Guided Reading Lesson Plan: Using Force & Motion

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

Materials:Using Force and MotionChart PaperCause & Effect ChartWriting & Coloring Utensils

Standards/Goals:

CLL (Guided Reading):

Search for information in graphics (simple diagrams, illustrations with labels, maps, charts, captions under pictures)

Understand when a writer has used underlying organizational structures (description, compare/contrast, temporal sequence, problem/solution, cause/effect)

Common Core:

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.

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.

Objectives:

After reading and discussing Using Force and Motion, 5th grade students will be able to: Accurately define cause and effect. Provide at least one example of cause and effect from the text. Identify and articulate the importance of at least two text features used in the book.

Introduction:

Briefly walk through the entire text – pause to allow plenty of time for comments, questions, and connections

What do you know about forces and motion? o Pre-teach vocabulary if students do not show a general understanding

Forces –pushes and pulls; causes an object to experience a change Motion – movement of an object; an object’s motion changes when a

force is applied

Have students look for range of text features. Specifically:

o Table of Contents – What can we learn from the table of contents? How is it going to help us as we read? What about the index?

o Page 5 Whose voice is in this text? How can you tell? (Expository text, even

though the pictures and story aspect initially lead you to believe otherwise).

Why is the word forces bolded? Where else, besides in the text, can we find the definition of words we are unfamiliar with? Allow students time to flip back to the glossary and understand its purpose.

o Pages 7 – 10 - Skim What words stand out to you on the page? Headings can help us

understand what we are going to be reading about. Sometimes the headings remind us of something and then we can use our background knowledge to help us read. Draw student’s attention to the heading on page 8. Are they familiar with the saying, “What Goes Up…?. I’ve heard that phrase before so based on what I know, I think that this section is going to be about why things come down if you throw them in the air.

There are pictures on every page in Chapter 1. Why do you think the author chose to do this? How can these help us understand the text? The captions help us to understand the picture and relate it back to the content of the text. In this book, the pictures are things that are familiar to me as a reader so they help to make it more personal, meaningful, and interesting.

o Page 19 What do you notice about this page that is unique? What does the

sidebar do? Why do you think the author chose to include it?

o Think-Aloud Please turn to page 10 and follow along as I read the first paragraph.

The author tells me that friction acts on the ball so it slows down and stops. I know that the ball doesn’t just stop so it makes sense that a force called friction is causing it to stop. In this example, friction is the cause (something that makes something else happen) and the ball stopping

is the effect (what happens as a result of the cause). Teacher will fill example in on chart paper. As you read today, I want you to pay special attention to the cause and effects the author uses in the text.

Reading Plan: Have the students finish reading Chapter 1 Action and Reaction, pages 13-19. While students are reading they should note the author’s use of cause and effect and

fill in their chart as was modeled for them. Encourage them to use visuals if they help with their understanding.

As students are reading silently, check in with each to student to listen and check for comprehension. Also note how they are filling out their charts and scaffold where needed.

Discussion Points: What was interesting? What was new that you learned? What did you already know,

but now understand better? What helped you to understand as you were reading?

Processing Strategy: Text Structure – Cause and Effect Text Features – Pictures, captions, graphics, sidebar, glossary Revisit the cause and effect charts they created – continue filling in the chart on

chart papero Allow students time to turn and talk to their partner and then give each

student an opportunity to share one or two examples depending on time. o How does the use of cause and effect help a reader? o How does the use of visuals help student understanding?

Extension: Have students create a visual representation of each of Newton’s three laws of

motion.o An object at rest will stay at rest unless a force acts on it.o The more mass an object has, the more force is needed to change its motion.o For every action there is an equal and opposite reactions.

Since Newton’s Laws are based on cause/effect, the students can use the text and their cause and effect chart to help extend their understanding of cause and effect.

If time, students will share their representations with the rest of the group and discuss how many different ways there are to demonstrate their understanding.

Word Work: Create a picture word wall. Allow each student to choose 2-3 words that they were

unfamiliar with prior to reading the text. Have them refer to the Glossary on page 31 for assistance.

Students will create a visual representation of the words they have chosen to help with their understanding. For example, for the word inertia students could draw a soccer ball. The ball has inertia, because it is not going to move until it is kicked, headed, etc.

These visual representations will then be posted on the wall so students can refer to them and continue to develop an understanding. If needed, students can make traveling word walls in a folder so they can take the words home with them.

Assessment:

Students will be assessed based on the discussion had within the reading group. The following checklist will be used to assess students throughout the lesson. The assessment will primarily be used to direct further instruction.

______ Student accurately identified two or more text features.

______ Student explained why the text features are helpful while reading.

______ Student correctly defined cause and effect.

______ Student pointed out one or more cause and effect examples in the text.

______ Student actively participated in the discussion about the text.