Informational Models and Analogies in Text … · (Answers will vary.) Yes, I have been to an amusement park. I liked the carousel best because of the music, and you get two kinds

This project was developed at the Success for All Foundation under the

direction of Robert E. Slavin and Nancy A. Madden to utilize the power of

cooperative learning, frequent assessment and feedback, and schoolwide

collaboration proven in decades of research to increase student learning.

Level 7H

Models and Analogies in TextAmusement Park Science

Research

Teacher EditionReading

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We wish to acknowledge the coaches, teachers, and children who piloted the program, provided valuable feedback, and appear in classroom and professional-development videos.

The Reading Edge Middle Grades 2nd Edition Teacher Edition© 2013 Success for All Foundation. All rights reserved.

Produced by the Reading Edge Middle Grades 2nd Edition Team

President: Nancy Madden

Director of Development: Kate Conway

Rollout Committee: Kate Conway (Chair), Mia Blom, Wendy Fitchett, Kim Gannon, Claire Krotiuk, Kristal Mallonee-Klier, Terri Morrison, Sheri Mutreja, Kenly Novotny, Peg Weigel

Program Developers: Wendy Fitchett (Chair), Kate Conway, Victoria Crenson, Ceil Daniels, Terri Morrison

Field Advisory Team: Kim Gannon (Chair), Jo Duplantis, Kathy McLaughlin

Contributing Developers: Kathleen Collins, Sarah Eitel, Richard Gifford, Samantha Gussow, Patricia Johnson, Austin Jones, Susan Magri, Kim Sargeant, Becca Slavin

Designers: Michael Hummel, Austin Jones, Vic Matusak, Susan Perkins, Christian Strama

Illustrators: Michael Hummel, Susan Perkins

Video Producers: Jane Strausbaugh (Senior Producer), Angie Hale, Tonia Hawkins

Editors: Janet Wisner (Supervising Editor), Marti Gastineau, Pam Gray, Jodie Littleton

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The Lightning Round

• Random Reporters share team responses; team reps from other teams may agree, disagree, or add on to these responses.

• Use the following rubrics to evaluate responses and give specific feedback.

• Award points to the teams with 100-pt. responses; add the points to the Team Celebration Points poster.

• Celebrate team successes.

Strategy UseThe Random Reporter:

Team Talk (oral and written)The Random Reporter:

100gives a 90-pt. response and explains how using the strategy helped in better understanding the text.

100gives a 90-pt. response and connects the answer to the supporting evidence and uses academic language.

90gives an 80-pt. response and describes a problem and a strategy that was used to solve the problem.

90gives an 80-pt. response and includes supporting evidence and examples (from the text or from experience).

80 identifies a problem that a team member had understanding the text. 80 uses full sentences to clearly and

correctly answer the question.

Word PowerThe Random Reporter:

FluencyThe Random Reporter:

100

gives a 90-pt. response and expands on the meaning, for example, identifies• related words• a second meaning• a word connotation• an antonym

100gives a 90-pt. response and reads smoothly and with expression (shows emotion and changes with punctuation and dialogue).

90gives an 80-pt. response and explains the meaning in a definition and a meaningful sentence.

90gives an 80-pt. response and reads at just the right pace to understand the text—not too slow and not too fast.

80tells a word or phrase added to the word power journal and why it was added (what makes it important or interesting).

80 reads a short passage and pronounces most of the words correctly.

SummaryThe Random Reporter:

Graphic Organizer/NotesThe Random Reporter:

100 gives a 90-pt. response and uses key vocabulary correctly. 100

gives a 90-pt. response and explains how the graphic organizer helped in understanding the text.

90gives an 80-pt. response and clearly connects relevant ideas in a logical order.

90gives an 80-pt. response and includes main points or events and important details.

80presents main ideas and important details in his or her own words and without personal opinion.

80 selects a graphic organizer that is appropriate for the text.

The Reading Edge Middle Grades • TeacherEdition • Level7H 1

Models and Analogies in TextAmusement Park Science

Models and Analogies in Text

2 ©2013SuccessforAllFoundation

Unit ObjectivesReading: Use visualization and analogies to clarify text.

Writing: Use science terms learned from the text to clearly and accurately explain a process.

Unit OverviewVisualization is the process of forming a mental image. People visualize all the time: you know you have to drive to the store, so you have a mental image of driving and the route to the store. Visualization can serve as a rehearsal for an activity, as many athletes do before a competition, and to connect new information with prior knowledge.

Science writers and educators frequently use analogies and models to link students’ prior knowledge with new information. Analogies use similes and metaphors. Clues to the use of analogies include words and phrases such as like, in the same way as, as, similarly, just like, and such as. Analogies and models used in science explanation have limitations, as they are not like the real thing or concept being explained, but they do serve as a starting point for students to begin building their understanding and conceptual knowledge.

Many disciplines, especially science, use models to represent either something too dangerous, too large, or too small to work with—such as a model of the solar system, an atom, the weather, and the world economy.

There are several types of models; the most well known is probably the physical model, such as a globe to represent Earth. Mathematical models describe complex systems and their behavior. Computer-based models offer the opportunity for simulations—if certain parameters are changed, different outcomes can be predicted. Models too are limited by the extent and accuracy of the information upon which the model was created. As new information is uncovered, models will change.

Unit Topic/Content

In cycle 1, students will read Amusement Park Science by Dan Greenberg in lessons 1 and 3. In lessons 2, 4, and 6, students will read additional information on forces, energy, and friction.

In cycle 2, students will read information on Earth structure and plate tectonics.

Text and Media SelectionsInternet/Media Options

To expand your students’ background knowledge, consider using Internet/media options with lessons. Always preview sites for availability and suitability. Please make sure you have the correct plug-ins.


Introduction

At a Glance

Cycle 1

Lesson Text Media

Lesson 1Amusement Park Science,pages 5–15

Lesson 2“The Forces Are with Us”in student edition

Lesson 3Amusement Park Science,pages 17–27

Lesson 4“An Energetic World”in student edition

(Embedded) “Team Talk Response”

Lesson 5 writing in response to reading

Lesson 6 “Frictional Force” in test edition

Lesson 7 self-selected reading

Lesson 8 Getting Along Together

Cycle 2

Lesson Text Media

Lesson 1“The Layers of the Earth”in student edition

(Optional) background video: “Collecting Data Below the Earth’s Surface”

www.pbslearningmedia.org/content/ess05.sci.ess.earthsys.boatnv/ (2 min. 45 sec.)

Lesson 2“A Peach of a Planet”in student edition

Lesson 3 “Plate Tectonics” in student edition

(Embedded) background video: “Marine Geologist: Carol Reiss”

Lesson 4

“What Happens When Plates Move?”in student edition

(Embedded) background video: “Science Nation: Earthquakes to the Core”

Lesson 5 writing in response to reading

Lesson 6“Tracking Plate Movements”in test edition

Lesson 7 self-selected reading

Lesson 8 Getting Along Together

Amusement Park Science and Student Readings

Student Readings

Cycle 1 Lesson1


Lesson 1Reading Objective: Use visualization and analogies to clarify text.

Teacher Background

Today’s reading describes some of the rides at an amusement park and the forces involved in the rides. Students will practice visualization.

Today’s lesson introduces students to the idea that amusement parks offer more than just having fun; they can also provide an opportunity to learn about the laws of physics. The rides at amusement parks put the physics of motion into action. Motion results from the influence of one or more forces on an object, a force being either a push or a pull on an object. The author uses bumper cars as an example to illustrate these concepts. When two bumper cars move toward each other and collide, each car exerts a force on the other car, causing it to move.

Carousels and Ferris wheels are also rides that demonstrate forces at work. Both rides, like any object or body in motion, are influenced by more than one force at any one time. Certain forces influence motion only in specific situations, such as centripetal force. Centripetal force influences motion when an object travels around a curve or in a circle, such as on a carousel. Centripetal force acts to move an object toward the center of the curve or circle, thus changing the direction of the object’s path from a straight line to a curved path.

The purpose of the big question is to have students set a context for learning about force and motion.

Active Instruction (22 minutes)

Big Question

Post and present this cycle’s Big Question. Have students write a response to the question as they arrive for class.

The Big Question: Have you ever been to an amusement park? Which rides did you like best? Why?

Set the Stage

1. Refer students to today’s Big Question. Use Think‑Pair‑Share to ask:

Have you ever been to an amusement park? Which rides did you like best? Why?

(Answers will vary.) Yes, I have been to an amusement park. I liked the carousel best because of the music, and you get two kinds of movement—up and down on the horses and around in a circle.

Cycle 1:


Students write responses to the Big Question.

Discuss the Big Question.

tps



Look at the ride on the cover of the book. Have you ever been on a ride like this? What would it be like to be on this ride?

(Answers will vary.) No, I’ve never ridden a ride like this. I think I would be scared of going upside down.

2. Ask students to review their cycle goal. Remind students how to earn team celebration points. Remind them that team celebration points help them to become super teams. Tell them they earn team celebration points during the Lightning Round.

3. Introduce the texts, authors, and reading objective.

4. Have teams discuss the strategies that they use when they first pick up a text. Use Random Reporter to share team responses.

For example, I scan the text to see if it is informational or literature; look for clues to predict the topic and the author’s intent; figure out how the text is set up so I can choose a graphic organizer for notes.

T: Thescienceofamusementparkrides

I: Toinformthereaderaboutthescienceofamusementparkrides

G: Outline,T‑chart,orother

5. Use Think‑Pair‑Share to ask:

Do you think amusement park rides are safe? How do you think the rides are made to be fun, yet safe?

(Answers will vary.) Yes, they are safe. I don’t know how you make them safe. I guess the park people know what to do.

6. Tell students that they will read the book in lessons 1 and 3 and in lessons 2, 4, and 6 they will read additional material that will help them understand the information in the book.

Point out that some students find reading science or technical information difficult. Explain that in this unit, students will learn additional skills for interpreting scientific or technical information.

Interactive Read Aloud

1. State the reading objective.

This cycle our reading objective is to use visualization and analogies to clarify text.

Tell students that one way to interpret information is to use visualization. Point out that novelists use a lot of description to help readers “see” settings, characters, and events. Give one or two examples students may be familiar with, such as:

• “The road that led to Treegap had been trod out long before by a herd of cows who were, to say the least, relaxed. It wandered along in curves and easy angles, swayed off and up a pleasant tangent to the top of a small hill, ambled down again between fringes of bee-hung clover, and then cut sidewise across a meadow.” (from Tuck Everlasting by Natalie Babbitt)

Teams review their cycle goal.

Post and present the reading objective.

Students identify the strategies that they use to prepare to read informational text.

Build background about the topic.

Cycle 1 Lesson1


• “There was a boy called Eustace Clarence Scrubb, and he almost deserved it. His parents called him Eustace Clarence and masters called him Scrubb. I can’t tell you how his friends spoke to him, for he had none.” (from The Voyage of the Dawn Treader by C. S. Lewis)

Just as you use visualization when you are reading stories, visualization is helpful when reading science or technical information. You can ask yourself, “Can I picture what the author is saying?” and then make a mental image that helps you connect new information to what you “see” or what you already know. Visualization helps you monitor your understanding.

2. Read pages 5–8 (ending after paragraph 2) aloud. A sample Think Aloud follows.

Sample Think Aloud

The picture on pages 4 and 5 shows various rides at an amusement park. The text also helps me “see” or visualize being there. The author uses descriptive words such as “twirl and spin, climb and dip, passengers giggle and squeal.” This certainly brings up images of my last time at an amusement park (insert name of a local park if desired). The second paragraph says “a few simple physical laws” control how rides move.” I wonder what the author means by that. Page 6 describes bumper cars. From the description, I can see in my mind what the ride is really like. I think that the last sentence, “what’s the reason,” is leading up to something scientific, so I should hold the image in my mind. On page 8, there is the definition of “force” as a push or pull. I can easily “see” that because I have pushed or pulled things probably all my life. (Push and pull something in your room as a quick demonstration.)


How did visualization help in understanding force?

Picturing the bumper cars colliding helped me understand the definition of force as a push or pull like the push of one car into another is a force.

4. Partner Practice: Student partner pairs use the read-aloud/think-aloud process to practice the skill or strategy with the next passage in the text. Have students read pages 8 (beginning with paragraph 3) and 9, and have students explain how visualization helped them understand the text.

Use Random Reporter to debrief.

(Answers will vary.) I used visualization of the bumper cars hitting and bouncing back to understand Newton’s third law of motion. The law says that for every action there is an equal and opposite reaction, and that happens with the bumper cars—they hit each other, that’s an action, and bounce back, that’s a reaction. I think there must be force involved because the hitting is like a push.

Teacher: Read aloud and think aloud to model the target skill or strategy use within the TIGRRS process.

Students: Actively listen.

Teacher: Restate important ideas in the text, and add notes to the graphic organizer.

tps

Partner pairs: Read aloud/think aloud with the next passage to practice the skill/strategy.



5. Ask partners to review this section of text, check their understanding with each other, reread what they need to clarify, and add notes to their graphic organizers.

Use Random Reporter to debrief. Add student responses to the graphic organizer.

A sample graphic organizer follows.

Sample Graphic Organizer

Term Definition/Example/Details

Force • apushorapull

• bumpercarscollideandpushagainsteachother

Newton’s3rdlawofmotion • foreveryactionthereisanequal&oppositereaction

• bumpercarscollideandbouncebackfromeachother

Teamwork (20 minutes)

Partner Prep

1. Explain, or review if necessary, the student routines for partner reading, word power, fluency, and the TIGRRS process before having students read and restate:

pages 11–15 aloud with partners.

2. Circulate and check for comprehension, evidence of strategy use, and use of the TIGRRS process, for example, restating ideas on the graphic organizer. Give students feedback. Prompt and reinforce their discussions.

3. If some partners finish ahead of their teammates, have them begin looking over the Team Talk questions.

Team Discussion

1. Explain, or review if necessary, how to use role cards and the student routines for strategy use and Team Talk discussion.

2. Remind students to use the rubrics on their team folders to prepare each team member to discuss the team’s strategy use, oral and written Team Talk responses, word power, and fluency. Each team member must be able to summarize the text and discuss the team’s graphic organizer/notes during Class Discussion as indicated.

Partner pairs: Review, reread to clarify, and add to the graphic organizer.

Cue students to use their student routines for partner reading, word power, fluency, and the TIGRRS process.

Cue students to use their student routines for strategy use and Team Talk discussion.

Cycle 1 Lesson1


3. Preview the Team Talk questions. If necessary, ask questions to guide students’ reflection as they determine the meaning of the “(Write)” question.

Team Talk Questions

1. How does visualization help you understand centripetal force? (Write) [RE] (Team Talk rubric)

(Answers may vary.)

100 = I imagined riding on a carousel, so I know I was going around in a circle. This helps me put an experience to the definition of centripetal force, which helps me understand it better. The explanation in the book says that centripetal force “bends your path into a circle.” Visualizing an experience while reading an explanation helps the explanation make sense to me.

90 = I imagined riding on a carousel, so I know I was going around in a circle. This helps me put an experience to centripetal force, which helps me understand it better. The explanation in the book says that centripetal force “bends your path into a circle.”

80 = I imagined riding on a carousel, so I know I was going around in a circle. This helps me put an experience to centripetal force.

2. Why is Newton’s third law of motion an example of a cause-and-effect relationship? [RE, DC] (Team Talk rubric)

100 = Newton’s third law of motion is an example of a cause‑and‑effect relationship because it says that every action (the cause) results in a reaction (the effect). When bumper cars hit each other (cause), they bounce back (effect). Newton’s third law of motion explains everyday events.

90 = It is an example of a cause‑and‑effect relationship because it says that every action (the cause) has a reaction (the effect). When bumper cars hit each other (cause), they bounce back (effect).

80 = It is an example of a cause‑and‑effect relationship because it says that every action (the cause) results in a reaction (the effect).

3. Where should a rider sit on a carousel to experience a slower ride? Why? [RE, DC] (Team Talk rubric)

100 = The rider should sit closer to the center of the spinning ride. The outer part of a carousel moves faster than the areas closer to the center. All the horses have to complete the circle at the same time. This means that the horses farthest from the center have to move faster because they have farther to go—their circular path is longer. Understanding centripetal force can help you choose where you want to ride on a carousel.

90 = The rider should sit closer to the center of the spinning ride. The outer part of a carousel moves faster than the areas closer to the center. All the horses have to complete the circle at the same time. This means that the horses farthest from the center have to move faster because they have farther to go—their circular path is longer.

80 = The rider should sit closer to the center of the spinning ride. The outer part of a carousel moves faster than the areas closer to the center.

continued



Team Talk Questions continued

4. Knowing how centripetal force works, what other example of the action of centripetal force can you visualize? [RE, DC] (Team Talk rubric)

(Answers may vary.)

100 = Centripetal force is a force that pulls moving things toward a center, creating a circular path. With this understanding, I can imagine swinging a yoyo around in a circle. Centripetal force acts on the yoyo attached to its string and moves in a circle as I turn it. Visualizing another example of centripetal force helps me to know if I really understand the force.

90 = Centripetal force is a force that pulls moving things toward a center, creating a circular path. With this understanding, I can imagine swinging a yoyo around in a circle. Centripetal force acts on the yoyo attached to its string and moves in a circle as I turn it.

80 = I can imagine swinging a yoyo around in a circle.

4. Have students thoroughly discuss Team Talk questions before they write individual answers to the skill question marked “(Write).” Allow students to revise their written answers after further discussion if necessary.

5. Prompt teams to discuss comprehension problems and strategy use (their sticky notes), important ideas that they added to their graphic organizers, and words that a team member added to the word power journal.

6. Circulate and give feedback to teams and students. Use rubrics to give specific feedback. Ask questions to encourage further discussion. Record individual scores on the teacher cycle record form.

7. If some teams finish ahead of others, have them practice their fluency.

8. Award team celebration points for good team discussions that demonstrate 100-point responses.

Cue students to discuss strategy use, graphic organizers, and word power journals.

Cycle 1 Lesson1


Class Discussion (18 minutes)

Lightning Round

1. Use Random Reporter to have teams share strategy use, oral and written Team Talk responses, word power discussions, and fluency. Ask other teams to agree, disagree, or add on to responses.

2. Use rubrics to evaluate responses and give specific feedback. Award team celebration points for 100-point responses. Record individual scores on the teacher cycle record form.

Celebrate

1. Tally the team scores on the poster, and celebrate teams that are accumulating points. Have teams reflect on the following questions:

How many points did your team earn today?

How can your team earn more points?

Remind students that top-scoring teams will earn bonus points that will be added to their cycle scores.

• Something to cheer about: Choose a behavior or learning outcome that you would like to reinforce, and reward that behavior by asking students to lead a cheer of their choice.

2. As a reminder, refer students to the Read and Respond homework assignment described in their student editions.

Randomly select team representatives who will share:

• strategy use

• oral and written Team Talk responses

• word power discussions

• fluency selection

Celebrate team successes!

The top team chooses a cheer.

Remind students of the Read and Respond homework assignment.




Teacher Background

Today’s reading, “The Forces Are with Us,” in the student edition gives further information about forces and motion and is typical of textbook information. You will provide instruction on models.


Partner Vocabulary Study

1. Display the vocabulary words. Have students use the vocabulary study routine as they copy the words in their word power journals and rate their knowledge of each as they arrive for class.

2. Spot check the Read and Respond homework.

Vocabulary

1. Have teams discuss their ratings of the words. Ask teams to make a tent with their hands when they are ready to tell a word the entire team rated with a “+” and a word the entire team rated with a “?.”

2. Use Random Reporter to have the teams share one word that they know and one word that they need to study further. Award team celebration points.

3. Introduce the vocabulary for this cycle. Read each word aloud, and model chunking as needed. Then read the meaning of each word.

Word Pronunciation Definition Sample Sentence

collision(noun)“Amusement Park Science”page 6

col-li-sion(kuh-LIH-zhun)

a crash Dad put on the brakes to avoid a collision with another car.

impact(noun)“Amusement Park Science”page 8

im-pact(IM-packed)

effect Mr. Jopson had a positive impact on many of his students, and they became doctors.

continued

Students use the vocabulary study routine to rate their knowledge of each vocabulary word:

+ I know this word and can use it.

✓ This word looks familiar; it has something to do with…

? I don’t know this word; it’s totally new to me.

Teams discuss their vocabulary ratings.

Introduce vocabulary.

Cycle 1 Lesson 2

The Reading Edge Middle Grades • Teacher Edition • Level 7H 13


governs(verb)“The Forces Are with Us”page 7

gov‑erns(GUH‑verns)

controls The steering wheel governs which direction the car will go.

concepts(noun)“The Forces Are with Us” page 8

con‑cepts(KON‑septs)

ideas Of all the math concepts I learned this year, I like fractions the best.

transformed(verb)“An Energetic World” page 11

trans‑formed(trans‑FORMD)

changed With a good bath and a brush, I transformed my dog Spot from a muddy mess to a glamor pooch.

radiated(verb)“An Energetic World” page 11

ra‑di‑at‑ed(RAY‑dee‑ated)

sent out Wanda’s face radiated joy when she learned that she won first prize in the science fair.

encounter(verb)“An Energetic World”page 12

en‑coun‑ter(en‑KOWN‑ter)

meet If we don’t leave now, we may encounter rain on our way to the library.

transition(noun)“An Energetic World” page 13

tran‑si‑tion(tran‑ZIH‑shun)

passing, change The transition from first to second grade is exciting.

4. Use Random Reporter to have teams share a new sentence that uses one of their vocabulary words. Award team celebration points.

5. Remind teams that if they find a word from the vocabulary list used in another place, such as in a magazine, textbook, TV ad, etc., they can bring in or copy the sentence in which the word was used and put it in the Vocabulary Vault to earn team points.

Set the Stage

1. Ask students to review their team’s goal for this cycle and assess their progress.

2. Review the Team Celebration Points poster, and challenge teams to build on their successes.

3. Remind students of the texts, authors, and reading objective.

Review Vocabulary Vault.





4. Have teams discuss and report on their preview of the text and explain their thinking. Use Random Reporter to share team responses.

T: Forcesandmotion

I: Toinformthereaderaboutforcesandmotion

G: T‑chart,outline,orother

5. Have students review what they learned in lesson 1 about force and motion.

Force is a push or a pull. Newton’s third law of motion is that for every action there is an equal and opposite reaction. Centripetal force moves things in a circle. Amusement park rides use forces and motions.

Tell students that they will read an article about forces today.


1. Refer students to the reading objective. Tell students that writers of science and other subjects often use models to help the reader understand new and/or difficult concepts.

Use the following points to discuss models:

• A model is a representation of an object, idea, or complex system.

• Models are used to help students clarify their understanding of objects, ideas, or complex systems.

• Models are used when the real thing is too large, too small, or too dangerous to work with directly.

• Models may be physical; a globe is a 3D model for Earth; a map is a 2D model of Earth. Housing developments often have a model house people can walk through. Fashion models show how clothes look on a real person.

• Models may be mathematical.

• Scientists use models to study out-of scale things; computer models use mathematical models to make predictions and evaluate changes in systems; a good example is the weather models used to predict the weather.

• Models have limitations, as they are not correct in all details, but models are a good place to begin an understanding.

2. Refer students to the article “The Forces Are with Us” in their student editions. Read the first paragraph aloud. A sample Think Aloud follows.

Sample Think Aloud

There is a mathematical model here, F = ma, or force is equal to the mass times the acceleration. With this model, I can figure out the force if I know the mass of the object and its acceleration. This would work for any situation. The mathematical model shows the relationship between force, mass, and acceleration.

There is another model in this paragraph—a physical model of a game of tug-of-war. The model shows the unbalanced forces by showing two different-sized arrows. The center ribbon is pulled more toward the right as a result of the larger force on the right. This model gives me a picture of the work of unbalanced forces.

Refer students to “The Forces Are with Us” in their student editions.


Review the skill as necessary.

Teacher: Read aloud and think aloud to model target skill or strategy use within the TIGRRS process.

Students: Actively listen.

Cycle 1 Lesson2



What are the limitations of this model?

In real life, you don’t see force arrows. Also, the things in the diagram are not drawn to scale.

4. Partner Practice: Student partner pairs use the read-aloud/think-aloud process to practice the skill or strategy with the next passage in the text. Have students read paragraphs 2 and 3. Use Think‑Pair‑Share to ask:

In which direction will the cars move? Why? How does this model help you?

The cars will move to the left because the force on the right is larger and is moving to the left. The model of the force arrow tells me the size and direction of the force, so I can see what impact the force will have.







Force • apushorapull

• hassize&direction

• can’tseeforcesdirectly,onlytheirimpactonthings

• changesspeed,direction,orshapeofanobject

F=ma Forceequalsmasstimesacceleration


Partner Prep


the rest of “The Forces Are with Us” aloud with partners.

Teacher: Restate important ideas in the text, and add notes to the graphic organizer.

tps








Team Discussion




Team Talk Questions

1. You are sitting on a chair. What forces are you experiencing? Are they unbalanced forces? Explain. [DC, RE, SA] (Team Talk rubric)

100 = When I’m sitting in a chair, I am experiencing gravity and the normal force. Gravity is pulling me toward the center of Earth and against the chair. The normal force of the chair is pushing up on me, keeping me in the chair. The forces are balanced, because I am not moving. Knowledge of forces can illustrate what happens in the world.

90 = When I’m sitting in a chair, I am experiencing gravity and the normal force. Gravity is pulling me toward the center of Earth and against the chair. The normal force of the chair is pushing up on me, keeping me in the chair. The forces are balanced, because I am not moving.

80 = When I’m sitting in a chair, I am experiencing gravity and the normal force. The forces are balanced.

2. What are the limitations in the model of gravitational force in Fig. 3? Explain the value of the model. (Write) [RE, DC, SA] (Team Talk rubric)

100 = The main limitation in this model is the scale; people aren’t really as big as that as compared to the size of Earth. Earth isn’t that small. Force arrows don’t exist in the real world. However, the model is useful because it shows the direction of forces acting on a person standing on Earth—which explains why we don’t just float off into space. Models are useful for demonstrating things you can’t see, such as forces.

90 = The main limitation in this model is the scale; people aren’t really as big as that as compared to the size of Earth. Earth isn’t that small. Force arrows don’t exist in the real world. The model is useful because it shows the direction of forces acting on a person standing on Earth—which explains why we don’t just float off into space.

80 = The main limitation in this model is the scale. Force arrows don’t exist in the real world.

continued


Cycle 1 Lesson2



3. How does the model in Fig. 3 relate to Newton’s first law of motion? [RE, DC] (Team Talk rubric)

100 = Newton’s first law says that an object won’t move unless a force acts on it. The model shows two forces acting on a person, but the forces are balanced, so the person isn’t moving. Unless a larger force acts on a person, the person won’t move. This situation relates directly to Newton’s first law of motion.

90 = Newton’s first law says that an object won’t move unless a force acts on it. The model shows two forces acting on a person, but the forces are balanced, so the person isn’t moving.

80 = The model shows two forces acting on a person, but the forces are balanced, so the person isn’t moving.

4. Press your thumb against the edge of your desk. What evidence do you see that shows you have a normal force on your thumb? [DC] (Team Talk rubric)

100 = When I push on the desk edge with my thumb, I see that my thumb is compressed; the normal force is acting on my thumb and leaves a temporary dent in my thumb. The dent is the evidence of the normal force. You can tell when forces are acting by their impact on objects.

90 = When I push on the desk edge with my thumb, I see that my thumb is compressed; the normal force is acting on my thumb and leaves a temporary dent in my thumb. The dent shows the normal force.

80 = The dent shows the normal force.

5. Choose a word from the vocabulary list, and write a meaningful sentence using the word correctly. [CV]

Accept a sentence that shows the student knows the meaning of the word and can use it correctly. For example: The caterpillar transformed into a butterfly.

4. Have students thoroughly discuss Team Talk questions before they write individual answers to the skill question marked “(Write).” Allow students to revise their answers after further discussion if necessary.









Lightning Round



Celebrate








• strategy use







Cycle 1 Lesson2



collision(noun)“Amusement Park Science”page 6

col-li-sion(kuh-LIH-zhun)

a crash Dad put on the brakes to avoid a collision with another car.

impact(noun)“Amusement Park Science”page 8

im-pact(IM-packed)

effect Mr. Jopson had a positive impact on many of his students, and they became doctors.

governs(verb)“The Forces Are with Us” page 7

gov-erns(GUH-verns)

controls The steering wheel governs which direction the car will go.

concepts(noun)“The Forces Are with Us” page 8

con-cepts(KON-septs)

ideas Of all the math concepts I learned this year, I like fractions the best.

transformed(verb)“An Energetic World” page 11

trans-formed(trans-FORMD)

changed With a good bath and a brush, I transformed my dog Spot from a muddy mess to a glamor pooch.

radiated(verb)“An Energetic World”page 11

ra-di-at-ed(RAY-dee-ated)

sent out Wanda’s face radiated joy when she learned that she won first prize in the science fair.

encounter(verb)“An Energetic World”page 12

en-coun-ter(en-KOWN-ter)

meet If we don’t leave now, we may encounter rain on our way to the library.

transition(noun)“An Energetic World” page 13

tran-si-tion(tran-ZIH-shun)

passing, change The transition from first to second grade is exciting.



From Student Edition

The Forces Are with Us

Have you ever played tug-of-war? Imagine playing tug-of-war. If you have played this game, you know the goal of the game is to pull on the rope harder than the other team to move the center marker ribbon over to your side of the fi eld. The game of tug-of-war is a game of forces. A force is a push or a pull. Force can be calculated with the formula F = ma, where F is force, m is mass, and a is acceleration. In tug-of-war, the pulling of each team on the rope is a separate force. If both teams are pulling equally, the center marker ribbon doesn’t move, and we say that the forces are balanced. If one force is larger than another, we say that the forces are unbalanced. Objects move because of unbalanced forces pushing or pulling them. This pushing or pulling is referred to as the forces acting on or infl uencing an object. Forces have magnitude (size or strength) and direction (e.g., forward, backward, up, down).

You cannot see a force, only its effect on objects it acts on or infl uences. For example, although we cannot see the wind, it is possible to see the wind’s infl uence on the leaves of trees as the wind acts on them. The infl uence of a force, or forces, can change the speed, direction, or shape of an object.

If an object is already in motion and new forces act on it, the new force affects the motion of the object by speeding it up, slowing it down, or changing its direction.

A.

B.

Cycle 1 Lesson2



Examples of Forces

People encounter several types of forces in daily life; below are fi ve common forces (there are others).

• Gravity is the force that pulls objects on or near Earth toward the center of the planet. The strength of the force of gravity depends on an object’s distance from Earth and its mass (total amount of material). Close, massive objects, such as an elephant, are pulled more strongly than distant, low-mass objects, such as a bird. When you drop a pebble on the ground, the force of gravity has acted on the pebble and caused it to move toward Earth. You can unbalance gravity by using an applied force when you toss a ball up into the air.

• Applied force is the force applied to an object by another object or person.

• Normal force is the force that supports objects, such as the force exerted by the ground on objects sitting on the ground or the force that “pushes back” when you push on a wall.

• Frictional force, or friction, is a force which opposes motion.

• Centripetal force governs motion along a curved path: the force is always directed toward the center of the circle. If centripetal force is not acting on an object, the object will move in a straight line.

Consider the following diagram as one way to think about the force of gravity and the normal force on an object on Earth’s surface. In this diagram, the forces are balanced, so the objects sitting on Earth are at rest.

Force of GravityGravity

Normal Force

Gravity

Earth

Normal Force




Centripetal Force

Centripetal force is sometimes diffi cult for people to understand. Centripetal force is what causes circular motion. Amusement park rides that have a circular path or motion take advantage of this force. Any mass (object or body) kept in circular motion is constantly changing direction. A force must be applied to the mass continuously to keep it moving in a circular path. This force is called a centripetal force. Centripetal force is an inward pulling force that prevents an object from fl ying off in a straight line.

The orbit of the moon around the earth is another example of a centripetal force at work. The moon orbits Earth because gravity exerts a centripetal force—pulling the moon toward the center of Earth. There are many examples of centripetal force in everyday life. A car going around a tight curve is kept in the curved motion by centripetal force.

Forces and Motion

Newton’s laws of motion:

A force is needed to change the direction or speed of an object. Therefore, motion occurs as a result of unbalanced forces; force causes motion. Sir Isaac Newton developed the Laws of Motion in the seventeenth century, and they remain important concepts in physics.

First Law of Motion: inertia: an object at rest will continue at rest until a force acts on it. An object in motion will remain in motion until a force acts on it.

Second Law of Motion: acceleration: when a force acts on a mass, it creates acceleration; the greater the mass of the object, the greater the amount of force needed to accelerate the object. A mathematical formula describes Newton’s second law of motion: F = ma, where F is force, m is mass (measured in kilograms), and a is acceleration (measured in meters per second per second). This formula explains that a stronger force produces a stronger acceleration and a large mass either requires a larger force for the same acceleration or, with the same force, results in a slower acceleration.

Third Law of Motion: action and reaction: for every action, there must be an equal and opposite reaction: whenever an object applies force to another object and pushes it, the object gets pushed back in the opposite direction with an equally strong force.

We can see the forces and laws of motion all around us, if we only look for them.

Centripetal forces moving toward center

Circular path of motion

Cycle 1 Lesson3



Teacher Background

Today students will read the rest of Amusement Park Science by Dan Greenberg.

The text so far has illustrated how force causes motion. What we learn in today’s reading is how motion can cause other effects in turn. In the reading selection for this lesson, students discover that motion is the cause of specific biological effects experienced by riders on amusement park rides. The rocking motion of pendulum rides interferes with the fluid of the inner ear and can cause nausea.

In addition to force and motion, amusement parks can teach us a lot about energy. Energy is the capacity to do work or cause change. Energy that an object has because of its motion is called kinetic; energy that an object has stored—for example, because of its height above the ground—is called potential energy. A roller coaster provides a good example of kinetic energy transforming into potential energy and vice versa. When the roller coaster cars are pulled up the first hill, potential energy is being stored. As the cars pass the crest of the hill and rush downward, the potential energy transforms to kinetic energy. This kinetic energy enables the cars to climb the next hill, and so on. Some energy is lost along the way, changing into sound and heat, so each successive hill of the roller coaster has to be smaller for the car to make it to the end of the ride.



1. Display the vocabulary words. Have students use the vocabulary study routine as they rerate their knowledge of each vocabulary word as they arrive for class.


Vocabulary


2. Use Random Reporter to have the teams share one word that they know and one word that they need to study further. Use Random Reporter to have teams report on a new sentence using a vocabulary word. Award team celebration points.








3. Choose an important word from the text or class discussion, and model how to explore it in a word power journal entry. A sample Think Aloud and word map follow.

Sample Think Aloud

I clarified the word acceleration. I think acceleration means the process of going faster. (Model looking up the word.) There is a scientific meaning for acceleration: acceleration means the rate of change in velocity of a moving object. Acceleration can be positive when an object speeds up. This is the regular use of the word acceleration. But acceleration can be negative, as when something slows down; acceleration is a change, and a change can be faster or slower. Acceleration can also be a change in direction; if an object is going in a curved path, the direction is constantly changing, so this is acceleration too, even if the object’s speed remains constant. So the scientific use of the word acceleration has a broader, but specific, use than what people usually think of. Sometimes common words have specific meanings in science.

Sample Word Map

changeindirection

scientificuse

everydayusemeansprocessofspeedingup

changeinvelocity(positiveandnegative

acceleration)

acceleration


Set the Stage





Model exploring a word in the word power journal.




Cycle 1 Lesson3


T: Pendulumsandrollercoasters

I: Toinformmeaboutthesciencebehindpendulumsandrollercoasters


5. Remind students that forces cause motion. Have teams discuss what kinds of motion they know about regarding amusement park rides.

Answers may include spinning, turning upside down, going fast up and down hills, sliding down a water slide.

6. Tell students they will read about two more amusement park rides and how they work.


1. Read pages 17 and 18 of Amusement Park Science aloud. Use Think‑Pair‑Share to prompt use of the skill or strategy.

How does the author help you visualize the ride?

The author uses descriptive words like “whoosh” and “back and forth.” He includes a good description on page 18 of the frame, beams, and pendulum, so I can make a mental model of the structure, and there are pictures.

2. Partner Practice: Student partner pairs use the read-aloud/think-aloud process to practice the skill or strategy with the next passage in the text. Have students read page 19 (paragraph 1), and have students identify visualization clues.

The author describes the motion of the ride as a back‑and‑forth swing. The swaying‑like waves on a stormy sea is also a visualization clue. He also describes sloshing stomach contents and motion sickness in a person; I can just see myself with it, ugh!






Pendulumride • eachswingtakessameamountoftime

• swingshigher&higher,goesfaster

• cancausemotionsicknessbecausefluidininnerearisaffectedbyswinging


Teacher: Read aloud.

Students: Practice the skill or strategy.

tps






Partner Prep


pages 19 (paragraph 2)–27 aloud with partners.



Team Discussion




Team Talk Questions

1. How does going on a pendulum ride affect your body? Explain. [RE, SA] (Team Talk rubric)

100 = Going on a pendulum ride can cause motion sickness or the feeling of weightlessness. The swinging motion affects the fluid in your ears, which gives you motion sickness. You may feel weightless at the highest point in the swing when a combination of forces acts on you and the ride. A pendulum ride uses several forces to cause an exciting ride and unusual sensations.

90 = Going on a pendulum ride can cause motion sickness or the feeling of weightlessness. The swinging motion acts on the fluid in your ears, which gives you motion sickness. You may feel weightless at the highest point in the swing, when a combination of forces acts on you and the ride.

80 = Going on a pendulum ride can cause motion sickness or the feeling of weightlessness.

continued



Cycle 1 Lesson3



2. What gives potential energy to the roller coaster car at the beginning of the ride? Explain. [RE, DC] (Team Talk rubric)

100 = An electric motor exerts a pulling force and pulls the car up to the top of the first hill. The motor gives potential energy to the coaster cars. As the coaster cars go down, the potential energy is changed into kinetic energy. A roller coaster ride uses both potential and kinetic energy.

90 = An electric motor pulls the car up to the top of the first hill. The motor gives potential energy to the coaster cars. As the coaster cars go down, the potential energy is changed into kinetic energy.

80 = The motor gives potential energy to the coaster cars.

3. For what section did visualization help your understanding? Explain. (Write) [RE, DC] (Team Talk rubric)

(Answers may vary.)

100 = I used visualization to increase my understanding of the section on potential energy. I visualized that as the roller coaster car is being pulled up the first hill, energy is being added as it goes up, so at the top of the hill the car has lots of potential energy. I visualized the potential energy as little yellow blocks. Visualizing helps me “see” what the author is explaining.

90 = I used visualization for the section on potential energy. I visualized that as the roller coaster car is being pulled up the first hill, energy is being added as it goes up, so at the top of the hill the car has lots of potential energy. I visualized the potential energy as yellow blocks.

80 = I pictured the section on potential energy to understand it.

4. Does a roller coaster car change all of its potential energy into kinetic and climb a hill of equal height? Explain. [DC, RE, SA] (Team Talk rubric)

100 = No. Some of the kinetic energy of the car is converted into sound and heat energy, so there is not enough potential energy to push the car up an equally high hill. When potential energy is converted into kinetic energy, some energy is not usable.

90 = No. Some of the kinetic energy of the car is changed into sound and heat energy, so there is not enough potential energy to push the car up an equally high hill.

80 = No.

5. When we rode the bumper cars, we were hoping for a collision. In this sentence, collision most nearly means— [CV]

A. change.

B. crash.

C. break.

D. noise.









Lightning Round



Celebrate









• strategy use







Cycle 1 Lesson4



Teacher Background

In today’s lesson, students will read an article providing additional information about energy: “An Energetic World.” Energy takes many forms and can be transformed and transferred in many ways. At every transformation of energy, such as electricity to light in a light bulb or the chemical energy in gasoline into mechanical energy of motion as a car drives down the street, some of the initial energy is converted to heat; hold your hand next to the light bulb, and you will feel heat.

You will provide instruction on analogies. You have likely experienced the use of analogies when someone is explaining something to you. “You know, it’s like having a toothache in your feet.” Teachers frequently use analogies during class to link students’ common experiences to new information. Writers of scientific and technical text also use analogies for the same reason.





Vocabulary












Set the Stage





T: Energy

I: Toinformreadersaboutenergy


5. Have teams discuss what they know about energy.

6. Tell students that they will read the article “An Energetic World” in their student editions today.


1. Provide instruction on analogies:

Discuss analogies using the points below as necessary:

• Analogies compare two different things that have something in common—either in structure or in behavior.

• Analogies connect common knowledge and experience to new information.

• Analogies can be similes or metaphors.

• Signal words and phrases are: like, in the same way, as, similarly, just like, and such as.

• Provide some common examples (select from those below, or use your own):

– A brick building is built of smaller units—the bricks. This is like a plant or animal body being made of smaller units called cells.

– Life is like a bowl of cherries.

– He’s an energizer bunny.

Tell students that, as with models, analogies have limitations; they are not correct in all aspects. Analogies serve as a bridge or an introduction to unfamiliar concepts.

2. Refer students to paragraph 7 (beginning “Energy can neither be created…”). Read paragraph 7 aloud. Use Think‑Pair‑Share to prompt use of the skill or strategy.

How does the analogy of changing a ten‑dollar bill into ten singles help you understand the law of conservation of energy?

Since I know that if I change a ten‑dollar bill into ten singles, I don’t lose any money, I then understand that when energy is changed from one form to another, none is lost.



Build background about energy.



tps

Cycle 1 Lesson4


3. Partner Practice: Student partner pairs use the read-aloud/think-aloud process to practice the skill or strategy with the next passage in the text. Have students read paragraph 8 and identify how the money analogy helps you understand about “lost” energy and how it relates to the law of conservation of energy.

I know that if I drop money on the ground, it is lost to me, but it is still present, just somewhere else. So when energy changes forms, some energy may be lost to me, but it is still present, just somewhere else according to the law of conservation of energy.







Lawofconservationofenergy • energyisneithercreatednordestroyed

• likechanginga$10billinto10$1bills

• sometimesenergyis“lost”asyoulosemoney;theenergyissomewhere,butnotavailabletome


Partner Prep


“An Energetic World” aloud with partners.








Team Discussion




Team Talk Questions

1. What kind of model is W = fd? Explain. [RE, DC, SA] (Team Talk rubric)

100 = This is a mathematical model. If you know the force involved and the distance, you can calculate how much work was done. The mathematical model summarizes a consistent relationship between work, force, and distance and can be used in all situations.

90 = This is a mathematical model. If you know the force and the distance, you can calculate how much work was done.

80 = This is a mathematical model.

2. What analogy did you find useful in understanding this article? Explain how it was helpful to you. (Write) [RE, DC, SA] (Team Talk rubric)

(Answers may vary.)

100 = The analogy about saving money in a bank to explain potential energy was helpful to me. I know if I save money, I have the potential to buy something later. Potential energy is “saved” energy—it can be used later. A battery stores energy; it has potential energy. When I turn on the flashlight, the potential energy in the battery becomes kinetic energy in the light. Analogies help me understand new ideas and concepts.

90 = The analogy about saving money in a bank to explain potential energy was helpful to me. I know if I save money, I have the potential to buy something later. Potential energy is “saved” energy—it can be used later. A battery stores energy; it has potential energy. When I turn on the flashlight, the potential energy in the battery becomes kinetic energy in the light.

80 = The analogy about saving money in a bank to explain potential energy was helpful to me.

continued


Cycle 1 Lesson4



3. Describe at least three forms of energy you experience in the classroom. Support your answer. [DC, RE, SA] (Team Talk rubric)

(Answers may vary.)

100 = I experience light, electricity, and sound in the classroom. Light comes from the light bulbs in the ceiling and the sunlight coming through the windows. Electricity runs the clock. The students and teacher make sounds—their voices and the sound of chairs scraping on the floor. Different forms of energy are all around us.

90 = I experience light, electricity, and sound in the classroom. Light comes from the light bulbs in the ceiling and the sunlight coming through the windows. Electricity runs the clock. The students and teacher make sounds—their voices and the sound of chairs scraping on the floor.

80 = I experience light, electricity, and sound in the classroom.

4. Write a summary of the text you read today. [MI] (summary rubric)

100 = Energy is the ability to do work, and work is applying a force over a distance. There is a constant amount of energy. There are several forms (electrical, chemical, sound, heat, light, mechanical, and nuclear). Forms can be changed, such as electricity into sound by a radio. But in every energy change, some energy is changed into heat and is not useful; it is “lost” to the system. There are two types of energy, called potential, or stored, energy and kinetic energy—energy in use or motion. You can change potential energy to kinetic energy, but this also has a heat “loss.”

90 = Energy is the ability to do work. Energy is neither created nor destroyed. There are several forms. Forms can be changed, such as electricity into sound by a radio. But in every energy change, some energy is changed into heat and is not useful; it is “lost” to the system. There are two types of energy, called potential, or stored, energy and kinetic energy—energy in use or motion. You can change potential energy to kinetic energy.

80 = Energy is the ability to do work. Energy is neither created nor destroyed. There are several forms. Forms can be changed. There are two types of energy, called potential, or stored, energy and kinetic energy—energy in use or motion. You can change potential energy to kinetic energy.

5. What word from the vocabulary list belongs in the blank? How do you know? [CV]

If I ________ John on my walk, I’ll be sure to ask him to my party.

Encounter. The context of the sentence is meeting John on a walk, so encounter is the best choice.

6. What graphic organizer are you using to take notes? What is a main idea you recorded? How is your graphic organizer helping you to understand the text? (graphic organizer rubric)

I am using a T‑chart to take notes. A main idea I recorded is that the law of conservation of energy means that energy can change forms but is never created or destroyed. The T‑chart gives me a place to write the important terms and a place to give the definition and examples. With a T‑chart, my notes are very organized, and I can find the meanings of terms.









Lightning Round



3. Show the video “Team Talk Response.”

Celebrate









• strategy use







Cycle 1 Lesson4



An Energetic World

Introduction

Energy. We use this word every day, but do we really know what it means? You eat an energy bar before you go to soccer practice. You tell your mom that you just don’t have the energy to clean up your room. You turn on the TV and hear people discussing ways that the United States could become less dependent on other countries to meet our energy needs. How can one word be used in so many ways?

Even though energy is involved in everything we do, it can be tricky to talk about. Let’s concentrate on what energy means to a physicist—someone who studies the physical world and how things work. Physicists try to understand and learn more about important systems and big ideas, including energy, matter, motion, and forces.

To a scientist, energy has a specifi c defi nition: energy is the ability to do work or cause change. Doing work may mean many things to you. Usually, whenever we exert a lot of effort and feel really tired, we say that we worked hard. However, to a scientist, work has a very specifi c meaning: work is done when a force acts over a distance. W = Fd where W is work, F is force, and d is distance. (Remember that Force = ma.) For example, work is done when a car moves down the road or when you ride your bike around the block. There must be a force (a push or a pull), and it must happen over a distance. It takes energy to do work.

There are several forms of energy, and any form of energy can be transformed into another form. The forms of energy include electrical, chemical (the energy in chemical bonds), sound, heat, light, mechanical (energy of movement), and nuclear energy.

Any form of energy can be transformed into another form of energy. For example, when gasoline reacts with oxygen inside the engine of a car, energy that was trapped in the chemical bonds of the gasoline molecules (chemical energy) is transformed into mechanical energy to make the car move. Some of the energy is also turned into heat and is lost or radiated from the engine to the air around the engine. Chemical energy stored in the gasoline was transformed into mechanical energy and made the car move. Work was done because forces were used over a distance.

The car is fueled with gasoline (gasoline contains chemical energy).

36% of energy in gasoline escapes through the tailpipe and is not used by the car.

26% of energy in gasoline is used to move the car—mechanical energy.

38% of the energy in gasoline becomes heat because of friction and radiating heat from burning fuel in the engine.

Conversion of Energy in a Car

Figure 1




Energy can be neither created nor destroyed. In an isolated system, the total amount of energy in the system is conserved or remains the same. Energy can only change from one form to another. This law is known as the law of conservation of energy. In some ways, energy is like money. You can exchange ten single dollar bills for a ten-dollar bill and one ten-dollar bill for ten singles, but no matter how often you convert between the two, you won’t end up with more or less money than you started with.

However, most of the systems we encounter are not isolated systems. They connect with other systems. If you think about having a pocketful of quarters, and one falls out through a hole in your pocket as you walk down the hall in school, that quarter may be lost to you, but it was not destroyed. It still exists, lying on the fl oor in the hall, and will probably end up in someone else’s pocket before long.

In the case of gasoline powering a car, the car is not an isolated system. The car is part of a bigger system. It is surrounded by air and all the other elements and compounds in the larger environment. Every bit of energy that comes out of the gasoline does not go into making the car move. Some of it escapes to the surrounding atmosphere. Some of the energy exits into the surrounding atmosphere trapped in the chemical bonds of new chemicals (carbon monoxide, water vapor) that make up the exhaust. These chemicals are like the leftovers and food scraps when you are cooking a meal. You don’t need them for your dinner, and some of them may get thrown away. Finally, some of the energy turns into heat that escapes to the body of the car and the air around the engine. Heat usually accompanies energy transformations.

Looking at the two fi gures, you can see that with energy transformations, there is a “loss” of usable energy. The heat from the light bulb won’t help you see, and the heat from a car’s engine doesn’t make the car move faster or farther.

Kinetic and Potential Energy

Types of Energy: Kinetic and Potential

Let’s stop for a minute and summarize what we know about energy. Just like our dollars, energy is always changing forms. Energy can be neither created nor destroyed. It is used to create change and do work. Work cannot happen unless a force is acting over a distance.

To understand how energy changes forms, it is necessary to learn about two more ways that energy exists. All forms of energy can be categorized as either kinetic or potential energy.

Electricity

Heat Light

Figure 2

Cycle 1 Lesson4



Kinetic energy is energy associated with motion. When an object is moving, it has kinetic energy, and when the object stops moving, it has no kinetic energy.

Potential energy is stored energy. It remains available to be changed into kinetic energy. It has the “potential” to be used at a later time. Continuing our money example, money saved in a bank account is like potential energy. With money in the bank, you have the potential to buy something you need. Potential energy can also be thought of as the energy of position. In other words, the energy is available because of one object’s position relative to another. Imagine that you are sitting at the very top of the fi rst big hill on a roller coaster ride. There is a moment when you feel the movement of your coaster car slow almost to a stop—the car seems to pause for just a second—and then it plunges down the hill. At the top of the hill, the car has lots of potential energy due to its position on the track at the top of the hill. Going down the hill, that potential energy is changed into kinetic energy, and the car is moving again.

Kinetic energy moves car to top of hill—mechanical energy

Potential Mechanical Energy Kinetic

Mechanical Energy

Potential Mechanical Energy

Kinetic Mechanical Energy

Potential Mechanical Energy

Kinetic Mechanical Energy

This transition between potential and kinetic energy can help us understand how many of our everyday machines are powered. Sometimes we have to store energy for later use. Let’s think about another example. Electricity can make your iPod play music. Electricity is really electrons responding to a magnetic force and moving along a wire. It is kinetic energy. But you can’t keep your iPod plugged in all the time while you use it, so you charge the battery in the iPod. The battery turns electrical charges into chemical energy. This is another way of saying that you are storing energy that you can use later. The battery now has potential energy. When you turn your portable music device on and use the battery to run it, you are turning that stored, potential energy back into electrical kinetic energy to make sound—the music—and light so you can read the display. You can use the energy all at once, or you can save it and use a small amount at a time.

Engineers spend their time using the science of energy and forces to design things that work, like your portable music device. Next time you listen to a song, or watch a movie, or ride in an elevator, you can thank an engineer and his or her knowledge of forces and energy.



Lesson 5Writing Objective: Use science terms learned from the text to clearly and accurately explain a process.

Teacher Background

Today’s writing activity gives students a chance to use the scientific terminology they have read.





Vocabulary





Set the Stage



3. Remind students of the texts, authors, and writing objective.

4. Have teams identify new terms they have encountered during this cycle.

Answers should include: force, laws of motion (first, second, third), energy, law of conservation of energy, work, potential energy, kinetic energy, centripetal force.








Post and present the writing objective.

Introduce the writing project.

Cycle 1 Lesson5


Clarify any questions students may have about the terms. Have students consult their notes.

5. Refer students to the following writing prompt in their student editions. Read the writing prompt aloud.

Writing Prompt

Explain the change from potential energy to kinetic energy when a pendulum swings—where is the greatest potential energy? Where is the greatest kinetic energy?

Use Think‑Pair‑Share to ask:

Read the prompt. What is it asking you to do: support a claim with reasons, explain ideas or information on a topic, or write a literary response? How do you know?

The prompt is asking me to explain ideas or information. The word explain is in the prompt.

6. Refer students to the following writer’s guide in their student editions. Point out that the writer’s guide for writing to inform or explain is the criteria for writing. Point out that using the writer’s guide will help them write a quality response.

Writer’s Guides

Writing to Support a Claim with Reasons

Ideas• Clearly state a position (claim) and include good reasons that

support that position.

Organization

• Begin by stating a position (claim).

• In the middle, tell supporting reasons.

• End with a closing statement.

Style• Use words and phrases that help the audience see how the reasons

are related to the claim.

Mechanics • Use correct punctuation, capitalization, spelling, and grammar.

Writing to Inform or Explain

Ideas• Clearly introduce the topic.

• Develop the topic with relevant details.

Organization

• Begin by introducing the topic.

• In the middle, provide facts, examples, or events that help a reader understand the information.

• End with a closing statement that supports the information.

Style

• Use words and phrases that help a reader understand how the facts or events are related.

• Include details or examples that help a reader make a mind movie.


Writing a Literary Response

Ideas

• Make a clear point about an aspect of the literary work such as characters, setting, plot, theme, style.

• Support your point with evidence from the text.

Organization

• Begin by making a clear point about an aspect of the literary work.

• In the middle, support your point with examples and evidence from the text.


Style• Choose and quote words, phrases, and dialogue from the text to

support your point.


Briefly review the guide, noting the four aspects of writing: ideas, organization, style, and mechanics.


Which guidelines relate to our writing objective: use science terms learned from the text to clearly and accurately explain a process?

The guidelines for Ideas and Style relate to the writing objective.

7. Tell students that this 10-minute writing project is practice to prepare them to write a quality answer for the writing section (part II) of the cycle test. Remind them that this section of the test is worth one third of their test score.

Read the prompt aloud.

tps

Students identify the purpose for writing.

Refer students to the appropriate writer’s guide in their student editions.

Highlight the writing objective.



Model a Skill

1. Tell students that you will model planning for the following prompt: explain the forces involved when you push a book off a desk and it lands on the floor.

2. Model finding the information on forces (lesson 2 student reading), choosing which forces are involved, and organizing them, as in a sequence chain. For example:

Sample Think Aloud

First I will review the kinds of forces by looking back at the reading on forces. Ah, here it is, “Examples of Forces.” I’ll read through the definitions (Model doing so.) and choose forces that I think apply to the situation of the book. As the book sits on the desk, gravity is pushing down and the normal force is pushing up. Then I push the book—that’s applied force. Gravity pushes the book to the floor, and the floor pushes up on the book when it lands.

3. Model using a graphic organizer; a sequence chain is shown below, but you can use any graphic organizer.


Sequence Chain

Booksittingondesk(gravitypushingdown,normalforcefromdeskpushingup)

Ipushthebookoffthedesk(appliedforce)

bookfallstofloor(gravitypushingdown,normalforcefromfloorpushingup)

bookcomestorest

Model planning using a graphic organizer.

Cycle 1 Lesson5



Independent Work

Tell students that they have 10 minutes to plan and write drafts of their responses to the writing prompt. Remind them to write on every other line to leave room for revisions. Suggest that they refer to the writing prompt to be sure that they include all the required elements and to the writer’s guide to check the quality of their response.

Team Discussion

1. Refer students to the peer feedback checklist in their student editions, and review how to get/give feedback.

2. Have students share their drafts in teams. Allow 5 minutes for students to revise their writing projects based on feedback and to edit them using the editing checklist in their student editions.

3. Have teams put their writing projects in a pile in the middle of their tables so a writing project can be randomly selected.


Lightning Round

Randomly select a writing project from one or two teams’ piles without revealing their authors. Display a writing project, and read it aloud.

Refer students to the writer’s guide for writing to inform or explain and the writing objective—use science terms learned from the text to clearly and accurately explain a process.

Using the writer’s guide, discuss and evaluate the selected writing project(s) with the class.

For example, ask:

• Does the writer introduce the topic clearly?

• Does the writer include scientific terms correctly and examples to help a reader understand the information?

• Does the writer end with a closing statement that supports the information?

• Does the writer use appropriate academic language and full sentences?

Award points to teams whose writing projects meet the criteria. Record these points on the team poster.

Students write for 10 minutes.

Monitor discussions as partners and teams give feedback.

Students revise and edit their writing projects.

Display and evaluate randomly selected writing projects using the writer’s guide.



Reflection on Writing

Have students reflect on their use of the writing process. Ask:

How did creating and using a graphic organizer work for you? How did it help you write your draft?

Answers will vary.

What was the most useful feedback that you received? How did it affect your revisions?

Answers will vary.

Did you find it easy or difficult to include scientific terms in your writing? Do you think the terms were used correctly?

Answers will vary.

Celebrate










Cycle 1 Lesson5


Writing PromptExplain the change from potential energy to kinetic energy when a pendulum swings—where is the greatest potential energy? Where is the greatest kinetic energy?

Writer’s Guides




Organization










Organization




Style





Ideas



Organization





support your point.





Writing Objective: Use science terms learned from the text to clearly and accurately explain a process.

Teacher Background

Today’s reading discusses friction. Friction is a common force that affects almost everything—from holding a pen to driving a car. Amusement park rides manipulate friction to allow for increased speed and to slow things down.

One of the test questions is about Amusement Park Science, so have books available to students during the test.





Set the Stage



3. Remind students of the texts, authors, and reading and writing objectives.







Post and present the reading and writing objectives.


Cycle 1 Lesson6


Prepare Students for the Test (5 minutes)

Partner Review

1. Remind students that they have been practicing using visualization and analogies to clarify text and using science terms learned from the text to clearly and accurately explain a process. Use Think‑Pair‑Share to ask:

Which examples of visualization, analogies, and models were helpful in understanding the texts?

(Answers will vary.) I think the money analogies were the most helpful in understanding the law of conservation of energy and heat “loss.”

Tell students that they will use these skills as they take the cycle test.

2. Have partners review their notes and word power journals for this cycle. Allow 2 or 3 minutes for this activity.

Test Directions

1. Remind students that the test is independent work. Students should not ask their partners for help as they read, but they may use sticky notes if they would like.

2. Distribute the test so students can preview the questions. Point out that some of the test questions are multiple choice for which they will choose the best answer. Other questions require them to write a short answer or create a graphic organizer. Part II of the cycle test requires them to write a long answer. Remind them that their writing project was practice for writing the long answer for part II of the test.

3. Point out that questions #2 and #4 ask about using visualization and analogies to clarify text.

4. Ask students to identify key words or phrases in question #4.

4. How does the model of surfaces (Fig. 1) help you understand friction? [RE, DC, SA]

5. Introduce the text that students will read. Tell what it is about, but do not give additional information or details.

Today you will read about another force.

tps



Test (30 minutes)

Tell students that they have 30 minutes for the test and that they may begin. Give students a 5-minute warning before the end of the test.


Team Discussion

1. Pass out a colored pen to each student.

2. Explain or review, if necessary, the student routine for team discussions after the test.

3. Have teams discuss their answers to the test questions. As you monitor team discussions, ask additional questions to prompt their thinking about the important ideas in the reading and about the skills and strategies that they have been using.


Lightning Round

1. Use Random Reporter to have teams share team discussions of the test questions and explain their thinking.

Visualize a world without a frictional force. How would your life change? Give at least three examples.

(Answers may vary.) Without friction, I couldn’t hold anything, so it would be impossible to get dressed or eat. Without the friction of my feet against the ground, I couldn’t walk or run; I would just slide around and not be able to control where I was going, so I would bump into things. Without friction, any car or bus would also slide around and bump into things. I think it would be a dangerous world without friction.

2. Award team celebration points.

3. Collect test answers. Score original answers, and add extra points for improved answers.

Teams discuss the answers to the test questions.

Random Reporters share team discussion of a test question.

Cycle 1 Lesson6


Celebrate












Cycle 1 Test

Models and Analogies in TextDirections: Read the article “Frictional Force.” Use the TIGRRS process, and answer the following questions on a separate piece of paper.

Some of the questions are based on today’s reading, and other questions are about the text that you read in previous lessons. You may refer to your notes from this cycle.

Part I. Comprehension (100 points)

1. What is the topic?

5 points = Friction.

What is the author’s intent?

5 points = To explain friction.

Write a short summary of the text. Include the graphic organizer or notes that you used to organize the information and your thoughts. [MI, AP]

10 points = Friction is a force that opposes motion. The amount of friction depends on the types of surfaces: rough surfaces have more friction than smooth surfaces. You can increase or decrease friction by changing the surfaces, such as oiling the parts of a hinge or using treads on shoes to give better traction. Streamlined shapes also reduce friction and drag (friction of an object in air or water).

2. Describe how using visualization can help you monitor your comprehension. [RE, SA]

(Answers may vary.)

20 points = Visualization can help me monitor my comprehension because it keeps me actively involved in several ways. I try to imagine what the author is saying by making my own image in my head. This helps me connect the text to my own experiences. Connecting to other knowledge I have about the topic or the example the author provides gives me more chances to connect with the information in the text. Visualization encourages me to really think about whether my image matches what the author is saying, and this makes me stop and check my understanding.

15 points = Visualization can help me monitor my understanding because it keeps me actively involved in several ways. I try to imagine what the author is saying by making my own image in my head. This helps me connect the text to my own experiences. Connecting to other knowledge I have about the topic or the example the author provides gives me more chances to connect with the information in the text.

10 points = Visualization can help me because it keeps me actively involved.

Cycle 1 Lesson6


3. Describe how an analogy helped you understand transforming energy and the law of conservation of energy. [RE, SA, DC]

20 points = The analogy of changing money helped me understand energy changes and the law of conservation of energy because if you change a $5 bill into five $1 bills, you still have the same amount of money. So when you change energy from one form to another, you still end up with the same amount of energy, just in different forms. Analogies are useful because they compare an everyday event to a new concept to help you understand the new concept.

15 points = The analogy of changing money helped me understand energy changes and the law of conservation of energy because if you change a $5 bill into five $1 bills, you still have the same amount of money. So when you change energy from one form to another, you still end up with the same amount of energy, just in different forms.

10 points = The analogy of changing money helped me understand energy changes and the law of conservation of energy.

4. How does the model of surfaces (Fig. 1) help you understand friction? [RE, DC, SA]

20 points = The surfaces are rough and smooth. I can visualize trying to roller skate over the rough surface; it would be difficult because of the friction. I wouldn’t go very fast. I would go faster on the smooth surface because there is less friction. The model lets me “see” how surfaces increase or decrease friction.

15 points = The surfaces are rough and smooth. I can imagine trying to roller skate over the rough surface; it would be hard because of the friction. I wouldn’t go very fast. I would go faster on the smooth surface because there is less friction.

10 points = I can imagine trying to roller skate over the rough surface; it would be hard because of the friction. I would go faster on the smooth surface.

5. Look at picture 4 on page 29 in Amusement Park Science. For the most fun on this ride, would you increase or decrease friction between the person and the slide? Explain. [RE, SA]

20 points = To make this ride fun, I would decrease the friction. The slide is very smooth, so there is less friction to slow down the rider’s motion. Some slides have water to reduce friction even further. The water acts like oil in a machine of moving parts. If you understand friction and how to increase it or decrease it, you can make things go the way you want.

15 points = To make this ride fun, I would decrease the friction. The slide is very smooth, so there is less friction to slow down the rider. Some slides have water to reduce friction even further. The water acts like oil in a machine of moving parts.

10 points = I would decrease the friction.



Part II. Writing (100 points)

Write at least one paragraph to answer the following question:

Basketball courts have very smooth floors. Discuss how players’ shoes use friction so players don’t slip and fall on the court.

Basketball shoes have a rubberized tread, which is an irregular surface, so the players won’t slip and fall. The tread creates friction, which slows their motion. Some of the friction generated by their shoes is changed into sound. That is why the basketball shoes often “squeak” as the players move on the court.

The following guide is used to score part II of the cycle test.


Ideas • Clearly introduces the topic

• Develops the topic with relevant details

0–25 pts.

Organization • Begins by introducing the topic

• In the middle, provides facts, examples, or events that help a reader understand the information

• Ends with a closing statement that supports the information

0–25 pts.

Style • Uses words and phrases that help a reader understand how the facts or events are related

• Includes details or examples that help a reader make a mind movie

0–25 pts.

Mechanics • Uses correct punctuation, capitalization, spelling, and grammar

0–10 pts.

Writing Objective • Use science terms learned from the text to clearly and accurately explain a process.

0–15 pts.

Part III. Vocabulary (100 points)

1. Write a meaningful sentence using the word governs. [CV]

Accept responses that show the student knows the meaning of the word and can use it correctly. For example: Tanya governs her dog’s behavior by keeping it on a leash when it is around other dogs.

2. “Sir Isaac Newton developed the Laws of Motion in the seventeenth century, and they remain important concepts in physics.” In this sentence, concepts most nearly means— [CV]

A. ideas.

B. mistakes.

C. problems.

D. men.

Cycle 1 Lesson6


3. Mom ________ her hair color from brown to red.

Choose the word that belongs in the blank. [CV]

A. cut

B. transformed

C. braided

D. shaved

4. “However, most of the systems we encounter are not isolated systems.” In this sentence, encounter most nearly means— [CV]

A. like.

B. dislike.

C. hide.

D. meet.

5. “Some of the energy is also turned into heat and lost or radiated from the engine to the air around the engine.” In this sentence, radiated most nearly means— [CV]

A. collected.

B. gathered.

C. sent out.

D. drawn in.

6. Write a meaningful sentence using the word impact. [CV]

Accept responses that show the student knows the meaning of the word and can use it correctly. For example: The impact of the storm was terrible, and many trees were uprooted.

7. The ________ of Dave’s bat against the ball sent it over the fence.

Choose the word that belongs in the blank. [CV]

A. softening

B. sound

C. collision

D. miss

8. Write a meaningful sentence using the word transition. [CV]

Accept responses that show the student knows the meaning of the word and can use it correctly. For example: The transition from winter to spring was a long time in coming.

9. What is one word that you or your teammates explored in your word power journal this cycle? Give the meaning of this word, and then use it in a meaningful sentence. [CV]

We clarified the word rotating. We looked it up in the glossary. The spokes of the bicycle tire were rotating around the axle.



10. As used in the sentence “Each successive hill on a roller coaster course is smaller than the previous hill,” successive most nearly means— [CV]

A. beginning.

B. next.

C. short.

D. slow.

Explain how you figured out the meaning of successive.

Students will explain their thinking. For example, I used the context. The passage talks about the different hills in a roller coaster and that the previous hill was larger, so successive must mean the next hill.

Question Codes

[DC] Make inferences; interpret data; draw conclusions. [AA] Analyze an argument.

[SA] Support an answer; cite supporting evidence. [AP] Identify author’s intent

or purpose.

[MI] Identify the main idea that is stated or implied. [RE] Analyze relationships (ideas,

story elements, text structures).

[CV] Clarify vocabulary. [AC] Author’s craft; literary devices

Cycle 1 Lesson6


From Test Edition

Frictional Force

Friction is a force that opposes motion between two contacting surfaces. Friction between a moving object and the air (sometimes called air resistance or drag) or a surface slows an object’s motion until it comes to rest. The amount of friction depends on the type of surface (the rougher the surface, the more friction) and the mass of the moving object.

Surface AMore Friction

Surface BLess Friction

It is easier to push a bike down a road than a car because the car has more mass; the frictional force of the road remains the same.

In the absence of any friction, objects would remain in motion until some other force acted on the object.

You use and are impacted by friction every day. Look at your fi ngertips and you will notice small ridges—fi ngerprints. Fingerprints give you the right amount of friction to hold on to something. Here friction is very useful.

Increasing and Decreasing Friction

Think of aspects of your life where you would want to slow motion. Car tire treads, the treads on athletic shoes, cleats, and brakes use friction to slow objects. The friction between your shoelaces keeps them tied. Friction between the fl oor or ground and your feet enables you to walk; that’s why an icy sidewalk is so dangerous—there is little friction to allow you to walk safely.

The smoother the surface, the more friction is reduced. Think of aspects of your life where you would want to allow motion by decreasing friction. Machine parts get lubricated with oil to reduce friction. The oil or grease fi lls in the irregularities in a surface, which reduces friction. If friction weren’t reduced in this way, the parts of the machine would wear out sooner, and the machine would be less effi cient because some of the kinetic energy is changed into heat by friction.



From Test Edition

Products of Friction

Friction also changes some of the kinetic energy of a moving object into heat as the object slows (when it has less kinetic energy). Rub your hands together. How do they feel? Some of the energy used to overcome friction is given off as heat. Some friction can produce sound energy, such as parts of a door hinge. When a door squeaks, how do you reduce the sound? Right. You reduce the friction by oiling the hinge.

Using Friction

Many surfaces are specially designed to increase friction, such as adhesive tape or hook-and-loop tape. Animals have adaptations that either increase or decrease friction. A gecko (a type of lizard) can walk up walls. A gecko’s toes have hundreds of ridges, and each ridge is covered by millions of hairs. The tiny hairs interact with the surface molecules of the wall. The combination of the ridges and hairs increases friction so the gecko can walk on vertical surfaces.

To reduce drag (friction) in air or water, many animals use streamlining. A streamlined shape generally looks like this:

Birds in fl ight, fi sh, and marine mammals are among those that use streamlining to reduce friction. Humans have adopted this shape for many of their machines and tools. Competitive runners and swimmers often wear close-fi tting clothes and swimwear to reduce resistance. Some competitive swimmers also shave off all their body hair to reduce drag in the water.

The joints in our bodies are another example of the importance of reducing friction. Moving joints such as the knee and elbow are surrounded by a special membrane that is fi lled with a fl uid. The fl uid and the smooth cartilage on the ends of the bones reduce friction so the joint works smoothly and without pain. If the cartilage begins to break down or roughen, the joint becomes painful, and the condition is known as arthritis.

Understanding friction allows us to manipulate it to suit our needs—to increase or decrease friction.

Cycle 1 Lesson7



Teacher Background

During Class Discussion, students orally present evaluations of their homework reading selections. During Teamwork, students use their Read and Respond notes and answers to the homework questions to make final preparations for these presentations. Team members share their responses and give one another feedback. During the oral presentations, students use their revised responses to the questions to describe the kind of texts they read, the strategies that helped them understand the text, and whether they will recommend their reading selections to others.


Two‑Minute Edit

1. Display and have students complete the Two-Minute Edit as they arrive for class.

2. Use Random Reporter to check corrections. Award team celebration points.

Vocabulary

Ask teams if they have a Vocabulary Vault word that they would like to share. Award team celebration points.

Set the Stage



3. Have students get out their reading selections and Read and Respond forms. Remind them that today, with the help of their teams, they will each prepare a presentation about their individual reading selections.

Challenge students to think about the strategies and skills that they used to read their self-selected texts, share their answers to the Read and Respond questions, discuss their thinking, and prepare evaluations of their selections.

4. Remind students to add to the notes on their Read and Respond forms as they discuss their selections and prepare oral presentations about their selections. Students will use their answers to the questions on the Read and Respond form as the basis for their presentations.

Two‑Minute Edit

Vocabulary Vault


Connect the cycle objective to students’ homework reading selections.




Team Discussion

1. Tell students that they will use the Read and Respond questions as a guide as they discuss their homework reading and prepare evaluations of their reading selections to share with their teams.

2. As students prepare their answers, check in with those students for whom you do not have individual scores for graphic organizer/notes, written Team Talk responses, word power journal, and/or a fluency score. Have them show you examples from the cycle. Point out areas of success, and give feedback to improve student performance.

3. As you visit teams, take this opportunity to check students’ homework for completion (Read and Respond forms). Enter the information on your teacher cycle record form.

Teacher’s Note:

Have students who are ready for a new selection take turns choosing reading material from the classroom library. Make sure that every student has a Read and Respond form for next cycle.

Read and Respond Questions

1. Is your selection informational or literature? Summarize your reading. (summary rubric)

2.Why did you choose this reading? What is your purpose for reading? (Team Talk rubric)

3.Choose a word, phrase, or passage that you did not understand at first. How did you figure it out? (strategy-use rubric)

4.Write down a question that you had or a prediction that you made as you read. Were you able to answer or confirm it? Explain. (strategy-use rubric)

5.Would you recommend this selection to others to read? State your opinion, and support it with reasons. (Team Talk rubric)

6.Choose a short section of the text that you think is important or especially interesting. Tell your teammates why you chose it. Read it aloud smoothly and with expression. (fluency rubric)

Students prepare, share, and revise presentations about their reading selections.

Give students feedback on classwork.

Cycle 1 Lesson7



Lightning Round

Use Random Reporter to have students present their evaluations of their homework reading selections (responses to the Read and Respond questions). Use rubrics to evaluate responses, give specific feedback, and award points.

Celebrate

1. Tally up this cycle’s points on the poster.

2. Tell students that their scored tests will be returned at the beginning of the next lesson. Poster points and the teams’ test scores will determine which teams earn the status of super team, great team, or good team for the cycle.

3. Be sure to record each team’s total celebration points from the poster into the teacher cycle record form. Remind students that team celebration points and team test averages are used to determine team scores.

4. Collect students’ Read and Respond forms, and pass out new forms.

5. Tally up the number of Read and Respond signatures on students’ forms, and record the number on the teacher cycle record form after class.

Team responses and feedback

Teams report on their review of the texts and Read and Respond discussions.


Final tally for this cycle

Record team celebration points on the teacher cycle record form.

Collect Read and Respond forms for this cycle.



Lesson 8Objectives: Celebrate successes, and set new goals. Hold a Class Council meeting.

Teacher Background

In the first part of this lesson, students review their test results and their final scores for the cycle and compare them with their goals. They celebrate success and set new goals for further improvement.

In the second part of the lesson, students participate in Class Council.


Two‑Minute Edit



Celebrate/Set Goals(20 minutes)

1. Distribute students’ scored cycle tests. Allow a few moments for students to review them.

2. Distribute team score sheets to teams and celebration certificates to students. Remind students that the cycle’s top-scoring teams are determined by their points on the poster and their test scores.

3. Recognize and celebrate the super, great, and good teams. Remind the teams of the impact of bonus points that are added to team members’ cycle scores.

4. Have each team discuss and set a goal for the next cycle and record it on their team score sheet. Use the questions below to analyze and discuss the students’ scores.

What was your team’s highest score?

What score do you want to improve?

What can the team do to improve that score?

Use Random Reporter to ask:

What is your team’s goal for the next cycle? Why did you choose that goal?

Accept supported answers.

Two‑Minute Edit

Distribute scored cycle tests.

Distribute team score sheets and celebration certificates.

Class celebration! Celebrate team successes with a class cheer.

Each team sets a team goal for the next cycle.

Cycle 1 Lesson8


5. Use the poster to award team celebration points for responses that include the team’s reasons for choosing the goal, thus beginning the accumulation of points for the next cycle.

6. Have students record their cycle test scores and their areas of greatest strength and improvement on their progress charts.

Class Council(30 minutes)

1. Share class compliments.

2. Review the class goal that was set at the last Class Council. Using the agreed-upon measure of progress, was the goal met? Why or why not?

3. Discuss a class concern, or use the scenario and discussion hints provided.

4. Have teams discuss and then use Random Reporter to share responses.

5. After debriefing how they resolved the problem, help students set a goal and a measure of progress that they can use at the next Class Council.

Brain Game(5 minutes)

1. Choose a brain game from the card set, and then play the game.

2. Use the following questions to debrief and remind students of self-regulatory strategies:

What did this game require your brain to do?

How will use of this skill improve your success in other classes?

Cycle 2 Lesson1



Teacher Background

In this cycle, we will continue using visualization, models, and analogies to improve comprehension. This cycle’s readings also continue to discuss force and motion—just on a larger scale: the forces causing the motions of the tectonic plates that make up Earth’s crust and the effects of the motion (earthquakes, volcanoes, and mountain building). Have a world map available to build background about prominent features of Earth, such as continents, mountain ranges, oceans, etc.

Students will read a series of articles on Earth’s structure and the motions of the crust. This information provides a good example of the use of models and analogies due to scale—the large size of the planet and the sometimes very slow crustal movements. Some of the articles are informative; some are lab directions.

Today students will read “The Layers of the Earth.”

(Optional) Preview the video “Collecting Data Below the Earth’s Surface” www.pbslearningmedia.org/content/ess05.sci.ess.earthsys.boatnv (2 min. 45 sec.). This is an example of how scientists use indirect evidence to build a model.


Big Question

Post and present this cycle’s Big Question. Have students write a response to the question as they arrive for class.

The Big Question: You may have heard the expression “standing on solid ground.” Can you really stand on solid ground? What evidence do you have that supports or contradicts?

Set the Stage

1. Refer students to today’s Big Question. Use Think‑Pair‑Share to ask:

You may have heard the expression “standing on solid ground.” Can you really stand on solid ground? What evidence do you have that supports or contradicts?

(Answers may vary.) I think you can’t really stand on solid ground because the ground isn’t solid. Earthquakes happen, and the ground shifts.

What do you think is underground?

Answers will vary.

Cycle 2:


Students write responses to the Big Question.

Discuss the Big Question.

tps



How do you think you can find out how Earth is made?

You can dig a deep hole.

2. Ask students to review their cycle goal. Remind students how to earn team celebration points. Remind them that team celebration points help them to become super teams. Tell them that they can earn team celebration points during the Lightning Round.

3. Introduce the texts, authors, and reading objectives.


T: HowEarthismade

I: ToinformthereaderaboutEarth


5. Use a world map, and review prominent features such as the continents, major mountain chains (Rocky, Appalachian, Himalayan, and Andes), areas where volcanoes occur (Hawaii, Philippines, Sicily, Naples, etc.), and major oceans (Atlantic, Indian, Pacific).

Tell students if they have ever wondered about why things are the way they are on Earth, they will have some of their questions answered in this cycle’s readings. Tell students they will read a series of articles about Earth, its structure, movements, and major features. Point out that because of the large scale of the earth, models and analogies will be particularly useful.

6. (Optional) Show the video “Collecting Data Below the Earth’s Surface.” Explain to students that this is an example of how scientists use indirect evidence to build a model. Use Think‑Pair‑Share to ask:

Why don’t scientists go down and look at the sea floor?

The water may be too deep. It might be too expensive to build a submarine to go into deep water. They could only see the surface of the sea floor and not what is beneath the surface.


1. Refer to the reading objective, and review the skill if necessary.

2. Read “The Layers of the Earth” (paragraphs 1 and 2) aloud. Use Think‑Pair‑Share to prompt use of the skill or strategy.

How does using visualization and analogies help you understand this information?

The analogy is that seismic waves are refracted like light passing through water. I can remember, or visualize, the last time I saw a straw in a glass of water and how it looked bent. This visualization helps me to see how the seismic waves might bend when passing through Earth. I can connect new information to what I already know.



Build background about Earth.

(Optional) Show the video.

tpsTeacher: Read aloud.


Cycle 2 Lesson1


3. Partner Practice: Student partner pairs use the read-aloud/think-aloud process to practice the skill or strategy with the next passage in the text. Have students read (paragraph 3) and discuss the dust bunny analogy.

I haven’t actually seen dust bunnies form, but I know over time that house dust must gather together to form dust bunnies because I see them under the furniture. The pieces of dust gather to make a larger piece of dust. This is a good model for the formation of Earth.







Earthquakewaves • primarywavestravelthroughsolids&liquids

• secondarywavestravelthroughsolidsonly

• mayberefracted&reflectedEarthformed Whengravitycausedmattertogather

togethertoformaplanet


Partner Prep


the rest of “The Layers of the Earth” aloud with partners.








Team Discussion




Team Talk Questions

1. What analogy explains how the asthenosphere moves? (Write) [RE] (Team Talk rubric)

100 = Movements in the asthenosphere are like movements in warm taffy. Warm taffy is thick, but if you press on it, it will move. Cold taffy is very hard and doesn’t move easily. This analogy helps me to visualize how the asthenosphere moves. By using analogies and visualization, I can understand how the asthenosphere moves.

90 = Movements in the asthenosphere are like movements in warm taffy. Warm taffy is thick, but if you press on it, it will move. Cold taffy is very hard and doesn’t move easily. This helps me to visualize how the asthenosphere moves.

80 = Movements are like movements in warm taffy.

2. The text explains the layers of Earth. What analogy or model can you think of that would show someone what Earth looks like inside? Explain. [DC, RE, SA] (Team Talk rubric)

100 = The model I would use is a set of concentric circles. Each circle would represent a major layer, such as the crust, mantle, and core. I tried to think of a structure that would have the same general layout—layers—to represent the layers of Earth.

90 = The model I would use is a set of concentric circles. Each circle would represent a major layer, such as the crust, mantle, and core.

80 = I would use a set of concentric circles.

continued


Cycle 2 Lesson1



3. How do scientists study Earth’s interior? [MI] (Team Talk rubric)

100 = Scientists study Earth’s interior by sending waves through the earth to see how they are reflected and/or refracted. Some kinds of waves can travel only through solids, so if these waves hit a liquid layer, they would not pass through. Some kinds of waves can travel through both solids and liquids. By seeing how waves pass through Earth, scientists can tell where solid and liquid layers occur.

90 = Scientists study Earth’s interior by sending waves through the earth to see how they travel. Some kinds of waves can travel only through solids, so if these waves hit a liquid layer, they would not pass through. Some kinds of waves can travel through both solids and liquids.

80 = Scientists study Earth’s interior by sending waves through the earth to see how they travel.

4. In the lab instructions, what is the rolling marble a model of? Explain how this model helps you understand a process. [RE, DC] (Team Talk rubric)

100 = The rolling marble is a model of a wave moving through Earth. If the marble bounces back, it tells me that the marble (the wave) hit something solid. This lab shows me how scientists study the inside of the earth without having to go there. The scientists use indirect information to learn about the earth.

90 = The rolling marble is a model of a wave moving through Earth. If the marble bounces back, it tells me that the marble (the wave) hit something solid. This lab shows me how scientists study the inside of the earth without having to go there.

80 = The rolling marble is a model of a wave moving through Earth.










Lightning Round



Celebrate








• strategy use







Cycle 2 Lesson1



The Layers of the Earth

Anyone trying to study Earth’s interior structure quickly runs into diffi culty. Consider this: The deepest drilling project to date, on the Kola Peninsula in Russia, has reached a depth of approximately 12 kilometers (km)—more than 5 miles! Yet this amounts to little more than a scratch on the surface, because the center of the earth lies thousands of kilometers away.

Despite the obstacles, scientists have still been able to construct a reliable model of the earth’s interior. How? Primarily by studying earthquake (seismic) waves. Seismograms provide many clues to the physical state and density of materials beneath the surface. Scientists know, for instance, that primary waves can travel through both solids and liquids, but secondary waves travel only through solids. Therefore, if secondary waves from an earthquake pass through a layer of the earth, the layer must be solid. In addition, as waves travel through various materials, they might be refracted (bent) and refl ected, much as light is when it passes through water. (To help you visualize this, place a straw in a clear glass of water. See how the straw appears bent?) Such data have helped to inform our current model of the earth’s structure and composition.

Scientists believe the earth was formed when gravity caused matter in the solar system fi rst to accumulate, similar to how dust bunnies form under your sofa, and then to settle into several distinct layers based on density. Heavier materials moved to the center of the earth, forming the core, while lighter materials rose toward the surface to make the crust. Other materials settled in between and formed the earth’s mantle.

The crust is the outermost layer of the earth. It is solid, cool in temperature, and low in density. It varies in thickness from about 5 km under the oceans to 35–40 km under the continents, and is thickest under mountainous areas, where it can extend as many as 70 km deep. (Mountains have deep “roots” that sink into the mantle. In general, the taller the mountain, the deeper the roots.) Oceanic crust is composed primarily of basalt, while continental crust is mostly granite.

Below the crust lies the mantle, approximately 2,870 km thick. Accounting for the majority of material inside the earth, it includes large amounts of iron, magnesium, and silica. The point where it meets the crust is called the Mohorovicic discontinuity, or Moho, after the Yugoslavian seismologist who discovered it. The mantle is divided into three parts, two solid and the third semi-fl uid:

• The crust and the very thin, solid top layer of the mantle are collectively known as the lithosphere, which is cracked into separate, moving tectonic plates.

• Beneath the lithosphere is a slightly thicker portion of the mantle called the asthenosphere. Rocks in the asthenosphere are partially melted, producing a layer that is plastic and can fl ow like warm taffy. Large forces cause movements in the




asthenosphere, which then cause the overlying tectonic plates to shift, similar to the way currents in the ocean carry icebergs or fl oating debris along with them. The shifting of the plates causes earthquakes.

• Underneath the asthenosphere is the largest part of the mantle, the mesosphere, which is solid due to the pressure of overlying material.

Below the mantle fl ows the very hot, liquid outer core of the earth, approximately 1,990 km thick and believed to be mostly iron and sulfur. Inside lies the inner core, which is about 1,480 km thick and extremely hot. Unlike the outer core, this innermost region of the earth is solid (due to the pressure exerted by Earth’s mass). The inner core, probably composed of iron and nickel, contains the densest materials in the earth.

How can you study earth’s structure when you can’t see it?

Earthquakes cause the ground to move and shake. You may have heard the expression “standing on fi rm ground” or “standing on solid ground.” But are these expressions true? What is underground, and how do we know? Scientists use a variety of techniques to study things they cannot see. You will explore a model of one of these techniques.

Since we can’t really see deep into the earth, we must rely on other information. One of the pieces of information comes from studying earthquake waves and how they travel through different kinds of earth materials—through solid rocks or liquid rocks.

Materials

Large sheet of stiff poster paper, cardboard, or plywood (about 2’ x 3’); any opaque material will suffi ce

4 small items to support the large sheet (children’s blocks, paper clip boxes, unopened packs of 3” x 5” cards, paperback books, etc.)

4 to 6 small items arranged in a row to provide a barrier under the sheet or 1 or 2 books with a thickness of 1” to 1 ½” (to set underneath the large sheet to act as an unseen barrier)

1 marble

Procedure

1. Arrange 4 small items, such as children’s blocks, in a square (see Fig. 1).

2. Place the other small items in a row in the center of the 4 blocks (see Fig. 1).

3. Place the large sheet of poster paper on top of the blocks (see Fig. 2).

Can you see what is underneath the sheet by looking down on top?

No.

Cycle 2 Lesson1



4. Roll a marble underneath the sheet. Repeat 5 times, rolling the marble from different locations at the edge of the poster paper. Record the results of each marble roll.

Why did some of the rolls not exit the exact opposite side of the poster paper?

The marble must have hit the book under the board. That is why it bounced back instead of going straight.

How did you fi gure that out?

I used my prior knowledge of how marbles act to explain this event.

Scientists do the same thing. They know how a wave (represented by the marble) travels in different types of materials, so they can tell what materials might exist inside the earth, even though they cannot see what is really there. By studying how earthquake waves behave, scientists have developed a model of the earth’s interior. This demonstration is a model of how scientists learned about the inside of the earth.




Teacher Background

Today students will read “A Peach of a Planet.” The reading is a set of lab directions to make a model of Earth’s interior structure. Students will read and interpret the directions and see how they could make models of their own.



1. Display the vocabulary words. Have students use the vocabulary study routine as they copy the words in their word power journals and rate their knowledge of each as they arrive for class.


Vocabulary



3. Introduce the vocabulary for this cycle. Read each word aloud, and model chunking as needed. Then read the meaning of each word.


components(noun)“A Peach of a Planet”page 24

com-po-nents(com-POH-nents)

parts, pieces Dad took the radio apart, and the components were all over the dining room table.

deforms(verb)“A Peach of a Planet”page 22

de-forms(dee-FORMS)

changes shape The hot sun deforms my chocolate bar.

continued






Introduce vocabulary.

Cycle 2 Lesson2



tentatively(adverb)“Plate Tectonics”page 26

ten-ta-tive-ly(TEN-tah-tiv-lee)

hesitantly, with reservations

Mom tentatively gave permission for me to go to the party, but she wanted to be sure adults were going to be there.

skepticism(noun)“Plate Tectonics”page 26

skep-ti-cism(SKEP-tih-sihzm)

questioning Dad’s skepticism kept him from making bad decisions.

subsequent(adjective)“Plate Tectonics”page 26

sub-se-quent(SUB-seh-kwent)

following Subsequent to step one is step two.

alignment(noun)“Plate Tectonics”page 27

a-lign-ment(uh-LINE-ment)

state of being lined up

In a parade, it is important that everyone is in the correct alignment.

orient(verb)“Plate Tectonics”page 27

o-ri-ent(OR-ee-ent)

position Orient yourself toward Main Street and you shouldn’t get lost.

coherent(adjective)“Plate Tectonics”page 28

co-her-ent(ko-HEAR-ent)

logical, reasonable

I don’t understand this; it’s not coherent.



Set the Stage










T: StructureofEarth

I: TogiveinstructionsonhowtomakeamodelofEarth

G: Sequencechain,T‑chart,outline

5. Have teams review what they learned about Earth’s layers in lesson 1.


1. Read “A Peach of a Planet” (paragraphs 1 and 2) aloud. Use Think‑Pair‑Share to prompt use of the skill or strategy.

What is the purpose of the discussion of peaches and hard‑boiled eggs?

The author is using a peach and a hard‑boiled egg cut in half as a model of Earth. I am familiar with what a peach is like, so I can gain a better understanding of Earth’s structure—it has layers, like a peach or a hard‑boiled egg.

2. Partner Practice: Student partner pairs use the read-aloud/think-aloud process to practice the skill or strategy with the next passage in the text. Have students read paragraph 3 and identify the purpose of discussing modeling clay and saltwater taffy.

The modeling clay and saltwater taffy are models for how the mantle moves; it is thick but will move with some force. I know how modeling clay and saltwater taffy feel and how I can form them into shapes. It gives me a better image of what the mantle must be like.







DistancetocenterofEarth 3,958milesLithosphere • rockylayer

• formedfromcrust&topsolidpartofmantlejustbelowcrust

• actslikeonelayer

• restofmantleisbelowlithosphere



Students: Practice the skill or strategy. tps



Cycle 2 Lesson2



Partner Prep


“A Peach of a Planet” aloud with partners.



Team Discussion




Team Talk Questions

1. Which is the coolest layer? Support your answer. [DC, SA] (Team Talk rubric)

100 = The crust is the coolest. It is at the surface and has cooled off. According to the descriptions of Earth’s layers, it gets hotter in the mantle and core.

90 = The crust is the coolest. It is at the surface and has cooled off.

80 = The crust.

continued






2. How do the models of the peach and the Styrofoam ball help you understand the structure of Earth? Discuss one limitation of using a peach as a model of Earth. (Write) [RE, DC] (Team Talk rubric)

(Answers may vary.)

100 = The models help me see the relationship among the layers—the position of the layers and how thick they are. The peach is only a general model of Earth. Naturally, there is a size difference. The consistency and temperature of the layers is not like the real layers. A peach is only a beginning model for Earth; you have to fill in many other details for a true understanding.

90 = The models help me see the position of the layers and how thick they are. The peach is only a general model of Earth. There is a size difference. The consistency and temperature of the layers is not like the real layers.

80 = The models help me see where the layers are.

3. Do you think it is possible to go to the center of Earth as the characters did in Jules Verne’s 1876 novel Journey to the Center of the Earth? Support your answer. [DC, RE, SA] (Team Talk rubric)

100 = No, it is not possible to go to the center of the Earth. Scientists have learned that it is more than 3,000 miles to the center. Scientists have also learned that the mantle and the core are very hot—hot enough to melt rocks. That’s like lava coming from a volcano. People couldn’t go through melted rocks. Therefore, I think Jules Verne must have written his novel before scientists learned about Earth’s interior.

90 = No, it is not possible to go to the center of the Earth. Scientists have learned that it is more than 3,000 miles to the center. Scientists have also learned that the mantle and the core are very hot—hot enough to melt rocks. That’s like lava coming from a volcano. People couldn’t go through melted rocks.

80 = No, it is not possible to go to the center of the Earth.

4. Choose a word from the vocabulary list, and write a meaningful sentence using the word correctly. [CV]

Accept a sentence that shows the student knows the meaning of the word and can use it correctly. For example: Jack takes great care to straighten all his toy cars so they are in alignment.





Cycle 2 Lesson2





Lightning Round



Celebrate








• strategy use










components(noun)“A Peach of a Planet”page 24

com-po-nents(com-POH-nents)

parts, pieces Dad took the radio apart, and the components were all over the dining room table.

deforms(verb)“A Peach of a Planet”page 22

de-forms(dee-FORMS)

changes shape The hot sun deforms my chocolate bar.

tentatively(adverb)“Plate Tectonics”page 26

ten-ta-tive-ly(TEN-tah-tiv-lee)

hesittantly, with reservations

Mom tentatively gave permission for me to go to the party, but she wanted to be sure adults were going to be there.

skepticism(noun)“Plate Tectonics”page 26

skep-ti-cism(SKEP-tih-sihzm)

questioning Dad’s skepticism kept him from making bad decisions.

subsequent(adjective)“Plate Tectonics”page 26

sub-se-quent(SUB-seh-kwent)

following Subsequent to step one is step two.

alignment(noun)“Plate Tectonics” page 27

a-lign-ment(uh-LINE-ment)

state of being lined up

In a parade, it is important that everyone is in the correct alignment.

orient(verb)“Plate Tectonics”page 27

o-ri-ent(OR-ee-ent)

position Orient yourself toward Main Street and you shouldn’t get lost.

coherent(adjective)“Plate Tectonics”page 28

co-her-ent(ko-HEAR-ent)

logical, reasonable I don’t understand this; it’s not coherent.

Cycle 2 Lesson2



A Peach of a Planet

Think of a peach or an unpeeled hard-boiled egg that has been cut in half. The exposed layers serve as models of the layers of the earth:

Peach Hard‑boiled Egg

skin=crust shell=crust

flesh=mantle eggwhite=mantle

outerpartofpeachpit=outercore yolk=core

seedinsidepit=innercore

Flesh

Skin

Seed (inside the pit)

Pit

Peach Half

The total distance from the surface to the center of the earth is about 6,370 kilometers (km) (3,958 miles). The layers are (from outside to inside) crust, mantle, outer core, inner core. Another term that is often used when talking about the inside of the earth is lithosphere. Litho- means rock, and -sphere means layer. So lithosphere means rocky layer. The lithosphere is made up of the crust and the very top, solid part of the mantle just underneath the crust. In some respects, the lithosphere acts as one layer that is rocky, solid, and brittle. Below the lithosphere is the rest of the mantle, which is more fl uid.

It is diffi cult to imagine some things about the inside of the earth. For example, the mantle is solid, but it is able to fl ow and move. Modeling clay (or saltwater taffy) can serve as a stand-in for the mantle. The modeling clay is a solid, not a liquid. But it deforms when we push or press it. The mantle is fl uid in a similar way.




Imagine squeezing a piece of clay between your fi ngers. You can relate the ease of deformation to temperature of the modeling clay. When the clay is warmer, like after it has been in your hand, it is easier to deform.

What’s inside the earth?At the end of this activity, you will be able to describe the four layers of the earth.

Materials

Polystyrene ball with a section cut out (see Fig. 1)

4 different colored markers

Figure 1

Procedure

Read the following information, and make a model of the earth with the ball.

1. Crust: The crust is the outer layer of the earth. It is about 35 km thick on continents and about 5 km thick under the oceans. It is solid rock. The crust is colored ________ on my model.

2. Mantle: The mantle is underneath the crust. It is about 2,865 km thick. The very top of the mantle just below the crust is solid and rigid. Below this part, there is a thin layer of rocks that are very hot and partly melted. This part of the mantle acts like a liquid and can fl ow. It is similar to clay or warm taffy. The rest of the mantle is solid. The mantle is much hotter than the crust. The mantle is colored ________ on my model.

3. Outer Core: The outer core is underneath the mantle. It is about 1,990 km thick. The outer core is so hot that it is liquid. The outer core is colored ________ on my model.

4. Inner Core: The inner core is in the very center of the earth. It is solid, even though it is very hot. The pressure of the rest of the earth keeps it solid. It is about 1,480 km thick. The inner core is colored ________ on my model.

Cycle 2 Lesson2



Questions

A. Which layer is the thinnest layer? Which is the thickest?

The crust is the thinnest layer. The mantle is the thickest.

B. What other model or analogy can you think of that could represent Earth’s layers? What part would represent each of Earth’s layers?

(Answers may vary.) An apple. The skin represents the crust. The fl esh of the apple represents the mantle, and the core represents Earth’s core.

Label the earth’s components on the Styrofoam ball.

Figure 2

Inner Core

Outer Core

Mantle

Crust

Earth in Cross Section




Teacher Background

Today students will read “Plate Tectonics.” The theory of plate tectonics is a good example of how scientific ideas eventually become theories. It takes a long time, the work of many scientists, and the compilation of large amounts of observation and data. The idea started when Alfred Wegener looked at a map of South America and Africa. Probably there are many people who made the same observation that he made—the two continents look like they could have been joined at one time. Fortunately, Wegener didn’t stop there; he went on to provide the first bits of evidence that ultimately led to the theory of plate tectonics. The theory of plate tectonics is valuable because it explains the major planetary features—why earthquakes happen where they do, the location of volcanoes, how mountains are built and ocean trenches formed. Geologists accept this theory because all the pieces of information fit together.

Have a world map available to show students the shapes of South America and Africa and how they look like they may have been joined at one time.

Teacher’s Note:

Use the Interactive Read Aloud if your students need additional support. Otherwise, build background, and then go directly to teamwork. Adjust partner reading page numbers accordingly.

Active Instruction (15–25 minutes)




Vocabulary








Cycle 2 Lesson3


3. Choose an important word from the text or class discussion, and model how to explore it in a word power journal entry. A sample Think Aloud and word map follow.

Sample Think Aloud

I see the word mantle in this reading. I thought the mantle was the shelf above the fireplace. Maybe I should look it up. (Model looking up the word.) The dictionary has several definitions for mantle: as a noun, it is a loose coat or cloak, something that covers something else, the outer covering of a wall, an area of hot gases around a flame, a part of a lantern that glows, and there are several other definitions, including the geologic one—the part of the Earth between the crust and the core. Most of the definitions have something to do with covering something, so I guess the Earth’s mantle covers the core and that’s how it got its name.

Sample Word Map

partoftheEarthbetweencrust&core

outercoveringofawall

areaofhotgasesaroundaflame

topofthefireplace

mantleloosecoathastodowith

coversorcovering


Set the Stage





Model exploring a word in the word power journal.




Refer students to “Plate Tectonics” in their student editions.



T: Earth’scontinents

I: Toexplainplatetectonics

G: T‑chart,outline

5. Show the video “Marine Geologist: Carol Reiss.” Use Think‑Pair‑Share to ask:

Why do geologists study the seafloor?

Geologists study the seafloor to find out how old it is and to find areas of seafloor spreading.

6. Display a world map, and have students look at South America and Africa. Ask them if they notice anything interesting about the two continents.

(Answers may vary.) They look like they could be joined together.

Tell students they will read about how the major features of our planet came to be.


1. Read “Plate Tectonics” (paragraphs 1 and 2) aloud. Use Think‑Pair‑Share to prompt use of the skill or strategy.

How did visualization help you in understanding the second paragraph?

Visualizing Africa and South America joined together helps me see what Wegener means by Pangaea.

2. Partner Practice: Student partner pairs use the read-aloud/think-aloud process to practice the skill or strategy with the next passage in the text. Have students read paragraph 3, and use Think‑Pair‑Share to ask:

The scientific community didn’t believe Wegener’s idea of Pangaea. How do you think visualization would have helped them?

I think Wegener’s idea was so strange that other scientists couldn’t “see” it. They also wanted an explanation of how it could have happened to really buy into it. Visualizing could have helped them to see how the continents could have been joined.




Students begin the TIGRRS process by predicting the topic and author’s intent and choosing a graphic organizer.

Build background about the work of a geologist.

tps

Build background about Earth’s continents.



tps



Cycle 2 Lesson3




Platetectonics • lithosphereisbrokenintoplatesthatdriftslowly

• edgesofplateshaveearthquakes&volcanicactivity

• causescontinentaldrift,mt.building&islandarcs

AlfredWegener • 1880–1930

• basedonshapeofS.America&Africa,thoughttheywerejoinedinlargelandmass—Pangaea

• otherscientistsdidn’tbelievehim;theywantedproofofhowitcouldhavehappened

• otherevidencehefoundwassimilarrocks&fossils

Teamwork (20–30 minutes)

Partner Prep


“Plate Tectonics” aloud with partners.



Team Discussion








Team Talk Questions

1. Identify a particular analogy or model in the article that helped your comprehension. (Write) [RE, SA] (Team Talk rubric)

(Answers will vary.)

100 = The model of the seafloor magnetic stripe pattern and the analogy of the bar codes I see every day on products I buy helped me understand this concept. Melted rock rises through cracks in the seafloor and then hardens. As more new seafloor comes through the cracks, it pushes away the older rocks and forms a stripe pattern. The stripes show each time new rock has hardened. Sometimes concepts can be explained by both a model and an analogy.

90 = The model of the seafloor magnetic stripe pattern and the analogy of the bar codes I see every day on products I buy helped me understand this concept. Melted rock rises through cracks in the seafloor and then hardens. As more new seafloor comes through the cracks, it pushes away the older rocks and forms a stripe pattern. The stripes show each time new rock has hardened.

80 = The model of the seafloor magnetic stripe pattern and the analogy of the bar codes I see every day on products I buy helped me understand this concept.

2. Look at Fig. 2. Notice that the end of the subducting seafloor is melting. Where do you think this melted rock goes? Explain. [DC, SA] (Team Talk rubric)

100 = I think that the melted rock probably goes up into the volcano. The melted rock is right under the volcano, and I know volcanoes put out melted rock (lava). Therefore, I think that where subduction is happening, volcanoes occur.

90 = I think that the melted rock probably goes up into the volcano. The melted rock is right under the volcano, and I know volcanoes put out melted rock.

80 = I think that the melted rock probably goes up into the volcano.

3. Look at Fig. 4. You know that California has earthquakes. Looking at Fig. 4, why do you think California would have more earthquakes than New York? Support your answer. [DC, SA] (Team Talk rubric)

100 = I think that California has more earthquakes because it is where the North American Plate meets the Pacific Plate. Movement happens at plate boundaries, so earthquakes could happen here. New York is not near a plate boundary, so it is less likely to have earthquakes. Typically, you can tell where earthquakes could occur by looking at plate boundaries.

90 = I think that California has more earthquakes because it is where the North American Plate meets the Pacific Plate. Movement happens at plate boundaries, so earthquakes could happen here. New York is not near a plate boundary, so it is less likely to have earthquakes.

80 = I think that California has more earthquakes because it is where the North American Plate meets the Pacific Plate.

continued

Cycle 2 Lesson3



4. Why is plate tectonics an accepted theory? [MI] (Team Talk rubric)

100 = People accept plate tectonics because it has a lot of evidence to back it up. Evidence ranges from the shapes of continents like South America and Africa to magnetic striping in the seafloor. It took more than fifty years and the work of several scientists before J. Tuzo Wilson put it all together into the theory of plate tectonics. When scientific ideas have a lot of evidence, they can become theories.

90 = People accept plate tectonics because it has a lot of facts to back it up, like the shapes of the continents South America and Africa and magnetic striping in the seafloor. It took more than fifty years and the work of several scientists before J. Tuzo Wilson put it all together into the theory of plate tectonics.

80 = People accept plate tectonics because it has a lot of facts to back it up.

5. What is a synonym for the word subsequent? What is an antonym for the word subsequent? (Reminder: an antonym is a word meaning the opposite.) [CV]

(Accept reasonable responses.) The word subsequent means following, so a synonym is the word later. An antonym for subsequent is earlier.







Lightning Round





• strategy use






Celebrate










Cycle 2 Lesson3



Plate Tectonics

The theory of plate tectonics explains that the lithosphere (the crust and the uppermost portion of the mantle) is broken into sections, or plates, that drift very slowly on the semi-fl uid part of the mantle. The edges of tectonic plates exhibit concentrations of earthquake and volcanic activity, allowing scientists to tentatively establish plate boundaries. The theory of plate tectonics explains all major crust activity and formations found in our world: continental drift, volcanoes, earthquakes, mountain building, and island arcs.

The roots of this theory were established in the early 1900s, but the theory itself took many decades to develop and required the work of many different scientists. Alfred Wegener (1880–1930), a German meteorologist and geophysicist, was one of the fi rst to contribute. Recognizing that the coasts of Africa and South America were similar in shape, Wegener proposed that the continents had once been part of a single large landmass, which he named Pangaea. Wegener believed that the continents had been drifting around the earth’s surface for millions of years and that they continue to drift even in the present day.

When Wegener fi rst presented his hypothesis in 1912, it was met with skepticism in the scientifi c community, in part because no one could explain how the continents moved through the earth’s crust. Before scientists would accept the theory of continental drift, as it was called, they wanted to see solid evidence in support of the idea. In his quest for proof, Wegener found similar bands of rock along the coasts of both South America and Africa, and he discovered the same fossils located on the edges of different continents. Wegener argued that two places would probably not exhibit such similarities in shape, rocks, and fossils unless they had once been joined. Unfortunately, he died before he was able to convince the world of his theory.

After Wegener’s death, other scientists continued to fi nd evidence supporting his theory of continental drift. Often, this meant offering new interpretations of older discoveries. For instance, as early as 1855, people had suspected the presence of mountains in the middle of the Atlantic Ocean. Subsequent exploration confi rmed the underwater mountain chain, but no one could explain its presence or why this Mid‑Atlantic Ridge is the site of such frequent geologic activity (both earthquakes and volcanoes are common along its entire length).

In 1962, scientists Harry Hess and Robert Dietz presented one theory when they independently proposed that mid-ocean ridges are involved in the formation of new ocean fl oor. They postulated that magma from the mantle rises through rifts in the ocean fl oor and cools to create new crust. Elsewhere, old ocean crust is pulled back down into the mantle through ocean trenches, or subduction zones, found near island arcs, such as the Philippines in the Western Pacifi c. Known as the theory of seafl oor spreading, this hypothesis offered a possible explanation for how the continents move. The rate of seafl oor spreading averages 1–17 centimeters (cm) per year and adds about 3.5 km2 (about 1.35 mi2) of new crust to




the earth each year. The amount of crust returned to the mantle at subduction zones is approximately the same as the amount produced at mid-ocean rifts.

Additional proof to support the concept of continental drift came from research on rocks taken from the ocean fl oor. Rocks often contain magnetized materials. When these materials are heated above a certain point (as they would be in the earth’s mantle), they lose all magnetic alignment, but when the materials cool and harden (as they would at the surface of the earth), they orient themselves in line with the earth’s magnetic fi eld. Such rocks act somewhat like miniature compasses frozen in time, maintaining a permanent alignment indicating where the poles were located when the rocks formed.

In the 1950s, scientists noticed that volcanic rocks of different ages in Hawaii did not all point toward the present-day north pole. In fact, according to these rock “compasses,” the pole appeared to have changed position over millions of years (a phenomenon dubbed polar wandering). But scientists also discovered that in Europe the supposed path of polar wandering provided an almost perfect match for that found in North America, suggesting that the two continents had initially traveled as one landmass before splitting apart and taking distinct new trajectories. In other words, the north pole had not wandered—the continents themselves had drifted.

Seafl oor rocks revealed other important clues bearing out the theory of continental drift. After World War II, the fi rst magnetic surveys of the ocean fl oor were done in conjunction with naval oceanographic mapping studies off the Pacifi c coast of the United States. The U.S. Navy had developed a system of underwater microphones to help detect Soviet submarines in our coastal waters. However, sound echoes from underwater hills made interpretation of the signals diffi cult, and the Navy decided to make a more precise map of the seafl oor so they could better interpret the sounds. Ships were deployed to gather both topographic data (through echo soundings) and magnetic data (from magnetometers pulled across the fl oor of the ocean). The magnetometers highlighted a pattern of polar reversals called magnetic striping, similar to the bar code you might fi nd on packaged products, except invisible to the naked eye. Curiously, the magnetometers indicated that the striping on one side of a mid-ocean ridge exactly mirrored that of the other side.

Cycle 2 Lesson3



Figure 1

mid-ocean ridgemagnetic ”stripes”

In 1963, Fred Vine and Drummond Matthews developed one possible explanation for the magnetic striping. Geologists already knew that over the course of the earth’s history, the poles had reversed themselves from time to time, meaning that a compass would point toward the south pole instead of the north pole. The reasons for this are unclear, but in the past 4.5 million years there have been at least nine reversals, with each episode lasting between one and three million years. Our current polar alignment began about 700,000 years ago. Vine and Matthews felt that if Hess and Dietz were correct in thinking that magma rises up through a mid-ocean ridge and solidifi es, then the existing magnetic alignment would be preserved in the new crust. They suggested that the pattern of magnetic striping occurs when the earth’s magnetic fi eld reverses, leaving bands of new rock lined up in the opposite direction from older rocks. The fact that the same pattern crops up on both sides of the mid-ocean ridge clearly indicates that new crust emerges from the ridge. This provided the strongest evidence to date for seafl oor spreading. In essence, Vine and Matthews showed that new rocks are formed at mid-ocean ridges and move steadily away from it on a conveyor belt of sorts.

In 1965, J. Tuzo Wilson began to synthesize all the available evidence into a single coherent theory. Called plate tectonics, it successfully incorporated the ideas of Pangaea, continental drift, seafl oor spreading, polar wandering, magnetic striping, and other data. According to the theory, the lithosphere (composed of the crust and the brittle outer layer of the mantle) is broken into separate, moving pieces called tectonic plates that fl oat on top of the semi-fl uid mantle. Convection currents in the mantle cause magma to rise through cracks in the lithosphere and form new seafl oor, pushing the plates apart. The convection (upward moving) currents also act like a geologic conveyor belt, carrying the tectonic plates away from these so-called spreading zones. The rocks continue to travel until the belt eventually loops down into the earth’s mantle at subduction zones, where they are returned to the mantle. The movement of the plates causes earthquakes, volcanoes, mountains, and other landforms.




We now know that the ages of seafl oor rocks also support the theory of plate tectonics. In 1968, the Glomar Challenger, a research drill ship, began taking samples of the ocean fl oor. When the core samples were dated, scientists learned that older rocks were farther from the ridge than younger ones, and that none of the rocks was older than 200 million years. This bolstered the idea that lithospheric crust is carried away from a spreading ridge and travels along until it reaches a zone of subduction, where the crust is consumed.

Figure 2

ScotiaPlate

ArabianPlate

AfricanPlate

Indo-AustralianPlate

PacificPlate

PhilippinePlate

EurasianPlate

NorthAmerican

Plate CaribbeanPlate

Juan de FucaPlate

PacificPlate

CocosPlate

NazcaPlate

SouthAmerican

Plate

Modern Plate Boundaries

With the formulation of the plate tectonics theory, all the various individual pieces of information that had been collected over the years suddenly fi t together. By the late 1960s, plate tectonics had achieved widespread acceptance. The scientifi c community at last had the evidence it had sought more than fi fty years before.

Scientists still support the idea of plate tectonics today, primarily because it is grounded on such a large body of evidence. However, future discoveries will continue to have an impact on the theory. As always in the scientifi c world, when new information comes to light, experts will check to see how well it fi ts with the current model. If the facts indicate a good match with what scientists believe, the theory of plate tectonics will gain increasing weight. But if the facts confl ict with current thought, scientists must take a closer look—and, if need be, revise the theory on the basis of the new fi ndings.

Cycle 2 Lesson3



Figure 3

Earthquake!

Convection Currents

RisingMagma

RisingMagma

12 3

Melting

Continent

Earthquake!

Sea Level

Ocean Trench

Subduction

Seafloor Spreading

Figure 4

Eurasia

North America

AfricaSouthAmerica

India

Antarctica

Australia

G O N D W A N A

L A U R A S I A

PA N G A E A

250 Million Years AgoPangaea




Teacher Background

Today’s reading is a set of lab directions, “What Happens When Plates Move?” Three basic types of movement occur at plate boundaries—convergence, where plates push against each other, resulting in earthquakes, mountain building; subduction, which forms trenches (and also causes mountain building and volcanoes); and divergence, where plates move away from each other, causing spreading zones and the formation of new crust and transform fault boundaries, where plates slide past each other in opposite directions. Transform fault boundaries are the sites of many earthquakes.

Teacher’s Note:

Use the Interactive Read Aloud if your students need additional support. Otherwise, build background, and then go directly to teamwork. Adjust partner reading page numbers accordingly.

Active Instruction (15–25 minutes)




Vocabulary










Cycle 2 Lesson4


Set the Stage





T: Movingtectonicplates

I: Togivedirectionstodoalabthatmodelsplatemovements

G: Sequencechain,T‑chart,outline

5. Show the video “Science Nation: Earthquakes to the Core.” Use Think‑Pair‑Share to ask:

How does the material below the surface in a fault zone affect earthquakes?

If the below‑surface material is pebbles and small rocks, earthquakes may be mild because the plates have a slow, steady creep. If the material is harder rock like granite, pressure builds and a larger earthquake can happen.

6. Have students review what they learned about plate tectonics in lesson 3. Have students review Fig. 4, the map of modern plate boundaries, in the previous lesson’s reading, “Plate Tectonics.” Explain that referring back to Fig. 4 will help them understand the text that they will read today.


1. Read “What Happens When Plates Move?” through step 2 of the procedure aloud. Use Think‑Pair‑Share to prompt use of the skill or strategy.

Why is this lab using models of plates?

The lab uses models of plates because the real tectonic plates are too big to experiment with. The model will give us the idea about how plates move using a scale I can understand.

2. Partner Practice: Student partner pairs use the read-aloud/think-aloud process to practice the skill or strategy with the next passage in the text. Have students read procedural step 3, and then have them visualize what happens to the stacks of paper towels when students push them together and what land form would result.

The stacks of paper towels will be pushed up. This is how mountains are made.




Refer students to “What Happens When Plates Move?”

Students begin the TIGRRS process by predicting the topic and author’s intent and choosing a graphic organizer.

Build background about plate tectonics.

tps



tps








Sequence Chain

Place2booksabout2.5cmawayfromeachother.

Set2stacksofpapertowelsonthebooks.

Pushthestackstogether&watchwhathappens

Stackspushuptomake“mountains”

Teamwork (20–30 minutes)

Partner Prep


“What Happens When Plates Move?” aloud with partners.



Cycle 2 Lesson4




Team Discussion




Team Talk Questions

1. How does the model show subduction? (Write) [RE] (Team Talk rubric)

100 = The model shows subduction when a smaller stack of paper towels, representing ocean crust, is pushed against a larger stack of paper towels, representing continental crust. The smaller stack is pushed down below the larger stack. Processes such as the movements in Earth’s crust can be modeled.

90 = It shows subduction when a smaller stack of paper towels, representing ocean crust, is pushed against a larger stack of paper towels, representing continental crust. The smaller stack is pushed down below the larger stack.

80 = It shows subduction when a smaller stack of paper towels is pushed against a larger stack of paper towels.

2. Some geologists predict that in the future, Iceland (near Greenland) will eventually become two separate islands. Do you agree with the prediction? Describe what would cause this to happen. (Hint: see Fig. 4 in the reading in lesson 3.) [DC, RE, SA] (Team Talk rubric)

100 = Yes, I agree with the prediction. Iceland sits on the boundary between two plates, the North American Plate and the Eurasian Plate. This boundary is a divergent boundary where two plates are moving in opposite directions away from each other. Eventually, this movement will split Iceland into two islands. Knowledge of plate movements helps geologists predict future events.

90 = Yes, I agree. Iceland sits on the boundary between two plates, the North American Plate and the Eurasian Plate. This is where two plates are moving in opposite directions away from each other. Eventually, this movement will split Iceland into two islands.

80 = Yes.

continued





3. How do the models explored in this reading help you visualize plate movements when you look at a map of the tectonic plates? [RE, DC] (Team Talk rubric)

(Answers may vary.)

100 = Now when I look at a map of the plates, I can see in my mind how the plates move and why various features were formed, such as the Andes Mountains. Using the models helps me visualize a process that occurs, often very slowly and on a huge scale. I don’t feel any movement under my feet, but the Earth moves nevertheless. It is hard to imagine plate tectonics, but the models of plate movements and the map model help me to visualize this important process.

90 = Now when I look at a map of the plates, I can see in my mind how the plates move and why various features were formed, such as the Andes Mountains. Using the models helps me see something that happens, often very slowly and on a huge scale. I don’t feel any movement under my feet, but the Earth moves nevertheless.

80 = Now when I look at a map of the plates, I can see in my mind how the plates move and why various features were formed.

4. Write a summary of the text you read today. [MI] (summary rubric)

100 = Using books and paper towel stacks, you can model three different types of plate movements: convergent, divergent, and subduction. Transform plate boundaries, where many earthquakes occur, are modeled by two sandpaper‑covered blocks. While not accurate in all details, the models give a good general idea of how plates move.

90 = Using books and paper towel stacks, you can model three different types of plate movements: convergent, divergent, and subduction. Transform plate boundaries, where many earthquakes happen, are modeled by two sandpaper‑covered blocks.

80 = Using books and paper towel stacks, you can model three different types of plate movements. Transform plate boundaries are modeled by two sandpaper‑covered blocks.

5. “When Wegener first presented his hypothesis in 1912, it was met with skepticism in the scientific community, in part because no one could explain how the continents moved through the Earth’s crust.” In this sentence, skepticism most nearly means— [CV]

A. applause.

B. prizes.

C. questioning.

D. lies.


Cycle 2 Lesson4







Lightning Round



Celebrate









• strategy use










What Happens When Plates Move?

At the end of this activity, you will be able to describe what happens at divergent, convergent, and transform plate boundaries.

Materials

2 stacks of paper towels

2 wooden blocks

2 copies of the same book

2 pieces of sand paper

Tape

Metric ruler

“Physical Features of the World” diagram

Procedure

Part I: Predicting what happens when plates move

A. Convergent plate boundaries I. What do you predict will happen when two continental plates collide (converge)?

Write your prediction.

1. Set two of the same textbooks fl at on the desk in front of you with open edges facing each other and bindings facing outward. See Fig. 1. Make the space between the two books about 2.5 cm.

Figure 1

Cycle 2 Lesson4



2. Make two stacks of paper towels each 2.5 cm high. Set each of the two stacks of paper towels on top of the books as pictured in the diagram in Fig. 1.

3. Push the stacks of paper towels together, over the space, with equal force. What happens to the paper towels? If the paper towels represent continental plates, what type of surface would form when they converge? What is the defi nition of converging plates?

Figure 2

The paper towels are pushed up. This forms mountains.

Answers will vary. Converging plates collide with each other.

II. What will happen when an ocean plate and a continental plate collide? Remember, ocean crust is much thinner (about 5 km thick) than continental crust (about 35 km thick).

1. Use a 2.5 cm stack of paper towels, representing the continental plate, and a 0.5 cm stack of paper towels, representing the ocean plate. Set the stacks of paper towels on top of the books so the stacks extend about halfway over the open space between the books. Push the paper towel stacks together over the space, with equal force. See Fig. 3.

What happens to the thinner stack of paper towels?

The thinner stack of paper towels is turned downward, underneath the thicker stack. This forms ocean trenches. The thicker stack is also pushed up a little, forming mountains.




Figure 3a

Figure 3b

When a thick plate pushes a thin plate down into the earth’s crust, it is called subduction. Subduction forms ocean trenches in the ocean fl oor and mountains on the land. The deepest trench is seven miles deep!

B. Divergent plate boundariesWhat do you predict will happen at a divergent boundary?

Set two 2.5 cm stacks of paper towels on top of the textbooks so they are touching across the space between the textbooks, representing one landmass. Pull the paper towel stacks away from each other. Instead of one broad paper surface, now there are ____. When this happens to a continent, what is the result?

Two; a continent is divided into two.

Cycle 2 Lesson4



C. Transform plate boundariesWhat do you think happens when two plates move past each other?

Wrap a piece of sandpaper around each of the two wooden blocks, and tape the sandpaper to secure it. Put the blocks side by side and touching. See Fig. 4. Push the blocks in opposite directions at the same time you are pushing them together. Describe the movement. What earth event do you think this is similar to?

Figure 4

The blocks slide past each other in a jerking motion. This is similar to an earthquake.




Part II: Looking at the earth A. Look at the “Physical Features of the World” diagram; see Fig. 5.

Figure 5

Himalayan Mountains

Andes Mountain

s

Aleutian Islands

Aleutian Trench

Rif

t Va

lley

Gre

at

Peru-Chile Trench

Jap

an T

renc

h

Mariana Trench

Philippine

Trench

Iceland's R

ift

Physical Features of the World

Find the Andes Mountains in South America.

• Do you think these mountains formed because of plate movement? Yes.

• What type of boundary do you think formed the mountains? Convergent.

• Predict the direction of movement for the South American Plate and the Nazca Plate that would explain the Andes Mountains.

The Nazca Plate is moving eastward into the South American Plate, and the South American Plate is moving westward into the Nazca Plate.

B. Find the Himalayan Mountains north of India. These mountains formed by plate movement. Explain how this might have happened.

The Indian Plate crashed into the Asian Plate and the mountains were pushed up.

C. Write down other examples of the earth’s surface that were formed by plate movements.

Answers will vary.

D. Write a summary of what you learned in this activity.

Summary should include a defi nition of each type of plate boundary, how mountains are formed, how ocean trenches are formed, and the cause of earthquakes.

Cycle 2 Lesson5


Lesson 5Writing Objective: Use science terms learned from the text to clearly and accurately explain a process.

Teacher Background

Today’s writing activity gives students another opportunity to use the scientific terminology they have read.





Vocabulary




Set the Stage



3. Remind students of the texts, authors, and writing objective.

4. Have teams identify new terms they have encountered during this cycle.

Answers should include: crust, mantle, lithosphere, core, plate tectonics, Pangaea, Mid-Atlantic Ridge, subduction, seafloor spreading, magnetic striping, convergent boundary, divergent boundary, and transform boundary.

Clarify any questions students may have about any of these or other terms. Have students review their notes.








Post and present the writing objective.

Introduce the writing project.



5. Refer students to the following writing prompt in their student editions. Read the writing prompt aloud.

Writing Prompt

Explain how mountain chains like the Andes are formed.


Read the prompt. What is it asking you to do: support a claim with reasons, explain ideas or information on a topic, or write a literary response? How do you know?

The prompt is asking me to explain ideas or information because it uses the word explain.

6. Refer students to the following writer’s guide in their student editions. Point out that the writer’s guide for writing to inform or explain is the criteria for writing. Point out that using the writer’s guide will help them write a quality response.

Writer’s Guides




Organization










Organization




Style





Ideas



Organization





support your point.


Briefly review the guide, noting the four aspects of writing: ideas, organization, style, and mechanics.


Which guidelines relate to our writing objective: use science terms learned from the text to clearly and accurately explain a process?

The guidelines for Ideas and Style relate to the writing objective.

7. Tell students that this 10-minute writing project is practice to prepare them to write a quality answer for the writing section (part II) of the cycle test. Remind them that this section of the test is worth one third of their test score.

Read the prompt aloud.

tps

Students identify the purpose for writing.

Refer students to the appropriate writer’s guide in their student editions.

Highlight the writing objective.

Cycle 2 Lesson5


Model a Skill

1. Tell students that you will model planning for the following prompt: explain the process by which Alfred Wegener developed his theory of continental drift.

2. Model finding the information on Wegener (student reading in lesson 3) and recording information in a graphic organizer.

Sample Think Aloud

First I will review Wegener’s work on continental drift in the reading “Plate Tectonics.” Here are the important facts in the development of the theory: saw that South America and Africa had similar shapes, similar rocks in both South America and Africa, similar fossils in both South America and Africa.


Continental Drift

Evidence: Evidence: Evidence:

SouthAmerica&Africahavesimilarshapes

SimilarrocksfoundinS.America&Africa

SimilarfossilsfoundinS.America&Africa

Wegener’s Conclusion:SouthAmericaandAfricawereoncejoinedtogetherinalargelandmasscalledPangaea;thecontinentshavebeendriftingoverEarth’ssurfaceformillionsofyearsandarestilldriftingtoday.


Independent Work

Tell students that they have 10 minutes to plan and write drafts of their responses to the writing prompt. Remind them to write on every other line to leave room for revisions. Suggest that they refer to the writing prompt to be sure that they include all the required elements and to the writer’s guide to check the quality of their response.

Team Discussion

1. Refer students to the peer feedback checklist in their student editions, and review how to get/give feedback.

2. Have students share their drafts in teams. Allow 5 minutes for students to revise their writing projects based on feedback and to edit them using the editing checklist in their student editions.

3. Have teams put their writing projects in a pile in the middle of their tables so a writing project can be randomly selected.

Model planning using a graphic organizer.

Students write for 10 minutes.

Monitor discussions as partners and teams give feedback.

Students revise and edit their writing projects.




Lightning Round

Randomly select a writing project from one or two teams’ piles without revealing their authors. Display a writing project, and read it aloud.

Refer students to the writer’s guide for writing to inform or explain and the writing objective—use science terms learned from the text to clearly and accurately explain a process.

Using the writer’s guide, discuss and evaluate the selected writing project(s) with the class.

For example, ask:

• Does the writer introduce the topic clearly?

• Does the writer include scientific terms correctly and examples to help a reader understand the information?

• Does the writer end with a closing statement that supports the information?

• Does the writer use appropriate academic language and full sentences?

Award points to teams whose writing projects meet the criteria. Record these points on the team poster.

Reflection on Writing

Have students reflect on their use of the writing process. Ask:

How did creating and using a graphic organizer work for you? How did it help you write your draft?

Answers will vary.

What was the most useful feedback that you received? How did it affect your revisions?

Answers will vary.

Did you find it easy or difficult to include scientific terms in your writing? Do you think the terms were used correctly?

Answers will vary.

Display and evaluate randomly selected writing projects using the writer’s guide.

Cycle 2 Lesson5


Celebrate












Writing PromptExplain how mountain chains like the Andes are formed.

Writer’s Guides




Organization










Organization




Style





Ideas



Organization





support your point.


Cycle 2 Lesson6



Writing Objective: Use science terms learned from the text to clearly and accurately explain a process.

Teacher Background

Today’s cycle test challenges students to use models to understand how scientists study plate movements with GPS.

Today’s reading, “Tracking Plate Movements,” is a set of lab instructions for an activity that models how scientists are using GPS to study plate movements. GPS units are placed in certain areas on both sides of plate boundaries. Regular readings taken by the GPS units tell scientists about changes in elevation and how far, how fast, and in which direction the plates are moving relative to one another. These data may be useful for preparing for earthquakes.





Set the Stage



3. Remind students of the texts, authors, and reading and writing objectives.







Post and present the reading and writing objectives.




Prepare Students for the Test (5 minutes)

Partner Review

1. Remind students that they have been practicing using visualization and analogies to clarify text and clearly and accurately explain a process using science terms learned from the text. Use Think‑Pair‑Share to ask:

What kinds of models were used to explain movements in Earth’s crust? Give two examples.

The readings discussed physical models. One example is using a peach as a model of Earth and its layers. Another example is a model of plate movements using books and stacks of paper towels.

Tell students that they will use these skills as they take the cycle test.

2. Have partners review their notes and word power journals for this cycle. Allow 2 or 3 minutes for this activity.

Test Directions

1. Remind students that the test is independent work. Students should not ask their partners for help as they read, but they may use sticky notes if they would like.

2. Distribute the test so students can preview the questions. Point out that some of the test questions are multiple choice for which they will choose the best answer. Other questions require them to write a short answer or create a graphic organizer. Part II of the cycle test requires them to write a long answer. Remind them that their writing project was practice for writing the long answer for part II of the test.

3. Point out that questions #2 and #4 ask about using visualization and analogies to clarify text.

4. Ask students to identify key words or phrases in question #4.

4. What is the value of Figures 2 and 3 in “Tracking Plate Movements” in helping you visualize the model of the GPS monitoring system? Identify one limitation of this model. [RE, DC]

5. Introduce the text that students will read. Tell what it is about, but do not give additional information or details.

Today you will read more about plate movements.

tps

Cycle 2 Lesson6


Test (30 minutes)

Tell students that they have 30 minutes for the test and that they may begin. Give students a 5-minute warning before the end of the test.


Team Discussion

1. Pass out a colored pen to each student.

2. Explain or review, if necessary, the student routine for team discussions after the test.

3. Have teams discuss their answers to the test questions. As you monitor team discussions, ask additional questions to prompt their thinking about the important ideas in the reading and about the skills and strategies that they have been using.


Lightning Round

1. Use Random Reporter to have teams share team discussions of the test questions and explain their thinking.

How can scientists find out if a mountain is still “growing”?

Scientists could put a GPS unit on top of a mountain and take readings over time. This would tell them if the mountain is getting higher.

2. Award team celebration points.

3. Collect test answers. Score original answers, and add extra points for improved answers.

Teams discuss the answers to the test questions.

Random Reporters share team discussion of a test question.



Celebrate










Cycle 2 Lesson6


Cycle 2 Test

Models and Analogies in TextDirections: Read “Tracking Plate Movements.” Use the TIGRRS process, and answer the following questions on a separate piece of paper.

Some of the questions are based on today’s reading, and other questions are about the text that you read in previous lessons. You may refer to your notes from this cycle.

Part I. Comprehension (100 points)

1. What is the topic?

5 points = Using GPS to track plate movements.

What is the author’s intent?

5 points = To use a model to show how scientists track plate movement.

Write a short summary of the text. Include the graphic organizer or notes that you used to organize the information and your thoughts. [MI, AP]

10 points = GPS is a satellite‑based navigation system. A GPS unit uses at least three satellites to calculate location. Earthquakes often occur at plate boundaries when friction is overcome, and the plates slide past each other. Plate movement can be monitored with GPS. GPS units are placed on each plate at the boundary, and readings are taken over time. Successive readings show plate movement and speed. GPS monitoring systems can help scientists understand earthquakes.

2. How do models help scientists study what is inside Earth? Describe an example. [RE, SA]

(Answers may vary.)

20 points = Scientists use models to study Earth’s interior because it is impossible to go deep inside the Earth. The interior is either too rocky or too hot for people. One example of a model that scientists use is studying the interior by seeing how waves move through Earth. Some earthquake waves can go through both solids and liquids; some can only go through solids. Scientists use this information to tell them whether a layer is solid or melted rock.

15 points = Scientists use models to study the inside of the Earth because it is impossible to go there. Inside the Earth is either too rocky or too hot for people. One example of a model that scientists use is studying the inside of the Earth by seeing how waves move through it. Some earthquake waves can go through both solids and liquids; some can only go through solids.

10 points = Scientists use models to study inside of the Earth because it is impossible to go there.



3. Why is the theory of plate tectonics valuable? [DC]

20 points = The theory of plate tectonics is valuable because it explains why the surface of Earth is the way it is. The theory explains why and where earthquakes happen, why and where mountains occur, continental drift, and why and where volcanoes occur. The theory of plate tectonics is based on a lot of different pieces of evidence that were accumulated over about fifty years by several different scientists—from Alfred Wegener to J. Tuzo Wilson.

15 points = It is valuable because it explains why the surface of the Earth is the way it is. It explains why and where earthquakes happen, why and where mountains happen, continental drift, and why and where volcanoes occur.

10 points = It is valuable because it explains why the surface of the Earth is the way it is.

4. What is the value of Figures 2 and 3 in “Tracking Plate Movements” in helping you visualize the model of the GPS monitoring system? Identify one limitation of this model. [RE, DC]

20 points = The figures help me visualize how the activity would work. It also helps me see how scientists can study plate movements. The two boards on the ground represent two different plates. Sliding the boards away from each other represents the transform boundary movement. Taking repeated GPS readings at different positions illustrates how scientists track plate movement. One limitation of this model is the speed. I don’t think plates move a distance of ten feet at a time. This activity models the process by which scientists can follow plate movements.

15 points = The figures help me see how the activity would work. It also helps me see how scientists can study movements. The two boards on the ground represent two different plates. Sliding the boards away from each other represents the movement. Taking repeated GPS readings at different positions shows how scientists track movement. One limitation of this model is the speed. I don’t think plates move a distance of ten feet at a time.

10 points = The figures help me see how the activity would work. It also helps me see how scientists can study movements.

Cycle 2 Lesson6


5. The reading states that “Japan has the largest [GPS] system…” What does this tell you about Japan? [DC]

20 points = The fact that Japan has the largest GPS system tells me that Japan probably has a lot of earthquakes. Japanese scientists would want to study plate movements in an area where there are a lot of earthquakes. Earthquakes can cause a lot of damage and death. If the scientists can learn more about plate movement and earthquakes, maybe they will be able to predict earthquakes.

15 points = The fact that Japan has the largest system tells me that Japan probably has a lot of earthquakes. Japanese scientists would want to study movements in an area where there are a lot of earthquakes. Earthquakes can cause a lot of damage and death.

10 points = It tells me that Japan probably has a lot of earthquakes.

Part II. Writing (100 points)

Write at least one paragraph to answer the following question:

Explain how scientists track plate movement.

Scientists can track plate movement by setting up a series of GPS units on either side of a plate boundary, such as on the Pacific Plate and the North American Plate across the San Andreas Fault. As the transform boundary shifts, successive readings from the GPS units will tell scientists how far and how fast the plates are moving.

The following guide is used to score part II of the cycle test.


Ideas • Clearly introduces the topic

• Develops the topic with relevant details

0–25 pts.

Organization • Begins by introducing the topic

• In the middle, provides facts, examples, or events that help a reader understand the information

• Ends with a closing statement that supports the information

0–25 pts.

Style • Uses words and phrases that help a reader understand how the facts or events are related

• Includes details or examples that help a reader make a mind movie

0–25 pts.

Mechanics • Uses correct punctuation, capitalization, spelling, and grammar

0–10 pts.

Writing Objective • Use science terms learned from the text to clearly and accurately explain a process.

0–15 pts.



Part III. Vocabulary (100 points)

1. What is a synonym for the word tentatively? What is an antonym for the word tentatively? [CV]

(Accept reasonable responses.) A synonym for tentatively is hesitantly. An antonym for tentatively is certainly.

2. “But it [modeling clay] deforms when we push or press it.” In this sentence, the word deforms most nearly means— [CV]

A. hardens.

B. evaporates.

C. changes shape.

D. firms up.

3. Write a meaningful sentence using the word orient. [CV]

Accept responses that show the student knows the meaning of the word and can use it correctly. For example: If I orient my houseplant toward the sun, it will grow better.

4. What is a synonym for the word skepticism? What is an antonym for the word skepticism? [CV]

(Accept reasonable responses.) A synonym for skepticism is doubt. An antonym for skepticism is certainty.

5. “When these materials [magnetized materials in rocks] are heated above a certain point (as they would in the earth’s mantle) they lose all magnetic alignment, but when the materials cool and harden (as they would at the surface of the earth) they orient themselves in line with the earth’s magnetic field.” In this sentence, alignment most nearly means— [CV]

A. state of being messy.

B. state of being attracted.

C. state of bending around.

D. state of being lined up.

6. What is a synonym for the word coherent? What is an antonym for the word coherent? [CV]

(Accept reasonable responses.) A synonym for coherent is meaningful. An antonym for coherent is confusing.

7. Write a meaningful sentence using the word components. [CV]

Accept responses that show the student knows the meaning of the word and can use it correctly. For example: Please don’t lose any components to the jigsaw puzzle or we won’t be able to finish it.

Cycle 2 Lesson6


8. “Subsequent exploration confirmed the underwater mountain chair, but no one could explain its presence or why this Mid-Atlantic Ridge is the site of such frequent geologic activity (both earthquakes and volcanoes are common along its entire length).” In this sentence, subsequent most nearly means— [CV]

A. sooner.

B. later.

C. space.

D. polar.

9. What is one word that you or your teammates explored in your word power journal this cycle? Give the meaning of this word, and then use it in a meaningful sentence. [CV]

(Answers will vary.) We clarified bolstered. Bolstered means supported. The pillar bolstered the roof.

10. As used in the sentence “Ships were deployed to gather both topographic data (through echo soundings) and magnetic data (from magnetometers pulled across the floor of the ocean),” deployed most nearly means— [CV]

A. named.

B. sunk.

C. given up.

D. sent out.

Explain how you figured out the meaning of deployed.

Students will explain their thinking. For example, I used the context. The passage talks about a ship finding and recording data, so it must have been sent out on this mission.

Question Codes

[DC] Make inferences; interpret data; draw conclusions. [AA] Analyze an argument.

[SA] Support an answer; cite supporting evidence. [AP] Identify author’s intent

or purpose.

[MI] Identify the main idea that is stated or implied. [RE] Analyze relationships (ideas,

story elements, text structures).

[CV] Clarify vocabulary. [AC] Author’s craft; literary devices



From Test Edition

Tracking Plate Movements

Background

GPS stands for Global Positioning System. It is a navigation system based on twenty-four satellites, owned by the U.S. government and managed by the Air Force, that orbit around Earth. Originally, it was designed for military use so soldiers could know exactly where they were in military engagements. In the 1980s, the government made this system available to the public, providing free access to the satellite information. People can buy GPS receivers and use them for travel, hiking, and anytime they need to know where they are.

The GPS satellites orbit Earth two times each day, transmitting information. GPS units (or receivers) pick up the signals from at least three satellites and calculate the exact position of the GPS receiver using triangulation. The location of the GPS receiver can be displayed on a map. Elevation can be found if the GPS unit is in contact with four satellites.

Figure 1

GPS Receiver

Earth

Earthquakes

Earthquakes most frequently occur when two plate boundaries are sliding past each other and moving in opposite directions. The irregular surfaces of the plates create a lot of friction, preventing plate movement until friction is overcome by the build-up of potential energy. When friction is overcome, potential energy is converted to kinetic energy; the plates move suddenly,

Cycle 2 Lesson6


From Test Edition

and an earthquake occurs. Monitoring plate movement will help geologists better understand earthquakes and, just maybe, predict them. This would save lives and money.

GPS earthquake monitoring stations have been set up in some areas. For example, a GPS system is monitoring movement along the San Andreas Fault in California (the boundary between the Pacifi c Plate and the North American Plate), and one is monitoring the South American Plate and Nazca Plate movements along the Andes Mountains. Japan has the largest system, currently with about 1,000 units installed around the country.

Materials

1 GPS unit (preferably 2 units)

2 “plates” (use cardboard, such as the tops of copy paper boxes, two equal length pieces of lumber, such as 2 x 4s, or other suitable materials. If nothing is available, 2 students can act as the “plates.”)

Procedure

A. This exercise needs to be done outside, on an athletic fi eld or in a parking lot. Set the 2 “plates” side by side on the ground, and position the 2 GPS units next to each other, one on each “plate.” See Fig. 2. Or, have 2 students, each holding a GPS unit, stand next to each other.

B. Take and record a position reading with each GPS unit. If only one GPS unit is available, just take a position reading from each position.

C. Move the “plates” away from each other, lengthwise (see Fig. 3) about 10’. If you also record time for the “plate” movement, students can calculate the speed of the

“plate” movement.

D. Take and record new position readings.

E. If desired, you can continue moving the “plates” and take additional readings.

GPS unit

X X

X

X

Figure 2

Figure 3




Teacher Background

During Class Discussion, students orally present evaluations of their homework reading selections. During Teamwork, students use their Read and Respond notes and answers to the homework questions to make final preparations for these presentations. Team members share their responses and give one another feedback. During the oral presentations, students use their revised responses to the questions to describe the kind of texts they read, the strategies that helped them understand the text, and whether they will recommend their reading selections to others.


Two‑Minute Edit



Vocabulary

Ask teams if they have a Vocabulary Vault word that they would like to share. Award team celebration points.

Set the Stage



3. Have students get out their reading selections and Read and Respond forms. Remind them that today, with the help of their teams, they will each prepare a presentation about their individual reading selections.

Challenge students to think about the strategies and skills that they used to read their self-selected texts, share their answers to the Read and Respond questions, discuss their thinking, and prepare evaluations of their selections.

4. Remind students to add to the notes on their Read and Respond forms as they discuss their selections and prepare oral presentations about their selections. Students will use their answers to the questions on the Read and Respond form as the basis for their presentations.

Two‑Minute Edit

Vocabulary Vault


Connect the cycle objective to students’ homework reading selections.

Cycle 2 Lesson7



Team Discussion

1. Tell students that they will use the Read and Respond questions as a guide as they discuss their homework reading and prepare evaluations of their reading selections to share with their teams.

2. As students prepare their answers, check in with those students for whom you do not have individual scores for graphic organizer/notes, written Team Talk responses, word power journal, and/or a fluency score. Have them show you examples from the cycle. Point out areas of success, and give feedback to improve student performance.

3. As you visit teams, take this opportunity to check students’ homework for completion (Read and Respond forms). Enter the information on your teacher cycle record form.

Teacher’s Note:

Have students who are ready for a new selection take turns choosing reading material from the classroom library. Make sure that every student has a Read and Respond form for next cycle.

Read and Respond Questions

1. Is your selection informational or literature? Summarize your reading. (summary rubric)

2.Why did you choose this reading? What is your purpose for reading? (Team Talk rubric)

3.Choose a word, phrase, or passage that you did not understand at first. How did you figure it out? (strategy-use rubric)

4.Write down a question that you had or a prediction that you made as you read. Were you able to answer or confirm it? Explain. (strategy-use rubric)

5.Would you recommend this selection to others to read? State your opinion, and support it with reasons. (Team Talk rubric)

6.Choose a short section of the text that you think is important or especially interesting. Tell your teammates why you chose it. Read it aloud smoothly and with expression. (fluency rubric)

Students prepare, share, and revise presentations about their reading selections.

Give students feedback on classwork.




Lightning Round

Use Random Reporter to have students present their evaluations of their homework reading selections (responses to the Read and Respond questions). Use rubrics to evaluate responses, give specific feedback, and award points.

Celebrate

1. Tally up this cycle’s points on the poster.

2. Tell students that their scored tests will be returned at the beginning of the next lesson. Poster points and the teams’ test scores will determine which teams earn the status of super team, great team, or good team for the cycle.

3. Be sure to record each team’s total celebration points from the poster into the teacher cycle record form. Remind students that team celebration points and team test averages are used to determine team scores.

4. Collect students’ Read and Respond forms, and pass out new forms.

5. Tally up the number of Read and Respond signatures on students’ forms, and record the number on the teacher cycle record form after class.

Team responses and feedback

Teams report on their review of the texts and Read and Respond discussions.


Final tally for this cycle

Record team celebration points on the teacher cycle record form.

Collect Read and Respond forms for this cycle.

Cycle 2 Lesson8


Lesson 8Objectives: Celebrate successes, and set new goals. Hold a Class Council meeting.

Teacher Background

In the first part of this lesson, students review their test results and their final scores for the cycle and compare them with their goals. They celebrate success and set new objectives for further improvement.

In the second part of the lesson, students participate in Class Council.


Two‑Minute Edit



Celebrate/Set Goals(20 minutes)

1. Distribute students’ scored cycle tests. Allow a few moments for students to review them.

2. Distribute team score sheets to teams and celebration certificates to students. Remind students that the cycle’s top-scoring teams are determined by their points on the poster and their test scores.

3. Recognize and celebrate the super, great, and good teams. Remind the teams of the impact of bonus points that are added to team members’ cycle scores.

4. Have each team discuss and set a goal for the next cycle and record it on their team score sheet. Use the questions below to analyze and discuss the students’ scores.

What was your team’s highest score?

What score do you want to improve?

What can the team do to improve that score?

Use Random Reporter to ask:

What is your team’s goal for the next cycle? Why did you choose that goal?

Accept supported answers.

Two‑Minute Edit

Distribute scored cycle tests.

Distribute team score sheets and celebration certificates.

Class celebration! Celebrate team successes with a class cheer.

Each team sets a team goal for the next cycle.



5. Use the poster to award team celebration points for responses that include the team’s reasons for choosing the goal, thus beginning the accumulation of points for the next cycle.

6. Have students record their cycle test scores and their areas of greatest strength and improvement on their progress charts.

Class Council(30 minutes)

1. Share class compliments.

2. Review the class goal that was set at the last Class Council. Using the agreed-upon measure of progress, was the goal met? Why or why not?

3. Discuss a class concern, or use the scenario and discussion hints provided.

4. Have teams discuss and then use Random Reporter to share responses.

5. After debriefing how they resolved the problem, help students set a goal and a measure of progress that they can use at the next Class Council.

Brain Game(5 minutes)

1. Choose a brain game from the card set, and then play the game.

2. Use the following questions to debrief and remind students of self-regulatory strategies:

What did this game require your brain to do?

How will use of this skill improve your success in other classes?


Word Power Journal Sample Entries

Word Power Journal Sample Entries

Sample Word Map Cycle 1

changeindirection

scientificuse

everydayusemeansprocessofspeedingup

changeinvelocity(positiveandnegative

acceleration)

acceleration

Sample Word Map Cycle 2

partoftheEarthbetweencrust&core

outercoveringofawall

areaofhotgasesaroundaflame

topofthefireplace

mantleloosecoat hastodowithcoversorcovering

Step Up to Research Lesson1


Step Up to Research

1. Team score sheets for this unit should be distributed during lesson 1. Students will use this modified version of the team score sheet to review their goals, track their progress through the six-step research process, and tally team celebration points throughout each lesson.

2. All teams will have the same team goal for this unit—to earn as many team celebration points as possible.

3. The teacher cycle record form has also been modified for the research unit.

• Track student completion of the research steps, using check marks to indicate done or not done.

• Note the writing purpose that each student selects to evaluate the individual research presentations.

• Record the writing/presentation score for each student based on the scoring guide for writing that each student chose. This is the only score from the research unit that will roll up into the averages on the classroom assessment summary for the grading period.

• Record tallies for completion of Read and Respond homework.

4. This is a short, focused research opportunity. While a two- to three-page written product and a three- to five-minute presentation are recommended at this level, please consider your available time and research materials and your students’ Internet access and needs to choose a product that is appropriate for your class.

Unit OverviewThis research unit follows the level 7H unit Models and Analogies in Text: Amusement Park Science and readings in the student edition.

The focus for this unit is things that move around us. This focus motivates students to generate questions and stimulates new thinking about the book read in the previous unit.

This unit’s mini-lesson is on interview skills—how to conduct an interview to gather research information and how to cite an interview source.



Lesson 1Teacher Background

This unit’s focus is things that move around us.

Doing research can involve interviewing people. In this lesson, students will learn how to interview and cite their sources.

Active Instruction

Generate Questions (15 minutes)

1. Post the research purpose and focus. Have students write their focus-related questions as they enter the classroom.

Research Purpose: In this unit, you will ask questions, find and organize information, and present your findings to others.

Research Focus: Things that move around us

2. Have teams use the Questioning Formulation Technique (QFT: Rothstein, 2012) to write as many questions about the research focus as they can in ten minutes.

• Ask as many questions as you can.

• Do not stop to answer, discuss, or judge the questions.

• Write down every question just as you hear it.

• If a teammate makes a statement, turn it into a question.

3. Use Random Reporter to select a student from each team to share a question or two.

Prioritize and Improve Your Questions (10 minutes)

1. Present the research product:

Research Product: You will write two to three pages that answer your research question and include at least one text feature that helps to inform the audience. You will prepare and deliver a three to five-minute presentation of your written information.

2. Present the materials that students will use to research their questions.

3. Have each student use the team list to choose up to three questions that he or she finds important or interesting.



4. Have students share their questions with their teams and discuss how realistic it is to research each question, given the time and materials available. Teammates help one another narrow down questions to make them more researchable. Each student chooses one question to research.

5. Have students choose the scoring guide that they will use based on the research project (Writing to Support a Claim with Reasons or Writing to Inform or Explain).

6. Use Random Reporter, and award team celebration points to teams whose representatives can share the research question and scoring guide that they chose and explain why.

7. Have students review their research purpose, team goal, and team cooperation goal for this cycle. Tell teams to discuss how they are going to earn more team celebration points during this unit, and have them write that goal in the allotted space.

8. Explain to students that they will earn super, great, or good team status based only on the team celebration points that they earn in this unit.

9. Tell students that the only score they will earn this cycle is a writing score that will be based on the scoring guide that they select for evaluation of their research presentation.

10. Tell students to initial each step of the writing process as it is completed during the unit.

Interactive Skill Instruction (25 minutes)

1. Present the mini-lesson on interview skills.

Tell students that people are another source of information.

Today we will discuss how to interview a person to gather information.


What makes a good interview?

Answers will vary. (Record student suggestions on the board.) For example, students may say that asking good questions, being prepared, or practicing active listening makes a good interview. Choosing someone knowledgeable about the topic that you want to discuss also makes a good interview.

3. Refer students to the Interview Tips student page. Review additional tips that were not discussed.

tps



Citing an Interview Source

In the text: At the end of the sentence or paragraph that gives the information learned in the interview, put the name, date, and the phrase “personal communication” in parentheses, for example:

(Tanya Johnson. November 9, 2012. Personal communication).

In the bibliography, include the person’s name—last name fi rst—, date, and the phrase “personal communication,” for example:

Johnson, Tanya. November 9, 2012. Personal communication

Interview Tips

Get Ready

• Share and discuss your research question with the person whom you would like to interview.

• Schedule the interview at a convenient time and in a quiet place.

• Decide if you will take notes, have your partner take notes, or use a recording device while you conduct the interview.

• Gather your materials, and practice using them with your partner.

• Practice explaining your research in a confi dent voice.

• Practice sitting with your arms and legs uncrossed and using your active-listening skills. This will show your interviewee that you are very interested in what he or she has to say.

• Prepare questions about your chosen topic. Remember, closed-ended questions will get you short, specifi c answers. Open-ended questions will allow the person to give you more information about the topic—maybe even answers to questions that you didn’t think to ask.

Conduct the Interview

• Start by thanking the person for meeting with you. Share a little about yourself and your interest in this topic. Relax, smile, and make this a comfortable conversation and not an interrogation.

• Give the person plenty of time to think and answer. Sometimes the best answer comes after a period of silence.

• Practice active listening. Sit still, nod when necessary, and keep eye contact.

• Use short questions, such as “Can you tell me more about that?” to get more detail or clarifi cation.

• Near the end of the interview, ask the person if there is anything else that he or she would like to add.

Step Up to Research

• If you are taking notes, don’t write so much that you can’t interact with the interviewee. You can add to your notes later.

• If you use a recording device, make sure it is running before you start, and then check it periodically during the interview to make sure that it’s still running.

After the Interview

• Label your notes, tapes, or digital fi les with the interviewee’s name, your research question, and the date and time of the interview.

• Review your notes as soon as possible, and add any important details and impressions.

• Send a thank-you note to your interviewee that says how much you value his or her time and thoughts.

For more information about interviewing, check out “How to Conduct a Strong Interview” at www.whatkidscando.org/featurestories/2007/maine_students/tip_sheets/INTERVIEWING%20TIP%20SHEET.pdf.

Step Up to Research

4. Explain that if students use a person as a source of information for their research, they should cite the person in both the text and the bibliography in the following manner. Display the blackline master, and review the information with students.

5. Have students practice conducting a research interview. Point out that they may not be able to apply all the tips during this practice, but they will be able to practice correct body language, active listening, asking questions, and recording answers.

Explain that they will work in partner pairs to practice interviewing.

Assign one partner to be the first interviewer and the other to be the first interviewee.

Choose a topic known to all your students, or select one from the list below:

• the school

• school sports teams

• school clubs

• your city or town

Allow students about two minutes to write down their interview questions.

6. Partners take turns being the interviewer and interviewee using as many of the interview tips as possible. Allow a maximum of five minutes for each interview.

7. Use Random Reporter to share team practice answers, and then award team celebration points.

8. Present the target(s) for scoring from the scoring guides: ideas, organization, style, and mechanics.

Blackline master provided.

Citing interview sources

Students practice doing a research interview.



Start Digging (10 minutes)

1. Have students use the research materials to search for information, and have them use a graphic organizer or notecards to make notes and record source information. Model using a graphic organizer or notecards to make notes as needed.

2. Ask students to write the research question in the center of the web or on the first notecard.

3. Circulate, check students’ progress, and record each completed step on the teacher cycle record form. Spot check the Read and Respond homework.

4. Commend students for their progress through the research process during the lesson as recorded in the Research Process section of their team score sheets.

5. Add up the team celebration points earned by each team during the lesson, and record them on the Team Celebration Points poster.

Encourage partners to share relevant information.


Citing an Interview Source

In the text: At the end of the sentence or paragraph that gives the information learned in the interview, put the name, date, and the phrase “personal communication” in parentheses, for example:

(Tanya Johnson. November 9, 2012. Personal communication).

In the bibliography, include the person’s name—last name fi rst—, date, and the phrase “personal communication,” for example:

Johnson, Tanya. November 9, 2012. Personal communication

Interview Tips

Get Ready

• Share and discuss your research question with the person whom you would like to interview.

• Schedule the interview at a convenient time and in a quiet place.

• Decide if you will take notes, have your partner take notes, or use a recording device while you conduct the interview.

• Gather your materials, and practice using them with your partner.

• Practice explaining your research in a confi dent voice.

• Practice sitting with your arms and legs uncrossed and using your active-listening skills. This will show your interviewee that you are very interested in what he or she has to say.

• Prepare questions about your chosen topic. Remember, closed-ended questions will get you short, specifi c answers. Open-ended questions will allow the person to give you more information about the topic—maybe even answers to questions that you didn’t think to ask.

Conduct the Interview

• Start by thanking the person for meeting with you. Share a little about yourself and your interest in this topic. Relax, smile, and make this a comfortable conversation and not an interrogation.

• Give the person plenty of time to think and answer. Sometimes the best answer comes after a period of silence.

• Practice active listening. Sit still, nod when necessary, and keep eye contact.

• Use short questions, such as “Can you tell me more about that?” to get more detail or clarifi cation.

• Near the end of the interview, ask the person if there is anything else that he or she would like to add.

Step Up to Research


Step Up to Research • Blackline Master

• If you are taking notes, don’t write so much that you can’t interact with the interviewee. You can add to your notes later.

• If you use a recording device, make sure it is running before you start, and then check it periodically during the interview to make sure that it’s still running.

After the Interview

• Label your notes, tapes, or digital fi les with the interviewee’s name, your research question, and the date and time of the interview.

• Review your notes as soon as possible, and add any important details and impressions.

• Send a thank-you note to your interviewee that says how much you value his or her time and thoughts.

For more information about interviewing, check out “How to Conduct a Strong Interview” at www.whatkidscando.org/featurestories/2007/maine_students/tip_sheets/INTERVIEWING%20TIP%20SHEET.pdf.

Step Up to Research


Blackline Master • Step Up to Research



Lesson 2

Teamwork

Keep Digging: Search and Process (50 minutes)

1. Have students review their research purpose, team goal, and team cooperation goal as recorded on their team score sheets. Remind teams that they will earn super, great, or good team status based on how many team celebration points they earn.

2. Have students continue to use the research materials to search for information, and have them use their graphic organizer or notecards to record relevant information.

3. Circulate, check students’ progress, and record each completed step on the teacher cycle record form.


5. Ask partners to share what they have found with each other and prepare to share an important piece of information and its source with the class prior to class discussion.


1. Use Random Reporter to have students share an important piece of information, the source, and why they think the information is important with the class. Award team celebration points.

2. Award extra team celebration points to volunteers who answer the following question: “Did your research change your question or your thinking about what you thought you would find?”





Lesson 3

Teamwork

During this class period, students review their research and write an answer to their questions.

Put It All Together: Draw Conclusions, Write, and Practice (30 minutes)


2. Have each student make a plan for his or her written product and review it with a teammate.

3. Ask each student to draft his or her written product. Have students record the type of writing (writing to support a claim with reasons or writing to inform or explain) at the top of the page.

Team Feedback (20 minutes)

1. Have each team member share his or her presentation with another member of the team.

2. Ask team members to use the evaluation form to give feedback.

3. Tell students to make improvements and prepare for their presentations.

4. Circulate, check students’ progress, and record each completed step on the teacher cycle record form.



1. Award team celebration points to Random Reporters who can report a strength that teammates shared with them about their presentations.

2. Award extra team celebration points to volunteers who share what they have learned about the research, writing, and presentation process.






Lesson 4

Present and Evaluate

In this lesson, students will present their research to groups other than their own teams, and students will use the evaluation form to provide a written evaluation of each presentation that they hear. There will be four rounds of presentations, during which each student will have three minutes to present.

Choose group assignments in advance, or use the following process:

• Count the number of teams.

• Have students count off from 1 to the number of teams. There will be four or five students with each number.

• Have the students who counted off as 1s go to table 1, 2s go to table 2, and so on.

Allow a volunteer to give the first presentation, or designate an individual within each group. Presentations then proceed to the right until everyone has presented. As each presentation concludes, the evaluators complete the evaluation sheets and give them to the presenter.

Present (30 minutes)


2. Review the criteria for evaluating a presentation, and demonstrate how to complete the evaluation. Remind students that you will collect the evaluation forms.

3. Designate group assignments, and pass out evaluation forms.

4. Have students move to their designated groups. Begin the presentations.

5. Make sure that each student presents and receives evaluations after the presentation.

Team Discussion (20 minutes)

1. When all presentations are finished, have students return to their teams to review the feedback that they received.

2. Ask team members to share their strengths and suggestions in each category.

Research Evaluation

Presenter __________________________ Evaluator __________________________ Date ______________

Writing Purpose (circle one): To inform or explain To support a claim with reasons

Writing Quality: Note one area of strength, and give evidence to support your choice.

Ideas

Organization

Style

Mechanics

Make a suggestion for improvement and a reason for your suggestion.

Research Skills (Note one or two strengths.)

Answers a focused question

Uses multiple sources

Quotes and paraphrases sources

Cites trustworthy sources

Presentation Skills (Note one or two strengths.)

Good eye contact

Good volume

Clear pronunciation

Enthusiastic presentation

© 2013 Success for All Foundation 34261

Research Evaluation

Presenter __________________________ Evaluator __________________________ Date ______________

Writing Purpose (circle one): To inform or explain To support a claim with reasons

Writing Quality: Note one area of strength, and give evidence to support your choice.

Ideas

Organization

Style

Mechanics

Make a suggestion for improvement and a reason for your suggestion.

Research Skills (Note one or two strengths.)

Answers a focused question

Uses multiple sources

Quotes and paraphrases sources

Cites trustworthy sources

Presentation Skills (Note one or two strengths.)

Good eye contact

Good volume

Clear pronunciation

Enthusiastic presentation




1. Review each target and ask for a show of hands indicating areas of strength and areas that need improvement.

2. Use Random Reporter to hold a discussion during which students reflect on the research process and the products that they produced and draw conclusions about successes and areas in need of improvement. Award team celebration points.

3. Collect the written materials, including the plans, drafts, and evaluations. Plan to score and return the research products by the end of the next unit. Award up to 100 points for evidence that the chosen targets were met.

4. Review the total number of team celebration points earned by each team. Use the poster overlay to determine team status (super, great, or good) for this unit.

5. Enter the writing, Read and Respond, and team celebration points scores into the Member Center.

6. Generate the teacher cycle record results report to review team and class averages for the unit.



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Common Core State Standards

Common Core State StandardsThe following Common Core State Standards are addressed in this unit. Full program alignments can be found on the Reading Edge online resources. Contact your SFA coach for more information.

Level 7H Models and Analogies in Text

English Language Arts Standards: Science and Technical Subjects

Craft and Structure RST.6-8.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

Integration of Knowledge and Ideas RST.6-8.7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

English Language Arts Standards: Writing in History/Social Studies/Science

Text Types and Purposes WHST.6-8.2-4. Use precise language and domain-specific vocabulary to inform about or explain the topic.

Research to Build and Present KnowledgeWHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

WHST.6-8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research.

English Language Arts Standards: Speaking and Listening

Presentation of Knowledge and IdeasSL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.


Media Acknowledgements

We wish to acknowledge the following organizations and individuals for allowing their background videos to be included in the Reading Edge:

Twin Cities Public Television (DragonflyTV)

National Science Foundation (Science Nation online magazine)

The National Park Service

The Maryland Zoo and Gorilla Doctors (gorilladoctors.org)

National Oceanic and Atmospheric Administration, National Ocean Service (Ocean Today video series)

Pardada Pardadi Educational Society and Rohit Ghandi

WNET

Charles R. Smith, Jr.

National Aeronautics and Space Administration and the California Institute of Technology

We would also like to thank Robert Lippencott and Alicia Levi at PBS LearningMedia for their advice and assistance with this project.

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Informational Models and Analogies in Text … · (Answers will vary.) Yes, I have been to an amusement park. I liked the carousel best because of the music, and you get two kinds

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