Level X/60 Isaac Newton and His Laws of Motion Forces and Motion ... TeACHer’S GuIde MONA CHIANG. ... Earth. I see that on Earth it is 1 and on Uranus it is 0.795. The • 6. 8

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

Theme: Forces and Motion• Forces and Motion on Earth• Forces and Motion in Sports• Isaac Newton and His Laws

of Motion

Isaac Newton and His Laws of MotionLevel X/60

Science

Skills & Strategies

Anchor Comprehension Strategies

• Evaluate author's purpose

Comprehension • Retell

• Drawconclusions

• Usegraphicfeaturestointerpretinformation

Word Study/Vocabulary • Usecontextcluestodetermineword

meaning

Science Big Idea • Forcescausemotion,orthechangein

positionofanobject.

TeACHer’S GuIde

MONA CHIANG

Page 11: Synthesize Information • Administer Ongoing Comprehension Assessment

• Research and Draw Conclusions

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A c t i v i t i e s

Using Navigators Chapter Books

Explicit Strategy InstructionUse the complete guide to model, guide, and support students as they apply comprehension and word-study strategies. Use portions of the guide to scaffold reading instruction for students who do not need modeled instruction.

Small-Group DiscussionsIntroduce the book and model strategies. Have the group set a purpose for reading based on the introduction. Students read the book, or parts of the book, independently. Then have them use the Small-Group Discussion Guide as they discuss the book together.

Independent ReadingHave students select titles at their independent reading levels. After reading, have students respond to the text in reader response journals or notebooks.

Core Lesson Planning Guide

Copyright ©2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the 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: 978-1-4108-5233-52

Pages 4–6: Model Strategies: Introduction–Chapter 1• Monitor-Reading Strategy: Retell

• Comprehension Strategy: Evaluate Author’s Purpose and Point of View

• Use Graphic Features to Interpret Information: Table

Page 3: Prepare to Read• Build Content Background

• Introduce the Book

Pages 7–8: Guide Strategies: Chapter 2• Monitor-Reading Strategy: Retell


• Use Context Clues to Determine Word Meaning: Direct Definitions

Pages 9–10: Apply Strategies: Chapters 3, 4–Conclusion• Monitor-Reading Strategy: Retell


• Use Context Clues to Determine Word Meaning: Direct Definitions

This five-day lesson plan shows one way to use the chapter book for explicit strategy instruction.

Build Content Background • Write the words mass and inertia on the board. Ask stu-

dents to define the words and explain how they are related. Help students define the words by repeating any parts of stu-dents’ definitions that are correct. Have other students build on these definitions, adding any facts they know about the words. Finally, have students use pages 13 and 15 or the glos-sary to help them finish and check their definitions.

• Before students read, preview some key words that are not found in the glossary of Isaac Newton and His Laws of Motion. Make sure that students can use each word in a sentence. If they have difficulty, use a dictionary to define the word.

gravitation deceleration reflecting telescope resists

• Tell students that most of the difficult words in the book will be defined in a glossary at the back of the book.

Introduce the Book • Give students a copy of the book. Have them read the title

and skim through the book.

• Ask: What will this book be about? How do you know? What pic-tures might help you tell what the book will be about?

• Tell students that Sir Isaac Newton and His Laws of Motion explains the nature of the forces that cause objects to move in predictable and measurable ways.

• To introduce key words and text/graphic features found in this book, use the book’s inside front cover.

Informal Assessment Tips

1. Assess students’ ability to answer questions by previewing a book’s contents.

2. Document informal observations in a folder or notebook.

3. Keep the folder or notebook at the small-group reading table for handy reference.

©2011 Benchmark Education Company, LLC 3

Meeting Individual Needs

For students who struggle with previewing a book’s contents and ask-ing questions about it, point out spe-cific headings, boldfaced words, illus-trations, and special features and show how they make you think of questions that the contents might answer.

Reinforce the concepts of force and friction by having students roll a ball on a surface and explain what causes it to move, then slow, and finally stop. Have students name the forces involved in their native languages.

Have two volunteers try to move a heavy table. Ask students to offer suggestions for how to move the table more quickly and easily. Discuss their suggestions in terms of added force.

Prepare to Readnglish anguage earnersE L L

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Before ReadingMonitor-Reading Strategy: Retell• Use a real-life example of retelling. Say: Recently I read an article about race cars. I wanted to tell

some friends about it. So I wrote notes for myself about the main points and important details I wanted to remember. Then when I talked with my friends, my notes helped me remember the main points so that I could retell them. I can also make notes about words or facts that I need to find out more about.

• Read pages 4 and 5 aloud while students follow along. Stop when you come to important ideas or words that might be challenging to students. Share your thought process aloud with them. Have students state the main ideas on the pages. Write these ideas on self-stick notes and place them in the book as students observe. Some ideas that students might discover are:

Isaac Newton was raised by his grandparents.

At boarding school, he quickly showed he was hard working, bright, and inventive.

Newton worked his way through college.

He was fascinated by math and the science of light.

• Use self-stick notes to retell information from pages 4–5.

During Reading Set a Purpose for Reading• Ask students to read pages 6–7 silently to find out about

Isaac Newton’s accomplishments. Have them make notes in their journal or on self-stick notes about the main ideas they find and any questions they have. Explain that the notes they take will help them retell the main ideas of the chapter.

4 ©2011 Benchmark Education Company, LLC

ABOUT THE STRATEGY Retell

What? Readers take notes about the main ideas in their reading and any ques-tions they have about them. These notes help readers retell what they have read.

Why? Retelling helps good readers reflect on what they’ve read. Taking notes helps good readers understand and remember the main ideas so they can retell the ideas afterward.

When? Good readers take notes before reading to help set a purpose. They take notes during reading to help them understand and remember main ideas so they can retell them later. They retell the main ideas after reading to help them synthesize what they have read. This strategy may also be used when returning to reading after several days have passed.

How? Good readers look for main ideas as they read. They also stop when they have questions about a word or an idea. They note ideas so they can retell them and questions so they can answer them during and after reading.

Model Strategies: Introduction–Chapter 1

After Reading Discuss the Reading• Say: I found that Chapter 1 tells facts about Isaac Newton’s life

and what he accomplished.

• Call on students to retell what they have learned about Isaac Newton’s life and character. Suggest that they use the notes they wrote while reading the chapter. Then have them ask any questions from their notes about words or ideas they did not understand. Have other students answer the questions. If no one knows the answer, help the class find a reference book with the information.

• Repeat the process. Have students retell facts about Newton’s key discoveries and the law of universal gravitation. Then have them ask questions from their notes on each topic.

• For text-dependent comprehension practice, ask the ques-tions for the Introduction and Chapter 1 found on the Comprehension Through Deductive Reasoning Card for this chapter book.

Comprehension Strategy: Evaluate Author’s Purpose and Point of View• Say: When authors write, they have a reason, or purpose, for

writing. When I read, I look for clues to the author’s purpose. If the author tries to convince me to agree with something, he or she is writing to persuade. If the author gives information, he or she is writing to inform. If the author tells a story, he or she is writing to entertain. Recognizing the author’s purpose for writing helps me better understand what I’m reading.

• Pass out the graphic organizer “Evaluate Author’s Purpose and Point of View” (blackline master, page 14). You may want to make a chart-sized copy of the graphic organizer or use a transparency.

• Explain that as students read, they will complete the first four rows together. They will complete the last two rows in pairs or independently.


1. Monitor students as they write notes about the text and then retell the text.

2. In a folder or notebook, jot down what you see each student doing.

3. Students should be taking notes as they read. Document students who are and are not using this monitor-reading strategy.



For students who struggle with this activity, model the strategy again and remind them that taking notes helps them understand and remember the text so they can retell it later.

Rapid readers can take turns with a partner retelling the facts of the chapter.

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Introduction–Chapter 1 (continued)


Comprehension Strategy: Evaluate Author’s Purpose and Point of View (cont.)• Have students return to Chapter 1 and follow along as you

model how to evaluate the author’s purpose and point of view. Write the information on the graphic organizer as you find it. Read page 4 aloud and say: The author tells about Isaac Newton’s childhood: when he was born, where he lived, when he went away to school. He was a top student and made strange inventions. The author is informing the reader. However, she is also telling the story of Newton’s life and revealing his character: His father died before he was born; his mother sent him to live with his grandparents, then away to school; his teachers put him at the bottom of his class, but he proved them wrong. I’ll write these facts in the Evidence col-umn. I think the author is writing to entertain as well as to inform. I’ll write that in the Author’s Purpose column.

• Read page 6 aloud and say: The author tells facts about Newton’s studies and discoveries. I’ll write these facts in the Evidence col-umn. If an author gives information, what is the author’s purpose for writing? She is writing to inform. I’ll write “to inform” in the Author’s Purpose column.

• Say: We’ll continue evaluating the author’s purpose and point of view as we read the rest of the book.

Use Graphic Features to Interpret Information: Table • Have students look at the table on page 7. Point out that it

shows the force of gravity pressing on each planet in our solar system. Demonstrate how to compare the gravity factors on different planets and then help students complete the prob-lems.

• Say: I want to compare the gravity factor on Uranus to that on Earth. I see that on Earth it is 1 and on Uranus it is 0.795. The force of gravity is less on Uranus, so I would weigh less on Uranus than I do on Earth. To find out how much a 10,000-pound elephant on Earth would weigh on Uranus, I multiply 10,000 times 0.795 and get 7,950.

• Ask: How can I find the answer to problem b? (722 pounds on Mars is 0.38 of what the elephant would weigh on Earth; 0.38x = 722; x = 722/0.38; x = 1,900.) Why doesn’t the pull of gravity decrease from planet to planet as you move away from the sun? (Possible answer: The planet’s size and density as well as its distance from the sun determine its gravity factor.)

Reader Response

After reading this chapter, what three things about Newton do you admire? What are three things you want to find out about him? Write a response in your journal and share your thoughts with a group member.

to inform

to entertain

Author gives information about Isaac Newton’s childhood: born in England in 1642; lived with grandparents; top student; known for inven-tions.

Author is telling a story: uneducated father; sent away from mother; teachers put him at bottom; he succeeded anyway.

Page Author’s Evidence Purpose

to inform Author gives information about Newton’s work: famous for work on force, motion, and gravity; studied others’ ideas; made observations and thought about them; first to discover that all objects in universe have gravity; built reflecting telescope.

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Before ReadingMonitor-Reading Strategy: Retell• Remind students that they took notes on main ideas and on

questions they had as they read Chapter 1. Point out to them that writing about and retelling what they have read can help them understand and remember the facts.

• Turn to page 8. Read the page aloud.

Say: I read in the Introduction that Isaac Newton developed an important set of laws about motion. This page introduces the first of these laws: An object at rest stays at rest and a moving object continues moving until a force acts on it. I’m going to write a note about this law.

On a self-stick note, write: Objects at rest remain at rest until moved by a force. Moving objects continue moving unless a force acts on them. Place the self-stick note on the page.

• Explain that as students continue reading, they should use self-stick notes to make notes about main ideas, especially examples that illustrate this law and tell about the forces that affect moving objects and objects at rest. They will be asked to retell the facts they find at the end of the chapter.

During Reading Set a Purpose for Reading • Have students finish reading Chapter 2 to find out how the

first law affects moving objects on Earth and in space. Encourage them to write main ideas and questions on self-stick notes or their journals as they read.

After Reading Discuss the Reading • Ask students to retell the chapter by sharing some main ideas

they wrote about moving objects, friction, and inertia.

• Have students share questions they noted as they read. Invite the class to answer the questions by recalling the text or looking up information in a reference book.

• Have students turn to page 15 and read the checkpoint. Explain that rereading parts of a text can help them better understand and remember the information. Have students answer the prompt in their journals.

• For text-dependent comprehension practice, ask the ques-tions for Chapter 2 found on the Comprehension Through Deductive Reasoning Card for this chapter book.


Observe ELL students as they read the text. If they are not making notes of main ideas and questions, they may not be understanding the text. Ask them to share some of their notes so you can check their understanding.


For students who struggle with this strategy, model it again by retelling part of the text based on self-stick notes. Then have students read one page and note the main ideas they find on it. Have them share the main ideas they noted and explain how they iden-tified them.

Rapid readers can make notes on how friction, gravity, and mass affect inertia. Encourage them to compare the movement of objects on Earth and in space.

Guide Strategies: Chapter 2

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Chapter 2 (continued)

Reader Response

Why do you need to wear a seat belt in a car? Include facts about inertia. Write a response in your journal and share your thoughts with a group member.


Comprehension Strategy: Evaluate Author’s Purpose and Point of View• Review the “Evaluate Author’s Purpose and Point of View”

graphic organizer, and remind students that by looking for clues, or evidence, they can evaluate an author’s purpose and point of view.

• Have students reread page 10 to find the author’s purpose and evidence for that purpose. Write both on the graphic organiz-er.

• Follow the same procedure for page 12. Provide support for students who are struggling with this strategy.

• Use the completed graphic organizer on this page for suggest-ed answers. Although their wording may vary, make sure that students have included the facts shown.

Use Context Clues to Determine Word Meaning: Direct Definitions• Read aloud the last two sentences of the second paragraph on

page 10. Explain that the author gives a direct definition to help readers understand the meaning of the word friction.

Say: First the author mentions the word friction. The next sen-tence begins with the words “Friction is a.” These words tell me that the rest of the sentence will define the word friction. After reading the sentence, I see that the meaning of friction is “a force occurring when two objects rub against each other.”

• Call students’ attention to the word inertia in the third sen-tence on page 15.

Say: The words “is called” tell me that this sentence is defining the word inertia. The word “This” tells me that the sentence before also has information about the word. After reading both sentences, I see that the meaning of inertia is “a force that causes an object to resist changing its motion.”

• Tell students that they will continue to use context clues to determine the meanings of unknown words as they read Isaac Newton and His Laws of Motion. Finding and learning the defini-tions of these words will help them understand the other new information in the book.

to inform Author gives example of soccer ball to explain first law of motion: Push by a foot is force to start motion; ball rolls and slows; friction is force that slows ball.


to inform Author gives more information about forces that act on a moving object: Gravity pulls down; kicks, wind, legs pressing pedals all act to change the motion of an object.

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Apply Strategies: Chapters 3, 4–Conclusion

Before ReadingMonitor-Reading Strategy: Retell• Remind students that they have been writing notes about main

ideas in Isaac Newton and His Laws of Motion so they can retell them. They may also have written questions they had about the text. Point out that these notes can help them understand and remember the facts. Then they can retell the facts they have learned.

• Read page 17 aloud while students follow along. Say: The main idea of the first paragraph is that acceleration is the

rate of change in speed or direction of an object. I’m going to make a note about this main idea. The next paragraph explains that it is nec-essary to increase force or reduce mass to increase the acceleration of an object. Remember, I will use my notes to retell what I have read.

During ReadingSet a Purpose for Reading • Have students read the rest of the book silently. Remind them

to make notes about main ideas and their own questions as they read. Have them write their questions on self-stick notes or in their journals.

• Have students identify the third law of motion and look for examples of the second and third laws in action.

After ReadingDiscuss the Reading • Call on students to retell the facts in Chapters 3 and 4 by

checking the main ideas they wrote on their notes. Ask: How are force, mass, and acceleration related?

(force = mass x acceleration, or as mass increases, it takes a greater force to accelerate it.)

Ask: What is Newton’s third law of motion? (Forces act in pairs. When an object exerts a force on another object, the second object exerts a force of equal strength on the first object, in the opposite direction.)

• Have students turn to page 29 and read the checkpoint. Explain that making connections about what we have read is a good way to understand and remember facts. Have students discuss their examples in small groups.

• For text-dependent comprehension practice, ask the questions for Chapters 3 and 4 found on the Comprehension Through Deductive Reasoning Card for this chapter book.

Teaching Tips

After discussing the reading, have stu-dents remove self-stick notes from their books and place them in their journals on a page title “Retell.” Use this page to review retelling through-out the year

Comprehension Strategy: Evaluate Author’s Purpose and Point of View• Review the graphic organizer students have been completing.

Explain that they will evaluate author’s purpose and point of view in Chapters 3–4 in pairs or independently. They should write both evidence and author’s purpose for pages 20 and 24.

• Ask if students have any questions before they begin. Monitor their work and intervene if they are having difficulty. Discuss students’ responses together.

• For more practice with evaluating author’s purpose and point of view, have students complete the blackline master “Evaluate Author’s Purpose and Point of View” on page 15.

Use Context Clues to Determine Word Meaning:

Direct Definitions• Remind students that sometimes they can figure out the meanings

of unfamiliar words by reading other nearby words or sentences.

• Have students locate the word acceleration in the first sentence on page 17. Point out that the sentence begins with “Acceleration is . . .” These words signal that the meaning of the word will be given. After reading the sentence, it is clear that the meaning of accelera-tion is “how fast an object changes speed or direction or both.”

• For additional practice, have students complete the blackline master on page 16.

Chapters 3, 4–Conclusion (continued)



1. Watch students as they evaluate the author’s purpose and point of view. Ask yourself: How have students progressed with this strategy? What problems are they still having?

2. Watch students as they complete the graphic organizer. Ask yourself: Who is still struggling with this strategy? How can I help them?

3. Jot down your thoughts in your fold-er or notebook. For students who struggle with evaluating author’s pur-pose and point of view, review the strategy using the Comprehension Strategy Poster: Evaluate Author’s Purpose and Point of View.

Reader Response

Describe what happens when you pick up a heavy backpack in terms of Newton’s second law of motion. Explain the connection between mass, accelera-tion, and force. Write a response in your journal and share your thoughts with a group member.

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to inform Author gives information about units of force: Measurements have a number and a unit; force is measured in newtons; to find newtons, multiply mass (kg) x acceleration (m/sec2).


to entertain

to persuade

Narrative develops a story line: includes characters; describes Isaac’s actions and reasons for them; puts events in chronological order; uses dialogue.

Passage Author’sPurpose Evidence

to inform Author gives information about Newton’s third law of motion: Forces always act in pairs; object 1 exerts force on object 2; object 2 exerts equal force on object 1 in opposite direction; rockets and balloons illustrate this law’s effect on motion.

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Author argues that space travel and study are important: reminds readers that human curiosity has always existed; gives examples of important discoveries about the solar system; mentions advantage of technology; ends with appeal.

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1. projectile an object thrown in the air

2. inertia the tendency of matter to resist change by remain-ing in motion or staying at rest

3. gravity force that attracts all objects in the universe toward one another

4. projectile motion curved path of a projectile

5. orbital motion result of balance between the force of inertia and the downward pull of gravity combined

Administer Ongoing Comprehension Assessment• Have students take Ongoing Assessment #13 on pages 62–63 in

the Comprehension Strategy Assessment Handbook (Grade 6).

Research and Draw Conclusions• Have students research to learn more about one of Newton’s

laws of motion or about his life’s work. They might read about some of his experiments and how these helped Newton prove his ideas about force and motion.

• Have students work with a partner to write questions they would like to answer in their research. Give examples of good questions, such as these:

How are unbalanced forces and balanced forces related to inertia?

How has NASA benefited from Newton’s laws of motion? What are some inventions that use these principles to do work?

• Tell students to record their answers under Clues/Evidence on the graphic organizer. When pairs have finished gathering informa-tion, they can share with the group. Tell students to use the information they have gathered to draw conclusions about their topic.

Say: When we combine what we read with what we already know, we draw conclusions. How does the information you’ve found help you draw conclusions about Newton’s laws and his life?

• Ask students to draw conclusions about their topic based on the research they did. Have them write their conclusions on the chart and share with the group.



1. Score assessments and determine if more instruction is needed for this strategy.

2. Keep group assessments in a small-group reading folder.

3. Look closely at students’ responses. Ask yourself: Why might this student have answered the question in this manner? For in-depth analysis, discuss responses with individual students.

4. If needed, reteach this strategy and administer Ongoing Assessment #14 on pages 66–67 in the Comprehension Strategy Assessment Handbook (Grade 6).

5. Use Ongoing Assessments to document growth over time, for parent/teacher conferences, or for your own records.

Scaffold the activity by having stu-dents research one question at a time. Encourage them to choose topics from the text and to use the book as their first resource. After students have researched their answers, pair ELL students with stu-dents who have researched similar topics, and encourage partners to work together to draw conclusions.

Synthesize Information

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Topic Conclusions Evidence

inertia

Write a Personal ResponseInvite students to respond to the book in a way that is meaningful to them. The prompts below provide a variety of alternatives.

• List examples of activities you do each day that use Newton’s laws of motion to your advantage. (text-to-self)

• Did any parts of this book confuse you? If so, what steps did you take to understand them? (self-monitor)

• How did you feel about Newton as you read about his life and his accomplishments? (personal response)

• How do people around the world depend on the law of uni-versal gravitation? (text-to-world)

• What connections did you make to your own experiences as you read this book? (make connections)

• What main ideas about force and motion did you find in this book? (synthesize information)

• What was the best part of this book? Which part did you not like? Why? (evaluate)

• Compare this book about scientific laws to other books you have read on this subject. (text-to-text/compare)

Write to a Text PromptUse the prompt below as a timed writing activity. Students have a maximum of one hour to draft, revise, and edit a response. Use the rubric provided in the sidebar to score students’ writing.

Write to a Picture PromptUse the following picture prompt to develop students’ visual writing abilities.

Reading/Writing Connections

Teaching Tips

Transfer personal response prompts to large chart paper and hang it in the room. Students can refer to the list throughout the year.

The prompt is well developed. There is strong evidence of focus, organization, voice, and correct conventions.

The prompt is developed. There is adequate evidence of focus, organization, voice, and correct conventions.

The prompt is somewhat devel-oped. There is minimal evidence of focus, organization, voice, and correct conventions.

The prompt is weakly developed. There is little evidence of focus, organization, voice, and correct conventions.

Scoring Rubric

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How would your life be different if you lived on the moon? Use what you know about the moon and what you learned about Newton’s laws of motion from the book to support your answer.

Look at the picture on page 21. Describe what is happening in terms of Newton’s first and second laws of motion. Write a response in your journal and share your thoughts with a group member. Use details from the picture to support your answer.


©2011 Benchmark Education Company, LLC

Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date _ _ _ _ _ _ _ _ _ _ _

Directions: Use this sheet to talk about the book.

Word Study: Write words you did not know. Discuss the meanings with your group. Use the text to clarify the meanings.

Questions:Write two or three questions you had while reading this book. Discuss the questions and answers.

Make Connections:Write three connections you made with the text. Discuss them with your group.

Adapted from Literature Circles, Harvey Daniels (Stenhouse Publishing Co., 1994).

Rules for a Good Discussion:1. Be prepared.

2. Pay attention to the person who is talking and do not interrupt him or her.

3. Think about what others are saying so you can respond.

4. Use inside voices.

5. Let everyone in the group have a turn to speak.

6. Be respectful of everyone’s ideas.

Adapted from Guiding Readers and

Writers, Irene C. Fountas & Gay Su

Pinnell (Heinemann Publishing Co.,

2001).

Ways to Make ConnectionsText-to-Self: This reminds me of a time when I . . .

Text-to-World: What’s going on in this book is like what’s happening right now in . . .

Text-to-Text: This book reminds me of another book I read called . . . . It was about . . .

Small-Group Discussion Guide


Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Evaluate Author’s Point of View

Page Author’s Purpose Evidence

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Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Directions: Find the author’s main purpose and the evidence for that purpose in each passage. Complete the graphic organizer using information from the passages.

1. Isaac at SchoolIsaac rubbed his hands briskly to warm them. He had risen before

dawn and washed his face in icy water. Now he was dressed and ready to build the fire in Samuel’s room. While he got a good blaze going, Isaac thought about the toy windmill he was building. “What will power it?” he wondered to himself. Next, he laid out Samuel’s clothes—so much richer and softer than his own—and shook Samuel to wake him. “I know!” Isaac exclaimed. “I can train a mouse to run on the inside of the wheel.”

2. Why Outer Space?Throughout history, people have studied the skies and wondered

about the universe. This study has paid off in discoveries that helped us understand how the world works—discoveries that changed life for the better. Galileo discovered that the sun, not Earth, is the center of the solar system. Newton “added up” the known facts and his own observations of forces to prove that the planets orbit the sun. Now technology gives us the tools to uncover more amazing and useful facts about the universe. We must continue to probe the outer reaches of space and to learn all we can about it. New discoveries will continue to bring exciting changes.

Passage Author’s Purpose Evidence

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Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _


Use Context Clues to Determine Word Meaning: Direct Definitions

Directions: Read the passage. Look for direct definitions of the boldfaced words. Complete the exercise at the bottom of the page.

Orbit as a Projectile MotionAn object thrown in the air is called a projectile. The projectile moves forward

due to its inertia. Inertia is the tendency of matter to remain in motion or stay at rest—in other words, to resist change. At the same time, the projectile accelerates downward because of gravity. Gravity is the force that attracts all objects in the universe toward one another. The path of a projectile is called projectile motion. This path is always curved because gravity is acting as an unbalanced force.

One type of projectile motion is orbital motion. Orbital motion is the result of two balanced forces combined: the object’s forward inertia and the downward pull of gravity. For example, when the space shuttle is in orbit, inertia propels it forward in a straight line. Gravity pulls it toward the earth. The combination of forces causes the space shuttle to orbit.

Directions: Write the definitions of the boldfaced words. Use the passage to help you.

1. projectile _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

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2. inertia _____________________________________________________________________

____________________________________________________________________________

3. gravity ____________________________________________________________________

____________________________________________________________________________

4. projectile motion ___________________________________________________________

____________________________________________________________________________

5. orbital motion _____________________________________________________________

____________________________________________________________________________

Documents

Level X/60 Isaac Newton and His Laws of Motion Forces and Motion ... TeACHer’S GuIde MONA CHIANG. ... Earth. I see that on Earth it is 1 and on Uranus it is 0.795. The • 6. 8