Adapted from Common Core State Standards Institute Summer 2013

Adapted from Common Core State Standards Institute Summer 2013Comprehension Instructional Sequence (C.I.S.)Elementary K-5 Science

Student Version

Using Force and MotionBy: Blue Planet Diaries1Benchmark FocusSC.5.P.13.1 Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity on falling objects. SC.5.P.13.2 Investigate and describe that the greater the force applied to it, the greater the change in motion of a given object. SC.5.P.13.3 Investigate and describe that the more mass an object has, the less effect a given force will have on the objects motion. SC.5.P.13.4 Investigate and explain that when a force is applied to an object but it does not move, it is because another opposing force is being applied by something in the environment so that the forces are balanced.Common Core IntegrationLACC.K12.L.3.4 : Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. LACC.5.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.LACC.5.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly.2Hook QuestionHow much impact do force and motion have on your life?

A. A great dealB. Some impactC. Very little impactTeacher Directions: Identify three corners and label them with response A, B, C and students choose an answer choice that represents their position. Then students move to one of the three corners that matches their position. Students discuss their position and compose a statement. A student reporter from each corner reports out.

Be sure students know what impact means.3Predictive Written ResponsePredictive Written Response to Complex Text-Based QuestionUsing your background knowledge, write about a time when you used force to do something. 4Teacher Directions: Predictive Writing personalizes the content. Since we are doing an article about forces, the Predictive Writing might be about a time the students used a force to do something (skateboarding, walking, etc.). It personalizes the content. Have students share what they wrote.

Vocabulary

Paragraph #Science or Academic Specific VocabularyDefinition from Context/Word Part1forcesa push or pullmultiple meaning and context3-4gravitya force that pulls objects togethermultiple meaning and context7mattereverything around us that has mass and takes up spacemultiple meaning and context8massthe amount of matter in an objectcontext9weighta measure of the pull of gravity in an objects masscontext12frictionA force that resists motion when two objects rub against each other word part (frictio=Latin for to rub; ion=the process of)5Teacher Directions: Teacher pre-selects vocabulary words and direct students to the words in the text by paragraph number. Teacher should use effective vocabulary strategies at this point.

Variations for Vocabulary Instruction: Word Study Guide, Frayer Model, graphic organizers, word wall interactions.CIS Force and Motion Essential Question: How do force and motion impact your life?

6Reading # 1: Text Coding Code Description (Examples)FoForce

GForce of Gravity

Fr

FrictionTeacher Directions: Teacher explains codes (pre-established) then models for students by reading the text aloud, using the think aloud strategy and coding the first page of the text. Students follow along and mark their copy. Teacher continues to read aloud while students proceed to code the rest of the text independently. 7

123FoGFoText Coding SampleModel for students by reading the text aloud and coding a portion of the text. Students follow along and mark their copy. Students proceed to code the rest of the text independently. 8Directed Note-taking ToolReading #2Reading #2: Directed Note-taking Tool

Purpose: The second reading of a CIS moves the students toward gathering the evidence needed to answer the Essential Question.

Teacher Directions: Teacher presents a guiding question to direct students thinking while taking notes. Teacher models note-taking using the think aloud strategy as an example statement from the text, then selecting the category or categories that support the statement.

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123FoGFoDirected Note-taking Example

The second reading of a CIS moves the students toward gathering the evidence needed to answer the Essential Question.

Teacher Directions: Teacher presents a guiding question to direct students thinking while taking notes. Teacher models note-taking using an example statement from the text, then selecting the category or categories that support the statement. 10Reading # 2: Partner ReadsDirected Note-takingUsing Force and Motion

Guiding Question: Using evidence from the article, describe how forces and motion affect your everyday life?

Paragraph #NOTESCheck relevant categories belowEvidence of forceEvidence of gravity Evidence of friction1Pushes and pulls are forces that make everything around us move.X2A car certainly gets you to your destination faster than using your feet.XXThe second reading of a CIS moves the students toward gathering the evidence needed to answer the Essential Question.

Teacher Directions: Teacher presents a guiding question to direct students thinking while taking notes. Teacher models note-taking using an example statement from the text, then selecting the category or categories that support the statement.

Students complete note-taking collaboratively or independently.

Group discussion is CRITICAL at the end of this reading. Debate about the categories should be encouraged. What matters is the reasoning behind the categorization.11 First Draft Written Response to Essential Question First Draft Written Response to Essential QuestionAccording to the text, how do forces and motion affect our live?Teacher Directions: Students should use information and evidence collected to complete a first draft written response to the essential question. According to the text,12Question Generation ToolReading #3Reading #3: Question Generation Tool

Purpose: To provide students with a demonstration of question generation and the opportunity for them to interact with the text by generating questions to further deepen their comprehension.

Teacher Directions: Teacher models the question generation tool by re-reading (aloud) page one of the text. Teacher then uses the think aloud strategy to generate one or two questions that come to mind and categorizes each one. Questions generated should be related to the content from the text. Students record the teacher sample questions.

As students write down a question, they should review the following questions:

Could this question be answered by experiment or hands on inquiry?Could this question be answered by research for scientific facts?Could this question be answered by observation?

Now, students re-read the text to generate their own questions and categorize each one.13Reading #3:Generating Questions Question Generation: Using Force and MotionParagraph #QuestionsCan the question be answered by..Check relevant categories belowHands-on experiment or inquiryResearch for Scientific FactsObservation1How is force and motion taking place when I am sleeping?XX3How does gravity keep our feet on the ground?

XXXTeacher Directions: Teacher models the question generation tool by re-reading (aloud) page one of the text. Teacher then uses the think aloud strategy to generate one or two questions that come to mind and categorizes each one. Questions generated should be related to the content from the text. Students record the teacher sample questions.

As students write down a question, they should review the following questions:

Could this question be answered by experiment or hands on inquiry?Could this question be answered by research for scientific facts?Could this question be answered by observation?

Now, students re-read the text to generate their own questions and categorize each one.

14 Final Written Response to Complex Text-Based QuestionFinal Written Response to Complex Text-Based QuestionAccording to the text and extended text discussion, how do forces affect your everyday life?Journal Writing ReflectionFinal Written Response to the Essential Question

Purpose: To provide opportunities for students to interact with the text and with their peers to facilitate complex thinking and deep comprehension of text. The Final Written Response is the students answer to the Essential Question that has been the umbrella for the entire CIS. Students will only use evidence from the text and extended text-based discussion in their answer. Students will also review their DRAFT writing and all tools used in the CIS to complete their Final Written Response.

15Share Final Written ResponsesThe Final Written Response can be used an assessment for student learning.16