Grade Band: Middle School Unit 19 Unit Target: …csargent2.weebly.com/.../9/18198635/ch._1_science_class.pdfChapter 1: Science Class Communication board Comprehension worksheets and

Grade Band: Middle School Unit 19 Unit Target: Scientific Inquiry Unit Topic: Middle School Science Fair

© 2013 n2y ULS, November 2013

Lesson 3 Instructional Targets

Reading Standards for Literature • Range and Level of Text Complexity: Experience grade level and age-appropriate literature materials, including poems, biographies, chapter

books, fiction and nonfiction works, that are adapted to student reading level. • Key Ideas and Details: Answer questions to explain the main ideas, details and inferences of a story

Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan Chapter 1: Science Class

The title of the Chapter Book is Let’s Learn About Science. The first chapter, Science Class, describes Todd’s favorite class in school. The concept of teamwork is introduced as Todd’s lab team is described. The teacher tells the class about the upcoming science fair and that they will need to choose a project. The steps of the scientific method are defined using familiar vocabulary. There is also a page that lists the steps of this process using scientific language.

• Chapter books present a “reading to learn” experience. Therefore, students may read independently, in a shared reading experience or books may be read to them. Present students with one chapter at a time for reading and comprehension instruction.

• After each page is read, ask the discussion question that appears in italics at the bottom of the page. Focus on pictures to reinforce understanding. Repeated readings are encouraged.

• Suggested Reading Levels for this chapter include: Levels L, presented in a text format, and E, presented in both text and symbol-supported formats.

Read and Answer Comprehension activities extend beyond “checking” what students remember from reading. During instruction, students learn to refer to the book, using both illustrations and text, to locate answers to questions. Students recognize types of responses appropriate to who, what and where formats. Question responses may also provide students with a foundation for story retell. Activities should be repeated throughout the unit to increase students’ skills in multiple areas of comprehension. • Select the level of comprehension questions appropriate to each student. Comprehension questions are also in three formats. Level 3 is text only.

Level 2 is symbol-supported. Level 1 is written in sentence strip format, allowing students to select from multiple choices or one errorless picture choice.

• Build comprehension and vocabulary through discussions.

Standards Connection • These standards connection lessons are designed to build summarizing skills and are applicable to all chapters. Using the first standards

connection form, determine whether this book is a work of fiction or nonfiction. Select the additional standards connection lesson based on whether the chapter is a fictional format that has a story line or an informational text that includes facts and historical events.

The first two sets of comprehension questions are derived from the lower levels of text. An advanced level of mixed questions is provided in text-only format.

Pre- and post-assessments are available through Monthly Checkpoints.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will independently read literature

forms, including chapter books, biographies, poems, fiction and nonfiction works, that have been adapted to student reading level.

• Students will independently read questions about a story and write, speak or select an answer.

• Students will read supported and shared literature forms, including chapter books, biographies, poems, fiction and nonfiction works, that have been adapted to student reading level.

• Students will point to or select a picture from a choice of three in response to a question about a story.

• Students will actively participate in supported reading of literature forms, including chapter books, biographies, poems, fiction and nonfiction works, that have been adapted to student ability level.

• Students will respond to a question by choosing a single option or errorless picture.

Resources and Materials Notes Chapter 1: Science Class Communication board Comprehension worksheets and sentence strips (multiple-choice and fill-in) Advanced questions Standards Connection Lessons 3, 5, 7, 9, 11, 13



Lesson 3, Chapter 1: Answer Key Fill-In Multiple-Choice

lab table teacher Science team scientific method 1. _____ is Todd’s favorite class. (Science)

2. Mr. Kinder is his _____. (teacher) 3. Todd sits at a _____. (lab table) 4. The _____ is a way to learn what is true. (scientific method) 5. Todd is working with his _____. (team)

1. What is this chapter about?

(science class, math class, history class)

2. Who is the science teacher? (Todd, Mr. Kinder, George Washington)

3. Where does Todd sit in science class? (lab table, desk, box)

4. Who will work on the project with Todd? (parents, principal, team)

5. What is important to know about this chapter? • Todd will use the scientific method. • Todd goes to school. • Todd sits in class.

Fill-In Advanced Multiple-Choice Advanced Use the Chapter Book to help you fill in the blank. 1. Todd’s favorite class is _____. (science)

2. Todd works with three _____ partners on a team. (lab) 3. Todd likes to do _____ with his lab team. (experiments) 4. Mr. Kinder tells them about the science _____. (fair) 5. Each team will do a _____ for the science fair. (project)

These questions may have more than one correct answer. 6. How do scientists learn about the world?

(scientific method, science fair, television)

7. Who can use the scientific method? (scientists, Todd, lab team)

8. What is another word for hypothesis? (hippopotamus, guess, chart)

9. What does the team need to do first for their project? • Read a book. • Find a good idea. • Sit at the table.

10. What is the first step of the scientific method?

• Talk to Mr. Kinder. • Ask a question. • Do an experiment.



Standards Connection Lessons 3, 5, 7, 9, 11, 13 Instructional Targets

Reading Standards for Literature and Informational Text • Craft and Structure: Identify the structure of sentences, chapters or scenes that contribute to meaning of the text. • Integration of Knowledge and Ideas: Compare different genres and identify personal preferences.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will describe a series of events as

they develop through chapters of a book or scenes from a play.

• Students will identify different genres and match books and stories that belong in each genre.

• Students will locate a chapter of a book or a scene from a play.

• Students will identify two stories or books of the same genre.

• Students will identify a picture representing an event from a chapter or scene.

• Students will select a book or story of personal preference.

Tell students to use the book features and pictures to discuss, locate and answer these questions.

What is the title of this chapter?

Use the table of contents to find the first page of the chapter.

What do you think this chapter will be about? ___________________________________________________________________________________________________________________________________________________

This is a Chapter Book. What kind of Chapter Book is this?

Fiction Nonfiction Fiction works tell a story that is made up in the writer’s imagination. Fiction stories are not true. Nonfiction works tell facts about a topic. Nonfiction stories are true.

_________________________________________________________________

What is the chapter topic?

Biography

History

Science

Health

Compare this book to the Chapter Book from last month.




Reading Standards for Literature • Key Ideas and Details: Answer questions to explain the main ideas, details and inferences of a story. Summarize the main

theme and events of a story. Standards for Speaking and Listening • Comprehension and Collaboration: Identify main ideas presented orally or from diverse media formats. • Presentation of Knowledge and Ideas: Present information sequentially about a selected topic; use appropriate eye contact,

volume and clear pronunciation. Standards for Language • Knowledge of Language: Use conventions of language to generate sentences when speaking or writing.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will summarize a story, including the

main idea, events and key details. • Students will summarize information from

content-specific reading, topics and tasks. • Students will communicate on a topic, including

facts and details to support the main idea. • Students will use conventions of language to

generate sentences specific to the purpose when speaking or writing.

• Students will use picture supports to retell key details and events from a story.

• Students will describe information, using picture supports from content-specific reading, topics and tasks.

• Students will use picture supports to communicate main ideas, including facts and details, on a given topic.

• Students will use conventions of language to generate a simple sentence when speaking or writing.

• Students will retell key details and events from a story through an active participation response (e.g., voice output device, eye gaze choice board).

• Using picture supports and communication technologies, students will respond to questions related to content topics and tasks.

• Students will communicate basic information on a topic or experience, using communication technology and picture supports.

• Students will use language to share an idea with others.

Story retell and summarization are means of building communication skills. This extended activity, based on book reading, is an excellent tool for developing expressive communication. Incorporate augmentative systems (low tech and high tech) to encourage self-generated sentences and modeling language expansion.

Main idea:

What is the message in this story?

Key details:

Arrange pictures or words to tell the story.

In the beginning…

Then…

At the end…




Reading Standards for Literature • Key Ideas and Details: Answer questions to explain the main ideas, details and inferences of a story. Summarize the central

idea and main events of a text. Standards for Speaking and Listening • Comprehension and Collaboration: Identify main ideas presented orally or from diverse media formats. • Presentation of Knowledge and Ideas: Present information sequentially about a selected topic; use appropriate eye contact,

volume and clear pronunciation. Standards for Language • Knowledge of Language: Use conventions of language to generate sentences when speaking or writing.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will summarize a story, including the

main idea and events. • Students will summarize information from

content-specific reading, topics and tasks. • Students will communicate on a topic, including

facts and details to support the main idea. • Students will use conventions of language to

generate sentences specific to the purpose when speaking or writing.

• Students will use picture supports to retell key details from a story.

• Students will use picture supports to communicate main ideas, including facts and details, on a given topic.

• Students will use conventions of language to generate a simple sentence when speaking or writing.

• Students will retell key details from a story through an active participation response (e.g., voice output device, eye gaze choice board).

• Students will communicate basic information on a topic or experience, using communication technology and picture supports.

• Students will use language to share an idea with others.

Informational text has a purpose. That purpose may be to learn facts, organize a schedule or follow a recipe. This activity will build skills for identifying key information from various sources.

Main idea:

What is the message in this story?

Key details:

Key details:

What is important to know? _________________________________________________________________________________________________________________

Highlight key words you learned.

Circle key pictures that will help you remember.

Let’s Learn About Science

by Kathy StauglerIllustrated by April Black

MIDDLE, Unit 19, Scientifi c Inquiry, Middle School Science FairLesson 3, Chapter Book, Let’s Learn About Science

© 2013 n2yULS, November 2013

Table of Contents

Chapter 1: Science Class...........................................pg 1

Chapter 2: Earth and Space Science.........................pg 9

Chapter 3: Life Science...........................................pg 15

Chapter 4: Physical Science....................................pg 22

Chapter 5: Technology and Science........................pg 29

Chapter 6: The Science Fair....................................pg 36

MIDDLE, Unit 19, Scientifi c Inquiry, Middle School Science FairLesson 3, Chapter Book, Let’s Learn About Science


Chapter 1:Science Class

1

MIDDLE, Unit 19, Scientifi c Inquiry, Middle School Science FairLesson 3, Chapter 1, Science Class, Level L


2

Science is Todd’s favorite class.

Mr. Kinder is his science teacher. Mr. Kinder

shows a lot of cool things about science.

Mr. Kinder talks about life science, earth

and space science, physical science and

technology and science.

Why do you think Todd likes science class?

3

Todd sits at a lab table in science class.

He sits with three lab partners. They work

as a team. He and his lab partners work

together in science class. Todd likes to do

experiments with his team.

Why does Todd sit at a lab table?

4

Today, Mr. Kinder is telling the class

about the science fair. Each lab team

in the class will do a project for the fair.

They can do a project about any area of

science. Mr. Kinder says that the teams

must use the scientifi c method in the

project.

What is Mr. Kinder talking about?

5 Mr. Kinder explains the scientifi c

method as a way to learn what is true.

First the students

choose what they

want to know.

Then they guess

what will happen.

They do an experiment to try out what

they think. They watch and write down

what happens. Then, they decide if they

were right.

Discuss the steps of the scientifi c method.

6

Mr. Kinder put up a chart about the

scientifi c method:

Step 1: Ask a question.

Step 2: Make a hypothesis or guess.

Step 3: Do an experiment.

Step 4: Organize what you learned on

a chart.

Step 5: Find the conclusion.

7

Todd knows about the scientifi c

method. This is the way scientists learn

about things in our world. Todd and his

team use the scientifi c method to learn

from their projects in science class.

How do scientists learn about things in the world?

8

Mr. Kinder says that the science fair is

in four weeks. The teams will need to fi nd

a good idea. They will need to work hard

to be ready for the fair. Todd is excited to

be working on the science fair project. He

is excited about working with his team.

What will the team need to do to get ready for the science fair?


1

MIDDLE, Unit 19, Scientifi c Inquiry, Middle School Science FairLesson 3, Chapter 1, Science Class, Level E


Todd likes science class. Mr. Kinder is his teacher. Mr. Kinder shows cool things about science.

2

Todd sits at a lab table. Todd and his lab partners work together as a team.

3

Mr. Kinder tells about the science fair. Each team will do a project for the science fair.

4

Mr. Kinder explains the scientifi c method. It is a way to learn what is true.

5

Step 1: Ask a question.Step 2: Make a hypothesis or guess.Step 3: Do an experiment.Step 4: Organize what you learned on a chart.Step 5: Find the conclusion.

6

Todd knows the scientifi c method. His team will work hard on their science fair project.

7

The team will fi nd a good idea for a project. Todd is excited about the science fair.

8


1

MIDDLE, Unit 19, Scientifi c Inquiry, Middle School Science FairLesson 3, Chapter 1, Science Class, Level E Symbol-Supported


2

Mr. Kinder shows cool things about science.

Mr. Kinder is his teacher.

Todd likes science class.

3

Todd and his lab partners work together as a team.

Todd sits at a lab table.

+

4

Each team will do a project for the science fair.

Mr. Kinder tells about the science fair.DATA

P L A N T S

Day

Report

DATAP L A N T S

Day

Report

5

It is a way to learn what is true.

Mr. Kinder explains the scientific method.

6

Step 5: Find the conclusion.

Step 4: Organize what you learned on a chart.

Step 3: Do an experiment.

Step 2: Make a hypothesis or guess.

Step 1: Ask a question.

1

or2

3

4

5

7

His team will work hard on their science fair project.

Todd knows the scientific method.

DATAP L A N T S

Day

Report

8

Todd is excited about the science fair.

The team will find a good idea for a project.

DATAP L A N T S

Day

Report

noyes

Science Class

work

explain

ask

cool

together

good

Todd

lab table

project

science

lab partner

scientific method

find excited experiment chart

Mr. Kinder

team

question

conclusion

show

tell

learn

organize

teacher

science fairDATA

P L A N T S

Day

Report

hypothesis

idea


MIDDLE, Unit 19, Scientifi c Inquiry, Middle School Science FairLesson 3, Chapter 1, Science Class

Within each category, pictures are listed from left to right in the order in which they appear in the text.

Name: _______________________Chapter 1: Science Class


MIDDLE, Unit 19, Scientifi c Inquiry, Middle School Science FairLesson 3, Chapter 1, Science Class, Fill-In Level 3

teacher Science team scientifi c methodlab table

1. is Todd’s favorite class.

2. Mr. Kinder is his .

3. Todd sits at a .

4. The is a way to learn what is true.

5. Todd is working with his .

Chapter 1: Science Class



teacher Science team scientifi c method

lab table

Name: _______________________



3. Todd sits at a .







lab table teacher Science team scientifi cmethod





3. Todd sits at a .







MIDDLE, Unit 19, Scientifi c Inquiry, Middle School Science FairLesson 3, Chapter 1, Science Class, Multiple-Choice Level 3

Name: _______________________

1. What is this chapter about?a. science class c. history class

a. Todd b. Mr. Kinder c. George Washington

2. Who is the science teacher?

3. Where does Todd sit in science class?

4. Who will work on the project with Todd?

5. What is important to know about this chapter?


a. lab table b. desk c. box

a. parents b. principal c. team

a. Todd will use the scientifi c method.

b. Todd goes to school.

c. Todd sits in class.

b. math class

Name: _______________________

1. What is this chapter about?a. science class c. history class

a. Todd b. Mr. Kinder c. George Washington

2. Who is the science teacher?

3. Where does Todd sit in science class?

4. Who will work on the project with Todd?

5. What is important to know about this chapter?


a. lab table b. desk c. box

a. parents b. principal c. team

a. Todd will use the scientifi c method.

b. Todd goes to school.

c. Todd sits in class.


b. math class



history classscience class math class



George Washington

Todd Mr. Kinder

boxlab table desk

teamparents principal

Todd sits in class.

Todd will use the scientifi c

method.

Todd goes to school.


1. What is this chapter about ?

2. Who is the science teacher ?




3. Where does Todd sit in science class ?

4. Who will work on the project with Todd ?



5. What is important to know about this chapter ?




MIDDLE, Unit 19, Scientifi c Inquiry, Middle School Science FairLesson 3, Chapter 1, Science Class, Fill-In Advanced

Name: _______________________

1. Todd’s favorite class is ___________.

2. Todd works with three ___________ partners on a team.

3. Todd likes to do ___________ with his lab team.

4. Mr. Kinder tells them about the science ___________.

5. Each team will do a ___________ for the science fair.



Use your chapter book to help you find answers to these questions:

Name: _______________________Chapter 1: Science Class

10. What is the fi rst step of the scientifi c method?


9. What does the team need to do fi rst for their project?

8. What is another word for hypothesis?

7. Who can use the scientifi c method?

6. How do scientists learn about the world?

a. Talk to Mr. Kinder.

b. Ask a question.

c. Do an experiment.

a. Read a book.

b. Find a good idea.

c. Sit at the table.

a. hippopotamus

b. guess

c. chart

a. scientists

b. Todd

c. lab team

a. scientifi c method

b. science fair

c. television

These questions may have more than one correct answer:

MIDDLE, Unit 19, Scientifi c Inquiry, Middle School Science FairLesson 3, Chapter 1, Science Class, Multiple-Choice Advanced

Grade Band: Middle School Unit 19 Unit Target: …csargent2.weebly.com/.../9/18198635/ch._1_science_class.pdfChapter 1: Science Class Communication board Comprehension worksheets and

Documents