Level R/40
Astronomers
Science Teacher’s Guide
Skills & Strategies
Anchor Comprehension
Strategies
• Evaluate author's purpose
Comprehension
• Activate prior knowledge
• Identify main idea and supporting details
• Make Judgements
• Use graphic features to interpret
information
• Use text features to locate information
Word Study/Vocabulary
• Use context clues to determine word meaning
Science Big Idea
• Earth is part of a greater universe that
contains many other objects.
B
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
overview
Related
Resources
Comprehension Strategy Posters
(for Assessed Skills/Strategies)
•Identifying Main Idea and
Supporting Details
•Making Judgments
Thematic Poetry Connections
(in Reading & Writing Poetic Forms)
•“The Planets” (Myra Cohn
Livingston)
Comprehension Strategy
Assessment Handbook (Grade 4)
• Ongoing Assessments #25 and #26
Notable Trade Books
for Read Aloud
•Leedy, Loreen. Postcards from Pluto.
Holiday House, 1993.
•Hehner, Barbara. First on the Moon:
What It Was Like When Man Landed
on the Moon. Hyperion Books, 2000.
Web Site for Content Information
•Understanding the Universe
http://www.discoveryschool.com/
schooladventures/universe
Tour the Milky Way, research
famous stargazers, and get a closer
look at objects in space through
the “Telescope as Time Machine.”
theme
connections
Solar System
Astronomy
Astronomers
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skills and strategies
This lesson teaches and/or reinforces the following skills and strategies:
• Identify Main Idea and Supporting Details (pp. 3–9)
Make Judgments (pp. 4–5, 7)
• Use Context Clues to Determine Word Meaning (p. 4)
• Activate Prior Knowledge (p. 5)
• Use Text Features to Locate Information (pp. 5–6)
• Evaluate Author’s Purpose and Point of View (p. 6)
• Use Graphic Features to Interpret Information (p. 6)
This skill/strategy is the focus of the Ongoing Assessments for
this title.
National contenT standards
Science
Science as Inquiry: b
Earth and Space: b, c
Science and Technology: b
Physical Science: b
History and the Nature of Science: a
table of contents
Before Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Chapters 1 & 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Chapters 4 & 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
After Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Writing Workshop and Writing Model . . . . . . . . . . . . . . . . 8, 9
Reproducible Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . 10
Content-Area Extension Activities (BLMs) . . . . . . . . . . . . . . . . 11
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Before
Reading
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Introduce the Book
Book
Summary
Is Earth the center of the
universe, or is the Sun? Author
Roberta Silman recounts this
great debate as she explores
the beliefs and the history of
ancient astronomers. By the
end of the book, readers will
see that, thanks to the
important contributions of
several astronomers, we can
conclude that the planets do
revolve around the Sun.
Draw students’ attention to the front cover of the book. Read the title
together. Turn to the back of the book and read the blurb and author
information. Examine the table of contents and read the introduction
together. Page through the book looking at the photographs and captions. While previewing, pose the following questions to encourage
students to think about the text before reading.
Based on your preview, what do you predict this book is about? What
do you think the author will talk about?
Do you think this is fiction or nonfiction? Why?
What kinds of features would you expect to find in a nonfiction book?
Do you see any of those features here?
What do you already know about astronomy? What do you think you
will find out?
What kind of special vocabulary words do you think you’ll encounter in
this book?
•
•
•
•
•
Set a Purpose for Reading
This text provides an excellent opportunity to focus on the strategy of
identifying the main idea and supporting details of a passage. Explain
that the author is going to describe the various beliefs that astronomers
held in the past. The author also highlights some people who made
important contributions to astronomy.
Identifying Main Idea and Supporting Details
Chapter
Main Idea
Supporting Details
Early
Astronomers
Point out that this text is structured in a sequential way. Explain that the
author organized the book so that the history of astronomy would be
told chronologically. For example, in the first chapter the author
discusses the beliefs of ancient astronomers. Next, she discusses the
contributions of Nicolaus Copernicus, and then the contributions of
Galileo and Kepler, who lived after Copernicus. Finally, the last chapter
speaks of other astronomers’ contributions and the beliefs that are held
today in astronomy.
Nicolaus
Copernicus
Galileo Galilei
Johannes Kepler
Astronomers:
Past and Present
© 2011 Benchmark Education Company, LLC
Introduce the
Graphic Organizer
Provide each student with a copy of the Identifying Main Idea and
Supporting Details graphic organizer. Explain that as students read, they
will be looking for main ideas and supporting details to fill in this chart.
You might suggest that students place sticky notes in the margins of
pages where they note main ideas and supporting details. Point out that
identifying the main idea and supporting details in a passage can help
readers process information effectively.
Astronomers
$
3
TEACHING TIPS
CHAPTERS
Meaningful Activities for
1&2
Rapid Readers
• Make a time line of Nicolaus
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R
Copernicus’s life.
pages 2–11
Use the following prompt to set a purpose for reading: Read to find out
what beliefs ancient astronomers held. As you read, try to determine
the author’s key points, or the main ideas, along with the details that
support them.
Ask students to read the chapters independently. Invite them to use
sticky notes to flag sections that identify the main idea and the supporting details. Also ask them to note any unfamiliar words they
encounter. When the group has finished, use the activities below to
focus on skills, strategies, and text and graphic features of the book.
Focus on comprehension
Discuss the Main Idea and Supporting Details
Invite students to locate the main ideas and supporting details on pages
2–11. If students have difficulty, use a think aloud to model how a good
reader locates the main idea and supporting details.
The first sentence on page 5 tells me that an astronomer named Ptolemy
made a model of the universe. I think this is a key point or the main idea
that the author wants to make in this passage. If so, the author will probably tell me more about his model. She goes on to say, “he put Earth at
the center and everything else…moving around Earth in perfect circles.”
So, yes, she did support her main idea with more detailed information.
Begin the Graphic Organizer: Identifying Main Idea and
Make Judgments
Ask students to look at the sidebar on page 10. Point out that by
relating how people in the past were judged on the basis of their religious beliefs, the author gives readers an opportunity to judge actions
of the past by the standards of today. Ask: Should people be punished
because their beliefs differ from those of others?
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4
Astronomers
• Look for context clues to help
you define unfamiliar words.
• To better understand a passage
locate the main idea and then
locate the details to support the
ideas. Highlight or take notes if
needed.
Use Context Clues
Point out the word constellations
(page 4). The author defines this word
in context using a synonym (patterns).
Challenge students to locate this definition in context. Create a visual word
web like the one below, and invite the
group to think about other strategies
to help them define this word.
synonym
patterns
constellations
definition
pattern of stars

Ask students to reread or skim and scan the text to locate information
for the graphic organizer. Draw students’ attention to the structure of
paragraphs. The main ideas are stated first and the supportive details
follow. Ask: How does recognizing this structure help you find the information that you are looking for?
Prompts to Help Readers
Monitor Comprehension

Supporting Details
Copernicus. What kind of man
was he? Did he make a wise
decision to share his discovery
with friends? Write down your
thoughts.

Read the Text
• Make judgments about
sentence
The Big Dipper is
a constellation.
Then invite students to apply this and
other strategies to unfamiliar words
they flagged. These might include:
model, p. 5
universe, p. 5
revolved, p. 7
heretics, p. 10
© 2011 Benchmark Education Company, LLC
TEACHING TIPS
CHAPTER
Meaningful Activities for
3
Rapid Readers
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• Compare and contrast Copernicus
Read the Text
pages 12–21
Use the following prompt to set a purpose for reading: As you read,
think about how you use prior knowledge to help you understand new
concepts.
Ask students to read the chapter independently. Invite them to use
sticky notes to flag examples of where they used prior knowledge to
help them understand a concept. Also ask them to flag any unfamiliar
words they encounter. When the group has finished, use the activities
below to focus on skills, strategies, and text and graphic features of the
book.
Focus on comprehension
and Galileo. How were they alike?
How were they different? Write
down your response.
Prompts to Help Readers
Monitor Comprehension
• As you read, make connections to
your prior personal experiences
and what you already know about
the concepts in the text.
• As you read, ask yourself, “What
did I learn about the topics that
was different from what I already
knew?”
Make Judgments
Invite students to share personal connections they made to the text.
Ask: What did you already know about the beliefs of the early astronomers? What new information did you learn? Concepts/objects that
might be familiar include:
chandelier, p. 13 grandfather clock, p. 14
pulse, p. 13 telescope, p. 16
A biography provides details about
an individual’s life. The information
you take from a biography can be
used to formulate your own
judgments about that individual. Use
the following questions to prompt
students to makde judgments about
Galileo’s character and work:
Continue the Graphic Organizer: Identifying Main Idea and
• What adjectives would you use to
describe Galileo?
Discuss Using Prior Knowledge
Supporting Details
Ask students to reread or skim and scan the text to locate main ideas
and supporting details for the graphic organizer. Remind students that
their main idea should be a brief statement that describes an overall
topic or key point.
• Was he right to stand up to
religious leaders?
• Is he someone to admire? Why?
• Who else does he remind you of?
Use Text Features: Bold Text
Point out the words in bold text on pages 13–14 (pulse, pendulum, and
experiments). Ask students why these words are bolded. They should
note that bold text:
• makes readers pay more attention.
• stands out, making these words look more important.
• identifies words that are in the glossary.
Invite students to consider any other unfamiliar words in the chapter
that do not appear in bold text. Explain that most glossaries include
only words related to the main topic of the book, not random words
that are difficult.
© 2011 Benchmark Education Company, LLC
Astronomers
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CHAPTERS
TEACHING TIP S
4&5
Meaningful Activities for
Rapid Readers
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R
•Using the “Spotlight on Tycho
Read the Text
pages 22–30
Use the following prompt to set a purpose for the reading: As you read,
think about the information that the author is presenting. What does she
want you to know? What is the author’s purpose for writing each chapter?
Ask students to read the chapters independently. Invite them to use
sticky notes to flag sections that support their ideas about the author’s
purpose. Also ask them to note information for their graphic organizer
and any unfamiliar words they encounter. When the group has finished,
use the activities below to focus on skills, strategies, and text and
graphic features of the book.
Focus on comprehenSion
Discuss the Author’s Purpose
Explain that there are typically three reasons why an author writes a
book: (1) to persuade, or convince, the reader of something; (2) to
inform or present information; or (3) to entertain. Invite students to
share their ideas about why the author wrote this book. Encourage
them to point out examples from the text that helped them
determine the purpose. If students have difficulty, use a think aloud to
model how a good reader thinks through an author’s purpose.
As I read, I noticed what the author didn’t do. She didn’t state any
personal opinions, so I concluded that she was not trying to be persuasive. Also, she didn’t build suspense or use humor or other techniques to
entertain me. What she did do was present a lot of historical and
factual information. So I decided she is writing to inform.
Brahe” sidebar as a model, write
a spotlight sidebar highlighting
Copernicus, Galileo, or Kepler.
Prompts to Help Readers
Monitor Comprehension
• As you read, ask yourself, “What
is the author’s message?”
• After you read a passage or a
section of the text, ask “What is
this passage mostly about?”
Use Text Features:
Pronunciation Guide
Invite students to identify unfamiliar
words in the chapters. Point out that
sometimes authors use a pronunciation guide to help the reader
determine the pronunciation of an
unknown word. Ask students to turn
to page 4 and locate the word
constellations. Ask students to pronounce the word using the guide. Ask
them to locate other words in the
text that use a pronunciation guide.
Complete the Graphic Organizer: Identifying Main Idea
and Supporting Details
Ask students to reread or skim and scan the text to locate information
to complete the graphic organizer. Remind students to identify
supporting details for each of the main ideas they include.
Use Graphic Features: Diagrams
Point out the diagram of the solar system on page 25 that is based on
current understandings of the solar system. Then ask students to look
back at the representations created by earlier astronomers (Ptolemy’s
drawing on page 5 and the drawing by Copernicus on page 11). Ask:
How do these diagrams help you understand the different view each
astonomer had of the solar system? Would your understanding be as
clear if the diagrams had not accompanied the text?
Invite students to point out other diagrams in the book that helped
them comprehend the concepts.
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Astronomers
© 2011 Benchmark Education Company, LLC
AFTER
READING
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SYNTHESIZE
AND ASSESS
Retell and Summarize
As a group, generate an oral retelling
of the book. Select the key points to
create a summary.
Respond
Ask students what was most interesting
about the book. What they did not
like, and why. What questions they
still have. What additional information
they might have included if they had
been the author.
The completed graphic organizer below can serve as a model for
assessing students’ ability to identify main ideas and supporting details.
Identifying Main Idea and Supporting Details
Chapter
Early
Astronomers
Make Judgments
Ask students to make judgments and
critically analyze the following
astronomers: Nicolaus Copernicus,
Galileo Galilei, and Johannes Kepler.
What characteristic or traits did all
three of these men have? How do
their contributions help us today?
Also have students make judgments
about the text by posing the following questions. Ask: Was the text effective? What did you like about the text?
What did you not like about the text?
If you were the author, what would you
have done differently?
Nicolaus
Copernicus
Supporting Details
Based on their observations, Ancient Greek
astronomers believe
that the Sun traveled
around Earth.
• They could see the Sun moving across the
sky and not feel Earth moving.
• They could also see that the constellations
“moved” around in the sky while keeping the
same pattern.
• They saw the “wandering stars” or planets
moving across the sky.
Copernicus began
to doubt that Earth
was the center of
the universe.
•H
e observed that the movement of the planets
did not make sense if the planets revolved
around Earth.
• There was no explanation why the planets
sometimes appeared to be moving backward.
• He discovered that the planets revolved
around the Sun.
Galileo made many
discoveries during
his life.
•H
e discovered that the swing of a
pendulum could be used to measure time.
• He dropped a light ball and a heavy ball at the
same time from the Leaning Tower of Pisa.
• He discovered that Jupiter has four moons
that circle the planet.
Kepler explained
the true motion of
the planets.
•H
e studied data by Tycho Brahe.
• He devised a mathematical formula that
explained the true motion of the planets.
• He proved that the planets revolved in oval
paths as opposed to circular paths.
Other Astronomers
built on the great work
of Copernicus, Galileo,
and Kepler.
• Maria Mitchell discovered a comet in 1847.
• Annie Jump Cannon discovered five novas
and almost 200 stars.
• Carl Sagan proved that Mars is cold and
Venus is hot.
Galileo Galilei
Johannes Kepler
Astronomers:
Past and Present
© 2011 Benchmark Education Company, LLC
Main Idea
Astronomers
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7
TEA CHI N G TI PS
WRITING
Process WrItINg Steps
WORKSHOP
1. Have students select one main
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idea and three supporting
details to write about.
mini-lesson
Writing Focus: Identifying Main Idea and Supporting
Details
Remind students that throughout the book Astronomers, they identified main ideas and supporting details.
On chart paper or the board, create a chart like the one below showing one main idea and three supporting details.
Supporting Details:
Galileo made
many discoveries.
:
Main Idea:
•He discovered that the swing of a pendulum could
be used to measure time.
•He dropped a light ball and
a heavy ball at the same
time from the Leaning
Tower of Pisa.
2. Have students independently
write a first draft.
3. After students complete their
paragraphs, they should revise
and edit it.
4. Conference with each student
following the first revision and
editing.
5. Have students make any
additional changes and
produce a final copy of their
paragraph.
6. Finally, invite students to share
their paragraphs with a group
of other students.
•He discovered that Jupiter has four moons that circle
the planet.
Use the reproducible Writing Model to demonstrate how information
from the chart can be used to write a paragraph that states a main idea
and provides supporting details.
writing
ASSigNmeNt
Write a paragraph
with a clearly stated
main idea and three
supporting details.
$
8
Astronomers
© 2011 Benchmark Education Company, LLC
Writing Model: Identifying Main
Idea and Supporting Details
Galileo Galilei
Galileo made a number of important discoveries.
main idea
For example, when he was just 19 years old, he
noticed that a pendulum always takes the same
amount of time to return to its starting point.
supporting
details
Galileo realized that it could be used to measure
time reliably. He is also credited with proving that
objects of different weight that are dropped from
the same height at the same time will hit the
ground simultaneously. And using a telescope that
he built himself, he made many discoveries about
the solar system. For instance, he observed that
Jupiter has four moons.
writing tip
State your main idea in the first sentence.
Then back it up with at least three clearly
stated examples.
© 2011 Benchmark Education Company, LLC
Astronomers
Name:_ _______________________ _________________
Date:_ _________________
Identifying Main Idea and Supporting Details
Chapter
Main Idea
Supporting Details
Early
Astronomers
Nicolaus
Copernicus
Galileo Galilei
Johannes Kepler
Astronomers:
Past and Present
Astronomers
© 2011 Benchmark Education Company, LLC
Name:_ ________________________________________ Date:_ _________________
What Did They Do?
Match each astronomer with his or her contribution
to the study of astronomy.
Famous Astronomer
Contribution
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discovered five novas and almost
300 stars
Nicolaus Copernicus Galileo Galilei Johannes Kepler the first to discover that the Sun is
the center of the solar system
discovered new galaxies and
calculated their distances
discovered a comet in 1847
Maria Mitchell discovered that a pendulum could
be used to measure time
Annie Jump Cannon proved that the planets revolve
around the Sun in oval paths
Edwin Hubble
© 2011 Benchmark Education Company, LLC
Astronomers
Name:_ ________________________________________
Date:____________________
The History of Astronomy
Identify the events in the history of astronomy that occured
on the dates listed on the time line.
•
1515
Astronomers
•
1583
•
1609
•
1847
© 2011 Benchmark Education Company, LLC
Name:_ ________________________________________ Date:_ _________________
The Solar System
Build a model of the solar system. You may use foam balls,
coat hangers, clay, string, construction paper, crayons, markers,
paints, or other materials you think would help you create a
three-dimensional view. Plan to include the Sun, planets, Moon,
and other objects in the solar system. Make sure the parts of
the model are clearly labeled, or include a key.
Before you build your model, describe what it will look like
and then draw a plan. With your teacher’s approval, get
started making your mini solar system!
DESCRIPTION:
_________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
© 2011 Benchmark Education Company, LLC
Astronomers
Name:_ ____________________________________________ Date:______________
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Ptolemy vs. Copernicus
Write a script for an imaginary debate between Ptolemy and
Copernicus. Their debate should focus on whether the Sun or
Earth is the center of the solar system. Make sure that each
astronomer supports his beliefs with evidence. Give each astronomer
a chance to respond to the other’s statements.
Ptolemy:
Copernicus:
Ptolemy:
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_____________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
__________
_______________________________________________________________________
Copernicus:
___________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
____________
_______________________________________________________________________
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Astronomers
© 2011 Benchmark Education Company, LLC
A n swer
The History of Astronomy
What Did They Do?
Famous Astronomer
Ke y
Contribution
Copernicus wrote a book about Earth
discovered five novas and almost
300 stars
and the planets revolving around the Sun.
Nicolaus Copernicus Galileo Galilei discovered that a pendulum
the first to discover that the Sun is
the center of the solar system
Galileo Galilei could be used to measure time.
Maria Mitchell discovered a comet.
discovered new galaxies and
calculated their distances
Johannes Kepler discovered a comet in 1847
•
1515
•
1583
•
1609
•
1847
Maria Mitchell discovered that a pendulum could
be used to measure time
The first simple telescope
was invented.
Annie Jump Cannon Johannes Kepler wrote a book describing
proved that the planets revolve
around the Sun in oval paths
the planets’ oval orbits around the Sun.
Edwin Hubble
The Solar System
_________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
PLAN:
Students’ models will vary. Check their descriptions and
plans for accuracy. Understanding of the solar system
should be reflected in their description and plan.
Pluto
Mercury
Neptune
Venus
Jupiter
Mars
Uranus
Ptolemy:
Students’ answers will vary. Students should:
• review the first two chapters of the book.
• state each astronomers view. (Ptolemy believed Earth was at the center of
the universe; Copernicus believed the Sun was the center.)
• support each astronomers belief with details mentioned in the text.
Copernicus:
Students may wish to do additional research before completing
this assignment.
Ptolemy:
Earth
Sun
Saturn
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_________________________________________________________________
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DESCRIPTION:
Ptolemy vs. Copernicus
_____________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
__________
_______________________________________________________________________
Copernicus:
___________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
____________
_______________________________________________________________________
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© 2011 Benchmark Education Company, LLC
Astronomers
Astronomers
Navigators Teaching Guides provide flexible options to meet a variety of instructional needs…
Lesson-at-a-Glance
Sample Lesson Planning Guides
Before Reading (p. 3)
Book Summary
Introduce the Book
Set a Purpose for Reading
√ Introduce the Graphic Organizer: Identifying
Main Idea and Supporting Details*
5-Day Lesson
Day for Assessed
Skills & Strategies
During Reading (pp. 4–6)
Read the Text: Chapters 1 & 2
Focus on Comprehension Mini-Lessons:
√ Discuss the Main Idea and Supporting
Details*
√ Begin the Graphic Organizer*
√ Make Judgments*
Using Context Clues*
1
Read the Text: Ch. 1 & 2
Focus on Comprehension:
√ Discuss the Main
Idea and Supporting
Details
√ Begin the Graphic
Organizer
√ Make Judgments
Read the Text: Chapter 3
Focus on Comprehension Mini-Lessons:
Discuss Using Prior Knowledge
√ Continue the Graphic Organizer*
Use Text Features: Bold Text
√ Make Judgments*
Read the Text: Chapters 4 & 5
Focus on Comprehension Mini-Lessons:
Discuss the Author’s Purpose*
√ Complete the Graphic Organizer*
Use Graphic Features: Diagrams
Use Text Features: Pronunciation Guide
After Reading (p. 7)
Synthesize and Assess Activities:
Retell and Summarize*
Respond
√ Make Judgments*
Writing Workshop (pp. 8–9)
Mini-Lesson
√ Assignment: Identifying Main Idea and
Supporting Details
Content-Area Extension Activities
on Blackline Masters (pp. 11–14)
What Did They Do?
The History of Astronomy
The Solar System
Ptolemy vs. Copernicus
Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers
may photocopy the reproducible pages for classroom use. No other part of this
guide may be reproduced or transmitted in whole or in part in any form or by any
means, electronic or mechanical, including photocopy, recording, or any information
storage or retrieval system, without permission in writing from the publisher.
ISBN: 978-1-59000-512-5
Introduce the Book
Set a Purpose for
Reading
√ Introduce the
Graphic Organizer
2
3
5-Day Flexible
Lesson
Introduce the Book
Read the Text: Ch. 1 & 2
Select or create
mini-lessons by using
the comprehension preassessments to determine student needs.*
Read the Text: Ch. 3
Focus on Comprehension:
√ Continue the Graphic
Organizer
√ Make Judgments
Read the Text: Ch. 3
Read the Text: Ch. 4 & 5
Focus on Comprehension
√ Complete the
Graphic Organizer
Read the Text: Ch. 4 & 5
Select or create
mini-lessons.*
Select or create
mini-lessons.*
Accelerated
3-Day
Lesson
Introduce
the Book
Read the Text:
Ch. 1 & 2
Read the Text:
Ch. 3
Read the Text:
Ch. 4 & 5
Synthesize
and Assess
Synthesize and Assess
4
Writing Assignment
Writing Mini-Lesson
Writing Assignment
5
Writing Assignment
Writing Assignment
Content-Area
Extension
Activities (BLMs)
Content-Area
Extension
Activities (BLMs)
√
Checkmarked skills may be assessed by using the tests provided in the Comprehension
Strategy Assessment Handbook.
Preassessments
are available in the Comprehension Strategy Assessment Handbook.
*