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AFTER READING
OBJECTIVES
  • Formulate an inquiry question that is connected to this week's lesson focus.
  • Effectively and efficiently find, evaluate, and communicate information related to an inquiry question using electronic sources.
New Literacies
Synthesize
Analyze
Communicate
Navigate/Search
Identify Questions
Day 5
Day 4
Day 3
Day 2
Day 1
OBJECTIVES
  • Review the meaning of SQP3R.
  • Use SQP3R to study text.
Practice Book
Practice Book p. 240
with | without Answers
Practice Book
Practice Book p. 239
with | without Answers
NEW LITERACIES
Internet Inquiry Activity
EXPLORE LIVES OF EXPLORERS
Use the following 5-day plan to help students conduct this week's Internet inquiry activity
on explorers. Remind students to follow classroom rules when using the Internet.
DAY 1
DAY 2
DAY 4
DAY 3
Identify Questions Discuss the lesson focus question: What does a person
sacrifice to explore the unknown? Have students brainstorm the names of
different explorers or places that have been or are being explored. Have students
work individually, in pairs, or in small groups to write an inquiry question about
the challenges and difficulties of exploration.
Navigate/Search Have students begin an Internet search using a student-friendly search engine and keywords related to their inquiry questions. If students are interested in finding more personal information about an explorer's sacrifices, they can use the keywords explorers' journals to identify Web sites containing journal excerpts. Point out historic journals may be more difficult to understand because of outdated language. Students should identify a few helpful Web sites to analyze in more depth on Day 3.
Analyze Have students explore the Web sites identified on Day 2. Remind them to review the sites carefully, focusing on finding relevant information that answers their inquiry questions. Students may need to revise their inquiry questions at this stage or do further searching. If allowed, students can print photographs showing the explorer and place explored.
Synthesize Have students synthesize information from Day 3 by combining
relevant information from different sources. Suggest students use a time line,
map, or other graphic source to organize facts and details about an explorer.
Communicate Have students share their research on an explorer's life and
display any graphic sources they created on Day 4. They can illustrate their work
using printed pictures and discuss it in small groups.
DAY 5
RESEARCH/STUDY SKILLS
SQP3R
TEACH
Ask students what strategies they would use to study a text on the Antarctic.
Ask: What would you do before, during, and after reading? Discuss a study
strategy called SQP3R.
  • SQP3R stands for Survey, Question, Predict, Read, Recite, and Review.
  • Survey: Look at the text to get an idea of what is in it. Look at the title, author,
    headings, illustrations, maps, and any questions or word lists.
  • Question: Ask yourself questions as you survey, such as: What does the title
    mean? What is the author's purpose?
  • Predict: Say what you think the text will be about.
  • Read: As you read, look for answers to your questions. Confirm your predictions.
  • Recite: After reading, summarize what you learned.
  • Review: Look back at the text. Did you find answers to your questions? Did your
    predictions match the actual content of the text? What did you learn from the text?
    What are the main ideas?
Assign students a specific chapter or section from their science textbook to study
using SQP3R. Then discuss these questions:
1. Before reading, what did you predict the text would be about? As you read, did you confirm or change your predictions? (Responses will vary, but students should recognize whether their initial predictions match the text's content and revise predictions if needed.)
2. How does reviewing the text help you study? (Possible response: It helps me remember information and understand what I've read.)

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ASSESS
Monitor students as they use SQP3R to read another textbook chapter. Have them
write questions and predictions after surveying the chapter. When they finish reading,
they can write what they learned and answer their questions.
For more practice or to assess students, use Practice Book pp. 239–240.