Forces and Motion on Earth
Level V/60
Forces and Motion on Earth Science
TEACHER’S GUIDE Skills & Strategies
Anchor Comprehension Strategies
• Draw conclusions Comprehension • Ask questions • Identify cause and effect • Use graphic features to interpret information
Word Study/Vocabulary • Use context clues to determine word meaning
Science Big Idea • Forces change the motion of objects.
Theme: Forces and Motion • Forces and Motion on Earth • Forces and Motion in Sports • Isaac Newton and His Laws of Motion B
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
Core Lesson Planning Guide This five-day lesson plan shows one way to use the chapter book for explicit strategy instruction.
Activities
D ay 1
Page 3: Prepare to Read • Build Content Background • Introduce the Book
Pages 4–6: Model Strategies: Introduction–Chapter 1 2
3
4
5
• Monitor-Reading Strategy: Ask Questions • Comprehension Strategy: Draw Conclusions • Use Context Clues to Determine Word Meaning: Direct Definitions
Pages 7–8: Guide Strategies: Chapter 2–3 • Monitor-Reading Strategy: Ask Questions • Comprehension Strategy: Draw Conclusions • Use Context Clues to Determine Word Meaning: Direct Definitions
Pages 9–10: Apply Strategies: Chapter 4–Conclusion • Monitor-Reading Strategy: Ask Questions • Comprehension Strategy: Draw Conclusions • Use Graphic Features to Interpret Information: Photographs
Page 11: Synthesize Information • Administer Ongoing Comprehension Assessment • Evaluate Cause-and-Effect Relationships
Using Navigators Chapter Books Explicit Strategy Instruction Use the complete guide to model, guide, and support students as they apply comprehension and word-study strategies. Use portions of the guide to scaffold reading instruction for students who do not need modeled instruction.
2
Small-Group Discussions
Independent Reading
Introduce the book and model strategies. Have the group set a purpose for reading based on the introduction. Students read the book, or parts of the book, independently. Then have them use the Small-Group Discussion Guide as they discuss the book together.
Have students select titles at their independent reading levels. After reading, have students respond to the text in reader response journals or notebooks.
Copyright ©2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.
ISBN: 978-1-4108-5231-1
Prepare to Read Build Content Background • Say: All movements are caused by forces. These forces make objects start moving, speed up, slow down, change direction, and stop. Two of the forces are pushes and pulls. What are other forces that cause movement? (Possible answers: friction, magnetism, gravity) • Draw a pedestal-words graphic organizer as shown below. Write the word Forces in the top-tier box. Write the words Friction, Magnetism, and Gravity in the boxes beneath it. Then have students give examples of activities that are possible because of each force. (Possible answers: Friction: rubbing hands together to create warmth, rubbing two sticks together to start a fire, stopping a car; Magnetism: picking up small metal objects using a magnet; shutting a door that has a magnetic latch, finding directions using a compass; Gravity: sky diving, catching a high fly, staying on Earth) • Ask: Why would the author include these forces in this book? (Possible answers: Many movements are a result of these forces. We can observe these forces in daily activities.)
Magnetism
Gravity
Introduce the Book • Give students a copy of the book. Have them turn to the table of contents. • Ask: How many chapters does the book have? (4) What is the title of Chapter 1? (The Force of Friction) To which chapter would you turn to find out about balanced and unbalanced forces? (Chapter 4) • Ask students to turn to page 32 and skim the index. Assign one topic to each student. Suggest that students watch for that topic as they read the book. • To introduce key words and text/graphic features found in this book, use the book’s inside front cover. ©2011 Benchmark Education Company, LLC
Write the words friction, magnetism, and gravity on the board. Have students say these words in English and their native languages. Provide students with magnets and drop paper clips on the floor. Have students pick up the paper clips with the magnets. Explain that one force, gravity, pulled the paper clips to the floor, and another force, magnetism, caused the attraction that allowed students to pick up the paper clips with the magnet. Tell students to rub their hands together briskly and describe what they feel. Explain that the heat generated is the result of a force called friction that occurs when two rough surfaces, such as the palms of their hands, are rubbed together.
Informal Assessment Tips
Forces Friction
E nglish L anguage Learners
original 1. Assess students’ ability to preview the table of contents and index.
2. Document informal observations in a folder or notebook. 3. Keep the folder or notebook at the small-group reading table for handy reference.
Meeting Individual Needs For students who struggle with previewing the table of contents and index, model by putting your finger on the title for Chapter 2 and then on the number of the page on which the chapter begins, reading both items aloud. Repeat with the entry for ball bearings in the index.
3
Model Strategies: Introduction–Chapter 1 ABOUT THE STRATEGY Ask Questions
What?
Good readers ask questions about unknown words, why something happens, how it happened, and what might happen next. Some questions have answers stated in the text, some answers are implied in the text, and some answers need further research. Still other questions have no answers.
Why?
Asking questions keeps good readers involved with the text and helps them understand and remember what they read.
When?
Good readers ask questions before reading to help set a purpose. They ask questions during reading to monitor and clarify their understanding. They ask questions after reading to help them analyze and synthesize what they have read.
How?
Good readers pause and wonder about the text. They keep track of their questions in a journal or on self-stick notes. They try to answer questions during and after reading.
Before Reading Monitor-Reading Strategy: Ask Questions • Say: Good readers ask questions as they read. Asking questions helps them understand and remember what they read. They keep their minds focused on and think about the text. They ask questions about unknown words and about who, what, why, and how. • Use a real-life example of asking questions while you read. Say: When I come across a word I don’t know, I stop and ask myself what the word means. Sometimes unknown words are boldfaced, shown in dark print. Sometimes the author defines the word right in the text, but other times I have to figure out the meaning of the word on my own. I have to look for clues that can help me. • Say: Yesterday we previewed the book Forces and Motion on Earth. Today we are going to ask questions about unknown words as we read the Introduction and Chapter 1. • Read pages 2–5 aloud while students follow along. Say: I see that the word motion on page 2 is boldfaced. The author defines this word in the text. In the second paragraph it says, “Motion is any change in an object’s position.” And because it is a boldfaced word, I can also look up motion in the glossary. The word position in the next sentence doesn’t appear in the glossary, but the author gives me information in the sentence. He says that when you change your hand’s position, you move it, so position must be similar to location. I see the word constant in the next sentence. I’m not sure what it means, and it isn’t in the glossary. I’ll write this word with a question mark on a self-stick note and put it on page 2. I may have to use the dictionary to check the meaning.
During Reading Set a Purpose for Reading • Ask students to read pages 6–11 silently. Have them ask questions about the unknown words they find and write their questions on self-stick notes or in their journals. Remind them to look for clues that the author might give to help them figure out the meaning of each word.
4
©2011 Benchmark Education Company, LLC
After Reading Discuss the Reading • Remind students that some unknown words have definitions right in the text. Others can be defined using clues in the context. And some may have no definitions or clues. Refer to the word constant. Say: I was uncertain about this word, and it wasn’t defined in the text. I’m going to look it up in the dictionary to see what it means. Look up constant in the dictionary and read aloud the definition. Explain the context in which it was used in the Introduction. • Have students explain how they figured out the meanings of unknown words. Did they find definitions stated in the book? Did they use clues or descriptions to figure out meanings? Did they use the glossary? • Have students use dictionaries to check the meanings of words that are not defined in the text. Let each student check one word. If students have difficulty, provide additional modeling. • For text-dependent comprehension practice, ask the questions for the Introduction and Chapter 1 found on the Comprehension Through Deductive Reasoning Card for this chapter book. Comprehension Strategy: Draw Conclusions • Explain to students that good readers know how to “read between the lines.” They use what they know and what they read to draw conclusions about the information in the text. Say: In this book the author tells us many facts about different forces.We can put these facts together and use them to draw conclusions.These conclusions are not stated directly in the text, but we can figure them out by using clues and facts that are stated in the text. • Pass out the graphic organizer “Draw Conclusions” (blackline master, page 14). You may want to make a chart-sized copy of the graphic organizer or use a transparency. • Explain that as students read, they will complete the first three rows together. They will complete the last row independently or in pairs.
©2011 Benchmark Education Company, LLC
Informal Assessment Tips original 1. Watch students as they write questions on self-stick notes or in their journals.
2. In a folder or notebook, jot down what you see each student doing. 3. S tudents should be asking questions about unknown words as they read. Document students who are and are not using this monitor reading strategy.
Meeting Individual Needs For students who struggle with this activity, model the strategy again and remind them that asking questions about unknown words as they read will help them better understand the text.
Rapid readers can use context clues, the glossary, or a dictionary to find the meanings of words they don’t know. Have them write the words and definitions in their journals.
5
Introduction–Chapter 1 (continued) Chapter Conclusion
1
Friction is a force that can be used and controlled in various forms of transportation.
Clues/Facts Pages 6–7: Bicycle tires use friction to prevent wipe outs. Page 10: A car’s rubber tires increase friction with the road. Oil reduces friction in a car’s engine.
Reader Response Reread the description of the BMX bike race on page 6. Think about activities in which you participate. Which activities involve the force of friction? Write a response in your journal and share your thoughts with a group member.
6
Comprehension Strategy: Draw Conclusions (cont.) • Have students return to Chapter 1 and follow along as you model how to draw a conclusion. Use the information on the graphic organizer on this page to conduct a think-aloud. • Ask: What conclusion can I draw from what I read in Chapter 1 and what I know? One conclusion would be that friction is a force that can be used and controlled in many forms of transportation. I’ll write this conclusion in the Conclusion box. How do I know this is a conclusion? The author provides several clues and facts that support this conclusion. • Use the Clues/Facts column on the graphic organizer to explain your thinking. Say: These clues and facts support my conclusion. I’ll write them in the Clues/Facts box. • Say: I used what I read and what I know to draw a conclusion. This conclusion was not stated in the text, but it was based on the clues and facts I found in the text and on what I know. • Tell students that they will practice drawing conclusions as they read the rest of the book. Use Context Clues to Determine Word Meaning: Direct Definitions • Read aloud the sentence with the word force on page 4. Explain that the author gives a direct definition to help the reader understand the meaning of the word. Say: Look at the sentence with the word force: “A force is a push or a pull.” The author gives us a direct definition of the word force in this sentence. • Call students’ attention to the word friction on page 6. Say: The sentence following the boldfaced word friction begins with the words “Friction is.” These clue words let us know that the sentence will define the word. It tells us that the meaning of friction is “a force that happens when one object rubs against another object.” • Ask students to find the term air resistance on page 9. Say: In this sentence, the definition of air resistance comes before the word. The definition is signaled by the word called just before air resistance. By going back to the first sentence in the paragraph, we find out that the definition of air resistance is “friction between you and the air.” • Tell students that they will continue to use context clues to determine the meanings of unknown words as they read Forces and Motion on Earth. This will help them understand the other new information in the book. ©2011 Benchmark Education Company, LLC
Guide Strategies: Chapters 2–3 Before Reading Monitor-Reading Strategy: Ask Questions • Have students look at their journals to review questions they wrote yesterday. Ask them if the Introduction and Chapter 1 answered any of their questions about unknown words, and discuss their responses. Remind them that asking questions is what good readers do to understand and remember what they have read. • Say: Today we are going to ask the questions who, what, why, and how. Read page 12 aloud while students follow along. Ask the following questions as you read: What is a force? I know I read about that in the Introduction, but I want to refresh my memory. I can go back or turn to the glossary to find the definition. Where would I go to see the aurora borealis? How can I find out more about the magnetic force that causes this light display? • Point out that the first question is answered in the book, but the other questions are not. Ask: How can I answer my questions? (Possible answers: Read reference books, do online research, ask an expert.) • Have students write who, what, why, or how questions on self-stick notes or in their journals as they read page 13.
During Reading Set a Purpose for Reading • Have students finish reading Chapters 2–3. As they read, they should ask who, what, why, and how questions. For example, they might ask what happens at places where magnetic fields meet or why gravity is important to everyone on Earth.
E nglish L anguage Learners Carefully watch ELL students as they complete the assignment. If they are not writing questions, it may be because they do not understand the text. If they are writing questions, make sure the questions apply to the text.
Meeting Individual Needs For students who struggle with this strategy, model the strategy again. Then have them read one page at a time and ask one question about each page. Ask them whether the question is answered in the text or not. If it is not, ask them what they can do to answer the question. Rapid readers can review their questions and sort them into two groups— those that are answered in the text and those that are not. Ask students to write the answers to the questions in the first group and to choose one of the questions in the second group to research.
After Reading Discuss the Reading • Have students share their questions and talk about why they asked the questions they did. Help them identify questions answered in the text and questions not answered in the text. Spend a few minutes on questions that are not answered in the text. • Ask: What have you learned about magnetism and gravity? • Have students read the checkpoint on page 14. Explain that thinking about what we read will help us make sense of the information. Have students answer the prompt in their journals. • For text-dependent comprehension practice, ask the questions for Chapters 2–3 found on the Comprehension Through Deductive Reasoning Card for this chapter book. ©2011 Benchmark Education Company, LLC
7
Chapters 2–3 (continued) Chapter Conclusion
Clues/Facts
2
Although we can’t see or feel them, magnetic fields are all around us.
Page 14: A magnetic field is the area around a magnet where its magnetism acts. Page 16: Earth is a huge magnet; the north and south poles of the Earth are magnetic.
3
Weight and mass are related to each other and to the force of gravity, but gravity pulls on all objects equally, regardless of their mass.
Page 19: The strength of the pull of gravity between two objects depends on the mass of the objects. The greater the mass, the stronger the pull of gravity. Page 20: Weight is a measure of the pull of gravity on an object. The less the mass, the weaker the gravity and the less the weight. Page 22: Two objects with different masses fall to the ground at the same rate.
Reader Response Look back at the experiment on page 17. Why do you think the author included directions on how to make your own compass? What does a compass show you about magnetism? Write a response in your journal and share your thoughts with a group member.
Comprehension Strategy: Draw Conclusions • Review the first row of the “Draw Conclusions” graphic organizer. Remind students that when they draw conclusions, they use what they know and what they read to figure out ideas that are not directly stated in the text. • Have students reread Chapter 2. When they have finished, ask: What conclusion can we draw about magnetic fields? (Possible answer: Although we can’t see or feel them, magnetic fields are all around us.) What clues and facts can we find that support this conclusion? What do we know that supports this conclusion? Use the information on the graphic organizer on this page. • If students offer other possible conclusions from the chapter, write them on the board. Ask students what facts from the text and prior knowledge they used to draw these conclusions. • Repeat the process for Chapter 3. Use Context Clues to Determine Word Meaning: Direct Definitions • Remind students that sometimes they can figure out the meanings of unfamiliar words by reading other nearby words or sentences. Have students locate the term magnetic field on page 14. Point out that the sentence following the term begins with the words “A magnetic field is.” These words show that the sentence will define magnetic field. After reading the sentence, it is clear that the meaning of magnetic field is “the area around a magnet where its magnetism acts.” • Ask students to find the word mass on page 19. Say: The sentence that follows the word mass begins with the words “Mass is.” These words signal a direct definition. After reading this sentence, I know that mass is “the amount of matter, or material, an object is made of.” • For additional practice, have students complete the blackline master on page 16. 1. centrifugal force a force that occurs when an object is rotating around the center point of a circle 2. enigma something that is confusing or hard to explain 3. acceleration an increase in the speed of a movement 4. coriolis force a force related to distance and speed that lacks movement 5. inertial force a force that lacks movement
8
©2011 Benchmark Education Company, LLC
Apply Strategies: Chapter 4–Conclusion Before Reading Monitor-Reading Strategy: Ask Questions • Remind students that they have practiced asking questions about unknown words and about who, what, why, or how. Have them review the questions they wrote on self-stick notes or in their journals. Continue asking who, what, why, and how questions. • Read page 24 aloud while students follow along. Say: A question I want to ask is, “Is it better for forces to be balanced or unbalanced?” This question is not answered on this page. What can I do? Have students respond with possible ways to answer the question.
Teaching Tips After discussing the reading, have students remove the self-stick notes from their books and place them in their journals on a page titled “Ask Questions.” Use this page to review asking questions throughout the year.
During Reading Set a Purpose for Reading • Have students read the rest of the book silently. Encourage them to ask who, what, why, or how questions as they read. Remind them to write their questions on self-stick notes or in their journals. • Have students look for information about how combining forces makes certain movements possible.
After Reading Discuss the Reading • Have students share questions they have asked as they read. • Ask: How can you find answers to your questions? Which questions were answered in the book? Which questions need research? Spend a few minutes on questions not answered in the book. • Ask: What information did you find about combining forces? Why are combinations of forces important to us? • Have students read the checkpoint on page 27. Explain that talking about what we read can help us understand the information in the text. Have students talk about the prompt with a partner. • For text-dependent comprehension practice, ask the questions for Chapter 4 found on the Comprehension Through Deductive Reasoning Card for this chapter book.
©2011 Benchmark Education Company, LLC
9
Chapter 4–Conclusion (continued) Chapter Conclusion
4
Clues/Facts
The maximum force Pages 26: Many objects have forces is a balanced effort of push or acting on them at the same time. pull, moving in a specific direction. Page 27: The forces combine sometimes canceling each other out completely or partly. Page 28: The direction of a force is just as important as the amount of force.
Comprehension Strategy: Draw Conclusions • Review the graphic organizer that students have been completing. Explain that they will fill in the last row independently or in pairs. They are to draw a conclusion from Chapter 4 and write both the conclusion and the clues and facts that support it. • Ask if students have any questions before they begin. Monitor their work and intervene if they are having difficulty. Discuss students’ responses together. • For more practice with drawing conclusions, have students complete the blackline master “Draw Conclusions” on page 15. 1. Isaac Newton was intelligent, but he was more interested in acquiring knowledge on his own than in school.
Informal Assessment Tips original 1.Watch students as they draw conclusions. Ask yourself: How have students progressed with this strategy? What problems are they still having?
2. Watch students as they complete the graphic organizer. Ask yourself: Who is still struggling with this strategy? How can I help them? 3. Jot down your thoughts in your folder or notebook. For students who struggle with drawing conclusions, review the strategy using the Comprehension Strategy Poster: Draw Conclusions.
Reader Response Reread the information about civil engineers on page 29. What other careers in science require a study of forces? How could you find out more about careers like this? Write a response in your journal and share your thoughts with a group member.
10
2. The legend is a legend; Newton’s discovery came only after much hard work and thought. 3. Newton was a brilliant scientist but likely a touchy, difficult, and disagreeable person. 4. Although his books dealt with some difficult subjects, they were popular as well as influential.
Use Graphic Features to Interpret Information: Photographs • Have students turn to pages 24–25, reread the text on page 24, and look at the photograph across the bottom of the pages. • Ask: Why do you think the author included this photograph here? (Possible answer: The author uses tug-of-war as the first example in this chapter. A picture of people playing tug-of-war ensures that readers will understand what he is talking about.) Do you think this is a good picture to use on the first pages of the chapter titled “Balanced and Unbalanced Forces”? (Possible answer: Yes, it is a good picture because tug-of-war clearly shows how two forces can be balanced so that there is no movement, and it is something that readers are likely to be familiar with.) • Explain to students that photographs are often used to support or add to the information in the text. Discuss other photographs in Chapter 4 and how they show balanced and unbalanced forces.
©2011 Benchmark Education Company, LLC
Synthesize Information Administer Ongoing Comprehension Assessment • Have students take Ongoing Assessment #11 on pages 58–59 in the Comprehension Strategy Assessment Handbook (Grade 6).
Evaluate Cause-and-Effect Relationships • Point out to students that the book Forces and Motion on Earth describes many causes and effects. For example, it describes the effect of friction working against bicycle tires. It also describes the effect of magnetism on paper clips. • Ask students to skim Chapters 3 and 4, looking for information about the effects caused by the force of gravity and balanced, unbalanced, or combined forces. Have them write down the effects on a chart like the one below. • When the charts are complete, have students discuss the information they recorded. Then encourage them to think about what this information tells them about the different forces. • Give students the opportunity to share their ideas. Say: The book doesn’t directly say that gravity and balanced, unbalanced, or combined forces are important. But by looking at the effects we wrote, we can conclude that these forces are important to the most basic activities. Cause Because of gravity,
original 1. Score assessments and determine if more instruction is needed for this strategy.
2. K eep group assessments in a smallgroup reading folder. 3. L ook closely at students’ responses. Ask yourself: Why might this student have answered the question in this manner? For in-depth analysis, discuss responses with individual students. 4. If needed, reteach this strategy and administer Ongoing Assessment #12 on pages 60–61 in the Comprehension Strategy Assessment Handbook (Grade 6). 5. U se ongoing assessments to document growth over time, for parent/teacher conferences, or for your own records.
Effect you can slide down a waterslide; a pencil falls to the floor; you stay on the ground; all objects fall to the ground.
Because of balanced forces,
an object does not move.
Because of unbalanced forces,
an object moves or changes direction.
Because of combined forces,
you can move a wheelbarrow; you can move a raft through the water; you can move a snowball; you can open a window.
©2011 Benchmark Education Company, LLC
Informal Assessment Tips
E nglish L anguage Learners Make sure students understand the meanings of cause and effect by discussing a few simple examples. For example, the effect of getting a skinned knee might be caused by tripping and falling on concrete. Help students complete the chart by discussing each row individually. Ask them to read aloud the first cause on the chart. Help them find the part of the text that discusses this topic. Invite them to reread that section aloud. Then have them suggest how they would summarize the information for the chart.
11
Reading/Writing Connections Write a Personal Response
Teaching Tips Transfer personal response prompts to large chart paper and hang it in the room. Students can refer to the list throughout the year.
Scoring Rubric 4
The prompt is well developed. There is strong evidence of focus, organization, voice, and correct conventions.
3
The prompt is developed. There is adequate evidence of focus, organization, voice, and correct conventions.
2
The prompt is somewhat developed. There is minimal evidence of focus, organization, voice, and correct conventions.
1
The prompt is weakly developed. There is little evidence of focus, organization, voice, and correct conventions.
12
Invite students to respond to the book in a way that is meaningful to them. The prompts below provide a variety of alternatives. • Which of the forces described in this book were you already familiar with? How did you learn about this force? (text-to-self) • What do you find most interesting about the force of friction, magnetism, or gravity? (personal response) • Describe one way that forces act on the Earth to cause motion. (text-to-world) • What main ideas were discussed in this book? (synthesize information) • Is there anything about the forces in this book that confuses you? Which force did you find most challenging to understand? (self-monitor) • How were you able to connect the information in this book to your everyday activities? (make connections) • To whom would you recommend this book? Why? (evaluate) • Compare this book to other physical science books you have read. (text-to-text/compare)
Write to a Text Prompt Use the prompt below as a timed writing activity. Students have a maximum of one hour to draft, revise, and edit a response. Use the rubric provided in the sidebar to score students’ writing.
What would our lives be like if there were no friction, magnetism, or gravity? Provide at least two examples for each force. Use information from the book to support your answer.
Write to a Picture Prompt Use the following picture prompt to develop students’ visual writing abilities.
Look at the picture on page 27. Describe what is happening. Identify the forces that are involved and explain how these forces combine. Write a response in your journal and share your thoughts with a group member. Use details from the picture to support your answer. ©2011 Benchmark Education Company, LLC
Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Date____________
Small-Group Discussion Guide Directions: Use this sheet to talk about the book.
Rules for a Good Discussion: 1. Be prepared.
Word Study: Write words you did not know. Discuss the meanings with your group. Use the text to clarify the meanings.
2. Pay attention to the person who is talking and do not interrupt him or her. 3. Think about what others are saying so you can respond. 4. Use inside voices.
Questions: Write two or three questions you had while reading this book. Discuss the questions and answers.
5. Let everyone in the group have a turn to speak. 6. Be respectful of everyone’s ideas. Adapted from Guiding Readers and Writers, by Irene C. Fountas & Gay Su Pinnell (Heinemann Publishing Co., 2001).
Ways to Make Connections Make Connections: Write three connections you made with the text. Discuss them with your group.
Text-to-Self: This reminds me of a time when I . . . Text-to-World: What’s going on in this book is like what’s happening right now in . . . Text-to-Text: This book reminds me of another book I read called . . . . It was about . . .
Adapted from Literature Circles, Harvey Daniels (Stenhouse Publishing Co., 1994).
©2011 Benchmark Education Company, LLC
Name__________________________________________
Date____________________
Draw Conclusions Chapter
Conclusion
Clues/Facts
1
2
3
4
©2011 Benchmark Education Company, LLC
Name__________________________________________
Date____________________
Draw Conclusions Directions: Read each passage. Answer the question at the end by drawing a conclusion from what you read and what you know.
1. A lthough Isaac Newton grew up to be a brilliant scientist, as a boy he did not do well in school. Yet he was always inventing things and taking apart clocks and other small machines to see how they worked. What can you conclude about young Newton’s intelligence? –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 2. L egend says that Newton discovered gravity when he saw an apple fall from a tree. However, his ideas about gravity were written after years of study at Cambridge University, many hours of reading, and numerous recorded observations of the forces in nature. What can you conclude about Newton’s discovery? –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 3. T hroughout his career, Newton argued with other scholars in his field. One disagreement with a fellow scientist lasted eight years and included accusations of plagiarism. What can you conclude about Newton’s personality? –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 4. N ewton’s book Principia is considered a masterpiece. It discusses the laws of motion in three separate volumes. Opticks was Newton’s most widely read book. It tells about light, matter, and the forces of nature. What can you conclude about Newton’s books? ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
©2011 Benchmark Education Company, LLC
Name_________________________ _________________ Date_
___________________ Date
Use Context Clues to Determine Word Meaning: Direct Definitions Directions: Read the passage. Look for direct definitions of the boldfaced words.
Rotational Forces Imagine you are a passenger in a car that is going around a curve. You feel yourself being pushed into the curve. This is called centrifugal force. It occurs when an object is rotating around the center point of a circle. In this case, the curve is part of a circle around which the car is rotating. Centrifugal force is sometimes called an enigma. An enigma is something that is confusing or hard to explain. What is confusing about centrifugal force? It exists only when an object is moving. When centrifugal force does exist, it is due to the acceleration of the object’s mass. Acceleration is an increase in the speed of a movement. Have you ever tried to walk toward the center of a merry-go-round while it was turning? This is almost impossible to do without falling. A coriolis force pulls at you. This force is related to distance and speed, but it is not an inertial force. An inertial force lacks movement. Both centrifugal and coriolis forces are examples of rotational forces. Directions: Write the definitions of the boldfaced words. Use the passage to help you. 1. centrifugal force_____________________________________________________________ _____________________________________________________________________________ 2. enigma______________________________________________________________________ _____________________________________________________________________________ 3. acceleration_________________________________________________________________ _____________________________________________________________________________ 4. coriolis force________________________________________________________________ _____________________________________________________________________________ 5. inertial force________________________________________________________________ _____________________________________________________________________________
©2011 Benchmark Education Company, LLC
Forces and Motion on Earth Science
TEACHER’S GUIDE Skills & Strategies
Anchor Comprehension Strategies
• Draw conclusions Comprehension • Ask questions • Identify cause and effect • Use graphic features to interpret information
Word Study/Vocabulary • Use context clues to determine word meaning
Science Big Idea • Forces change the motion of objects.
Theme: Forces and Motion • Forces and Motion on Earth • Forces and Motion in Sports • Isaac Newton and His Laws of Motion B
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
Core Lesson Planning Guide This five-day lesson plan shows one way to use the chapter book for explicit strategy instruction.
Activities
D ay 1
Page 3: Prepare to Read • Build Content Background • Introduce the Book
Pages 4–6: Model Strategies: Introduction–Chapter 1 2
3
4
5
• Monitor-Reading Strategy: Ask Questions • Comprehension Strategy: Draw Conclusions • Use Context Clues to Determine Word Meaning: Direct Definitions
Pages 7–8: Guide Strategies: Chapter 2–3 • Monitor-Reading Strategy: Ask Questions • Comprehension Strategy: Draw Conclusions • Use Context Clues to Determine Word Meaning: Direct Definitions
Pages 9–10: Apply Strategies: Chapter 4–Conclusion • Monitor-Reading Strategy: Ask Questions • Comprehension Strategy: Draw Conclusions • Use Graphic Features to Interpret Information: Photographs
Page 11: Synthesize Information • Administer Ongoing Comprehension Assessment • Evaluate Cause-and-Effect Relationships
Using Navigators Chapter Books Explicit Strategy Instruction Use the complete guide to model, guide, and support students as they apply comprehension and word-study strategies. Use portions of the guide to scaffold reading instruction for students who do not need modeled instruction.
2
Small-Group Discussions
Independent Reading
Introduce the book and model strategies. Have the group set a purpose for reading based on the introduction. Students read the book, or parts of the book, independently. Then have them use the Small-Group Discussion Guide as they discuss the book together.
Have students select titles at their independent reading levels. After reading, have students respond to the text in reader response journals or notebooks.
Copyright ©2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.
ISBN: 978-1-4108-5231-1
Prepare to Read Build Content Background • Say: All movements are caused by forces. These forces make objects start moving, speed up, slow down, change direction, and stop. Two of the forces are pushes and pulls. What are other forces that cause movement? (Possible answers: friction, magnetism, gravity) • Draw a pedestal-words graphic organizer as shown below. Write the word Forces in the top-tier box. Write the words Friction, Magnetism, and Gravity in the boxes beneath it. Then have students give examples of activities that are possible because of each force. (Possible answers: Friction: rubbing hands together to create warmth, rubbing two sticks together to start a fire, stopping a car; Magnetism: picking up small metal objects using a magnet; shutting a door that has a magnetic latch, finding directions using a compass; Gravity: sky diving, catching a high fly, staying on Earth) • Ask: Why would the author include these forces in this book? (Possible answers: Many movements are a result of these forces. We can observe these forces in daily activities.)
Magnetism
Gravity
Introduce the Book • Give students a copy of the book. Have them turn to the table of contents. • Ask: How many chapters does the book have? (4) What is the title of Chapter 1? (The Force of Friction) To which chapter would you turn to find out about balanced and unbalanced forces? (Chapter 4) • Ask students to turn to page 32 and skim the index. Assign one topic to each student. Suggest that students watch for that topic as they read the book. • To introduce key words and text/graphic features found in this book, use the book’s inside front cover. ©2011 Benchmark Education Company, LLC
Write the words friction, magnetism, and gravity on the board. Have students say these words in English and their native languages. Provide students with magnets and drop paper clips on the floor. Have students pick up the paper clips with the magnets. Explain that one force, gravity, pulled the paper clips to the floor, and another force, magnetism, caused the attraction that allowed students to pick up the paper clips with the magnet. Tell students to rub their hands together briskly and describe what they feel. Explain that the heat generated is the result of a force called friction that occurs when two rough surfaces, such as the palms of their hands, are rubbed together.
Informal Assessment Tips
Forces Friction
E nglish L anguage Learners
original 1. Assess students’ ability to preview the table of contents and index.
2. Document informal observations in a folder or notebook. 3. Keep the folder or notebook at the small-group reading table for handy reference.
Meeting Individual Needs For students who struggle with previewing the table of contents and index, model by putting your finger on the title for Chapter 2 and then on the number of the page on which the chapter begins, reading both items aloud. Repeat with the entry for ball bearings in the index.
3
Model Strategies: Introduction–Chapter 1 ABOUT THE STRATEGY Ask Questions
What?
Good readers ask questions about unknown words, why something happens, how it happened, and what might happen next. Some questions have answers stated in the text, some answers are implied in the text, and some answers need further research. Still other questions have no answers.
Why?
Asking questions keeps good readers involved with the text and helps them understand and remember what they read.
When?
Good readers ask questions before reading to help set a purpose. They ask questions during reading to monitor and clarify their understanding. They ask questions after reading to help them analyze and synthesize what they have read.
How?
Good readers pause and wonder about the text. They keep track of their questions in a journal or on self-stick notes. They try to answer questions during and after reading.
Before Reading Monitor-Reading Strategy: Ask Questions • Say: Good readers ask questions as they read. Asking questions helps them understand and remember what they read. They keep their minds focused on and think about the text. They ask questions about unknown words and about who, what, why, and how. • Use a real-life example of asking questions while you read. Say: When I come across a word I don’t know, I stop and ask myself what the word means. Sometimes unknown words are boldfaced, shown in dark print. Sometimes the author defines the word right in the text, but other times I have to figure out the meaning of the word on my own. I have to look for clues that can help me. • Say: Yesterday we previewed the book Forces and Motion on Earth. Today we are going to ask questions about unknown words as we read the Introduction and Chapter 1. • Read pages 2–5 aloud while students follow along. Say: I see that the word motion on page 2 is boldfaced. The author defines this word in the text. In the second paragraph it says, “Motion is any change in an object’s position.” And because it is a boldfaced word, I can also look up motion in the glossary. The word position in the next sentence doesn’t appear in the glossary, but the author gives me information in the sentence. He says that when you change your hand’s position, you move it, so position must be similar to location. I see the word constant in the next sentence. I’m not sure what it means, and it isn’t in the glossary. I’ll write this word with a question mark on a self-stick note and put it on page 2. I may have to use the dictionary to check the meaning.
During Reading Set a Purpose for Reading • Ask students to read pages 6–11 silently. Have them ask questions about the unknown words they find and write their questions on self-stick notes or in their journals. Remind them to look for clues that the author might give to help them figure out the meaning of each word.
4
©2011 Benchmark Education Company, LLC
After Reading Discuss the Reading • Remind students that some unknown words have definitions right in the text. Others can be defined using clues in the context. And some may have no definitions or clues. Refer to the word constant. Say: I was uncertain about this word, and it wasn’t defined in the text. I’m going to look it up in the dictionary to see what it means. Look up constant in the dictionary and read aloud the definition. Explain the context in which it was used in the Introduction. • Have students explain how they figured out the meanings of unknown words. Did they find definitions stated in the book? Did they use clues or descriptions to figure out meanings? Did they use the glossary? • Have students use dictionaries to check the meanings of words that are not defined in the text. Let each student check one word. If students have difficulty, provide additional modeling. • For text-dependent comprehension practice, ask the questions for the Introduction and Chapter 1 found on the Comprehension Through Deductive Reasoning Card for this chapter book. Comprehension Strategy: Draw Conclusions • Explain to students that good readers know how to “read between the lines.” They use what they know and what they read to draw conclusions about the information in the text. Say: In this book the author tells us many facts about different forces.We can put these facts together and use them to draw conclusions.These conclusions are not stated directly in the text, but we can figure them out by using clues and facts that are stated in the text. • Pass out the graphic organizer “Draw Conclusions” (blackline master, page 14). You may want to make a chart-sized copy of the graphic organizer or use a transparency. • Explain that as students read, they will complete the first three rows together. They will complete the last row independently or in pairs.
©2011 Benchmark Education Company, LLC
Informal Assessment Tips original 1. Watch students as they write questions on self-stick notes or in their journals.
2. In a folder or notebook, jot down what you see each student doing. 3. S tudents should be asking questions about unknown words as they read. Document students who are and are not using this monitor reading strategy.
Meeting Individual Needs For students who struggle with this activity, model the strategy again and remind them that asking questions about unknown words as they read will help them better understand the text.
Rapid readers can use context clues, the glossary, or a dictionary to find the meanings of words they don’t know. Have them write the words and definitions in their journals.
5
Introduction–Chapter 1 (continued) Chapter Conclusion
1
Friction is a force that can be used and controlled in various forms of transportation.
Clues/Facts Pages 6–7: Bicycle tires use friction to prevent wipe outs. Page 10: A car’s rubber tires increase friction with the road. Oil reduces friction in a car’s engine.
Reader Response Reread the description of the BMX bike race on page 6. Think about activities in which you participate. Which activities involve the force of friction? Write a response in your journal and share your thoughts with a group member.
6
Comprehension Strategy: Draw Conclusions (cont.) • Have students return to Chapter 1 and follow along as you model how to draw a conclusion. Use the information on the graphic organizer on this page to conduct a think-aloud. • Ask: What conclusion can I draw from what I read in Chapter 1 and what I know? One conclusion would be that friction is a force that can be used and controlled in many forms of transportation. I’ll write this conclusion in the Conclusion box. How do I know this is a conclusion? The author provides several clues and facts that support this conclusion. • Use the Clues/Facts column on the graphic organizer to explain your thinking. Say: These clues and facts support my conclusion. I’ll write them in the Clues/Facts box. • Say: I used what I read and what I know to draw a conclusion. This conclusion was not stated in the text, but it was based on the clues and facts I found in the text and on what I know. • Tell students that they will practice drawing conclusions as they read the rest of the book. Use Context Clues to Determine Word Meaning: Direct Definitions • Read aloud the sentence with the word force on page 4. Explain that the author gives a direct definition to help the reader understand the meaning of the word. Say: Look at the sentence with the word force: “A force is a push or a pull.” The author gives us a direct definition of the word force in this sentence. • Call students’ attention to the word friction on page 6. Say: The sentence following the boldfaced word friction begins with the words “Friction is.” These clue words let us know that the sentence will define the word. It tells us that the meaning of friction is “a force that happens when one object rubs against another object.” • Ask students to find the term air resistance on page 9. Say: In this sentence, the definition of air resistance comes before the word. The definition is signaled by the word called just before air resistance. By going back to the first sentence in the paragraph, we find out that the definition of air resistance is “friction between you and the air.” • Tell students that they will continue to use context clues to determine the meanings of unknown words as they read Forces and Motion on Earth. This will help them understand the other new information in the book. ©2011 Benchmark Education Company, LLC
Guide Strategies: Chapters 2–3 Before Reading Monitor-Reading Strategy: Ask Questions • Have students look at their journals to review questions they wrote yesterday. Ask them if the Introduction and Chapter 1 answered any of their questions about unknown words, and discuss their responses. Remind them that asking questions is what good readers do to understand and remember what they have read. • Say: Today we are going to ask the questions who, what, why, and how. Read page 12 aloud while students follow along. Ask the following questions as you read: What is a force? I know I read about that in the Introduction, but I want to refresh my memory. I can go back or turn to the glossary to find the definition. Where would I go to see the aurora borealis? How can I find out more about the magnetic force that causes this light display? • Point out that the first question is answered in the book, but the other questions are not. Ask: How can I answer my questions? (Possible answers: Read reference books, do online research, ask an expert.) • Have students write who, what, why, or how questions on self-stick notes or in their journals as they read page 13.
During Reading Set a Purpose for Reading • Have students finish reading Chapters 2–3. As they read, they should ask who, what, why, and how questions. For example, they might ask what happens at places where magnetic fields meet or why gravity is important to everyone on Earth.
E nglish L anguage Learners Carefully watch ELL students as they complete the assignment. If they are not writing questions, it may be because they do not understand the text. If they are writing questions, make sure the questions apply to the text.
Meeting Individual Needs For students who struggle with this strategy, model the strategy again. Then have them read one page at a time and ask one question about each page. Ask them whether the question is answered in the text or not. If it is not, ask them what they can do to answer the question. Rapid readers can review their questions and sort them into two groups— those that are answered in the text and those that are not. Ask students to write the answers to the questions in the first group and to choose one of the questions in the second group to research.
After Reading Discuss the Reading • Have students share their questions and talk about why they asked the questions they did. Help them identify questions answered in the text and questions not answered in the text. Spend a few minutes on questions that are not answered in the text. • Ask: What have you learned about magnetism and gravity? • Have students read the checkpoint on page 14. Explain that thinking about what we read will help us make sense of the information. Have students answer the prompt in their journals. • For text-dependent comprehension practice, ask the questions for Chapters 2–3 found on the Comprehension Through Deductive Reasoning Card for this chapter book. ©2011 Benchmark Education Company, LLC
7
Chapters 2–3 (continued) Chapter Conclusion
Clues/Facts
2
Although we can’t see or feel them, magnetic fields are all around us.
Page 14: A magnetic field is the area around a magnet where its magnetism acts. Page 16: Earth is a huge magnet; the north and south poles of the Earth are magnetic.
3
Weight and mass are related to each other and to the force of gravity, but gravity pulls on all objects equally, regardless of their mass.
Page 19: The strength of the pull of gravity between two objects depends on the mass of the objects. The greater the mass, the stronger the pull of gravity. Page 20: Weight is a measure of the pull of gravity on an object. The less the mass, the weaker the gravity and the less the weight. Page 22: Two objects with different masses fall to the ground at the same rate.
Reader Response Look back at the experiment on page 17. Why do you think the author included directions on how to make your own compass? What does a compass show you about magnetism? Write a response in your journal and share your thoughts with a group member.
Comprehension Strategy: Draw Conclusions • Review the first row of the “Draw Conclusions” graphic organizer. Remind students that when they draw conclusions, they use what they know and what they read to figure out ideas that are not directly stated in the text. • Have students reread Chapter 2. When they have finished, ask: What conclusion can we draw about magnetic fields? (Possible answer: Although we can’t see or feel them, magnetic fields are all around us.) What clues and facts can we find that support this conclusion? What do we know that supports this conclusion? Use the information on the graphic organizer on this page. • If students offer other possible conclusions from the chapter, write them on the board. Ask students what facts from the text and prior knowledge they used to draw these conclusions. • Repeat the process for Chapter 3. Use Context Clues to Determine Word Meaning: Direct Definitions • Remind students that sometimes they can figure out the meanings of unfamiliar words by reading other nearby words or sentences. Have students locate the term magnetic field on page 14. Point out that the sentence following the term begins with the words “A magnetic field is.” These words show that the sentence will define magnetic field. After reading the sentence, it is clear that the meaning of magnetic field is “the area around a magnet where its magnetism acts.” • Ask students to find the word mass on page 19. Say: The sentence that follows the word mass begins with the words “Mass is.” These words signal a direct definition. After reading this sentence, I know that mass is “the amount of matter, or material, an object is made of.” • For additional practice, have students complete the blackline master on page 16. 1. centrifugal force a force that occurs when an object is rotating around the center point of a circle 2. enigma something that is confusing or hard to explain 3. acceleration an increase in the speed of a movement 4. coriolis force a force related to distance and speed that lacks movement 5. inertial force a force that lacks movement
8
©2011 Benchmark Education Company, LLC
Apply Strategies: Chapter 4–Conclusion Before Reading Monitor-Reading Strategy: Ask Questions • Remind students that they have practiced asking questions about unknown words and about who, what, why, or how. Have them review the questions they wrote on self-stick notes or in their journals. Continue asking who, what, why, and how questions. • Read page 24 aloud while students follow along. Say: A question I want to ask is, “Is it better for forces to be balanced or unbalanced?” This question is not answered on this page. What can I do? Have students respond with possible ways to answer the question.
Teaching Tips After discussing the reading, have students remove the self-stick notes from their books and place them in their journals on a page titled “Ask Questions.” Use this page to review asking questions throughout the year.
During Reading Set a Purpose for Reading • Have students read the rest of the book silently. Encourage them to ask who, what, why, or how questions as they read. Remind them to write their questions on self-stick notes or in their journals. • Have students look for information about how combining forces makes certain movements possible.
After Reading Discuss the Reading • Have students share questions they have asked as they read. • Ask: How can you find answers to your questions? Which questions were answered in the book? Which questions need research? Spend a few minutes on questions not answered in the book. • Ask: What information did you find about combining forces? Why are combinations of forces important to us? • Have students read the checkpoint on page 27. Explain that talking about what we read can help us understand the information in the text. Have students talk about the prompt with a partner. • For text-dependent comprehension practice, ask the questions for Chapter 4 found on the Comprehension Through Deductive Reasoning Card for this chapter book.
©2011 Benchmark Education Company, LLC
9
Chapter 4–Conclusion (continued) Chapter Conclusion
4
Clues/Facts
The maximum force Pages 26: Many objects have forces is a balanced effort of push or acting on them at the same time. pull, moving in a specific direction. Page 27: The forces combine sometimes canceling each other out completely or partly. Page 28: The direction of a force is just as important as the amount of force.
Comprehension Strategy: Draw Conclusions • Review the graphic organizer that students have been completing. Explain that they will fill in the last row independently or in pairs. They are to draw a conclusion from Chapter 4 and write both the conclusion and the clues and facts that support it. • Ask if students have any questions before they begin. Monitor their work and intervene if they are having difficulty. Discuss students’ responses together. • For more practice with drawing conclusions, have students complete the blackline master “Draw Conclusions” on page 15. 1. Isaac Newton was intelligent, but he was more interested in acquiring knowledge on his own than in school.
Informal Assessment Tips original 1.Watch students as they draw conclusions. Ask yourself: How have students progressed with this strategy? What problems are they still having?
2. Watch students as they complete the graphic organizer. Ask yourself: Who is still struggling with this strategy? How can I help them? 3. Jot down your thoughts in your folder or notebook. For students who struggle with drawing conclusions, review the strategy using the Comprehension Strategy Poster: Draw Conclusions.
Reader Response Reread the information about civil engineers on page 29. What other careers in science require a study of forces? How could you find out more about careers like this? Write a response in your journal and share your thoughts with a group member.
10
2. The legend is a legend; Newton’s discovery came only after much hard work and thought. 3. Newton was a brilliant scientist but likely a touchy, difficult, and disagreeable person. 4. Although his books dealt with some difficult subjects, they were popular as well as influential.
Use Graphic Features to Interpret Information: Photographs • Have students turn to pages 24–25, reread the text on page 24, and look at the photograph across the bottom of the pages. • Ask: Why do you think the author included this photograph here? (Possible answer: The author uses tug-of-war as the first example in this chapter. A picture of people playing tug-of-war ensures that readers will understand what he is talking about.) Do you think this is a good picture to use on the first pages of the chapter titled “Balanced and Unbalanced Forces”? (Possible answer: Yes, it is a good picture because tug-of-war clearly shows how two forces can be balanced so that there is no movement, and it is something that readers are likely to be familiar with.) • Explain to students that photographs are often used to support or add to the information in the text. Discuss other photographs in Chapter 4 and how they show balanced and unbalanced forces.
©2011 Benchmark Education Company, LLC
Synthesize Information Administer Ongoing Comprehension Assessment • Have students take Ongoing Assessment #11 on pages 58–59 in the Comprehension Strategy Assessment Handbook (Grade 6).
Evaluate Cause-and-Effect Relationships • Point out to students that the book Forces and Motion on Earth describes many causes and effects. For example, it describes the effect of friction working against bicycle tires. It also describes the effect of magnetism on paper clips. • Ask students to skim Chapters 3 and 4, looking for information about the effects caused by the force of gravity and balanced, unbalanced, or combined forces. Have them write down the effects on a chart like the one below. • When the charts are complete, have students discuss the information they recorded. Then encourage them to think about what this information tells them about the different forces. • Give students the opportunity to share their ideas. Say: The book doesn’t directly say that gravity and balanced, unbalanced, or combined forces are important. But by looking at the effects we wrote, we can conclude that these forces are important to the most basic activities. Cause Because of gravity,
original 1. Score assessments and determine if more instruction is needed for this strategy.
2. K eep group assessments in a smallgroup reading folder. 3. L ook closely at students’ responses. Ask yourself: Why might this student have answered the question in this manner? For in-depth analysis, discuss responses with individual students. 4. If needed, reteach this strategy and administer Ongoing Assessment #12 on pages 60–61 in the Comprehension Strategy Assessment Handbook (Grade 6). 5. U se ongoing assessments to document growth over time, for parent/teacher conferences, or for your own records.
Effect you can slide down a waterslide; a pencil falls to the floor; you stay on the ground; all objects fall to the ground.
Because of balanced forces,
an object does not move.
Because of unbalanced forces,
an object moves or changes direction.
Because of combined forces,
you can move a wheelbarrow; you can move a raft through the water; you can move a snowball; you can open a window.
©2011 Benchmark Education Company, LLC
Informal Assessment Tips
E nglish L anguage Learners Make sure students understand the meanings of cause and effect by discussing a few simple examples. For example, the effect of getting a skinned knee might be caused by tripping and falling on concrete. Help students complete the chart by discussing each row individually. Ask them to read aloud the first cause on the chart. Help them find the part of the text that discusses this topic. Invite them to reread that section aloud. Then have them suggest how they would summarize the information for the chart.
11
Reading/Writing Connections Write a Personal Response
Teaching Tips Transfer personal response prompts to large chart paper and hang it in the room. Students can refer to the list throughout the year.
Scoring Rubric 4
The prompt is well developed. There is strong evidence of focus, organization, voice, and correct conventions.
3
The prompt is developed. There is adequate evidence of focus, organization, voice, and correct conventions.
2
The prompt is somewhat developed. There is minimal evidence of focus, organization, voice, and correct conventions.
1
The prompt is weakly developed. There is little evidence of focus, organization, voice, and correct conventions.
12
Invite students to respond to the book in a way that is meaningful to them. The prompts below provide a variety of alternatives. • Which of the forces described in this book were you already familiar with? How did you learn about this force? (text-to-self) • What do you find most interesting about the force of friction, magnetism, or gravity? (personal response) • Describe one way that forces act on the Earth to cause motion. (text-to-world) • What main ideas were discussed in this book? (synthesize information) • Is there anything about the forces in this book that confuses you? Which force did you find most challenging to understand? (self-monitor) • How were you able to connect the information in this book to your everyday activities? (make connections) • To whom would you recommend this book? Why? (evaluate) • Compare this book to other physical science books you have read. (text-to-text/compare)
Write to a Text Prompt Use the prompt below as a timed writing activity. Students have a maximum of one hour to draft, revise, and edit a response. Use the rubric provided in the sidebar to score students’ writing.
What would our lives be like if there were no friction, magnetism, or gravity? Provide at least two examples for each force. Use information from the book to support your answer.
Write to a Picture Prompt Use the following picture prompt to develop students’ visual writing abilities.
Look at the picture on page 27. Describe what is happening. Identify the forces that are involved and explain how these forces combine. Write a response in your journal and share your thoughts with a group member. Use details from the picture to support your answer. ©2011 Benchmark Education Company, LLC
Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Date____________
Small-Group Discussion Guide Directions: Use this sheet to talk about the book.
Rules for a Good Discussion: 1. Be prepared.
Word Study: Write words you did not know. Discuss the meanings with your group. Use the text to clarify the meanings.
2. Pay attention to the person who is talking and do not interrupt him or her. 3. Think about what others are saying so you can respond. 4. Use inside voices.
Questions: Write two or three questions you had while reading this book. Discuss the questions and answers.
5. Let everyone in the group have a turn to speak. 6. Be respectful of everyone’s ideas. Adapted from Guiding Readers and Writers, by Irene C. Fountas & Gay Su Pinnell (Heinemann Publishing Co., 2001).
Ways to Make Connections Make Connections: Write three connections you made with the text. Discuss them with your group.
Text-to-Self: This reminds me of a time when I . . . Text-to-World: What’s going on in this book is like what’s happening right now in . . . Text-to-Text: This book reminds me of another book I read called . . . . It was about . . .
Adapted from Literature Circles, Harvey Daniels (Stenhouse Publishing Co., 1994).
©2011 Benchmark Education Company, LLC
Name__________________________________________
Date____________________
Draw Conclusions Chapter
Conclusion
Clues/Facts
1
2
3
4
©2011 Benchmark Education Company, LLC
Name__________________________________________
Date____________________
Draw Conclusions Directions: Read each passage. Answer the question at the end by drawing a conclusion from what you read and what you know.
1. A lthough Isaac Newton grew up to be a brilliant scientist, as a boy he did not do well in school. Yet he was always inventing things and taking apart clocks and other small machines to see how they worked. What can you conclude about young Newton’s intelligence? –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 2. L egend says that Newton discovered gravity when he saw an apple fall from a tree. However, his ideas about gravity were written after years of study at Cambridge University, many hours of reading, and numerous recorded observations of the forces in nature. What can you conclude about Newton’s discovery? –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 3. T hroughout his career, Newton argued with other scholars in his field. One disagreement with a fellow scientist lasted eight years and included accusations of plagiarism. What can you conclude about Newton’s personality? –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 4. N ewton’s book Principia is considered a masterpiece. It discusses the laws of motion in three separate volumes. Opticks was Newton’s most widely read book. It tells about light, matter, and the forces of nature. What can you conclude about Newton’s books? ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
©2011 Benchmark Education Company, LLC
Name_________________________ _________________ Date_
___________________ Date
Use Context Clues to Determine Word Meaning: Direct Definitions Directions: Read the passage. Look for direct definitions of the boldfaced words.
Rotational Forces Imagine you are a passenger in a car that is going around a curve. You feel yourself being pushed into the curve. This is called centrifugal force. It occurs when an object is rotating around the center point of a circle. In this case, the curve is part of a circle around which the car is rotating. Centrifugal force is sometimes called an enigma. An enigma is something that is confusing or hard to explain. What is confusing about centrifugal force? It exists only when an object is moving. When centrifugal force does exist, it is due to the acceleration of the object’s mass. Acceleration is an increase in the speed of a movement. Have you ever tried to walk toward the center of a merry-go-round while it was turning? This is almost impossible to do without falling. A coriolis force pulls at you. This force is related to distance and speed, but it is not an inertial force. An inertial force lacks movement. Both centrifugal and coriolis forces are examples of rotational forces. Directions: Write the definitions of the boldfaced words. Use the passage to help you. 1. centrifugal force_____________________________________________________________ _____________________________________________________________________________ 2. enigma______________________________________________________________________ _____________________________________________________________________________ 3. acceleration_________________________________________________________________ _____________________________________________________________________________ 4. coriolis force________________________________________________________________ _____________________________________________________________________________ 5. inertial force________________________________________________________________ _____________________________________________________________________________
©2011 Benchmark Education Company, LLC
