So far in this unit, you have:

• read scientific explanations about different body organs and systems using three main reading strategies (ask questions, pause and check, and summarize)
• learned strategies to read unfamiliar words
• learned scientific terms that tell about body organs and systems

Do the following:

1. Which body organ or system did you read about?
   
• In the Reader's Notebook: Reflect on Your Reading, fill in an informational chart about the body system or body organ you studied. If you read about more than one, choose whichever interested you the most. Remember to focus on important details that support key ideas.
  
  
2. Take out the Analyzing Body Organs documents about Your Heart, Your Lungs, and Your Skin that you completed in the last lesson.
   
• Explain the process you used to complete these Cause and Effect charts to an adult you know (a parent, grandparent, aunt, uncle, older friend or sibling or contact your teacher).

1. Examine the speech bubble on page 134 of Literacy in Action 5A.
• Answer Question 1 of the During Reading section on the Reader's Notebook: Reflect on Your Reading.
  
  
2. You have learned that different people can have different points of view about the same topic. Think about the selection you read, and the ideas the the author presented. Try to imagine what the selection would have been like if it was written by the owner of a fast food restaurant.
• Answer Questions 2 to 6 of the During Reading section on the Reader's Notebook: Reflect on Your Reading.
  
  
3. The reading strategies you have been practising (ask questions, pause and check, and summarize) also help to identify the key ideas in a selection. For example, you could ask yourself questions about the writer's point of view. You could also pause and check to look at what sides of an issue have been presented.
• Read the rest of page 134 of Literacy in Action 5A.

The selections you have read so far have been explanations about body systems.

Think About It

• If you had only three minutes to talk to a group of Grade 4 students about body systems, what information would you give them?
• Why do you think they would be interested in learning that information?
• What information do you think they would be less interested in? Why?

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