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Moving Let’s Keep

NGL.Cengage.com 888-915-3276

Physical Science

840L

Next Stop Mars

The Space Shuttle

Flight Around the Globe

Cool Cars

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Teacher’s Guide

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Contents

Let’s Keep Moving

Literacy Overview � � � � � � � � � � � � � � � � � � � � � � � � 2

Science Background � � � � � � � � � � � � � � � � � � � � � � � 4

Cool Cars � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 7

Flight Around the Globe � � � � � � � � � � � � � � � � � � � � 9

The Space Shuttle 1981–2011 � � � � � � � � � � � � � � � � 11

Next Stop: Mars � � � � � � � � � � � � � � � � � � � � � � � � 13

Discuss � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 15

Research & Share � � � � � � � � � � � � � � � � � � � � � � � 17

Correlation � � � � � � � � � � � � � � � � � � � � � � � � � � � 19

Glossary

Moving Let’s Keep


Physical Science

840L

Next Stop Mars

The Space Shuttle


Cool CarsOC_SE59052_4P_EN_CVROL 1-2

7/25/13 10:37 AM

Let’s Keep Moving | Contents © N

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Literacy Overview

CONTENT GOALStudents will read four selections in Let’s Keep Moving. They will learn about the application of science, engineering, and technology in designing machines that move from one place to another�

COMPREHENSION GOALRemind students that as thinking-intensive readers they must listen to their inner voice to monitor and repair comprehension as they read� Find opportunities to model and teach active thinking strategies to help students access content� You may want to focus on the following strategies for Let’s Keep Moving.

• Monitor and Repair Comprehension: Readers are aware of their thinking when they read, listen, and view� They notice when the text makes sense and use “fix up” strategies (e�g�, re-reading) when it doesn’t�

• Infer and Visualize: A writer doesn’t always tell everything� Readers have to use their background knowledge and pay attention to the text and picture clues to make inferences and visualize to construct meaning�

Reading Selections• Cool Cars (reference article)

• Flight Around the Globe (third-person narrative)

• The Space Shuttle 1981–2011 (history article)

• Next Stop: Mars (engineering article) Moving Let’s Keep


Physical Science

840LNext Stop

MarsThe Space

ShuttleFlight Around

the GlobeCool Cars

OC_SE59052_4P_EN_CVROL 1-2

7/25/13 10:37 AM

COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS

CC.4.RInfo.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

CC.4.RInfo.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

CC.4.RInfo.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.

CC.4.RInfo.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

CC.4.RInfo.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.

CC.4.RInfo.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Writing Standards (page 17)

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ACTIVATE & BUILD BACKGROUNDDraw the graphic organizer shown above� Ask: What do we think we know about machines that move? Write students’ responses in the graphic organizer�

Model for students by thinking aloud� You might say something similar to the following: The picture on the front cover shows a car moving through a tunnel. It’s moving so fast that it’s a blur! I know that engineers design cars so that they can move fast. I also know that cars are just one type of machine that moves from one place to another.

Explain that science, technology, and engineering are all involved in developing and improving machines that move� You might say: Different kinds of machines move from place to place. Some machines carry people on Earth; others travel into space. I know that cars have changed and improved over the years. So have other vehicles, such as airplanes and spacecraft. These changes and improvements are due to the work of scientists and engineers.

Ask students to Turn and Talk about what they think they know about machines that move from place to place�

Students can then Share what they think they know or have experienced with machines that move from place to place�

You may want to return to the graphic organizer to add more information after students read each selection�

BUILD SCIENCE BACKGROUNDPages 4−6 of this teacher’s guide address how certain science concepts relate to each selection in Let’s Keep Moving. This information will provide you with science background knowledge as you plan your teaching for this book�

Help students access background knowledge related to the science concepts� Support the concepts of electric current and aerodynamic in ways that are familiar to your students�

• electric current: Demonstrate electric current by plugging a lamp, pencil sharpener, or other electric device into a wall outlet so the cord is visible to students� Explain that electric current is electricity that moves in a continuous flow from one place to another� Point out that the electricity used to run the device must travel in the form of electric current from the wall outlet to the device�

• aerodynamic: Show students two model toy cars or photos of cars—one an aerodynamically designed sports car and one that is boxy and not very aerodynamic� Have students describe the differences� Explain that air pushes against moving objects; a shape that is aerodynamic allows air to flow smoothly around it�

What do we think we know about machines

that move?

The NG Ladders on-level eBook for Let’s Keep Moving is available in .pdf format. Project the eBook on your interactive whiteboard, or have students listen to or read it on tablets or other mobile devices.

Moving Let’s Keep


Physical Science

840L

Next Stop Mars

The Space Shuttle


Cool Cars


7/25/13 10:37 AM

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Science concepts are a critical part of each selection in Let’s Keep Moving. These science background pages will help you build content knowledge so that you may more effectively have discussions with students as they read each selection in the book�

The following big idea science concepts apply to several selections in the book�

• Electric current (student book, pp� 5, 11, 19, 29) is a form of electricity in which electric charges move from one place to another� If the direction and flow of their movement is controlled, the path through which they move is called a circuit� For an electric current to flow though a circuit, the circuit must be closed; there can be no gaps or openings� Batteries store chemical energy that can be used to produce electrical energy� In a closed circuit, electric current travels from a battery or other energy source through each component of the circuit (for example, a light bulb) and back to the energy source�

• Aerodynamics refers to the way air moves around objects� Aerodynamic (student book, pp� 4, 11, 19) describes a shape that allows air to flow smoothly around it� As an object moves, air pushes against it� Sometimes this force is called wind resistance or air resistance; it is also called drag� Drag increases with velocity—the faster the object travels, the more drag it experiences� Drag slows the object’s motion and causes more force to be needed to maintain its speed or to accelerate� (Think of pedaling a bicycle into the wind�) In cars, planes, and other fuel-driven vehicles, this means more fuel is required� Engineers try to design vehicles that reduce drag by causing the air to flow around rather than against the vehicle; that is, aerodynamic design� Shapes that are smooth, curved, and—for cars—low to the ground tend to be aerodynamic�

Pages 5–6 in this teacher’s guide describe how the science concepts above relate to each selection� Additional science background information is given for each selection�

Science Background

Moving Let’s Keep


Physical Science

840LNext Stop

MarsThe Space


the GlobeCool Cars


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A FRAMEWORK FOR K–12 SCIENCE EDUCATION

Core Idea PS3: Energy PS3.A: Definitions of Energy What is energy? PS3.B: Conservation of Energy and Energy Transfer What is meant by conservation of energy? How is energy transferred between objects or systems? PS3.C: Relationship Between Energy and Force How are forces related to energy?

Core Idea PS4: Waves and Their Applications in Technologies for Information Transfer PS4.C: Information Technologies and Instrumentation How are instruments that transmit and detect waves used to extend human senses?

Core Idea ETS2: Links Among Engineering, Technology, Science, and Society How are engineering, technology, science, and society interconnected? ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World How do science, engineering, and the technologies that result from them affect the ways in which people live? How do they affect the natural world?

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COOL CARSStudent Book, pp� 2–7 Teacher’s Guide, pp� 7–8

In this selection, students will learn how electric current (student book, p� 5) and aerodynamic shape (student book, p� 4) have been important in the design of cars�

Many scientists, engineers, and inventors contributed to the invention of the automobile� In the late 1800s Karl Benz developed what is considered the first automobile� It had a gasoline-powered engine and three wheels� By 1896, cars were being produced for sale to the public�

Over time, automobile design underwent dramatic changes� Some changes, such as the introduction of a self-starting engine in 1912, made cars easier for consumers to use� Other changes made cars safer, faster, or more fuel efficient� Changes made to the features of cars reflect how consumer demand can shape the development of technology� The tail fins of the Cadillac Eldorado Seville are an example� This feature was visually appealing to consumers and made the car more aerodynamic, increasing its gas mileage and making it easier to handle�

Engineers today continue to strive to improve the aerodynamics of automobile design� A measurement called the coefficient of drag expresses how aerodynamic a car body design is� The more aerodynamic the design, the lower the vehicle’s coefficient of drag� Today’s cars generally score a drag of �30� Sports-utility vehicles and pickup trucks, because of their boxier design, score higher�

Electric current has also played a key role in the development of automobiles� In fact, many early cars were electric, not gasoline powered� In gasoline-powered cars, a battery provides an electric current that travels to the devices in the car that use electrical energy�

FLIGHT AROUND THE GLOBEStudent Book, pp� 8–13 Teacher’s Guide, pp� 9–10

In this selection, students will learn about Barrington Irving’s flight around the world and the role that scientific concepts such as electric current (student book, p� 11) and aerodynamic (student book, p� 11) design play in aviation�

In 2007 Barrington Irving became the first African American to fly solo around the globe, as well as the youngest pilot to do so� Scientific concepts played an important role in the design of Irving’s airplane and the design of airplanes in general�

The four forces that affect the flight of an airplane are lift, weight, thrust, and drag� Lift and weight affect the plane’s movement up and down, while thrust and drag affect its movement forward�

Weight is a measure of the force of gravity pulling the plane down� To fly, an aircraft needs something to push it up� Lift is the force that provides that push, but the lift must be greater than the weight in order for the plane to rise� The lift comes from the shape of the airplane’s wings, which are curved on top and flatter on the bottom� (See the photo on student book, p� 11�) That aerodynamic shape causes air to flow faster over the top of the wing than under its bottom, leading to less air pressure on top and greater air pressure underneath� The greater air pressure pushes the wing and the plane up�

Drag is a force that can slow a plane down� Because most round surfaces have less drag than flat ones and narrow surfaces usually have less drag than wide ones, a plane generally has a narrow, sleek, rounded shape� Thrust is the force that is the opposite of drag� Thrust pushes the plane forward� To keep a plane moving forward, it must have more thrust than drag� A small plane like Irving’s gets its thrust from its propeller�

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THE SPACE SHUTTLE 1981–2011Student Book, pp� 14–21 Teacher’s Guide, pp� 11–12

In this selection, students will learn about a 30-year period in NASA’s history in which the space shuttle was used to transport materials and people to and from space� They will also learn how the International Space Station uses solar panels to generate the electric current (student book, p� 19) needed to run its systems� In addition, the article points out that an aerodynamic (student book, p� 19) shape is not important in space, where there is not enough air to affect flight�

The space shuttle represented an enormous leap in the technology used in space exploration� Before the shuttle, spacecraft could not be reused� The shuttle consisted of several major components� The orbiter was the portion that traveled into orbit� It had wings that allowed it to glide to a landing when it returned to Earth� The boosters were jettisoned into the Atlantic Ocean and reused� The external fuel tank could not be reused; it burned up upon reentry into the atmosphere�

The shuttle was used to advance the exploration of space� For example, in 1989 the shuttle Atlantis launched an uncrewed spacecraft to Jupiter� In 1990 the Discovery launched the Hubble Space Telescope� From 1998 to 2011 the Discovery, Endeavour, and Atlantis carried people, parts, and supplies to support the building and use of the International Space Station�

The space shuttle program has been discontinued� However, the advances in space exploration made because of the shuttle program will have an impact for many years to come�

NEXT STOP: MARSStudent Book, pp� 22–31 Teacher’s Guide, pp� 13–14

In this selection, students will learn about NASA’s Curiosity, a mobile science lab that is being used to explore Mars� They’ll learn how science, technology, and engineering intertwined in the development of this amazing machine and how scientific challenges were overcome to land the rover on the surface of Mars�

Curiosity landed on Mars in 2012, but preparations for the mission began more than ten years prior to that� Curiosity is much larger than Spirit and Opportunity, two Mars rovers that launched in 2003� Curiosity’s size allowed it to carry more equipment than previous rovers but presented major technological problems related to landing� Spirit and Opportunity had been dropped to the Martian surface, but that method would not work for Curiosity. Instead, scientists utilized the friction of the Martian atmosphere to help slow the rover� A parachute and a sky crane were also used in the landing� The landing method developed for Curiosity was a major technological achievement�

Curiosity has the capability of not only collecting samples on Mars but also analyzing them� Many of the systems on Curiosity that collect and analyze samples require electricity� Curiosity has a power source that changes heat energy into chemical energy stored in batteries, which is converted to electric current (student book, p� 29) to power these systems�

So far, Curiosity has identified traces of water in the sand of Mars and determined that some meteorites originated on Mars� Although Curiosity’s mission was scheduled to last two years, it has been extended� Curiosity will continue to collect and analyze samples for as long as possible�

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Summary “Cool Cars” is a reference article about the design features of three classic cars and the influence of both science and consumer demand on the development of new design features�

BUILD BACKGROUND FOR THE GENREAsk students what they already know about reference articles� Have students turn and share their ideas� Tell them that “Cool Cars” is a reference article with the following elements:

• The information is in an easy-to-scan format�• Photos and captions provide information�• Specialized vocabulary about the topic is defined�

BUILD VOCABULARY & CONCEPTS• aerodynamic • electric current

Remind students that Using Context Clues is a strategy to infer the meaning of an unfamiliar word� They can “read around” the word, or read a few sentences before and after it, to make meaning from the context� Remind them to look at the photographs, too�

Another strategy to try is Using Background Knowledge. Have students turn and talk about what they think the word aerodynamic means� Then have them find the word in the selection and read it in context� Finally, have students discuss the meaning of the word aerodynamic as presented in the selection and how it compares with their background knowledge� Have students use the same strategy for the term electric current�

Point out other important words and terms in the selection, such as horseless carriage, Pilgrims, luxury, and classic cars. Have student pairs use their background knowledge and context clues to determine the meaning of these and any words or terms that might be unfamiliar�

READING OBJECTIVES• Determine word meaning�

• Interpret and explain information presented

visually�

SCIENCE OBJECTIVES• Identify technological features of cars in the past�

• Recognize that aerodynamic shapes affect a car’s

movement�

Cool CarsReference Article

Farmers used a kind of string called Plymouth twine to bind hay. Legend says the car was given the same well-known name so farmers would buy it.

Inventors began creating automobiles, or cars,

in the late 1800s. Back then, cars were basically

“horseless carriages.” But big changes would

come in the 1940s, 50s, and 60s. Let’s look

at some features of cars that

made them safe, affordable,

and, well, cool!

The company said the car was named for the strength of the pilgrims at Plymouth Rock. The hood ornament still sported a ship, the Mayflower, like the 1942 model. But now the hood ornament lit up.

GENRE Reference Article Read to find out about some cars that represented great technology and style in the past.

by Jennifer Boudart

Spotlights

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When World War II ended, automakers began making cars again.

The public was eager to buy new models. Yet automakers could

not afford to invest in new car designs. Factories had been turning

out airplanes and tanks during the war. So Chrysler Corporation

updated their 1942 models with a few new features. New grilles,

headlights, and hood ornaments made buyers think they were

getting a different car.

A gas cap covered the fuel tank, which held about 53 liters (14 gallons) of fuel.

The car’s brakes responded to lighter foot pressure and slowed the car more quickly than brake systems on other cars.

Extra-large steering wheel

Speedometer

Clock

FEATURES

Seating for six

Interior mirror adjusters

Raised bench front seat so driver rides high

Pushbutton AM radio searches for stations

Price: Around $1,200

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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.4.RInfo.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.


A FRAMEWORK FOR K–12 SCIENCE EDUCATIONCore Idea PS3: Energy PS3.C: Relationship Between Energy and Forces How are forces related to energy?

Core Idea ETS2: Links Amoung Engineering, Technology, Science, and Society ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World How do science, engineering, and the technologies that result from them affect the ways in which people live? How do they affect the natural world?

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READThe content goal for Let’s Keep Moving is for students to be introduced to the application of science, engineering, and technology in designing machines that move from one place to another� Explain that “Cool Cars” explores design features of classic cars� Point out the Read to find out statement at the top of page 2 in the student book: Read to find out about some cars that represented great technology and style in the past.

Help students with the comprehension goal of accessing content by inferring and visualizing� Model this by reading the first two sentences on page 2 and saying: When I read the term “horseless carriage,” I can picture an old-fashioned buggy that was pulled by a horse, but the suffix -less tells me that it has no horse! I can infer that it has an engine instead. It moves people from place to place, but it’s not attractive or “cool.” Given the title of the selection and the photo, I can also infer that at some point people started caring about how cars look as well as how they perform.

Before students begin reading, say: As you read, form mental pictures to help you understand what you are reading. Look for ideas you can infer that are not directly stated by the author but are probably true, given what the author does state and what you already know.

TURN & TALKRevisit the Read to find out statement� Have students turn and talk to tell about cars that represented great technology and style in the past� (Possible responses: The 1947 Plymouth Deluxe Sedan had brakes that responded better than brakes on other cars and interior features such as mirror adjusters and a pushbutton AM radio� The 1956 Cadillac Eldorado Seville had aerodynamic fins and an automatic dimming switch for headlights� The 1966 Ford Mustang Convertible had a long hood, a short back end, and an engine that could make the car go fast�) To check understanding, have students talk about the Check In question: How are these three classic cars similar and

different? (Possible response: The cars are similar because they all had features based on the latest technology of the time� They are different because they were made at different times and have different features�)

Determine Word Meanings Point out that learning about a new topic often involves learning new vocabulary specific to that topic� Say: On page 3, the author refers to a grille. Using the captions on pages 5 and 6 and the photos, I can determine what this word means when related to cars: It’s a grid of metal bars on the front of the car. Ask student pairs to skim the article, looking for examples of car-related vocabulary� Have each pair jot down three words or terms that are car related� Then have students use an online image bank to find an image for each term� Have students share the images, explaining how each helps them determine the meaning of a car-related term�

Interpret Visual Information Model how interpreting the images in the selection enhances understanding of terms and concepts� Say: On page 4, the author tells us that the Eldorado had “stylish tail fins.” When I read these words, I struggle to imagine what that looks like. But when I look at the images, the author’s meaning becomes clear. Have students turn and talk about other images in the article and how those images help them understand the text� For example, refer them to pages 6 and 7� Ask: How does the photo of the Mustang help you understand what the author means by the term “cool cars”? (Possible response: The Mustang is a convertible, looks fast, and has features such as a grille with a running mustang on it� This picture helps me visualize the term “cool cars�”)

WRITE & ASSESS You may want to have students do a “quick write” to assess understanding� It’s always helpful to have students reflect on both the content and their thinking process�

• How have the features of cars changed over time?• What more would you like to learn about cars and their

history?

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Summary “Flight Around the Globe” is a third-person narrative that describes how a young African American pilot named Barrington Irving made aviation history when he flew around the world in a plane made from donated parts�

BUILD BACKGROUND FOR THE GENRELet students know that “Flight Around the Globe” is a third-person narrative� Explain that this third-person narrative includes the following elements:

• It tells about a real person and events�• It includes pronouns such as he, she, and they because it is written

from the third-person point of view, that of an outside observer�• The writer brings the story to life by including interesting

anecdotes and vivid descriptions�

BUILD VOCABULARY & CONCEPTS• aviation • force

• aerodynamic • electric current


Another strategy to try is Dramatizing Words. Form groups of four students� Direct each group to choose a boldfaced word from the selection� Once groups have chosen a word, explain that each group will convey the meaning of the word through acting and dialogue� Make it clear that group members cannot say the word� Instead, the group should devise a short scene to communicate the meaning of the word� After each scene, ask the audience to identify the word the group has chosen�

Point out other important words in the selection, such as professionals and scholarship. Have groups dramatize the words or use context clues to determine their meaning� Some words lend themselves to dramatizing; others do not� Decide which of these strategies is most appropriate for each word�

Flight Around the Globe Third-Person Narrative

READING OBJECTIVES• Use details and examples to explain a text and to

draw inferences�

• Explain events based on information in the text�

• Explain concepts based on information in the text�

SCIENCE OBJECTIVES• Recognize that aerodynamic shapes affect an

airplane’s movement�

• Describe how Barrington Irving accomplished his

2007 world tour�

On March 23, 2007, Barrington Irving

entered the cockpit of an airplane named

Inspiration. He was about to fly into

history. Eight years earlier, 15-year-old

Irving dreamed of playing college

football. When a pilot suggested a

career in aviation, Irving said he

wasn’t smart enough. But the pilot

invited Irving aboard an airplane,

and the young man was hooked.

Instead of taking a football scholarship,

Irving worked to earn money. He spent

time at the airport and played video

games to practice flight skills. Then Irving

earned a college scholarship to study

aviation science. During his senior year,

Irving’s new dream took shape.

GENRE Third-Person Narrative Read to find out how a young man made his dream come true.

by Judy Elgin Jensen

Flight Around the gl be

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explorer

Barrington irving is a pilot and an educator. In 2007, at age 23, Irving became the youngest person and first African American to fly solo around the globe. Irving also founded “Experience Aviation,” an organization that teaches students about aviation.

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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.4.RInfo.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

CC.4.RInfo.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.

A FRAMEWORK FOR K–12 SCIENCE EDUCATIONCore Idea PS3: Energy PS3.A: Definitions of Energy What is energy? PS3.B: Conservation of Energy and Energy Transfer What is meant by conservation of energy? How is energy transferred between objects or systems? PS3.C: Relationship Between Energy and Forces How are forces related to energy?

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READThe content goal for Let’s Keep Moving is for students to be introduced to the application of science, engineering, and technology in designing machines that move from one place to another� Explain that “Flight Around the Globe” describes how Barrington Irving overcame personal and technological challenges to fly around the world in a plane� Point out the Read to find out statement at the top of page 8 in the student book: Read to find out how a young man made his dream come true.

Help students achieve the comprehension goal of accessing content by monitoring and repairing comprehension� Model this strategy for students by reading the last paragraph on page 8 aloud� Say: I don’t understand what the author means when she writes that Barrington’s new dream took shape. I don’t remember reading what his dream was. But the title of the selection is “Flight Around the Globe.” I think maybe that’s his dream, and he first started thinking about it when he was a senior in college. I could keep reading to see if my understanding is correct.

Before students begin reading, say: As you read, take note of what you don’t understand. Then think about a strategy you could use to make sense of the information. Sometimes that means re-reading; sometimes it means reading on.

TURN & TALKRevisit the Read to find out statement� Have students turn and talk about how Barrington Irving made his dream come true� (Possible response: He set a goal, then obtained the education and training needed to achieve his goal� He collected donated parts to build his plane�) To check understanding, have students turn and talk about the Check In question: What challenges did Irving overcome to make his dream come true? (Possible response: Challenges included Irving’s young age—and lack of experience—and his lack of money to buy an airplane�)

Make Inferences Point out that readers can use details and examples in the article to make inferences� Model

this by reading aloud the second paragraph on page 10� Say: When I read that Barrington Irving tried for two years before receiving his first donated airplane part and that he accomplished building his plane piece by piece, I can infer that he is patient, passionate, and persistent. Although the author does not say that directly, I can infer it based on details I have read. Have pairs of students read page 13� Then have them turn and talk about what they have just read� Ask: What can you infer about Barrington Irving based on what you’ve read on this page? What information in the text supports your inference? (Possible responses: Barrington Irving is generous and wants to help others� He values math and science education� He founded an organization to promote math and science education and careers in aviation�)

Explain Events Say: Checking to see if you can explain what you have read is a good way to monitor how well you have understood the information. If you cannot explain how events in a text are connected, you might need to re-read. Then have students turn and talk to explain some of the major obstacles Barrington Irving faced on his around-the-world flight� How did he overcome them? Have students talk about information that was confusing, then look back at the article to increase their comprehension�

Explain Concepts Likewise, have students use the information on page 11 to turn and talk to explain some of the scientific concepts that were applied to the technology used in Irving’s plane� Foster discussion with questions such as: Why is electricity needed on the plane? How is it produced? What effect do the wheel covers have? Why do they have this effect?


• What characteristics helped Barrington Irving succeed as an aviator? How could those characteristics help you?

• What surprised you about what you read?

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Summary “The Space Shuttle 1981–2011” is a history article that describes the main events in NASA’s space shuttle program�

BUILD BACKGROUND FOR THE GENRELead students to an understanding of the elements of a history article� Explain that “The Space Shuttle 1981–2011” is a history article with the following elements:

• It tells about historic events and how those events affected time periods that followed�

• The information is based on real events�• Events are presented in the order they happened�

BUILD VOCABULARY & CONCEPTS• spacecraft • electric current • aerodynamic


Another strategy to try is Sketching Words. Present the word spacecraft in context and have students sketch their idea of its meaning on a sticky note� Encourage students to make detailed sketches� Have them spend a minute or so doing this, and then have them turn and share their sketches with a partner, explaining their sketches� Correct any misconceptions and allow for variation� Repeat this procedure for electric current and aerodynamic.

Point out other important words in the selection, such as investigations, untethered, and modules. Have student pairs use sketches or context clues to determine each word’s meaning� Some words lend themselves to sketching; others may not� Decide which of these strategies is most appropriate for each word�

The Space Shuttle 1981–2011 History Article

READING OBJECTIVES• Determine the main idea of a history article�

• Summarize a history article�

• Interpret and explain information in a time line�

SCIENCE OBJECTIVES• Explain how space shuttles were used in space

exploration�

It’s a rocket! It’s a plane! It’s a giant

space taxi! Actually, it’s all three. The

space shuttle is a reusable spacecraft

built by the National Aeronautics and

Space Administration (NASA).

It launched like a rocket,

landed like an airplane,

and moved people

and materials high

above Earth.

GENRE History Article Read to find out about the history of NASA’s shuttle program.

Columbia sits on Launch Pad 39A in March 1981. Everything is being readied for its first flight.

by Jennifer Boudart

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NASA sent five shuttles on

134 missions from 1981 to 2011.

Hundreds of people orbited Earth this

way. They ran investigations, studied

Earth, and even helped build a space

station. Let’s meet the shuttles!

EntErprisE (1976–1979) Full-sized test vehicle used for flight tests in the atmosphere and on the ground.

Columbia (1979–2003) Missions: 28Distance Flown: 195,852,325 km (121,696,993 mi.)Total Passengers: 159

ChallEngEr (1982–1986)Missions: 10Distance Flown: 38,079,155 km (23,661,290 mi.)Total Passengers: 60

DisCovEry (1983–2011)Missions: 39Distance Flown: 238,539,663 km (148,221,675 mi.)Total Passengers: 222

atlantis (1985–2011)Missions: 32Distance Flown: 194,168,813 km (120,650,907 mi.)Total Passengers: 191

EnDEavour (1991–2011)Missions: 25Distance Flown: 197,761,262 km (122,883,151 mi.)Total Passengers: 145

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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.4.RInfo.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.


A FRAMEWORK FOR K–12 SCIENCE EDUCATIONCore Idea PS3: Energy PS3.B: Conservation of Energy and Energy Transfer What is meant by conservation of energy? How is energy transferred between objects or systems?


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READThe content goal for Let’s Keep Moving is for students to be introduced to the application of science, engineering, and technology in designing machines that move from one place to another� Explain that “The Space Shuttle 1981–2011” describes the history of NASA’s space shuttle, which moved back and forth between Earth and the space station high in orbit around the planet� Point out the Read to find out statement at the top of page 14 in the student book: Read to find out about the history of NASA’s shuttle program.

Help students with the comprehension goal of accessing content by monitoring and repairing comprehension� Model this strategy by reading the information at the top of page 15 aloud� Say: This text says that NASA sent five space shuttles on missions, but I see six shuttles listed below. Let me look closer and re-read to see if I’m misunderstanding. Now I see what I misunderstood and can repair my comprehension. The first shuttle listed—the Enterprise—didn’t actually go on missions; it was used for flight tests. So only five shuttles were sent on missions.

Before students begin reading, say: As you read, take note of what you don’t understand. You can re-read or read ahead to increase your understanding, or sometimes you can look more closely and make sure you have all the information.

TURN & TALKRevisit the Read to find out statement� Have students turn and talk about the history of NASA’s shuttle program� (Possible response: Over a 30-year period, NASA launched 134 shuttle missions�) To check understanding, have students turn and talk about the Check In question: How did space shuttles help space exploration? (Possible response: Space shuttles were used to launch the Hubble Space Telescope and also to build and maintain the International Space Station�)

Interpret Visual Information Have student pairs review the information on pages 16–17� Have them turn and talk to discuss how the information in the time line is similar to and different from information presented in written text� Model by saying: The time line makes it easy to determine the order in which events occurred. Although the time line enhances the text, it cannot give detailed information about each event the way that written text can� Ask: Why might the author have used a time line in this article? (Possible response: to clearly show the sequence of events in the history of the shuttle program)

Determine Main Ideas Tell students that determining the main ideas in an article is important because it will help them get the most out of their reading� Explain that hints to the main ideas are often found in the introduction or the conclusion of each section of text� Point out that in this program, the Check In and Read to Find Out questions can also provide hints to the main ideas� Have student pairs skim the article, looking for clues that can lead them to the main ideas� Call on several pairs of students to identify one main idea in the article� (One possible response: The space shuttle program contributed greatly to space exploration�)

Summarize Tell students that summarizing an article is a good strategy to use to check their understanding� Say: When we summarize, we restate the major ideas in an article. If you can’t summarize, you might not have a good understanding of the information. Tell students they can use the main ideas they identified in the last activity to produce a summary of the entire selection� Have pairs produce and then share their summaries with the class�


• How did the space shuttle help advance space exploration?• What do you still wonder about the space shuttle program?

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Summary “Next Stop: Mars” is an engineering article that explains how engineers and scientists solved technological problems in order to explore Mars with the Curiosity mobile science lab�

BUILD BACKGROUND FOR THE GENREIntroduce students to the elements of engineering articles� Tell them that “Next Stop: Mars” is an engineering article with the following elements:

• The article tells about problems that engineers faced in exploring Mars and how they solved those problems�

• It presents facts, details, and examples about the problems and their solutions�

• It presents information through photos, captions, diagrams, and illustrations�

BUILD VOCABULARY & CONCEPTS• spacecraft • friction


Another strategy to try is Creating a Content Word Wall. Find a wall or other area of the classroom to designate as the Content Word Wall� Have students make cards to add to the Word Wall for each of the selection’s vocabulary terms� Along with the word, students can add a definition, a sentence using the word, and/or a sketch to the card�

Point out other important words in the selection, such as Martian, engineers, and technicians. Have pairs follow the same steps with these and any words that might be challenging or unfamiliar�

Next Stop: MarsEngineering Article

READING OBJECTIVES• Describe text structure (chronology)�

• Interpret information presented visually�

SCIENCE OBJECTIVES• Recognize that engineers, scientists, and

technicians worked together on the Curiosity

mission�

• Recognize how friction affected Curiosity’s

movement in space�

• Describe scientific instruments that are used to

explore Mars�

Martian soil has red iron oxide. This is why Mars is nicknamed the red planet. Winds whip up giant clouds of red dust that surround the planet.

GENRE Engineering Article Read to find out how scientists solved problems to explore Mars.

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Maybe. Scientists are trying to find

out. Mars is our closest planetary

neighbor. In some ways it’s like Earth.

Mars and Earth have about the same

amount of dry land. Their atmospheres

are made up of similar gases, though

Martian air contains deadly amounts

of carbon dioxide. Both planets have

seasons and a similar day length. Mars

has volcanoes, canyons, and ice caps just

like those on Earth. Earth’s environment

supports life, so what about Mars?

Scientists think Mars may once have

had liquid water. Water may still remain

deep underground. If so, microscopic life

may have existed on Mars in the past,

or may even exist today. The National

Aeronautic and Space Administration

(NASA) is exploring Mars for evidence of

life. NASA’s Curiosity Rover, a mobile science

lab, has been trekking across Mars since

August 5, 2012.

Is life possible on Mars?


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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.4.RInfo.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.

CC.4.RInfo.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.


A FRAMEWORK FOR K–12 SCIENCE EDUCATIONCore Idea PS3: Energy PS3.B: Conservation of Energy and Energy Transfer What is meant by conservation of energy? How is energy transferred between objects or systems?


Core Idea ETS2: Links Among Engineering, Technology, Science, and Society How are engineering, technology, science, and society interconnected?

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READThe content goal for Let’s Keep Moving is for students to be introduced to the application of science, engineering, and technology in designing machines that move from one place to another� Remind students that each selection in Let’s Keep Moving relates to this goal� Explain that “Next Stop: Mars” presents information about how science, engineering, and technology were involved in the Curiosity mission, which sent a mobile lab to Mars� Point out the Read to find out statement at the top of page 22 in the student book: Read to find out how scientists solved problems to explore Mars.

Help students with the comprehension goal of accessing content by inferring and visualizing� Model by reading the caption on page 22 and saying: I can make a mental picture of huge reddish clouds of dust blowing around in the Martian sky, like what happens when a car kicks up a cloud of dust when riding on a dirt road. Picturing these dust clouds on Mars helps me infer that landing a rover on Mars was very challenging. It also helps me realize that we can learn only so much about Mars from space; it’s better to land on the surface and explore it, like we have done with rovers and other machines.

Before students begin reading, say: As you read, use the descriptions in the text to form mental pictures. This will help you understand the text. It can also help you make inferences about the challenges of exploring Mars.

TURN & TALKRevisit the Read to find out statement� Have students turn and talk about how scientists solved problems to explore Mars� (One possible response: Scientists and engineers developed a method of landing a rover on Mars with a parachute and a crane by applying scientific information and developing technology�) To check understanding, have students turn and talk about the Check In question: How was Curiosity engineered to travel across Mars’ surface? (Possible response: It has six wheels on jointed legs� It can climb slopes and roll over rocks�)

Describe Chronology Explain that determining the order of events described in an article can lead to a better understanding of how the events relate to one another� Model this for students by pointing out the captions on pages 24 and 25� Say: When I see the words Ready, Set, and Go, I know right away the order of these commands. This helps me understand the order of the events described under them. Have student pairs apply this strategy by locating the main section headings on pages 24, 26, and 31� Have them turn and talk about what can be learned about the order of events from these headings� Then have them discuss how scientists, engineers, and technicians played a role at each stage of the development, landing, and use of Curiosity to explore Mars�

Interpret Visual Information Have students turn and talk to compare the diagram of Curiosity on pages 28–29 with the photo of Curiosity on page 30� Say: The diagram provides details about the parts of the rover, but the photo captures my imagination. It’s amazing to see a scientific tool made on Earth exploring the surface of Mars. Ask: What information is best learned by looking at the diagram? What information is best learned by looking at the photo? (Possible responses: I can learn about many of the individual parts of the rover by studying the diagram� I can see what the rover looks like on the surface of Mars by using the photograph�) Then have each pair of students interpret the diagram and the photo to develop a description of Curiosity that synthesizes the information in both images�

WRITE & ASSESS You may want to have students do a “quick write” to assess understanding� It’s always helpful to have students reflect on both the content of the selection and their thinking process�

• What are three individual parts of Curiosity? What are their functions?

• What did this selection make you think about?

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Discuss

READING OBJECTIVES• Ask and answer questions to demonstrate

understanding�

SCIENCE OBJECTIVES • Recognize that engineers, scientists, and

technicians work together to advance modes of

transportation�

CONTENT & COMPREHENSION GOALSFoster a discussion about the selections in Let’s Keep Moving. Ask: In this book, what did you learn about machines that move? (Possible responses are given in the concept map� Students may have more or different information�)

The four selections in Let’s Keep Moving are a reference article, a third-person narrative, a history article, and an engineering article� Physical science concepts (aerodynamics and electric currents) thread through the selections� Guide a discussion about these science concepts�

What makes the selections especially interesting, though, is the interdisciplinary context—real-life stories and events that include not only physical science but also history, geography, and careers� After you describe what interdisciplinary means, have students turn and talk about the interdisciplinary nature of the selections� You might ask: How is Let’s Keep Moving different from a textbook about motion? Also ask them to consider differences in the ways the selections were written (such as genre, text structure, and point of view) and how the writing style helps the science concepts come alive�

In this book, what did you learn about machines

that move?

Technology and consumer demand

determine what features are available

on cars.

Airplanes can be flown around the

world.The space

shuttle program contributed

greatly to space exploration.

Science and engineering were used

to develop and land the Curiosity rover

Farmers used a kind of string called Plymouth twine to bind hay. Legend says

the car was given the same well-known name so farmers would buy it.

Inventors began creating automobiles, or cars,

in the late 1800s. Back then, cars were basically

“horseless carriages.” But big changes would

come in the 1940s, 50s, and 60s. Let’s look

at some features of cars that

made them safe, affordable,

and, well, cool!

The company said the

car was named for the

strength of the pilgrims at

Plymouth Rock. The hood

ornament still sported a

ship, the Mayflower, like the

1942 model. But now the

hood ornament lit up.

GENRE Reference Article Read to find out about some cars that represented great

technology and style in the past.

by Jennifer BoudartSpotlights

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On March 23, 2007, Barrington Irving

entered the cockpit of an airplane named

Inspiration. He was about to fly into

history. Eight years earlier, 15-year-old

Irving dreamed of playing college

football. When a pilot suggested a

career in aviation, Irving said he

wasn’t smart enough. But the pilot

invited Irving aboard an airplane,

and the young man was hooked.

Instead of taking a football scholarship,

Irving worked to earn money. He spent

time at the airport and played video

games to practice flight skills. Then Irving

earned a college scholarship to study

aviation science. During his senior year,

Irving’s new dream took shape.

GENRE Third-Person Narrative Read to find out how a young man made his dream come true.


Flight Around

the gl be

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It’s a rocket! It’s a plane! It’s a giant

space taxi! Actually, it’s all three. The

space shuttle is a reusable spacecraft

built by the National Aeronautics and

Space Administration (NASA).

It launched like a rocket,

landed like an airplane,

and moved people

and materials high

above Earth.

GENRE History Article Read to find out about the history of NASA’s shuttle program.

Columbia sits on

Launch Pad 39A

in March 1981.

Everything is being

readied for its

first flight.

by Jennifer Boudart

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Martian soil has red iron oxide. This is why

Mars is nicknamed the red planet. Winds

whip up giant clouds of red dust that

surround the planet.

GENRE Engineering ArticleRead to find out how scientists solved problems to explore Mars.

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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS

CC.4.RInfo.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

A FRAMEWORK FOR K–12 SCIENCE EDUCATIONCore Idea ETS2: Links Among Engineering, Technology, Science, and Society How are engineering, technology, science, and society interconnected?

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DISCUSSHave students collaboratively answer the questions on page 32 as you move about the room and listen in to support and scaffold student conversations and clarify misconceptions�

1. What connections can you make among the four pieces in Let’s Keep Moving? (Possible response: These articles are connected because they all focus on machines that move from one place to another, and they all show how science, engineering, and technology are related�)

2. What surprised you about the design and technology of the early cars? (Possible response: I was surprised that features that we take for granted now were new innovations in these cars�)

3. What piece contained the most complex problem? How did scientists attempt to solve it? Why was it so difficult? (Possible response: I think that the piece “Next Step: Mars” contained the most difficult problem: landing Curiosity on Mars� The problem was solved by using a parachute and a sky crane and by applying knowledge of scientific concepts such as friction�)

4. What have we learned from Curiosity so far? What more do scientists hope to learn? (Possible response: So far, we have learned that there is an ancient streambed on Mars and traces of water in the sand� Scientists still hope to learn how carbon got in the soil of Mars�)

5. What do you still wonder about ways people get from one place to another? What would be some good ways to find more information? (Answers will vary, but students should describe a variety of references, such as books and magazines, reliable Internet sites, and talking with experts�)

Discuss1. What connections can you make among the four pieces in Let’s

Keep Moving?

2. What surprised you about the design and technology of the early cars?

3. Which piece contained the most complex problem? How did the scientists attempt to solve it? Why was it so difficult?4. What have we learned from Curiosity so far? What more do

scientists hope to learn?5. What do you still wonder about ways people get from one

place to another? What would be some good ways to find more information?

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Research & Share

In small groups or individually, offer students the chance to explore questions they have or ideas they still wonder about, based on their reading in Let’s Keep Moving. Use question 5 on the Discuss page of the student book as a springboard for student questions and ideas for further research�

EXPLOREEncourage students to express their curiosity in their own way� The questions students have matter� You might have students talk with peers, write about what they wonder, or create drawings based on what they learned from reading the different selections in Let’s Keep Moving. Guide them to immerse themselves in resources related to what they are most interested in learning more about� They might ask questions or make statements about their interests, for example:

• What are some aerodynamic features of today’s cars?• What is the best design for a paper airplane to move as far as possible? • How was the space shuttle different from previous spacecraft used

for space exploration?• What technology did scientists and engineers use to land

spacecraft and astronauts on the moon?

GATHER INFORMATIONAfter students explore, they should arrive at a question that will drive their research� Students may want to read, listen to, and view information with their question in mind� Guide students to use resources, such as reliable sites on the Internet, science texts and articles, library books, and magazines, that address the question they posed� Collecting information may lead students to revise or narrow their question�

You may want students to follow a specific note taking system to keep track of their thinking and findings as they gather information� In addition to taking notes, ask students to make a list of their sources� You may want to model how to take notes by interacting with text and demonstrating how to summarize the most important information� Remind students that their question will drive their research and note taking�

OBJECTIVES• Ask questions based on reading Let’s Keep Moving.

• Research, document, and share information�

Moving Let’s Keep


Physical Science

840LNext Stop

MarsThe Space


the GlobeCool Cars


7/25/13 10:37 AM

COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.4.Write.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.

CC.4.Write.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

CC.4.Write.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

CC.4.Write.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.

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ANALYZE & SYNTHESIZEGuide students to carefully and thoughtfully review their notes to determine the big ideas related to their question� As students prepare to use the information they’ve gathered to formulate an answer to their question, support them as they analyze and synthesize� Be sure they do the following:

• Revise any misconceptions�• Notice incongruities in their information�• Evaluate all the various pieces of information�• Pull together the most pertinent information that

addresses their question�

While analyzing and synthesizing their research, students may realize that the more they learn, the more they wonder� To help focus their thinking, students may want to talk with classmates or write in a research notebook� Remind them that just as in real-world scientific research, there may not be a final answer to the question they posed�

SHAREWhen students share their research, they become teachers, consider how their ideas were shaped by the investigation, and pose new questions� Students may express their knowledge by writing, speaking, creating a visual piece, or taking action in the community� The best culminating projects are those with authentic purposes� For example, the student who researches the aerodynamic features of today’s cars might make a brochure relating these features or make a model of a car that displays them�

When students are given time to gather information about a topic that interests them, they find unique and individual ways to share what they learned� Some options you can suggest might include the following:

• eBooks with photos and text to share with other students who are building background on the topic

• A slide show presentation of aerodynamic features in automobiles, planes, or other vehicles

• A demonstration of models that shows the effects of aerodynamic design

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Correlation

(cont. on p. 20)

Grade 4 Common Core State Standards for English Language Arts and A Framework for K–12 Science Education correlated to National Geographic Ladders Science

Common Core State Standards for English Language Arts, Grade 4Let’s Keep Moving Teacher’s Guide

Reading Standards for Informational Text

Key Ideas and Details 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing

inferences from the text.pages 9–10, 15–16

2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. pages 11–12

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.

pages 9–10, 13–14

Craft and Structure 4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant

to a grade 4 topic or subject area.pages 7–8

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.

pages 13–14

6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

Integration of Knowledge and Ideas 7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams,

time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

pages 7–8, 11–14

8. Explain how an author uses reasons and evidence to support particular points in a text.

9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend informational texts, including history/social studies,

science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

If the entire NG Ladders Science grade 4 program is used throughout the year, students will have had exposure to multiple genres, multiple levels, and appropriate scaffolding.

Writing Standards

Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

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Production and Distribution of Writing 4. produce clear and coherent writing in which the development and organization are appropriate to

task, purpose, and audience.

5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge through investigation of different aspects of a

topic.pages 17–18

8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

pages 17–18

9. Draw evidence from literary or informational texts to support analysis, reflection, and research. pages 17–18

Range of Writing 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.

pages 17–18

A Framework for K–12 Science EducationLet’s Keep Moving Teacher’s Guide

Core Idea PS3: EnergyPS3.A: Definitions of EnergyWhat is energy?

pages 4–6, 9–10

Core Idea PS3: EnergyPS3.B: Conservation of Energy and Energy TransferWhat is meant by conservation of energy? How is energy transferred between objects or systems?

pages 4–6, 9–14

Core Idea PS3: EnergyPS3.C: Relationship Between Energy and ForceHow are forces related to energy?

pages 4–6, 7–10

Core Idea PS4: Waves and Their Applications in Technologies for Information TransferPS4.C: Information Technologies and InstrumentationHow are instruments that transmit and detect waves used to extend human senses?

pages 4–6, 11–14

Core Idea ETS2: Links Among Engineering, Technology, Science, and SocietyHow are engineering, technology, science, and society interconnected?

pages 13–16

Core Idea ETS2: Links Among Engineering, Technology, Science, and SocietyETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural WorldHow do science, engineering, and the technologies that result from them affect the ways in which people live? How do they affect the natural world?

pages 7–8

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Science

Glossary

ACKNOWLEDGMENTSGrateful acknowledgment is given to the authors, artists, photographers, museums, publishers, and agents for permission to reprint copyrighted material. Every effort has been made to secure the appropriate permission. If any omissions have been made or if corrections are required, please contact the Publisher.

Credits1, 2, 3, 4, 17 (bg) ©hxdyl/Shutterstock. (bl) ©Volo Auto Museum. (bcl) ©Marianne Armshaw/WENN/Newscom. (bcr) ©NASA/Sandra Joseph and Kevin O’Connell. (br) NASA/JPL-Caltech. 7 (bg) (br) ©Volo Auto Museum. 9 (bg) ©Edmund J. Coppa/Splash News/Newscom. (tc) ©Leonello Calvetti/Alamy. (tr) ©Alan Diaz/AP Images. 11 ©NASA. 13 ©NASA/JPL-Caltech/MSSS. (t) ©NASA/JPL-Caltech/ESA/UA. 16 (t) ©NASA/Sandra Joseph and Kevin O’Connell. (bl) ©Marianne Armshaw/WENN/Newscom. (bc) NASA/JPL-Caltech. (br) ©Volo Auto Museum.

Copyright © 2015 National Geographic Learning, Cengage Learning

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For permission to use material from this text or product, submit all requests online at cengage.com/permissions

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Physical Science Let’s Cook • At the Movies Super Structures • Let’s Keep Moving!

Earth Science The Good Earth • Patterns Explorer Tim Samaras: Tornadoes The Chesapeake Bay

Life Science Weird but True! • Smart Animals Exploring Coral Reefs • Taming the Wild

Content Consultants

Judith S. Lederman, Ph.D., Associate Professor and Director of Teacher Education, Illinois Institute of Technology

Randy L. Bell, Ph.D., Associate Dean and Professor, Oregon State University

Kathy Cabe Trundle, Ph.D., Associate Professor of Early Childhood Science Education, The Ohio State University

aerodynamic (adjective) a shape that allows air to flow smoothly around it

aviation (noun) the study, design, and operation of airplanes

electric current (noun) a form of electricity in which electric charges move from one place to another

force (noun) a push or a pull

spacecraft (noun) a vehicle used for traveling to and from space

ISBN: 978-12853-5985-4

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