2.3.5 An Orange Floats SUMMARY This book explains the scientific method through describing an experiment about water and flotation. By providing an example of how a scientific hypothesis is formed, it supports the lesson concept of where new ideas come from. LESSON VOCABULARY clothes money only taught hours neighbor question INTRODUCE THE BOOK INTRODUCE THE TITLE AND AUTHOR Discuss with children the title and the author of An Orange Floats. Say: “Look at the cover. How does the book’s title relate to the cover illustration? What other ideas might be discussed in the selection? Scientists test new ideas. How might this book have something to do with science?” BUILD BACKGROUND Ask children to share what they know about things that float. Ask: Have you ever floated in water? Have you ever seen objects floating in water? Where? Have children discuss their experiences. PREVIEW/TAKE A PICTURE WALK Have children look at the pictures in the book before reading. Ask: What do you think the girl is doing? What do you think this book is about? CAUSE AND EFFECT MONITOR AND FIX UP READ THE BOOK SET PURPOSE Have children set a purpose for reading An Orange Floats. Remind children of what they discussed in the introduction. You may need to work with children to have them set their own purposes. STRATEGY SUPPORT: MONITOR AND FIX UP Remind children that good readers know that what they read must make sense. Tell children that they should check as they read this book to make sure they understand what they are reading. Explain that they can skim and scan to help their understanding. Skimming is looking quickly through the book to see what it is about. Scanning is looking quickly through the words and pictures to find information you may have missed or information ahead in the book that may help you. Have children read the text on page 6, then model: “Does this make sense? Do boats and birds only float on salty water? Oh, when I scan page 7, I see that they float on fresh wa