level q/40 our solar system - amazon s3our solar system, the sun, then branches out to each planet....

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

Science

Our Solar System

Skills & Strategies

Level Q/40

Anchor Comprehension Strategies

• Compare and contrast

Comprehension • Makeconnections

• Evaluateauthor'spurpose

• Usetextfeaturestolocateinformation

• Usegraphicfeaturestointerpretinformation

Word Study/Vocabulary • Useknowledgeofwordstructuresto

determinewordmeaning

Science Big Idea • Earthisonepartofasolarsystemthat

containsothermanyotherobjects.

TeACher’S Guide

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

•Compare and Contrast Information (pp. 3–9)

Use Knowledge of Word Structures to Determine Word Meaning (pp. 4–6)

•Evaluate Author’s Purpose and Point of View (p. 4)

• Use Graphic Features to Interpret Information (p. 4)

• Activate Prior Knowledge (pp. 5–6)

• Use Text Features to Locate Information (p. 5)

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *OvERvIEW

tabLe of contents

nationaL content standards

skiLLs and strateGies

Comprehension Strategy Posters (for Assessed Skills/Strategies)

• Comparing and Contrasting

• Using Knowledge of Word Structure to Determine Word Meaning

Thematic Poetry Connections (in Reading & Writing Poetic Forms)

• “The Planets” (Myra Cohn Livingston)

Comprehension Strategy Assessment handbook (Grade 4)• Ongoing Assessments #35 and #36

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.”

reLated resources

Science Earth and Space Science: a, b, c

Science and Technology: b

History and the Nature of Science: a

theme connectionsSpace Exploration

Mythology and Folklore

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

Our Solar System

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

this title.

BEFORE REAdInG

3

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

• Based on your preview, what do you predict this book is about?

• Do you think the book is fiction or nonfiction? Why?

• What do you see when you look at the night sky?

• What do you already know about the Sun and our solar system?

• What do you expect to learn from this book? What questions do you have for the author before you begin reading?

set a purpose for readinGThis text provides an excellent opportunity for students to focus on the strategy of comparing and contrasting information. Explain that the author will give clear and vivid descriptions of the Sun and planets in our solar system, allowing students to identify similarities and differences. Help students identify comparisons in the text before reading. Have them turn to page 3. Say: Listen carefully to the author’s comparison of our Sun to other stars. Read aloud the first paragraph. Then point out how certain words, such as like, can signal that an author is making a comparison. Other words, such as except, signal a contrast between two things. Sometimes, however, a writer will not use signal words but rather suggest a comparison or contrast by describing one thing first then another immediately after.

introduce the Graphic orGanizerProvide each student with a copy of the Comparing and Contrasting Planets in Our Solar System graphic organizer. Explain that as they read, each student will be looking for information that describes characteris-tics and attributes of each planet. Once this information is collected, it will enable students to make comparisons and contrasts between the planets. Students can use sticky notes in the margins of pages where they see information for the graphic organizer.

Author Rachel kranz takes readers on a tour through the solar system. With clear and vivid explanations, she makes sophisticated ideas manage-able for young readers. The book starts with the center of our solar system, the Sun, then branches out to each planet. Questions at the end of the book help students recognize that space research is ongoing.

Book Summary

Planet Size What is it Any Description made of? moons?

Mercury venus Earth Mars —

Jupiter

Saturn

uranus

neptune —

Comparing and Contrasting Planets in Our Solar System

© 2011 Benchmark Education Company, LLC Our Solar System

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ChAPTERS 1 & 2

4

use Root Words and SuffixesDraw students’ attention to the words solar system (page 2). Explain that solar, like many words in the English language, comes from Latin. The Latin word sol, means sun. By taking sol and adding the suffix -ar, the word solar is created. Create a visual word web like the one below and have the class complete it.

Instruct students to define the following words by separating the root from the suffix to determine meaning: solarium, solstice, solarize.

TEACHING TIPSMeaningful Activities for Rapid Readers• On page 5 the author tells us that

without energy from the Sun, nothing on Earth would grow. Can you explain this?

Prompts to help Readers Monitor Comprehension• If you come across an idea that

you do not fully understand, read on to see if the writer explains it in the following sentences. If you don’t find an answer in the text, discuss the meaning with a partner.

read the text pages 2–13Use the following prompt to set a purpose for the reading: As you read, think about the information the author is presenting. What does she want you to know? What is the author’s purpose for writing this book?

Ask students to read the chapters independently. Invite them to use sticky notes to flag sections of the text that support their ideas about the author’s purpose. Also ask them to note information for their graphic organizer, as well as 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 the Author’s Purpose Invite students to share their ideas about author’s purpose. Encourage them to point out examples from the text that helped them figure it out. If students have difficulty, use a think aloud to model how a good reader thinks through an author’s purpose.In Chapter 1, the author points out that we know a lot about our neighbo-r hoods but not very much about the solar system. She says that she will be taking us on a “tour.” It occurred to me that her purpose is to teach us something. She wants us to be better informed about the solar system, our “neighborhood” in space.

Begin the Graphic Organizer: Comparing and Contrasting Ask students to reread or skim and scan the text to locate information for the graphic organizer. Have students record information about the planets in the appropriate box. Explain to students that the author makes direct comparisons throughout the text as well as gives descriptive information about the different planets.

use Graphic Features: diagramsPoint out the diagram on page 3. Ask: How is the information different from the rest of the text on the page? How will it help you understand and visualize the information in the text? They should notice that:

• Information is presented in the form of a picture, while the rest of the text uses words.

• A chart is a way of visually organizing information.

• Seeing this chart helps the reader visualize the solar system, the appearance of the planets, and their physical relationship to each other.

root word: suffix: sol –ar Sun relating to

definitionrelating to the Sun

word parts

Our Solar System © 2011 Benchmark Education Company, LLC

solar

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5

read the text pages 14–20Use the following prompt to set a purpose for the reading: As you read, think about what you already know about the Sun and planets in our solar system. Parts of this text may help you recall things you already know from books, movies, or even looking at the night sky. How can using prior knowledge help you read and understand new information?

Ask students to read the chapter independently. Invite them to use sticky notes to write down any personal connections they make as they read the text. They should also continue to note information for their graphic organizer, as well as any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strat-egies, and text and graphic features of the book.

focus on comprehensiondiscuss using Prior knowledgeInvite students to share their personal connections with the text. Prompt them to compare what they already knew with what they’ve just learned by asking: What information was already familiar to you? What information was entirely new? Has your understanding of our solar system changed? What new information has helped you better understand how our solar system works?

Continue the Graphic Organizer: Comparing and Contrasting

Ask students to reread or skim and scan the text to locate information for the graphic organizer. Remind students to read all of the text on the pages, including the sidebars that hold important information.

use Text Features: Chapter heads and SubheadsAsk students to notice the chapter heading. Then have them skim the chapter to notice that each planet mentioned in the chapter head appears alone as a subhead in a type style similar to the chapter head. Ask: How do these heads help you locate information in the book? They should notice that:

• The different type style helps you distinguish between headings and running text.

• Chapter heads and subheads signal when the author will be discussing a new topic.

• When you have to go back to take notes or find information for the graphic organizer, you can look for these heads.

use Root Words and SuffixesPoint out the word terrestrial (page 14). Explain to students that it, like many words in the English language, comes from Latin. The Latin word terrestris means earth. By adding the suffix -ial, a new word is created. Help students break down the word with the following:

terrestris + ial = terrestrial

(earth) + (relating to) = relating to earth

Challenge students to define the following words by separating the root from the suffix to determine meaning: territory, terrain, terrace, terracotta, terrarium. Students should feel free to use a dictionary if they need help.

ChAPTER 3

TEACHING TIPSMeaningful Activities for Rapid Readers• What would your weight be on

Jupiter? On page 15, the author writes that human beings would weigh double their Earth weight on Jupiter.

Prompts to help Readers Monitor Comprehension• If you become overwhelmed with

information, stop and give your-self time to digest the concepts. Reread, if necessary.

• Study the photographs and charts to help you get a mental picture of what you’re reading.


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ChAPTERS 4 & 5

6

focus on comprehensiondiscuss using Prior knowledgeHold a discussion about the different connections the author makes. Encourage students to share their own ideas before you point out additional examples:Connecting Text to Self:

• On page 2, when the author asks, “But how much do you know about the solar system?,” readers draw on their own experiences and imagination.

• On page 27, in the caption, she asks, “Have you ever seen a shoot-ing star?” The author is pointing out that readers may have wit-nessed the phenomenon she is describing.

Connecting Text to World:

• On page 24, in the sidebar, the author draws a connection between the information in her text and how it affected the life of a well-known historical figure (Mark Twain).

• On page 26, in the sidebar, readers learn that ordinary people can influence the names assigned to asteroids.

Complete the Graphic Organizer: Comparing and Contrasting

Ask students to reread or skim and scan the text to locate information to complete the graphic organizer.

use Root Words and SuffixesIn Chapter 4, the author writes clear definitions for meteor, meteorite, and meteoroid. Draw students’ atten-tion to the root word meteor. Ask: How does the definition of this word change with the addition of a suffix? Based on the definitions given by the author, ask students to define the suffixes -oid and -ite. (Students should feel free to use a dictionary.) Determine the root word and meaning of the following words from the text by identifying and defining the root word first, then the suffix.

asteroid, p. 2

rotation, p. 7

diameter, p. 8

disastrous, p. 21

appearance, p. 22

read the text pages 21–30Use the following prompt to set a purpose for the reading: As you read, think about the way in which the author tries to make connections between the text and readers’ prior knowledge. How do the connections she makes bring you into the book and help you feel that her informa-tion about the solar system is relevant to your life and your experiences?

Ask students to read the chapters independently. Invite them to use sticky notes to flag sections of the text that support their ideas about the author’s purpose. Also ask them to highlight examples of compari-sons and contrasts, as well as 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• In your own words, summarize

how an asteroid becomes a meteorite.

• Think over the information you’ve read and write down any questions you still have about the solar system. How can you learn more?

Prompts to help Readers Monitor Comprehension• Long sentences sometimes make

us lose meaning. Reread the sen-tence to see if the punctuation helps you understand the mean-ing.

• Try reading unfamiliar words aloud.



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7

AFTER REAdInG

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

Respond Ask students what they found most interesting about the book. What they did not like and why. What questions they still have. What additional infor-mation they might have included if they had been the author.

Make Comparisons Challenge students to use their completed graphic organizer to identify specific similarities and differences among the planets in our solar system. Ask them to consider how collecting information in a graphic format helps them to understand it more clearly.

draw Conclusions Ask students to formulate conclusion statements based on the reading and information they charted. Record these ideas.

The completed graphic organizer below can serve as a model for assessing students’ ability to compare and contrast information.


Mercury 3,000mi rock no orbitstheSunquickly;rotates

indiameter veryslowly;temperatures varyfrom806°Fto-274°F

venus same rock no calledmorningorevening

asEarth starbecauseyoucanseeit withoutatelescope

Earth 7,900mi rock yes rotatesbackwards;

indiameter onlyplanetwherelifeis found;hasmoon

Mars — rock yes calledtheRedPlanet;fierce windstormsandtornadoes

Jupiter biggestplanet gas yes stormysurface;hasa

GreatRedSpot

Saturn second gas yes ringsofrockandice

biggestplanet aroundtheplanet

uranus third gas yes rotatesbackwards

biggestplanet

neptune — gas yes stormiestplanet

* * * * * * * * * * * * * * * * * * * * * * * * * * *


WRITInG WORkShOP

8

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mini-Lesson Writing Focus: Comparing and Contrasting InformationRemind students that throughout the book Our Solar System, they read about the eight planets and how they are similar and different. Ask students to review their Comparing and Contrasting Planets in Our Solar System graphic organizer and look for planets that might be interesting to compare and contrast. On chart paper or the board, cre-ate a Venn diagram like the one below showing the similarities and dif-ferences between two planets.

Use the reproducible Writing Model to demonstrate how information from the Venn diagram can be used to write a comparison and contrast paragraph about two planets. Explain to students that using signal words such as like, whereas, while, both, same way, and opposed to, will help them communicate comparisons and contrasts in their writing.

TEACHING TIPSProcess WrItINg Steps

1. Before writing, have students select two planets and create a Venn diagram identifying their similarities and differences.

2. Have students independently write a first draft comparing and contrasting the planets.

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

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

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

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

Write a paragraph

comparing and

contrasting two

planets from your

graphic organizer.

WrITING ASSigNmeNt

vEnuS• Second closest

planet to the Sun

• Made of rock• Doesn’t have any

moons

JuPITER• Biggest planet• One of the five

outer planets• Made of gas• Four moons

BOTh• Can be seen in

the night sky without a telescope

• In our solar sys-tem and revolve around the Sun

• Spin faster than Earth (9 to 10 hours)


venus and Jupiter

Venus and Jupiter, two planets in our solar

system, have some interesting similarities and

differences. Like all of the planets in our solar

system, they both orbit the Sun. Both planets

are visible in the night sky without a telescope.

And both planets spin faster than Earth. Jupiter

is one of the five outer planets, so it is far

from the Sun. Venus, on the other hand, is one

of the four inner planets, so it is much closer

to the Sun. Jupiter is made of gas, while Venus

is made of rock. And Jupiter has four moons,

whereas Venus has none.

Writing Model: Comparing and Contrasting

WrITING TIP

To help you get started, pretend you are describing

the two planets to a friend. Then write each

thought in the form of a sentence.

signal words for

comparison

signal words

for contrast


Name: ________________________________________ Date: ___________________


Mercury venus Earth Mars —

Jupiter

Saturn

uranus

neptune —


* * * * * * * * * * * * * * * * * * * * * * * * * * * * * *


Name: ________________________________________ Date: ___________________

Sky PatternsA constellation is a pattern or picture in the sky formed by stars. Do research on constellations by using library resources and the Internet. In the information boxes below, identify two constellations. Explain why they have their names, and then draw them. Be sure to indicate the stars that make them up. Here are some ideas to get you started: Big Dipper, Little Dipper, Orion, Scorpius, Draco, Leo, Cassiopeia.

name: ______________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

name: ______________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________


Astronaut FirstsHere is a list of famous astronauts who became the first to do something. It’s your job to match the astronaut with his or her famous achievement. Indicate each astronaut’s achievement by selecting the correct answer from the second column and then writing the letter in the spaces provided in the first column.

_____ 1. Valentina Tereshkova

_____ 2. John Glenn, Jr.

_____ 3. Alan Shepard

_____ 4. Dr. Mae Jemison

_____ 5. Yuri Gagarin

_____ 6. Neil Armstrong

_____ 7. Sally Ride

Name: ________________________________________ Date: ___________________

* * * * * * * * * * * * * * * * * * * * * * * * * * * * *

a. First woman in space

b. First human in space

c. First American to orbit Earth

d. First American in space

e. First man to walk on the Moon

f. First American woman in space

g. First African American in space


Name: ________________________________________ Date: ___________________

The Asteroid Who Came To Earth…Tell the story of the asteroid that became a meteorite. Make up a story about the Meteor Crater near Winslow, Arizona. Give the asteroid a name and personality. Then tell how it became a meteorite that crashed into Earth. Illustrate your story.


Name: ________________________________________ Date: ___________________

Build a Solar SystemFirst color each planet and the Sun appropriately. Then cut each one out and on a separate piece of paper, place each planet in its proper position in the solar system. Remember, each planet orbits around the Sun!

Sun

JupiterMarsEarthvenus Mercury

Saturn uranus neptune

neptune

earthVenus

sun

Mercury

saturn

Mars

Uranus

Pluto

Jupiter

neptune

earthVenus

sun

Mercury

saturn

Mars

Uranus

Pluto

Jupiter

neptune

earthVenus

sun

Mercury

saturn

Mars

Uranus

Pluto

Jupiter

neptune

earthVenus

sun

Mercury

saturn

Mars

Uranus

Pluto

Jupiter

neptune

earthVenus

sun

Mercury

saturn

Mars

Uranus

Pluto

Jupiter

neptune

earthVenus

sun

Mercury

saturn

Mars

Uranus

Pluto

Jupiter

neptune

earthVenus

sun

Mercury

saturn

Mars

Uranus

Pluto

Jupiter

neptune

earthVenus

sun

Mercury

saturn

Mars

Uranus

Pluto

Jupiter Our Solar System © 2011 Benchmark Education Company, LLC

A n S W E R k E y

name: ______________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

name: ______________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

Check students’ answers for accuracy of information and acceptable rendering of pattern.

Check students’ answers for accuracy of information and acceptable rendering of pattern.

Sky Patterns Astronaut Firsts

The Asteroid Who Came to Earth Build a Solar System

_____ 1. Valentina Tereshkova

_____ 2. John Glenn, Jr.

_____ 3. Alan Shepard

_____ 4. Dr. Mae Jemison

_____ 5. Yuri Gagarin

_____ 6. Neil Armstrong

_____ 7. Sally Ride

* * * * * * * * * * * * * * * * * * * * * * * * * * * * *

a. First woman in space

b. First human in space

c. First American to orbit Earth

d. First American in space

e. First man to walk on the Moon

f. First American woman in space

g. First African American in space

a

c

d

g

b

e

f

Content CheCklist

• Review pages 25–28 in Our Solar System.

• name your asteroid.

• Describe your asteroid’s personality.

• tell how your asteroid became a meteorite.

• Describe what it was like to crash into earth.

• Describe the spot near Winslow, Arizona where your

meteorite landed.

• title and illustrate your story.


Our Solar System

Introduce the Book Set a Purpose for Reading√ Introduce the

Graphic Organizer

Read the Text: Ch. 1 & 2Focus on Comprehension:√ Begin the Graphic Organizer√ Use Root Words and Suffixes

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

Organizer√ Use Root Words

and Suffixes

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

Graphic Organizer√ Use Root Words and

Suffixes

Synthesize and Assess

Writing Mini-Lesson 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) Set a Purpose for Reading√ Introduce the Graphic Organizer:

Comparing and Contrasting Planets in Our Solar System*

duRInG REAdInG (pp. 4–6)Read the Text: Chapters 1 & 2Focus on Comprehension Mini-Lessons: Discuss the Author’s Purpose* √ Begin the Graphic Organizer* Use Graphic Features: Diagrams√ Use Root Words and Suffixes*

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

and Subheads√ Use Root Words and Suffixes*

Read the Text: Chapters 4 & 5Focus on Comprehension Mini-Lessons: Discuss Using Prior Knowledge√ Complete the Graphic Organizer*√ Use Root Words and Suffixes*

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

WRITInG WORkShOP (pp. 8–9)Mini-Lesson √ Assignment: Comparing & Contrasting*

COnTEnT-AREA ExTEnSIOn ACTIvITIES on Blackline Masters (pp. 11–14) Sky Patterns Astronaut Firsts The Asteroid Who Came to Earth… Build a Solar System

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: 978-1-59000-506-4

level q/40 our solar system - amazon s3our solar system, the sun, then branches out to each planet....

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