Objectives  Generate sounds using consonant blends in alliteration; read and

Teaching Guide
reproduce rhyming words; science terms; compare and contrast; describe opposites;  
use picture and context clues Trabalenguas científicos
Materials  pencils, writing paper, pebbles; clear plastic cups; water; black paper;  
lamp; thermometer

30 minutes, Days 1–3

Build Background
Activate Prior Knowledge  Open the book to p. 4. Ask the class: ¿Qué
está pasando? ¿Creen que aquí hace calor? Then turn to p. 5 and ask: ¿Qué está
pasando aquí? ¿Piensan que hace frío? Tell children: Hoy vamos a aprender cómo estamos
relacionados con la naturaleza. Encourage children to tell you how they use water,
sunlight, and wind every day.

Introduce the Focus Skill: Beginning Consonant Blends  Explain

to the class that sometimes two consonants appear together to make one sound,
such as /cl/ or /gr/. Guide children to say words with these consonant blends.
Ex: claro, clima, granja, grillo. Turn to p. 9. Tell the class to pick out the words
with the consonant blends /fl/ and /fr/ (flor, fruto, fresa, frescas, frutas, fresas). Then
give them two other consonant blends and have them come up with at least
three words that begin with them. Ex: /bl/ (blanco, bloque, blusa) and /pr/ (precioso,
primo, problema).

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

Read and Respond  Display the book. Read the title and author name aloud as you track the print. Tell the class that they are
going to read aloud with you. After reading each page, challenge a volunteer to say the tongue-twister as quickly as possible. Then have
children make connections between the bold-faced word and their daily lives. For example, after reading p. 8, a child may say: Yo sembré
una semilla en el jardín. After reading p. 11, a child may say: Ayer vi una mariposa en el patio. Review science terms as a class.

60 minutes, Days 4–5

L Curricular Enrichment: Science

SCIENCE
  Tell children: Hoy vamos a hacer un experimento científico para contestar la pregunta:
¿Puede el agua mover los objetos? Write a simplified version of the scientific method on the board (1. Hacer una pregunta; 2. Adivinar
qué pasará; 3. Hacer el experimento; 4. Anotar los resultados). Have children choose a partner. Distribute pencils, writing paper, two
clear plastic cups, two pebbles, and a cup with water to each pair. Children will put two pebbles in the empty cup. They will
use the other cup to pour water over the pebbles. Tell children to follow the steps on the board. Ask partners to share what
happened to the pebbles with the class (Las piedrecitas se movieron hacia arriba. Las piedrecitas flotaron un poquito en el agua). Then
guide children to reach a conclusion about how we could use energy from water. Ask: Si un poquito de agua puede mover unas
piedrecitas, ¿qué podría mover un río grande? Discuss water energy as a class.

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

this activity for children to complete with a family member.)
Language Arts: K-12.1, K-12.3, K-12.4, K-12.5, K-12.6, K-12.7, K-12.8, K-12.11, K-12.12
Talk with your child about what he/she learned this week. Mathematics: Numbers PK-2.1, PK-2.2; Algebra PK-2.1, PK-2.4; Geometry PK-2.1—PK-2.4;
Conduct a science experiment together. Fill a cup with water. Measurement PK-2.1; Data & Analysis PK-2.1—PK-2.3; Problem-Solving PK-12.2
Connections PK-12.3
Check the temperature and write it down. Put a sheet of black Science: K-4.1—K-4.7
paper over the cup and place it under a lamp for a few hours. Social Studies/Geography: K-12.1, K-12.2, K-12.3, K-12.5, K-12.6
Technology PK-12.1, PK-12.2, PK-12.3, PK-12.6
Then check the water temperature again. Ask your child: ¿Se
calentó o se enfrió? (se calentó). ¿Por qué? Si una lámpara pequeña puede
calentar un vaso de agua, ¿qué podría hacer el Sol? Discuss solar  
energy with your child.

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