Table of COntents
Introduction – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 3
Format of Books
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
Suggestions for Use
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
4
8
Annotated Answer Key and Extension Activities – – – – – – – – – – – 9
ISBN 978-0-8454-8862-1
Copyright © 2016 The Continental Press, Inc.
Excepting the designated reproducible blackline masters, no part of this publication may be reproduced
in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without
the prior written permission of the publisher. All rights reserved. Printed in the United States of America.
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9 Explaining Events and Concepts in
Scientific Texts
Pages
77 and 78
Indiana Academic Standard
4.RN.2.3 Explain the relationships between events,
procedures, ideas, or concepts in a historical,
scientific, or technical text, based on specific
information in the text.
Theme: Making a Difference
PAR
T
1 Introduction
Introduction
Read, or have students read, the instructional text.
Work through the example as a class. Students should
closely read the text in order to connect the events in
the paragraph to their causes. Complete the chart as a
class.
so she can hunt
to keep it warm
because female returned
PAR
T
2 Focused
Instruction
Focused
Instruction
Title: The History of the Telescope
Genre: Nonfiction: Science
Lexile® Measure: 980L
Guide students as they work together as a class, in
pairs or groups, or individually. Offer assistance to
students as needed.
Vocabulary
To help with comprehension, review these
vocabulary words with students before they read
the passage. Write the words on the board and
keep them displayed so students can refer to them
when they read independently.
astronomers, infinite, magnify, multitudes,
refract
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LESSON
9 E
xplaining Events and Concepts in
Scientific Texts
Speaking/Listening Activity
In pairs or small groups, have students discuss why
telescopes, binoculars, magnifying glasses, and
other similar tools are important. If the students
have used any of these tools, have them share
their experiences.
ELL Support
Talk about sentence structure with students. Have
them identify subjects and predicates in sentences
in the passages. Look at ways of combining
sentences, including joining subjects or predicates
by using the word and, and using the words
who, which, and that. Look in the passage to find
examples of sentences that have been combined
and sentences that could be combined.
PAGES
79 AND 80
The Greeks used lenses and
magnification tools.
People began wearing eyeglasses
in Europe.
He invented the first
telescope around 1608.
the spyglass
Galileo built his telescopes from the spyglasses
that were being sold in Europe. His telescopes were
much longer than the spyglasses and had higher
magnifying abilities. His telescopes used higher
magnification, and he was able to view the moon,
Jupiter, and Saturn to make new discoveries.
A Closer Look
Use A Closer Look to have students increase their
understanding of the text. Remind students to use the
hint box to help them answer the question.
Discuss It
For this discussion activity, you can choose to have
students discuss in pairs, in groups, or as a class.
48
UNIT 2
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PAGES
81 AND 82
LESSON
9 E
xplaining Events and Concepts in
Scientific Texts
PAR
T
Practice
Guided
Practice
3 Guided
Title: The Coriolis Force
Genre: Nonfiction: Science
Lexile® Measure: 960L
Students should complete the Guided Practice section
on their own. Offer assistance as needed, pointing out
the A Closer Look and Hint call-out boxes along the
left side of the page.
Vocabulary
clockwise, counterclockwise, cyclonic,
deflection, hemisphere
Some people thought that the Coriolis force
works on water as well as the air that sets
hurricanes in motion. Hurricanes are a good
example of how the Coriolis force works in
nature. Readers can visualize how water flows
down a drain in a circular motion much like the
air and clouds swirling in a hurricane. Although
the water and air have the same visual effects,
they are caused by different forces.
Media/Research Activity
As a class, watch the PBS NOVA video “Hurricane
Rotation and the Coriolis Effect” found at www.
pbs.org/wgbh/nova/labs/videos/#cloud.
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LESSON
9 E
xplaining Events and Concepts in
Scientific Texts
PAGES
83 AND 84
PAR
T
Practice
I ndependent
Practice
4 Independent
Title: My First Tornado Chase!
Genre: Nonfiction: Journal
Lexile® Measure: 770L
Have students complete the Independent Practice
on their own. Students can complete it at home, or
during class.
Vocabulary
barometer, data, humidity, probes
Writing Activity
Have students write about an experience they had
during a storm. What type of storm was it? What
did they do to stay safe? How did they feel?
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UNIT 2
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PAGES
85 AND 86
LESSON
9 E
xplaining Events and Concepts in
Scientific Texts
4.RN.2.3
DOK 2
4.RN.2.3
DOK 2
“We spent the last two weeks preparing our weather
recording instruments.” “We have probes packed into the
back of Jim’s van.” “Inside the probes, we placed cameras
and devices for measuring the temperature, humidity, air
pressure, and wind speed inside a tornado.”
4.RN.2.3
DOK 2
PAR
T
Practice
I ndependent
Practice
4 Independent
Answer Analysis
1
Part A Choice C is correct. During the two weeks
leading up to their storm chase, the writer and Jim
prepared their weather measuring instruments.
Choice A is incorrect. The hail hit the car during the
storm that caused a tornado. Choice B is incorrect.
The writer and Jim placed the probe during the
storm, after the hail began to hit the car. Choice D
is incorrect. Residents were warned after the storm
chasers had prepared their instruments and before
the storm had reached them.
Part B Answers should include evidence from the
journal entries that show the writer and Jim began to
prepare for the storm chase over the course of two
weeks prior to the storm coming.
Choice B is correct. The writer and Jim do not
2
measure snowfall during their storm chase. Their
instruments measure air pressure, temperature, and
wind speed. So, choices A, C, and D are incorrect.
4.RN.2.3
DOK 2
4.RN.2.3
DOK 3
“Now and then, a severe tornado develops with wind
speeds over 300 miles per hour.” “These tornadoes take
lives and destroy buildings, houses, cars, and everything
in their paths.” “Unfortunately, you only have a few
minutes to find shelter after a tornado warning.” “People
have lost lives, loved ones, and possessions in these
random and astonishing storms.” “We quickly jumped
out, grabbed the probe, and placed it in the road. Now, we
had to get away as fast as we could.” “We hope it won’t
get swept away.”
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3
Choice D is the correct answer. These details from
the passage all support the idea that tornadoes are
extremely dangerous. Choice A describes background
for the journal writer. Choices B and C are events that
happen in the journal, but do not show the concept
of the danger of a tornado.
4
Answers should list details that support the concept
that tornado chasing is dangerous and challenging.
Details may include the danger of tornados
themselves or the activities that the tornado chasers
participate in, as in driving ahead of the storm and
placing probes in the storm’s path.
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