In this assignment, students read the Nonfiction eBook, "A Day at the Pond," by Jestine Ware, and write an Informative Paragraph about the book. Students read the eBook which provides a variety of fascinating information about life on a pond. Students follow the prompt and write about the general interactions between the plants and animals who call the pond home. Students then develop their topic by providing facts, details, and information from the book. Students consider descriptive word choice and use sensory language and descriptive words to help readers visualize their topic. Practicing skills such as analyzing a text for information, focusing on a single topic to develop, identifying details and information from a source text, and considering word choice, will prepare students for writing in the Information genre.

This text has a Lexile Level of 840.

In this assignment, students read the nonfiction article "Hope for Tigers," by Brian S. McGrath. The article explains how tigers became an endangered species and the ongoing efforts to save them. Students are asked to provide details from the article in an Informative Paragraph and demonstrate their understanding by writing in the Information genre.

The article is available in English and in Spanish. The English text has a Lexile Level of 700.

In this assignment, students read the Nonfiction Article, "Koala Joey" by Buffy Silverman, and write an Informative Paragraph about the article. Students read the article which provides a variety of fascinating information about baby koalas. Students follow the prompt and begin their paragraphs by stating an interesting fact or detail from the article to grab readers' interest. Students then develop their paragraph by providing facts, details, and information from the article. Students consider descriptive word choice and use topic-specific vocabulary from the article to help readers learn about their topic. Practicing skills such as analyzing a text for information, focusing on a single topic to develop, identifying details and information from a source text, and considering word choice, will prepare students for writing in the Information genre.

This text has a Lexile Level of 600.

In this assignment, students read the Nonfiction Article, "The Car that Drives Itself," by Jennifer Swanson, and write an Informative Paragraph about the topic. Students read the article which provides detailed information about self-driving cars. Students follow the prompt and choose one topic to focus on and begin their paragraphs by stating an interesting fact or detail from the article to grab readers' interest. Students then develop their topic by providing facts, details, and information from the article. Students consider descriptive word choice and use topic-specific vocabulary from the article to help readers learn about this complex topic. Practicing skills such as analyzing a text for information, focusing on a single topic to develop, identifying details and information from a source text, and considering word choice, will prepare students for writing in the Information genre.

This text has a Lexile Level of 810.

In this assignment, students read the nonfiction article "City of Trees," by Rebecca Katzman. The article details how urban forests help to keep cities in Pakistan cool during heat waves. Students write an Opinion Paragraph providing details from the article and demonstrate their understanding by writing in the Argument genre.

The article is available in English and in Spanish. The English text has a Lexile Level of 830.

In this assignment, students read an article and choose one "cool fact" to write about. Students state a topic sentence or main idea and support it with facts and details from sources, or from their own ideas.

Duration: 20 - 30 minutes

In this assignment, students read an article about fossils and answer some questions about the article. Students state a topic sentence or main idea and support it with facts and details from sources, or from their own ideas.

Duration: 20 - 30 minutes

In this assignment, students read an article from Time for Kids about using robots in the classroom then write a response. Students state a topic sentence or main idea and support it with facts and details from sources, or from their own ideas.

Duration: 20 - 30 minutes

In this assignment, students watch a video about plastic pollution and explain what they think should be done about the problem. Students to write using a persuasive tone to convince readers to agree.

Duration: 20-30 minutes

In this assignment, students read the Nonfiction Article "Dana Daring: Dino Detective" by Charnan Simon, and write a Summary of Events in response to the article. Students follow the prompt and write about the sequence of events that museum scientists go through to put together a dinosaur skeleton and to figure out how dinosaurs lived. Students use the text and graphic words and illustrations for detailed information on the topic. Students end with a final thought about the work involved. Practicing skills such as analyzing a text for information, citing details and information from the text, and writing a summary, will prepare students for writing in the Information genre.

This text has a Lexile Level of 600.

In this assignment, students read the nonfiction article "Building Green," by Jaime Joyce. The article details how recycled plastic is being used to build schools in Côte d'Ivoire. Students write a Summary Paragraph providing details from the article and demonstrate their understanding by writing in the Information genre.

The article is available in English and in Spanish. The English text has a Lexile Level of 920.

In this assignment, students read the nonfiction article "Future Food," by Rebecca Mordechai. The article explains what lab-grown meat is and the potential impact it could have on the environment. Students write a Summary Paragraph providing details from the article and demonstrate their understanding by writing in the Information genre.

The article is available in English and in Spanish. The English text has a Lexile Level of 580.

In this assignment, students read the nonfiction article "What's Up Dog?" The article explains how scientists have found that dogs can communicate, count, and understand the passage of time. Students write a Summary Paragraph providing details from the article and demonstrate their understanding by writing in the Information genre.

The article is available in English and in Spanish. The English text has a Lexile Level of 530.

In this assignment, students read the nonfiction article "Lifesaving Drones," by Aryn Baker. The article details how the start-up Zipline is saving lives with their delivery drones. Students write a Blog Post explaining what they read and demonstrate their understanding by writing in the Information genre.

The article is available in English and in Spanish. The English text has a Lexile Level of 500.

In this assignment, students read the nonfiction article "Sweet Solutions," by Shay Maunz. The article details how climate change is putting chocolate production in danger and what scientists are doing to solve the problem. Students write a Blog Post explaining what they read and demonstrate their understanding by writing in the Information genre.

The article is available in English and in Spanish. The English text has a Lexile Level of 720.

In this assignment, students read the nonfiction article "Wildlife Lessons," by Brian S. McGrath. The article explains how a conservation group is trying to teach villagers in Botswana to coexist with wild elephants. Students write a Blog Post explaining what they read and demonstrate their understanding by writing in the Information genre.

The article is available in English and in Spanish. The English text has a Lexile Level of 790.

In this assignment, students read the Nonfiction eBook, "Birthday Surprise," by Ivars Peterson, and write a Book Summary about the article. Students learn an amazing math principal which they can experiment with themselves. Students review this information and then summarize the information for readers, using a clear voice and language. Practicing skills such as analyzing a nonfiction book for information, summarizing facts and details, and using clear and precise language to communicate ideas, will prepare students for writing in the Information genre.

This text has a Lexile Level of 670.

In this assignment, students write a Cause-and-Effect Essay about earthquakes. Students practice organizing information into a cause-and-effect structure, supporting their ideas, and connecting ideas with transitions.

In this assignment, students read the Nonfiction eBook, "Python Parts," by Amy Tao, and write a Compare-and-Contrast Report comparing pythons to people. Students follow the prompt and consider the similarities and differences between humans and pythons. They choose a strategy for consistently comparing and contrasting the two. Students use either the subject-by-subject or point-by-point method to organize their compare-and-contrast structure. Students cite information and details from both the book to support their comparisons. Practicing skills such as analyzing a text for information, using a compare-and-contrast structure, and finding evidence from texts to support ideas, will prepare students for writing in the Information genre.

This text has a Lexile Level of 570.

In this assignment, students write a Compare-and-Contrast Report based on the article "How to Tell a Raven from a Crow" written by staff at the Audubon Society as well as several videos and an audio recording. Students cite information and details from both the article and the videos, in their Reports. Students consider the similarities and differences between these two animals and choose a strategy for consistently comparing and contrasting the two. Students use either the subject-by-subject or point-by-point method to organize their compare-and-contrast structure. The ability to compare and contrast two animals—and to cite supporting evidence from the text—are key skills required by many writing assignments in the Information genre.

In this assignment, students read the nonfiction article "Stepping into History," by Shay Maunz. The article discusses the Moon landing and the astronauts who were part of the Apollo 11 mission. Students write a Fictional Retelling from the perspective of an alien creature on the Moon and use details from the article in their Narrative writing.

The article is available in English and in Spanish. The English text has a Lexile Level of 760.

In this assignment, students choose an extreme weather event and explain what causes it. Students practice introducing a topic, developing their topic with details and examples, and connecting ideas using linking words.

In this assignment, students choose an insect and write an Informational Essay about how it helps the environment. Students practice introducing a topic, developing their topic with details and examples, and connecting ideas using linking words.

In this assignment, students read the Science eBook, "Lunching with Leeches," by Lela Stanley and write an Informational Report about the topic. Students follow the prompt and write about different aspect of leeches. They divide their Informational Reports into paragraphs, each paragraph beginning with a topic sentence and followed by facts and information from their reading. Practicing skills such as analyzing a text for information, organizing nonfiction writing into paragraphs of related ideas, and developing a topic with facts and details from a source, will prepare students for writing in the Information genre.

This text has a Lexile Level of 970.

In this assignment, students read the Science Article, "What's a Germ?," by Amy Tao and write an Informational Report about the topic. Students follow the prompt and write about different aspect of germs. They divide their Informational Reports into paragraphs, each paragraph beginning with a topic sentence and followed by facts and information from their reading. Students use content-vocabulary from the text to help readers understand the topic. Practicing skills such as analyzing a text for information, organizing nonfiction writing into paragraphs of related ideas, developing a topic with facts and details from a source, and using specialized vocabulary, will prepare students for writing in the Information genre.

This text has a Lexile Level of 630.

In this assignment, students read the nonfiction article "Turning the Tide," by Shay Maunz. The article discusses how artificial reefs help the ocean's ecosystem as natural reefs die. Students are asked to write a speech using information in the article, and demonstrate their understanding by writing in the Information genre.

The article is available in English and in Spanish. The English text has a Lexile Level of 800.

In this assignment, students read the nonfiction article "Mars Explorer," by Brian S. McGrath. The article discusses NASA's Mars Rover and its mission to the red planet. Students use their imaginations and details from the article to write a fictional Journal Entry from the perspective of the first astronaut to land on Mars. This assignment gives students practice writing in the Narrative genre.

The article is available in English and in Spanish. The English text has a Lexile Level of 560.

In this assignment, students read the nonfiction article "Safe Travels." The article examines wildlife crossings and how these help animals and people. Students write an Op-Ed explaining why they believe their city should build a wildlife crossing and demonstrate their understanding by writing in the Argument genre.

The article is available in English and in Spanish. The English text has a Lexile Level of 650.

In this assignment, students read the nonfiction article "The Problem with Plastics," by Brian S. McGrath. The article discusses plastic pollution and its effects on the environment. Students write an Opinion Letter arguing for their stance on the topic and demonstrate their understanding by writing in the Argument genre.

The article is available in English and in Spanish. The English text has a Lexile Level of 730.

In this assignment, students read the narrative Nonfiction Article, "Swimming with the Pod," by Catherine Ripley, and write a Science Narrative about a topic of their choice. Students learn information about orcas by reading a narrative, "day in the life of" story about a pod of orcas. The narrative interests readers and provides readers with varied facts and details about the topic. Students use the article as a model for writing their own Science Narratives about a topic of their choice. They can use facts and details from the article and write a nonfiction narrative about orcas, or they can choose to write about another animal, using information that they know about or research. Practicing skills such as using a source text as a model, writing about nonfiction subjects in a narrative format, and citing facts and details from sources clearly and accurately, will prepare students for writing in the Information genre.

This text has a Lexile Level of 740.

In this assignment, students read the nonfiction article "Speak Fido," by Shay Maunz. The article looks at how new technology could let dogs communicate with humans. Students write a Story Scene inspired by the article and practice writing in the Narrative genre.

The article is available in English and in Spanish. The English text has a Lexile Level of 700.

In this assignment, students read the nonfiction Science Article, "Porcupette Explores the Night," by Susan Yoder Ackerman and write a Topic Description in response to the article. Students follow the prompt and begin by describing an interesting fact about porcupines to engage readers. Then students write paragraphs, each describing different information about porcupines that they learned from the story. Students might want to write about porcupettes when they are first born, about what porcupines eat and how they find food, about the predators who prey on porcupines, and how this baby porcupette keeps herself safe. Practicing skills such as analyzing a text for facts and information, organizing text into paragraphs each focusing on a different topic, and finding details and information from a source text, will prepare students for writing in the Information genre.

This text has a Lexile level of 830.

In this assignment, students read the Nonfiction eBook, "Sea Star," by Buffy Silverman and write a Topic Description in response to the article. Students follow the prompt and begin by describing an interesting fact about sea stars to engage readers. Then students write paragraphs, each describing different information about sea stars. Students support each topic with interesting details and information from the book. Practicing skills such as analyzing a text for facts and information, organizing text into paragraphs each focusing on a different topic, and finding details and information from a source text, will prepare students for writing in the Information genre.

This text has a Lexile level of 590.

In this assignment, students write a Topic Summary about what they learn about the planet Mars from two sources, an article and a slide show. First they read "The Mars Exploration Program," an article written by staff members at NASA about the space mission to Mars. Then they watch a slide show from NASA's website with interesting images and facts about Mars. Students review the technical information in the article and slide show and summarize key information they have learned about Mars.

In this assignment, students read the TIME for Kids article "Speak, Fido!," by Shay Maunz, and write an Informative Paragraph about the topic. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow one of three prompts offering different levels of scaffolding in the writing area ranging from light scaffolding to scaffolding with language frames and sentence starters. Practicing skills such as analyzing a text for information, summarizing key concepts, and citing evidence will prepare students for writing in the Information genre. This assignment is part of the New Ideas collection.

The article in this assignment is available at Lexile levels: 570, 700, and 900, plus a Spanish language version.

In this assignment, students read the TIME for Kids article "Safe Travels," by Rebecca Mordechai, and write an Informative Paragraph about the topic. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow one of three prompts offering different levels of scaffolding in the writing area, ranging from light scaffolding to scaffolding with language frames and sentence starters. Practicing skills such as analyzing a text for information, summarizing key concepts, and citing evidence will prepare students for writing in the Information genre. This assignment is part of the New Ideas collection.

The article in this assignment is available at Lexile levels: 650, 810, and 950, plus a Spanish language version.

In this assignment, students read the TIME for Kids article "Turning the Tide," by Shay Maunz, and write an Informative Paragraph about the topic. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow one of three prompts offering different levels of scaffolding in the writing area, ranging from light scaffolding to scaffolding with language frames and sentence starters. Practicing skills such as analyzing a text for information, summarizing key concepts, and citing evidence will prepare students for writing in the Information genre. This assignment is part of the New Ideas collection.

The article in this assignment is available at Lexile levels: 470, 650, and 800, plus a Spanish language version.

In this assignment, students read the TIME for Kids article "Meet Stevie," by Corinne Purtill & TFK Editors, and write an Informative Paragraph about the topic. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow one of three prompts offering different levels of scaffolding in the writing area, ranging from light scaffolding to scaffolding with language frames and sentence starters. Practicing skills such as analyzing a text for information, summarizing key concepts, and citing evidence will prepare students for writing in the Information genre. This assignment is part of the New Ideas collection.

The article in this assignment is available at Lexile levels: 510, 650, and 800, plus a Spanish language version.

In this assignment, students read the TIME for Kids article "Lifesaving Drones," by Aryn Baker and TFK Editors, and write an Informative Paragraph about the topic. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow one of three prompts offering different levels of scaffolding in the writing area, ranging from light scaffolding to scaffolding with language frames and sentence starters. Practicing skills such as analyzing a text for information, summarizing key concepts, and citing evidence will prepare students for writing in the Information genre. This assignment is part of the New Ideas Collection.

The article in this assignment is available at Lexile levels: 500, 660, and 820, plus a Spanish language version.

In this assignment, students read the TIME for Kids article "Teacher's Pup," by Rebecca Mordechai, and write an Informative Paragraph about the topic. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow one of three prompts offering different levels of scaffolding in the writing area, ranging from light scaffolding to scaffolding with language frames and sentence starters. Practicing skills such as analyzing a text for information, summarizing key concepts, and citing evidence will prepare students for writing in the Information genre. This assignment is part of the New Ideas collection.

The article in this assignment is available at Lexile levels: 600, 780, and 890, plus a Spanish language version.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge about comparing and contrasting properties of matter. This lesson aligns to TEKS 3.6A.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of states of matter. This lesson aligns to TEKS 3.6B.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of the changes in states of matter. This lesson aligns to TEKS 3.6C.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of the properties matter. This lesson aligns to TEKS 3.6D.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of types of forces. This lesson aligns to TEKS 3.7A.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of changes in position and motion. This lesson aligns to TEKS 3.7B.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of types of energy. This lesson aligns to TEKS 3.8A.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of energy and speed of objects. This lesson aligns to TEKS 3.8B.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of the orbits of the sun, earth, and moon. This lesson aligns to TEKS 3.9A.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of the solar system. This lesson aligns to TEKS 3.9B.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of changes in the weather. This lesson aligns to TEKS 3.10A.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of how soil forms. This lesson aligns to TEKS 3.10B.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of earth's surface. This lesson aligns to TEKS 3.10C.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of ways humans use natural resources. This lesson aligns to TEKS 3.11A.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of conserving natural resources. This lesson aligns to TEKS 3.11B-3.11C.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of organisms and their environments. This lesson aligns to TEKS 3.12A.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of energy flow in food chains. This lesson aligns to TEKS 3.12B.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of natural changes on organisms. This lesson aligns to TEKS 3.12C.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of Texas fossils. This lesson aligns to TEKS 3.12D.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of structures and functions of animal parts. This lesson aligns to TEKS 3.13A.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of life cycles. This lesson aligns to TEKS 3.13B.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre las propiedades de la materia. Esta lección se ajusta al TEKS 3.6A.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre las propiedades de la materia. Esta lección se ajusta al TEKS 3.6B.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre los cambios en el estado de la materia. Esta lección se ajusta al TEKS 3.6C.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre las diferentes propiedades de los materiales. Esta lección se ajusta al TEKS 3.6D.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre tipos de fuerzas. Esta lección se ajusta al TEKS 3.7A.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre cambios de posición y movimiento. Esta lección se ajusta al TEKS 3.7B.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre tipos de energía. Esta lección se ajusta al TEKS 3.8A.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre la energía y velocidad de los objetos. Esta lección se ajusta al TEKS 3.8B.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre las órbitas del Sol, la Tierra, y la Luna. Esta lección se ajusta al TEKS 3.9A.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre nuestro sistema solar. Esta lección se ajusta al TEKS 3.9B.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre cambios en el estado del tiempo. Esta lección se ajusta al TEKS 3.10A.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre la composición del suelo. Esta lección se ajusta al TEKS 3.10B.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre cambios rápidos en la superficie de la Tierra. Esta lección se ajusta al TEKS 3.10C.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre qué usos da el ser humano a los recursos naturales . Esta lección se ajusta al TEKS 3.11A.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre la conservación de los recursos naturales . Esta lección se ajusta al TEKS 3.11B-3.11C.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre los organismos y su medio ambiente. Esta lección se ajusta al TEKS 3.12A.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre el flujo de energía en las cadenas alimentarias. Esta lección se ajusta al TEKS 3.12B.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre los efectos de los cambios naturales en los organismos . Esta lección se ajusta al TEKS 3.12C.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre los fósiles de Texas . Esta lección se ajusta al TEKS 3.12D.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre las estructuras y funciones de las partes de los animales. Esta lección se ajusta al TEKS 3.13A.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre los ciclos de vida. Esta lección se ajusta al TEKS 3.13B.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of classifying matter by physical properties. This lesson aligns to TEKS 4.6A.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of mixtures. This lesson aligns to TEKS 4.6B.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of conservation of matter. This lesson aligns to TEKS 4.6C.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of patterns of force. This lesson aligns to TEKS 4.7A.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of energy transfer. This lesson aligns to TEKS 4.8A.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of conductors and insulators. This lesson aligns to TEKS 4.8B.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of electrical energy. This lesson aligns to TEKS 4.8C.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of patterns in seasons. This lesson aligns to TEKS 4.9A.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of phases of the moon. This lesson aligns to TEKS 4.9B.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of the sun and the water cycles. This lesson aligns to TEKS 4.10A.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of changes to Earth's surface. This lesson aligns to TEKS 4.10B.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of weather and climate. This lesson aligns to TEKS 4.10C.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of renewable and nonrenewable resources. This lesson aligns to TEKS 4.11A.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of energy resources and modern life. This lesson aligns to TEKS 4.11B-C.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of the role of producers. This lesson aligns to TEKS 4.12A.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of matter and energy flow in food webs. This lesson aligns to TEKS 4.12B.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of fossils and past environments. This lesson aligns to TEKS 4.12C.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of structures and functions of plants. This lesson aligns to TEKS 4.13A.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of inherited and acquired physical traits. This lesson aligns to TEKS 4.13B.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre la clasificación de la materia según sus propiedades. Esta lección se ajusta al TEKS 4.6A.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre mezclas. Esta lección se ajusta al TEKS 4.6B.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre la conservación de la masa. Esta lección se ajusta al TEKS 4.6C.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre patrones de fuerzas. Esta lección se ajusta al TEKS 4.7A.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre transferencia de energía. Esta lección se ajusta al TEKS 4.8A.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre materiales conductores y materiales aislantes. Esta lección se ajusta al TEKS 4.8B.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre energía eléctrica . Esta lección se ajusta al TEKS 4.8C.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre patrones estacionales. Esta lección se ajusta al TEKS 4.9A.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre las fases de la Luna. Esta lección se ajusta al TEKS 4.9B.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre el Sol y el ciclo del agua. Esta lección se ajusta al TEKS 4.10A.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre cambios en la superficie de la Tierra. Esta lección se ajusta al TEKS 4.10B.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre el estado del tiempo y el clima. Esta lección se ajusta al TEKS 4.10C.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre recursos renovables y no renovables. Esta lección se ajusta al TEKS 4.11A.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre los recursos energéticos y la vida moderna. Esta lección se ajusta al TEKS 4.11B-4.11C.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre la función de los productores. Esta lección se ajusta al TEKS 4.12A.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre el flujo de materia y energía en las redes alimentarias. Esta lección se ajusta al TEKS 4.12B.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre los medios ambientes del pasado a través de los fósiles. Esta lección se ajusta al TEKS 4.12C.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre estructuras y funciones de las plantas. Esta lección se ajusta al TEKS 4.13A.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre rasgos físicos heredados y adquiridos. Esta lección se ajusta al TEKS 4.13B.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge about comparing and contrasting properties of matter. This lesson aligns to TEKS 5.6.A.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge about properties of mixtures. This lesson aligns to TEKS 5.6.B.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge about conservation of matter. This lesson aligns to TEKS 5.6.C.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge about particles of matter. This lesson aligns to TEKS 5.6.D.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of forces and patterns of motion. This lesson aligns to TEKS 5.7A.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of the effects of force on objects. This lesson aligns to TEKS 5.7B.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of energy transformation. This lesson aligns to TEKS 5.8A.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of electrical energy in circuits. This lesson aligns to TEKS 5.8B.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of light. This lesson aligns to TEKS 5.8C.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of Earth's rotation. This lesson aligns to TEKS 5.9A.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of weather and the water cycle. This lesson aligns to TEKS 5.10A.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of the formation of sedimentary rocks and fossil fuels. This lesson aligns to TEKS 5.10B.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of the formation of land forms. This lesson aligns to TEKS 5.10C.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of environmental impact solutions. This lesson aligns to TEKS 5.11A.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of how organisms interact with their ecosystems. This lesson aligns to TEKS 5.12A.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of changes in ecosystems. This lesson aligns to TEKS 5.12B.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of the human impact on ecosystems. This lesson aligns to TEKS 5.12C.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of structures and functions of organisms. This lesson aligns to TEKS 5.13A.

Interpret Student Thinking by having students answer the Can You Explain It? question using evidence from the hands-on activities and explorations. Students should have grown in their depth of knowledge of structures and functions of organisms. This lesson aligns to TEKS 5.13A.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre la comparación y el contraste de las propiedades de la materia. Esta lección se ajusta al TEKS 5.6.A.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre las propiedades de las mezclas. Esta lección se ajusta al TEKS 5.6.B.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre la conservación de la materia . Esta lección se ajusta al TEKS 5.6.C.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre las partículas de materia. Esta lección se ajusta al TEKS 5.6.D.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre fuerzas y patrones de movimiento. Esta lección se ajusta al TEKS 5.7A.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre los efectos de las fuerzas sobre los objetos. Esta lección se ajusta al TEKS 5.7B.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre la transformación de la energía. Esta lección se ajusta al TEKS 5.8A

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre la energía eléctrica en los circuitos. Esta lección se ajusta al TEKS 5.8B.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre la luz. Esta lección se ajusta al TEKS 5.8C.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre la rotación de la Tierra. Esta lección se ajusta al TEKS 5.9A.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre el estado del tiempo y el ciclo del agua. Esta lección se ajusta al TEKS 5.10A.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre la formación de rocas sedimentarias y combustibles fósiles. Esta lección se ajusta al TEKS 5.10B.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre la formación de accidentes geográficos. Esta lección se ajusta al TEKS 5.10C.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre la soluciones para el problema del impacto en el medio ambiente. Esta lección se ajusta al TEKS 5.11A

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre la interacción de los organismos con su ecosistema. Esta lección se ajusta al TEKS 5.12A.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre cambios en los ecosistemas. Esta lección se ajusta al TEKS 5.12B.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre el impacto del ser humano en los ecosistemas. Esta lección se ajusta al TEKS 5.12C.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre estructuras y funciones de los organismos. Esta lección se ajusta al TEKS 5.13A.

Interpreta el pensamiento de los alumnos pidiéndoles que respondan a la pregunta ¿Puedes explicarlo? utilizando las pruebas obtenidas en las actividades prácticas y las exploraciones. Los alumnos deberían haber profundizado sus conocimientos sobre rasgos de comportamiento en los organismos. Esta lección se ajusta al TEKS 5.13B.

In this assignment, students read the TIME for Kids article "Robots at Work," by Shay Maunz, and write a four-paragraph Informative Essay about the topic. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow one of three prompts offering different levels of scaffolding in the writing area, ranging from light scaffolding to scaffolding with language frames and sentence starters. Practicing skills such as analyzing a text, writing a strong information and conclusion, and citing evidence will prepare students for writing in the Information genre. This assignment is part of the Science & Technology collection.

In this assignment, students read the TIME for Kids article "Building Green," by Jaime Joyce, and write a four-paragraph Informative Essay about the topic. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow one of three prompts offering different levels of scaffolding in the writing area, ranging from light scaffolding to scaffolding with language frames and sentence starters. Practicing skills such as analyzing a text, writing a strong information and conclusion, and citing evidence will prepare students for writing in the Information genre. This assignment is part of the Science & Technology collection.

In this assignment, students read the TIME for Kids article "City of Trees," by Rebecca Katzman, and write a four-paragraph Informative Essay about the topic. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow one of three prompts offering different levels of scaffolding in the writing area, ranging from light scaffolding to scaffolding with language frames and sentence starters. Practicing skills such as analyzing a text, writing a strong introduction and conclusion, and citing evidence will prepare students for writing in the Information genre. This assignment is part of the Science & Technology collection.

In this assignment, students read the TIME for Kids article "Drones in Space," by Brian S. McGrath, and write a four-paragraph Informative Essay about the topic. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow one of three prompts offering different levels of scaffolding in the writing area, ranging from light scaffolding to scaffolding with language frames and sentence starters. Practicing skills such as analyzing a text, citing evidence, and developing ideas will prepare students for writing in the Information genre. This assignment is part of the Science & Technology collection.

In this assignment, students read the TIME for Kids article "Future Food," by Rebecca Mordechai, and write a four-paragraph Informative Essay about the topic. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow one of three prompts offering different levels of scaffolding in the writing area, ranging from light scaffolding to scaffolding with language frames and sentence starters. Practicing skills such as analyzing a text, citing evidence, and developing ideas will prepare students for writing in the Information genre. This assignment is part of the Science & Technology collection.

In this assignment, students read the TIME for Kids article "Knitting Hearts," by Kio Herrera, and write a four-paragraph Informative Essay about the topic. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow one of three prompts offering different levels of scaffolding in the writing area, ranging from light scaffolding to scaffolding with language frames and sentence starters. Practicing skills such as analyzing a text, writing a strong information and conclusion, and citing evidence will prepare students for writing in the Information genre. This assignment is part of the Science & Technology collection.

In this assignment, students read the TIME for Kids article "Hope for Tigers," by Brian S. McGrath, and the “Protecting Private Land” data sheet, which provides a viewpoint that differs from the article. Then they write a four-paragraph Persuasive Speech about whether the government should be allowed to move people who live too close to wildlife reserves, if needed, to keep tigers safe. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow the prompt and develop their response, supported by differentiated levels of scaffolding. Practicing skills such as analyzing a text for information, stating an opinion, and developing that opinion with reasons and evidence will help students prepare for writing in the Argument genre. This assignment is part of the Earth in Trouble collection.

In this assignment, students read the TIME for Kids article "Fire Alarm," by Shay Maunz, and the “Amazon Is Okay” data sheet, which provides a viewpoint that differs from the article. Then they write a four-paragraph Persuasive Speech about whether the rules protecting the Amazon rainforest should be enforced. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow the prompt and develop their response, supported by differentiated levels of scaffolding. Practicing skills such as analyzing a text for information, stating an opinion, and developing that opinion with reasons and evidence will help students prepare for writing in the Argument genre. This assignment is part of the Earth in Trouble collection.

In this assignment, students read the TIME for Kids article "For the Birds," by Jaime Bryce, and the “Glass Is Great” data sheet, which provides a viewpoint that differs from the article. Then they write a four-paragraph Persuasive Speech about whether buildings must use bird-friendly designs. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow the prompt and develop their response, supported by differentiated levels of scaffolding. Practicing skills such as analyzing a text for information, stating an opinion, and developing that opinion with reasons and evidence will help students prepare for writing in the Argument genre. This assignment is part of the Earth in Trouble collection.

In this assignment, students read the TIME for Kids article "The Problem with Plastics," by Brian S. McGrath, and the “We Need Plastic” data sheet, which provides a viewpoint that differs from the article. Then they write a four-paragraph Persuasive Speech about whether world leaders should have companies stop producing plastics to reduce the plastic pollution problem. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow the prompt and develop their response, supported by differentiated levels of scaffolding. Practicing skills such as analyzing a text for information, stating an opinion, and developing that opinion with reasons and evidence help students prepare for writing in the Argument genre. This assignment is part of the Earth in Trouble collection.

In this assignment, students read the TIME for Kids article "Countdown to Day Zero," by Brian S. McGrath, and the “No Water Rules!” data sheet. The data sheet provides an opposing viewpoint to the article. Then they write a four-paragraph Persuasive Speech about whether or not the government should make rules about water use in order to save water. Students begin by completing a Graphic Organizer (Planner), available at three different levels of scaffolding. Then students follow the prompt and develop their response, supported by differentiated levels of scaffolding. Practicing skills such as analyzing a text for information, stating an opinion, and developing that opinion with reasons and evidence will help students prepare for writing in the Argument genre. This assignment is part of the Earth in Trouble collection.