SCIENCE Content and Literacy

READERS in Science
Grade 4

Consultant
Leann Iacuone, M.A.T., NBCT, ATC
Riverside Unified School District

Publishing Credits
Corinne Burton, M.A.Ed., President
Conni Medina, M.A.Ed., Managing
Editor; Diana Kenney, M.A.Ed., NBCT,
Content Director; Dona Herweck Rice,
Series Developer; Lynette Ordoñez,
Editor; Robin Erickson, Multimedia
Designer; James Anderson, M.S.Ed.,
Editor; Christine Kinkopf, Assistant
Editor; Kevin Pham, Production Artist;
Michelle Jovin, M.A., Editorial Assistant

Image Credits
all images from iStock and Shutterstock.

Teacher Created Materials

5301 Oceanus Drive
Huntington Beach, CA 92649-1030
http://www.tcmpub.com
TCM 27847 (i16360)
ISBN 978-1-4258-4796-8
© 2018 Teacher Created Materials

Author
Kathleen N. Kopp, M.A.
 CIENCIAS
FÍSICAS Circuitos

Learning Objectives
Students will:
• learn about circuits by identifying information stated
explicitly in the text and using prior knowledge to infer.
• write a proposal to a company for a new electrical device.
Physical

• create a circuit to power a string of lights with a lemon.

Standards
• Reading: Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
• Writing: Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience.
• Content: Apply scientific ideas to design, test, and refine a device that converts energy from
one form to another.
Physical • Language: Communicate information, ideas, and concepts necessary for academic success in
the content area of Science.

Lesson Timeline
1 2 3
Task Task Task
Introductory and Lab Before Reading (page 4) During Reading (page 5)
Activities (page 3)
Summary of Student Summary of Student
Summary of Student Learning Activities Learning Activities
Learning Activities
Make observations and Distinguish between explicit
Make a circuit powered by a inferences about circuits. and inferred information, and
lemon. write a proposal letter for a
new device.
Physical

4 5
Task Task
After Reading (page 6) Activity from the Book
(page 6) and Assessments
Summary of Student (pages 11–12)
Learning Activities
Summary of Student
Determine whether Learning Activities
information is inferred or
explicitly stated in the text. Compare two types of
Physical circuits, and take the
assessments.

2 27847 (i16360)—Content and Literacy in Science Grade 4 Spanish—Circuitos © Teacher Created Materials
 CIENCIAS
FÍSICAS

Materials 1
Make a circu
• copies of the activity • 2 inches of wire it
by a lemon. powered
sheet El poder del limón • copper nail
(page 7) • lemon
• battery-powered device • zinc nail
• 1 set of twinkle lights

Physical
with a 2-inch lead of wire

Introductory Activity Engage

1.
Display a device that runs on batteries, 2. Tell students that all electronics have
such asLab Activity
a flashlight or a cell Explore & Explain
phone. Have circuits through which electricity can flow.
students discuss what makes the device Explain that when the circuit is complete,
work. electricity flows to the parts of the device Physical
Introductory Activity Engage that need power. Tell students that they
Before Reading Elaboratewill learn more about circuits.

Lab Activity Explore & Explain

During Reading Elaborate
1. Place students in small groups. Distribute 5. As they work, ask students questions to
Before Reading
a set of materials Elaborate
to each group. Have guide them to the understanding that the
students roll their lemons on a table to lemon acts as a battery and completes the
After Reading
soften them. Elaborate & Evaluate
circuit.
➢ ¿De dónde creen que las luces obtienen su
2. Have students insert a zinc nailElaborate
and a
During Reading
copper nail into their lemons about two
energía?
➢ ¿De dónde creen que el limón obtiene su
inches apart, without going through the

Physical
energía?
other side of the lemon.
➢ ¿En qué se parece esto a una batería?
3. Reading
After
Have students remove the insulation from
Elaborate & Evaluate
➢ ¿Qué podría ocurrir si se quitara uno de los
clavos?
the string of lights, and wrap one wire
around each nail. Note: You may wish to ➢ ¿Qué podría ocurrir si el limón se cortara
set up the lights at stations around the por la mitad y se separara? ¿Por qué?
room. Have students rotate to the stations 6. Discuss the results with students. Clarify
to test their circuit. misconceptions by having students explain
their understandings using logic and
4. Distribute copies of the activity sheet El evidence to support their ideas.
poder del limón (page 7) to students. Have
students record their observations on the
activity sheet. Physical

© Teacher Created Materials 27847 (i16360)—Content and Literacy in Science Grade 4 Spanish—Circuitos 3
 CIENCIAS
FÍSICAS Circuitos (cont.)

2
Materials
Make observ
at
• books Circuitos inferences ab ions and
• copies of the activity sheet Observaciones e inferencias out circuits.
(page 8)
Physical

Introductory Activity Engage Vocabulary Word Bank

• circuito en serie • digital
• circuito paralelo • reóstato
• corriente
Lab Activity Explore & Explain

Before Reading Elaborate

Physical
1. Write the vocabulary words on the 4. Provide examples of things that can
During Reading
board. Have students discuss Elaborate
what they
think the words mean and where they
be inferred. For example, if a student
walked into the classroom holding an
may have heard them before. Explain the umbrella, the class could infer that it is
meaning of each word. Show students raining outside because they observed the
pictures related to the words (pictures umbrella and they know that people use
After Reading
from the book mayElaborate & gestures
be used), use Evaluate umbrellas when it rains.
to represent the words, or use the words
in sentences that provide context for the 5. Distribute the books Circuitos to students.
meanings of the words. Allow time for students to preview the
book by examining the images on each
2. Write the following related words on the page. Have students share what is shown
board: electricidad, computadora, secuencia, explicitly in the images or what they can
Physical

orden, flujo, and lento. Ask students which
words relate to each vocabulary word.
Accept any grouping as long as students
can provide a logical explanation.
3. Tell students that authors provide
information in a variety of ways. Explain
that when something is stated explicitly, it
is stated exactly in the text. Tell students
that some information must be inferred
from the text. Explain that to infer
something, a reader must use what the
text says and his or her own knowledge
Physical and experiences.
observe. Then, ask students to explain
what they can infer from the images.
6. Distribute copies of the activity sheet
Observaciones e inferencias (page 8) to
students. Have students record their
observations and inferences based on the
book’s images. Review their answers as
a class. Tell students that they will make
more observations and inferences while
they read the book.

4 27847 (i16360)—Content and Literacy in Science Grade 4 Spanish—Circuitos © Teacher Created Materials

Introductory Activity Engage
Materials
Lab •Activity
books Circuitos Explore & Explain
• copies of the activity sheet Nuevo dispositivo (page 9)
Before Reading Elaborate
During Reading Elaborate
1. Distribute the books Circuitos to students.
For the first reading, read the book aloud
After Reading
as students follow Elaborate
along. Pause & Evaluate
periodically
to discuss when information is explicitly
stated in the text and what students can
learn by inferring. For example on page 16,
“Si un pájaro se posa sobre un tendido
eléctrico y toca dos cables al mismo
tiempo, puede completar un circuito
eléctrico,” is stated explicitly, but one can
infer that the reason birds do not get
shocked most of the time is because they
are only touching one power line.
➢ You may choose to display the
Interactiv-eBook for a more digitally
enhanced reading experience.
2. For the second reading of the book,
have students read in small groups, and
take turns reading page spreads aloud.
Have groups pause after each section to
summarize the information. Tell them to
include information found explicitly in the
text and information they inferred.
➢ You may wish to have students digitally
annotate the PDF of the text to show
where information is explicitly stated.
© Teacher Created Materials 27847 (i16360)—Content and Literacy in Science Grade 4 Spanish—Circuitos
CIENCIAS
FÍSICAS
3
Distinguish b
e
explicit and tween
inferred
information,
an
proposal lett d write a
er for a new
device.
Physical
➢ For below-level learners and
language learners, you may choose
to play the audio recording as students
follow along to serve as a model of
fluent reading. This may be done in
small groups or at a listening station. Physical
The recording will help struggling
readers practice fluency and aid in
comprehension.
3. Distribute copies of the activity sheet
Nuevo dispositivo (page 9) to students. Help
students brainstorm ideas for a device. It
should be an object that exists but does
not currently use electricity, such as a
pencil, an eraser, a coffee mug, or a spoon.
Have students complete the activity sheet.
Then, have them share their ideas with
the class.
4. Have students use their activity sheets to
Physical
write their proposal letters.
➢ Help below-level learners and
language learners brainstorm a list of
adjectives they can use to enhance their
letters before they begin writing.
➢ Have above-level learners use
available art supplies, a computer
program, or an app to create a model of
their new device instead of drawing it.
Physical
5
 Introductory
CIENCIAS Activity Engage
FÍSICAS Circuitos (cont.)
Lab Activity Explore & Explain
4 5
Materials
Determine w
h
• books Circuitos information ether
is inferred
Before Reading
• copies of the activity sheets ¿Explícito o inferido?,
Elaborate
Prueba: Circuitos, and ¿Tenue o intensa? (pages 10–12)
or explicitly
st
the text. Co ated in
mpare two
types of circ
uit
take the asse s, and
ssments.
Physical

During Reading Elaborate

After Reading Elaborate & Evaluate

1. Write the vocabulary words on the Activity from the Book

board, and review their definitions. Have
Physical students sort the words into categories
in any way they choose. Have students
share how they sorted the words. Accept
any grouping as long as students can
justify it. Have students sort the words
a second time using different categories.
Have them share how they sorted the
words. Discuss any types of groupings
students may not have mentioned.
2. Distribute the books Circuitos to students.
Review how to find information in
the book that is stated explicitly, and
information that can be learned by
making inferences.
Physical
Read the prompt ¡Tu turno! aloud
from page 32 of the book Circuitos.
Have students experiment with
series and parallel circuits, and
compare them in a T-chart.
1. A short posttest, Prueba: Circuitos
(page 11), is provided to assess student
learning from the book.
2. A data analysis activity, ¿Tenue o intensa?
(page 12), is provided to assess students’
understanding of how to analyze scientific
data. Explain to students that they should

3. Distribute copies of the activity sheet
¿Explícito o inferido? (page 10) to students.
Have students use the book to complete
the activity sheet. Review the answers
with the class.
draw the circuits to help visualize them.
3. The Interactiv-eBook activities may be
used as a form of assessment (optional).

Physical

6 27847 (i16360)—Content and Literacy in Science Grade 4 Spanish—Circuitos © Teacher Created Materials
 CIENCIAS
FÍSICAS

Nombre: __________________________________ Fecha: ______________

El poder del limón

Instrucciones: Haz un dibujo y rotula un diagrama en el que muestres lo que sucedió

Physical
cuando conectaste la tira de luces al limón. Luego, responde las preguntas.

Physical

1 ¿Qué observaste?
_____________________________________________________________

_____________________________________________________________

Physical
_____________________________________________________________

2 ¿De dónde obtienen energía las luces? ¿Por qué crees que es así?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________ Physical

© Teacher Created Materials 27847 (i16360)—Content and Literacy in Science Grade 4 Spanish—Circuitos 7
 CIENCIAS
FÍSICAS

Nombre: __________________________________ Fecha: ______________

Observaciones e inferencias
Instrucciones: Busca cuatro imágenes en el libro. Escribe algo que se muestre
Physical

explícitamente. Luego, escribe una inferencia que puedas hacer basándote en cada
observación.

Observación Inferencia

Physical
Página: __________

Página: __________
Physical

Página: __________

Physical Página: __________

8 27847 (i16360)—Content and Literacy in Science Grade 4 Spanish—Circuitos © Teacher Created Materials
 CIENCIAS
FÍSICAS

Nombre: __________________________________ Fecha: ______________

Nuevo dispositivo
Instrucciones: Rediseña un objeto cotidiano para que funcione con electricidad.

Physical
Haz el dibujo del dispositivo en el cuadro. Luego, elabora una propuesta para una
empresa en la que les pidas que consideren la posibilidad de fabricar y vender tu
dispositivo.

Nombre del dispositivo: ______________________________________________

Physical

Lo que hace el dispositivo: ______________________________________________

____________________________________________________________________

Physical
____________________________________________________________________

Por qué lo comprará la gente: ____________________________________________

____________________________________________________________________

____________________________________________________________________

Physical

© Teacher Created Materials 27847 (i16360)—Content and Literacy in Science Grade 4 Spanish—Circuitos 9
 CIENCIAS
FÍSICAS

Nombre: __________________________________ Fecha: ______________

¿Explícito o inferido?
Instrucciones: Lee cada oración y compárala con el libro. Si la oración figuraba
Physical

explícitamente en el texto, escribe una E junto a ella. Si la oración fue inferida,

escribe una I junto a ella.

1 El mundo está lleno de la electricidad y sus efectos. (página 4)

2 A los científicos les interesa aprender más sobre la electricidad.

(página 6)
Physical
3 Una linterna solo funcionará si el circuito forma una vuelta
completa. (página 8)

4 Es peligroso estar cerca de equipos de alto voltaje. (página 10)

5 Los interruptores abren y cierran un circuito. (página 13)

6 Demasiados enchufes en una toma de corriente pueden iniciar un

incendio. (página 14)
Physical

7 Las computadoras tienen circuitos complejos. (página 16)

8 Un circuito debe incluir una fuente de energía, una conexión y el

objeto que recibe la energía. (página 17)

9 Los circuitos digitales pueden ser muy útiles. (página 22)

0 Las baterías se usan como una fuente de energía móvil. (página 24)

Physical

10 27847 (i16360)—Content and Literacy in Science Grade 4 Spanish—Circuitos © Teacher Created Materials
 CIENCIAS
FÍSICAS

Nombre: __________________________________ Fecha: ______________

Prueba: Circuitos
Instrucciones: Lee las preguntas. Elige la mejor respuesta. Llena la burbuja de la

Physical
respuesta que elegiste.

1 ¿Qué significa que algo se dice de
forma explícita?
A Que se encuentra directamente
en el texto.
B Que se ha inferido.
C Que está expresado en el
glosario.
D Que el lector no sabe bien qué
significa.
2 ¿Por qué son importantes los aislantes? 5 ¿Qué se puede inferir de la siguiente
A Permiten que los electrones los
atraviesen.
B Conducen bien la electricidad.
C Fortalecen la corriente.
D Evitan que las personas reciban
descargas.
4 ¿Qué tipo de circuito se está usando
si una luz se quema, pero el resto de
las luces de la tira siguen prendidas?
A paralelo
B en serie
C digital
D de electrones Physical
oración? Para completar un circuito,
este debe dar una vuelta completa.
A El circuito funcionará incluso
si el cable está enrollado.
B Un circuito incompleto no
funcionará.
C La electricidad sigue un solo
camino.

Physical
D Un circuito completo tiene un
interruptor.
3 ¿Cuál de las siguientes NO es un tipo 6 Los circuitos con una sola trayectoria
de circuito? para la electricidad se llaman
A paralelo _______.
B en serie A circuitos complejos
C potente B circuitos paralelos
D digital C circuitos en serie
D circuitos controlados
Physical

© Teacher Created Materials 27847 (i16360)—Content and Literacy in Science Grade 4 Spanish—Circuitos 11
 CIENCIAS
FÍSICAS

Nombre: __________________________________ Fecha: ______________

¿Tenue o intensa?
Instrucciones: Penny hizo un experimento con un circuito en serie para ver qué
Physical

combinación de bombillas y tamaños de batería producirían la luz más brillante. Usa

su tabla para dibujar cada circuito y responder las preguntas.

Circuito 1 Circuito 3

Physical
1.5 voltios, 1 bombilla, brillante 3.0 voltios, 1 bombilla, muy brillante
Circuito 2 Circuito 4

1.5 voltios, 2 bombillas, tenue 3 voltios, 2 bombillas, brillante

1 ¿Qué circuito produjo la luz más brillante?

Physical

_____________________________________________________________

2 ¿De qué manera el tamaño de la batería afecta la intensidad del brillo?

_____________________________________________________________

3 ¿De qué manera agregar una segunda bombilla afecta la intensidad del brillo?
¿Cómo lo sabes?

_____________________________________________________________
Physical
_____________________________________________________________

12 27847 (i16360)—Content and Literacy in Science Grade 4 Spanish—Circuitos © Teacher Created Materials
 Answer Key APÉNDICES

Physical
Circuitos

page 7—El poder del limón

Observations may vary but should convey that when the nails, wires, and
lemon are connected, the circuit is complete, and the lights turn on. The
lights get their energy from the lemon, which functions as a battery.

page 8—Observaciones e inferencias

Responses will vary.
Example: página 14; toma de corriente quemada con demasiados enchufes;
enchufar demasiados aparatos puede ser peligroso.

Space
page 9—Nuevo dispositivo
Responses will vary but should describe how an existing item can be
redesigned to use electricity. Letters should be in proper letter format.

page 10—¿Explícito o inferido?

1. E
2. I
3. I Life
4. I
5. E
6. I
7. E
8. E
9. I
10. E

page 11—Prueba: Circuitos

1. A
2. D
3. C
4. A
5. B
6. C
Earth
Physical

© Teacher Created Materials 27847 (i16360)—Content and Literacy in Science Grade 4 Spanish—Circuitos 13
 APÉNDICES Answer Key (cont.)
Physical

page 12—¿Tenue o intensa?

Drawings will vary but should show the correct number of bulbs in each
circuit.
1. el circuito 3
2. Hace que la luz sea más intensa.
3. Hace que las luces sean más tenues; los circuitos con 2 bombillas son más
tenues.
Space

Life

Earth
Physical

14 27847 (i16360)—Content and Literacy in Science Grade 4 Spanish—Circuitos © Teacher Created Materials
 Contrato de seguridad
en la ciencia
Prometo:
1. Seguir todas las indicaciones dadas por el maestro.

2. Nunca probar ni oler cualquier cosa a menos que el

maestro me diga que lo haga.

3. Ser respetuoso y responsable.

4. Siempre lavarme las manos después de las actividades de

laboratorio.

5. Decirle al maestro si alguien derramó algo o se lastimó.

6. Manejar los materiales con cuidado.

Entiendo y acepto seguir estos procedimientos de seguridad.

__________________________ ________________
firma del estudiante fecha

__________________________ _______________
firma del padre/guardián fecha

© Teacher Created Materials 27847 (i16360)—Content and Literacy in Science Grade 4 Spanish—Circuitos 15
 Notes
Physical
Space

Life

Earth
Physical

16 27847 (i16360)—Content and Literacy in Science Grade 4 Spanish—Circuitos © Teacher Created Materials