Level N/30 From Axes to Zippers: Simple Machines · • VanCleave, Janice. Machines: Mind- Boggling...

B e n c h m a r k e d u c a t i o n c o m p a n y

Themes • Utility and Efficiency• Technology• Energy

Science

Skills & Strategies

From Axes to Zippers: Simple MachinesLevel N/30

Anchor Comprehension Strategies

• Compare and contrast

Comprehension • Visualize

•Determinetextimportance

• UsegraphicfeaturestoInterpretinformation

Word Study/Vocabulary • Usecontextcluestodetermine

wordmeaning

Science Big Idea • Peopleusesciencetoadvancetechnology

andtosolveproblems.Understandingtherealtionshipbetweenforceandmotionhasledtoadvancesintechnology.

TeACher’S Guide

A dd i t i o n a l R e l a t e d R e s o u r c e s

Notable Trade Books for Read-Aloud

• VanCleave, Janice. Machines: Mind-

Boggling Experiments You Can

Turn Into Science Fair Projects.

John Wiley, 1993.

• Wells, Robert. How Do You Lift a

Lion? Albert Whitman, 1996.

• Woods, Michael. Ancient Machines:

From Wedges to Waterwheels

(Ancient Technology). Runestone

Press, 1999.

Web Site for Content Information

• Edheads

http://www.edheads.org/activities/

simple-machines/sm-glossary.htm

Edheads provides students with

games to identify simple and com-

plex machines and provides teachers

with lesson guides.

S a m p l e L e s s o n P l a n n i n g G u i d e

Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.

ISBN: 978-1-4108-1107-32

Lesson at a GlanceBefore Reading (page 3)• Build Background• Introduce the Book• Administer Preassessment

During Reading (pages 4–10)Introduction–Chapter 3 (pages 4–6)• Model Metacognitive Strategy:

Determine Text Importance• Set a Purpose for Reading• Discuss the Reading• Model Comprehension Strategy: Compare/

Contrast• Use Context Clues to Determine Word

Meaning: Definition Through Examples

Chapters 4–5 (pages 7–8)• Apply Metacognitive Strategy:

Determine Text Importance• Set a Purpose for Reading• Discuss the Reading• Guide Comprehension Strategy:

Compare and Contrast• Use Graphic Features to Interpret

Information: Diagrams

Chapter 6 (pages 9–10)• Apply Metacognitive Strategy:

Determine Text Importance• Set a Purpose for Reading• Discuss the Reading• Apply Comprehension Strategy: Compare/

Contrast• Use Context Clues to Determine Word

Meaning: Definition Through Examples

After Reading (page 11) • Administer Posttest• Synthesize Information: Summarize

and Draw Conclusions

Writing Workshop (pages 12–13)• Model the Writing Process:

Compare and Contrast Using Signal Words and Phrases

Compare and Contrast (page 14)

Use Context Clues to Determine Word Meaning: Definition Through Examples (page 15)

Comparing and Contrasting (page 16)

Navigators Lesson Guides provide flexible options to meet a variety of instructional needs. Here is one way to structure this lesson.

Model

metacognitive

strategy: determine

text importance:

key topics vs.

supporting details

Model

comprehension

strategy: compare

and contrast

Use context clues

to determine

word meaning:

definition through

examples

Apply

metacognitive

strategy: determine

text importance:

familiar and

unfamiliar topics

Guide

comprehension

strategy: compare

and contrast

Use graphic

features to

interpret

information:

diagrams, page 12

and pages 15–16

Apply

metacognitive

strategy: determine

text importance:

several important

key topics

Apply

comprehension

strategy: compare

and contrast

Use context

clues to determine

word meaning:

definition through

examples

Summarize:

summarize book

using summaries of

each chapter

Draw conclusions:

What conclusions

can be drawn

about tools?

D a y

1

2

3

4

5

A c t i v i t i e sBuild background:

list and label the

uses of a hammer

Introduce/preview

book: table of

contents, bold print

words, glossary

Before ReadingBuild Background • Remind students that a hammer head usually has two ends with

different purposes. Ask: What are those two purposes? (pushing and pulling) Tell students to remember those two words for a later activity. Ask students to think of times they or a family member used a hammer.

• Say: What job was the person doing with the hammer? What was the hammer’s exact purpose? How did you know?

• Draw a T-chart as shown. Leave the headings blank. Ask stu-dents to think of as many uses as they can for a hammer and write their responses on the chart, with “push” or “pound” responses on the left side and “pull” responses on the right side. If students offer responses that don’t apply to push/pound or pull, write those responses to the side or bottom of the chart.

• Have students look at the chart. Say: What is the same about the uses on the left? What is similar about the uses on the right? (Possible answer: The uses on the left all have to do with pushing or pounding; the uses on the right all have to do with pulling.) Have students identify what any other responses have in common.

• Ask students to think of labels for the two columns (left side–pushing, right side–pulling). Then say: What unique features or designs make a hammer so useful? How can you tell? (Possible answer: The design of the head allows you to do two different kinds of jobs. The length of the hammer gives more force to both pulling and pushing.)

Introduce the Book • Give students a copy of the book. Have them read the title and

look at the cover. Ask them what they think axes and zippers have in common.

• Have students turn to the table of contents. Ask: What do you think the book will be about, based on the chapter headings? Have students choose a chapter of interest and turn to that chapter.

• Have students skim the chapter, looking at pictures and dia-grams. Encourage them to find a boldfaced word and locate the word in the glossary.

• Explain that From Axes to Zippers is about everyday machines and how these machines work.

• Show students a pair of scissors and a jar with a screw-on top. Tell them that these common tools are machines and that the book will explain how they work.

Administer Preassessment• Have students take Ongoing Assessment #7 on page 50 in the

Comprehension Strategy Assessment Handbook (Grade 3).

• Score assessments and use the results to determine instruction.

• Keep group assessments in a small-group reading folder. For in-depth analysis, discuss responses with individual students.

Pushing

Push in nailsPush together

boardsBreak up ice

Pulling

Pull out nailsPull out tacks

Informal Assessment Tips

1. Assess students’ ability to locate chapters using the table of contents.

2. Document informal observa-tions in a folder or notebook.

3. Keep the folder or notebook at the small-group reading table for handy reference.

4. For struggling students, place a ruler beneath the title of any chapter in the table of contents. Have students draw an imaginary line from the chapter to the corresponding page number. Then have students locate the chapter.

© 2011 Benchmark Education Company, LLC 3

During Reading: Introduction–Chapter 3

Model Metacognitive Strategy: Determine Text Importance

• Use a real-life example to distinguish between key topics and supporting details. Say: When reading an explanation or description, a good reader notices the key topics and supporting details. The other day, I was reading a newspaper article about a train that went off the rails. I paid special attention to where and when the accident happened and to the fact that no one was hurt. These were the supporting details in the news story. The key topic is that the train went off the track.

You can do the same thing. As you read, you can note the key topics and the important details.

• Read pages 2–3 aloud while students follow along. Use the following script to model how good readers distinguish between key topics and supporting details.

One key idea for these two pages is how we use simple machines every day. I know this is a key topic because the author talks about it in all three paragraphs. She says that work-ers use simple machines and that we use them with seesaws, zippers, spoons, scissors, etc. Finally the author talks about how difficult our everyday lives would be if we didn’t have simple machines. There may be other key ideas on these two pages. I just found one.

• Say: Some details are not as important as others. This depends on the key idea. The statement that simple machines can be used by themselves or put together is interesting, but you do not need to know it to understand the key topic that I chose.

4 © 2011 Benchmark Education Company, LLC

Good readers decide and remember what is important and

what is not important while they read. To do this well, readers

must be able to identify the author’s purpose for using particu-

lar nonfiction text features, notice and select new information

on familiar and unfamiliar topics, understand that a piece of

text may have many themes and/or ideas, and distinguish

between key topics and supporting details. Good readers keep

track of their thinking by using a journal or self-stick notes.

Content InformationHere is information about some simple and complex machines and when they were invented.

• The fork was first used in ancient Greece over 2,000 years ago. It had only two tines.

• The first modern zipper was invented in the United States in 1913 by Gideon Sundback.

• Sources give various dates for the invention of scissors: fourteenth century b.c., third century b.c., and first century a.d.

• The wheelbarrow was invented by Chuko Liang in China around a.d. 200.

Minds-On/ Hands-On Activity

1. Ask students to name three things in the classroom that screw. Write them on the board.

2. Without trying the items, have students guess whether they screw clockwise or counter-clockwise. Write their guesses.

3. Have volunteers try out the items. Compare students’ guesses to the actual direction.

4. Have students offer opinions on whether more items that screw turn clockwise or counterclock-wise. Encourage them to try out items around the school and at home to test their opinions.

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Set a Purpose for Reading • Ask students to read pages 4–9 silently to learn about some

simple machines. For each chapter, they should write down a key topic and supporting details. Tell them they will share and compare the topics and details they have chosen after they read.

Discuss the Reading • Have students talk about the key topics they identified. Ask

other students to offer supporting details for the topics.

• If students identify different supporting details, talk about why they chose the details they did. Stress the difference between important and unimportant details. Ask: What were the most important details in each chapter? How did you decide they were important? (Possible responses: In chapter 1, the most important detail was that you can use an inclined plane to move an object. In chapter 2, it was that a screw is used to hold objects together or raise or lower things. In chapter 3, it was that a wedge pushes objects apart. The details were important because you need them to understand the topics.)

Informal Assessment Tips1. Watch students as they write

key topics and supporting details in their journals or notebooks.

2. In a folder or notebook, jot down what you see each student doing.

3. Students should be noticing key topics and discriminating between key topics and details as they read. Document students who are and are not using this meta-cognitive strategy.

4. If students are not discrimi-nating between key topics and supporting details, remind them to ask them-selves what information they need to understand the topics which they are reading about.


Chapter 3 (continued)


Model Comprehension Strategy: Compare/Contrast • Go over comparing and contrasting with students. Say: When I

compare two things, I see how they are similar. When I contrast two things, I see how they are different. Comparing and con-trasting tells me more about the things I am reading or seeing.

• Pass out the graphic organizer Compare and Contrast (blackline master, page 14 of this guide).

• Explain that as students read, they will compare and contrast two kinds of simple machines and complete the chart for chap-ter 2 together.

• Have students look at the book and follow along as you read page 7 aloud.

• Say: Both the light bulb and the faucet are screws. This is the way they are similar. They have different uses, though. The light bulb is used to produce light. The faucet is used to produce water. Also, the light bulb screws into a fixture while a faucet screws onto a pipe and may have something like a hose or a sprinkler system screwed onto its open end.

• Say: I’ll write the similarities in the Similarities column on the chart. That shows that these features belong to both kinds of machines. Then I’ll write the differences in the Differences column. Write the similarities and differences on the chart. (You may want to make a chart-size copy of the graphic organizer or use a transparency.)

• Say: Now we can see how these two machines are similar and different. We’ll compare and contrast some other machines the next time we meet.

Use Context Clues to Determine Word Meaning: Definition Through Examples• Have students find the term inclined plane on page 4. Point out

that the word is boldfaced. This means it is in the glossary. Ask students how they could define the word if they did not have a glossary. Point out that the author gives a definition of an inclined plane: a flat surface that is higher on one end. That definition may not be very easy to understand so the author also includes several examples of inclined planes. These include a playground slide, a slated road, and a path up a hill.

• Point out the word screw on page 6. Say: The author defines a screw as an inclined plane that wraps around itself. To help readers understand this definition, she also gives several exam-ples: a jar lid, a light bulb, and a faucet.

• Tell students that they will practice this strategy again later in their reading.

Compare and Contrast

Items to Compare Chapter and Number Contrast Similarities Differences

2

4

6

faucet and light bulb

Both are screws.

Light bulb produces light; faucet produces water; a faucet screws onto a pipe and may have something like a hose or sprinkler system screwed onto the other end; a bulb screws into a fixture.

7

Chapters 4–5

Apply Metacognitive Strategy: Determine Text Importance • Have students look over the key topics and supporting details

they wrote down yesterday. Ask them if they learned any new information from the chapters they read. Discuss responses. Have students determine if the new information they learned is important to understanding the topic.

• Say: Today we are going to look at new information about the topics in the book. Read page 10 aloud while students follow along.

• Say: This information was new to me. I know the word lever, but I have never heard the word fulcrum before. The author says that a fulcrum is a fixed point. Is this topic familiar to you? What details are new? Which details are important for under-standing the topic? How did you know? (The description of a lever and fulcrum and the two types of levers discussed are important to understanding the topic.)

• Say: Remember that good readers look for information that is new to them.

Set a Purpose for Reading • Have students read the rest of chapters 4 and 5 to learn about

levers and pulleys. Remind them to use context clues to figure out difficult words as they read and to think about key topics and supporting details. Ask students to mark any new informa-tion with a self-stick note or write the information in a journal. Also have students indicate key topics and supporting details.

Discuss the Reading• Ask students to share the new information that they found. This

will help them remember the new details later.

• Have students share the key topics and supporting details they noted. If students’ details differ, go over the most important details in the chapters.

• Ask students to name kinds of pulleys and levers they have used in everyday life.


Content InformationTell students that they see and use simple machines every day in school and at home.

• A window-blind cord is a kind of pulley.

• Some curtains work in a pulley system.

• A highway on-ramp is a kind of inclined plane.

• An electric can opener is a wedge, a screw, a lever, and a wheel with an axle.


1. Place a ruler across a large eraser to form a seesaw. Tape a small cup to each end of the ruler and place a small stone in one cup.

2. Ask students to guess how many paper clips will be needed in the second cup to raise the first cup. Test their guesses with paper clips.

3. Move the cup with the stone closer to the center of the ruler. Try the activity again.

4. Discuss with students why it took fewer paper clips to raise the stone when it was closer to the center. Relate the activity to what happens on a real seesaw.

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Chapters 4–5 (continued)

Informal Assessment Tips1. Watch students as they help

complete the chart.

2. In your folder, jot down what you see the students doing as they complete the activity with you.

3. Ask yourself: Are students hav-ing problems with comparing and contrasting? If so, what are the problems? Are stu-dents mastering this strategy? If so, how do I know?

4. For struggling students, review the strategy using the compre-hension strategy poster. Use both sides of the poster if needed.

Guide Comprehension Strategy: Compare and Contrast • Review comparing and contrasting by looking back at the graphic

organizer. Explain that students will now compare and contrast two kinds of levers.

• Ask students to look at the diagrams on pages 10 and 11 and read the descriptions of the two kinds of levers. Ask: How are the two kinds of levers the same? How did you know? (They are both used to move a load; they both have a force, a fulcrum, and a load.) How are they different? (The force, load, and fulcrum are in different places.) How did you determine the differences? (the pictures and the information in the text)

• Show students how to write the similarities and differences on the chart. Use the completed graphic organizer on this page for suggested answers.

Use Graphic Features to Interpret Information: Diagrams• Explain to students that diagrams are pictures that show how

something looks or works.

• Have students look at the diagram on page 12. Ask: What does this diagram show? (third kind of lever) How is it different from the other two levers? How can you tell? (It has the force, fulcrum, and load in different places.)




2

4

6


Both are screws

Light bulb produces light; faucet produces water; a faucet screws onto a pipe and may have something like a hose or sprinkler system screwed onto the other end; a bulb screws into a fixture.

first-class lever and second- class lever

Both have a load, a fulcrum, and a force.

First-class lever has force at one end, fulcrum in middle, load at other end; sec-ond-class lever has load at one end, force in mid-dle, and fulcrum at other end.

7


Chapter 6

Apply Metacognitive Strategy: Determine Text Importance • Have students look at their notes to review key topics and

supporting details they wrote during the last lesson. Point out that the chapters they read contained more than one key topic. Remind them that in chapter 4, the key topics were what a lever is and the three different types of levers.

• Say: Today we are going to notice a number of key topics in the chapters we read.

• Read pages 18–19 aloud while students follow along. Say: When I first read these two pages, I thought the key topic was just about the wheel and axle. When I think more about what I read, I understand that there are two key topics: types of wheel and axle machines (doorknob and screwdriver) and how those machines work like a wheel and axle.

• Remind students that identifying many key topics will help them better understand their reading.

Set a Purpose for Reading • Ask students to read the rest of the book silently. Encourage

them to write down at least two key topics about compound machines. Remind them to look at descriptions and examples to figure out unfamiliar words and terms.

Discuss the Reading • Ask students to share the topics they noted. If students’ topics

differ, have them talk about why they chose the topics.

• Compare the number of topics students wrote down.

• Ask: What topics did you choose about a compound machine? (types of compound machines, how they work, how they are put together, etc.) What other compound machines can you think of? How do you know that they are compound machines?

• Have students look at the new information they identified. Discuss how this new information helps them understand the key topics in their reading. Talk about whether the new infor-mation is necessary to understand the topics.

Content InformationExplain to students that the bigger the wheel, the more easily some-thing will roll.

• You need less effort to turn a big wheel.

• You have to move the wheel a greater distance to do the same work.


1. Provide students with a piece of wood with a hole for a screw, a screw to fit the hole, and two screwdrivers, one small and thin and one larger and thicker.

2. Ask students to tell how they think the different screwdrivers will work with the screw.

3. Have students take turns using both screwdrivers to wind the screws.

4. Discuss students’ predictions and results. Talk about why the larger screwdriver was easier to use.

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Chapter 6 (continued)

Informal Assessment Tips 1. Watch students as they note

key topics. Ask yourself: How have the students progressed with noticing key topics and supporting details? What prob-lems are they still having? What questions pop into my mind about what I see them doing?

2. Watch students as they com-plete the graphic organizer independently. Ask yourself: Who is still struggling with this strategy? What are they doing or not doing that makes me think they are struggling? How can I help them?

3. Jot down your thoughts in your folder or notebook.



2

4

6


Both are screws.

Light bulb produces light; faucet produc-es water; a faucet screws onto a pipe and may have some-thing like a hose or sprinkler system screwed onto the other end; a bulb screws into a fixture.

first-class lever and second- class lever

Both have a load, a fulcrum, and a force.

First-class lever has force at one end, fulcrum in middle, load at other end; second-class lever has load at one end, force in middle, and fulcrum at other end.

doorknob and screwdriver

Both have a wheel and axle.

Doorknob is used to open doors; screwdriver is used to attach and remove screws; doorknob is house-hold item; screw-driver is tool.

7

simple and compound machines

Both use energy to do work; both make work easier.

Simple machine has few or no moving parts; compound machine is made of two or more simple machines.

1. _____________________________________________________________________ _______________________________________________________________________

2. _____________________________________________________________________ _______________________________________________________________________

3. _____________________________________________________________________ _______________________________________________________________________

4. _____________________________________________________________________ _______________________________________________________________________

5. _____________________________________________________________________ _______________________________________________________________________

Definition: A gear is a machine that helps move energy to do work.

Definition: Gears are wheels with grooves called teeth; often work in pairs.

Clock: Gears help make the hands move.

VCR: Gears help move the tape backward or forward.

Clothes dryer: Gears help the clothes tub turn.

Gas-Powered Car Differences

Similarities

Electric Car Differences

Uses gasoline; has an engine;

produces pollution

Both have a transmission; the

transmission turns the wheels

Uses electricity; has an electric

motor; does not produce pollution

Apply Comprehension Strategy: Compare/Contrast• Review the graphic organizer with students and explain that you

want them to compare and contrast independently.

• Ask if they have any questions before they begin.

• Monitor their work and intervene if they are having difficulty.

• Discuss student responses together.

• For more practice, have students complete the blackline master on page 16 of this guide.

Use Context Clues to Determine Word Meaning: Definition Through Examples • Have students look at the term in boldface on page 18. Ask them

what examples are given of a wheel and axle. Point out that the definition of the screwdriver can help them understand how a wheel and axle work. Then have them look at the term compound machine on page 20. Point out that the definition and the exam-ples given can help them understand what a compound machine is.

• For more practice, have students complete the blackline master Use Context Clues to Determine Word Meaning: Definition Through Examples on page 15 of this guide.


After ReadingAdminister Posttest• Have students take Ongoing Assessment #8 on page 52 in the

Comprehension Strategy Assessment Handbook (Grade 3).

Synthesize Information: Summarize and Draw Conclusions • Divide students into small groups and have each group write a

summary of one chapter of the book on chart paper. Remind them that a summary includes only the most important details.

• When groups have finished their summaries, hang the summa-ries on the wall or board and read them aloud in chapter order. Ask: Do the summaries contain the most important informa-tion and key topics in each chapter? Is any information miss-ing?

• Use the information from the summaries to have students draw conclusions about simple and compound machines. Say: Although the text doesn’t give us the information directly, we can learn things about what we read. We combine what we read with what we already know. This is called drawing conclusions. Let’s think about the machines we read about and the information we summarized.

• Ask: What conclusions can we draw about how machines affect humans? How did you know? (Both simple and compound machines help us work and play. Our lives would be harder and less fun without machines.)



1. Score assessments and deter-mine if more instruction is needed for this strategy.

2. Keep group assessments in a small-group reading folder.

3. Look closely at students’ responses. Ask yourself: Why might this student have answered the question in this manner? For in-depth analysis, discuss responses with individual students.

4. Use posttests to document growth over time, for parent/teacher conferences, or for your own records.

Model the Writing Process: Compare and Contrast Using Signal Words and Phrases• Remind students that as they read From Axes to Zippers, they

compared and contrasted simple and compound machines.

• On chart paper or the board, create a chart like the one below showing the signal words and phrases that show comparison and contrast.

• Use the writing model to show how the words and phrases from the chart can be used to write a compare-and-contrast paragraph.

• Explain that students can set up a paragraph of comparison and contrast in either of two ways. They can discuss one item com-pletely and then discuss the other item completely. Alternatively, they can discuss both items’ similarities and then discuss both items’ differences.

• Have students think of two machines they would like to com-pare and contrast. They can be simple or complex machines. Encourage them to organize similarities and differences in a Venn diagram similar to the one on page 16 of this guide.

• As students write, discuss with them the best organization for their paragraphs. Some students will prefer to discuss one machine and then the other. Others will prefer to discuss similar-ities and then differences.


1. Observe students as they participate in the group writing project. Identify those who might need additional assistance during the various stages of the writing process. Jot down notes in your journal.

2. During conferences, keep notes on each student’s writing behaviors. Ask yourself: What evidence do I have to support the conclusion that this student is writing well or poorly? What can I do about it?

3. For struggling students, practice writing sentences containing comparison and contrast; then move to short paragraphs.


Writing Workshop

Teaching Tips: Process Writing Steps

1. Have students independently write a first draft using the compare/contrast text structure.

2. After students complete their paragraphs, have them revise and edit with the help of a classroom buddy.

3. Conference with each student following the first revision and editing.

4. Have students make any addi-tional changes and create a final copy of their paragraphs.

5. Finally, invite students to share their paragraphs with a group of other students.

Words That Signal

ComparisonWords That Signal

Contrast

both, similarly, also, too, in addition, just

like

but, however, rather, yet, than

© 2011 Benchmark Education Company, LLC

Tricycles and BicyclesTricycles and bicycles have helped people

get from one place to another for many years.

They work the same way. Both have wheels and

axles. Both have a seat. Both have handlebars,

too. Turning the pedals on a tricycle makes

the wheels move, just like it does on a bicycle.

A tricycle has three wheels, while a bicycle

has only two wheels. A bicycle has brakes, but

a tricycle does not. Some bicycles have gears,

while tricycles never do. Finally, bicycles are

made in small sizes for children and larger sizes

for adults, but most tricycles are small and

made only for children.

Writing Model


Name ________________________________________ Date __________________

2

7

6

4

Chapter Items to Compare Number and Contrast Similarities Differences



Gears

If you’ve ever ridden in a car, bus, or elevator, you have been helped by gears. You have probably used many machines that have gears. A gear is a machine that transmits motion to do work. Gears are wheels with grooves called teeth. They often work in pairs. Cars, trucks, and motorcycles use gears. They make the vehicles go faster or slower. In a washing machine or clothes dryer, the gears help the clothes tub go around. In a clock, gears make the hands move. In a VCR, gears help the tape move backward or forward.

Name ________________________________________ Date __________________

Use Context Clues to Determine Word Meaning: Definition Through Examples

Directions: Read the passage. Highlight or underline the examples of gears. Complete the exercise at the bottom of the page.

In the space below, write examples and definitions that help you define gear.

1. _________________________________________________________________________________

___________________________________________________________________________________

2. _________________________________________________________________________________

___________________________________________________________________________________

3. _________________________________________________________________________________

___________________________________________________________________________________

4. _________________________________________________________________________________

___________________________________________________________________________________

5. _________________________________________________________________________________

___________________________________________________________________________________

Name ________________________________________ Date __________________

Comparing and ContrastingDirections: Read the passage. Then fill in the Venn diagram. Write the features that are different in the parts of the circles that do not overlap. Write the features that are similar in the parts of the circles that overlap.

Gas and Electric Cars

What kind of car does your family have? It is probably one that uses gas for fuel. Most cars on the road today use gas to power the engine. The gas goes into a fuel tank. Then it moves to the engine. The engine turns a transmission, and the transmission turns the wheels. There are not very many electric cars on the road today, but someday there might be many. Electric cars, like gas-powered cars, have a trans mission that turns the wheels. However, electric cars use batteries to get electric energy. The electricity goes to an electric motor. Then the motor turns the transmission. The electric car does not produce any pollution. Some cars made today are called hybrids. They have features of both gas-powered cars and electric cars. They use both a gas engine and an electric motor. They produce less pollution than gas-powered cars.

Gas-Powered Car Differences

Similarities

Electric Car Differences


Level N/30 From Axes to Zippers: Simple Machines · • VanCleave, Janice. Machines: Mind- Boggling...

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