ideas
the class and see if everyone agrees.
including the following: The seasons
change. Earth turns toward the Sun in the
morning. The Sun seems to get higher in
the sky throughout the day. Then, it seems
to get lower and set at night.)

Practicing Video
Articles point out nouns. They come before the nouns they are pointing out. Articles are the
words a, an, and the.
Language
Examples: Earth is a planet.
Earth moves in an orbit.
The Earth revolves around the Sun.
A Choose the correct words from the box to fill in the blanks.
a articles general nouns the

an consonants ideas places vowels
1. Articles are the words a, an , and the.
2. The articles a and an point out general nouns.
3. Nouns are people and places .
4. Nouns are also things and ideas .
5. The article the points out specific nouns.
6. The article an comes before nouns that begin with vowels .
7. Without the articles , nouns would be confusing.
8. The article a comes before nouns that begin with consonants .
9. Articles come before the nouns they are pointing out.

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10. Gravity is a force that draws all bodies toward the center of the Earth.
BE Tolerant
How tolerant are you towards
people that are different than you?
Practicing
A Choose the correct words from The practice activities on this page are
the box to fill in the blanks. designed to review and reinforce the
CDI;DGG:H6A:
concepts learned in the BE Literate

them at home.

Connecting
Key Vocabulary A Read the passage. Track 12

continental crust mantle
densest
earth
mountainous
oceanic crust
The Layers of Earth
inner core outer core Earth is the largest and densest of the terrestrial planets. It is divided into four
layers main layers: the crust, the mantle, the outer core, and the inner core.
The crust is the top layer and is made of earth, or soil, and rock. It is mostly
cool. This layer contains the continental crust and the oceanic crust. The continental
crust includes the continents and the islands. It is made up of different kinds of rock.
This part of the crust is thickest in mountainous areas. The oceanic crust is the part
that lies below the ocean. It is thinner than the continental crust. This part of the
crust is made up mostly of a dark rock called basalt. Although the crust seems like a
very thick layer, it is actually very thin compared to the other layers of the Earth.
The next layer below the crust is the mantle. The outside part, or the upper
mantle, is cooler and more breakable. Together the crust and the upper mantle form
a hard layer of rock called the lithosphere. Although the lower mantle, or the inner
part of the mantle, is mostly solid, it actually can flow very slowly.
The layer below the mantle
Inner core
is called the core. This layer is
Outer core
hotter and much denser than the
mantle. The outer core is made Mantle
up of liquid metal. The inner
core is made up of solid metal.
Crust
Scientists believe that this part of
NOT FOR RESALE
the core is as hot as the surface of

the Sun!

Divide the class into pairs. Assign A Read the passage.
each pair one of the Key Vocabulary Track 12
CDI;DGG:H6A:
words. Encourage them to define their

Have students read the passage
word based on their knowledge of other
independently. Afterward, have them
languages or word parts. If they cannot,
discuss how this activity connects to the
provide dictionaries for them to find the
unit theme and to the primary reading.
definition, origins and related words. Then,
have each pair write the definition of the
word on the board. Discuss the origins
and related words as a class. Display
Earth Photo Cards that show landforms
and habitats, and have students discuss
how those words or ideas connect to the
primary reading and the unit theme. Note:
The phonics activities on the back of each
photo card may be used to supplement
instruction

Intrapersonal
1. Where is the Earth’s crust thickest?
It is thickest in mountainous areas.
Language
My Part of Earth
2. What is the difference between Earth and earth?
“Earth” is the name of our planet and “earth” means soil. Ask students to think about how they
3. What usually separates the layers of a cake?
feel living in the part of Earth that
A softer, thinner, partially liquid layer separates the layers of a cake.
they do. Ask them if they have ever
lived anywhere else and how that felt.
Have them record their thoughts and
feelings in a journal entry.
Focusing
A Circle the word or words in each sentence that describes the underlined word. See Direct Instruction Cards: Adjectives
1. Earth is the largest terrestrial planet.
2. The Earth is divided into four main layers.
3. The crust is cool and rocky.
4. The oceanic crust is made up mostly of a dark rock called basalt.
5. Together the crust and the upper mantle form a hard layer of rock.
6. The oceanic crust lies below the ocean.

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7. The core is hotter than the mantle.
8. The Earth is very dense.
9. The outer core is made up of liquid metals.
10. The inner core is made up of solid metals.
B Answer the questions in Targeting Proficiency Levels

complete sentences.
For each question, allow time for students
CDI;DGG:H6A:
to formulate their answers before calling

Guide students through Encourage students to Ask students to suggest
on a volunteer. Then, have students
the activity by asking at put a star next to any other adjectives that
respond to the questions orally.
each item: What word or words that are unfamiliar. could also describe the
words tell more about the Then, have them use underlined words.
Focusing
underlined word? context to try to define
A Circle the word or words in the words. If they still
each sentence that describe the need more information,
underlined word. they can use a dictionary.
Read the directions with students and
model the correct way to answer the
first item. Tell students that these words
are describing words, so they tell more
about people, places, or things. Add that
numbers and colors can be describing
words too. Talk about the placement. Say
These words usually come just before the
words they describe or after a word like am,
is, are, was, or were.

Applying
Key Vocabulary
continental crust mantle A People live on Earth’s continental crust.
densest mountainous What does the continental crust look I &live &in &a
earth oceanic crust like in the area where you live? &mountainous &re
Write at least two paragraphs that
gion.
inner core outer core This &means &that
provide a detailed description. &the
layers &con
ntinental &crust...
See Direct Instruction Cards: Adjectives (2)
Answers will vary.
NOT FOR RESALE
Applying Vocabulary Review

A People live on Earth’s Ask students to choose a part of Earth
continental crust. that is very different from where they
CDI;DGG:H6A:
live. Have them write a description of

Read the directions with the class.
this part of Earth, using as many Key
Remind students to use the information
Vocabulary words as possible. Students
and Key Vocabulary words from the
should write as many details about the
Connecting activity. Ask them to use
chosen place as possible. However,
strong describing words for the places
students should not reveal the name
and things they write about. Finally,
of the place. Then, students can take
review writing strategies with students
turns presenting their descriptions and
before they begin. For example, remind
having the class guess the location or
students to state the topic clearly in
type of terrain being described.
the first sentence, then provide two or
three sentences containing details and
examples.

Practicing Video
Adjectives are words that describe or tell more about nouns. Comparative adjectives compare
two nouns.
Language
Example: The Earth’s core is hotter than its mantle.
Superlative adjectives tell which noun is the most of something.
Example: Earth is the largest of the terrestrial planets.
A Match each definition in the left column to the correct vocabulary word in the right column. Then,
write the corresponding letter in the space provided.
1. g of the sea a. largest
2. f not soft b. main
3. a biggest c. cool
4. j fluid d. rocky
5. b primary e. dark
6. c not warm f. hard
7. i quite g. oceanic
8. h less cold h. hotter
9. k interior i. very
10. d consisting of rock j. liquid
11. e almost black k. inner

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B Underline the superlative and comparative words from the vocabulary words in the right column.
Explain the difference between adjectives, comparative adjectives, and superlative adjectives in
your own words.
Answers will vary.
Practicing
A Match each definition in the left The practice activities on this page are
column to the correct vocabulary designed to review and reinforce the
CDI;DGG:H6A:
word in the right column, Then, concepts learned in the BE Literate

write the corresponding letter in section. They can be completed in the
the space provided. classroom or students can complete
them at home.
B Underline the superlative
and comparative words from Always make sure students have
the vocabulary words in understood the concept (or concepts)
the right column. being practiced before completing

T58

PRI6 BE BL BIM3
Speaking
BE a Speaker 2
WEEK
UNIT
1
5
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Word List
Key Vocabulary
attract map
attract map
axis mass axis mass
dense mountainous dense mountainous
discoveries observations discoveries observations
Earth revolves Earth revolves

gravity rotates
gravity rotates layers telescope
layers telescope mantle
mantle
Materials
sheets of paper, stopwatch
Material
• sheets of paper,
stopwatch
NOT FOR RESALE
1. Get into groups of 5 and form a circle.
2. Choose one of the words on the list. You have one minute to write as many words as you can
from the word you chose. Your teacher will tell you when to start and stop.
3. When the time is up, compare your lists. The student with the most correct words wins the
round.
4. Choose another word and continue.

Have students read the instructions
aloud, and make sure they understand
CDI;DGG:H6A:
the task. Have them get into groups

of five and form circles. Give out the
paper, and begin the activity. Monitor
them by walking among the groups
when they are comparing their lists.
Help if necessary.

Word List
Key Vocabulary
A Listen. Track 13
attract map
Listen and point.
axis mass
Speaking
14 5 8 11 12
dense mountainous
Earth revolves
gravity rotates
layers telescope
mantle
attract axis dense discoveries Earth
9 7 6 13 1
gravity layers mantle map mass
15 2 3 10 4
NOT FOR RESALE
mountainous observations revolves rotates telescope

Make sure students have their Tell students to number the words Explain that students are going to
CDI;DGG:H6A:
books closed. Play the track. as they hear them. Play the track. hear the words spoken, spelled, and
repeated. Play the track. Pause the
Listen and point. C Listen and repeat. recording after each word and ask
Track 13 individual students to stand up and
spell the word out loud. Repeat the
the track again. Have students point to Play the track. Pause the recording after
process for each word.
the words as they hear them. each word and have individual students
repeat. To vary the activity, have Ask students to identify the missing
students go in boy-girl-boy-girl order. word (map).

Words in Context

Verbal / Linguistic
Be Creative
4 You can use a telescope to make observations
Divide the class into teams. Draw a about space.
line down the middle of the board.
6 Astronomers have made many important
Have a player from each team come
discoveries about the universe.
to the board. Say a word out loud and
have students spell the word. The first
person to finish wins a point for his/
her team. They have to spell the word
correctly to get the point. 7 The Earth rotates on its axis as it revolves
around the Sun.
9 The Earth is the densest terrestrial planet.
1 The Earth orbits the Sun because of gravity.
5 The more mass an object has, the more

power it has to attract other objects.
NOT FOR RESALE
3 The Earth is made up of several layers.
8 The mantle is the layer just below the crust.
2 A topographical map can show the features

of a mountainous area.

Track 16 you hear.
Track 18
CDI;DGG:H6A:
from the word list. Have them point to each of the sentences. Play the track
the sentences as they hear them. again and pause it after each word.
Play the track. Have individual students read the
corresponding sentence out loud.
B Listen and number. Divide the class into pairs and give each
Track 17 student a list of five words, taken from
the lesson. Have them do a back-to-
Explain that they will hear the
back dictation.
Monitor and check. Check answers.

Spelling Our Words
A
Key Vocabulary
Find the words from the lesson in the puzzle. Identify which word is missing.
attract map
D E N S E E N B M A G F M E R axis mass
Speaking
dense mountainous
I F C O A V E L D A R S A C S
S B A M R E T A L P A K P T U Earth revolves
gravity rotates
C M A T T R A C T C V W T O P
layers telescope
O S X C H E O P I V I Y L S A mantle
V U I S M C V E O P T E N W H
E R S P F A O P L A Y E R S N
R P A F H A E G H S D D M B R
I E M A N T L E L E A B N S E
E V A R O L P O A R M O P D V
S C R O T A T E S S A F Y U O
A Z S L O E R B Y T S N M A L
M O U N T A I N O U S A B N V
NOT FOR RESALE
F P E A S E R U B C M T P M E
N S R O B S E R V A T I O N S
The missing word is:

telescope
A Find the words from the lesson in

the puzzle. Identify which word
is missing.
CDI;DGG:H6A:
Have students work individually to find

and circle the words from the lesson in
the puzzle. Have them “race” to see who
can identify the missing word first.

Spelling Our Words
Multiple Intelligences B Write the words in alphabetical order.

1. attract
2. axis
Be Creative
3. dense
Divide the class into teams and give 4. discoveries
each a balloon. Have students pass the 5. Earth
balloons to each other without letting
6. gravity
them touch the floor. Before each
7. layers
pass, have students say a word from
the previous lesson. 8. mantle
9. map
10. mass
11. mountainous
12. observations
13. revolves
14. rotates
15. telescope
NOT FOR RESALE
C Answer the questions.
1. Which words have double consonants? attract, mass
2. Which word has the most vowels? mountainous
3. Which words begin with a vowel? attract, axis, Earth, observations
B Write the words in alphabetical C Answer the questions.

order.
Have students work individually to
Time the activity and have students answer the questions. Check answers as
CDI;DGG:H6A:
compete to see who can write the full a class.

list in alphabetical order correctly first.

Using Our Words
Key Vocabulary
A Write a sentence for each picture. Answers will vary.
attract map
axis mass
Speaking
dense mountainous
Earth revolves
gravity rotates
layers telescope
mantle
NOT FOR RESALE

Have students open their books and
look at the pictures. Call on students
CDI;DGG:H6A:
randomly to describe each picture.

Then have them work individually to
write a sentence for each picture.

BE Sharp
Multiple Intelligences A Listen and write. Track 13

Verbal / Linguistic
1. attract
2. mountainous
Be Creative
3. gravity
Divide the class into two teams, 4. rotates
A and B. Write some of the words on
5. discoveries
slips on paper (those that are easier
6. Earth
to describe) and put them into a bag.
Have a member of Team A choose a 7. mantle
word from the bag, and then describe 8. layers
it without saying it. Give him/her a 9. dense

minute. After a minute, the other 10. map
team gets the opportunity to join in 11. mass
and guess.
12. observations
13. revolves
14. telescope
15. axis

NOT FOR RESALE
1. Which words were most difficult to understand?

erstand?
2. Which words did you already know?
A Listen and write.

Track 13
Play the track and have students write
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the words they hear. Check answers

by having students spell the words
out loud.

them discuss the questions. Have a
class feedback session.

BE Fluent
1 2 3 4 5
Speaking
6 7 8 9 10
11 12 13 14 15
NOT FOR RESALE
Excellent Good More

BE Fluent
A Listen and say. Ask a family They must pause the recording
member to grade your after the second pronunciation
CDI;DGG:H6A:
pronunciation. of the word.

The BE Fluent activity on this page is The child must pronounce the word
designed for students to demonstrate as it’s pronounced on the recording.
The parent/guardian grades
parents/guardians. The activity is to
the pronunciation (by checking
be completed at home. It is essential
one of the three faces under the
that you explain the process clearly
corresponding pictures) according to
and carefully to students, so they can
how similar it was.
explain it to their parents/guardians.
Demonstrate to students if necessary. The parent/guardian then signs the
The process is as follows: relevant page to confirm the activity
has been completed.
Have the parent/guardian play the
track. Each word is pronounced twice. Practicing in class will further
(On the Student Book pages, the consolidate correct usage of the words.

h
WatcOut
Out for
A R d and
Read d answer the
th questions.
ti Meteors !
1. What will happen to Earth if the Moon is no longer in orbit?
Answers will vary.
2. How will it affect life on Earth?
Answers will vary.
3. Do you think that we could adapt to those changes?
Answers will vary.

NOT FOR RESALE
1. Get together as a group.

2. Take turns reading your answers.
3. Discuss your answers and come to a conclusion.
4. Write down the group’s conclusions.
Answers will vary.
A Read and answer the questions.
Individual Moment
CDI;DGG:H6A:
Ask students to read the questions

and answer according to what they
investigated.
Group Discussion
Have students take turns
reading their answers to their groups.
They then, discuss their answers, come
to a conclusion, and write it down.

C The Moon left the solar system. You and your team will create a plan on how to stabilize Earth.
You will present your plan next week.
Answers will vary.
Project
NOT FOR RESALE
C The Moon left the solar system.

Each group then works on a plan to
stabilize Earth. They will work on it
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to present to the whole group the

following week.

T70

Language
Digital Book 3
WEEK
UNIT
1
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Unit 5 - Week 3
Value: Tolerance
pp if one of the systems
Essential Question: What would happen y p working?
on Earth stops g
p. T71-T74 The Highwayman bonny hostler rapier

To develop extensive reading and listening skills brandished jest stirrups
breeches moor torrent
gagged plaiting wicket
galleon priming writhed
harry
Digital Book
p.T75-T83 Pronunciation Big Band expanding matter

Using Key vocabulary cartographers explode represent
cautions globes technologies
BE a Speaker
dangers instructions unknown

energy logical warnings
CDI;DGG:H6A:

Determine what characters are like by what they say or do and by how the author or illustrator portrays them.
Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation,
and expression.
Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly. Multiple Intelligences

Visual / Spatial T80

p. T84-T85
CDI;DGG:H6A:

Digital Book
Key Vocabulary
bonny moor A Answer the questions in complete sentences.
brandished plaiting 1. What genre is The Highwayman?
breeches priming It is a poem.
gagged rapier
galleon stirrups 2. Describe highwaymen. Spotlight 6 Thematic 4 cover.indd Sec2:3 9/6/12 10:26 AM
harry torrent They were robbers who traveled on horseback and patrolled the highways in search of
hostler wicket wealthy travelers to rob.
jest writhed
3. Were the redcoats the heroes of this tale? Why?
No, they were not, because they tried to catch the highwayman with the landlord’s daugh-
See Online Bank: The Highwayman
ter, who he loved.
4. Did they finally catch the highwayman?
Yes, they caught him.
5. What does the legend say at the end of the poem? Use your own words.
Answers may vary.

NOT FOR RESALE
Digital Book
A Answer the questions in
complete sentences
CDI;DGG:H6A:
Have students answer the questions in

pairs. Make sure they understand the
questions first. Check answers with the
class orally.

B Read the following excerpts from the poem and say if they are examples of a metaphor,
alliteration, simile or personification.
1. The road was a ribbon of moonlight. metaphor
2. His face burnt like a brand. simile
3. They stretched and strained in the darkness. alliteration
4. The moon was a ghostly galleon tossed upon cloudy seas. metaphor
5. And the hours crawled by like years. personification
C Find words that rhyme with the words in the column. See how many you can find.
Possible answers:
yard barred
hair there, clear, hear
trees seas
noon moon
hay say, day, way
breast rest, jest
instead bed
light night
breath death
coat throat
NOT FOR RESALE
sky thigh
B Read the following excerpts

from the poem and say
CDI;DGG:H6A:
if they are examples of a

metaphor, alliteration, simile or
personification.
C Find words that rhyme with the
words in the column.
Have students do the tasks in pairs.
Elicit the first answer of each activity to
be sure they understand the tasks. Ask
them to get together with another pair
to check their answers. Monitor them
as they work by moving around the
classroom, helping if necessary.

T74

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Speaking
BE a Speaker 3
WEEK
UNIT
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Word List
Key Vocabulary
Big Bang instructions
cartographers logical cartographers logical
cautions matter cautions matter
dangers represent dangers represent
energy technologies energy technologies pyramid

expanding unknown
expanding unknown explode warnings sail
explode warnings globes
globes sailor
ship
soldier
torment
Materials
voyage
sheets of paper, scissors, boxes Material
• sheets of paper,
scissors, boxes
NOT FOR RESALE
1. Get into groups of 5.
2. Cut out squares of paper and write one vocabulary word on each one (use words from this unit
and from previous units). Put them in a box.
3. One of you takes a square and gives the definition of the word. The others try to guess the word.
The student who guesses the word gets the next turn.
4. The person who guesses the most words wins.

Read the instructions with the students
and make sure they understand the
CDI;DGG:H6A:
activity. Put students into groups

of 5 and have them cut out squares of
paper and write a vocabulary word on
each one. Once they have their words
have them continue with the activity.
Monitor them as they do the activity
by walking around the room and
helping if necessary.

Word List
A Listen. Track 19
Key Vocabulary
Listen and point.
cartographers logical
8 11 15 3 12
cautions matter
dangers represent
energy technologies
expanding unknown
explode warnings
Speaking
globes
Big Bang cartographer cautions dangers energy
4 6 7 10 1
expanding explode globes instructions logical
14 13 5 9 2
NOT FOR RESALE
matter represent technologies unknown warnings

Make sure students have their books Tell students to number the words in Explain students students are going
CDI;DGG:H6A:
closed. Play the track. Students will the order they hear them. Make sure to hear the words spoken, spelled,
hear each word repeated twice. students understand. Play the track and repeated. Play Track 21. Pause the
and have students number the words. recording after each word and ask
Listen and point. Check answers. individual students to stand up and
spell the word out loud. Repeat the
C Listen and repeat. process for each word.
the track again. Have students point to
Track 19
the words as they hear them.
Play Track 19 again. Pause the recording
after each word and have individual
students repeat the words. To vary
the activity, have students repeat the
word in a variety of ways, for example,
whispering the word, shouting, talking
like a robot or with a different accent,
etc.

Words in Context

B Listen and number the sentences. Track 23
Be Creative
4 The Big Bang is a theory that explains how
w
Divide the class into two teams. Have the universe began.
a student from one of the teams come 2 Scientists think that all the energy and matter
tter
to the front. Whisper one of the words was very condensed in the beginning.
from the lesson (other words can be 10 Then, it suddenly exploded.

used as well) into his/her ear. Have The reason for the explosion is still unknown.
wn.
6
the student act out that word without
12 Ever since then, the universe has been expanding.
speaking. His/her team has one
minute to guess the word. If they are
unable to guess the word within the
minute, the other team can join in and 11 Technology allows scientists to predict dangers
try and guess the word. such as tornados.
9 That means they can give people warnings before

NOT FOR RESALE disasters happen.
8 Cartographers are people who make maps.
1 The most accurate world map is a globe.
3 Maps give a visual representation of an area.
5 A GPS in a car gives you logical instructions to help

you find your way.
7 It also includes cautions about problems on the road.

Track 22 you hear.
Track 24
CDI;DGG:H6A:
from the word list. Play the track and each of the sentences. Play the track
have them point to each sentence as again and pause it after each word.
they hear it read. Have individual students read the
corresponding sentence out loud. To
B Listen and number the sentences. vary the activity, have students read the
Track 23 corresponding sentence backwards or
in an amusing voice.
Explain that students will hear the
Check answers.

Spelling Our Words
A Listen and write. Track 19

Key Vocabulary
Big Bang logical Big Bang instructions
cartographers globes cartographers logical
cartographer
cautions matter
cautions
dangers represent
dangers dangers
energy technologies
technologies
energy expanding unknown
expanding energy explode warnings
Speaking
explode cautions globes
globes unknown
instructions instructions
logical Big Bang
matter matter
represent expanding
technologies represent
unknown warnings
warnings explode

NOT FOR RESALE
1. Which words begin with vowels? energy, expanding, explode, instructions, unknown
2. Which words end with the letters -ing? expanding, warnings
3. Which word has a double consonant? matter
A Listen and write. B Answer the questions.

Track 19
Have students open their books. Play the individually and then share their
CDI;DGG:H6A:
track. Have students write each word. answers with the class.
Ask students to exchange books with a
partner. Have them check the spelling of
each other’s words.
For the second column, have students
cover the other columns and write as
many words from the lesson as they
can remember.
For the third column, call on students
randomly to say one word from the
word list, and have the rest of the
class write the word that student says.
Continue until all the words have been
added to the list.

Using Our Words
Multiple Intelligences A Write a sentence for each picture. Answers will vary.
Visual / Spatial
Be Creative
Ask students to work in pairs and to
come up with a newscast prediction
for the future of planet Earth.
Encourage them to incorporate the
concepts from the lesson, either
visually or verbally. Have them perform
their newscasts in front of the class.
NOT FOR RESALE

Have students open their books. Ask
them to work individually and write a
CDI;DGG:H6A:
sentence about each picture. Monitor

and check. Have some students read
their answers out loud.

BE Sharp
A Unscramble the words to complete the sentences. Then write the shaded letters in the
Key Vocabulary
corresponding numbered spaces below. Big Bang instructions
1. C A R T O G R A P H E R S make maps. RCATERSOGPARH
cartographers logical
1 2 cautions matter
2. I N S T R U C T I O N S tell you how to do something. dangers represent
3 4
SUNCITIORNTS
energy technologies
expanding unknown
3. Looking at G L O B E S can be a fun way to learn about the world. BESGOL explode warnings
Speaking
5
globes
4. Many things about the universe are still U N K N O W N . NWKUNON
6
5. Directions must be clear and L O G I C A L . GCALOLI

7
6. Everything in the world is made up of M A T T E R . TEMATR

8
7. Solar E N E R G Y is generated by the sun. GENRYE

9
What is the scientific study of the universe beyond the Earth’s surface?
A S T R O N O M Y
1 2 3 4 5 5 6 8 9
NOT FOR RESALE
1. Which words were most difficult to understand?
A Unscramble the words to

complete the sentences.
Have students open their
CDI;DGG:H6A:
books. Have them work individually

to complete the puzzle. Monitor and
check. Check answers.

them discuss the questions. Have a class
feedback session. Ask students what
method they use to help themselves
remember words.

BE Fluent
1 2 3 4 5
6 7 8 9 10
11 12 13 14 15
NOT FOR RESALE
Excellent Good More

BE Fluent
A Listen and say. Ask a family
They must pause the recording
member to grade your
after the second pronunciation
CDI;DGG:H6A:
pronunciation.
of the word.
The BE Fluent activity on this page is
The child must pronounce the word
designed for students to demonstrate
as it’s pronounced on the recording.
parents/guardians. The activity is to The parent/guardian grades
be completed at home. It is essential the pronunciation (by checking
that you explain the process clearly one of the three faces under the
and carefully to students, so they can corresponding pictures) according to
explain it to their parents/guardians. how similar it was.
Demonstrate to students if necessary.
The parent/guardian then signs the
The process is as follows:
relevant page to confirm the activity
Have the parent/guardian play the has been completed.
track. Each word is pronounced twice.
Practicing in class will further
(On the Student Book pages, the
consolidate correct usage of the words.

T83

h
WatcOut forOut
A Read and follow the instructions. Meteors !
1. The whole class sits in a circle. Take turns presenting your plans on how you would stabilize
Earth. Remember to show tolerance by listening to the presentations quietly.
2. One of you will summarize the presentations.
3. Choose the plan that you think will work the best. Work on ideas to support your hypothesis,
and write a broadcast of the event and your solution for next week.
Answers will vary.
NOT FOR RESALE
Group Presentation
The students sit in a circle and present
CDI;DGG:H6A:
their projects. A student is chosen to

summarize the presentations at the
end of the session. After they have all
presented, the students vote to decide
which idea they will use and plan their
broadcast for the following week.
Action
Students implement their project or
plan the following week.

Project
NOT FOR RESALE

CDI;DGG:H6A:

T86

4
Writing
BE a Writer
WEEK
UNIT
5
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Unit 5 - Week 4
Value: Tolerance
pp if one of the systems
Essential Question: What would happen y p working?
on Earth stops g
p. T87-T98 Identifying active voice explanations relationship

Sequencing cautions expository text steps
Describing people, places, and things connect instructions subject
Describing actions dangers logical supporting facts
details main topic verb
examples passive voice warnings
BE a Writer
p.T99-T106 Identifying cause-and-effect relationships forth

Expressing and supporting opinions harsh
Comparing and contrasting stormed
Drawing conclusions telescope
aristocrats
decoration
lighthearted
pastel
BE an Artist
rococo
rounded
CDI;DGG:H6A:
p.T107-T115 Pronunciation adventuresome handsome meddlesome

BE a Speaker
Using Key vocabulary awesome joyous mysterious

dangerous lonesome poisonous
furious luminous ridiculous
gracious marvelous tiresome

Listening Multiple Intelligences

Visual / Spatial T89
Speaking Bodily / Kinesthetic T96
Support ideas and opinions with detailed evidence, which may include visual or media displays.
Use effective rate, volume, pitch, and tone and align nonverbal elements to sustain audience interest and attention.
Reading
Monitor expository text for unknown words or words with novel meanings by using word, sentence, and
paragraph clues to determine meaning.
Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation,
and expression.
Recognize the origins and meanings of words and use these words accurately in speaking and writing.
Writing
Create multi-paragraph narrative compositions.
Revise writing to improve the organization and consistency of ideas within and between paragraphs.
Listening Multiple Intelligences

Speaking Musical T102
Use effective rate, volume, pitch, and tone and align nonverbal elements to sustain audience interest and attention.
Reading
Read aloud narratives and expository text fluently and accurately, with appropriate pacing, intonation,
and expression.
Writing
Create multiple-paragraph expository compositions.
CDI;DGG:H6A:
Logical / Mathematical T111
Verbal / Linguistic T113

p. T116-T117

How-to Article
Key Vocabulary A Read the article.

cautions logical
connect steps How to Make a Model Air Rocket
dangers warnings Instructions: Construction paper strips
instructions 1. Gather all materials on a flat surface, such as a table

or desk. Make sure there are no holes or cracks in the Clay
bottle or the straws.

2. Wrap a piece of clay around the bottom of the thin Large
Straw
straw, thick enough to fill the opening of the plastic Small
Straw
bottle. To avoid getting clay inside the straw, do not Clay
poke the straw through the clay.

Bottle
3. Plug the opening of the bottle with the clay, leaving a
small portion of the thin straw inside of the bottle.
4. Place your finger over the other end of the straw and gently Supplies
Y
squeeze the bottle to make sure there are no air leaks.
clay
5. Cut one strip of construction paper 11 cm long by 1.25 cm wide.
construction paper
Cut a second strip of construction paper 5.75 cm long by 1.25
plastic bottle
cm wide. Bend each paper strip to form a loop, and tape the ends
ruler
together. Then, tape the loops onto each end of the thick straw.
scissors
The straw will be inside the loop.
tape
6. Plug a small ball of clay into the end of the thick straw near the
thick drinking straw
smaller loop of construction paper.
thin drinking straw
7. Slide the thick straw over the thin one, with the sealed end at the top.
NOT FOR RESALE
8. Give the bottle a short, quick squeeze to launch your air bottle rocket.
1. What is the purpose of this text?
To give information about how to make a model air rocket.
2. What kind of information does it give?
The instructions to make the model.
3. How is the information organized?
In steps given in a chronological order.
Access Prior Knowledge How-to Article

Gather examples of how-to articles A Read the article.
or instruction manuals. Show these
B Answer the questions in
CDI;DGG:H6A:
to the class and elicit from students

complete sentences.
descriptions of what they see. Ask What
do you notice about the format of this Read the passage as students follow
piece of writing? Have you seen examples along in their books. Next, ask students
of this writing before? Do you know what to chorally read it with you. You may
this structure of writing is called? What want to pantomime the steps as you
else can you tell me about what you see? read them. Or, if possible, you may even
want to use the supplies and follow
the instructions. Then, have students
answer the questions. Model answering
the first question using a complete
sentence.

Writing a How-to Article
Visual / Spatial
IInstructions provide information about how to do, make, or use something. Some instructions
start with a list of materials or ingredients. Then, they include a series of steps in logical
order—what you need to do first, second, and so on. Action words often start each step in the Diagrams
instructions. Words such as next, then, and finally may be used to connect the steps.
Here are some tips for writing a how-to article: Have students draw diagrams for the
• Think about who is reading the instructions. Do not assume that the person steps of their how-to articles. Encourage
http://essaychampions.com/writing/how-to/how-to-essays-topics/
reading the instructions already knows what you are talking about.
them to draw as many diagrams as make
• Create a title that explains what the instructions are: “How to…”
sense for the article. They may need to
• Put the information in a logical order.
draw one for each step.
• Use words such as first, second, next, and last to connect your sentences.
• Include any cautions, warnings, or dangers that your reader should be aware of.
• Be specific.
Writing
A Think about how you would make a model of the layers of planet Earth. What materials would you
use? What steps would you follow? How would you teach a friend how to make that model? Use
the Sequence graphic organizer to help you write the steps for making a model of planet Earth.
First, gather the following materials…
Answers will vary.

NOT FOR RESALE

A Think about how you would
make a model of the layers
CDI;DGG:H6A:
of planet Earth.
Read the text in the box. Then, read
the directions aloud as students read
along with you. Have students revisit
the passage to determine whether it
contains all of the elements outlined
in the box. Encourage students to list
materials for making a model in their
graphic organizers. Then, have them
fill in the steps they would take to
make a model.

Key Vocabulary B Use the details in your graphic organizer to write a how-to article for making a model of planet Earth.
details
examples
explanations Answers will vary.
expository text
main topic
supporting facts
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B Use the details in your graphic
organizer to write a how-to
CDI;DGG:H6A:
article about making a model of

planet Earth.
Have students write their articles
using the information in their graphic
organizers from the previous page.

Practicing
An analogy is a comparison of two pairs of words that have the same relationship between
them. Analogies are typically expressed with colons.
Example: thick : thin as give : receive This is read, Thick is to thin as give is to receive.
A Determine the relationship between the two words in each pair. Then, fill in the missing word to
complete the analogy and write an explanation of the relationship on the lines beneath.
1. cautions : warnings as descriptions : explanations
Both sets of words mean the same.
2. air : atmosphere as warnings : advice
Writing
3. logical : irrational as last : first
Both sets of words are opposites.
4. main : primary as perils : dangers

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5. stairs : steps as hot : scorching
6. regular : irregular as unlink : connect
Both sets of words are opposites.
7. universe : world as instructions : information
Practicing
A Determine the relationship The practice activities on this page are
between the two words in each designed to review and reinforce the
CDI;DGG:H6A:
pair. Then, fill in the missing concepts learned in the BE a Writer

word to complete the analogy section. They can be completed in the
and write an explanation of the classroom or students can complete
relationship on the lines beneath. them at home.

http://www.englishclub.com/grammar/verbs-voice.htm
Active and Passive Voice
Key Vocabulary A Read the text.

active voice subject
passive voice verb SSentences
Se
e can be written or spoken in the active or passive voice. The active voice is used most of
the
th time.
th ti The passive voice is less common.
relationship
To recognize active and passive sentences you must do the following:
• Find the subject. (Who is the main character of the sentence?)
• Find the main verb. (What is the main action in the sentence?)
• Determine the relationship between the subject and the main verb. (Who is doing the action?)
In the active voice, the subject does the action of the verb. These sentences tend to be more
efficient and easier to understand.
We made a mistake.
The students built a model rocket.
The builder is fixing our house.
Imperative sentences, or commands, always use the active voice. In these sentences, “you,” the
reader, are the one who does the action.
(You) Clean up your room.
In the passive voice, the subject receives the action of the verb. The person or thing that does the
action may appear after the word by, or it may not appear at all.
A mistake was made. (By whom?)
A model rocket was built by the students.

NOT FOR RESALE
Our house is being fixed by the builder.
Key Words
Y Active voice: Jenna is wearing
active voice roller skates.
passive voice Passive voice: The roller skates are
relationship being worn by Jenna.
subject
verb
Frontload Vocabulary Active and Passive Voice

Divide the class into five small groups. A Read the text.
Assign each group a Key Vocabulary
Read the content of the box aloud,
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word. Then, ask groups to find their

pointing out the Key Words as you
assigned word in the reading on the
come across them in the text.
page. Have them read the context of the
word (the words and sentences around
it). Then, have them use the context to try
to define the word. Finally, have students
share their definitions with the class, and
discuss any errors or disagreements. Next,
write an example of each word on the
board. For instance, write the sentence on
the board and explain: Lee throws the ball.
This is a sentence in the active voice. The
ball is thrown by Lee. This is a sentence in
the passive voice. Point and say: Lee is the
subject in the first sentence. The ball is the
subject in the second sentence. Throws is
the verb in the first sentence. Thrown is the
verb in the second sentence.

B Read the following sentences. Identify whether each is written in the active voice or the passive voice.
1. The man was stopped by the police. passive voice
2. I gave her my phone number. active voice
3. He sat next to the lady who was wearing a long dress. active voice
4. Open the window. active voice
5. The class was taught by a new teacher. passive voice
6. A present was given to Jake. passive voice
C Change the following passive sentences into active sentences. Add a subject if necessary.
1. John was hit by a ball.
A ball hit John.
2. A new planet was discovered.
Writing
Scientists discovered a new planet.
3. The car was washed by me.
I washed the car.
4. Dinner was cooked by my mom.
My mom cooked dinner.

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BE Tolerant
Get into groups of three or four
and discuss how tolerant everyone
is at school.
B Read the following sentences. Targeting Proficiency Levels
C Change the following passive Beginning Intermediate Advanced

sentences into active sentences.
CDI;DGG:H6A:
Ask volunteers to Have students work Have students

Read the directions to the activities with
identify the subject in pairs to identify the complete the activities
the class, modeling the first item in each.
and the verb in each subject and verb of each independently.
Check that students understand the tasks.
sentence. Record sentence. Have them Then, encourage
responses as simple use that information to students to rewrite the
sentences on the board. complete the activities. passive sentences as
Use these sentences to active sentences and
complete the activities the active sentences as
as a group. passive sentences.

Revising
CHECKLIST
A Review the how-to article you wrote on page 90.
• Does the title of your how-to article indicate what the reader will do?
In each unit we will focus on the
• Did you list all the materials or ingredients?
characteristics students need to • Did you put the information in a logical order?
improve. Then, they will continue • Are most of your sentences in the active voice?
to work on those characteristics • Did you use words such as first, second, next, and last to connect your sentences?
• Did you mention any cautions, warnings, or dangers the reader should be aware of?
throughout the school year. After
the class finishes the task, have the B Rewrite your how-to article on the next page, making any necessary corrections.
students work in pairs. Each pair reads
the other’s paper and asks themselves C Check to see if you included these things in your How-to Article. Answers will vary.
these questions:
I supported and expanded the main idea with evidence, examples, facts or explanations.
• Is the message clear? I organized my ideas so the reader does not feel lost or confused.
• Did the details support the idea?
• Did the reader learn something new? I “talk” to the reader in my writing.
• Is it interesting and easy to follow? I can visualize some of the words.

Each student gives his/her partner
I use different types of sentences in my narrative.
recommendations on how to improve
their writing. Finally, the students I have checked my spelling, grammar, punctuation, paragraphing and capitals.
rewrite the paper. That becomes their

final draft.
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Revising
A Review the how-to article you C Check to see if you included these
wrote in the previous lesson. things in your How-to Article.
CDI;DGG:H6A:
B Rewrite your how-to article Go over the checklist with students and
on the next page, making any have them read their articles one more
necessary corrections. time, to make sure they have included
the points mentioned here. Once they
Have students check their how-to
have finished making corrections
articles. First, read the directions aloud.
and rewriting it, have them read their
Give students time to check their
articles out loud.
articles following the guidelines on
the page. Whenever possible, elicit
examples of the different points from
the students’ own work.
Once they have revised their articles,
have students exchange them with a
partner. They then, check each others
work and give recommendations for
improvement. Have them give back
their articles and make adjustments.

T95

Practicing
Multiple Intelligences A For each clue, fill in the corresponding boxes with the correct vocabulary word.
1 2
S P
Make Model Earths
U A
B S
Have students exchange their how-to
J S
articles with a partner. Then, provide 3 4
R E L A T I O N S H I P
materials for each student to follow
the directions and create a model C V E
Earth based on his or her partner’s T E N

5
instructions. Encourage students V T I M E

6 7
to follow the instructions carefully. A C T I V E V O I C E
However, if they have questions, they E I N

8
should direct them to their partners. R C A C T I O N
B E E
ACROSS
3. This is the connection between or among things.
5. The word that names a point or period when something happens.
6. In this voice, sentences tend to be easier to understand.

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8. This is what happens in a sentence.
DOWN
1. This is the main character in a sentence.
2. In this voice, the subject receives the action of the verb.
4. This is a name for a group of words that expresses a complete thought.
7. This part of speech is the main action in a sentence.
Practicing
A For each clue, fill in the The practice activities on this page are
corresponding boxes with designed to review and reinforce the
the correct vocabulary word. concepts learned in the BE a Writer
CDI;DGG:H6A:

them at home.

T97

T98

PRI6 BE BL BIM3
BE an Artist 4
Arts
WEEK
UNIT
5
PRI6
PRI6 BE BL BL BIM3
BIM3 U5 TCH.indb
U5 STD.indb 99 99 29/10/12 02:59
26/10/12 05:02a.m.
p.m.
Sing Along
Key Vocabulary
A Listen to the song. Track 25
forth
harsh
stormed The Visitor
Words by Jill Aronson, Music by Mario Castro
telescope
While looking through my telescope, With that harsh breath, one star gave forth
I saw the strangest sight. Asteroids, planets, moons,
An object shot right past the Moon And Earth—with water, air and life.
Multiple Intelligences And stole some of its light. Company coming soon!
Bodily/Kinesthetic A tiny, shiny, rocket ship The stranger’s tale was told,
Fell quickly from the sky, And he told it well.
Act It Out! And from my window I could see Then I told him the real story
The strangest little guy. I’d learned from Mr. Bell.
The song “The Visitor” tells a story.
We talked for a long time We studied the Big Bang theory
Have students form small groups to
About life on Earth, And how the planets formed.
create a skit from the song. Groups
And then he told me the tale of I tried to be nice to the guy,
should reread the song, list the
The universe’s birth. But out my door he stormed.
characters, and write a script. Then,
Many millions of years ago He jumped into his spaceship and
they can practice the skit. Remind
A dragon who feared night Flew back the way he came.
students to practice good eye contact,
Breathed fire onto all the stars I went back to my telescope
rate, and volume. Finally, have a class
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To keep them burning bright. As though nothing had changed.

sharing in which the members of each
group perform their skit for the class.
See Online Bank: Music and Lyrics

B Sing the song.
C Have you ever seen someone storm out of a room? Write a paragraph about how that action can
be compared to a thunderstorm. Answers will vary.
The Visitor Vocabulary Review

Track 25
Ask students to identify the musical
A Listen to the song. instrument families that were used in
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the song. Next, play the track again, and

B Sing the song. have students name the instruments
they hear in the song.
C Have you ever seen someone
storm out of a room?
Targeting Proficiency Levels
Tell students that they will listen to a
song about the universe. Ask students Beginning Intermediate Advanced
to listen carefully to the words and the
music. Play the track. Then, play it again Brainstorm ideas as a Have students work with Have students work
and sing the song together. Next, read class. Help students add a partner to brainstorm independently. Be sure
the lyrics of the song aloud, pointing out details to each idea. ideas, add details, and they brainstorm ideas
the Key Words as you come across them. Then, have students compose responses. and add details before
Then, read and discuss the question. use this information to they write.
Have students write the paragraph for compose sentences.
Activity C on a notebook page.

Practicing
A For each clue, unscramble the correct vocabulary word and write it in the spaces provided. Then,
write each shaded letter in its corresponding numbered space at the bottom of the page to answer
the question.
1. rushed out angrily
MSDTROE S T O R M E D
8 5 14
2. instrument for making distant objects appear nearer and larger
SEEEPTCOL T E L E S C O P E
11 15
3. severe; rough
RSAHH H A R S H
12 4
4. onward or outward; from that day
HOTRF F O R T H
3 10
Arts
5. small celestial body in the form of rocky objects that orbits the Sun
DRAOIETS A S T E R O I D
6 16 7
6. the visitor’s mode of transportation in the song
CAPIPSHES S P A C E S H I P
1 13
7. cosmos
EVUENSIR U N I V E R S E
9 17
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8. substance stolen by the object that shot past the Moon
HILTG L I G H T
2
How the visitor from the song left the boy’s room:
S T O R M E D O U T T H E D O O R
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Practicing
A For each clue, unscramble the The practice activities on this page are
correct vocabulary word and designed to review and reinforce the
CDI;DGG:H6A:
write it in the spaces provided. concepts learned in this section. They

Then, write each shaded letter can be completed in the classroom or
in its corresponding numbered students can complete them at home.
space at the bottom of the page Always make sure students have
to answer the question. understood the concept (or concepts)

http://www.rococo-in-art.org/
Elements of Art
Key Vocabulary A Read the text.

aristocrats pastel
decoration rococo
lighthearted rounded Rococo: Paintings of a Carefree World
Rococo was a fanciful art style of the eighteenth century. The word rococo comes from the
French word rocaille, which means “rock or shell” and the Italian word barocco, which means
“playful decoration with stones and shells.” The name
of this style suggests that rococo paintings have some
of the rounded and playful qualities of the stone and
Musical
shell decorations that were popular at that time.
The rococo style is known for its use of soft brush
Crossword Puzzle strokes, round lines, and pastel colors. It is also known
for its powerful use of light. Many rococo paintings
Have students form multi-leveled pairs show aristocrats enjoying themselves in lighthearted,
fun, or peaceful scenes. These rococo paintings share a
to make a crossword puzzle from the
sense of peace or happiness, as if the people in them
Key Vocabulary words. Demonstrate didn’t have a care in the world.
how to make a puzzle. For example, The painting A Young Girl Reading, by Jean-Honoré
write a question on the board. Then, Fragonard, is a popular example of the rococo style.
above it, draw enough boxes for the
A Young Girl Reading by Jean-Honoré Fragonard
letters in the word decoration. Then,
show how the word rounded could be
built down from the r. Provide graph
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B Make a pastel drawing of two people enjoying a sunny day.

paper. Have students exchange puzzles 1. Imagine that you are enjoying a beautiful, sunny day with a friend.
with another pair and solve them. Draw a picture of yourself and your friend enjoying the day in a
peaceful, natural setting. Supplies
Y
2. Decide what colors you want to use. Use mostly light pastel colors, • white art paper
but also include some bright colors to show light.
• pencils
3. Go over your sketch with the pastels. Try to keep your lines soft. • pastels
4. Add some bright details to help create a happy mood.
C Describe your drawing. Be sure to explain the elements you used to create a joyful picture. Then,
compare the elements in your drawing to the elements you see in Fragonard’s painting.
Answers will vary.
Frontload Vocabulary Rococo: Paintings of a Carefree World Vocabulary Review

List the Key Vocabulary on the board. A Read the text. After exposing students to the concepts
Read each word aloud and have and vocabulary presented in the
CDI;DGG:H6A:
students repeat after you. Next, B Make a pastel drawing of two lesson, review the terms outlined in
have students copy the words in people enjoying a sunny day. the Frontload Vocabulary activity. If
their notebook pages. Then, have possible, show other rococo works.
each student write each word five C Describe your drawing. Be sure
times to practice spelling and cursive to explain the elements you
penmanship. used to create a joyful picture.
Read the content of the passage aloud,
pointing out the highlighted words
as you come across them. Read the
directions to the activities with students
and check that they understand the
tasks. Encourage students to focus on
mood and light as they draw. Their
drawings do not have to be realistic.

T103

Practicing
A Fill in each blank with the correct vocabulary word. Then, find those words in the puzzle below.
1. Rich members of the nobility are called aristocrats .
2. The person who is cheerful, free from care, is lighthearted .
3. The fanciful eighteenth-century style of art is called rococo .
4. Feeling joy or contentment is feeling happiness .
5. The rounded shape in rococo paintings is the inspiration for its name.
6. An ornament or decoration beautifies any space.
7. A soft, pale shade of a color is called pastel .
8. The last name of the artist who painted A Young Girl Reading is Fragonard .
9. Popular decorations in the eighteenth century were done with stone and shell .
W A S P B V X B R W Z R S
K R O U N D E D X I A K T
L I G H T H E A R T E D O
W S W M A R L P K Y S E N
Q T C B I U O B S W P C E
Y O A R J H D C J S F O A
W C E D V P U N O D M R N
B R Q D D F A E V C B A D
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H A P P I N E S S G O T S
S T I U W N V K T B O I H
E S O Q Y V T I W E C O E
G F R A G O N A R D L N L
D A J E R S L M T U D X L
BE Tolerant
How do you define tolerance?
Practicing
A Fill in each blank with the correct The practice activities on this page are
vocabulary word. Then, find those designed to review and reinforce the
CDI;DGG:H6A:
words in the puzzle below. concepts learned in this section. They

can be completed in the classroom or
students can complete them at home.

T105

T106

PRI6 BE BL BIM3
Speaking
BE a Speaker 4
WEEK
UNIT
1
5
PRI6
PRI6 BE BL BL BIM3
BIM3 U5 TCH.indb
U5 STD.indb 107107 29/10/12 03:00
26/10/12 05:03a.m.
p.m.
Word List
Key Vocabulary
adventuresome luminous
awesome marvelous awesome marvelous
dangerous meddlesome dangerous meddlesome
furious mysterious furious mysterious
gracious poisonous gracious poisonous

handsome ridiculous
handsome ridiculous joyous tiresome
joyous tiresome lonesome
lonesome
Materials
soft ball (one per group)
Material
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• soft ball
1. Get into groups of 10 and form a circle.
2. One of you says a word from this or a previous list in the unit, and throws the ball to a classmate.
3. The person who catches the ball must spell the word as quickly as possible. If the word is correct,
he/she says another word and throws the ball to another student, and so on.
4. When someone makes a mistake they must sit down. The last person standing is the winner.

Read the instructions with the
students and make sure they
CDI;DGG:H6A:
understand the activity. Put students

into groups of 10 and have them form
circles. Have them begin the activity.
Monitor them as they do the activity
by walking around the room and
helping if necessary.

Word List
A Listen. Track 26 Suffixes are endings added to root words to change the
Key Vocabulary
meaning. The suffix -some means like. The suffix -ous means full of. adventuresome luminous
Listen and point.
awesome marvelous
6 8 3 14 9
dangerous meddlesome
furious mysterious
gracious poisonous
handsome ridiculous
joyous tiresome
lonesome
adventuresome awesome dangerous furious gracious
10 11 12 1 2
Speaking
handsome joyous lonesome luminous marvelous
15 7 4 13 5
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meddlesome mysterious poisonous ridiculous tiresome

Make sure students have their books Tell students to number the words Explain that students are going to
CDI;DGG:H6A:
closed. Play the track. as they hear them. Make sure students hear the words spoken, spelled, and
understand. Play the track and have repeated. Play the track. Pause after
Listen and point. students number the words. each word and ask individual students
Check answers. to stand up and spell the word out loud.
Repeat the process for each word.
Call on a student to read the text in the
C Listen and repeat.
box out loud: Suffixes are endings added
Track 26
to root words to change the meaning.
The suffix -some means like. The suffix Have students listen to the recording,
-ous means full of. and repeat each word after they hear it.
Call on students randomly to repeat the
Play the track again. Have students
words individually.
point to the words as they hear them.

Words in Context
Key Vocabulary
A Listen and point. Track 29
adventuresome luminous B Listen and number the sentences. Track 30
awesome marvelous
dangerous meddlesome 9 Mountain climbers are adventuresome
furious mysterious people.
gracious poisonous 10 The Grand Canyon is an awesome sight.

handsome ridiculous Skydiving is a dangerous sport.
14
joyous tiresome
3 My mother was furious when I broke the
lonesome
window.
1 You are a very gracious host.
4 The young man is very handsome—he looks

like a movie star!
5 Holidays are joyous occasions.
6 I felt lonesome when my friends left for vacation.
2 The moon is luminous in the night sky.
7 It was a marvelous party—everyone had fun!
13 My neighbor is very meddlesome; she is always

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asking questions.
11 I received a mysterious letter; I don’t know who sent it.
15 Some mushrooms are poisonous—don’t eat them.
8 I felt ridiculous in the clown costume.
12 I thought the movie was tiresome, so I didn’t watch the end.

Track 29 you hear.
Track 31
CDI;DGG:H6A:
Play the track and have students point Play the track. Have them underline
to the sentences as they hear them the word they hear in each of the
read on the recording. sentences. Check answers.
B Listen and number the sentences.

Track 30
Explain that they will hear the
sentences again, but in a different
order. Students write a number in the
box next to the sentence in the order
they hear it. Play the track. Monitor and
check. Check answers.

Spelling Our Words
A Using the 15 letters in the box, make seven words from the lesson. The letters can be used several times.
Logical / Mathematical
f o u e a Be Creative
Play Hangman using the words from
w n d h t the lesson.
i r l m s
1. awesome
2. furious
handsome
Speaking
3.
4. lonesome
5. luminous
6. meddlesome
7. tiresome
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1. Which words end with the letters -ous? dangerous, furious, gracious, joyous, luminous,
marvelous, mysterious, poisonous, ridiculous
2. Which words end with the letters -some? adventuresome, awesome, handsome, lonesome,
meddlesome, tiresome
A Using the 15 letters in the box,

make seven words from the
lesson.
CDI;DGG:H6A:
Have students work individually to

solve the puzzle. Make sure they
understand they must use the letters
several times.

individually. Check answers as a class.

Using Our Words
Key Vocabulary
A Write a word for each picture.
awesome marvelous
dangerous meddlesome
furious mysterious
gracious poisonous
handsome ridiculous
joyous tiresome
lonesome
adventuresome awesome dangerous furious gracious
handsome joyous lonesome luminous marvelous

NOT FOR RESALE
meddlesome mysterious poisonous ridiculous tiresome
A Write a word for each picture.

Have students open their books and
look at the pictures for two minutes.
CDI;DGG:H6A:
Then call on students randomly to

describe as many pictures as they
remember. Finally, have students work
individually to write a word for each
picture. Have students write their
answers on the board.

BE Sharp
A Listen and write. Track 26 B Write the words in alphabetical order.

Verbal / Linguistic
1. luminous 1. adventuresome
2. marvelous 2. awesome
Be Creative
3. dangerous 3. dangerous
4. furious 4. furious
Write the words from the lesson onto
a piece of paper in any order, and tape
5. meddlesome 5. gracious
it onto the board. Divide the class into
6. mysterious 6. handsome
teams of three. Have teams choose
7. poisonous 7. joyous one person to write. The other two
8. tiresome 8. lonesome students run. Draw an imaginary line
9. adventuresome 9. luminous toward the back of the classroom.
10. awesome 10. marvelous
Explain that only one person at a
Speaking
gracious
time may run to the board. The other
11. 11. meddlesome
person must remain behind the line.
12. handsome 12. mysterious
Have students run to the board,
joyous poisonous
13. 13. memorize as many words as they can,
14. lonesome 14. ridiculous and then tell the person writing as
15. ridiculous 15. tiresome many words as he/she possibly can.
The first team to finish wins. To make
C Discuss with a partner.
the game more challenging have
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1. Which words were most difficult to understand? students spell instead of say the words.
A Listen and write. B Write the words in

Track 26 alphabetical order.
Have students open their books. Play Have students write the words in
CDI;DGG:H6A:
the track and have them write the alphabetical order as fast as they can.
words they hear on the lines. The first student to finish—with no
mistakes—wins. Check answers.
C Discuss with a partner.

Divide the class into pairs and have
them discuss the questions. Have a
class feedback session.

BE Fluent
1 2 3 4 5
6 7 8 9 10
11 12 13 14 15
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Excellent Good More

BE Fluent
A Listen and say. Ask a family
They must pause the recording
member to grade your
after the second pronunciation
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pronunciation.
of the word.
The BE Fluent activity on this page is
The child must pronounce the word
designed for students to demonstrate
as it’s pronounced on the recording.
parents/guardians. The activity is to The parent/guardian grades
be completed at home. It is essential the pronunciation (by checking
that you explain the process clearly one of the three faces under the
and carefully to students, so they can corresponding pictures) according to
explain it to their parents/guardians. how similar it was.
Demonstrate to students if necessary.
The parent/guardian then signs the
The process is as follows:
relevant page to confirm the activity
Have the parent/guardian play the has been completed.
track. Each word is pronounced twice.
Practicing in class will further
(On the Student Book pages, the
consolidate correct usage of the words.

T115

h
WatcOut for Out
A Read and follow the instructions. Meteors !
1. The whole class sits in a circle and talks about the experience of writing the broadcast and
thinking of how to stabilize Earth if the Moon stops orbiting around it.
2. One of you will summarize the discussion.
Answers will vary.
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Group Presentation
The students sit in a circle and share
CDI;DGG:H6A:
the experience of writing a broadcast

and how they would stabilize Earth if
the Moon stops orbiting around it. A
student is chosen to summarize their
experience and how it is related to the
Universal Understanding—Systems help
us understand the Earth and beyond.

B Now, listen to your teacher’s feedback. Take notes if necessary.
Project
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B Now, listen to your teacher’s KWL Chart

feedback. Review with the students what they
knew, and what they wanted to know
Summary
at the beginning of the unit. Now ask
CDI;DGG:H6A:
The teacher summarizes the students

them what they learned about the
experience and explains why it was
Universal Understanding: Systems help us
important to do this project. She relates
understand the Earth and beyond. Then,
the universal understanding—Systems
ask them how easy or difficult it was for
help us understand the Earth and
them to practice tolerance at home and
beyond.— to the project and how it is
at school.
related to the information that they have
learned throughout the unit.

T118

Track 2, Riddle Track 8
See page T13 1. There are eight planets in our solar system.
2. If you study astronomy, you study space—anything outside
Track 3, Where in the Universe is Planet Earth? of Earth’s atmosphere.
See pages T14 - T23 3. The Earth is only a tiny part of the universe.
4. There are also smaller celestial bodies, like asteroids,
Track 4 comets and meteoroids.
moons, atmosphere, comet, solar system, star, meteoroids, 5. The Sun is the star that the Earth orbits.
planet, universe, astronomy, galaxy, satellite, asteroids, space, 6. Some planets have several moons, but Earth has only one.
sun, constellation 7. Moons are natural satellites.
8. Our solar system is part of the Milky Way galaxy.
Track 5 9. You can identify some of the constellations in the night sky.
1. moons 6. constellation 11. comet
2. satellite 7. atmosphere 12. solar system Track 9
3. asteroids 8. universe 13. star astronomy, space, atmosphere, universe, constellations, Sun,
4. space 9. astronomy 14. meteoroids star, planets, solar system, galaxy, asteroids, comets,
5. Sun 10. galaxy 15. planet meteoroids, moons, satellites
Track 6 Track 10, Astronomy

Astronomy, A-S-T-R-O-N-O-M-Y, Astronomy See page T46
Asteroids, A-S-T-E-R-O-I-D-S, Asteroids Astronomy is the study of the universe. By observing what
Atmosphere, A-T-M-O-S-P-H-E-R-E, Atmosphere happens in space, astronomers try to answer questions such
Comet, C-O-M-E-T, Comet as “What is out there?” and “How does it all work?”
Constellation, C-O-N-S-T-E-L-L-A-T-I-O-N, Constellation In the past, astronomy was a subject many people studied.
Galaxy, G-A-L-A-X-Y, Galaxy Back then, people looked at the stars and used them for
Meteoroids, M-E-T-E-O-R-O-I-D-S, Meteoroids practical things, such as telling the time or season of the
Moons, M-O-O-N-S, Moons year. They studied the stars to tell how long the day would
Planet, P-L-A-N-E-T, Planet be and to plan for their daily activities. Also, by looking at the
Satellite, S-A-T-E-L-L-I-T-E, Satellite positions of the stars, the first farmers decided when to plant
Solar system, S-O-L-A-R-S-Y-S-T-E-M, Solar system and when to harvest their crops. People also used the stars as
Space, S-P-A-C-E, Space a map to navigate the seas. Christopher Columbus used the
Star, S-T-A-R, Star stars to navigate across the Atlantic Ocean!
Sun, S-U-N, Sun Then, in the year 1611, Galileo Galilei invented the telescope.
Universe, U-N-I-V-E-R-S-E, Universe He used his telescope to look closely at the Moon and other
objects in space. Before the telescope was invented, many
Track 7 celestial objects were too difficult to see from Earth. With the
- Our solar system is part of the Milky Way galaxy. help of Galileo’s telescope, however, astronomers were able
CDI;DGG:H6A:
- You can identify some of the constellations in the night sky. to see faraway objects and make important observations
- The Sun is the star that the Earth orbits. about them.
- There are also smaller celestial bodies, like asteroids, comets Today, astronomers use more powerful telescopes to see
and meteoroids. what is out there in the universe. They also use discoveries
- Some planets have several moons, but Earth has only one. in science and math to help them figure out how the
- Moons are natural satellites. universe works.
- There are eight planets in our solar system.
- If you study astronomy, you study space—anything outside Track 11, How Does Earth Move?
of Earth’s atmosphere. See page T50
- The Earth is only a tiny part of the universe.
Track 12, The Layers of Earth
See page T54
Audio Script T119

Track 13 Track 17
attract, mountainous, gravity, rotates, discoveries, Earth, 1. The Earth orbits the Sun because of gravity.
mantle, layers, dense, map, mass, observations, revolves, 2. A topographical map can show the features of a
telescope, axis mountainous area.
3. The Earth is made up of several layers.
Track 14 4. You can use a telescope to make observations about space.
1. mass 6. mantle 11. discoveries 5. The more mass an object has, the more power it has to
2. observations 7. layers 12. Earth attract other objects.
3. revolves 8. dense 13. map 6. Astronomers have made many important discoveries about
4. telescope 9. gravity 14. attract the universe.
5. axis 10. rotates 15. mountainous 7. The Earth rotates on its axis as it revolves around the Sun.
8. The mantle is the layer just below the crust.
Track 15 9. The Earth is the densest terrestrial planet.
Map, M-A-P, Map
Attract, A-T-T-R-A-C-T, Attract Track 18
Axis, A-X-I-S, Axis telescope, observations, discoveries, Earth, rotates, axis,
Dense, D-E-N-S-E, Dense revolves, densest, gravity, mass, attract, layers, mantle, map,
Discoveries, D-I-S-C-O-V-E-R-I-E-S, Discoveries mountainous
Earth, E-A-R-T-H, Earth
Gravity, G-R-A-V-I-T-Y, Gravity Track 19
Layers, L-A-Y-E-R-S, Layers logical, globes, cartographer, dangers, technologies, energy,
Mantle, M-A-N-T-L-E, Mantle cautions, unknown, instructions, Big Bang, matter, expanding,
Mass, M-A-S-S, Mass represent, warnings, explode
Mountainous, M-O-U-N-T-A-I-N-O-U-S, Mountainous
Observations, O-B-S-E-R-V-A-T-I-O-N-S, Observations Track 20
Revolves, R-E-V-O-L-V-E-S, Revolves 1. logical 6. explode 11. cartographer
Rotates, R-O-T-A-T-E-S, Rotates 2. warnings 7. globes 12. energy
Telescope, T-E-L-E-S-C-O-P-E, Telescope 3. dangers 8. Big Bang 13. represent
4. expanding 9. unknown 14. matter
Track 16 5. technologies 10. instructions 15. cautions
- The Earth is made up of several layers.
- You can use a telescope to make observations about space. Track 21
- The more mass an object has, the more power it has to Big Bang, B-I-G-B-A-N-G, Big Bang
attract other objects. Cartographer, C-A-R-T-O-G-R-A-P-H-E-R, Cartographer
- The mantle is the layer just below the crust. Cautions, C-A-U-T-I-O-N-S, Cautions
- The Earth orbits the Sun because of gravity. Dangers, D-A-N-G-E-R-S, Dangers
- A topographical map can show the features of a Energy, E-N-E-R-G-Y, Energy
CDI;DGG:H6A:
mountainous area. Expanding, E-X-P-A-N-D-I-N-G, Expanding

- The Earth is the densest terrestrial planet. Explode, E-X-P-L-O-D-E, Explode
- Astronomers have made many important discoveries Globes, G-L-O-B-E-S, Globes
about the universe. Instructions, I-N-S-T-R-U-C-T-I-O-N-S, Instructions
- The Earth rotates on its axis as it revolves around the Sun. Logical, L-O-G-I-C-A-L, Logical
Matter, M-A-T-T-E-R, Matter
Represent, R-E-P-R-E-S-E-N-T, Represent
Technologies, T-E-C-H-N-O-L-O-G-I-E-S, Technologies
Unknown, U-N-K-N-O-W-N, Unknown
Warnings, W-A-R-N-I-N-G-S, Warnings
T120 Audio Script

Track 22 Track 26
- Technology allows scientists to predict dangers such luminous, marvelous, dangerous, furious, meddlesome,
as tornados. mysterious, poisonous, tiresome, adventuresome, awesome,
- Ever since then, the universe has been expanding. gracious, handsome, joyous, lonesome, ridiculous
- The most accurate world map is a globe.
- Scientists think that all the energy and matter was very Track 27
condensed in the beginning. 1. luminous 6. adventuresome 11. joyous
- It also includes cautions about problems on the road. 2. marvelous 7. mysterious 12. lonesome
- Maps give a visual representation of an area. 3. dangerous 8. awesome 13. ridiculous
- The reason for the explosion is still unknown. 4. poisonous 9. gracious 14. furious
- That means they can give people warnings before 5. tiresome 10. handsome 15. meddlesome
disasters happen.
- The Big Bang is a theory that explains how the universe began. Track 28
- Then, it suddenly exploded. Adventuresome, A-D-V-E-N-T-U-R-E-S-O-M-E, Adventuresome
- Cartographers are people who make maps. Awesome, A-W-E-S-O-M-E, Awesome
- A GPS in a car gives you logical instructions to help you Dangerous, D-A-N-G-E-R-O-U-S, Dangerous
find your way. Furious, F-U-R-I-O-U-S, Furious
Gracious, G-R-A-C-I-O-U-S, Gracious
Track 23 Handsome, H-A-N-D-S-O-M-E, Handsome
1. The most accurate world map is a globe. Joyous, J-O-Y-O-U-S, Joyous
2. Scientists think that all the energy and matter was very Lonesome, L-O-N-E-S-O-M-E, Lonesome
condensed in the beginning. Luminous, L-U-M-I-N-O-U-S, Luminous
3. Maps give a visual representation of an area. Marvelous, M-A-R-V-E-L-O-U-S, Marvelous
4. The Big Bang is a theory that explains how Meddlesome, M-E-D-D-L-E-S-O-M-E, Meddlesome
the universe began. Mysterious, M-Y-S-T-E-R-I-O-U-S, Mysterious
5. A GPS in a car gives you logical instructions to help you Poisonous, P-O-I-S-O-N-O-U-S, Poisonous
find your way. Ridiculous, R-I-D-I-C-U-L-O-U-S, Ridiculous
6. The reason for the explosion is still unknown. Tiresome, T-I-R-E-S-O-M-E, Tiresome
7. It also includes cautions about problems on the road.
8. Cartographers are people who make maps. Track 29
9. That means they can give people warnings before - It was a marvelous party—everyone had fun!
disasters happen. - My neighbor is very meddlesome; she is always asking questions.
10. Then, it suddenly exploded. - The young man is very handsome—he looks like a movie star!
11. Technology allows scientists to predict dangers - Holidays are joyous occasions.
such as tornados. - I felt lonesome when my friends left for vacation.
12. Ever since then, the universe has been expanding. - Mountain climbers are adventuresome people.
- The Grand Canyon is an awesome sight.
CDI;DGG:H6A:
Track 24 - Skydiving is a dangerous sport.

Big Bang, energy, matter, exploded, unknown, expanding, - My mother was furious when I broke the window.
technology, dangers, warnings, cartographers, globe, - You are a very gracious host.
representation, logical, instructions, cautions - The moon is luminous in the night sky.
- I received a mysterious letter; I don’t know who sent it.
Track 25 The Visitor - Some mushrooms are poisonous—don’t eat them.
See page T100 - I felt ridiculous in the clown costume.
- I thought the movie was tiresome, so I didn’t watch the end.
Audio Script T121

Track 30
1. You are a very gracious host.
2. The moon is luminous in the night sky.
3. My mother was furious when I broke the window.
4. The young man is very handsome—he looks like a movie star!
5. Holidays are joyous occasions.
6. I felt lonesome when my friends left for vacation.
7. It was a marvelous party—everyone had fun!
8. I felt ridiculous in the clown costume.
9. Mountain climbers are adventuresome people.
10. The Grand Canyon is an awesome sight.
11. I received a mysterious letter; I don’t know who sent it.
12. I thought the movie was tiresome, so I didn’t watch the end.
13. My neighbor is very meddlesome; she is always asking
questions.
14. Skydiving is a dangerous sport.
15. Some mushrooms are poisonous—don’t eat them.
Track 31
adventuresome, awesome, dangerous, furious, gracious,
handsome, joyous, lonesome, luminous, marvelous,
meddlesome, mysterious, poisonous, ridiculous, tiresome
CDI;DGG:H6A:
T122 Audio Script

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, j^ Theme: letting

PRI6 BL BIM3 U5 TCH.indb 1 29/10/12 04:59 p.m.

General Content Director Illustrations

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Digital Book T71

Audio Script T119

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Writing Reading an Research

Interpersonal Logical / Mathematical Verbal / Linguistic

Bodily / Kinesthetic Visual / Spatial Musical

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Track 3 Reading: Where in the Universe is Planet Earth?

Track 10 Listening: Astronomy

Track 11 Reading: How Does Earth Move?

Track 12 Reading: The Layers of Earth

Track 25 Song: The Visitor

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Grade 6, page T47

z Ask students to form small, multi-leveled

the nouns. Remind them to capitalize all

z Play Track 3 again. As students hear a

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Grade 6, page T51

z Ask students to form small, multi-leveled

example of a, an, and the on their page. Ask

z Have students make cards with a, an, and

PRI6 BL BIM3 U5 TCH.indb 9 29/10/12 05:00 p.m.

Grade 6, page T55

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Pages Functions Key Vocabulary

p. T11-T32  Identifying asteroids dwarf planets solar system

p.T33-T40  Pronunciation asteroids galaxy solar system

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Project: Watch Out For Meteors!

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NOT FOR RESALE

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T12 Letting Others Know

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the planet Earth

Letting Others Know

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Theme-Related Vocabulary Space Story

Unit 5 · The Universe T13

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NOT FOR RESALE

Predicting Answers will vary.

A Answer the questions in complete sentences.

1. What does the title tell you about the passage?

3. What do the key words tell you about the passage?

14 Letting Others Know

PRI6 BE BL BIM3 U5 STD.indb 14 26/10/12 02:54 a.m.

Frontload Vocabulary Predicting

space exploration to elicit the Key

T14 Letting Others Know

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Main Idea and Details

Comparing and Contrasting

Unit 5 · The Universe 15

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Read and Discuss the Text Discuss this page

activities will best serve the needs of

Unit 5 · The Universe T15

p. T11-T32 Identifying asteroids dwarf planets solar system

p.T33-T40 Pronunciation asteroids galaxy solar system