Great Inventions and Where They Came From€¦ · implying, or what does she mean, when she says that our lives would not be the same without inventions? Is she right? How so? Explain

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

Social Studies

Great Inventions and Where They Came From

Navigators Teaching Guides provide flexible options to meet a variety of instructional needs…

Theme: Information and technology

Skills & Strategies

Anchor Comprehension Strategies

• Evaluate author's purpose

Comprehension • Makeconnections

• Identifymainideaandsupportingdetails • Makeinferences

• Usetextfeaturestolocateinformation

Word Study/Vocabulary • Analyzecompoundwords

Social Studies Big Idea • Inventionsandtechnologyhavechanged

thewaypeoplelive.

Level O/34

TeACher’S Guide

skiLLs and strateGies

OvERvIEW

reLated resources

This lesson teaches and/or reinforces the following skills and strategies:

Evaluate Author’s Purpose (pp. 3–9)

•Make Inferences (pp. 3–5)

• Identify Main Idea and Supporting Details (p. 4)

• Use Context Clues to Determine Word Meaning (p. 4)

• Identify Cause and Effect (p. 5)

• Use Knowledge of Word Structure to Determine Word Meaning (p. 5)

• Draw Conclusions (p. 6)

• Use Text Features to Locate Information (p. 6)

This skill/strategy is the focus of the Ongoing Assessments for

this title.

theme connectionsInventions Transportation

Inventors Communication

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

tabLe of contents


Comprehension Strategy Posters (for Assessed Skills/Strategies)

• Making Inferences

• Evaluating the Author’s Purpose

Thematic Poetry Connections (in Reading & Writing Poetic Forms)

• “A bridge engineer, Mister Crumpett” (Anonymous)

Comprehension Strategy Assessment handbook (Grade 3)• Ongoing Assessments #15 and #16

notable Trade Books for Read Aloud

• Caney, Steve. Steve Caney’s Invention Book. Workman Publishing Company, 1985.

• Thimmesh, Catherine. Girls Think of Everything: Stories of Ingenious Inventions by Women. Houghton Mifflin, 2000.

• Wilson, Anthony. How the Future Began: Communications. Kingfisher, 1999.

Web Site for Content Information• Technology in the 1900s

http://www.pbs.org/wgbh/ amex/kids/tech1900/

Explore technology and inventions of the early 1900s.

nationaL content standardsScience Science as Inquiry: bScience and Technology: a, b, cHistory and Nature of

Science: a

Social StudiesTime, Continuity, & Change: dScience, Technology, &

Society: a

BEFORE REAdInG

Author Jackie Glassman takes readers on a trip through history to explore inventions—from the alphabet to the Internet—that have changed the way we live. Along the way, readers examine inventions related to written communication,transportation, and entertainment.

Book Summary

introduce the bookDraw 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. 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 the book is fiction or nonfiction? Why?

• What kinds of features do you expect to find in a nonfiction book? Do you see any of those features here?

• Which inventions do you recognize in the photographs and illustrations? What do you already know about these inventions?

• What kind of special vocabulary do you think you’ll find in this book?

set a purpose for readinGThis text provides an excellent opportunity for students to focus on the strategies of evaluating author’s purpose and making inferences. Explain that the author is going to describe three different categories. In learning about these inventions, the reader will have opportunities to infer, or make educated guesses, as to why those inventions came to be. Read page 3 from the text. Say: Listen carefully to the inferences the author is making about your everyday life. After reading, ask: What is the author implying, or what does she mean, when she says that our lives would not be the same without inventions? Is she right? How so? Explain to students that sometimes an author doesn’t state everything right in the story, but rather gives clues that help readers make inferences about the text.

introduce the Graphic orGanizerProvide each student with a copy of the Evaluating Author’s Purpose graphic organizer. Explain that an author writes a selection for one of three reasons: (1) to persuade or convince the reader; (2) to inform or present information; or (3) to entertain. As students read each chapter, they should ask themselves which parts of the chapter (including sidebars, activities, question prompts, etc.) inform the reader? Which entertain? Which per-suade? Explain that as they read, each student will be looking for data to fill in this chart. You might suggest that students place sticky notes in the margins of pages where they find clues that support the author’s purpose. Point out that knowing the author’s purpose can help readers determine how to read the text—quickly or slowly, seriously or casually.

3

Evaluating Author’s Purpose

Chapter Inform Entertain Persuade

1

2

3

4

5

© 2011 Benchmark Education Company, LLC Great Inventions and Where They Came From

use Context CluesPoint out the word discovery on page 5. The author provides a definition of this word in context (something that already exists) and gives an example of a discovery (fire). Challenge students to locate these context clues. You can also create a visual word web like the one below and have the class complete it.

Then tell students to apply this and other strategies to unfamiliar words they flagged. These might include: equations, p. 2

process, p. 4

merchants, p. 6

pulp, p. 7

printing press, p. 9

ChAPTERS 1 & 2

example fire

definitionthe finding of something that already exists

sentenceThe discovery of electricity led to the invention of the light bulb.

discovery

root word discover

read the text pages 2–9Use the following prompt to set a purpose for the reading: As you read, think about the main idea of each chapter. What does the author want you to know about inventions? What details support the main idea?

Ask students to read the chapters independently. Invite them to use sticky notes to flag sections of the text that state or imply the main idea and the details that support that idea. Also ask them to flag text clues that support the author’s purpose for writing 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 comprehensiondiscuss Identifying Main Idea and Supporting details Ask: What is the main idea, or the most important idea of Chapter 1? How do you know? What details—words and phrases—support the main idea? Jot students’ responses on the chalkboard or chart paper. If students have difficulty, use a think aloud to model how a good reader thinks through figuring out the main idea and supporting details.

After reading pages 2 and 3, I learned that people like me use inventions every day. This is the main idea because there are lots of details to support it. For example, on page 3 the author describes inventions we use every day such as gum, zippers, and the school bus.

Begin the Graphic Organizer: Evaluating Author’s PurposeAsk students to reread or skim and scan the text to locate information for the graphic organizer. Draw students’ attention to both the running text as well as the sidebar information and activities. Do students notice any difference in the author’s purpose between the regular text and the side-bars? Encourage them to jot down all their ideas in the graphic orga-nizer.

Make InferencesPoint out to students that on page 2 the author is making an informed guess, or inference, about what comes to a reader’s mind when she or he thinks of an invention. Explain that like the author, readers also make inferences when they connect information in the text and pictures with their own experiences. They should note that:

• The photographs on pages 2 and 3 are of inventions that people use in their everyday lives.

• The author uses the word “lucky” when describing people who invent things by accident because for most people, coming up with an invention takes a lot of thought, work, and time.

Invite students to continue reading Chapter 2, looking for more evidence in the text to support inferences they make along the way.

4

TEACHING TIPSMeaningful Activities for Rapid Readers• Complete the chart on page 3.

How does it help you recognize inventions that you use daily?

• Look at the time line on pages 6 and 7. Which inventions don’t people use anymore? Why?

Prompts to help Readers Monitor Comprehension• If you lose the meaning, go back

and reread the section where you lost concentration.

• Look for context clues to help you define unfamiliar words.

Great Inventions and Where They Came From © 2011 Benchmark Education Company, LLC

read the text pages 10–15Use the following prompt to set a purpose for the reading: As you read, think about how the invention of the wheel led to the invention of future forms of transportation. How does paying attention to causes and effects help you as you read and understand new information?

Ask students to read the chapter independently. Encourage them to use sticky notes to flag pages where the author describes the outcome or effects of various inventions. Also ask them to flag text clues that support the author’s purpose for writing this chapter and any unfamiliar words they encounter. When the class has finished, use the activities below to focus on skills, strategies and text and graphic features of the books.

focus on comprehensiondiscuss Cause-and-Effect RelationshipsInvite students to discuss the cause-and-effect relationships featured in the chapter. Ask: What inventions came about as a result of the wheel? Which invention made the development of the car and airplane possible? What effects did the invention of the assembly line have on car production? How does recognizing cause-and-effect relationships help you as you read the text?

Continue the Graphic Organizer: Evaluating Author’s PurposeAsk students to reread or skim and scan the text to locate information for the graphic organizer. Remind students that they are looking for text clues that will help them evaluate the author’s purpose for writing. Point out that a piece of writing can have more than one purpose.

Make InferencesExplain to students that on page 10 the author is making an inference, or an informed guess, when she says that today it is easy for people to get from place to place. Ask students why the author is correct in making this inference. What information does the author have that enables her to make this guess, or inference? Students should recognize:

• There are many kinds of transportation today, such as cars, bikes, and trains that can get us places quickly and easily.

• Long ago there were not very many ways to get around, and the few ways that did exist were very slow, like the horse and buggy.

Invite students to consider what other inferences they can make about how our lives today are different from others’ long ago. What role do inventions have in making our lives easier?

Then tell students to apply this and other strategies to unfamiliar words they flagged. These might include:sometimes, p. 10steamboat, p. 13airplane, p. 14automobile, p. 15

Analyze Compound WordsChallenge students to find an exam-ple of a compound word in the text. Discuss how paying attention to the words within a compound word can help readers decipher meaning and spelling patterns. Use the web below as an example.

ChAPTER 3

roller blade

wheel metal runner

definition A skate with wheels that attach to a metal runner

rollerblade

word parts

5

TEACHING TIPSMeaningful Activities for Rapid Readers• Read the “Think It Over” box on

page 11. Make a list of all the wheels you see in one day.

• Think about the question on page 13. How does the form of trans-portation you’re thinking of com-pare to the horse-drawn wagon?



• Look for context clues to help you define unfamiliar words.


synonym

6

focus on comprehensiondiscuss drawing ConclusionsInvite students to share and compare the conclusions they drew about the role of inventions in our lives. Encourage them to skim and scan the previous chapters to remind themselves of important information that will help them draw their conclusions. Possible conclusion state-ments include:

• Virtually every man-made object that we use in our daily lives is the result of an invention.

• Our modern lives depend on many inventions that we take for granted.

• Without inventions, our lives would be completely different.

• Inventions solve problems, fill needs, and make our lives easier.

• All inventions have a history that shows how they came to be. Inventions from the past still help us today. New inventions are being developed every day.

Complete the Graphic Organizer: Evaluating Author’s Purpose

Ask students to reread or skim and scan the text to locate information to complete the graphic organizer. Remind students that they are looking for text clues that will help them evaluate the author’s purpose for writing. They might ask themselves the following questions:

• Why does the author spend time discussing inventions that entertain? What does she want me to know about them?

• Why does the author make a point of explaining exactly how different foods and toys were invented? What generalizations might she want me to make?

• Why does the author want me to think about future inventions? What is she trying to communicate? What does she believe?

ChAPTERS 4 & 5

use Text FeaturesDraw students’ attention to the proper name Guglielmo Marconi on page 17. Explain that names can be difficult to pronounce as they often do not follow familiar phonetic rules. Read the pronunciation guide with students, pointing out how the words are broken into syllables and the stressed syllables appear in capital letters.

Pronunciation guides can also help students comprehend unfamiliar words. A reader may not recognize a written word that he or she is familiar with. By using the pronunciation guide, the reader can hear the word which may spark comprehension.

Invite students to use the pronunciation guides for other words in this chapter (kinetograph and kinetoscope, page 18).

read the text pages 16–22Use the following prompt to set a purpose for reading: As you get to the end of the book, draw conclusions about the role inventions play in our lives.

Ask students to read the chapters independently. Invite them to use sticky notes to flag sections of the text that will help them draw conclusions. Also ask them to flag text that supports the author’s purpose for writing, 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.

TEACHING TIPSMeaningful Activities for Rapid Readers• What inventions make your

favorite form of entertainment possible?

• Think about the question in the box on page 22. Then draw and describe your invention and share it with the class.




AFTER REAdInG

7



1

2

3

4

5

– the invention process– difference between inven-

tion and discovery

– where alphabet came from– who invented the alphabet– how ink, the quill pen,

paper, and printing press were invented

– the history of printing and what it has led to

– how different forms of transportation were invented

–the history of the wheel – the story of the assembly

line

– how recorded sound came to be invented

– invention of radio– invention of movie

camera – mini-biography of Thomas

Edison

– past inventions lead to new inventions

– new inventions improve the quality of life

– find out that our lives are surrounded by inventions

– pictures of how people communicated before the alphabet was invented

– potato print activity– pictures of people from

long ago printing –printed word time line

– stories about velocipede and the “Rocket”—first steam train

– story about the animals in the first hot air balloon

–picture of first airplane– story of the Model T or

“Tin Lizzie”–transportation time line

– story about first recorded sound– picture of family listening to

radio– story of how Ruth Wakefield

invented chocolate chip cookies

– stories of how Slinky, yo-yo, and Frisbee came to be

– encouraging reader to make and share list of transportation used and to find objects with wheels

sYnthesize and assessRetell and Summarize As a group, generate an oral or written retelling of the book. Select the key points to create a summary.

Respond Ask students what they found 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.

Evaluate Author’s Purpose Challenge students to use their completed graphic organizers to identify the main purpose for which the author wrote this book: to inform, entertain, or persuade. How do they know?

Make Judgments Invite students to think about the three types of inventions the author focused on and to make judgments about these categories of inventions, as well as inventions in general.

The completed graphic organizer below can serve as a model for assessing students’ ability to evaluate author’s purpose.


mini-Lesson Writing Focus: Writing to InformRemind students that throughout the book Great Inventions and Where They Came From they read about many inventions, including their histories, who invented them, and how they are useful to us today.

Ask students to review the three categories of inventions described in the book: communication, transportation, and entertainment. Encourage them to think of an invention—one not described in the text—from one of those or another category to write about.

On the board or chart paper, create a table like the one below showing details about the invention.

Use the reproducible Writing Model to demonstrate how information from the table can be used to write a paragraph describing an inven-tion and the story behind it. Remind students that their author’s purpose is to inform readers.

WRITInG WORkShOP

Research and write a

paragraph describing

an invention and the

story behind it.

wrITING ASSigNmeNt

Questions Answers

Who? Chester Greenwood

What? Earmuffs

When? Came up with idea in winter of 1873; design patented 1877

Where? Farmington, Maine; New England

Why? To solve the problem of cold ears during the long, cold winters

How? Cover two wire loops with beaver fur and velvet, connect loops, and attach to cap

wrITINg TIPSProcess wrItINg Steps

1. Have students brainstorm inventions and research one of them to create a table like the one that was modeled for them, in which they answer the questions who, what, when, where, why, and how.

2. Have students independently write a first draft describing the invention using their notes from their table.

3. After students complete their paragraph, they should revise and edit it.

4. Conference with each student following the first revisions and editing.

5. Have students make any additional changes and create a final copy of their paragraph.

6. Finally, invite students to share their paragraph with a group of other students.

8 Great Inventions and Where They Came From © 2011 Benchmark Education Company, LLC

The winter of 1873 was a very cold one in

Farmington, Maine. Fifteen-year-old Chester Greenwood

was trying to find a way to keep his ears warm

while ice-skating. He tried all kinds of solutions.

Finally, he came up with the idea of covering two

oval loops of wire with beaver fur on one side and

velvet on the other. He connected the loops with a

wire, and attached it to his cap. He tested his new

invention and it worked. His ears stayed warm!

By 1877, Chester’s earmuffs were selling all over

New England and he received a patent for his

design. Today warm ears are possible thanks to

Chester Greenwood.

Writing Model: Writing to Inform

wrITING TIP

Start your paragraph with a topic sentence that

expresses the main idea. Conclude with a sentence

that summarizes, or wraps up, your main point.

The Invention of Earmuffs


Who

When

Why

how

Where

Name: __________________________________________ Date: __________________



1

2

3

4

5


Name: ________________________________________ Date: __________________

The Problem SolverMost inventions offer solutions to a problem or fill a need. How does each invention listed below solve a problem or fill a need?

Invention how does it solve a problem or fill a need?

Elevator

Microwave

Zipper

Washing machine

Windshield wipers

Microscope

Airplane

dvd

E-mail


Name: __________________________________________ Date: __________________

how does It Work?Think of an invention you use every day, such as a computer, skateboard, or washing machine. Now imagine you were describing to a younger student how to use this invention. In the flowchart below, write the steps you take.

1. 2. 3.

4. 5. 6.

7. 8. 9.

Invention:


Name: ________________________________________ Date: __________________

Now is your chance to be an inventor. Think of something that would solve a problem or make your life easier. Design your invention by making a diagram and labeling the different parts. Put the name of the invention at the top and a description of why you invented it and how it works at the bottom.

You’re the Inventor


Name: __________________________________________ Date: __________________

The Story of an InventionLook back at the book Great Inventions and Where They Came From. Select one invention and, using the cause-and-effect chain below, fill in the blanks to show how one event caused another, eventually leading up to the invention.

Invention:

Event 1

Event 2

Event 3

Event 4


A n S W E R k E Y

The Problem SolverInvention how does it solve a problem or fill a need?

Elevator

Microwave

Zipper

Washing machine

Windshield wipers

Microscope

Airplane

dvd

Email

People who can’t or don’t want to climb stairs can get fromone floor of a building to another.

People can cook food much more quickly.

People can fasten clothing, suitcases, sleeping bags, etc.

People don’t have to scrub clothing by hand. Laundry getsdone more quickly and more effectively.

People can see out of their windshields during a rain orsnow storm.

People can observe and study objects too tiny to see withnormal eyesight.

People can travel long distances rapidly over land or water.

Movies can be stored more compactly and watched withmore clarity. People can communicate rapidly anywhere in the world.

how does It Work?

1. 2. 3.

4. 5. 6.

7. 8. 9.

Decide what time you want to get up.

Set the wake time. Set the clock radio for either music or alarm.

Invention: Clock Radio

Go to sleep. When you hear the alarm in the morning, push the snooze button.

When you hear the alarm again, get up!

Turn off alarm.

You’re the Inventor The Story of an Invention

Invention:

Event 1

Event 2

Event 3

Event 4

The Phoenicians invented the first alphabet.

The Chinese and Egyptians invented ink.

The Chinese invented a process to make paper.

Johannes Gutenberg invented the printing press.

Printing Press


Fast-moving wheels

My robot keeps my little brother out of my bedroom. It bribes him with cookies and entertains him with stories. I invented it so my brother wouldn’t get into my stuff.

Invention: Door Guard

Flexible arms

Book to read aloud

Toddler sensor

Chocolate chip cookie

Books toread aloud

Introduce the Book Set a Purpose for Reading√ Introduce the

Graphic Organizer

Read the Text: Ch. 1 & 2Focus on Comprehension:√ Begin the Graphic Organizer√ Make Infrences

Read the Text: Ch. 3Focus on Comprehension:√ Continue the Graphic

Organizer√ Make Infrences

Read the Text: Ch. 4 & 5Focus on Comprehension:√ Complete the

Graphic Organizer

Synthesize and Assess

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area Extension Activities (BLMs)

Introduce the Book

Read the Text: Ch. 1 & 2 Select or create mini-lessons by using the comprehension pre-assessments to deter-mine student needs.*

Read the Text: Ch. 3

Select or create mini-lessons.*

Read the Text: Ch. 4 & 5 Select or create mini-lessons.*

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area Extension Activities (BLMs)

BEFORE REAdInG (p. 3) Introduce the Book Set a Purpose for Reading√ Introduce the Graphic Organizer:

Evaluating Author’s Purpose*

duRInG REAdInG (pp. 4–6)Read the Text: Chapters 1 & 2Focus on Comprehension Mini-Lessons: Discuss Identifying Main Idea and

Supporting Details* √ Begin the Graphic Organizer* √ Make Inferences* Use Context Clues*

Read the Text: Chapter 3Focus on Comprehension Mini-Lessons: Discuss Cause-and-Effect Relationships*√ Continue the Graphic Organizer*√ Make Inferences* Analyze Compound Words*

Read the Text: Chapters 4 & 5Focus on Comprehension Mini-Lessons: Discuss Drawing Conclusions*√ Complete the Graphic Organizer* Use Text Features

AFTER REAdInG (p. 7) Synthesize and Assess Activities: Retell and Summarize* Respond Evaluate Author’s Purpose* Make Judgments*

WRITInG WORkShOP (pp. 8–9)Mini-Lesson √ Assignment: Writing to Inform

COnTEnT-AREA ExTEnSIOn ACTIvITIES on Blackline Masters (pp. 11–14) The Problem Solver how does It Work? You’re the Inventor The Story of an Invention

Lesson-at-a-GLance

Navigators Teaching Guides provide flexible options to meet a variety of instructional needs…

√ 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.

1

2

3

4

5

Accelerated 3-day Lesson

5-day Flexible Lesson

5-day Lesson for Assessed Skills & Strategies

Introduce the Book

Read the Text: Ch. 1 & 2

Read the Text: Ch. 3

Read the Text: Ch. 4 & 5 Synthesize and Assess

day

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: 978-1-59000-495-1

sampLe Lesson pLanninG Guides


Documents

Great Inventions and Where They Came From€¦ · implying, or what does she mean, when she says that our lives would not be the same without inventions? Is she right? How so? Explain