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Piggyback Plants
*
by Rebecca L. Johnson
L A
SCIENCE
OBJECTIVES
Explain Logical Connections
Habitats
Ecosystems
Acquire Science Vocabulary
C O L E C C I Ó N
PATHFINDER
EDITION
PIONEER
EDITION
LEXILE: 650L
LEXILE: 480L
caballo
* Also available in Spanish
Por Rebecca L. Johnson
Piggyback Plants_PF_CVR_G3U3_new_ESLA.indd 2
Summary
Piggyback Plants describes plants called epiphytes that
live on other plants and explains how they survive. It also explores
the role that bromeliads, a type of epiphyte, play in the rainforest. In
“Piggyback Plants” by Rebecca L. Johnson, students meet Dr. Nalini
Nadkarni. She and other experts have identified more than 30,000 kinds
of epiphytes. Five of the best known are mosses, ferns, bromeliads,
strangler figs, and orchids. These plants absorb water from the air. They
get nutrients from dust in rainwater and from leaves rotting near their
roots. Mosses and ferns produce spores to reproduce. Other epiphytes
produce seeds. “Treetop Ponds” explains that bromeliads form cups, or
tanks, that collect water for use during dry periods. Many animals drink
this water. The poison dart frog brings its tadpoles to the tanks, where
they remain until they turn into frogs.
Activate Prior Knowledge
Display the front cover and explain:
This woman is a scientist. She is hanging high among the trees of a rain
forest. Why do you think she does this? (Possible responses: collecting
plants or tree branches; studying trees and plants)
Build Background
Explain that plants that hang onto other
plants with their roots are called epiphytes. More than 30,000 kinds of
epiphytes exist. Use pages 6–7 to identify five common rainforest types.
Have volunteers point to each picture and describe what they notice
about each one.
PROGRAM RESOURCES
Piggyback Plants, Pioneer Edition
Piggyback Plants, Pathfinder Edition
Plantas a caballo, Edición Pathfinder
My Vocabulary Notebook
COMMON CORE STANDARDS
Reading
Explain Logical Connections
Read and Comprehend Informational Text
CCRA.R.8; RI.3.8
CCRA.R.10; RI.3.10; RI.4.10;
RI.5.10; RI.6.10
Language
Acquire and Use Domain-Specific Words
CCRA.L.6; L.3.6; L.4.6; L.5.6; L.6.6
Speaking and Listening
Engage in Collaborative Discussions
CCRA.SL.1; SL.3.1; SL.4.1; SL.5.1; SL.6.1
Mini Lesson
Explain Logical Connections in Text
Explain: Authors often present an idea and then support it with
reasons that are connected in logical ways. One type of connection
is comparison, or showing how things are alike and different. Point
out that good readers know how to explain logical connections
in a text.
Read aloud the following text from page 4 of the Pioneer
Edition of Piggyback Plants as students listen.
Sunny and Safe
Epiphytes … get lots of sunlight. They
get more sunlight than plants on the
forest floor.
Epiphytes are less likely to be eaten
than plants on the ground. Why? Few
plant-eating animals live in the treetops.
Text from Pioneer Edition
Then, think aloud to model how to identify comparison
connections in a text: In this text, the author describes how
epiphytes and plants on the ground are different. I see the
comparison phrases “more sunlight than” and “less likely.” These are
clues that the author is making comparisons:
• Epiphytes get more sunlight than plants on the forest floor.
• Epiphytes are less likely to be eaten than plants on the ground.
The author is using comparisons to make connections between
the information in the text. Point out that authors also use words
such as like and too to tell how things are alike.
Have students explain how the sentences of the text are
connected by comparisons. (Possible response: First, the author
explains that epiphytes get more sunlight than plants on the
ground. Next, she says epiphytes are less likely to be eaten
than ground plants. The author makes comparisons to connect
her ideas and explain how epiphytes and ground plants are
different.)
Science Vocabulary
Science Vocabulary
Use Wordwise on page 7 to introduce new words:
Use Wordwise on page 7 to introduce new words:
epiphyte
germinate
nutrients
pollen
spore
epiphyte
germinate
nutrients
pollen
21/12/12 10:27
spore
Have students add new words to My Vocabulary Notebook.
Have students add new words to My Vocabulary Notebook.
Build Comprehension
Build Comprehension
After reading, use the Concept Check on page 12. Remind
students to use details and examples to support each answer.
1. Describe What are epiphytes? (Epiphytes are plants that live
on other plants. They are sometimes called “air plants.”)
2. Explain How do epiphytes get water high above the ground?
(They get water from the air by soaking up drops of rain, dew,
and fog.)
3. Make Inferences Why do epiphytes make a lot of seeds or
spores? (Seeds and spores must land on tree branches for plants
to germinate. By making a lot seeds or spores, the epiphytes
have a better chance of germinating since many of the seeds or
spores fall to the ground.)
4. Explain Logical Connections in Text Name two
different kinds of epiphytes. (Possible response: ferns and
bromeliads) How are they different? (Ferns, which have spores,
do not flower, but bromeliads have colorful flowers.)
5. Analyze Why are tank bromeliads important to strawberry
poison dart frogs? (Mother frogs use the bromeliad tanks to
raise their young. The frogs put each of their tadpoles into a
tank. They also put in special eggs for the tadpoles to eat. The
tadpoles stay in the tanks until they turn into frogs.)
After reading, use the Concept Check on page 12. Remind
students to use details and examples to support each answer.
1. Describe What are epiphytes? (They are plants that live on
other plants and use them for support. They’re also called “air
plants” because their roots do not grow in soil.)
2. Explain How do epiphytes get water high above the ground?
(They soak up drops of rain, dew, and fog from the air.)
3. Make Inferences Why do epiphytes make many seeds or
spores? (Seeds and spores must land on tree branches for plants
to germinate. By making many seeds or spores, the epiphytes
have a better chance of germinating since many of the seeds or
spores fall to the ground and die.)
4. Explain Logical Connections in Text Tell how two kinds
of epiphytes are alike. (Possible response: Ferns and bromeliads
have green leaves.) How are they different? (Possible response:
Ferns do not flower; bromeliads have colorful flowers.)
5. Analyze How do strawberry poison dart frogs use tank
bromeliads? (Mother frogs use the bromeliad tanks to raise their
young. The frogs put each of their tadpoles into a tank. They
also put in special eggs for the tadpoles to eat. The tadpoles
stay in the tanks until they turn into frogs.)
Check & Reteach
OBJECTIVE: Explain Logical Connections in Text
Have partners explain how the information about bromeliads on page 9 is connected. (The author uses comparisons to describe the sizes of
different bromeliad tanks, to explain how the water in bromeliad tanks is used, and to identify things that provide nutrients for the plants. The
word too is a clue that the author is telling how things are alike.)
For students who cannot explain logical connections in a text, reteach with “Flowers, Seeds, and Spores” on page 5. Say: This section describes
epiphytes with and without flowers. How does the author compare the information? Have students skim the text and note the comparisons the author
uses. (The author says that while all of the plants are epiphytes, some have big flowers and seeds; others do not have flowers and have spores.)
Use the assessment on pages 276–277 to evaluate students’ progress with
this skill.
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Piggyback Plants
Piggyback Plants
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