Level R/40 Astronomers - Amazon S3 · Astronomers Astronomers Skills & Strategies Level R/40 Anchor...

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Science

AstronomersAstronomers

Science

Skills & Strategies

Level R/40

Anchor Comprehension Strategies

• Evaluate author's purpose

Comprehension • Activatepriorknowledge

• Identifymainideaandsupportingdetails

• MakeJudgements

• Usegraphicfeaturestointerpret information

• Usetextfeaturestolocateinformation

Word Study/Vocabulary • Usecontextcluestodetermine

wordmeaning

Science Big Idea • Earthispartofagreateruniversethat

containsmanyotherobjects.

TeACher’S Guide

skiLLs and strateGies

Comprehension Strategy Posters (for Assessed Skills/Strategies)

• Identifying Main Idea and Supporting Details

• Making Judgments

Thematic Poetry Connections (in Reading & Writing Poetic Forms)

• “The Planets” (Myra Cohn Livingston)

Comprehension Strategy Assessment handbook (Grade 4)• Ongoing Assessments #25 and #26

notable Trade Books for Read Aloud• Leedy, Loreen. Postcards from Pluto.

Holiday House, 1993.

• Hehner, Barbara. First on the Moon: What It Was Like When Man Landed on the Moon. Hyperion Books, 2000.

Web Site for Content Information• Understanding the Universe

http://www.discoveryschool.com/ schooladventures/universe

Tour the Milky Way, research famous stargazers, and get a closer look at objects in space through the “Telescope as Time Machine.”

OvERvIEW

reLated resources

nationaL content standardsScience

Science as Inquiry: b Earth and Space: b, c Science and Technology: b Physical Science: b History and the Nature of Science: a

This lesson teaches and/or reinforces the following skills and strategies:

• Identify Main Idea and Supporting Details (pp. 3–9)

Make Judgments (pp. 4–5, 7)

• Use Context Clues to Determine Word Meaning (p. 4)

• Activate Prior Knowledge (p. 5)

• Use Text Features to Locate Information (pp. 5–6)

• Evaluate Author’s Purpose and Point of View (p. 6)

• Use Graphic Features to Interpret Information (p. 6)

This skill/strategy is the focus of the Ongoing Assessments for

this title.

theme connectionsSolar System

Astronomy

Before Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Chapters 1 & 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Chapters 4 & 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

After Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Writing Workshop and Writing Model . . . . . . . . . . . . . . . . . 8, 9

Reproducible Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . 10

Content-Area Extension Activities (BLMs). . . . . . . . . . . . . . . . 11

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

tabLe of contents

Astronomers

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introduce the bookDraw students’ attention to the front cover of the book. Read the title together. Turn to the back of the book and read the blurb and author information. Examine the table of contents and read the introduction together. Page through the book looking at the photographs and cap-tions. While previewing, pose the following questions to encourage students to think about the text before reading.

• Based on your preview, what do you predict this book is about? What do you think the author will talk about?

• Do you think this is fiction or nonfiction? Why?

• What kinds of features would you expect to find in a nonfiction book? Do you see any of those features here?

• What do you already know about astronomy? What do you think you will find out?

• What kind of special vocabulary words do you think you’ll encounter in this book?

set a purpose for readinGThis text provides an excellent opportunity to focus on the strategy of identifying the main idea and supporting details of a passage. Explain that the author is going to describe the various beliefs that astronomers held in the past. The author also highlights some people who made important contributions to astronomy.

Point out that this text is structured in a sequential way. Explain that the author organized the book so that the history of astronomy would be told chronologically. For example, in the first chapter the author discusses the beliefs of ancient astronomers. Next, she discusses the contributions of Nicolaus Copernicus, and then the contributions of Galileo and Kepler, who lived after Copernicus. Finally, the last chapter speaks of other astronomers’ contributions and the beliefs that are held today in astronomy.

introduce the Graphic orGanizerProvide each student with a copy of the Identifying Main Idea and Supporting details graphic organizer. Explain that as students read, they will be looking for main ideas and supporting details to fill in this chart. You might suggest that students place sticky notes in the margins of pages where they note main ideas and supporting details. Point out that identifying the main idea and supporting details in a passage can help readers process information effectively.

BEFORE REAdInG

Is Earth the center of the universe, or is the Sun? Author Roberta Silman recounts this great debate as she explores the beliefs and the history of ancient astronomers. By the end of the book, readers will see that, thanks to the important contributions of several astronomers, we can conclude that the planets do revolve around the Sun.

Book Summary

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$3© 2011 Benchmark Education Company, LLC Astronomers

Chapter Main Idea Supporting details

Identifying Main Idea and Supporting details

Early Astronomers

nicolausCopernicus

Galileo Galilei

Johannes kepler

Astronomers: Past and Present

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ChAPTERS 1 & 2

use Context CluesPoint out the word constellations (page 4). The author defines this word in context using a synonym (patterns). Challenge students to locate this defi-nition in context. Create a visual word web like the one below, and invite the group to think about other strategies to help them define this word.

Then invite students to apply this and other strategies to unfamiliar words they flagged. These might include: model, p. 5

universe, p. 5

revolved, p. 7

heretics, p. 10

TEACHING TIPSMeaningful Activities for Rapid Readers• Make a time line of Nicolaus

Copernicus’s life.

• Make judgments about Copernicus. What kind of man was he? Did he make a wise decision to share his discovery with friends? Write down your thoughts.

Prompts to help Readers Monitor Comprehension• Look for context clues to help

you define unfamiliar words.

• To better understand a passage locate the main idea and then locate the details to support the ideas. Highlight or take notes if needed.

read the text pages 2–11Use the following prompt to set a purpose for reading: Read to find out what beliefs ancient astronomers held. As you read, try to determine the author’s key points, or the main ideas, along with the details that support them.

Ask students to read the chapters independently. Invite them to use sticky notes to flag sections that identify the main idea and the sup-porting details. Also ask them to note any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.

focus on comprehension

discuss the Main Idea and Supporting details Invite students to locate the main ideas and supporting details on pages 2–11. If students have difficulty, use a think aloud to model how a good reader locates the main idea and supporting details.

The first sentence on page 5 tells me that an astronomer named Ptolemy made a model of the universe. I think this is a key point or the main idea that the author wants to make in this passage. If so, the author will prob-ably tell me more about his model. She goes on to say, “he put Earth at the center and everything else…moving around Earth in perfect circles.” So, yes, she did support her main idea with more detailed information.

Begin the Graphic Organizer: Identifying Main Idea and Supporting details

Ask students to reread or skim and scan the text to locate information for the graphic organizer. Draw students’ attention to the structure of paragraphs. The main ideas are stated first and the supportive details follow. Ask: How does recognizing this structure help you find the infor-mation that you are looking for?

Make JudgmentsAsk students to look at the sidebar on page 10. Point out that by relating how people in the past were judged on the basis of their reli-gious beliefs, the author gives readers an opportunity to judge actions of the past by the standards of today. Ask: Should people be punished because their beliefs differ from those of others?

definitionpattern of stars

sentenceThe Big Dipper is a constellation.

synonympatterns

Astronomers © 2011 Benchmark Education Company, LLC

constellations


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read the text pages 12–21Use the following prompt to set a purpose for reading: As you read, think about how you use prior knowledge to help you understand new concepts.

Ask students to read the chapter independently. Invite them to use sticky notes to flag examples of where they used prior knowledge to help them understand a concept. Also ask them to flag any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.

focus on comprehensiondiscuss using Prior knowledgeInvite students to share personal connections they made to the text. Ask: What did you already know about the beliefs of the early astrono-mers? What new information did you learn? Concepts/objects that might be familiar include: chandelier, p. 13 grandfather clock, p. 14 pulse, p. 13 telescope, p. 16

Continue the Graphic Organizer: Identifying Main Idea and Supporting details

Ask students to reread or skim and scan the text to locate main ideas and supporting details for the graphic organizer. Remind students that their main idea should be a brief statement that describes an overall topic or key point.

use Text Features: Bold Text Point out the words in bold text on pages 13–14 (pulse, pendulum, and experiments). Ask students why these words are bolded. They should note that bold text:

• makes readers pay more attention.

• stands out, making these words look more important.

• identifies words that are in the glossary.

Invite students to consider any other unfamiliar words in the chapter that do not appear in bold text. Explain that most glossaries include only words related to the main topic of the book, not random words that are difficult.

Make JudgmentsA biography provides details about an individual’s life. The information you take from a biography can be used to formulate your own judgments about that individual. Use the following questions to prompt students to makde judgments about Galileo’s character and work:

• What adjectives would you use to describe Galileo?

• Was he right to stand up to religious leaders?

• Is he someone to admire? Why?

• Who else does he remind you of?

ChAPTER 3

TEACHING TIPSMeaningful Activities for Rapid Readers• Compare and contrast Copernicus and Galileo. How were they alike? How were they different? Write down your response.

Prompts to help Readers Monitor Comprehension• As you read, make connections to

your prior personal experiences and what you already know about the concepts in the text.

• As you read, ask yourself, “What did I learn about the topics that was different from what I already knew?”

© 2011 Benchmark Education Company, LLC Astronomers


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ChAPTERS 4 & 5

focus on comprehensiondiscuss the Author’s PurposeExplain that there are typically three reasons why an author writes a book: (1) to persuade, or convince, the reader of something; (2) to inform or present information; or (3) to entertain. Invite students to share their ideas about why the author wrote this book. Encourage them to point out examples from the text that helped them determine the purpose. If students have difficulty, use a think aloud to model how a good reader thinks through an author’s purpose.

As I read, I noticed what the author didn’t do. She didn’t state any personal opinions, so I concluded that she was not trying to be persua-sive. Also, she didn’t build suspense or use humor or other techniques to entertain me. What she did do was present a lot of historical and factual information. So I decided she is writing to inform.

Complete the Graphic Organizer: Identifying Main Idea and Supporting details

Ask students to reread or skim and scan the text to locate information to complete the graphic organizer. Remind students to identify supporting details for each of the main ideas they include.

use Graphic Features: diagramsPoint out the diagram of the solar system on page 25 that is based on current understandings of the solar system. Then ask students to look back at the representations created by earlier astronomers (Ptolemy’s drawing on page 5 and the drawing by Copernicus on page 11). Ask: How do these diagrams help you understand the different view each astonomer had of the solar system? Would your understanding be as clear if the diagrams had not accompanied the text? Invite students to point out other diagrams in the book that helped them comprehend the concepts.

use Text Features: Pronunciation GuideInvite students to identify unfamiliar words in the chapters. Point out that sometimes authors use a pronunciation guide to help the reader determine the pronunciation of an unknown word. Ask students to turn to page 4 and locate the word constellations. Ask students to pro-nounce the word using the guide. Ask them to locate other words in the text that use a pronunciation guide.

read the text pages 22–30Use the following prompt to set a purpose for the reading: As you read, think about the information that the author is presenting. What does she want you to know? What is the author’s purpose for writing each chapter?

Ask students to read the chapters independently. Invite them to use sticky notes to flag sections that support their ideas about the author’s purpose. Also ask them to note information for their graphic organizer and any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.

TEACHING TIPSMeaningful Activities for Rapid Readers• Using the “Spotlight on Tycho

Brahe” sidebar as a model, write a spotlight sidebar highlighting Copernicus, Galileo, or Kepler.

Prompts to help Readers Monitor Comprehension• As you read, ask yourself, “What

is the author’s message?”

• After you read a passage or a section of the text, ask “What is this passage mostly about?”



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AFTER REAdInG

sYnthesize and assessRetell and Summarize As a group, generate an oral retelling of the book. Select the key points to create a summary.

Respond Ask students what was most interesting about the book. What they did not like, and why. What questions they still have. What additional information they might have included if they had been the author.

Make Judgments Ask students to make judgments and critically analyze the following astronomers: Nicolaus Copernicus, Galileo Galilei, and Johannes Kepler. What characteristic or traits did all three of these men have? How do their contributions help us today? Also have students make judgments about the text by posing the follow-ing questions. Ask: Was the text effec-tive? What did you like about the text? What did you not like about the text? If you were the author, what would you have done differently?

The completed graphic organizer below can serve as a model for assessing students’ ability to identify main ideas and supporting details.



Based on their obser-

vations, Ancient Greek

astronomers believe

that the Sun traveled

around Earth.

• They could see the Sun moving across the sky and not feel Earth moving.

• They could also see that the constellations “moved” around in the sky while keeping the same pattern.

• They saw the “wandering stars” or planets moving across the sky.


Early Astronomers

nicolausCopernicus

Galileo Galilei

Johannes kepler


Copernicus began

to doubt that Earth

was the center of

the universe.

Galileo made many

discoveries during

his life.

• He discovered that the swing of a pendulum could be used to measure time.

• He dropped a light ball and a heavy ball at the same time from the Leaning Tower of Pisa.

• He discovered that Jupiter has four moons that circle the planet.

Kepler explained

the true motion of

the planets.

• He studied data by Tycho Brahe. • He devised a mathematical formula that

explained the true motion of the planets. • He proved that the planets revolved in oval

paths as opposed to circular paths.

Other Astronomers

built on the great work

of Copernicus, Galileo,

and Kepler.

• Maria Mitchell discovered a comet in 1847.• Annie Jump Cannon discovered five novas

and almost 200 stars.• Carl Sagan proved that Mars is cold and

Venus is hot.

• He observed that the movement of the planets did not make sense if the planets revolved around Earth.

• There was no explanation why the planets sometimes appeared to be moving backward.

• He discovered that the planets revolved around the Sun.

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WRITInG WORkShOP

mini-Lesson Writing Focus: Identifying Main Idea and Supporting detailsRemind students that throughout the book Astronomers, they identi-fied main ideas and supporting details.

On chart paper or the board, create a chart like the one below show-ing one main idea and three supporting details.

Use the reproducible Writing Model to demonstrate how information from the chart can be used to write a paragraph that states a main idea and provides supporting details.

TEACHING TIPSProcess WrItINg Steps

1. Have students select one main idea and three supporting details to write about.

2. Have students independently write a first draft.

3. After students complete their paragraphs, they should revise and edit it.

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

5. Have students make any additional changes and produce a final copy of their paragraph.

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

Write a paragraph

with a clearly stated

main idea and three

supporting details.

WrITING ASSigNmeNt

MAIn IdEA:

Galileo made many discoveries.

SuPPORTInG dETAILS:

• He discovered that the swing of a pendulum could be used to measure time.

• He dropped a light ball and a heavy ball at the same time from the Leaning Tower of Pisa.

• He discovered that Jupiter has four moons that circle the planet.

:


Galileo Galilei

Galileo made a number of important discoveries.

For example, when he was just 19 years old, he

noticed that a pendulum always takes the same

amount of time to return to its starting point.

Galileo realized that it could be used to measure

time reliably. He is also credited with proving that

objects of different weight that are dropped from

the same height at the same time will hit the

ground simultaneously. And using a telescope that

he built himself, he made many discoveries about

the solar system. For instance, he observed that

Jupiter has four moons.

State your main idea in the first sentence.

Then back it up with at least three clearly

stated examples.

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Writing Model: Identifying Main Idea and Supporting details

WrITING TIP

main idea

supporting details



Name: _______________________ _________________ Date: _________________



Early Astronomers

nicolausCopernicus

Galileo Galilei

Johannes kepler


Name: ________________________________________ Date: _________________

What did They do?Match each astronomer with his or her contribution to the study of astronomy.

Famous Astronomer Contribution

Nicolaus Copernicus

Galileo Galilei

Johannes Kepler

Maria Mitchell

Annie Jump Cannon

Edwin Hubble

RRRRRRRRRRRRRRRRRdiscovered five novas and almost 300 stars

the first to discover that the Sun is the center of the solar system

discovered new galaxies and calculated their distances

discovered a comet in 1847

discovered that a pendulum could be used to measure time

proved that the planets revolve around the Sun in oval paths


Name: ________________________________________ Date: ___________________

The history of AstronomyIdentify the events in the history of astronomy that occured on the dates listed on the time line.

• • • • 1515 1583 1609 1847


Name: ________________________________________ Date: _________________

The Solar SystemBuild a model of the solar system. You may use foam balls, coat hangers, clay, string, construction paper, crayons, markers, paints, or other materials you think would help you create a three-dimensional view. Plan to include the Sun, planets, Moon, and other objects in the solar system. Make sure the parts of the model are clearly labeled, or include a key.

Before you build your model, describe what it will look like and then draw a plan. With your teacher’s approval, get started making your mini solar system!

DESCRIPTION: ________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________


Ptolemy vs. CopernicusWrite a script for an imaginary debate between Ptolemy and Copernicus. Their debate should focus on whether the Sun or Earth is the center of the solar system. Make sure that each astronomer supports his beliefs with evidence. Give each astronomer a chance to respond to the other’s statements.

Ptolemy:

Copernicus:

Ptolemy: _____________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

__________

_______________________________________________________________________

Copernicus: ___________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

____________

_______________________________________________________________________

Name: ____________________________________________ Date: _____________

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What did They do?

Famous Astronomer Contribution

Nicolaus Copernicus

Galileo Galilei

Johannes Kepler

Maria Mitchell

Annie Jump Cannon

Edwin Hubble

discovered five novas and almost 300 stars

the first to discover that the Sun is the center of the solar system

discovered new galaxies and calculated their distances

discovered a comet in 1847

discovered that a pendulum could be used to measure time

proved that the planets revolve around the Sun in oval paths

The history of Astronomy

Copernicus wrote a book about Earth

and the planets revolving around the Sun.

Galileo Galilei discovered that a pendulum

could be used to measure time.

The first simple telescope

was invented.

Maria Mitchell discovered a comet.

Johannes Kepler wrote a book describing

the planets’ oval orbits around the Sun.

• • • • 1515 1583 1609 1847

The Solar System

DESCRIPTION: ________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

PLAN: Students’ models will vary. Check their descriptions and plans for accuracy. Understanding of the solar system should be reflected in their description and plan.

Pluto

Neptune

Earth

Venus

Jupiter

Sun

MercurySaturn

Mars

Uranus

Ptolemy vs. Copernicus

Ptolemy:

Students’ answers will vary. Students should:

• review the first two chapters of the book.

• state each astronomers view. (Ptolemy believed Earth was at the center of

the universe; Copernicus believed the Sun was the center.)

• support each astronomers belief with details mentioned in the text.

Copernicus:

Students may wish to do additional research before completing

this assignment.

Ptolemy: _____________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

__________

_______________________________________________________________________

Copernicus: ___________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

____________

_______________________________________________________________________


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A n S W E R k E y

Astronomers

Introduce the Book Set a Purpose for Reading√ Introduce the

Graphic Organizer

Read the Text: Ch. 1 & 2Focus on Comprehension:√ Discuss the Main

Idea and Supporting Details

√ Begin the Graphic Organizer√ Make Judgments

Read the Text: Ch. 3Focus on Comprehension:√ Continue the Graphic

Organizer√ Make Judgments

Read the Text: Ch. 4 & 5Focus on Comprehension√ Complete the

Graphic Organizer

Synthesize and Assess

Writing Assignment

Writing Assignment

Content-Area Extension Activities (BLMs)

Introduce the Book

Read the Text: Ch. 1 & 2 Select or create mini-lessons by using the comprehension pre-assessments to deter-mine student needs.*

Read the Text: Ch. 3

Select or create mini-lessons.*

Read the Text: Ch. 4 & 5 Select or create mini-lessons.*

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area Extension Activities (BLMs)

BEFORE REAdInG (p. 3) Book Summary Introduce the Book Set a Purpose for Reading√ Introduce the Graphic Organizer: Identifying

Main Idea and Supporting details*

duRInG REAdInG (pp. 4–6)Read the Text: Chapters 1 & 2Focus on Comprehension Mini-Lessons:√ Discuss the Main Idea and Supporting

Details*√ Begin the Graphic Organizer*√ Make Judgments* Using Context Clues*

Read the Text: Chapter 3Focus on Comprehension Mini-Lessons: Discuss Using Prior Knowledge√ Continue the Graphic Organizer* Use Text Features: Bold Text√ Make Judgments*

Read the Text: Chapters 4 & 5Focus on Comprehension Mini-Lessons: Discuss the Author’s Purpose*√ Complete the Graphic Organizer* Use Graphic Features: Diagrams Use Text Features: Pronunciation Guide

AFTER REAdInG (p. 7) Synthesize and Assess Activities: Retell and Summarize* Respond √ Make Judgments*

WRITInG WORkShOP (pp. 8–9)Mini-Lesson √ Assignment: Identifying Main Idea and

Supporting details

COnTEnT-AREA ExTEnSIOn ACTIvITIES on Blackline Masters (pp. 11–14) What did They do? The history of Astronomy The Solar System Ptolemy vs. Copernicus

Lesson-at-a-GLance

Navigators Teaching Guides provide flexible options to meet a variety of instructional needs…

√ Checkmarked skills may be assessed by using the tests provided in the Comprehension Strategy Assessment Handbook.

* Preassessments are available in the Comprehension Strategy Assessment Handbook.

1

2

3

4

5

sampLe Lesson pLanninG Guides

Accelerated 3-day Lesson

5-day Flexible Lesson

5-day Lesson for Assessed Skills & Strategies

Introduce the Book

Read the Text: Ch. 1 & 2

Read the Text: Ch. 3

Read the Text: Ch. 4 & 5 Synthesize and Assess

day

Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of this guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.ISBN: 978-1-59000-512-5

Level R/40 Astronomers - Amazon S3 · Astronomers Astronomers Skills & Strategies Level R/40 Anchor...

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