Lesson 17
Part 1: Introduction
CCSS
RI.3.7: Use information gained from
illustrations (e.g., maps, photographs)
and the words in a text to demonstrate
understanding of the text (e.g., where,
when, why, and how key events occur).
Connecting Words and Pictures
in Informational Text
Theme: Looking at Inventions
Many texts include pictures that can help you better understand the information
in a passage. Maps are drawings of places, and they show where things are located.
Photographs and illustrations show what something looks like.
s
ile
m
Hw
y3
Mt. George
10
At Pleasant Lake you can enjoy
boating, fishing, water skiing,
and swimming. The lake is
located 15 minutes from Mt.
George. Campsites are
available. Call 111-1212 now!
4
Look at the map and read about Pleasant Lake.
ake
nt L
a
s
Plea
N
W
E
S
On the map, draw the direction you must go to get from Mt. George to
Pleasant Lake.
The text gives you some information about Pleasant Lake. The map gives you other
information about it. If you combine the information from the text and the map, you
get a complete picture. The chart below shows this.
What the Text Tells
• what you can do at Pleasant Lake
•how long it takes to get to Pleasant Lake
from Mt. George
• the number to call for campsites
What the Map Shows
•
•
•
•
how far it is to Pleasant Lake
the roads you take to Pleasant Lake
where Pleasant Lake is located
where the campsites are located
Always look at the pictures that come with a passage. Maps, photographs, and
illustrations are meant to help you better understand the topic of a passage.
L17: Connecting Words and Pictures in Informational Text
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171
Part 2: Modeled Instruction
Lesson 17
Read the first part of an advertisement for a new invention from Japan.
Genre: Advertisement
The Invention That Dogs Are Barking About!
Do you know what your dog is saying when it barks? Now you can find out. A company
in Japan has invented a tool that can tell you! The newly invented gadget senses your dog’s
bark, then sends the information to a handheld device. This device shows you if your dog is
happy, sad, excited, or scared. Order this amazing invention today. Your dog will thank you!
(continued)
Explore how to answer this question: “What does the illustration help you understand about the
device?“
Look for key details in the text. Then look closely at the illustration. How does the device work?
Complete the chart below by adding a detail from the illustration that is not described
in the text.
What the Text Tells
• The device was invented in Japan.
• It shows what a dog is feeling.
• It sends information to a handheld device.
What the Illustration Shows
• A picture shows up on the handheld device.
•One part of the device is placed around the
.
Fill in the blanks below to tell what the illustration helps you understand about the device.
The illustration shows that the device fits
on a screen that shows you what the dog is
172
a dog’s neck. A picture appears
when it barks.
L17: Connecting Words and Pictures in Informational Text
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Part 3: Guided Instruction
Lesson 17
Continue reading about the invention from Japan. Use the
Close Reading and the Hint to help you answer the question.
Close Reading
On the map, draw
a circle around Japan.
Then circle the
United States.
(continued from page 172)
Although at first the device was only sold in Japan, it’s now
available in the United States.
Canada
United
States
Japan
China
Pacific
Ocean
Mexico
N
W
E
S
0
5000 Miles
Scale
Hint
Circle the correct answer.
Use the compass to
help you answer the
question. In a compass,
“E” stands for “East; “W”
stands for “West; “N”
stands for “North”; and
“S” stands for “South.”
The text tells you that, at first, the invention was only available
in Japan. According to the map, which direction do you need
to go to travel from the United States to Japan?
AEast
BWest
CNorth
DSouth
Show Your Thinking
Look at the answer that you chose above. Explain why your answer is correct.
With a partner, use the mileage scale on the map to find about how many miles are
between the western coast of the United States and Japan.
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173
Part 4: Guided Practice
Lesson 17
Read the history passage. Use the Study Buddy and Close Reading to guide your reading.
Genre: History
The Amazing Canal 1
by Dell Sutclif
Right up there with the wheel, the road, and the steam
engine, the canal is one of the greatest inventions in the
After I read the
passage, I’ll look at the
map. It will help me
understand why the
author thinks canals
are one of the greatest
inventions.
Close Reading
How is the old route
different from the route
through the Panama
Canal? Circle the
number of miles that
tell the distance for
each route.
world. A canal is a passageway for water. It creates a
shortcut to allow people and goods to travel easily by boat
from one place to another. Some of the first canals for travel
were built in Egypt nearly 4,000 years ago.
2
Completed in 1914, the Panama Canal is one of the most
famous modern canals. It cuts 51 miles across the Isthmus
of Panama and connects the Atlantic and Pacific Oceans.
Before the Canal was built, ships had to go around the tip
of South America. The Canal made the trip much shorter,
faster, and safer.
What information tells
you why canals are
important? Underline
two details in the text
that explain why canals
are important.
San
Francisco
North
United
America
States
New York City
Atlantic
Ocean
5, 200 Miles
Pacific 8,370 Km
Ocean
Panama
Peru
Canal
South
America
13, 000 Miles
20,900 Km
174
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Part 4: Guided Practice
Hints
Lesson 17
Use the Hints on this page to help you answer the questions.
Look back at the map.
What is on each side
of the canal?
1 According to the map and the text of the passage, what does
the Panama Canal connect?
A The Atlantic Ocean and the Pacific Ocean
B North America and South America
C Egypt and the United States
D New York City and the tip of South America
How do canals help
people?
2 Based on the map and the text, what does the map show you
about canals?
A After the Panama Canal was built, most people still wanted
to travel around the tip of South America.
B The Panama Canal created a shorter but no less dangerous
route.
C The Panama Canal helps people and goods get from one
place to another more easily.
D Canals were widely used in ancient times, but are not in
use today.
Which details in the
passage and the map
show that the canal is
a great invention? Put
these details together
to support your answer.
3 The author says that the canal is one of the greatest inventions.
Write a paragraph telling why the canal is one of the greatest
inventions. Use one detail from the passage and one detail from
the map to support your answer.
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175
Part 5: Common Core Practice
Lesson 17
Read the passage. Then answer the questions that follow.
Riiip! Thanks, George!
by Hannah Ford
  1 Riiip! That familiar sound is what we might hear when we undo our shoes or open
our backpacks. It’s Velcro! One side is fuzzy. The other side is prickly. It sort of feels like . . .
a prickly plant? Well, that’s because a prickly plant was the inspiration for Velcro.
  2 George Mestral, the man who invented Velcro, lived
in a country in Europe called Switzerland. One day, he was
hiking in the Jura Mountains near his home. When he came
home, he found lots of sticky burrs on his pants and socks.
What makes these stick? he wondered. He decided to look
at them under a microscope.
  3 Close up, George saw that each little spine on the burr
ended in a hook. When he looked at the fibers of his pants
and socks, he noticed they were little loops. The hooks from
the burrs got caught on the little loops. That got George
thinking. These things have real sticking power. Imagine if
they could stick things together in a useful way!
A burr
  4 After many years of experimenting, George was able to re-create the sticking power
of the little burrs. He made two pieces of fabric: one piece that was covered in prickly hooks,
the other that was covered in soft, fuzzy loops (see Figures A and B). Put them together and
they hung on tight! With a hearty tug, riiip! They came apart!
  5 George was eager to share his invention. A lot of people told him it was silly. George
knew better. He knew that his invention could take the place of many fasteners. Zippers, buttons,
pins, and shoelaces would all become a thing of the past, he claimed. In 1951, he patented his
invention. He named it “Velcro,” a combination of the words velour (“velvet”) and crotchet
(“hook”). He began manufacturing it, sure that it would have thousands of uses. He was right.
176
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Part 5: Common Core Practice
Figure A
Lesson 17
Figure B
  6 Velcro’s first big fan was NASA. Astronauts had lots of bulky equipment to put on and
take off. Velcro proved to be a strong, easy-to-pull-off fastener for spacesuits. It could hold
tools in place so they wouldn’t float away. Skiers also wore bulky suits. They liked how Velcro
fasteners held tight and opened easily. Sneaker makers saw Velcro straps as kid-friendly.
Even toddlers could fasten and unfasten their straps!
  7 From something most people find annoying, George Mestral gave us a wonderful
convenience. The next time you hear that riiip, thank him!
Answer Form
Answer the questions. Mark your answers to
questions 1, 2, and 4 on the Answer Form to the right.
1 A B C D
2 A B C D
4 A B C D
Number
Correct
3
1 Which sentence from the passage best explains how George Mestral got the
idea to invent what is shown in Figure B?
A “Close up, George saw that each little spine on the burr ended in a hook.”
B “When he looked at the fibers of his pants and socks, he noticed they
were little loops.”
C “He named it “Velcro,” a combination of the words velour (velvet)
and crotchet (hook).”
D “Even toddlers could fasten and unfasten their straps!”
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177
Part 5: Common Core Practice
Lesson 17
2 According to the photographs and the text of the passage, how is the
photograph of a burr on page 176 like the photograph in Figure A?
A Both grow on a plant.
B Both are brownish in color.
C Both have tiny hooks on the ends.
D Both are shaped like tiny insects.
3 George Mestral made two different kinds of fabric. Write a paragraph telling
what made those kinds of fabric stick together. Use two details from the
passage and the photographs to support your answer.
4 What is a reason that astronauts first started to use Velcro?
A It held tools in place so they wouldn’t float away.
B It allowed astronauts to wear sneakers.
C It allowed astronauts to walk inside a spaceship.
D It helped astronauts walk safely on the moon.
Self Check Go back and see what you can check off on the Self Check on page 169.
178
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Lesson 17
(Student Book pages 171–178)
Connecting Words and Pictures in Informational Text
Theme: Looking at Inventions
LESSON OBJECTIVES
TAP STUDENTS’ PRIOR KNOWLEDGE
•Use visual features along with the words in a text
to understand the main ideas of the text.
•Tell students they will be working on a lesson about
how words and pictures work together in a text.
•Read and interpret maps and photographs associated
with a text.
•First, hold up a textbook that includes a variety of
visual features, such as photographs, charts, graphs,
and maps, etc. Walk through each visual with
students. Ask students: “What does the picture/
chart/graph/map tell you?”
•Show understanding of a text by correctly combining
information in visual features with information in
the text.
THE LEARNING PROGRESSION
•Grade 2: CCSS RI.2.7 emphasizes making connections
between diagrams and the texts in which they appear.
•Grade 3: CCSS RI.3.7 builds on the Grade 2
standard by emphasizing making connections
between maps and photographs and the texts in
which they appear. Students are asked to identify
information from visual media and show how the
information helps them answer key questions
about a text.
•Grade 4: CCSS RI.4.7 continues to expand the scope
of the standard by emphasizing making connections
between graphic organizers, animations, and webbased interactive elements and the texts in which
they appear.
PREREQUISITE SKILLS
•Point out how the visual features are placed alongside
a paragraph or section of text. Read aloud the
paragraph or section of text. Then, using the same
examples, ask students: “How does the picture/chart/
graph/map help you understand what is written?”
•Remind students that sometimes, “a picture is worth
a thousand words.” Pictures, charts, graphs, and maps
can help the reader see what is being explained, and
they can help make difficult information easier to
understand.
Teacher Toolbox
Prerequisite
Skills
Ready Lessons
Teacher-Toolbox.com
RI.3.7
✓
Tools for Instruction
Interactive Tutorials
•Understand how words and pictures work together
to present information.
•Identify the information illustrated in visual
features, such as diagrams.
CCSS Focus
RI.3.7 U
se information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding
of the text (e.g., where, when, why, and how key events occur).
ADDITIONAL STANDARDS: RI.3.2; RI.3.4; RI.3.6; RI.3.8; W.3.2; W.3.7; W.3.10; SL.3.1; SL.3.1.c; SL.3.4; L.3.1.a; L.3.1.h; L.3.4.a
(See page A39 for full text.)
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157
Part 1: Introduction
Lesson 17
At a Glance
•Before students study the map and text on their
own, give instruction on basic map reading. On the
Pleasant Lake map, point out the compass rose and
explain that it is used to show direction. The
symbols of tents and campers show where these
things are located. Towns are often labeled and
marked with a dot. The letters “Hwy” stand for
“Highway.” Explain that these are just a few of
the features students can expect to find on a map.
•Encourage students to study the map and read
the text that goes with it.
•Ask students to draw the route from Mt. George to
Pleasant Lake. Discuss with students what they learn
about Pleasant Lake from the text and what they lean
from the map.
•Invite a volunteer to read the first column of the
chart. Invite another volunteer to read the second
column. Discuss with students the importance of
using information from both the text and the map
to better understand a topic.
ccSS
RI.3.7: Use information gained from
illustrations (e.g., maps, photographs)
and the words in a text to demonstrate
understanding of the text (e.g., where,
when, why, and how key events occur).
Theme: Looking at Inventions
Many texts include pictures that can help you better understand the information
in a passage. maps are drawings of places, and they show where things are located.
Photographs and illustrations show what something looks like.
Mt. George
s
Hw
y
At Pleasant Lake you can enjoy
boating, fishing, water skiing,
and swimming. The lake is
located 15 minutes from Mt.
George. Campsites are
available. Call 111-1212 now!
34
Look at the map and read about Pleasant Lake.
ile
•Read aloud the definitions of maps, photographs
and illustrations.
Part 1: Introduction
connecting words and Pictures
in Informational Text
m
Step By Step
Lesson 17
10
Through a map and text, students are introduced to
using information from illustrations and words in a text
to learn about a topic. They will learn that this is a
strategy they can use when reading informational text.
ke
t La
san
Plea
N
W
E
S
On the map, draw the direction you must go to get from mt. george to
Pleasant Lake.
The text gives you some information about Pleasant Lake. The map gives you other
information about it. If you combine the information from the text and the map, you
get a complete picture. The chart below shows this.
what the Text Tells
• what you can do at Pleasant Lake
• how long it takes to get to Pleasant Lake
from Mt. George
• the number to call for campsites
what the map Shows
•
•
•
•
how far it is to Pleasant Lake
the roads you take to Pleasant Lake
where Pleasant Lake is located
where the campsites are located
Always look at the pictures that come with a passage. Maps, photographs, and
illustrations are meant to help you better understand the topic of a passage.
L17: Connecting Words and Pictures in Informational Text
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171
•Ask students to share a time when they used text
and a map to understand a topic.
Genre Focus
Informational Text: Advertisement
Tell students that in this lesson they will read a type
of informational text called advertisements. Explain
that the purpose of advertisements is to persuade
readers to buy or do something. Ads may attempt to
change readers’ beliefs, attitudes, or behavior. They
may also attempt to attract interest to something or
increase sales of a product. Advertisements appear
on radio, TV, Internet, or in newspapers, magazines,
signs, mailings, and brochures.
Based on this definition, ask students to name examples
of advertisements they have seen. Where did they see
the advertisement? What product was being sold?
158
Explain that “The Invention That Dogs Are Barking
About!” is an advertisement. It attempts to persuade
the reader to buy a new invention that tells what a dog
is feeling when it barks.
Tell students that “The Amazing Canal” is also
informational text, but it is an article. Explain that
an article gives information about a topic. Explain
that this article gives information about canals.
“Riiip! Thanks, George!” is also informational text.
It is an article that gives information about the man
who invented Velcro.
L17: Connecting Words and Pictures in Informational Text
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Lesson 17
Part 2: Modeled Instruction
At a Glance
Students read an advertisement and look at an illustration
about a new invention in Japan. Students use details in
the text and illustration to answer a question.
Step By Step
•Remind students they just used a map and text to
find out more information about a topic.
Part 2: modeled Instruction
Lesson 17
Read the first part of an advertisement for a new invention from japan.
Genre: Advertisement
The Invention That Dogs Are Barking About!
Do you know what your dog is saying when it barks? Now you can find out. A company
in Japan has invented a tool that can tell you! The newly invented gadget senses your dog’s
bark, then sends the information to a handheld device. This device shows you if your dog is
happy, sad, excited, or scared. Order this amazing invention today. Your dog will thank you!
•Tell students that in this lesson they will learn how
to use an illustration and text to find out about a new
invention from Japan.
•Read aloud the advertisement “The Invention That
Dogs Are Barking About!” and discuss the information
in the illustration that accompanies the ad.
•Then, read aloud the question, “What does the
illustration help you understand about the device?”
•Now tell students you will perform a Think Aloud
to demonstrate a way of answering the question.
Think Aloud: The text tells me about a new invention
and the illustration shows me what it looks like. I can
use the text and the illustration to understand what the
invention does.
•Direct students to look at the chart. Remind them that
a chart like this one organizes details to show how an
illustration and text work together in a passage.
Think Aloud: The first column of the chart lists details
from the ad. These details from the text help me
understand the invention.
•Ask volunteers to read the details aloud from the first
column of the chart.
Think Aloud: The second column of the chart lists
what the illustration shows. One thing the illustration
shows is that the invention has a handheld device
where a picture appears.
•Instruct students to list another detail about the
device that the illustration shows.
•Finally have students fill in the blanks of the
sentence under the chart. Invite volunteers to read
the sentence aloud that explains how the illustration
helps them understand the advertisement.
L17: Connecting Words and Pictures in Informational Text
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(continued)
explore how to answer this question: “What does the illustration help you understand about the
device?“
Look for key details in the text. Then look closely at the illustration. How does the device work?
complete the chart below by adding a detail from the illustration that is not described
in the text.
what the Text Tells
• The device was invented in Japan.
• It shows what a dog is feeling.
• It sends information to a handheld device.
what the Illustration Shows
• A picture shows up on the handheld device.
• One part of the device is placed around the
dog’s neck
.
Fill in the blanks below to tell what the illustration helps you understand about the device.
The illustration shows that the device fits
on a screen that shows you what the dog is
172
around
feeling
a dog’s neck. A picture appears
when it barks.
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Tier Two Vocabulary: Device
•Display an object, such as a stapler or a pencil
sharpener. Explain that the object is a device.
•Tell students that a device is “a tool or machine
made for a specific purpose, that performs one
or more simple tasks.” Work with students to
identify other devices they see in the classroom.
•Direct students to the word device in the last
sentence of the paragraph. Ask them why the
writer uses this word. (because the invention is a
machine made for the specific purpose of translating
the barks of dogs into feeling pictures)
•Ask students what other words could be used
in place of device. (invention, gadget, machine)
(RI.3.4; L.3.4.a)
159
Lesson 17
Part 3: Guided Instruction
At a Glance
Students continue reading about the device from Japan.
They answer a question and analyze how the text and
the map helped them choose their answer.
Step By Step
•Tell students they will read more about the device
from Japan.
Part 3: guided Instruction
continue reading about the invention from japan. use the
close Reading and the hint to help you answer the question.
close Reading
(continued from page 172)
On the map, draw
a circle around Japan.
Then circle the
United States.
Although at first the device was only sold in Japan, it’s now
available in the United States.
Canada
•Discuss why finding Japan and United States on the
map is helpful. If necessary, ask: “Where was the
invention available first?”
•Have students circle the answer to the question,
using the Hint to help. Then have them respond
to the prompt in Show Your Thinking.
•To prepare students to do the Pair/Share activity,
give instruction on how to use a map scale and go
through the Tier Two Vocabulary activities for the
word mileage. Have each student place the edge of a
piece of paper along the scale and mark the two ends
and the middle (shown as a tic on the scale) with a
pencil. Ask them how many miles this represents.
(5,000) Then show them how to place the paper on
the map to estimate the mileage between two places,
such as Canada and China. (roughly 6,000 miles)
answer Analysis
Choice B is correct. If a line is drawn from the United
States to Japan, it goes west.
Choice A is incorrect. If someone went from Japan to the
United States, the direction would be east.
Choices C and D are incorrect. The compass rose will
help show the correct direction.
ERROR ALERT: Students who did not choose B
might not have looked at the compass rose. Have
students draw an arrow from the United States to
Japan and look at the compass rose to see in which
direction it points.
160
United
States
Japan
China
Pacific
Ocean
•Point out the two features to the left of the passage.
Remind students that good readers pay close attention
to the text and any illustrations as they read.
•Have students draw a circle around Japan and the
United States, as directed by Close Reading.
Lesson 17
Mexico
N
W
E
S
0
5000 Miles
Scale
hint
circle the correct answer.
Use the compass to
help you answer the
question. In a compass,
“E” stands for “East; “W”
stands for “West; “N”
stands for “North”; and
“S” stands for “South.”
The text tells you that, at first, the invention was only available
in Japan. According to the map, which direction do you need
to go to travel from the United States to Japan?
A East
b
West
c
North
D South
Show your Thinking
Look at the answer that you chose above. Explain why your answer is correct.
Responses will vary.
With a partner, use the mileage scale on the map to find about how many miles are
between the western coast of the United States and Japan.
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173
Tier Two Vocabulary: Mileage
•Write mileage on the board. Ask students what the
suffix -age means. (amount, rate) Ask them what
the base word mile means. (a unit of length equal
to 5,280 feet)
•Have students find the word mileage in the Pair/
Share prompt. Work with them to determine that
it means “the distance, measured in miles,
between two places.”
•Prompt students to think of reasons they might
use the word mileage. Model a sentence, such as
“I want to find the mileage between the South
Pole and the North Pole.” (It’s 12,416 miles.) Have
students write one or two sentences in which they
use the word mileage. (RI.3.4; L.3.4.a)
L17: Connecting Words and Pictures in Informational Text
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Lesson 17
Part 4: Guided Practice
At a Glance
Students read a history passage about the Panama
Canal twice. After the first reading, ask three questions
to check your students’ comprehension of the passage.
Part 4: guided Practice
Lesson 17
Read the history passage. use the Study buddy and close Reading to guide your reading.
Genre: History
The Amazing Canal
Step By Step
•Have students read the passage silently without
referring to the Study Buddy or Close Reading text.
•Ask the following questions to ensure student
comprehension of the text:
What is the purpose of a canal? (It creates a shortcut.)
What two bodies of water does the Panama Canal
connect? (the Atlantic and Pacific Oceans)
Where did ships have to go before the Panama Canal
was built? (around the tip of South America)
•Ask students to review the map and look at the Study
Buddy think aloud. What does the Study Buddy help
them think about?
1
by Dell Sutclif
Right up there with the wheel, the road, and the steam
engine, the canal is one of the greatest inventions in the
After I read the
passage, I’ll look at the
map. It will help me
understand why the
author thinks canals
are one of the greatest
inventions.
close Reading
How is the old route
different from the route
through the Panama
Canal? circle the
number of miles that
tell the distance for
each route.
world. A canal is a passageway for water. It creates a
shortcut to allow people and goods to travel easily by boat
from one place to another. Some of the first canals for travel
were built in Egypt nearly 4,000 years ago.
2
Completed in 1914, the Panama Canal is one of the most
famous modern canals. It cuts 51 miles across the Isthmus
of Panama and connects the Atlantic and Pacific Oceans.
Before the Canal was built, ships had to go around the tip
of South America. The Canal made the trip much shorter,
faster, and safer.
What information tells
you why canals are
important? underline
two details in the text
that explain why canals
are important.
San
Francisco
North
United
America
States
New York City
Atlantic
Ocean
Pacific
Ocean
5, 200 Miles
8,370 Km
Panama
Peru
Canal
South
America
13, 000 Miles
20,900 Km
Tip: The Study Buddy tells students that it will look
at the map again to see why the author thinks the
canal is one of the greatest inventions. Using the
visual information that appears with a text will
help students learn the importance of gathering
information about a topic from different sources.
•Have students reread the passage. Tell them to follow
the directions in the Close Reading.
Tip: Students should recognize that details in
the map and the text help them understand the
importance of canals. Being able to use information
from both illustrations and text helps them more
fully understand the topic.
• Finally, have students answer the questions on
page 175. When students have finished, use the
Answer Analysis to discuss correct and incorrect
responses.
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ELL Support:
Comparatives and Superlatives
•Explain to students that comparatives are words
that compare two things, and superlatives are
words that compare two or more things.
•Write the words bigger and biggest on the board.
Have students practice pronouncing bigger and
biggest so they can correctly hear the difference
between the words. Then ask students to choose
three objects in the classroom. Work together to
make a complete sentence that uses the words
bigger and biggest to compare the three objects.
(The book is bigger than the pencil, but the desk is
the biggest of them all.) Guide students to see that
three things are being compared: a book, a pencil,
and a desk. Clarify that what is being compared
is the size of the objects.
•Point out the superlative greatest and the comparatives
shorter, faster, and safer on student book page 174.
(L.3.1.g)
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Lesson 17
Part 4: Guided Practice
step by step
Part 4: guided Practice
•Have students read questions 1–3, using the Hints to
help them answer those questions.
use the hints on this page to help you answer the questions.
hints
Look back at the map.
What is on each side
of the canal?
Tip: If students struggle with question 3, remind
them that the question asks them to draw from both
the text and the map to find the correct answer. Ask,
“Which answer tells about an idea in the text that is
confirmed by looking at the map?”
Lesson 17
1 According to the map and the text of the passage, what does
the Panama Canal connect?
A The Atlantic Ocean and the Pacific Ocean
b
North America and South America
c
Egypt and the United States
D New York City and the tip of South America
How do canals help
people?
2 Based on the map and the text, what does the map show you
about canals?
A After the Panama Canal was built, most people still wanted
to travel around the tip of South America.
•Discuss with students the Answer Analysis below.
Answer Analysis
1 Choice A is correct. The map shows that the canal
connects these two oceans. Choice B is incorrect
because the canal doesn’t connect these two
continents. Choices C and D are incorrect because
the canal doesn’t connect these places.
b
The Panama Canal created a shorter but no less dangerous
route.
c
The Panama Canal helps people and goods get from one
place to another more easily.
D Canals were widely used in ancient times, but are not in
use today.
Which details in the
passage and the map
show that the canal is
a great invention? Put
these details together
to support your answer.
3 The author says that the canal is one of the greatest inventions.
Write a paragraph telling why the canal is one of the greatest
inventions. Use one detail from the passage and one detail from
the map to support your answer.
See sample response.
2 Choice C is correct. Choices A, B, and D are all
incorrect because the map does not show the
information offered in these choices. Also the
incorrect choices contain erroneous information.
3 Sample response: The canal is one of the greatest
inventions because it makes travel quicker, shorter,
and safer. In the example of the Panama Canal,
the distance and time saved is considerable.
Use a graphic organizer to verify the correct answer to
question 3. Draw the graphic organizer below, leaving
the boxes blank. Work with students to fill in the
boxes, using information from the passage. Sample
responses are provided.
• “It creates a shortcut to
allow people and goods
to travel easily by boat”
from the Atlantic Ocean
to the Pacific Ocean.
• “Before the Canal was
built, ships had to go
around the tip of
South America.”
• “The Canal made the trip
much shorter, faster,
and safer.”
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Integrating Standards
Reteaching
Text from the Passage
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Details from the Map
• the location of the
Atlantic Ocean
• the location of the
Pacific Ocean
• the location of the
Panama Canal
• South America
• United States
Use these questions to further students’ understanding
of “The Amazing Canal.”
1 The author’s point of view is that “the canal is
one of the greatest inventions in the world.”
Do you agree or disagree with his point of view?
Use examples to support your response. (RI.3.6)
The author’s point of view is how he feels about the
canal. The author feels that the canal is one of the
greatest inventions in the world. Students might
have the same point of view or a different point of
view about the canal. Either response is acceptable
as long as it is supported with specific examples.
2 What is the meaning of isthmus as it is used in
the text? (RI.3.4)
The text states that the Panama Canal cuts 51 miles
across the Isthmus of Panama. An isthmus is a
narrow strip of land connecting two larger land
masses and is bordered on its long sides by water.
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Lesson 17
Part 5: Common Core Practice
Part 5: common core Practice
Part 5: common core Practice
Lesson 17
Lesson 17
Read the passage. Then answer the questions that follow.
Riiip! Thanks, George!
by Hannah Ford
1
Riiip! That familiar sound is what we might hear when we undo our shoes or open
our backpacks. It’s Velcro! One side is fuzzy. The other side is prickly. It sort of feels like . . .
a prickly plant? Well, that’s because a prickly plant was the inspiration for Velcro.
2
George Mestral, the man who invented Velcro, lived
in a country in Europe called Switzerland. One day, he was
hiking in the Jura Mountains near his home. When he came
home, he found lots of sticky burrs on his pants and socks.
What makes these stick? he wondered. He decided to look
at them under a microscope.
3
Close up, George saw that each little spine on the burr
ended in a hook. When he looked at the fibers of his pants
and socks, he noticed they were little loops. The hooks from
the burrs got caught on the little loops. That got George
thinking. These things have real sticking power. Imagine if
they could stick things together in a useful way!
Figure A
Figure B
6
Velcro’s first big fan was NASA. Astronauts had lots of bulky equipment to put on and
take off. Velcro proved to be a strong, easy-to-pull-off fastener for spacesuits. It could hold
tools in place so they wouldn’t float away. Skiers also wore bulky suits. They liked how Velcro
fasteners held tight and opened easily. Sneaker makers saw Velcro straps as kid-friendly.
Even toddlers could fasten and unfasten their straps!
7
From something most people find annoying, George Mestral gave us a wonderful
convenience. The next time you hear that riiip, thank him!
A burr
4
After many years of experimenting, George was able to re-create the sticking power
of the little burrs. He made two pieces of fabric: one piece that was covered in prickly hooks,
the other that was covered in soft, fuzzy loops (see Figures A and B). Put them together and
they hung on tight! With a hearty tug, riiip! They came apart!
5
George was eager to share his invention. A lot of people told him it was silly. George
knew better. He knew that his invention could take the place of many fasteners. Zippers, buttons,
pins, and shoelaces would all become a thing of the past, he claimed. In 1951, he patented his
invention. He named it “Velcro,” a combination of the words velour (“velvet”) and crotchet
(“hook”). He began manufacturing it, sure that it would have thousands of uses. He was right.
Answer Form
Answer the questions. Mark your answers to
questions 1, 2, and 4 on the Answer Form to the right.
1
1 A B C D
2 A B C D
4 A B C D
Number
correct
3
Which sentence from the passage best explains how George Mestral got the
idea to invent what is shown in Figure B?
A “Close up, George saw that each little spine on the burr ended in a hook.”
B
“When he looked at the fibers of his pants and socks, he noticed they
were little loops.”
C “He named it “Velcro,” a combination of the words velour (velvet)
and crotchet (hook).”
D “Even toddlers could fasten and unfasten their straps!”
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At a Glance
Answer Analysis
Students independently read a passage and answer
questions in a format that provides test practice.
1 Choice B is correct. When George saw that the
fibers of his clothes had little loops, he realized why
the burrs stuck to them. This gave him the idea to
create a similar fabric that would stick to another
fabric with hooks. Choice A is incorrect because he
didn’t make the connection until he saw his pants
and socks had loops on them. Choices C and D
are incorrect because they don’t explain how he
got the idea to invent Velcro. (DOK 2)
Step By Step
•Tell students to use what they have learned about
using information from illustrations, photographs,
maps, and text to understand a topic as they read
the passage on pages 176 and 177.
•Remind students to underline or circle important
details.
•Tell students to answer the questions on pages 177
and 178. For questions 1, 2, and 4, they should fill
in the correct circle on the Answer Form.
•When students have finished, use Answer Analysis
to discuss correct responses and the reasons for
them. Have students fill in the Number Correct
on the Answer Form.
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Theme Connection
•How do all of the passages in this lesson relate
to the theme of looking at inventions?
•Which invention do you find the most interesting,
and why?
163
Lesson 17
Part 5: Common Core Practice
2 Choice C is correct. The text explains that “George
saw that each little spine on the burr ended in a
hook.” The photograph of the burr shows that it has
many spikes with tiny hooks. The photograph in
Figure A shows a special fabric with tiny hooks on
the ends of fibers. Paragraph 4 explains that George
recreated the stickiness of the burrs by making two
pieces of fabric, one of which was “covered in prickly
hooks.” Choice A is incorrect because only the burr
grows on a plant. Choice B is incorrect because only
the burr is brown. Choice D is incorrect because
neither is shaped like tiny insects. (DOK 2)
Part 5: common core Practice
2
Lesson 17
According to the photographs and the text of the passage, how is the
photograph of a burr on page 176 like the photograph in Figure A?
A Both grow on a plant.
B
Both are brownish in color.
C Both have tiny hooks on the ends.
D Both are shaped like tiny insects.
3
George Mestral made two different kinds of fabric. Write a paragraph telling
what made those kinds of fabric stick together. Use two details from the
passage and the photographs to support your answer.
See sample response.
3 Sample response: One kind of fabric is like the
loops that George saw on his socks and pants. The
other kind of fabric is like the hooks on the burrs of
the plant. They stick together because the hooks
catch onto the loops. (DOK 3)
4 Choice A is correct. Paragraph 6 explains that
Velcro was used by NASA astronauts to keep tools
from floating away in space. Choices B, C, and D
are incorrect because the details in the text do not
support these statements. (DOK 2)
4
What is a reason that astronauts first started to use Velcro?
A It held tools in place so they wouldn’t float away.
B
It allowed astronauts to wear sneakers.
C It allowed astronauts to walk inside a spaceship.
D It helped astronauts walk safely on the moon.
Self check Go back and see what you can check off on the Self Check on page 169.
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Integrating Standards
Use these questions and tasks as opportunities to
interact with “Riiip! Thanks, George!”
3 Use information from the passage and write a
paragraph that explains how Velcro works. (W.3.2)
1 What is the main idea of paragraph 6? List one
detail from the paragraph that supports the main
idea. (RI.3.2)
The main idea is that Velcro has many fans. One
detail that supports that idea is that NASA used
Velcro on astronauts’ spacesuits because it was a
strong, easy-to-pull off fastener.
2 Paragraph 3 describes what happened when
George looked at the burrs, pants, and socks
under a microscope. Which paragraph tells why
he decided to look at them? Explain what caused
him to look. (RI.3.8)
Paragraph 2 explains what caused George to look
at the burrs, pants, and socks under a microscope.
He looked at them because he was hiking and when
he came home he found sticky burrs on his pants and
socks. He wondered what made them stick. To find
out, he decided to use a microscope.
164
Responses will vary, but should explain how Velcro
works. There are two pieces of fabric. One piece is covered
in prickly hooks. The other piece is covered in soft, fuzzy
loops. When the two pieces are put together, they hook
together and stay together until they are ripped apart.
4 Discuss in small groups: The author says that
“George Mestral gave us a wonderful convenience.”
Do you think Velcro is a wonderful convenience?
Why or why not? (SL.3.1)
Responses will vary. Students should agree or disagree
with the statement that Velcro is a wonderful
convenience. Students should give examples that
support their opinion.
5 What is the meaning of hearty as it is used in the
passage? (L.3.4.a)
Hearty is used to describe the kind of tug it takes to
get pieces of Velcro apart. Hearty can mean “warmhearted, enthusiastic, nourishing, or strong.” In this
passage, hearty means “strong.”
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Lesson 17
Additional Activities
Writing Activities
Write an Advertisement (W.3.1; W.3.2)
•Review the advertisement “The Invention That Dogs Are Barking About!”
•Instruct students to use the advertisement as a model to write their own advertisement for a new invention.
•Write the following required elements for students’ reference: description of the invention and why people
should buy it, explanation of what the invention does, and an illustration that helps the reader understand
something about the invention.
•Provide time for students to share their advertisements with the class.
Subordinating Conjunctions (L.3.1.h)
•Explain that a subordinating conjunction comes at the beginning of a dependent clause. It connects the
dependent clause to the rest of the sentence. The clause depends on the rest of the sentence for its meaning.
•Point out examples of subordinating conjunctions such as after, although, because, before, even though, that,
and whenever.
•Direct students’ attention to the sentence on page 173: “Although at first the device was only sold in Japan,
it’s now available in the United States.” Point out the subordinating conjunction although.
•Have students write a sentence that contains a subordinating conjunction.
Listening Activity (SL.3.1.c; SL.3.4)
Media Activity (W.3.7; SL.3.4)
Listen Closely/Recount an Experience
Be Creative/Create a Map
•Remind students of George Mestral’s story of
creating Velcro.
•Ask students to recount an experience of a time
they saw something in nature and decided to
investigate it further.
•Discuss with students the different parts of the
world mentioned in the passages and
advertisement in the lesson (Japan, United States,
Panama Canal, Egypt, South America, Atlantic
Ocean, Pacific Ocean, and Switzerland).
•Each student must listen carefully and ask the
speaker a question about his or her experience.
•Ask students to label a world map to show the
location of each place.
discussion Activity (SL.3.1)
Talk in a Group/Discuss an Invention
•Direct students to research and find one
interesting fact about each place on the map. Ask
students to include a caption for each place that
states the interesting fact they found.
•Review the advertisement “The Invention That Dogs
Are Barking About!”
Research/Present Activity (W.3.7)
•Arrange students in small groups. Ask each student
to share something they would like to invent.
•Provide time for each group to share their
invention ideas.
Research and Present/Give a Presentation
•Review with students what they learned about the
Panama Canal, and instruct them to research
other canals using print or digital sources.
•Direct students to take notes about the information
they find and write a summary of the information.
• Provide time for students to present their
summaries to the class.
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