level q/40 weatherworks · types of weather conditions and how they happen. ... going to follow...

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

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

Level Q/40

Science

Skills & Strategies

Anchor Comprehension Strategies

• Identify cause and effect

Comprehension • Evaluateauthor'spurposeandpointof

view

• Identifysequenceofevents

• Usegraphicfeaturestointerpretinformation

Word Study/Vocabulary • Usecontextcluestodetermineword

meaning

Science Big Idea • Weatheriscreatedbyinteractionsamong

air,water,andtheSun.

TeACher’S Guide

skiLLs and strateGies

Comprehension Strategy Posters (for Assessed Skills/Strategies)

• Identifying Steps in a Process

• Identifying Cause and Effect

Thematic Poetry Connections (in Reading & Writing Poetic Forms)

• “The Hurricane” (Pales Matos)

Comprehension Strategy Assessment handbook (Grade 5)• Ongoing Assessments #19 and #20

notable Trade Books for Read Aloud

• Gibbons, Gail. The Reasons for Seasons. Holiday House, Inc., 1995.

• Vancleave, Janice. Janice Vancleave’s Weather: Mind Boggling Experiments You Can Turn into Science Fair Projects. Jossey-Bass, 1995.

Web Site for Content Information• National Weather Service

www.crh.noaa.gov/mkx/owlie/ owlie.htm

Learn about the hazards of severe weather and how to stay safe.

OvERvIEW

reLated resources

nationaL content standardsScience

Science As Inquiry: a, b

Physical Science: a, b, c

History and the Nature of Science: a

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

• Identify Cause and Effect (pp. 3–7)

Identify Steps in a Process (pp. 3–6, 8–9)

• Evaluate Author’s Purpose (p. 4)

• Use Text Features to Locate Information (pp. 4–5)

• Use Context Clues to Determine Word Meaning (p. 5)

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

• Use Knowledge of Word Structures to Determine Word Meaning (p. 6)

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

this title.

theme connectionsWeather Phenomena

Hands-on Experiments

Water Cycle

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

Weatherworks

BEFORE REAdInG

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. Page through the book look-ing at the illustrations. While previewing, pose the following questions to encourage students to think about the text before reading.

• What does the title tell you about the subject of the book?

• What do you know about the weather in your area? Is the weather in your hometown exceptionally warm or cool, wet or dry?

• Have you ever wondered why it rains?

• What do you expect to learn from this book?

• What kinds of special vocabulary words do you think you’ll find in this book?

set a purpose for readinGThis text provides an excellent opportunity for students to focus on the strategies of identifying cause and effect and identifying steps in a process. Explain that as they read, students will learn about different types of weather conditions and how they happen. Through hands-on science experiments, readers will follow step-by-step instructions and become familiar with the factors that make up weather. Start by introducing the cause-and-effect pattern used in the text. Read aloud the sidebar information on temperature on page 2. Help students identify the relationship between Earth’s weather and the Sun by asking them to summarize the text. Then ask: Why do temperatures vary on Earth? What causes different weather conditions? Can you explain the relationship between these two ideas? What signal words in the text help you identify a cause-and-effect relationship?

introduce the Graphic orGanizerProvide each student with a copy of the Identifying Causes and Effects in Weather graphic organizer. Challenge students to identify related ideas representing cause and effect. During reading, students will identify the causes of the weather phenomena listed in the effect column on the right of the chart. Explain that the arrow going from the causes on the left to the effects on the right signifies that one must occur in order for the other to happen.

Everyone is affected by the weather, but do you know why weather happens? Author Jeri Cipriano gives readers the how and why of weather. hands-on activities provide memorable lessons on the causes of certain weather phenomena, from making rain to measuring air pressure.

Book Summary

3

CAuSE

Identifying Causes and Effects in Weather EFFECT

hot summer weather

CAuSE

CAuSE

CAuSE

CAuSE

EFFECT

weather vane points north

EFFECT

clouds

EFFECT

cloud-to-ground lightning

EFFECT

rainbow

© 2011 Benchmark Education Company, LLC Weatherworks

4

ChAPTERS 1 & 2

Analyze Information in ParenthesesExplain to students that parenthetical information is usually a restatement, clarification, definition, or expansion of text. Have students look at pages 8 and 9. Challenge them to locate the information in parentheses. Ask: What kind of information is provided? How does it help you understand the material? Is it essential to the text and/or your understanding?

TEACHING TIPSMeaningful Activities for Rapid Readers• Try the “Think it over!” activity on

page 3.

• Think about the results of the experiments in Chapter 2. What conclusions can you draw about Earth’s relationship to the Sun?

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

you do not fully understand, read on to see if the author explains it in the following sentences.

• Look for context clues to help you define unfamiliar words.

read the text pages 2–9Use 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 highlight information for their graphic organizers, 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 PurposeInvite students to share their ideas about the 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.

When I first started reading, I had a good idea that the book would be about weather because of the title. Then I realized that I would learn how weather happens and get to do activities that help explain the reasons. Flipping through the rest of the book tells me that the author is going to follow this pattern for explanation throughout the book.

Begin the Graphic Organizer: Identifying Cause and Effect Ask students to reread or skim and scan the text to locate information for the graphic organizer. Explain that in this book, the author gives reasons for scientific phenomena such as rain, snow, and sunshine. The reasons are explained as cause-and-effect relationships. The author shows how two ideas are related by using this format. Model how a reader can identify cause and effect while reading. Have students read the text on page 4 and ask: Can you summarize the information you read about the Sun’s rays hitting Earth at an angle? How does the angle of the rays affect the temperature on Earth? What causes hot summer weather on Earth? Write a sentence stating the cause of hot summer weather in the “Cause” column.

Identify Steps in a ProcessDraw students’ attention to the text structure of Chapter 2. Point out pages 8 and 9. Page 8 contains background information about thermome-ters. Page 9 identifies the step-by-step process for measuring temperature. Ask: How is the presentation of the text for the experiment different from the background information? How does the format of the text help you follow the steps in the experiment? Is the sequence of the steps important?

Weatherworks © 2011 Benchmark Education Company, LLC

5

read the text pages 10–19Use the following prompt to set a purpose for the reading: As you read, think about the different text features the author uses to convey information. How do these features help you locate and interpret meaning about the concepts being explained?

Ask students to read the chapter independently. Invite them to use sticky notes to write down their ideas about text features. Remind them to identify cause-and-effect relationships for the 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 using Text FeaturesInvite students to share their ideas about the text features in Chapter 3. Ask: How do the headings, side bars, and bold print help you locate information? Students should notice that: • The combination of text features organizes the information on the page.• The chapter and section headings help identify main ideas and supporting details. • The bold text for vocabulary identifies new words. • The fonts used for the “Weather Report” stand out so the result is easy to find.

Continue the Graphic Organizer: Identifying Cause and Effect

Ask students to reread or skim and scan the text to locate information for the graphic organizer. Tell them to look for signal words that indicate cause-and-effect relationships. These include because, since, as a result, and for this reason. Knowing these cues and understanding what they signal will help students identify cause and effect.

Identify Steps in a ProcessContinue your discussion of text clues by discussing signal words for steps in a process, such as until, before, after, next, finally, lastly, first, last, then, on (a certain date) or at (a certain time). Have students reread the instructions for building a weather vane on pages 16 and 17. Say: Search for words that signal steps in a process and explain the purpose of using such words. Students should notice that the author uses them to help readers follow along when she lists multiple tasks in one step.

Tell students to apply this strategy to unfamiliar words they flagged. These might include:

molecules, p. 13

carbon dioxide, p. 14

weather vane, p. 16

indicate, p. 17

use Context CluesHave students look at the term gale force (page 16). The author defines the term in context by using sentence clues. Create a visual word web like the one below as an example.

ChAPTER 3

TEACHING TIPSMeaningful Activities for Rapid Readers• How does weather affect your

mood? Write about a memory you have in which the weather influenced you.

Prompts to help Readers Monitor Comprehension

• Long sentences can sometimes make you lose the meaning. Reread the sentence and see if the punctuation helps you better understand the meaning.

• Try reading unfamiliar words aloud.

gale force

definition howling wind

conclusiongale-force winds must be the opposite of gentle breeze

sentence cluegentle breeze or gale-force winds

sentence cluegentle breeze means light winds


6

focus on comprehensiondiscuss using Graphic FeaturesInvite students to share their ideas about the graphic features in the text. Ask: How does the author use graphic features with the text? What visuals did you find particularly helpful in the reading? Students should notice that:

• Graphic features explain, compare, or show complicated concepts and ideas.

• Pictures and illustrations ensure that the process is followed accurately.

• Graphic clues such as background colors and headings help readers identify types of information quickly.

Complete the Graphic Organizer: Identifying Cause and EffectAsk students to reread or skim and scan the text to locate information for the graphic organizer. Encourage them to paraphrase the informa-tion from the text. Writing concise statements will help them keep their responses brief and focus on the essence of the concept.

Identify Steps in a ProcessExplain to students that the author uses steps in a process in the text to give the reader instructions or tell about an event or course of events in a story. Ask students to find examples in the text where they noticed this pattern of writing.

ChAPTERS 4 & 5

use Root WordsHave students look at the word moisture (page 20). Explain that readers can sometimes discern a word’s meaning by breaking it down and studying its parts. Create a word web like the one below as an example.

read the text pages 20–30Use the following prompt to set a purpose for the reading: As you read, think about the graphic features included in each experiment. How do these features help you interpret information? How do they help you understand the concepts and instructions?

Ask students to read the chapters independently. Invite them to use sticky notes in the margins to write what they think about the graphic features. Remind them to highlight cause-and-effect relationships in the text, 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• Have you ever flown a kite or

sailed a boat in a strong wind? Explain how the wind works with kites and sailboats.

Prompts to help Readers Monitor Comprehension• If you lose the meaning, go back

and reread the section where you lost concentration.

• Look for context clues to help you define unfamiliar words.

Then tell students to apply this strategy to the following words from the text:

condensation, p. 20

classification, p. 21

droplets, p. 22

humidity, p. 24

electrical, p. 26

root word ending

moist -ure

synonym ending changes wet adjective to noun

definitionwetness in the air

moisture


AFTER REAdInG

7

sYnthesize and assessRetell and Summarize As a group, generate an oral or written retelling of the book. Select the key points and 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 information they might have included if they had been the author.

Identify Cause and Effect Challenge students to explain the cause-and-effect relationships the author used throughout this book.

Make Judgments Challenge students to think critically about the experiments they read about and/or tried in the book. Ask them to formulate judgment statements based on their reading. Record these ideas.

The completed graphic organizer below can serve as a model for assessing students’ ability to identify cause and effect.

CAuSE

Sun’s rays strike directly


hot summer weather

CAuSE

wind blows from north to south

CAuSE

condensation of water vapor that has evaporated from Earth

CAuSEnegatively charged particles in the bottom of a cloud are attract-ed to positively charged particles on the ground

CAuSEsunlight passes through raindrops, which act like prisms and separate white light into the visible spectrum

EFFECT


EFFECT

clouds

EFFECT

cloud-to-ground lightning

EFFECT

rainbow


8

mini-Lesson Writing Focus: Identifying Steps in a ProcessRemind students that throughout the book Weatherworks, they read about different weather conditions and what causes them.

Invite students to think about something they know how to work, such as a computer mouse, a kite, or a water sprinkler. On chart paper or the board, create a web like the one below summarizing how some-thing works. Have students number the branches to indicate order of steps.

Use the reproducible Writing Model to demonstrate how information in the web can be used to write a paragraph identifying how to do something using steps in a process. Remind students to use signal words such as first, next, then, and finally.

WRITInG WORkShOP

TEACHING TIPSProcess WrItINg Steps

1. Have students brainstorm a pro-cess that is of interest to them and create a word web that shows the steps in the process.

2. Have students independently write a first draft.

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 additional changes and create a final copy of their paragraph.

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

Write a paragraph

describing a process

in a step-by-step way.

use your word web to

help you.

WrITING ASSIgNmeNt

COMPuTER MOuSE

1. connect to computer with a cord

2. turn on computer

3. hold with your hand

4. cursor moves around, guided by hand

6. select items by pressing the button

7. click on, drag, drop, and highlight

5. must stay on the surface of your mouse pad


Writing Model: Identifying Steps in a Process

how to use a Computer Mouse

Have you ever tried to teach a friend how to use a

computer mouse? First, you need to make sure your

mouse cable is connected to your computer. Then, you

need to turn on the computer. Next, place your hand

on the mouse and then move it around until you see

the cursor on the screen mirror your movement.

At this time, make sure the ball underneath the mouse

is touching the surface of the mouse pad. If you see

the cursor moving, then you know your mouse is work-

ing. Next, press your fingertip on the button near the

top of the mouse to select items. Finally, use the

mouse to click on, drag, drop, highlight, and move items.

WrITING TIP

Draw readers in by starting your paragraph

with a question or interesting fact.

signal words for steps in a process


CAuSE

Name: ________________________________________ Date: _________________


hot summer weather

CAuSE

CAuSE

CAuSE

CAuSE

EFFECT


EFFECT clouds

EFFECT cloud-to-ground lightning

EFFECT

rainbow


Name: ________________________________________ Date: _________________

Charting the WeatherCompare the weather in your hometown to the weather in other places in the country. Use the chart below to track the weather in your area and in two cities from other regions of the United States.

hOMETOWn CITy 1 CITy 2

date

Time

Temperature

humidity

Wind speed

Wind direction

Air pressure

Precipitation


Name: ________________________________________ Date: _________________

how Rain WorksLabel the water cycle below by identifying clouds, land, water, rain, condensation, and evaporation. Then summarize the process in your own words.

Summary:


Name: ________________________________________ Date: _________________

Weather JournalHave you ever been caught in some form of severe weather? Perhaps it was a howling storm, a tornado, a blizzard, or maybe a drought? Share your memories of the experience in the journal below. Remember to include observations you made about the temperature of the air, the wind (or lack of it), and other weather conditions that can help describe the experience.


Collecting and Graphing dataFor one day, track and record the temperature in Miami, Florida and in Phoenix, Arizona to see how the temperatures vary in the two different climates. Record several temperature readings throughout the day so you can see if there is a significant change from daytime to nighttime. After you collect your data, create a line graph to show the temperature changes in both cities over the course of the day. Use different color pens to record the temperature for each city.

Name: ____________________________________________ Date: _____________

Temperature in Temperature in Time of day Miami, FL Phoenix, AZ

8:00 am

12:00 noon

3:00 pm

9:00 pm

Tem

pera

ture

Time of day


8:00 am 12:00 noon 3:00 pm 9:00 pm

A n S W E R k E y

Charting the Weather how Rain Works

Weather Journal

Summary:

Students’ answers should accurately

reflect an understanding of the water

cycle.

condensation rain

evaporation

hOMETOWn CITy 1 CITy 2

date

Time

Temperature

humidity

Wind speed

Wind direction

Air pressure

Precipitation

Students’ charts will vary depending on

location and time of year. Check for

accuracy of the hometown measurements.

For the other two locations, check to make

sure the charted measurements are

logical.

Students’ entries will vary. Check for content accuracy, as well as writing skill and creativi-ty.


Collecting and Graphing data

Temperature in Temperature in Time of day Miami, FL Phoenix, AZ

8:00 am

12:00 noon

3:00 pm

9:00 pm

Students’ answers will vary depending on time

of year data are collected. Check for reason-

able entries. Make sure the line graph correctly

reflects the data in the chart.

water

clouds

land

Tem

pera

ture

Time of day 8:00 am 12:00 noon 3:00 pm 9:00 pm

Weatherworks

Introduce the Book Set a Purpose for Reading√ Introduce the

Graphic Organizer

Read the Text: Ch. 1 & 2Focus on Comprehension:√ Begin the Graphic Organizer√ Identify Steps in a Process

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

Organizer√ Identify Steps in a

Process

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

Graphic Organizer√ Identify Steps in a

Process

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 determine 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) Introduce the Book Set a Purpose for Reading√ Introduce the Graphic Organizer:

Identifying Causes and Effects in Weather*

duRInG REAdInG (pp. 4–6)Read the Text: Chapters 1 & 2Focus on Comprehension Mini-Lessons: Discuss the Author’s Purpose* √ Begin the Graphic Organizer* √ Identify Steps in a Process* Analyze Information in Parentheses

Read the Text: Chapter 3Focus on Comprehension Mini-Lessons: Discuss Using Text Features√ Continue the Graphic Organizer*√ Identify Steps in a Process* Use Context Clues*

Read the Text: Chapters 4 & 5Focus on Comprehension Mini-Lessons: Discuss Using Graphic Features√ Complete the Graphic Organizer*√ Identify Steps in a Process* Use Root Words*

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

WRITInG WORkShOP (pp. 8–9)Mini-Lesson √ Assignment: Identifying Steps in a Process*

COnTEnT-AREA ExTEnSIOn ACTIvITIES on Blackline Masters (pp. 11–14) Charting the Weather how Rain Works Weather Journal Collecting and Graphing data

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.

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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: 978-1-59000-527-9

level q/40 weatherworks · types of weather conditions and how they happen. ... going to follow...

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