Spring Forward Unit: Grade 4—On a Beam of Light—Einstein and the Atomic Theory
Overarching Essential Question: Does science shape our world?
Unit Overview: In this unit, students will read both literary and informational to explore the life of Albert Einstein and his
contributions to science. This unit is designed to introduce teachers into the CCSS and spring forward to the NGSSS for
5th grade science. The unit does contain opportunities for formative assessments throughout the unit (main idea, opinion
writing, expository writing, graphic organizers) and one summative assessment opportunity [if teacher decides to use the
final opinion writing as a summative] with the opinion writing addressing the EQ for the unit.
**Suggested timeframe of each section of this unit is just an estimate of time; feel free to adjust to the needs of your
students. **
Teachers need to make sure they have a procedure for student’s keeping/managing the handouts during this unit; texts
and graphic organizers will be used multiple times throughout the unit.
Unit at a glance:
Anchor Text:
On a Beam of Light by
Jennifer Berne
680L
(Literary Non-fiction)
Essential Questions:
What traits contributed
to Einstein’s success?
What role did science
play in the life of
Albert Einstein?
CCSS/NGSSS and Learning Goals:
SC.5.P.8.4--Explore the scientific theory of atoms (also called atomic theory)
by recognizing that all matter is composed of parts that are too small to be
seen without magnification.
SL.4.1--Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 4 topics and
texts, building on others' ideas and expressing their own clearly.
RI.4.1--Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text.
RI.4.2--Determine the main idea of a text and explain how it is supported by
key details; summarize the text.
RI.4.3--Explain events, procedures, ideas, or concepts in a historical,
scientific, or technical text, including what happened and why, based on
specific information in the text.
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.
Timeframe
2-3 days
Spring Forward Unit: Grade 4—On a Beam of Light—Einstein and the Atomic Theory
Overarching Essential Question: Does science shape our world?
RL.4.3--Describe in depth a character, setting, or event in a story or drama,
drawing on specific details in the text (e.g., a character's thoughts, words, or
actions).
W.4.9--Draw evidence from literary or informational texts to support analysis,
reflection, and research.
W.4.9.a--Apply grade 4 Reading standards to literature (e.g., "Describe in
depth a character, setting, or event in a story or drama, drawing on specific
details in the text [e.g., a character's thoughts, words, or actions].").
W.4.9.b--Apply grade 4 Reading standards to informational texts (e.g.,
"Explain how an author uses reasons and evidence to support particular
points in a text").
W.4.10--Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and audiences.
Lives of the Scientists
Kathleen Krull &
Kathryn Hewitt
Excerpt on Albert
Einstein—“Fooling
Around for Eight
Hours a Day”
1120L (entire book
Lexile) (Non-fiction)
What traits contributed SL.4.1--Engage effectively in a range of collaborative discussions (one-onto Einstein’s success? one, in groups, and teacher-led) with diverse partners on grade 4 topics and
texts, building on others' ideas and expressing their own clearly.
RI.4.1--Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text.
RI.4.2--Determine the main idea of a text and explain how it is supported by
key details; summarize the text.
RI.4.3--Explain events, procedures, ideas, or concepts in a historical,
scientific, or technical text, including what happened and why, based on
specific information in the text.
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.4.9--Integrate information from two texts on the same topic in order to
write or speak about the subject knowledgeably.
W.4.9--Draw evidence from literary or informational texts to support analysis,
reflection, and research.
W.4.9.a--Apply grade 4 Reading standards to literature (e.g., "Describe in
depth a character, setting, or event in a story or drama, drawing on specific
details in the text [e.g., a character's thoughts, words, or actions].").
W.4.9.b--Apply grade 4 Reading standards to informational texts (e.g.,
"Explain how an author uses reasons and evidence to support particular
points in a text").
2-3 days
Spring Forward Unit: Grade 4—On a Beam of Light—Einstein and the Atomic Theory
Overarching Essential Question: Does science shape our world?
W.4.10--Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and audiences.
Matter, Matter
Everywhere!
(Non-Fiction)
880L
Summarize Einstein’s
theory of atoms.
Explain a visual
summarizing matter’s
changing states.
Can one person make
a difference? (Goes
with “Einsteinium”
section of “Matter,
Matter Everywhere”)
SC.5.P.8.1--Compare and contrast the basic properties of solids, liquids, and
gases, such as mass, volume, color, texture, and temperature.
SC.5.P.8.4--Explore the scientific theory of atoms (also called atomic theory)
by recognizing that all matter is composed of parts that are too small to be
seen without magnification.
SL.4.1--Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 4 topics and
texts, building on others' ideas and expressing their own clearly.
SL.4.2--Paraphrase portions of a text read aloud or information presented in
diverse media and formats, including visually, quantitatively, and orally.
RI.4.1--Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text.
RI.4.3--Explain events, procedures, ideas, or concepts in a historical,
scientific, or technical text, including what happened and why, based on
specific information in the text.
W.4.1--Write opinion pieces on topics or texts, supporting a point of view with
reasons and information.
W.4.1.a--Introduce a topic or text clearly, state an opinion, and create an
organizational structure in which related ideas are grouped to support the
writer's purpose.
W.4.1.b--Provide reasons that are supported by facts and details.
W.4.1.c--Link opinion and reasons using words and phrases (e.g., for
instance, in order to, in addition).
W.4.1.d--Provide a concluding statement or section related to the opinion
presented.
W.4.2--Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.
W.4.2.a--Introduce a topic clearly and group related information in
paragraphs and sections; include formatting (e.g., headings), illustrations,
and multimedia when useful to aiding comprehension.
W.4.2.b--Develop the topic with facts, definitions, concrete details,
quotations, or other information and examples related to the topic.
W.4.2.c--Link ideas within categories of information using words and
4-6 days
Spring Forward Unit: Grade 4—On a Beam of Light—Einstein and the Atomic Theory
Overarching Essential Question: Does science shape our world?
“Julie at the Fountain”
Tim Myers
850L
(Historical Fiction)
Can one person make
a difference? (Goes
with “Einsteinium”
section of “Matter,
Matter Everywhere”
Does science shape
our world?
phrases (e.g., another, for example, also, because).
W.4.2.d--Use precise language and domain-specific vocabulary to inform
about or explain the topic.
W.4.2.e--Provide a concluding statement or section related to the
information or explanation presented.
W.4.9--Draw evidence from literary or informational texts to support analysis,
reflection, and research.
W.4.10--Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and audiences.
RI.4.1--Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text.
RI.4.10--By the end of year, read and comprehend informational texts,
including history/social studies, science, and technical texts, in the grades 45 text complexity band proficiently, with scaffolding as needed at the high
end of the range.
W.4.1--Write opinion pieces on topics or texts, supporting a point of view with
reasons and information.
W.4.1.a--Introduce a topic or text clearly, state an opinion, and create an
organizational structure in which related ideas are grouped to support the
writer's purpose.
W.4.1.b--Provide reasons that are supported by facts and details.
W.4.1.c--Link opinion and reasons using words and phrases (e.g., for
instance, in order to, in addition).
W.4.1.d--Provide a concluding statement or section related to the opinion
presented.
W.4.9--Draw evidence from literary or informational texts to support analysis,
reflection, and research.
W.4.10--Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and audiences.
1 -2 days
Spring Forward Unit: Grade 4—On a Beam of Light—Einstein and the Atomic Theory
Overarching Essential Question: Does science shape our world?
Media Resources:
You have the option of using the provided PPT or ActivInspire flipchart for this unit. If you choose to use the
flipchart, save a second copy (to retain the original for future use). As you progress through this unit and write on
pages of the flipchart, you may save at the end of each class to have record of all the annotations/writing done.
For On a Beam of Light: http://www.youtube.com/watch?v=ZMVKvO-gTs8 Video “Who was Albert Einstein?
This video may be shown anytime during Part 1 of the unit. It can be used on a day when teacher has a few
moments extra time or as a media clip between the two biographies students read during part 1 of the unit.
“Matter, Matter Everywhere!”
“The An-ATOM-y of an Atom” Atoms are Amazing http://www.youtube.com/watch?v=xax8KgpAiOg Show only
1:58 of this video. It goes into too much content after this point.
World’s Smallest Movie can be viewed on YouTube http://www.youtube.com/watch?v=oSCX78-8-q0
List of student handouts in the order to be completed:
1. Character Traits SF4
2. I Know (character traits)
3. Picture This Vocabulary SF4
4. Fooling Around for Eight Hours a Day
5. I Know More SF4
6. Yes MAAM organizer Gr4
7. Matter, Matter Everywhere—student copy
8. Get the Gist
9. MAAM organizer (2) Gr4
10. Matter, Matter Everywhere Graphic Organizer
11. Julie at the Fountain Gr4
12. Argument Planning Guide Gr4
13. MAAM organizer FINAL Gr4 (opinion)
Spring Forward Unit: Grade 4—On a Beam of Light—Einstein and the Atomic Theory
Overarching Essential Question: Does science shape our world?
Spring Forward Unit: Grade 4—On a Beam of Light—Einstein and the Atomic Theory
Overarching Essential Question: Does science shape our world?
On a Beam of Light and “Fooling Around for Eight Hours a Day”—Part 1 (4-6 days)
Introduce to students that over the next 2-3 weeks, they are going to be working on a unit of study. We call this unit a
“Spring Forward” unit because it will help the students “spring” into 5th grade. This unit is going to work on some of the
things they will be learning in 5th grade science. This unit is also going to focus on a big question (an essential question):
Does science shape our world?
Tell students: While thinking deeply about this question, we are going to be reading about the
most famous scientist in history. We are going to learn about him as a person and the things he
discovered about science. Before we begin, ask students to take a moment to think about their
initial answer to the question. Display an anchor chart with the EQ displayed on it and a Yes-No
continuum displayed on it as well. Give each student a sticky note. Have them write their name
on it. Explain some students may think definitely ‘yes’ or definitely ‘no’ while others may be
somewhere in between. Model your placement with perhaps an “in-between” ranking and
explanation. Then ask students to go to the anchor chart and place their name on the continuum. Encourage students to
explain their placement aloud as they go up. Keep anchor chart displayed during this unit as it will be revisited.
Ask students to think about the question: Does science shape our world?
Tell students that you are going to display the scientist’s picture but if they recognize him, you don’t want anyone to call
out his name. Display the first slide of the PPT/Flipchart. Give just a few seconds for students to react to the picture. Ask
if anyone knows who this scientist is? Call on a student to identify (someone likely will know the name; if not, tell students
his identity—Albert Einstein). Ask if anyone knows anything about Einstein? Ask: Based on the pictures displayed, what
can you infer about Einstein? Based on what you know about science and scientists, is there anything surprising about
these photographs? Allow for discussion of the pictures.
Before beginning the story, tell students that over the next couple of days, you are going to be reading two different
biographies of Albert Einstein written for two different audiences. Ask students what they know about a biography. Allow
for a short review of biographies. The first one is a brand new picture book called On a Beam of Light (OaBoL) by
Jennifer Berne and illustrated by Vladimir Radunsky. Show students the front cover on the PPT/Flipchart.
Spring Forward Unit: Grade 4—On a Beam of Light—Einstein and the Atomic Theory
Overarching Essential Question: Does science shape our world?
As you read the book, choose from the following text-based questions (TbQs) to have students think about the story. You
may want to use a few of these as “turn and talk” opportunities while reading the book:
 (front cover, slide 4) How does the illustration support the understanding of the title of the book?
 (inside cover title pages, slide 5) Based on the illustration, what can you infer about Albert Einstein?
 (pages 1-2, slide 6) What do you notice about the author’s choice of text in the book? Reread just the red text
(omitting the black) of just the first sentence of the book. How do the colors of text support the reader’s
understanding? What is the author’s purpose of the black text in the first sentence? (that the baby was a small
part of a very big world) How does the illustration of the baby below the text support the reader’s understanding
of the text? (the picture of the baby is small; it shows how small a person is when compared to the whole
world) [Students may point out that the main idea of the page is in red, teachers may have to reread the red
sections over again and ask if the text makes sense without the black-colored text.]
 (pages 3-4, slide 7) Based on the illustration, how did the parents feel about their baby? What do you notice about
the author’s choice of text on this page? Is it the same as the previous page? Discuss.
 (pages 5-6, slide 8) Based on what your prior knowledge about young children and the text on these two pages,
what can you infer about how the parents are feeling about Albert? How do the illustrations on these pages
support the reader’s inferences?
 (pages 7-8, slide 9) What does the author mean by “Looked and wondered. Looked and wondered.”? Why do
you suppose the author repeated that line? Why you think the author chose the larger text size and red for this
repeating line? What does the author mean by “…no matter what”? How do the illustrations help the reader
understand the parents’ feelings about Albert?
 (pages 9-10, slide 10) What is a compass? What did Albert notice about the compass? What did the compass
inspire within Albert? How does the author’s choice of text features support the reader’s understanding?
Spring Forward Unit: Grade 4—On a Beam of Light—Einstein and the Atomic Theory
Overarching Essential Question: Does science shape our world?
 (pages 11-12, slide 11) How do the illustrations support the reader’s understanding of the text? Based on the text
and illustrations, how was Albert different from the other students?
 (pages 13-14, slide 12) What can the reader infer about Albert based on “And in his mind, right then and there,
Albert was no longer on his bicycle, no longer on the country road…he was racing through space on a beam of
light.”?
 (pages 15-16, slide 13) What was the effect of Albert’s mind full of questions? Based on the illustrations, what
kind of reader was Albert? How does the author define gravity in the text?
 (pages 17-18, slide 14) What does the author mean when she compares numbers to a “secret language for figuring
things out”?
 (pages 19-20, slide 15) Based on what you’ve read about Albert, why do you suppose Albert couldn’t find a
teaching job? Based on the illustration, how did Albert feel about not being able to find a teaching job? What kind
of job did Albert find? For what purpose does the author repeatedly use the word wonder throughout the book?
 (pages 21-22, slide 16) Based on its context, what does dissolve mean? How do the illustrations on these pages
continue to support the author’s repeated use of wonder?
 (pages 23-24, slide 17) How do the illustrations on this page differ from the rest of the book? What scientific
concept do the illustrations support? What are atoms? How does the illustrator show that “everything in the world
is made of atoms”?
 (pages 25-26, slide 18) What is motion? What did Albert discover about motion? How does the author draw
attention to this big idea through the text features on this page?
 (pages 27-28, slide 19) What is a genius? What does the author mean when she says ‘For the first time in his life,
people started to say, “Albert is a genius!”’ Based on the text, what can you infer people said about Albert before?
 (pages 29-30, slide 20) Why do you think the author refers to magnetism and gravity as “mysterious forces”?
 (pages 31-32, slide 21) Based on the illustrations, infer how Albert did his best thinking?
 (pages 33-34, slide 22) How does the illustration support “Music made Albert happy. He said it helped him think
better.”?
 (pages 35-36, slide 23) What type of clothes would Albert choose for thinking? Based on the illustrations, how
were Albert’s choices different from other men’s’ clothes?
Spring Forward Unit: Grade 4—On a Beam of Light—Einstein and the Atomic Theory
Overarching Essential Question: Does science shape our world?
 (pages 37-38, slide 24) Based on the illustration, what does the illustrator infer about Albert compared to other
people?
 (pages 39-40, slide 25) Based on Albert’s thinking, what is the fastest thing in the world?
 (pages 41-42, slide 26) Based on the text, were Albert’s ideas about the speed of light believed? Based on the
text, are Albert’s ideas still studied?
 (pages 43-44, slide 27) What does the author want the reader to know about Albert with the three red lines? OR
What can you infer about Albert from the 3 red lines? Why did the author repeat “never” in those sentences; what
is her purpose?
 (pages 45-46, slide 28) What is the author’s purpose in ending the book as she does?
To culminate the first read, ask students to complete the “exit slip” on a sticky note. Allow each
student to come up to the anchor chart (even though this screen is in the flipchart create this an
anchor chart as it will be revisited again), read theirs aloud, and place on the t-chart. (*This exit
slip can serve as a simple formative assessment of their understanding of the main ideas of the
text.*)
As this is a short first text in this unit—this could be the end of day 1 or day 2 based on the teacher’s discretion (likely 1
day).
(Begin next day)
Revisit the anchor chart created with the exit slips from the previous day. Reread some of the things that were posted
about Albert Einstein. Some of these facts may actually refer to a character trait of his (i.e. He was intelligent, creative, or
imaginative. These are all words that describe the kind of person he was.). Tell the students that today they are going to
be focusing on Albert and the traits that the author shares with the reader and what we can
infer from what the author said. We are going to be focusing in on these traits to help students
answer the EQ: What traits contributed to Einstein’s success? (The next few days will be
providing scaffolding for students to be able to address an answer to this question). Display
screen contrasting character traits with character emotions (this is likely a review as most
Spring Forward Unit: Grade 4—On a Beam of Light—Einstein and the Atomic Theory
Overarching Essential Question: Does science shape our world?
students will be familiar with character traits). Take a moment to refer to the difference between traits and emotions. Tell
students that sometimes there is overlap between the two. A person can have the emotion of happiness and the trait
“happy.” Perhaps nothing gets that person down; they always see the positive side of things. They can have a “happygo-lucky” kind of personality. Take a moment to have the students “turn and talk” about character traits. Have them talk
with a partner and jot down as many as they can on an index card in 30 seconds. After 30 seconds, have students raise
their hand to share traits they generated on their lists. Record these words on a quick anchor chart. You may want to
mark those words that can be both an emotion and a character trait with an asterisk (*). Distribute “Character Traits SF4”
resource to students. Tell them this is only a resource and certainly not a complete list. It does provide a great place to
start (along with the list they just generated) as they reread today. In the case of Albert Einstein and this biography, they
are going to be rereading it looking for clues to his character. Distribute graphic organizer “I Know” to the students.
Flip back to the beginning of the story (book or PPT/flipchart). Reread the story up to the red “Looked and wondered.
Looked and wondered.” (Slide 9) Model your thinking aloud about what the author says about Albert on the first few
pages. Tell students that most children start talking before they are 1 and have lots to say by the time they are three—
have a good vocabulary. Also point out that the author says Albert “just looked around with his big, curious eyes.” He
seemed to be thinking about things deeply or “taking it all in.” Tell them that makes you think that he was “thoughtful.”
Model how to fill out the chart with evidence from the text.
Tell students that you are going to be rereading (and allowing some of them to read aloud
pages from the book). All the time they are rereading, they need to be thinking about what
the author is telling them about Albert’s character (character traits). As they reread, they
need to be adding other traits to the “I know” graphic organizer. Tell them that they will be
pausing during the reread to give them time to think and complete their chart. Tell them they
should add at least 2 more traits to their chart (minimum). Challenge them to find more than
one place in the text to support their thinking of at least ONE of their traits. Tell them to
include this on their chart. This reread and graphic organizer will likely take about 20-30
minutes to complete.
Spring Forward Unit: Grade 4—On a Beam of Light—Einstein and the Atomic Theory
Overarching Essential Question: Does science shape our world?
Complete this activity with students writing a 3-sentence statement about one trait of Albert Einstein. Tell them to use the
following template
Albert Einstein was _________________. The author states ____________________________. This shows
__________________________________.
They may write this on an index card to turn in as another “exit slip” for the day. Before collecting, have a few students
volunteer to read their “exit slips” out loud. Have students listen that students used the template and cited something from
the text to support their thinking.
Thank students for their hard work and participation today.
(End of day)
[Display cover of Lives of the Scientists—slide 34 PPT] Revisit student exit slips from the day before. Read a few aloud.
Tell students that they are going to be reading another biography of Albert Einstein today. This biography was written for
older readers; this one was written for students a bit older than them, so it will be a bit harder than On a Beam of Light
(OaBoL) and will be a bit longer (more words). This biography is an excerpt from another book Lives of the Scientists by
Kathleen Krull and Kathryn Hewitt.
[Slide 35 PPT] Tell students there are a couple of words that are likely unknown to them in this short
biography so we are going to look at those words and try to associate them with a symbol that may
help them remember them. Distribute “Picture This” vocabulary handout. Discuss each word using
the notes below. If using the ActivInspire flipchart, as discussing each word, pull the word over to the
corresponding picture/symbol. This will help students associate the word with the symbol. Have
students write their own understanding of the definition as you discuss each word. [They will be
writing their own original sentences AFTER rereading the biography]
o Pacifist—symbol pacifier. A pacifier soothes and calms a baby. A pacifist wants calm and no conflict, so they
oppose war and violence.
Spring Forward Unit: Grade 4—On a Beam of Light—Einstein and the Atomic Theory
Overarching Essential Question: Does science shape our world?
o Patent—seal on a certificate. A patent is given when a person invents something. The certificate gives them the
credit for the invention; no one can take credit for it later.
o Physics—atom. This is the science of atoms, matter, motion, and forces. This is the science that Einstein studied.
He is known as the “father of modern physics.”
o Degree—graduation cap and diploma. You earn a degree when you graduate from college like a diploma when
you graduate from high school.
o Theory—gears thinking in brain. A theory represents deep thinking explaining ideas.
(Display slide 35 on PPT/first page of story) Tell students that now that we have explored some of the complex
vocabulary of the biography, we are ready to listen to it. As you read the short biographical excerpt, choose from the
following text-based questions (TbQs) to have students think about the story. You may want to use a few of these as
“turn and talk” opportunities while reading the excerpt:
 (slide 35, page 61 of story) Based on the context, what is the meaning of the word “barged”?
 (slide 36, page 62 of story) Based on evidence from the text, what can you infer is reason Einstein had trouble
finding a teaching job after college? Based on the text, what were the advantages for Einstein for working in the
Swiss patent office? Based on the text, was Einstein good at everything he tried?
 (slide 37, final page of story) What do you infer Einstein meant when he said, “Besides eight hours of work, each
day also has eight hours for fooling around, and then there’s also Sunday.” Based on the story illustration, how
does the illustrator support the reader’s understanding of Elsa’s gift of a hairbrush to her new husband? What
evidence does the author share about Einstein’s sense of humor? Based on its context, what does the author
mean when he describes Einstein’s laugh as “contagious”? How does the author convey the meaning of “politically
naïve? Based on the text, did Einstein ever retire from science?
 (slide 38, “extra credit” section) Based on the text, do Einstein’s ideas still influence scientists today? Based on
the text, what is meant by “highest-earning dead celebrities”?
Do a quick survey of the students. Ask (thumbs up, thumbs down response) if they learned new information about Albert
Einstein in this biography? Ask if they noticed the words we discussed before the reading when they occurred in the read
Spring Forward Unit: Grade 4—On a Beam of Light—Einstein and the Atomic Theory
Overarching Essential Question: Does science shape our world?
aloud? Distribute a copy of the biography (Fooling Around—FA) to the students. Tell them to skim through the story and
find the words we reviewed before the reading. Have them circle them. Tell them to reread each of the sentences using
those words. Then have them go back to their “Picture This” activity. Then by using the symbols and their definitions
written in their own words, write one original sentence (for each of the 5 words) using the vocabulary word correctly in a
sentence.
Conclude this day by having students share some of their sentences aloud (author’s chair) with the class. Discuss their
understandings of the words. Allow students to give both positive and constructive feedback to each other.
Again thank students for their hard work today. (This is a natural stopping point for a day)
Ask students to think about the EQ: What traits contributed to Einstein’s success? Have them take out their graphic
organizer from On a Beam of Light called “I Know” and their Character Traits resource list. They can refer to this to help
them turn and talk with a partner their ideas about this question. Give students a few minutes to talk about the traits
they’ve identified in Einstein and how they helped him become successful. After giving about 5 minutes to discuss with a
partner, allow students to share their partner discussion amongst the whole group.
Tell them they now need to add information from this biography to the knowledge gained from this
new reading/biography today. Hand out the “I Know More” graphic organizer. Have them identify
similarities with the graphic organizer they used yesterday. (Students will likely share that this one
takes the traits they identified yesterday and adds new information to support it from the new text)
Model the use of this graphic organizer beginning with the same trait modeled from the day before.
Add the word “thoughtful” to the chart and the same evidence from the day before (“just looked around with his big,
curious eyes”) in the evidence from On a Beam of Light text. Then model taking an example from “Fooling Around for
Eight Hours a Day”. Go back in the text on the PPT/Flipchart to slide 39 and mention that Albert didn’t do traditional
experiments; he did “thought experiments”. He was able to “think” about experiments and see how they would unfold in
him mind. This makes you even more sure he was a thoughtful person—a deep thinker. Add the detail about the
thought experiments in the next box on the chart. Tell students to bring the information from yesterday (from the “I Know”
organizer) and add it to the “I Know More” organizer. Give students a few minutes to transfer the information over.
Spring Forward Unit: Grade 4—On a Beam of Light—Einstein and the Atomic Theory
Overarching Essential Question: Does science shape our world?
Ask students to get out their copy of “Fooling Around (FA).” Explain that they are going to be rereading the biography and
looking for more evidence to support their thinking from yesterday (or even identifying traits NOT thought of yesterday).
Point out to students that this is what readers do; they build new knowledge on their “old” knowledge each time they read
and learn more. It either changes or reinforces their thinking.
As they are rereading, they should be looking for additional evidence to support their ideas from yesterday. Teachers can
differentiate whether students work with a partner or individually to reread the biography and complete the new graphic
organizer. This will likely take 15-20 minutes for the reread and analysis. Teachers should circulate the room while
students are working to answer questions, assist with the rereading, and monitoring on-task behavior.
As you see students completing this activity, bring students back to whole group (can be at their desks or on floor).
Revisit the EQ: What traits contributed to Einstein’s success? Explain that we have really gathered a lot of information
from our reading to help us construct an answer to this essential question.
(Slide 41) Now we are going to shift our focus to learning a strategy to help us construct well-supported answers to
questions, this strategy will help them organize their thinking, use evidence from their reading, and then explain their
thinking to another reader. This strategy is called the MAAM strategy—which stands for Me Author Author Me. Use the
graphic to go each step of the strategy.
(Slide 42) Model your usage of the strategy to write an answer to the question: Based on your readings about Albert
Einstein, is Einstein’s success surprising?
Do this as a think aloud and a shared writing. Demonstrate using the sentence stems from the strategy to write your
answer to the question. Be sure to include your use of the book/story titles to model correctly citing evidence within the
strategy. Below you will find text evidence to use for your answer choice (yes/no) As you get to the last sentence of the
answer (maaM), be sure to allow students to contribute to your final sentence to help establish the “I do, We do” process
in this part of the lesson:
Evidence to support yes: He didn’t talk until he was four (OaBoL), he was a disturbance in school because he asked too many questions
(OaBoL), he was a high school dropout (FA).
Spring Forward Unit: Grade 4—On a Beam of Light—Einstein and the Atomic Theory
Overarching Essential Question: Does science shape our world?
Evidence to support no: He graduated from college even though he dropped out of high school (FA), he asked questions and would study
and think until he got an answer (OaBoL).
Explain to the students that they are going to be using the MAAM strategy to write an answer to the EQ that we have been
thinking about while reading these two biographies: What traits contributed to Einstein’s success? Distribute the Yes
MAAM writing packet to the students. Go over page one of the handout. Give students time to identify the 2-3 traits they
will use in their answer to the essential question and begin writing the rough draft of their answer. Teachers should
circulate around the room providing support for students working individually. Teachers should feel free to use this
strategy to support the writing process that has already been established within their personal classrooms.
Culminate the end of this day with Author’s Chair—allow student volunteers to read their rough drafts. Encourage
students to look for evidence of the MAAM strategy. Also encourage students to comment on students’ usage of naming
of text titles (citing evidence from more than one text). Teachers may need to ask some guiding questions for students to
comment on these.
The next day—guide students through the peer-editing and then self-editing process of their rough drafts.
Use whatever process that your students are familiar with using. Make sure to include the use of the
editing checklists to assist with the process.
Once students have adequately edited and revised their rough drafts, have them neatly complete the final
copy of their paragraph.
Thank students again for their hard work these last two days of writing. Bring the writing experience to a close with a
short reflection time. Ask students to share their impressions of the MAAM strategy. Did they feel their writing improved
using this strategy?
(This is planned to end 2 days of writing instruction).
Spring Forward Unit: Grade 4—On a Beam of Light—Einstein and the Atomic Theory
Overarching Essential Question: Does science shape our world?
Part 2—Matter, Matter Everywhere!
Revisit the anchor chart that was created earlier in the unit—the anchor chart where students shared
a fact they learned either about Albert Einstein or science after reading On a Beam of Light. This
time, look at the facts that students contributed to the science side of the T-chart. Read some of the
sticky notes that students attached to the chart. Make sure to read one that mentions that all things
are made up of atoms. Ask students what the illustration in the book looked like that helped them
remember that fact? (The illustration was made all of dots.) Tell them that the book they read only touched
on some of the scientific discoveries of Albert Einstein. Over the next few days, they are going to be reading more detail
about these scientific discoveries using a non-fiction article called “Matter, Matter Everywhere.” Display first page of
article “Matter, Matter Everywhere!” on PPT(slide 44)/Flipchart.
Ask just a few TbQs about the text features without students having to read the text of the two articles yet to preview the
text
 What non-fiction text features can you see on this first page of “Matter, Matter Everywhere”? Are there any
symbols that help the reader understand the text? What are the titles of the two small articles on this page? What
can you infer about the section titled “The An-ATOM-y of an Atom”? What can you infer about the section titled
“The World’s Smallest Movie”?
Before we read the first section “The An-ATOM-y of an Atom”, we are going to learn a song that will help us understand
some of the vocabulary of the section. Display the next slide (45). Ask if any students have heard of the old TV show
called the Addams Family. Explain that the theme song was very memorable. Even if they’ve never seen the show, they
have likely heard the song. This song is the ATOMs Family—not ADDAMS Family. Sing the song for the students (yep—
sing!). Then sing it by stanzas and have the students sing with each stanza after the teacher models. This makes a fun
“choral” sing after students become familiar with the lyrics and tune. Perhaps have girls sing the verses and boys sing the
chorus or vice versa. Think of other ways to organize parts for the song. TbQs:
 (before the song) Ask students what they have learned already from their reading in the biographies, what is an
atom?
Spring Forward Unit: Grade 4—On a Beam of Light—Einstein and the Atomic Theory
Overarching Essential Question: Does science shape our world?
 (after the song-with lyrics displayed) Based on the context of the song, what is an electron? Proton? Neutron?
Ask students some facts about atoms that they’ve previewed by learning the song. Many of these facts are going to be
found in the first part of the article. Display slide 46—enlarged version of the text.
Distribute copy of “Matter, Matter Everywhere” As you read the “The An-ATOM-y of an Atom” section, choose from the
following text-based questions (TbQs) to have students think about the content. You may want to use a few of these as
“turn and talk” opportunities while reading the section:
 (Paragraphs 1-2) What is the definition of “matter”? Why does the author include examples and non-examples of
matter?
 (Paragraph 3) What is an atom? What is an element? How do scientists arrange all the elements?
 (Paragraph 4) How does the author define nucleus in the context of the sentence “They are the center or nucleus
of an atom…”? How does the graphic help support the readers’ understanding of the parts of the atom? How are
elements organized on the periodic table?
 (Paragraph 5) Why do you think the author included the details about the three example elements?
Call students attention to the next section “The World’s Smallest Movie”. Before reading this section, show students the
YouTube video of the same name (http://www.youtube.com/watch?v=oSCX78-8-q0)
After watching the video, ask for a student to read aloud the first paragraph of the section. (Loud and proud!)
 (Paragraph 1) How does this section further help the reader understand the concepts of the previous section about
atoms?
 (Paragraph 2—teacher finishes the read aloud) Based on the concepts learned from the previous section, why do
you think the movie took two weeks to make?
 (Super Atom Facts—allow students to volunteer to read aloud the two bullet points) How do the bullet-point facts
help support the readers’ understanding of the size of atoms?
Explain that this first page we’ve read today really serves to explain Einstein’s Atomic Theory. Ask what the meaning is of
the word theory? (Remind them we discussed it earlier in the unit). Tell students that we are going to be rereading the
Spring Forward Unit: Grade 4—On a Beam of Light—Einstein and the Atomic Theory
Overarching Essential Question: Does science shape our world?
first section “The An-ATOM-y of an Atom”. Distribute student copy of the “Matter, Matter Everywhere” article. Students
are going to identify important facts about atoms that Einstein theorized. Model this by rereading the first paragraph and
underline the main idea of that paragraph. Have students assist with identifying the main idea presented in the second
paragraph. (I do, we do). Then have students reread the last 3 paragraphs underlining the main idea(s) presented in
those paragraphs. (…You do process)
Explain that students have used the GIST strategy while reading the paragraphs of the section. Each time they identified
the main ideas they gathered ideas for the summary. The word “gist” means main or essential part of something. A
summary is the gist of a text!
Explain to the students that they can now use these gists to write one-paragraph summarizing Einstein’s Theory of Atoms--known as his Atomic theory.
Distribute Summary frame for students to write their drafts (this will simply be draft writing and not edited to
a final draft). [This can be used as a formative assessment to see if students understood the strategy and
expository writing]
Remind students to use their underlined main ideas in their summaries. Remind them to write in their own
words, not simply copying from the text. Give students 10-15 minutes to write their draft summaries. Teachers should
circulate and monitor the room answering questions and observing students using their underlined text to assist their
writing. Teachers should incorporate the GIST strategy within the writing procedures already in place in their classrooms.
Allow for Author’s Chair at the end of the writing time. Remind students that these are only drafts so they are not
expected to be perfect. Encourage students to comment on whether students wrote in their own words or copied text
exactly from the selection and whether they included the main ideas of sections or simply details. This will further support
their learning the GIST strategy.
Thank students for their participation and hard work today. If there’s time (and if they want to see it again), play “The
World’s Smallest Movie” again or sing the Atoms Family song again if they want to.
(end of day)
Spring Forward Unit: Grade 4—On a Beam of Light—Einstein and the Atomic Theory
Overarching Essential Question: Does science shape our world?
Display next page of the text (slide 47 PPT). Explain that the top illustration is the periodic table of elements that we read
about the day before. Have them look at #99 on the periodic table. It may be too small to see but it’s called Einsteinium.
Refer them back to the first section they read from the day before (flip back one slide). Have a volunteer reread
paragraph 3. Based on this paragraph, can they infer that Einsteinium occurs naturally on Earth or was it created by
scientists? Remind them that Einstein is the most famous scientist in history. Ask the question: Can one person make
a difference? Do students think that one person can make a real difference in the world? Do a quick “thumbs up-thumbs
down” survey of the class. Record the results somewhere to be referred to later. Allow students to discuss their views on
the question. Ask if they know of anyone else they felt was able to make a large impact in the world. Let them share their
ideas.
As you read the “Einsteinium” section, choose from the following text-based questions (TbQs) to have students think
about the section. You may want to use a few of these as “turn and talk” opportunities while reading the book:
 (Paragraph 1)Based on its context, what did the author mean when he said “Albert Einstein was a shoo-in for the
honor”?
 (Paragraph 2) How does the illustration next to paragraph 2 help the reader infer who the letter might be written
to? You may want to take a moment to give the students just a bit of background information about World War 2
and the Holocaust. (This is not part of the 5th grade SS curriculum—their American History covers early American
and colonial American history but many students have a little background knowledge of the Holocaust).
 (Paragraph 3-4) What does the author mean by “Einstein would regret that letter”?
Revisit the EQ: Can one person make a difference? Tell students that they are going to use the
MAAM strategy again to help them write their opinion about this question. This time the strategy will help
them find evidence to support their opinion and make it a strong argument. Once again, they can use
evidence they have read in anything they’ve read in this unit. They can think/look back at the two
biographies they’ve read (have them get out their copy of the second one) as well as the articles we’ve
been reading in “Matter, Matter Everywhere.” Distribute the MAAM organizer #2. Display it on the
PPT/Flipchart.
Spring Forward Unit: Grade 4—On a Beam of Light—Einstein and the Atomic Theory
Overarching Essential Question: Does science shape our world?
Go over the organizer and then show them the place where they will take those ideas and the MAAM sentence starters to
write the draft of their answer. Tell them this is simply a one-paragraph answer. Students should be familiar with the
strategy now and ready to independently apply the strategy and draft. Give students 20-30 minutes to complete the
organizer and rough draft. Teachers again should circulate the room and monitor the drafting process.
Once again, complete the day with Author’s Chair. Students should comment about the strength of support and whether
the writing presented a clear opinion. Again, thank the students for their hard work. Finish with reflection discussion. Ask
students to comment on the MAAM strategy. Do they feel their writing is improving using the strategy?
(end of day)
Compliment the students to begin the day on how much effort they have put into their reading and writing this week.
Remind them that they have explored opinion writing and expository writing over the past week. They have shared their
opinions on two essential questions: What traits contributed to Einstein’s success? and Can one person make a
difference? They have also written an expository text where they explained their understanding of a scientific concept
about Einstein’s Atomic Theory. They have really put the atoms in their brain to work!!
Tell them that today they are going to continue reading in “Matter, Matter Everywhere.” They are going to be learning
about the atoms in solids, liquid, and gases. As they read about these different states (forms) of matter, they are going to
be creating a graphic organizer of all the important information so they can share their learning in a conversation with a
partner and group.
Display the final page of “Matter, Matter Everywhere” on the PPT (slide 51)/Flipchart. Have
students take out their copy of the text as well. Distribute copy of “Matter, Matter Everywhere”
graphic organizer. Explain that as they organize their understanding of this page, they will be
completing this graphic organizer. It will contain the main ideas of the sections on this page. This
will help them summarize and discuss their understanding!
Spring Forward Unit: Grade 4—On a Beam of Light—Einstein and the Atomic Theory
Overarching Essential Question: Does science shape our world?
Explain that you are going to read aloud the first section called “Steadfast Solids” to them and am going to model taking
the ideas from the text and completing the organizer. [Teachers using the PPT, you will want to create an anchor chart of this organizer.
If using the ActivInspire flipchart, you will be writing directly on the graphic organizer and flipping between the pages of the text and the organizer.]
 (Read first paragraph on slide 52—larger isolated view for just “Steadfast Solids”) Based on its context, what is the
meaning of “states” in this sentence “All matter is found in three forms or states.”? What are the three states of
matter as described by the author? Based on the context of the sentence, what does the word “definite” mean?
How does the author describe the characteristics of a solid? Write those characteristics in the bottom box of the
organizer labeled “solid.” How does the author describe the atoms in a solid? Based on the author’s description,
what can you infer about the meaning of “steadfast”? How does the illustration support the reader’s understanding
of the arrangement of atoms in a solid? Add a description of the atoms in a solid to that bottom box as well.
 (Read the second paragraph aloud) What must happen for substances to change states? How is this change
reflected on the graphic organizer? (You may have to guide the students to the understanding that the arrows on
the organizer represent the temperature change). What word does the author use to describe the change from
solid to liquid? Place this word on the bottom left arrow next to the red (temperature UP) arrow.
Explain that you have modeled a careful first reading of this section. Because students have some much scientific
understanding of atoms now, they likely readily understood this article. (Teachers have just modeled the “I do” in the process of
careful reading)
Repeat this same process with the “Flowing Fluids” section of the article with student participation (“we do…) Have student
input in filling out the graphic organizer based on reading of the 3 paragraphs of “Flowing Fluids”. Allow student
volunteers to do the reading of this section. Follow the same steps to have students complete the middle box describing
characteristics of liquids (definite volume, not definite shape—takes the shape of container. Atoms move more freely than
solids) and the two vocabulary arrows (Temp up—boil, evaporate. Temp down—freeze).
Now, challenge the students to complete the last reading independently (or with a partner at teacher discretion). Have
them follow the same procedure and complete the graphic organizer on their own. Give them a hint that they will learn a
Spring Forward Unit: Grade 4—On a Beam of Light—Einstein and the Atomic Theory
Overarching Essential Question: Does science shape our world?
few other words describing change that will be added to another feature on the organizer. Challenge them to see if they
can identify those words and how they should indicate their understanding on the organizer’s features!!
Allow time for students to independently read and complete the organizer. Give 5-10 minutes. Monitor independent
reading and completion of work. (“You do” process).
Tell them now that they are to imagine that they have run into a friend who is younger than they are. They are excited to
tell that friend about what they read about today at school. Students are going to use their graphic organizers to explain
their understanding of how atoms are arranged in solids, liquids, and gases, and how they can change their states.
Display next slide (#55) on PPT/Flipchart. Discuss that students are going to get with a partner and explain their
understanding of solids, liquids, and gases. They can refer to their organizer for assistance. Each one of them needs to
take the role of explainer and the role of younger child with each other. They are going to practice their explanations.
Review the rubric for the discussion.
Invite two student volunteers come up and role-play the conversation. Have students use the rubric to talk about their
impressions of the discussion. Allow students to rate the conversation and give compliments or constructive criticism to
the two volunteers. Then allow students to go with their partners and complete their practice discussions. Teachers
should circulate and monitor participation and behavior.
After about 5-10 minutes for the initial practice. Have students use the rubric to give each other feedback on their
discussion.
Finally, have two partnerships join together and have 1 person from each of the partnerships joined explain their
understanding of the scientific concept again—explaining the ideas to a younger person. Give another 5-10 minutes for
these larger conversations to take place with teacher circulation/monitoring again.
To culminate the day, have groups evaluate their discussion using the rubric. Have them complete an “exit slip” for the
day addressing the question beneath the rubric: What grade would you give your group for their discussion?
Include a least 2 statements to justify your ranking. List one suggestion for improving their discussion. This
Spring Forward Unit: Grade 4—On a Beam of Light—Einstein and the Atomic Theory
Overarching Essential Question: Does science shape our world?
can be completed on an index card to turn in. Make sure students place all names of group members on the “exit slip.”
You may want to allow a few groups to discuss their “exit slips.”
Compliment students on their conversations today. Tell them that the atoms in their brains sure were “vibrating” today!!
(end of day)
Display front/back covers of Odyssey magazine dedicated to Albert Einstein (slide 56). Allow for discussion of the TbQ on
that slide.
Compliment the students on how far they have “sprung forward” towards 5th grade with this unit. Explain
that they have really shown they are going to be awesome, successful 5 th graders. Today is the last day
of this unit, and they are going to be showing all they have learned about reading, writing, and science
over the past 2 weeks. They are going to read one last piece. This piece is different from the others
because it is a historical fiction story. Ask students what they know about historical fiction. Create a
quick Venn diagram anchor chart to reflect their discussion.
Display first page of “Julie at the Fountain” (slide 58) and distribute student copy of the story. Explain that they are going
to be reading this short story independently. They have worked so hard on reading this week and know so much about
Albert Einstein and his science; they will likely have no trouble reading it. (Teachers may decide if students will read
independently or with a partner to differentiate based on student need).
After they have completed their reading, they are going to revisit the EQ they talked about WAY at the beginning of this
unit: Does science shape our world? Display the original anchor chart created at the first discussion of this question.
Tell students they are going to do one LAST writing in this unit. Students are going to write a final answer to this question
based on all the reading they have done in this unit. They can look back at all the things they read and written during the
unit to help them.
Encourage them to get out the other opinion writing they have done in this unit and make sure they have the MAAM
strategy handy because this strategy will help them gather the support for their opinions. Give students ample time to
Spring Forward Unit: Grade 4—On a Beam of Light—Einstein and the Atomic Theory
Overarching Essential Question: Does science shape our world?
begin work on their plan to answer the EQ. Circulate the room to assist students and answer questions. Students will
likely need the remainder of the period to rough draft this answer. Students write on their own paper for this rough draft.
When drawing the writing period to a close, congratulate students on their thinking and writing today. Tell them they will
continue tomorrow.
Begin the second day by having students take out their materials and the rough drafts they began the day
before. Do a quick “status of the class.” Find out which students are still drafting and which have finished.
You may wish students to relocate to different parts of the room. Guide students through the peer-editing
and then self-editing process of their rough drafts. Use whatever process that your students are familiar
with using; remind students this is the same procedure they did earlier during this unit to write their opinion
piece on whether one person can make a difference. Make sure to include the use of the editing
checklists to assist with the process. Call attention to the fact that when citing the different texts they read in their
arguments; students need to punctuate them correctly. Review the punctuation conventions needed using the
PPT/Flipchart. Make sure students self-edit and have a peer edit their paper.
Once students have adequately edited and revised their rough drafts, have them neatly complete the final copy of their
essay. While students are working on editing/revising or final copies of their writing, students will be finishing at various
times. You may offer a variety of texts for students to read to further investigate the topic of Albert Einstein and Atoms.
There are a number of leveled readers that go with the Harcourt science series that cover Matter. Check your library for
titles. There are some attached articles on inventors/inventions to compliment this unit. They may inspire further reading
about science and how science shapes our world.
To culminate this writing, you may choose to have students conduct an author’s chair with their writings to share to the
group. Congratulate students on all their hard work in this unit and in their writing! They really have a head start on 5th
grade and their final grade in elementary school or their first year of middle school depending on where they go to school!!