Space Exploration
Space Exploration
Level T/44
Social Studies
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategies
• Identify cause and effect Comprehension • Make connections • Summarize information • Use graphic features to interpret information
Word Study/Vocabulary • Use context clues to determine word meaning
Social Studies Big Idea • The modern information, technology, and communications revolutions have roots in the contributions of ancient and early space explorers.
B
e n c h m a r k
E
d u c a t i o n
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o m p a n y
overview Related Resources Comprehension Strategy Posters (for Assessed Skills/Strategies) • Summarizing Information • Identifying Cause and Effect Thematic Poetry Connections (in Reading & Writing Poetic Forms) • “Apollo 11” (Marcy Barack) Comprehension Strategy Assessment Handbook (Grade 5) • Ongoing Assessments #29 and #30 Notable Trade Books for Read Aloud • Angliss, Sarah and Colin Uttley. Cities in the Sky: A Beginner’s Guide to Living in Space. Copper Beach Books, 1998. • Barrett, Norman S. Space Machines. Franklin Watts, 1994. • Bender, Lionel. Telescopes. Gloucester Press, 1991. Web Site for Content Information • Nasa: Just for Kids www.nasa.gov/kids.html Investigate a variety of connected space web sites just for kids.
theme connections Astronomy Time and Distance Space Pioneers
Space Exploration
skills and strategies This lesson teaches and/or reinforces the following skills and strategies:
Summarize or Paraphrase Information (pp. 3–9) • Identify Cause and Effect (p. 5)
• Activate Prior Knowledge (p. 4) • Analyze Text Structure and Organization (p. 4) • Use Context Clues to Determine Word Meaning (pp. 4, 5)
• Use Graphic Features to Interpret Information
(pp. 5, 6)
• Draw Conclusions (p. 6) • Use Text Features to Locate Information (p. 6) This skill/strategy is the focus of the Ongoing Assessments for this title.
National contenT standards Science
Earth and Space Science: c Science as Inquiry: a, b Science and Technology: b
table of contents Before Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Chapters 1 & 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Chapters 4 & 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 After Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Writing Workshop and Writing Model . . . . . . . . . . . . . . . . 8, 9 Reproducible Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . 10 Content-Area Extension Activities (BLMs) . . . . . . . . . . . . . . . . 11 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Before Reading
Introduce the Book
Book Summary Author Rachel Kranz introduces students to space exploration from a variety of perspectives. First she explores the history from ancient times to the present. Then she describes the importance of space stations and shuttles, and identifies some of the knowledge recently gained by space probes and telescopes. Finally she presents intriguing questions about the future of space exploration.
Draw students’ attention to the front cover of the book. Read the title together. Turn to the back of the book and read the blurb and author information. Examine the table of contents. Page through the book, looking at the photographs and captions. While previewing, pose the following questions to encourage students to think about the text before reading. Based on your preview, what do you predict this book is about? What do you think the author will talk about? Do you think this book is fiction or nonfiction? Why? What kinds of features would you expect to find in a nonfiction book? Do you see those features here? What do you think of when you hear the word space? How about exploration? What do the pictures in this book make you think about? Do you recognize any of the names mentioned in this book? Which ones? What kinds of special vocabulary words do you think you’ll find in this book?
• • • • • • •
Set a Purpose for Reading
Summarizing Space Exploration Chapter
Big Ideas
Summary
1
2
This text provides an excellent opportunity for students to focus on the strategies of summarizing or paraphrasing information and identifying cause and effect. Explain that the author is going to present information about several aspects of space exploration. One of the best ways for students to understand what they are reading is to summarize or paraphrase the information. Have students locate the Table of Contents at the beginning of the book. Say: Look over the chapter titles. Notice that each chapter is about a different aspect of space exploration. Point out that each chapter has a few big ideas and a lot of details in it. It will help if readers summarize the big ideas as they read. Also explain that the author often uses cause-and-effect relationships to present information. This format can also help readers connect big ideas and details to aid in understanding information.
3
4
5
© 2011 Benchmark Education Company, LLC
Introduce the Graphic Organizer Provide each student with a copy of the Summarizing Space Exploration graphic organizer. Explain that as they read, each student will be looking for data to fill in the chart. You might suggest that they place sticky notes in the margins of pages where they identify big ideas to summarize.
Space Exploration
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CHAPTERS 1&2
TEACHING TIPS Meaningful Activities for Rapid Readers
• Answer the question in the “Think It Over!” box on page 10.
Read the Text
pages 2–14 Use the following prompt to set a purpose for the reading: As you read, think about what you already know about space exploration. How can you use prior knowledge or personal connections to help you read and understand new information? Ask students to read the chapters independently. Invite them to use sticky notes to jot down personal connections they make as they read. Also ask them to flag information they can use to complete the graphic organizer. Finally, ask them to flag any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.
Focus on comprehension Discuss Using Prior Knowledge
Invite students to share personal connections they made to the text. Ask: What information was already familiar to you? What information was entirely new? What did you learn from your reading? Did personal connections make reading about space exploration more interesting? Why or why not?
Begin the Graphic Organizer: Summarizing Information Ask students to reread or skim and scan the text to locate information for the graphic organizer. Draw students’ attention to the structure of Chapters 1 and 2. The author presents detailed information about early astronomers and the history of the space race. The information is more easily understood if students summarize each chapter. Ask: How would you summarize these two chapters? What big ideas should be put in the summary? What information should be left out? How does summarizing help you understand the text?
Prompts to Help Readers Monitor Comprehension
• Good readers ask themselves
questions while they read. While you are reading, jot down a few questions on sticky notes. See if you can answer the questions by the end of the reading assignment.
• Look for context clues to help you define unfamiliar words.
Use Context Clues
Have students look at the word astronomy (page 2). They should note that the author defines astronomy in the next sentence. Now have students look at the word astronomer (page 2). The author defines the word in context with the phrase space scientist. Then tell students to apply this strategy to other unfamiliar words they flagged. These might include: revolve, p. 3 telescope, p. 5 space race, p. 8 satellite, p. 9 orbit, p. 9
Analyze Time-Order Text Structure
spacecraft, p. 11
Point out that general and specific dates are part of the information given in Chapters 1 and 2. Explain to students that one way to understand chronological information is to create a time line. Time lines are also a good way to summarize information. Have students prepare a time line for Chapters 1 and 2. Ask: How does creating a time line help you as you read? Invite students to skim the rest of the book to find other time lines. Explain that creating a brief time line for every chapter might help them remember and understand the detailed information in the book.
cosmonaut, p. 12
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Space Exploration
astronaut, p. 12
© 2011 Benchmark Education Company, LLC
chapter 3
TEACHING TIPS Meaningful Activities for Rapid Readers
• Reread the “Life in Space” box on Read the Text
page 20. Describe what your exercise routine might be like if you were an astronaut.
pages 15–20 Use the following prompt to set a purpose for the reading: As you read, think about the information the author is presenting. This chapter had events that occurred for a reason. Identifying cause-and-effect relationships is one way to understand what you read.
Prompts to Help Readers Monitor Comprehension
Ask students to read the chapter independently. Invite them to use sticky notes to flag sections of the text that support their ideas about causes and effects. Explain that cause-and-effect relationships can be stated in a paragraph without using the typical clue word because. Students must infer the relationship. Also ask them to flag any ideas that can help them with the graphic organizer, as well as any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.
• Good readers read at a consistent
Invite students to share their ideas about cause and effect. Encourage them to point out examples from the text that helped them identify cause-and-effect relationships. If students have difficulty, use a think aloud to model how a good reader thinks through cause-and-effect relationships. On page 15 the author states, “The space station allowed the cosmonauts to spend extended periods of time in space so that scientists could observe the effects of space travel.” In this example, the cause is the cosmonauts’ extended periods of time in space. The effect is that scientists could observe the effects of space travel. I know that because of the clue word “so.”
Ask students to reread or skim and scan the text to locate information for the graphic organizer. Pictures and captions are a good source of information.
Use Graphic Features: Photographs Point out the photograph on page 15. Ask students what value it has. They should notice that the photograph: • provides a visual enhancement of the text. • shows details of an idea. Challenge students to examine the photographs on pages 16 and 17. Ask: How do the photographs help you understand the chapter better?
© 2011 Benchmark Education Company, LLC
Use Context Clues
Have students look at the term space shuttle (page 16). Explain that authors often define unfamiliar terms by including descriptions of the term in the text around it. Use the word web below as an example of deciphering a term’s meaning. context clue transports people context clue kind of space vehicle
space shuttle
clue context goes between Earth and space station
Continue the Graphic Organizer: Summarizing Information
pace. Reading at the correct speed will help you understand what you are reading.
Discuss Identifying Cause and Effect
text is arranged. If you get confused while reading, review the material and determine how the author arranged the information.
Focus on comprehension
• Good readers notice the way the
definition
a type of space vehicle that transports people between Earth and a space station
Then tell students to apply this strategy to other unfamiliar words they flagged. These might include: launched, p. 15 transport, p. 16 applicants, p. 18 weightless, p. 20
Space Exploration
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CHAPTERS 4&5
TEACHING TIP S Meaningful Activities for Rapid Readers
• Read the “Think It Over!” box on Read the Text
pages 21–30 Use the following prompt to set a purpose for the reading: As you reach the end of the book, draw conclusions about why you think people are so fascinated by space exploration. Ask students to read the chapters independently. Encourage them to jot down conclusions on sticky notes. Also ask them to flag ideas for the graphic organizer, as well as any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.
page 23. Do you think there is life in outer space? What or who do you think might live in other galaxies?
• Answer the questions in the question box on page 30.
Prompts to Help Readers Monitor Comprehension
• If you lose the meaning, go back and reread the section where you lost concentration.
• Look for context clues to help you define unfamiliar words.
Focus on comprehenSion Discuss Drawing Conclusions
Invite students to share their conclusions with the group. Ask: What information did you use to draw your conclusions about why people are fascinated by space exploration? What is your proof? Explain your thinking to the rest of the group.
Complete the Graphic Organizer: Summarizing Information Ask students to reread or skim and scan the text to locate information to complete the graphic organizer. Ask: What are you able to determine about summarizing from your graphic organizer?
Use Graphic Features: Charts
Use Text Features: Italic Print Explain to students that certain proper nouns are printed in italics. Have them find the word Voyager One (page 21). Names of space shuttles, space stations, space probes, and satellites are italicized in this book. Have students find the following italicized words: Voyager 2, p. 22 Galileo, p. 23 Pathfinder, p. 26 Sojourner, p. 26
Point out the chart on page 28. Ask students what they notice about the chart. They should notice that the chart: • provides a way to compare and contrast two items. • summarizes information in the text. • is a visual presentation of information. Explain that authors use charts to make information easier to read and understand. Suggest that students can use charts in their own writing to clarify information for readers.
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Space Exploration
© 2011 Benchmark Education Company, LLC
after Reading
SYNTHESIZE AND ASSESS Retell and Summarize
As a group, generate an oral or written retelling of the book. Select the key points to create a summary.
Respond
Ask students what was most interesting about the book. What they did not like and why. What questions they still have. What additional information they might have included if they had been the author.
Use Text Features: Captions Point out the captions on pages 26
and 27. Ask students what information they can gather from them.
The completed graphic organizer below can serve as a model for assessing students’ ability to summarize information.
Summarizing Space Exploration Chapter
1
2
Make Predictions
Have students use the graphic organizer to make predictions about the future of space exploration. Record these ideas.
3
4
5
© 2011 Benchmark Education Company, LLC
Big Ideas
Summary
1. Early astronomers had differing viewpoints. 2. Telescopes helped determine the truth.
Early astronomers had differing ideas about space. The invention of the telescope helped clarify information.
1. The space race began after WW II. 2. Russia launched the first unmanned and manned spacecraft. 3. The U.S. launched Apollo 11 in 1961.
After WW II, Russia and the U.S. began the space race. Russia sent the first unmanned and manned space craft into orbit. The U.S. soon followed with Apollo 11.
1. The Russians put the first space station in orbit. 2. Space stations could tell scientists about the effects of living in space.
The first space station was orbited by the Russians. Scientists could study the effects of living in space.
1. Space probes solved planet mysteries. 2. Space probes clarified previous information.
Space probes were designed to answer questions about the planets and clarify previous misconceptions.
1. Many people think we should continue space exploration. 2. Many say we should abandon space exploration.
The future of space exploration is undecided.
Space Exploration
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writing workshop
TEA CHI N G TI PS Process WrItINg Steps
1. Have students independently complete a similar chart summarizing another chapter from their graphic organizer.
mini-lesson
Writing Focus: Summarizing Information Remind students that in the book Space Exploration, they read about the history of space exploration, the use of space shuttles and space stations, and the recent discoveries of space probes and telescopes. Ask students to review their Summarizing Space Exploration graphic organizer to identify one chapter that they would like to write about in more detail. On chart paper or the board, create a chart like the one below showing the big ideas from Chapter 1 and the supporting details.
BIG IDEAS DETAILS Space exploration began thousands of years ago. Ideas were both accurate and inaccurate.
Egyptians, Arabs, and Greeks such as Pythagoras, Aristarchus, and Ptolemy, and others such as Copernicus, Galileo, and Isaac Newton
2. Have students independently write a first draft. 3. After students complete their first draft, they should revise and edit it. 4. Conference with each student following the first revision and editing. 5. Have students make any additional changes and create a final copy of their paragraph. 6. Finally, invite students to share their paragraph with a group of other students.
Ideas included things revolve around Earth, Earth is round, things revolve around the Sun. Telescopes helped clarify misinformation from previous explorers.
Galileo proved Earth revolved around the Sun. Newton’s telescope allowed people to see farther into space. Planets were discovered. Others before him had built rockets.
Robert Goddard wanted to build a rocket that could travel to the Moon.
He was the first to discover that a rocket needed extra power to travel to outer space.
Use the reproducible Writing Model to demonstrate how the information in the chart can be used to write a summary paragraph. Remind students that summaries should keep the sequence of the original text.
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Space Exploration
writing ASSigNmeNt Write a paragraph summarizing another chapter from your graphic organizer.
© 2011 Benchmark Education Company, LLC
Writing Model: Summarizing Information Into Space! Space exploration began thousands of years
big ideas
ago. Many ideas were accurate, while others were inaccurate. Aristarchus’ belief that everything in outer space revolved around the Sun was correct. However, Ptolemy’s view that everything revolved around the Earth was not. Ideas became more accurate with the invention of telescopes. Telescopes helped prove many early ideas true or false. Telescopes also identified space objects previously missed by the unaided eye. Robert Goddard’s search for a rocket that would travel in outer space led to a new era
details
of exploration. He discovered that rockets needed extra power to travel to outer space. writing tip Big ideas can be stated before the details or after them.
© 2011 Benchmark Education Company, LLC
Space Exploration
Name:_ ____________________________________________
Date:______________
Summarizing Space Exploration Chapter
Big Ideas
Summary
1
2
3
4
5
Space Exploration
© 2011 Benchmark Education Company, LLC
Name:_ ____________________________________________
Date:______________
What’s In a Name? The eight planets listed below have intriguing names that come from ancient gods or goddesses. Use resource books to identify their origins. Also include any other interesting information you find.
1. Mercury:
2. Venus:
3. Mars:
4. Jupiter:
5. Saturn:
6. Uranus:
7. Neptune:
8. Pluto:
© 2011 Benchmark Education Company, LLC
Space Exploration
Name:_ ____________________________________________
Date:______________
Constellation Clues Ancient people named constellations, or star clusters, using characters from cultural stories. Using the clue words provided for each, identify the constellation and write its name in the space provided. Then on the back of this paper, design your own constellation and name it.
1._ an ocean invertebrate with many legs: _________ __________ 2._ a large canine: _ ___________________________ __________ 3._ an insect with a powerful sting:_________________________ 4._ king of the jungle: _ __________________________________ 5._ a little bear:_________________________________________ 6._ a small canine: ______________________________________ 7._ an unfriendly black bird: ______________________________ 8._ a big bear:__________________________________________ 9._ a male bovine: ______________________________________ 10._ a legendary, fire-breathing creature:_____________________
Space Exploration
© 2011 Benchmark Education Company, LLC
Name:_ ____________________________________________
Date:______________
How Hot Is It? People in the United States measure temperature in degrees Fahrenheit. People in many other countries use the metric-system unit of degrees, Celsius. Use the formula below to convert the temperatures of the stars listed from Celsius to Fahrenheit. Use a calculator if needed. Show your work in the space provided.
To convert from Celsius to Fahrenheit:
• • •
Multiply the number by 9. Divide the answer by 5. Add 32 to the total.
1. Sirius: 9,000 degrees Celsius
3. Betelgeuse: 3,300 degrees Celsius
__________ degrees Fahrenheit
__________ degrees Fahrenheit
2. Polaris: 5,700 degrees Celsius
4. Sun: 5,900 degrees Celsius
__________ degrees Fahrenheit
__________ degrees Fahrenheit
© 2011 Benchmark Education Company, LLC
Space Exploration
Name:_ ____________________________________________
Date:______________
Mnemonic Memories A mnemonic device is a memory aid people use to remember lists and orders of things that are not easy to remember. Creating a mnemonic device for the planets can help you remember their names as well as the order in which they appear. Examine the planet mnemonic devices below, and then create at least one of your own. Be sure your device is a sentence.
My
Mercury
Many
Very
Venus
Very
Educated
Earth
Entertaining
Mother
Mars
Monkeys
Just
Jupiter
Just
Served
Saturn
Stayed
Us
Uranus
Up
Nine
Neptune
Nights
Pizzas
Pluto
Playing
My mnemonic device: __________________________________________ _______________________ _________________________________________________________________ Space Exploration
© 2011 Benchmark Education Company, LLC
A n swer
Ke y
What’s In a Name?
Constellation Clues
1. Mercury: the swift messenger of the Roman gods; planet closest to the Sun
1._ an ocean invertebrate with many legs: _________ Cancer __________
2. Venus: Roman goddess of love and beauty; brightest planet in the solar system
Canis Major 2._ a large canine: _ ___________________________ __________
3. Mars: Roman god of war; planet nearest Earth
3._ an insect with a powerful sting:_________________________ Scorpio
4. Jupiter: in Roman mythology, the supreme god and ruler of heaven; the largest and
Leo 4._ king of the jungle: _ __________________________________
brightest of the outer planets
Ursa Minor 5._ a little bear:_________________________________________ 5. Saturn: in Roman mythology, old deity, father of Jupiter; sixth planet from the Sun
6. Uranus: the father of Saturn in Roman mythology; seventh planet from the Sun
7. Neptune:
6._ a small canine: ______________________________________ Canis Minor Corvus 7._ an unfriendly black bird: ______________________________
Roman god of the sea; second most remote planet in the solar system
8. Pluto: Roman god of the lower world; planet farthest from the Sun
Ursa Major 8._ a big bear:__________________________________________ Taurus 9._ a male bovine: ______________________________________ Draco 10._ a legendary, fire-breathing creature:_____________________
How Hot Is It?
1. Sirius: 9,000 degrees Celsius
3. Betelgeuse: 3,300 degrees Celsius
16,232 __________ degrees Fahrenheit
5,972 __________ degrees Fahrenheit
2. Polaris: 5,700 degrees Celsius
4. Sun: 5,900 degrees Celsius
Mnemonic Memories
My
Mercury
Many
Very
Venus
Very
Educated
Earth
Entertaining
Mother
Mars
Monkeys
Just
Jupiter
Just
Served
Saturn
Stayed
Us
Uranus
Up
Nine
Neptune
Nights
Pizzas
Pluto
Playing
My mnemonic device: __________________________________________ Answers will vary. Check _______________________
students’ answers for accuracy,
spelling, and sense.
_________________________________________________________________ 10,292 __________ degrees Fahrenheit
© 2011 Benchmark Education Company, LLC
__________ degrees Fahrenheit 10,652
Space Exploration
Space Exploration Navigators Teaching Guides provide flexible options to meet a variety of instructional needs…
Lesson-at-a-Glance
Sample Lesson Planning Guides
Before Reading (p. 3)
Introduce the Book Set a Purpose for Reading √ Introduce the Graphic Organizer: Summarizing Space Exploration*
5-Day Lesson Day for Assessed Skills & Strategies
During Reading (pp. 4–6)
Read the Text: Chapters 1 & 2 Focus on Comprehension Mini-Lessons: Discuss Using Prior Knowledge √ Begin the Graphic Organizer* Analyze Time-Order Text Structure* Use Context Clues*
1
Read the Text: Ch. 1 & 2 Focus on Comprehension: √ Begin the Graphic Organizer
Read the Text: Chapter 3 Focus on Comprehension Mini-Lessons: √ Discuss Identifying Cause and Effect* √ Continue the Graphic Organizer* Use Graphic Features: Photographs Use Context Clues* Read the Text: Chapters 4 & 5 Focus on Comprehension Mini-Lessons: Discuss Drawing Conclusions* √ Complete the Graphic Organizer* Use Graphic Features: Charts Use Text Features: Italic Print
2
After Reading (p. 7)
Synthesize and Assess Activities: Retell and Summarize* Respond Use Text Features: Captions Make Predictions*
3
Writing Workshop (pp. 8–9)
Mini-Lesson √ Assignment: Summarizing Information*
Content-Area Extension Activities on Blackline Masters (pp. 11–14) What’s In a Name? Constellation Clues How Hot Is It? Mnemonic Memories
Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of this 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: 978-1-59000-522-4
Introduce the Book Set a Purpose for Reading √ Introduce the Graphic Organizer
5-Day Flexible Lesson Introduce the Book Read the Text: Ch. 1 & 2 Select or create mini-lessons by using the comprehension pre-assessments to determine student needs.*
Read the Text: Ch. 3 Focus on Comprehension: √ Discuss Identifying Cause and Effect √ Continue the Graphic Organizer
Read the Text: Ch. 3
Read the Text: Ch. 4 & 5 Focus on Comprehension: √ Complete the Graphic Organizer
Read the Text: Ch. 4 & 5 Select or create mini-lessons.*
Select or create mini-lessons.*
Accelerated 3-Day Lesson Introduce the Book Read the Text: Ch. 1 & 2
Read the Text: Ch. 3
Read the Text: Ch. 4 & 5 Synthesize and Assess
Synthesize and Assess
4
Writing Mini-Lesson Writing Assignment
Writing Mini-Lesson Writing Assignment
5
Writing Assignment
Writing Assignment
Content-Area Extension Activities (BLMs)
Content-Area Extension Activities (BLMs)
√
Checkmarked skills may be assessed by using the tests provided in the Comprehension Strategy Assessment Handbook. Preassessments are available in the Comprehension Strategy Assessment Handbook. *
Level T/44
Social Studies
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategies
• Identify cause and effect Comprehension • Make connections • Summarize information • Use graphic features to interpret information
Word Study/Vocabulary • Use context clues to determine word meaning
Social Studies Big Idea • The modern information, technology, and communications revolutions have roots in the contributions of ancient and early space explorers.
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
overview Related Resources Comprehension Strategy Posters (for Assessed Skills/Strategies) • Summarizing Information • Identifying Cause and Effect Thematic Poetry Connections (in Reading & Writing Poetic Forms) • “Apollo 11” (Marcy Barack) Comprehension Strategy Assessment Handbook (Grade 5) • Ongoing Assessments #29 and #30 Notable Trade Books for Read Aloud • Angliss, Sarah and Colin Uttley. Cities in the Sky: A Beginner’s Guide to Living in Space. Copper Beach Books, 1998. • Barrett, Norman S. Space Machines. Franklin Watts, 1994. • Bender, Lionel. Telescopes. Gloucester Press, 1991. Web Site for Content Information • Nasa: Just for Kids www.nasa.gov/kids.html Investigate a variety of connected space web sites just for kids.
theme connections Astronomy Time and Distance Space Pioneers
Space Exploration
skills and strategies This lesson teaches and/or reinforces the following skills and strategies:
Summarize or Paraphrase Information (pp. 3–9) • Identify Cause and Effect (p. 5)
• Activate Prior Knowledge (p. 4) • Analyze Text Structure and Organization (p. 4) • Use Context Clues to Determine Word Meaning (pp. 4, 5)
• Use Graphic Features to Interpret Information
(pp. 5, 6)
• Draw Conclusions (p. 6) • Use Text Features to Locate Information (p. 6) This skill/strategy is the focus of the Ongoing Assessments for this title.
National contenT standards Science
Earth and Space Science: c Science as Inquiry: a, b Science and Technology: b
table of contents Before Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Chapters 1 & 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Chapters 4 & 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 After Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Writing Workshop and Writing Model . . . . . . . . . . . . . . . . 8, 9 Reproducible Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . 10 Content-Area Extension Activities (BLMs) . . . . . . . . . . . . . . . . 11 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Before Reading
Introduce the Book
Book Summary Author Rachel Kranz introduces students to space exploration from a variety of perspectives. First she explores the history from ancient times to the present. Then she describes the importance of space stations and shuttles, and identifies some of the knowledge recently gained by space probes and telescopes. Finally she presents intriguing questions about the future of space exploration.
Draw students’ attention to the front cover of the book. Read the title together. Turn to the back of the book and read the blurb and author information. Examine the table of contents. Page through the book, looking at the photographs and captions. While previewing, pose the following questions to encourage students to think about the text before reading. Based on your preview, what do you predict this book is about? What do you think the author will talk about? Do you think this book is fiction or nonfiction? Why? What kinds of features would you expect to find in a nonfiction book? Do you see those features here? What do you think of when you hear the word space? How about exploration? What do the pictures in this book make you think about? Do you recognize any of the names mentioned in this book? Which ones? What kinds of special vocabulary words do you think you’ll find in this book?
• • • • • • •
Set a Purpose for Reading
Summarizing Space Exploration Chapter
Big Ideas
Summary
1
2
This text provides an excellent opportunity for students to focus on the strategies of summarizing or paraphrasing information and identifying cause and effect. Explain that the author is going to present information about several aspects of space exploration. One of the best ways for students to understand what they are reading is to summarize or paraphrase the information. Have students locate the Table of Contents at the beginning of the book. Say: Look over the chapter titles. Notice that each chapter is about a different aspect of space exploration. Point out that each chapter has a few big ideas and a lot of details in it. It will help if readers summarize the big ideas as they read. Also explain that the author often uses cause-and-effect relationships to present information. This format can also help readers connect big ideas and details to aid in understanding information.
3
4
5
© 2011 Benchmark Education Company, LLC
Introduce the Graphic Organizer Provide each student with a copy of the Summarizing Space Exploration graphic organizer. Explain that as they read, each student will be looking for data to fill in the chart. You might suggest that they place sticky notes in the margins of pages where they identify big ideas to summarize.
Space Exploration
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CHAPTERS 1&2
TEACHING TIPS Meaningful Activities for Rapid Readers
• Answer the question in the “Think It Over!” box on page 10.
Read the Text
pages 2–14 Use the following prompt to set a purpose for the reading: As you read, think about what you already know about space exploration. How can you use prior knowledge or personal connections to help you read and understand new information? Ask students to read the chapters independently. Invite them to use sticky notes to jot down personal connections they make as they read. Also ask them to flag information they can use to complete the graphic organizer. Finally, ask them to flag any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.
Focus on comprehension Discuss Using Prior Knowledge
Invite students to share personal connections they made to the text. Ask: What information was already familiar to you? What information was entirely new? What did you learn from your reading? Did personal connections make reading about space exploration more interesting? Why or why not?
Begin the Graphic Organizer: Summarizing Information Ask students to reread or skim and scan the text to locate information for the graphic organizer. Draw students’ attention to the structure of Chapters 1 and 2. The author presents detailed information about early astronomers and the history of the space race. The information is more easily understood if students summarize each chapter. Ask: How would you summarize these two chapters? What big ideas should be put in the summary? What information should be left out? How does summarizing help you understand the text?
Prompts to Help Readers Monitor Comprehension
• Good readers ask themselves
questions while they read. While you are reading, jot down a few questions on sticky notes. See if you can answer the questions by the end of the reading assignment.
• Look for context clues to help you define unfamiliar words.
Use Context Clues
Have students look at the word astronomy (page 2). They should note that the author defines astronomy in the next sentence. Now have students look at the word astronomer (page 2). The author defines the word in context with the phrase space scientist. Then tell students to apply this strategy to other unfamiliar words they flagged. These might include: revolve, p. 3 telescope, p. 5 space race, p. 8 satellite, p. 9 orbit, p. 9
Analyze Time-Order Text Structure
spacecraft, p. 11
Point out that general and specific dates are part of the information given in Chapters 1 and 2. Explain to students that one way to understand chronological information is to create a time line. Time lines are also a good way to summarize information. Have students prepare a time line for Chapters 1 and 2. Ask: How does creating a time line help you as you read? Invite students to skim the rest of the book to find other time lines. Explain that creating a brief time line for every chapter might help them remember and understand the detailed information in the book.
cosmonaut, p. 12
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Space Exploration
astronaut, p. 12
© 2011 Benchmark Education Company, LLC
chapter 3
TEACHING TIPS Meaningful Activities for Rapid Readers
• Reread the “Life in Space” box on Read the Text
page 20. Describe what your exercise routine might be like if you were an astronaut.
pages 15–20 Use the following prompt to set a purpose for the reading: As you read, think about the information the author is presenting. This chapter had events that occurred for a reason. Identifying cause-and-effect relationships is one way to understand what you read.
Prompts to Help Readers Monitor Comprehension
Ask students to read the chapter independently. Invite them to use sticky notes to flag sections of the text that support their ideas about causes and effects. Explain that cause-and-effect relationships can be stated in a paragraph without using the typical clue word because. Students must infer the relationship. Also ask them to flag any ideas that can help them with the graphic organizer, as well as any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.
• Good readers read at a consistent
Invite students to share their ideas about cause and effect. Encourage them to point out examples from the text that helped them identify cause-and-effect relationships. If students have difficulty, use a think aloud to model how a good reader thinks through cause-and-effect relationships. On page 15 the author states, “The space station allowed the cosmonauts to spend extended periods of time in space so that scientists could observe the effects of space travel.” In this example, the cause is the cosmonauts’ extended periods of time in space. The effect is that scientists could observe the effects of space travel. I know that because of the clue word “so.”
Ask students to reread or skim and scan the text to locate information for the graphic organizer. Pictures and captions are a good source of information.
Use Graphic Features: Photographs Point out the photograph on page 15. Ask students what value it has. They should notice that the photograph: • provides a visual enhancement of the text. • shows details of an idea. Challenge students to examine the photographs on pages 16 and 17. Ask: How do the photographs help you understand the chapter better?
© 2011 Benchmark Education Company, LLC
Use Context Clues
Have students look at the term space shuttle (page 16). Explain that authors often define unfamiliar terms by including descriptions of the term in the text around it. Use the word web below as an example of deciphering a term’s meaning. context clue transports people context clue kind of space vehicle
space shuttle
clue context goes between Earth and space station
Continue the Graphic Organizer: Summarizing Information
pace. Reading at the correct speed will help you understand what you are reading.
Discuss Identifying Cause and Effect
text is arranged. If you get confused while reading, review the material and determine how the author arranged the information.
Focus on comprehension
• Good readers notice the way the
definition
a type of space vehicle that transports people between Earth and a space station
Then tell students to apply this strategy to other unfamiliar words they flagged. These might include: launched, p. 15 transport, p. 16 applicants, p. 18 weightless, p. 20
Space Exploration
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CHAPTERS 4&5
TEACHING TIP S Meaningful Activities for Rapid Readers
• Read the “Think It Over!” box on Read the Text
pages 21–30 Use the following prompt to set a purpose for the reading: As you reach the end of the book, draw conclusions about why you think people are so fascinated by space exploration. Ask students to read the chapters independently. Encourage them to jot down conclusions on sticky notes. Also ask them to flag ideas for the graphic organizer, as well as any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.
page 23. Do you think there is life in outer space? What or who do you think might live in other galaxies?
• Answer the questions in the question box on page 30.
Prompts to Help Readers Monitor Comprehension
• If you lose the meaning, go back and reread the section where you lost concentration.
• Look for context clues to help you define unfamiliar words.
Focus on comprehenSion Discuss Drawing Conclusions
Invite students to share their conclusions with the group. Ask: What information did you use to draw your conclusions about why people are fascinated by space exploration? What is your proof? Explain your thinking to the rest of the group.
Complete the Graphic Organizer: Summarizing Information Ask students to reread or skim and scan the text to locate information to complete the graphic organizer. Ask: What are you able to determine about summarizing from your graphic organizer?
Use Graphic Features: Charts
Use Text Features: Italic Print Explain to students that certain proper nouns are printed in italics. Have them find the word Voyager One (page 21). Names of space shuttles, space stations, space probes, and satellites are italicized in this book. Have students find the following italicized words: Voyager 2, p. 22 Galileo, p. 23 Pathfinder, p. 26 Sojourner, p. 26
Point out the chart on page 28. Ask students what they notice about the chart. They should notice that the chart: • provides a way to compare and contrast two items. • summarizes information in the text. • is a visual presentation of information. Explain that authors use charts to make information easier to read and understand. Suggest that students can use charts in their own writing to clarify information for readers.
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Space Exploration
© 2011 Benchmark Education Company, LLC
after Reading
SYNTHESIZE AND ASSESS Retell and Summarize
As a group, generate an oral or written retelling of the book. Select the key points to create a summary.
Respond
Ask students what was most interesting about the book. What they did not like and why. What questions they still have. What additional information they might have included if they had been the author.
Use Text Features: Captions Point out the captions on pages 26
and 27. Ask students what information they can gather from them.
The completed graphic organizer below can serve as a model for assessing students’ ability to summarize information.
Summarizing Space Exploration Chapter
1
2
Make Predictions
Have students use the graphic organizer to make predictions about the future of space exploration. Record these ideas.
3
4
5
© 2011 Benchmark Education Company, LLC
Big Ideas
Summary
1. Early astronomers had differing viewpoints. 2. Telescopes helped determine the truth.
Early astronomers had differing ideas about space. The invention of the telescope helped clarify information.
1. The space race began after WW II. 2. Russia launched the first unmanned and manned spacecraft. 3. The U.S. launched Apollo 11 in 1961.
After WW II, Russia and the U.S. began the space race. Russia sent the first unmanned and manned space craft into orbit. The U.S. soon followed with Apollo 11.
1. The Russians put the first space station in orbit. 2. Space stations could tell scientists about the effects of living in space.
The first space station was orbited by the Russians. Scientists could study the effects of living in space.
1. Space probes solved planet mysteries. 2. Space probes clarified previous information.
Space probes were designed to answer questions about the planets and clarify previous misconceptions.
1. Many people think we should continue space exploration. 2. Many say we should abandon space exploration.
The future of space exploration is undecided.
Space Exploration
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writing workshop
TEA CHI N G TI PS Process WrItINg Steps
1. Have students independently complete a similar chart summarizing another chapter from their graphic organizer.
mini-lesson
Writing Focus: Summarizing Information Remind students that in the book Space Exploration, they read about the history of space exploration, the use of space shuttles and space stations, and the recent discoveries of space probes and telescopes. Ask students to review their Summarizing Space Exploration graphic organizer to identify one chapter that they would like to write about in more detail. On chart paper or the board, create a chart like the one below showing the big ideas from Chapter 1 and the supporting details.
BIG IDEAS DETAILS Space exploration began thousands of years ago. Ideas were both accurate and inaccurate.
Egyptians, Arabs, and Greeks such as Pythagoras, Aristarchus, and Ptolemy, and others such as Copernicus, Galileo, and Isaac Newton
2. Have students independently write a first draft. 3. After students complete their first draft, they should revise and edit it. 4. Conference with each student following the first revision and editing. 5. Have students make any additional changes and create a final copy of their paragraph. 6. Finally, invite students to share their paragraph with a group of other students.
Ideas included things revolve around Earth, Earth is round, things revolve around the Sun. Telescopes helped clarify misinformation from previous explorers.
Galileo proved Earth revolved around the Sun. Newton’s telescope allowed people to see farther into space. Planets were discovered. Others before him had built rockets.
Robert Goddard wanted to build a rocket that could travel to the Moon.
He was the first to discover that a rocket needed extra power to travel to outer space.
Use the reproducible Writing Model to demonstrate how the information in the chart can be used to write a summary paragraph. Remind students that summaries should keep the sequence of the original text.
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Space Exploration
writing ASSigNmeNt Write a paragraph summarizing another chapter from your graphic organizer.
© 2011 Benchmark Education Company, LLC
Writing Model: Summarizing Information Into Space! Space exploration began thousands of years
big ideas
ago. Many ideas were accurate, while others were inaccurate. Aristarchus’ belief that everything in outer space revolved around the Sun was correct. However, Ptolemy’s view that everything revolved around the Earth was not. Ideas became more accurate with the invention of telescopes. Telescopes helped prove many early ideas true or false. Telescopes also identified space objects previously missed by the unaided eye. Robert Goddard’s search for a rocket that would travel in outer space led to a new era
details
of exploration. He discovered that rockets needed extra power to travel to outer space. writing tip Big ideas can be stated before the details or after them.
© 2011 Benchmark Education Company, LLC
Space Exploration
Name:_ ____________________________________________
Date:______________
Summarizing Space Exploration Chapter
Big Ideas
Summary
1
2
3
4
5
Space Exploration
© 2011 Benchmark Education Company, LLC
Name:_ ____________________________________________
Date:______________
What’s In a Name? The eight planets listed below have intriguing names that come from ancient gods or goddesses. Use resource books to identify their origins. Also include any other interesting information you find.
1. Mercury:
2. Venus:
3. Mars:
4. Jupiter:
5. Saturn:
6. Uranus:
7. Neptune:
8. Pluto:
© 2011 Benchmark Education Company, LLC
Space Exploration
Name:_ ____________________________________________
Date:______________
Constellation Clues Ancient people named constellations, or star clusters, using characters from cultural stories. Using the clue words provided for each, identify the constellation and write its name in the space provided. Then on the back of this paper, design your own constellation and name it.
1._ an ocean invertebrate with many legs: _________ __________ 2._ a large canine: _ ___________________________ __________ 3._ an insect with a powerful sting:_________________________ 4._ king of the jungle: _ __________________________________ 5._ a little bear:_________________________________________ 6._ a small canine: ______________________________________ 7._ an unfriendly black bird: ______________________________ 8._ a big bear:__________________________________________ 9._ a male bovine: ______________________________________ 10._ a legendary, fire-breathing creature:_____________________
Space Exploration
© 2011 Benchmark Education Company, LLC
Name:_ ____________________________________________
Date:______________
How Hot Is It? People in the United States measure temperature in degrees Fahrenheit. People in many other countries use the metric-system unit of degrees, Celsius. Use the formula below to convert the temperatures of the stars listed from Celsius to Fahrenheit. Use a calculator if needed. Show your work in the space provided.
To convert from Celsius to Fahrenheit:
• • •
Multiply the number by 9. Divide the answer by 5. Add 32 to the total.
1. Sirius: 9,000 degrees Celsius
3. Betelgeuse: 3,300 degrees Celsius
__________ degrees Fahrenheit
__________ degrees Fahrenheit
2. Polaris: 5,700 degrees Celsius
4. Sun: 5,900 degrees Celsius
__________ degrees Fahrenheit
__________ degrees Fahrenheit
© 2011 Benchmark Education Company, LLC
Space Exploration
Name:_ ____________________________________________
Date:______________
Mnemonic Memories A mnemonic device is a memory aid people use to remember lists and orders of things that are not easy to remember. Creating a mnemonic device for the planets can help you remember their names as well as the order in which they appear. Examine the planet mnemonic devices below, and then create at least one of your own. Be sure your device is a sentence.
My
Mercury
Many
Very
Venus
Very
Educated
Earth
Entertaining
Mother
Mars
Monkeys
Just
Jupiter
Just
Served
Saturn
Stayed
Us
Uranus
Up
Nine
Neptune
Nights
Pizzas
Pluto
Playing
My mnemonic device: __________________________________________ _______________________ _________________________________________________________________ Space Exploration
© 2011 Benchmark Education Company, LLC
A n swer
Ke y
What’s In a Name?
Constellation Clues
1. Mercury: the swift messenger of the Roman gods; planet closest to the Sun
1._ an ocean invertebrate with many legs: _________ Cancer __________
2. Venus: Roman goddess of love and beauty; brightest planet in the solar system
Canis Major 2._ a large canine: _ ___________________________ __________
3. Mars: Roman god of war; planet nearest Earth
3._ an insect with a powerful sting:_________________________ Scorpio
4. Jupiter: in Roman mythology, the supreme god and ruler of heaven; the largest and
Leo 4._ king of the jungle: _ __________________________________
brightest of the outer planets
Ursa Minor 5._ a little bear:_________________________________________ 5. Saturn: in Roman mythology, old deity, father of Jupiter; sixth planet from the Sun
6. Uranus: the father of Saturn in Roman mythology; seventh planet from the Sun
7. Neptune:
6._ a small canine: ______________________________________ Canis Minor Corvus 7._ an unfriendly black bird: ______________________________
Roman god of the sea; second most remote planet in the solar system
8. Pluto: Roman god of the lower world; planet farthest from the Sun
Ursa Major 8._ a big bear:__________________________________________ Taurus 9._ a male bovine: ______________________________________ Draco 10._ a legendary, fire-breathing creature:_____________________
How Hot Is It?
1. Sirius: 9,000 degrees Celsius
3. Betelgeuse: 3,300 degrees Celsius
16,232 __________ degrees Fahrenheit
5,972 __________ degrees Fahrenheit
2. Polaris: 5,700 degrees Celsius
4. Sun: 5,900 degrees Celsius
Mnemonic Memories
My
Mercury
Many
Very
Venus
Very
Educated
Earth
Entertaining
Mother
Mars
Monkeys
Just
Jupiter
Just
Served
Saturn
Stayed
Us
Uranus
Up
Nine
Neptune
Nights
Pizzas
Pluto
Playing
My mnemonic device: __________________________________________ Answers will vary. Check _______________________
students’ answers for accuracy,
spelling, and sense.
_________________________________________________________________ 10,292 __________ degrees Fahrenheit
© 2011 Benchmark Education Company, LLC
__________ degrees Fahrenheit 10,652
Space Exploration
Space Exploration Navigators Teaching Guides provide flexible options to meet a variety of instructional needs…
Lesson-at-a-Glance
Sample Lesson Planning Guides
Before Reading (p. 3)
Introduce the Book Set a Purpose for Reading √ Introduce the Graphic Organizer: Summarizing Space Exploration*
5-Day Lesson Day for Assessed Skills & Strategies
During Reading (pp. 4–6)
Read the Text: Chapters 1 & 2 Focus on Comprehension Mini-Lessons: Discuss Using Prior Knowledge √ Begin the Graphic Organizer* Analyze Time-Order Text Structure* Use Context Clues*
1
Read the Text: Ch. 1 & 2 Focus on Comprehension: √ Begin the Graphic Organizer
Read the Text: Chapter 3 Focus on Comprehension Mini-Lessons: √ Discuss Identifying Cause and Effect* √ Continue the Graphic Organizer* Use Graphic Features: Photographs Use Context Clues* Read the Text: Chapters 4 & 5 Focus on Comprehension Mini-Lessons: Discuss Drawing Conclusions* √ Complete the Graphic Organizer* Use Graphic Features: Charts Use Text Features: Italic Print
2
After Reading (p. 7)
Synthesize and Assess Activities: Retell and Summarize* Respond Use Text Features: Captions Make Predictions*
3
Writing Workshop (pp. 8–9)
Mini-Lesson √ Assignment: Summarizing Information*
Content-Area Extension Activities on Blackline Masters (pp. 11–14) What’s In a Name? Constellation Clues How Hot Is It? Mnemonic Memories
Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of this 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: 978-1-59000-522-4
Introduce the Book Set a Purpose for Reading √ Introduce the Graphic Organizer
5-Day Flexible Lesson Introduce the Book Read the Text: Ch. 1 & 2 Select or create mini-lessons by using the comprehension pre-assessments to determine student needs.*
Read the Text: Ch. 3 Focus on Comprehension: √ Discuss Identifying Cause and Effect √ Continue the Graphic Organizer
Read the Text: Ch. 3
Read the Text: Ch. 4 & 5 Focus on Comprehension: √ Complete the Graphic Organizer
Read the Text: Ch. 4 & 5 Select or create mini-lessons.*
Select or create mini-lessons.*
Accelerated 3-Day Lesson Introduce the Book Read the Text: Ch. 1 & 2
Read the Text: Ch. 3
Read the Text: Ch. 4 & 5 Synthesize and Assess
Synthesize and Assess
4
Writing Mini-Lesson Writing Assignment
Writing Mini-Lesson Writing Assignment
5
Writing Assignment
Writing Assignment
Content-Area Extension Activities (BLMs)
Content-Area Extension Activities (BLMs)
√
Checkmarked skills may be assessed by using the tests provided in the Comprehension Strategy Assessment Handbook. Preassessments are available in the Comprehension Strategy Assessment Handbook. *
