Grade Band: High School Unit 22 Unit Target: Physical Science Unit Topic: Moving Fast! Moving Careful!

© 2014 n2y ULS, March 2014

Lesson 5 Instructional Targets

Reading Standards for Literature • Range and Level of Text Complexity: Experience grade level and age-appropriate literature materials, including poems, biographies, chapter

books, fiction and nonfiction works, that are adapted to student reading level. • Key Ideas and Details: Answer questions and use support from text to explain the main ideas, details and inferences of a story. Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan Chapter 2: “What Is Force?”

The title of the Chapter Book is Make It Move. The second chapter, “What Is Force?” defines force as a push or pull action that makes something move. In this chapter, Gage uses force to make his bicycle move. • Chapter books present a “reading to learn” experience. Therefore, students may read independently, in a shared reading experience or books may

be read to them. Present students with one chapter at a time for reading and comprehension instruction. • After each page is read, ask the discussion question that appears in italics at the bottom of the page. Focus on pictures to reinforce understanding.

Repeated readings are encouraged. • Suggested Reading Levels for this chapter include Level H/I, presented in a text format, and Level D, presented in both text and symbol-supported

formats. Read and Answer Comprehension activities extend beyond “checking” what students remember from reading. During instruction, students learn to refer to the book, using both illustrations and text to locate answers to questions. Students recognize types of responses appropriate to who, what and where formats. Question responses may also provide students with a foundation for story retell. Activities should be repeated throughout the unit to increase students’ skills in multiple areas of comprehension. • Select the level of comprehension questions appropriate to each student. Comprehension questions are also in three formats. Level 3 is text only.

Level 2 is symbol-supported. Level 1 is written in sentence strip format, allowing students to select from multiple choices or one errorless picture choice.

• Build comprehension and vocabulary through discussions.

Standards Connection • These standards connection lessons are designed to build summarizing skills and are applicable to all chapters. Using the first standards

connection form, determine whether this book is a work of fiction or nonfiction. Select the additional standards connection lesson based on whether the chapter is a fictional format that has a story line or an informational text that includes facts and historical events.

The first two sets of comprehension questions are derived from the lower levels of text. An advanced level of mixed questions is provided in text-only format. Pre- and post-assessments are available through Monthly Checkpoints.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will independently read literature

forms, including chapter books, biographies, poems, fiction and nonfiction works that have been adapted to student reading level.

• Students will independently read questions about a story and write, speak or select an answer.

• Students will read supported and shared literature forms, including chapter books, biographies, poems, fiction and nonfiction works that have been adapted to student reading level.

• Students will point to or select a picture from a choice of three in response to a question about a story.

• Students will actively participate in supported reading of literature forms, including chapter books, biographies, poems, fiction and nonfiction works that have been adapted to student ability level.

• Students will respond to a question by choosing a single option or errorless picture.

Resources and Materials Notes Chapter 2: “What Is Force?” Communication board Comprehension worksheets and sentence strips (multiple-choice and fill-in); Advanced questions Standards Connection Lessons 3, 5, 7, 9, 11, 13

Grade Band: High School Unit 22 Unit Target: Physical Science Unit Topic: Moving Fast! Moving Careful!

© 2014 n2y ULS, March 2014

Lesson 5, Chapter 2: Answer Key Fill-In Multiple-Choice

push pedals force pull bike 1. A push or a pull is _____. (force)

2. Gage rides his _____. (bike)

3. Gage pushes the _____ on his bike. (pedals)

4. Gage will _____ the handlebars to turn. (push)

5. Gage will _____ the hand brakes to stop. (pull)

1. What is this chapter about? (bikes, force, windows)

2. What does Gage push to make his bike move?

(hand brakes, pedals, shade)

3. How does Gage turn the bike? (push the handlebars, pedal, fall)

4. What does Gage do to the hand brakes? (pedal, pull, fast)

5. What is important to know about this chapter? • Gage has a window in his room. • Gage has a blue bike. • Force is a push or a pull.

Fill-In Advanced Multiple-Choice Advanced

Use the Chapter Book to help you fill in the blank. 1. _____ is needed to move something. (Force)

2. Gage pushes the pedals with his _____. (feet)

3. Pushing the pedals made the bike _____. (move)

4. Gage pushes the handlebars to _____ the bike. (turn)

5. Gage pulls the _____ to stop the bike. (hand brakes, brakes)

These questions may have more than one correct answer. 6. What does Gage push to go faster?

(window, pedals, force)

7. What does Gage use to make the bike move? (force, gas, pull)

8. What cannot change direction by itself?

(object in motion, dog, bird)

9. How does Gage slow the bike down? • pulls the pedals • stops pedaling • calls for help

10. Why did Gage pull the break on the handlebars?

• to cause a force • to stop the bike • to ring the bell