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Alessa Strelecki

EDUC 139

Book:
Phelan, G. (2003) Physical Science: Using Force and Motion. Washington, D.C.:
National Geographic.

Materials:
Using Force and Motion
Cause/Effect Worksheet
Chart Paper

Standards/Goals

CLL (Guided Reading):

Search for information in graphics.

Understand, talk about, and/or write or draw when a writer has used underlying
organizational structures.

Common Core:

CCSS.ELA-Literacy.RI.4.5 Describe the overall structure (e.g., chronology,
comparison, cause/effect, problem/solution) of events, ideas, concepts, or
information in a text or part of a text

CCSS.ELA-Literacy.RI.4.7 Interpret information presented visually, orally, or
quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive
elements on Web pages) and explain how the information contributes to an
understanding of the text in which it appears.

Introduction:

Briefly walk through the entire textAllow for student
comments/connections

What do we know about force and motion?

Discuss with students the text features they see in the book. Make sure to
discuss the following:

o Voice- Expository text
o Table of Contents, Glossary, Index
o Chapter Titles and Sub-Headings
o Photographs and Captions
o Sidebars

Have students look at page 5. I am going to read aloud on page 5 the first few
sentences Can you tell what voice is being used in this text?... Expository! Even
though we may see pictures of people on these pages, it does not mean they are
telling the story.

Have students look at the table of contents. What can we get from looking at
the table of contents? Continue through with glossary and index to make
sure that students know the purpose of each one.

Have students look at pages 7-9. Now, lets skim though chapter one. What
words stand out to you? Wait for students to talk about the title and headings
they see. Yes, the headings and our background knowledge can help us to
understand what we are going to be reading look for example at the heading
on page 8 What goes up well I have heard that phrase before so I bet we
are gong to talk about something that must come down. What do you think is
going to be discussed under the next sub-heading?

I bet when you looked through the book you noticed that there were lots of
pictures and sidebars. Why do you think the author did this?... Lets look at
pages 18 and 19. What do the pictures and sidebars do for the readers?


Reading Plan:
Have students read Chapter 2 Action and Reaction Pages 13-19
While students are reading, they will fill out a cause and effect chart to help
them better understand the content.
Ask students to read quietly to you while they are reading and check for
comprehension.

Discussion Points:
What was interesting? What did you learn?
What helped you to understand?
Pictures
Captions

Processing Strategy:
Text Structure- Text features: Pictures, captions, graphics and Cause/Effect
Record on chart paper the cause and effect
Have students how the pictures represent the laws graphically
How does using graphics help student understanding?

Extension:
Have students continue reading into chapter 4 about the future of motion
and have them design what they think transportation in the future may look like.
Design
Special features
Shape

Word Work:
Use the words that are new to students like inertia and create a word wall
where students represent the vocabulary visually to help with their understanding.
For example, with the word inertia students could draw a ball going into a goal. The
ball resists change of speed until the net of the goal stop it.