Chapter Book of the Day – Page 9

Forces and Motion at Work

What makes forces and motions on Earth? Help K-5 students answer this essential question (and meet the Common Core State Standards) with the Teaching STEM lesson plans for this mentor text: Forces and Motion at Work by Shirley Duke (GRL W / ATOS 5.2)

Forces and motion at work

Unit Summary: Students will examine the essential question, “What makes forces and motions on Earth?” by researching information from a variety of sources relating to the vocabulary of forces and motion. They will summarize their information and then reduce their facts into a short statement of less than one hundred and forty characters in a style suitable for Twitter. From an assigned list of words, each group of students will use print and online information to define their word, read about it to identify and comprehend the scientific principle, and collect facts relating to that principle. The groups will narrow the information by wording it in a phrase or sentence that fits Twitter’s parameters. They will share their information in the library in a way that is accessible for the available technology there or in a class PowerPoint presentation designed to look like a tweet on Twitter.

The Library Activity begins on page 76. The Collaborative Teacher Activity is on page 78.

Extension Activities (sample)

1. Make a class Wiki and put their information on it.

2. Do a podcast about the vocabulary by writing the script in their groups and recording the information. Compare this method of communicating to other means of communicating.

3. After reading the book, have the students write a short description of the main idea of the book. Use the phrase, “I am a technology specialist.. I know that _________.”

You can find more Teaching STEM lesson plans on the Teaching STEM blog

High-Tech Olympics

What are Olympic distances really like? Help K-5 students answer this essential question (and meet the Common Core State Standards) with the Teaching STEM lesson plans for this mentor text: High-Tech Olympics by Nick Hunter (ATOS 6.4 / 970L)

Unit Summary: Students will examine the essential question, “What are Olympic distances really like?” Students will be grouped into five teams and given an identifying number or name. They will use an Olympic record database to locate distances, lengths, or heights of sports in the track and field events and record them. Then they will measure the equivalent distance in the library, classroom, or hallways and mark the distance with a sticky note to show the measurement. They will compare their results and discuss them.

The Library Activity begins on page 84. The Collaborative Teacher Activity is on page 86.

Extension Activities (sample)

1. Have the students use their metric conversions and change them to standard units. Add another set of columns to the graphic organizer if you choose. Or have them use a metric calculator online (http://www.conversion-metric.org/).

2. Pre-write the distances or heights on the graphic organizer for the students to measure in the library and halls.

3. After reading the book, have the students write a short description of the main idea of the book. Use the phrase, “I am a technology specialist. I know that _________.”

You can find more Teaching STEM lesson plans on the Teaching STEM blog

Death Spiral

Death Spiral: A Faith Flores Science Mystery
by Janie Chodosh (Author)

Booktalk: When loner Faith Flores finds her mother dead of an apparent overdose, she refuses to believe that’s the case. Sure, her mom made some bad decisions, but leaving her daughter would never be one of them. Unfortunately, the cops are all too eager to close the case and move on, sending a distraught and unsatisfied Faith to live with her Aunt T in the suburbs of Philadelphia. But a note from Melinda, her mom’s junkie friend, prompts Faith to begin digging, igniting her passion in science and her need for answers…

Snippet: I’ve just reached his side when I hear the scuffling of feet behind me. I look over my shoulder and see a security guard with a face like a baked ham heading my direction. “Everything okay, sir?” he asks, settling his meaty frame protectively in front of Glass.

“Wait, please,” I beg before Glass can give the order to have me hauled off. “I need to talk with you about the clinical trial for RNA 120.”

Jasmine and Maddie

Jasmine and Maddie
by Christine Pakkala (Author)

Booktalk: To grieving Jasmine, Maddie’s a rich kid with no problems. To lonely Maddie, Jasmine is all cavalier-cool in their tame Connecticut town. True friends they are not. Yet each hopes the other might save her. Can Maddie give Jasmine what she needs? Could Jasmine rescue Maddie from the outskirts of the crowd? When Jasmine steals Maddie’s heirloom ring, just how far will she go to keep it? In alternating chapters, Maddie and Jasmine take turns weaving their story about friendship and coming of age.

Snippet: Mr. Carty talks a bit about Emily Dickinson’s life. I hear: Amherst, Massachusetts; recluse; wore white; wrote 1,800 poems. Mr. Carty reads us one of her poems about wild nights. Sounds like it was wishful thinking on her part.

Build It

What keeps a bridge from falling down? Help K-5 students answer this essential question (and meet the Common Core State Standards) with the Teaching STEM lesson plans for this mentor text: Build It! by Tammy Enz (GRL Q / G740L)

Unit Summary: Students will examine the essential question, “What keeps a bridge from falling down?” In groups, students will search for and locate information related to the four major kinds of bridge supports— beams, arches, trusses, and suspension. They will complete a graphic organizer to explain how each of the four supports work to hold up bridges. Then they will use toothpicks or Popsicle sticks to practice forming arches or trusses and use that knowledge to plan and draw a design for a bridge of their own for their group.

The Library Activity begins on page 130. The Collaborative Teacher Activity is on page 132.

Extension Activities(sample)

1. Have the students do an interactive bridge building activity from PBS.

2. Investigate a cantilever bridge support and compare it with the BATS supports.

3. After reading the book, have the students write a short description of the main idea of the book. Use the phrase, “I am a engineer.. I know that _________.”

You can find more Teaching STEM lesson plans on the Teaching STEM blog

The Emerald Tablet: The Forgotten Worlds

The Emerald Tablet: The Forgotten Worlds
by PJ Hoover (Author)

Booktalk: Benjamin is different from other kids—he can read minds and use telekinesis. But it isn’t until he’s sent to summer school on a hidden, underwater continent that he learns the truth. It turns out, Benjamin isn’t really human at all—and the powers he thought made him special, just make him normal. But then the mysterious Emerald Tablet chooses him as its champion and he’s thrust into a mission to save the world.

Snippet: When they arrived in the back of the store, Benjamin could make out Heidi’s voice coming from the front room.

“Are you sure the Moonstone is a more powerful telemagnifier than the Rainbow Boji Stones?” she asked.

“Oh, much more powerful,” Morpheus replied. “Have you tested your telepathic abilities in the chambers yet?”

Josephine: The Dazzling Life of Josephine Baker

Josephine: The Dazzling Life of Josephine Baker
by Patricia Hruby Powell (Author) and Christian Robinson (Illustrator)

Booktalk: To close Women’s History Month and begin Poetry Month, a free-verse biographical poem about performer and civil rights advocate Josephine Baker. (Notice the use of primary source quotations in the second image below.)

Snippet:
Mama called her TUMPY, the round baby girl, after Humpty Dumpty.
With her first breath, she made faces.
As soon as she walked, she DANCED.

Sample the book with this 1:01 Josephine book trailer.

**Patricia is one of my former students!**

Nonfiction Monday

It’s Nonfiction Monday!

Amazing Amusement Park Rides

What information is needed to design a roller coaster? Help K-5 students answer this essential question (and meet the Common Core State Standards) with the Teaching STEM lesson plans for this mentor text: Amazing Amusement Park Rides by Meish Goldish (ATOS 4.9 / IG880L)

Unit Summary: Students will examine the essential question, “What information is needed to design a roller coaster?” They will write down the statistics of the Steel Dragon coaster and then add their own statistics about a roller coaster they will design on the graphic organizer. Using the statistics, they will design and draw a roller coaster track and car as a prototype for an amusement park ride lasting two to three minutes. They will plan first on paper and decide on their statistics, which they will put on their graphic organizer. Then they will transfer their design ideas to the large drawing paper and label all the required statistics. Students will share their roller coaster designs with the class.

The Library Activity begins on page 122. The Collaborative Teacher Activity is on page 124.

Extension Activities(sample)

1. Look at pages 16–17 from the book. Use “The Crypt” ride to calculate the money that could be brought in for that ride using the assignment’s requirements, times, and fees.

2. Write a personal experience story about one of their favorite roller coasters.

3. After reading the book, have the students write a short description of the main idea of the book. Use the phrase, “I am a engineer.. I know that _________.”

You can find more Teaching STEM lesson plans on the Teaching STEM blog

Monster Trucks: Tearing It Up

Monster Trucks: Tearing It Up
by Brian Howell (Author)

Booktalk: Do you know what it’s like to drive a truck that is as big as an elephant? Despite their giant size, monster trucks can pull off soaring jumps, flips, and other epic stunts. These trucks compete head-to-head to reveal the fastest and the most agile of them all. Events such as the Monster Jam World Finals keep the crowds on the edges of their seats.

Snippet: In monster truck racing, two trucks race to the other end of the arena. The trucks do a turn around an obstacle and race back to the finish line. During the last part of the race, the trucks go over a ramp that launches them into the air. After landing, the first truck to reach the finish line is the winner.

Nonfiction Monday

It’s Nonfiction Monday!

Cool Engineering Activities for Girls

How can engineering help me solve problems? Help K-5 students answer this essential question (and meet the Common Core State Standards) with the Teaching STEM lesson plans for this mentor text: Cool Engineering Activities for Girls by Heather E. Schwartz (IG740L)

Cool engineering activities for girls

Unit Summary: Students will examine the essential question, “How can engineering help me solve problems?” Students will solve an actual engineering problem by designing and testing a paper airplane. They will test their products and have the opportunity to work in groups to redesign a second plane after examining the more successful plane designs. They will use the steps an engineer might follow to address the problem and design a solution, and then retest it.

The Library Activity begins on page 138. The Collaborative Teacher Activity is on page 140.

Extension Activities (sample)

1. Have the students identify a problem they have in their daily life and design an invention that would help solve that problem.

2. Have the students each make new airplanes and test them individually. Measure how far they fly and see if they have improved on their designs following the lesson.

3. After reading the book, have the students write a short description of the main idea of the book. Use the phrase, “I am a engineer. I know that _________.”

You can find more Teaching STEM lesson plans on the Teaching STEM blog.