1. Key Words
Unit 2 ● Week 4

2. launched Key Words Unit 2 ● Week 4 TEACHER TALK
Point to the Word 1 image.
1. One word in the selection is launched. Say it with me: launched. Launched means “pushed something like a rocket or spacecraft up into the air or space.” A rocket or spacecraft gets launched from a special platform. It climbs high into the atmosphere very quickly.
2. En español, to launch quiere decir “impulsar o lanzar algo hacia arriba al aire o espacio.” Las naves espaciales son lanzadas de una plataforma especial. Cuando son lanzadas, estas naves suben por la atmósfera rápidamente.
3. Now let’s look at a picture that demonstrates the word launched. (Point to the space shuttle in the photo.) This space shuttle was just launched from Kennedy Space Center, Florida. The noise of the engines and rocket boosters igniting makes a loud boom. Within about ten minutes, the shuttle will be in outer space.
PARTNER TALK
4. People are able to watch when the space shuttle and rockets are launched from Kennedy Space Center. Let’s pretend we watched when the space shuttle was launched. Now we’re at home telling our friends what we saw. Describe the sights, sounds, and smells. Tell how you felt when you watched the space shuttle lift off.
5. You have probably launched a toy boat by pushing it into the water. Or maybe you launched a kite or a model rocket into the air. Tell your partner about a time when you launched your toy. Describe where you were and explain how you launched your toy.
6. Now let’s say launched together three more times: launched, launched, launched.
launched

3. particles Key Words Unit 2 ● Week 4 TEACHER TALK
Point to the Word 2 image.
1. Another word in the selection is particles. Say it with me: particles. Particles are very small pieces or bits of something. Some particles are so small that you can hardly see them.
2. En español, particles quiere decir “pedazos pequeñitos o trozitos de algo, partículas.” Algunas partículas son tan pequeñas que casi no se ven.
3. Particles in English and partículas in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
PARTNER TALK
4. Now let’s look at a picture that demonstrates the word particles. (Point to the model in the photo.) This is a model of molecules. Molecules are tiny particles of matter. Since you can’t see these tiny particles, scientists created models of molecules like this one to show you what the particles look like.
5. Remember that particles are small bits of something. You can see some particles, like particles of dirt or sand. Talk with your partner and make a list of things that have particles. Share your list with another group. (Examples include particles of dust, food, fur, and shells.)
6. Work with your partner. Compare a particle of food with a larger piece of the same food. How are they the same? How are they different? Share your ideas with the class.
7. Now let’s say particles together three more times: particles, particles, particles.
particles

4. dense Key Words Unit 2 ● Week 4 TEACHER TALK
Point to the Word 3 image.
1. Another word in the selection is dense. Say it with me: dense. Dense means “compact, with its parts so close together that little space is left between them.” If a crowd is dense, there are lots of people close together.
2. En español, dense quiere decir “compacto, con sus partes tan cerca una a la otra que hay poco espacio entre ellas, denso.” Si una multitud es densa, se encuentran muchas personas agrupadas estrechamente.
3. Dense in English and denso in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
4. Now let’s look at a picture that demonstrates the word dense. (Point to the forest in the photo.) Look at this dense forest. The trees are so densely packed that you would have trouble walking through them.
MOVEMENT
5. Let’s pretend we have to walk through this dense forest. Turn on your flashlights, because it’s so dark in here. Push aside some tree branches so you can walk. Squeeze between the trees and step over the roots. You have to go in a single line because two of you can’t fit between trees at the same time. Walking in this dense forest is slow, hard work.
6. Now let’s walk through a thin or sparse forest. There aren’t many trees here, so there’s a lot of sunlight. There are wide spaces between trees, so you can walk quickly. Two or three of you can walk side-by-side.
7. Now let’s say dense together three more times: dense, dense, dense.
dense

5. inflate Key Words Unit 2 ● Week 4 TEACHER TALK
Point to the Word 4 image.
1. Another word in the selection is inflate. Say it with me: inflate. To inflate means “to fill with air or gas.” An empty balloon or tire is flat. When you inflate it, you put air in, and the balloon or tire gets round. After you inflate a balloon, it will float. After you inflate a tire, it will roll.
2. En español, to inflate quiere decir “llenar con aire o gas, inflar.” Las llantas y los globos si no tienen aire, están desinflados. Cuando los inflas, les metes aire y el globo o la llanta toma una forma redonda. Los globos inflados flotan; las llantas infladas ruedan.
3. To inflate in English and inflar in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
MOVEMENT
4. Now let’s look at a picture that demonstrates the word inflate. (Point to the hot air balloons in the photo.) These hot air balloons have already been inflated. At first they were lying flat on the ground. Then the air was pumped into them and they got big and round.
5. Watch me inflate this balloon. See how flat it is now? There’s no air in it. Now I’ll blow air into it. (Blow air into the balloon.) See how big and round the balloon is now? It’s full of air. It is inflated.
6. You can inflate your cheeks and make them look like a balloon. First, take a deep breath in. Your cheeks will look flat or slightly sunken in. Now breathe out and inflate your cheeks. Feel how big and round they are.
7. Now let’s say inflate together three more times: inflate, inflate, inflate.
inflate

6. anchored Key Words Unit 2 ● Week 4 TEACHER TALK
Point to the Word 5 image.
1. Another word in the selection is anchored. Say it with me: anchored. Anchored means “held in place.” Something that is anchored is usually tied to a heavy weight so it can’t move easily. Boats, hot air balloons, and parade floats all need to be anchored so they don’t get away.
2. En español, to anchor quiere decir “sujetar en un puesto fijo, anclar.” Algo que ha sido anclado normalmente es atado a una pesa que impide su movimiento. Los barcos, los globos aerostáticos y los globos gigantes que exhiben en los desfiles tienen que ser anclados para que no se vuelen.
MOVEMENT
3. Now let’s look at a picture that demonstrates the word anchored. (Point to the hot air balloon.) This is a hot air balloon. The heated air in the balloon allows it to float up in the air. To keep it on the ground before it lifts off, it needs to be anchored. An anchor is a heavy weight that keeps the balloon from floating away. To keep a boat from drifting away you can use a heavy, iron anchor.
4. Let’s pretend we have to anchor our boat. Let’s tie a rope through the ring on the anchor. Let’s tie the other end of the rope to the boat. Now let’s carefully lower the anchor to the lake bottom. Great! Now we have anchored the boat. The boat cannot float away.
5. People use sandbags to anchor hot air balloons. Imagine that you have just finished a hot air balloon ride. Show us how you anchored the balloon to the ground.
6. Now let’s say anchored together three more times: anchored, anchored, anchored.
anchored

7. companion Key Words Unit 2 ● Week 4 TEACHER TALK
Point to the Word 6 image.
1. Another word in the selection is companion. Say it with me: companion. A companion is someone who goes with you someplace or spends time with you. Friends, relatives, babysitters, and classmates can all be your companions. Dogs and cats make good companions for humans because they like to be with people.
2. En español, companion quiere decir “alguien que va contigo a algún lugar o pasa tiempo contigo, compañero.” Los perros y los gatos son buenos compañeros para los humanos porque les gusta estar con gente.
3. Companion in English and compañero in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
MOVEMENT
4. Now let’s look at a picture that demonstrates the word companion. (Point to the girls in the photo.) These two girls are companions. They go to school together and they play together. They enjoy being with each other. The girls keep each other company.
5. Let’s pretend to be the girls in the photograph. Let’s call them Estela and Marisol. Work with a partner and show us some of the activities that these companions do together. Make up a dialogue that these two companions would say to each other.
6. Think of your favorite companion. It could be a relative, a friend, or a pet. Show us what you do when you spend time with your companion. Tell us why your companion is so important to you.
7. Now let’s say companion together three more times: companion, companion, companion.
companion

8. scientific Key Words Unit 2 ● Week 4 TEACHER TALK
Point to the Word 7 image.
1. Another word in the selection is scientific. Say it with me: scientific. When you do something in a scientific way, you use experiments and observations. You work carefully and write down descriptions of the things you do. You look for results.
2. En español, scientific se dice “científico.” Cuando haces algo de una manera científica, usas experimentos y observaciones. Trabajas cuidadosamente y escribes descripciones de todo lo que haces. Buscas resultados.
3. Scientific in English and cientifico in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
MOVEMENT
4. Now let’s look at a picture that demonstrates the word scientific. (Point to the scientists in the photo.) These scientists are in a lab doing a scientific experiment. One is adding a chemical to the mixture in the beaker. See how carefully he works. The other scientist is writing notes on the procedure.
5. Work with a partner and pretend you are the two scientists in the picture. One of you should add the chemical to the beaker. Be careful! One of you should write notes about what you are doing. Describe the color of the liquid before and after your partner adds the extra chemical. Work slowly and pay close attention. That was great scientific work!
6. Let’s make a scientific observation of the weather. I’ll read the outside temperature from the class thermometer. You write down today’s date and the temperature. Next write down the weather conditions, such as sunny, cloudy, windy, or foggy. When you go home tonight, compare your scientific observations with the TV or Internet weather report.
7. Now let’s say scientific together three more times: scientific, scientific, scientific.
scientific

9. hydrogen Key Words Unit 2 ● Week 4 TEACHER TALK
Point to the Word 8 image.
1. Another word in the selection is hydrogen. Say it with me: hydrogen. Hydrogen is a gas. You can’t see, smell, or taste hydrogen. Hydrogen is a part of most things on Earth. Since hydrogen burns easily, it’s used as fuel for engines, including the space shuttle.
2. En español, hydrogen se dice “hidrógeno.” Es un gas que no puedes ver ni probar ni oler. El hidrógeno forma parte de la mayoría de las cosas en la Tierra. El hidrógeno es usado como combustible para motores, como los de las naves espaciales.
3. Hydrogen in English and hidrógeno in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
PARTNER TALK
4. Now let’s look at a picture that demonstrates the word hydrogen. (Point to the car in the photo and the word hydrogen on the side of the car.) This car runs on hydrogen. It does not use gasoline. Hydrogen cars are fairly new, so you may not see one soon.
5. Work with your partner to role-play a conversation between a car salesperson and a buyer. The buyer should ask questions about the hydrogen car and the salesperson should answer them.
6. What else would you like to know about hydrogen? Work with your partner and make a list of things you want to find out. Ask other students and we’ll see who can answer the questions.
7. Now let’s say hydrogen together three more times: hydrogen, hydrogen, hydrogen.
hydrogen

10. nevertheless Function Words & Phrases Unit 2 ● Week 4 TEACHER TALK
1. In English, we use nevertheless to say more about a situation. Say it with me: nevertheless. Nevertheless means “however, but, or yet.” Last Saturday was a cold and windy day. Nevertheless, we sat outside at the football stadium because we wanted to watch our team.
2. En español, nevertheless quiere decir “sin embargo.” El sábado pasado hacía un día frío y ventoso. Sin embargo, nos sentamos en un estadio al aire libre para ver jugar a nuestro equipo favorito.
3. This picture demonstrates the word nevertheless. These mountain climbers know that their sport is dangerous. Nevertheless, they do their sport because they like it, they have been trained, and they have the right equipment.
CHORAL RESPONSE
4. Help me finish these sentences.
I didn’t want to take my younger sister to the movies; nevertheless, __________.
It was almost time to go home; nevertheless, We __________.
The old dog was limping; nevertheless, he __________.
5. Now I am going to say some sentences. I’ll call on you to add to my sentences using the word nevertheless. Here’s an example: My brother was tired. Nevertheless, he stayed up to finish working on his report.
The explorers were tired and hungry. (Nevertheless, they walked a few more miles.)
My sister was afraid to jump off the high diving board. (Nevertheless, she climbed up and jumped in.)
6. Repeat the word three times with me: nevertheless, nevertheless, nevertheless.
nevertheless

11. lighter than air Function Words & Phrases Unit 2 ● Week 4 TEACHER TALK
1. In English, we use lighter than air to describe things that are very light. Say it with me: lighter than air. Lighter than air means “weighing less than air.” Some objects are lighter than air. They weigh less than the air around them. They float easily.
2. En español, lighter than air quiere decir “que pesa menos que el aire.” Algunos objetos pesan menos que el aire. Por eso flotan.
3. This picture demonstrates the phrase lighter than air. These large hot air balloons are lighter than air. They float in the air. If you were riding in these balloons, you would get a feeling of being lighter than air. It would be fun to float in the air in a hot air balloon!
CHORAL RESPONSE
4. I am going to name some things that are lighter than air. Repeat each sentence after me.
A hot air balloon is lighter than air.
A blimp is lighter than air.
A bubble is lighter than air.
5. Imagine that you are riding on a lighter-than air vehicle. Finish these sentences to describe your experience.
I’m in a lighter-than-air hot air balloon. I see __________.
I’m in a lighter-than-air blimp. I hear __________.
6. Repeat the phrase three times with me: lighter than air, lighter than air, lighter than air.
lighter than air

12. set off for Function Words & Phrases Unit 2 ● Week 4 TEACHER TALK
1. In English, we use set off for to describe what you do when you go somewhere. Say it with me: set off for. Set off for means “to start or to get going.” You set off for school at about the same time every day. You get ready and then you go.
2. En español, to set off for quiere decir “salir de un lugar, partir.” Partes de tu casa más o menos a la misma hora cada día. Primero te preparas y luego sales de tu casa.
3. This picture demonstrates the phrase set off for. These swimmers have just set off on a race. They are jumping off their starting blocks. They just got started. They have many laps to go.
CHORAL RESPONSE
4. I am going to read a poem to you. Listen the first time. Then repeat each line after me.
Let’s set off for the lake.
We’ll get an early start.
We’ll pack our bags, get in the car,
And set off with a happy heart.
5. Let’s think of some more places to go. Help me finish these sentences.
We’re hot. Let’s set off for __________.
We’re hungry. Let’s set off for __________.
We need new books to read. Let’s set off for __________.
6. Repeat the phrase three times with me: set off for, set off for, set off for.
set off for

13. shoot out of Function Words & Phrases Unit 2 ● Week 4 TEACHER TALK
1. In English, we use shoot out of to describe something that comes out quickly. Say it with me: shoot out of. Shoot out of means “to move quickly and suddenly.” When you turn the kitchen faucet or the bathroom shower on full force, the water shoots out. It pours out very quickly. It spurts or squirts out and you get wet.
2. En español, to shoot out of quiere decir “salir disparado de algún lugar.” Cuando abres por completo la llave en tu cocina o baño, el agua sale disparada. Sale de repente y con mucha presión. A veces te mojas.
3. This picture demonstrates the phrase shoot out of. This is a geyser. The water is underground. Then the water shoots out of the ground. It bursts out in a big rush of water and steam. This is a very powerful force. It’s exciting to see the water shoot out of the ground with such power!
CHORAL RESPONSE
4. I am going to describe some actions. If the person or thing shoots out of something, say “shoot out of.” If not, don’t say anything.
A clown bursts from a cannon in a circus act.
A dog lies quietly on the ground.
A race horse runs out of the starting gate.
Lava erupts from a volcano.
5. Now I’m going to ask for some examples of things that shoot out of other things. Use the phrase shoots out of to describe your idea. For example, you could say, “Lava shoots out of a volcano.” (Call on some students to give examples.)
6. Repeat the phrase three times with me: shoot out of, shoot out of, shoot out of.
shoot out of

14. oxygen Basic Words Unit 2 ● Week 4 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
oxygen

15. propeller Basic Words Unit 2 ● Week 4 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
propeller

16. burner Basic Words Unit 2 ● Week 4 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
burner

17. buoyancy Basic Words Unit 2 ● Week 4 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
buoyancy

18. gondola Basic Words Unit 2 ● Week 4 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
gondola

19. blimp Basic Words Unit 2 ● Week 4 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
blimp

20. Basic Words Unit 2 ● Week 4 ROUTINE
Explain how these six words fit into a group, or category. During independent work time, have children write sentences for each word.