level u/50 trackers of dynamic earth - amazon s3 · 2012-12-21 · level u/50 science skills &...

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

Themes• Character• Conservation• Natural Disasters

Trackers of Dynamic EarthLevel U/50

Science

Skills & Strategies

Anchor Comprehension Strategies

• Compare and contrast

Comprehension • Writeaboutit

• Analyzecharacter

• Usetextfeaturestolocateinformation

Word Study/Vocabulary • Useknowledgeofwordstructures

Science Big Idea • Overtime,internalandexternalforcesof

energyhavealteredtheEarth’sfeatures.

TeACher’S Guide

Model metacognitive strategy: write about it

Model comprehension strategy: analyze character

Use knowledge of word structures to determine word meaning: etymologies

Apply metacognitive strategy: write about it

Guide comprehension strategy: analyze character

Use knowledge of word structures to determine word meaning: etymologies

Apply metacognitive strategy: write about it

Apply comprehension strategy: analyze character

Use text features to locate information: captions

Compare and contrast each earth tracker

D a y

1

2

3

4

5

A c t i v i t i e s

A dd i t i o n a l R e l a t e d R e s o u r c e s

Notable Trade Books for Read-Aloud• Berger, Melvin. What Makes an

Ocean Wave? Questions and Answers About Oceans and Ocean Life. Scholastic Reference, 2001.

• George, Linda. Plate Tectonics. Kidhaven, 2002.

• Sutherland, Lin. Earthquakes and Volcanoes (Reader’s Digest Pathfinders). Reader’s Digest, 2000.

Web Site for Content Information• U.S. Geological Survey

http://www.usgs.gov/education/ index.html

The Learning Web pages from the U.S. Geological Survey provide students and teachers with many ways to learn more about Earth.

S a m p l e L e s s o n P l a n n i n g G u i d e

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: 978-1-4108-1135-62

Lesson at a GlanceBefore Reading (page 3)• Build Background• Introduce the Book• Administer Preassessment

During Reading (pages 4–10)

Introduction–Chapter 1 (pages 4–6)• Model Metacognitive Strategy:

Write about It• Set a Purpose for Reading• Discuss the Reading• Model Comprehension Strategy:

Analyze Character• Use Knowledge of Word Structures:

Etymologies

Chapter 2 (pages 7–8)• Apply Metacognitive Strategy: Write

about It• Set a Purpose for Reading• Discuss the Reading• Guide Comprehension Strategy:

Analyze Character• Use Knowledge of Word Structures:

Etymologies

Chapter 3 (pages 9–10)• Apply Metacognitive Strategy: Write

about It • Set a Purpose for Reading• Discuss the Reading• Apply Comprehension Strategy:

Analyze Character• Use Text Features to Locate

Information: Captions

After Reading (page 11)• Administer Posttest• Synthesize Information: Compare

and Contrast

Writing Workshop (pages 12–13)• Model the Writing Process: Write a

Character Analysis

Analyze Character (page 14)

Use Knowledge of Word Structures: Etymologies (page 15)

Analyzing Character (page 16)

Build background: pedestal words

Introduce/ preview the book: preview chapters, view pictures

Navigators Lesson Guides provide flexible options to meet a variety of instructional needs. Here is one way to structure this lesson.

Before ReadingBuild Background• Tell students that dynamic means ”active.” Ask: In what way

can Earth be active? Students may mention earthquakes and volcanic eruptions.

• Draw the pedestal chart shown to help students learn more about seismologists, volcanologists, and paleoceanographers. Help volunteers read each term aloud and explain that these words refer to three jobs in science that involve keeping track of the activity of Earth.

• Have students work in pairs. Assign each pair a term from the chart and have them do library or Internet research to identify three key things about the job and to explain why that field of science is so important to our understanding of Earth. Have each pair share their findings with the group.

Introduce the Book• Give students a copy of the book. Point out that there are three

chapters, one on each of three scientists. Have students choose one chapter and skim through it, looking at the pictures. Discuss their reasons for choosing the chapters they did.

• Explain that Trackers of Dynamic Earth discusses three key scientific jobs and their connection to our understanding of the activity of Earth.

• Ask volunteers to tell briefly what they saw in the pictures for the chapter they chose. Ask: What do you expect that chapter to tell you about trackers of dynamic earth?

Administer Preassessment• Have students take Ongoing Assessment #1 on page 38 in the

Comprehension Strategy Assessment Handbook (Grade 5).

• Score assessments and use the results to determine instruction.

• Keep group assessments in a small-group reading folder. For in-depth analysis, discuss responses with individual students.

Informal Assessment Tips

1. Assess students’ ability to skim.

2. Document informal observations in a folder or notebook.

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

4. For students who struggle with skimming, model this strategy by skimming the first chapter using chapter headings, subheadings, pictures, captions, etc.

© 2011 Benchmark Education Company, LLC 3

Earth Trackers

volcanologists

paleoceanographersseismologists

During Reading: Introduction–Chapter 1

Model Metacognitive Strategy: Write about It

• Use a real-life example of writing about it. Say: I know people who belong to a book club. They get together twice a month or so to discuss a book they are reading. These people tell me that they take notes on their reading to keep the book fresh in their mind and help them participate in the discus-sion. They might write a sentence about the plot or information they’ve learned, or they might write some phrases that tell how they feel about the author or the text.

• Continue: What my friends have noticed is that this jotting down of notes about their reading makes the reading stick in their minds much longer than it would have otherwise. They find that even months later, they are able to recall details about a book they read. Imagine how this could help you with your test-taking and studying!

• Read page 2 aloud as students follow along. Say: This book is about scientists who are in fields I know little about. The thought that keeps popping into my head is, “Only a very special, brave person would want to study earthquakes, volcanoes, or underwater reefs.” That’s what I’m going to write on my self-stick note. Write the sentence and stick the self-stick note on page 2.

Set a Purpose for Reading• Ask students to read the rest of the introduction and chapter 1

silently, paying close attention to what they think about the topic, the writing, and the person being described. Remind them that their own thoughts about a book are exactly that—their own. There are no right or wrong thoughts.

4 © 2011 Benchmark Education Company, LLC

Good readers write about what they are reading. Writing

about what is read helps readers stay engaged with the text

and enhances understanding. To use this strategy, readers

stop every so often and jot down a few thoughts about the

reading in a journal or on self-stick notes. Good readers do

not have to write a lot or write perfectly. The writing is for

the reader and no one else.

Content InformationStudents may have difficulty understanding how something as solid-seeming as rock can change its shape or volume. Explain that most of the stresses on rock fall into one of these types.

• Compression force pushes against rock from directly opposite sides. If rocks are pressed hard enough, they may break or squeeze into accordion-like forms.

• Shearing force presses from oppo-site sides, but not directly opposite. Shearing may twist rocks or tear them apart as they slide past each other.

• Tension force is a pulling or stretching force. If it is very strong, it can pull rocks apart.

Minds-On/ Hands-On Activity

1. Give pairs of students two wooden blocks and a rubber band. Ask them to wrap the rubber band around the blocks to hold them together. Tell them that the blocks represent two rock layers underground.

2. Have students use compression force to push against the blocks on exactly opposite sides. Then have them try pressing high on one block and low on the other, in an example of shearing force. Have them describe what happens.

3. Finally, have students attempt to illustrate tension force by pulling the blocks apart. Have them tell what happens when the force is removed. Ask: Could there be a point at which the force holding the blocks together (the rubber band) could be overwhelmed by the force pulling them apart? What would happen then?

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Discuss the Reading• Say: I found that chapter 1 confirmed my thoughts from the

introduction—David Carver is indeed a special, brave person. What thoughts did you have as you read about his work? Have students take turns sharing their thoughts.

• Ask: Why can David Carver be considered a tracker of dynamic earth? (He tracks earthquake activity—some of the most dynam-ic activity that takes place on Earth.)

Model Comprehension Strategy: Analyze Character• Say: When I read about interesting people with interesting jobs,

I always imagine what it would be like to meet them. I try to learn about their personalities, or character, from my reading. I look at what they say and do, and I consider what the author says about them. From this, I can draw conclusions about the kinds of people they are.

• Pass out the graphic organizer Analyze Character (blackline master, page 14 of this guide).

• Explain that as students read, they will complete the sections on David Carver and Scott Rowland as a group. They will complete the final section on Sarah Gray independently.

• Turn to page 6 and read aloud paragraph 1. Say: Right in this introductory paragraph, I learn a lot about David Carver. I learn that he “likes to feel the earth move under his feet.” That tells me that my initial impression of bravery is pretty much true. The author refers to this as “an unusual attitude” and says that it is “perfect for his job as a seismologist.” Her words confirm that Carver is a special kind of person. (You may want to make a chart-size copy of the graphic organizer or use a transparency.) Say: As I read, I’ll continue looking for clues to David’s character.

Informal Assessment Tips1. Watch students as they write

thoughts in their journals or notebooks.

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

3. Document students who are not writing about the text as they read.

4. Remind students that writing about what they read helps them recall information and focus on what is important to them.


Page 6

Page 21

Page 14

Page 12

Scott

Rowland

Sarah

Gray

Page 22

David Carver Clue Analysis

Carver likes to feel the earth move under his feet.

He has an unusual attitude. He is perfect for his job as a seismologist.

Carver sees his work as a way to save lives.

He says that he can improve the way we build.

Motivation

Motivation

Clue

Analyze Character

He is brave.

He is special.

He is caring.

He is practical.

Result

Result

Analysis

Introduction–Chapter 1 (continued)


• Continue with page 12. Say: In this first paragraph, I learn that David Carver is caring and practical. How do I know that? The author says that he sees his work as a way to save lives. That shows that he’s thinking about people, not just about how fasci-nating earthquakes are. Carver himself says that although we can’t predict quakes, we can improve the way we build to protect people. That tells me that he’s looking at earthquakes from a practical, people-friendly point of view.

• Write clues in column 2 and analysis in column 3. Then tell stu-dents that they will learn more about analyzing character as they continue reading Trackers of Dynamic Earth.

Use Knowledge of Word Structures: Etymologies• Have students find the word seismograph on page 6. Point out

that the word is boldfaced, which means that it is in the glossary. Say: If this word were not in the glossary, you could still use clues to determine its meaning. Do you know any other words with the root graph? (telegraph, photograph) The root graph means “writing” or “recording.” Now, if you knew that the root seismo meant “earthquake,” what would you guess a seismograph is for? (It records earthquakes.)

• Draw this word bench on the board.

Explain: A word’s etymology is the history of that word. Seismograph comes from two Greek roots, one that comes from a verb meaning “to shake,” and one that comes from a verb meaning “to write.” Knowing the history of a word can help you understand its meaning. If you don’t recognize the word parts from words you already know, you can consult a dictionary to learn about the word’s etymology.

• Ask students to find epicenter on page 6. Say: You probably know what the root center means. If you knew that epi was a Greek root meaning “upon” or “above,” where would you think the epicenter of an earthquake was located? (directly above the center of the earthquake) Draw this word bench on the board.

• Encourage students to look for roots and word parts they know and to use these to decipher the meanings of unfamiliar words as they read Trackers of Dynamic Earth.

seismograph

epicenter

definition: the place directly above the

middle of an earthquake

epi Greek for “upon, above”

centrum Latin for “midpoint of a circle”

definition: a machine that records

earthquakes

seismoGreek for “shake, earthquake”

graph Greek for “writing, recording”

Page 30

Sarah Gray

Page 12

Scott Rowland

Page 14

Page 21

Sarah Gray

Page 22





He says that he can improve the way we build.

Motivation

Motivation

Clue

Analyze Character

He is brave.

He is special.

He is caring.

He is practical.

Result

Result

Analysis

Chapter 2

Apply Metacognitive Strategy: Write about It• Remind students that they saw you write a self-stick note about

your feelings as you read the introduction to the book. Writing about what you read can help you retain information and focus your attention on the things that most interest you.

• Turn to page 14 and read the first paragraph aloud. Say: Remember David Carver? He first became interested in geology when he took a trip through the Black Hills. It’s interesting to me that Carver and Rowland took such an early interest in geology because of their exposure to unusual rocks and mountains. I’m going to write myself a note about that. On a self-stick note, write: Took an early interest in geology—like David Carver. Stick it on the page.

• Explain that as students continue reading, they should write about the things that strike them as interesting, odd, or even confusing. They can write in their journals or on self-stick notes.

Set a Purpose for Reading• Ask students to read chapter 2 to learn how Scott Rowland fits

into the theme of Trackers of Dynamic Earth. They might like to compare and contrast him with David Carver in terms of his interests, expertise, and personality.

Discuss the Reading• Remind students that the writing they do in their journals or on

self-stick notes is just for their own use. However, they may share any important insights they gained as they read the chapter.

• Have volunteers identify some things that the two trackers of dynamic earth they have read about so far have in common.


Content InformationExplain to students that even today, volcanoes continue to shape Earth.

• In 1943, a brand-new volcano formed in Mexico, spewing billions of pounds of ash, cinders, and rocks during its first year of life. Today, Paricutin volcano rises nearly 9,000 feet tall, and it may still be growing.

• In 1980, Mount St. Helens in Washington State blew its top. Now this once cone-shaped mountain is flattened compared to the surrounding mountains. Although it was bare and moon-like for years, today it is covered with new vegetation.


1. Demonstrate the process of volcanic formation with boiling water and cream of wheat.

2. Boil 16 ounces of water. Then add about 6 ounces of cream of wheat and stir until the mixture is very thick. Stop stirring and have students observe the surface as it cooks.

3. Talk about these questions: Where do you see craters? What happens to the craters over time? Explain that the steam in the cereal acts much the way volcanic gases do—they form craters when they come to the surface, and they escape into the air when the pressure builds up.

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Chapter 2 (continued)

Informal Assessment Tips1. Watch students as they com-

plete the character chart.

2. In your folder, jot down what you see the students doing as they complete the activity with you.

3. Ask yourself: Are students having problems with this strategy? If so, what are the problems? Are students mastering this strategy? If so, how do I know?

4. For struggling students, review the strategy using the comprehension strategy poster. Use both sides of the poster if needed.


Page 6

Page 30

Sarah Gray

Page 12

Scott Rowland

Page 14

Page 21

Sarah Gray

Page 22





He says that he can change the way we build.

MotivationRowland loves to be outdoors.

Rowland likes to see students get excited about a subject.

Rowland likes to see the beauty and power of nature.

Motivation

Clue

Analyze Character

He is brave.

He is special.

He is caring.

He is practical.

ResultHe studied geology.

He teaches geology.

He is a field geologist.

Result

Analysis

Guide Comprehension Strategy: Analyze Character• Remind students that they can draw conclusions or make inferences

about a character based on what that character says and does or on what the author tells them about the character’s actions, beliefs, or motivations.

• Have a volunteer read aloud the first paragraph on page 14. Ask: What do you now know about Scott Rowland? (He loves to be outdoors.)

• Say: Understanding a character’s motivation is key to analyz-ing the character. Here, you found out why Scott Rowland decided to study geology. His motivation was his love of the outdoors. The result was his decision to study geology. (Write these in the chart.)

• Have students turn to page 21 and read the last paragraph silently. Ask: What does this tell you about why Scott Rowland wanted to teach? (He likes to see students get excited about a subject.) What does it tell you about his reasons for being a field geologist? (He likes to see the beauty and power of nature.) Write these on the chart.

Use Knowledge of Word Structures: Etymologies• Remind students that understanding a word’s history and parts can

help them define the word when they come across it in a text.

• Have students turn to page 14 and locate the word volcanology. Say: You know that geology is the study of the Earth, and biol-ogy is the study of living things. What do you think volcanology might be? (the study of volcanoes) Record this in a word bench if you wish.

• For more practice, have students complete the blackline master Use Knowledge of Word Structures: Etymologies on page 15 of this guide.

2. introspection

definition:

introLatin for “inward”

specere Greek for “to look at”

looking inward

1. hypodermic

definition:hypoGreek for “beneath”

derma Greek for “skin”

something that goes beneath the skin

3. otoscope

definition:otGreek for “ear”

skopein Greek for “to see”

something that allows you to see into the ear

4. unicorn

definition:

uniLatin for “one”

cornu Latin for “horn”

a creature with one horn

5. acrophobia

definition:

akrosGreek for “extreme, height”

phobos Greek for “fear”

fear of heights


Chapter 3

Apply Metacognitive Strategy: Write about It• Remind students that they have been taking notes on things

that interested, surprised, or even confused them as they read the first chapters of Trackers of Dynamic Earth.

• Say: Looking back at the notes you made will help you recall your feelings about the book. It will probably mean that the book stays in your memory longer than it would if you had not taken notes.

• Have students turn to page 22. Say: What interests me about Sarah Gray’s background is that she, too, is a geologist—just like David Carver and Scott Rowland. Yet the three of them study such different things! It makes me realize that geology is a very broad area of study. I’m going to make a note about that. Stick the self-stick note on the page.

• Encourage students to continue writing about their reading as they complete the book on their own.

Set a Purpose for Reading • Have students read the rest of the book silently to learn how

Sarah Gray fits into the theme of Trackers of Dynamic Earth. Suggest that they take notes on the things that interest them about Sarah and their feelings about the text. Remind them that these notes are their own to keep and need not be shared.

Discuss the Reading • Discuss Sarah Gray’s job. Ask: How does she connect to the

theme of Trackers of Dynamic Earth? (She looks at changes in Earth over time.)

• Have volunteers explain why Sarah Gray’s work might be important to our understanding of Earth, its history, and its future.

Content InformationStudents might be surprised to learn that fossil deposits from reefs appear in some unlikely places.

• At one time, the ocean advanced over the continent of North America and then receded again. Large reef deposits have been found in Indiana, Michigan, and Illinois—all states that are far from the seashore today.

• El Capitan is a 1,000-foot mountain in the Guadalupe Mountains of Texas. It is formed entirely of fossilized sea creatures, left when the salt waters receded 250 million years ago.


1. Supervise an activity to show the potential effect of acid rain on coral reefs. You will need water, white vinegar, two jars with lids, some seashells, and labels.

2. Have volunteers sort the sea-shells and put similar kinds into each jar. Then fill the first jar with water and the second with white vinegar. Label each jar. Explain that the vinegar is an acid. When pollution mixes into the water cycle, it can return to Earth in the form of acid rain.

3. After a week, empty the jars of liquid and dry the shells on paper towels. Allow students to examine the shells, to handle them, pick at them, and even to break them.

4. Discuss students’ results. Ask: Why is acid rain a potential hazard for coral reefs?

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Chapter 3 (continued)

Informal Assessment Tips 1. Watch students as they write

notes. Ask yourself: How have the students progressed with writing their own impressions of the text? What problems are they still having? What questions pop into my mind about what I see them doing?

2. Watch students as they complete the graphic organizer independently. Ask yourself: Who is still struggling with this strategy? What are they doing or not doing that makes me think they are struggling? How can I help them?

3. Jot down your thoughts in your folder or notebook.

Apply Comprehension Strategy: Analyze Character• Review the graphic organizer with students and explain that you

want them to use pages 22 and 30 to answer some questions about Sarah. Ask them to look at her motivation for studying geology and teaching students, then consider what her own words on page 30 tell them about the kind of person she is.

• Ask if they have any questions about analyzing character before they begin.

• Monitor their work and intervene if they are having difficulty completing the graphic organizer.

• Discuss students’ responses together.

• For more practice, have students complete the blackline master Analyzing Character on page 16 of this guide.

Use Text Features to Locate Information: Captions • Ask students to define the word caption. (text that gives informa-

tion about the content of a picture) Explain that captions may be a word or two of description, or they may be quite extensive and provide additional information that cannot easily be incorporated into the text.

• Have students skim chapter 3 to locate examples of both kinds of captions. (Captions on pages 24 and 27–30 are largely descriptive; those on pages 22–23 and 25 are more informative.) Ask: Why are the captions important? (They connect the photographs to the text.)


Page 6

Page 30

Sarah Gray

Page 12

Scott Rowland

Page 14

Page 21

Sarah Gray

Page 22





He says that he can change the way we build.

MotivationRowland loves to be outdoors.

Rowland likes to see students get excited about a subject.

Rowland likes to see the beauty and power of nature.

MotivationGray wanted to go on field trips.

ClueGray tells her class, “The world is a fascinating place.”

Analyze Character

He is brave.

He is special.

He is caring.

He is practical.

ResultHe studied geology.

He teaches geology.

He is a field geologist.

ResultShe chose to study geology.

AnalysisShe is enthusiastic.

1. Florence’s parents were A. uneducated B. supportive C. strict D. anxious

2. The fact that Florence got her degree at Johns Hopkins shows her A. wit B. indifference C. determination D. wisdom

3. What does the last paragraph tell you about Florence? A. She cared more about the future than about her career. B. She was a better scientist than she was a teacher. C. She was disappointed with her life in geology. D. She was enormously ambitious and ruthless.

Explain your answer to question # 3. _____________________________________________________________________ _____________________________________________________________________

Florence was prouder of her success in training the geologists of the future than of her own work as a scientist.

After ReadingAdminister Posttest• Have students take Ongoing Assessment #2 on page 40 in the

Comprehension Strategy Assessment Handbook (Grade 5).

Synthesize Information: Compare and Contrast• Remind students of the work Sarah Gray does. Ask: How is her

life similar to that of David Carver’s or Scott Rowland’s? (All three study geology; all three teach and travel as part of their jobs.) How is her life different? (She often studies underwater phenomena; they stay on solid ground.)

• Poll the group by asking this question: Whose job would you rather have—David Carver’s, Scott Rowland’s, or Sarah Gray’s? Divide the group into pairs. For each group, ask this question: What about this job intrigues you more than the others? What makes you think you would like this one best?

• Reconvene the group after pairs have had time to discuss their answers in depth. Point out that to answer your questions, students had to focus on the contrasts among the three jobs—the ways in which they were different. Have volunteers from each pair share the conclusions they made about the job they chose and their reasons for choosing it.



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

Model the Writing Process: Write a Character Analysis • Remind students that they learned how to look for evidence

about character as they read Trackers of Dynamic Earth. They saw how character could be shown through a person’s words or actions, and that an author could give information about a person through descriptions of actions or motivations.

• On chart paper or the board, make a chart as shown below. Explain: Your assignment is to choose a character from fiction who would be good to have as a neighbor and to explain why you think so. Here, I’ve chosen Snow White. I’ve included clues from her behavior and my analysis of what those clues tell me about her.

• Use the writing model to show how the information from the chart can be used to write a character analysis. Show how your analysis from the chart became the reasons for your choice of Snow White.

• Have students think of a character from fiction (fairy tales, folktales, or realistic fiction) whom they would like to have as a neighbor.

• Ask students to complete a character analysis chart like the one you made for Snow White.

• Suggest that students use the information from their chart to write a paragraph analyzing the character they chose and explaining why that character would be good to have as a neighbor.


1. Observe students as they participate in the group writing project. Identify those who might need additional assistance during the various stages of the writing process. Jot down notes in your journal.

2. During conferences, keep notes on each student’s writing behaviors. Ask yourself: What evidence do I have to support the conclusion that this student is writing well or poorly? What can I do about it?

3. Suggest that struggling students brainstorm a list of characters and then choose the one whose character seems most neighborly.


Writing Workshop

Teaching Tips: Process Writing Steps

1. Have students independently write a first draft using the web they made.

2. After students complete their paragraphs, have them revise and edit with the help of a classroom buddy.

3. Conference with each student following the first revision and editing.

4. Have students make any additional changes and create a final copy of their paragraphs.

5. Finally, invite students to share their paragraphs with their classmates.

Clue Analysis

She cleaned and cooked for the She is hard working and neat. seven dwarfs.

She took care of the dwarfs She is caring and good in when they were sick. emergencies.

Although lost in the woods, she She is clever and does not found the cottage of the dwarfs panic easily. and did not hesitate to go in.

Why Snow White Would Make a Good Neighbor

© 2011 Benchmark Education Company, LLC

Why Snow White Would Make a Good Neighbor

Snow White would be a good person to have

along on a camping trip. In the story, she

cooked and cleaned for the dwarfs, so she is

obviously hardworking and neat. These are

good traits in a neighbor. I would expect her

yard and home to look nice at all times. She

took care of the dwarfs when they were sick,

making her the perfect, caring person to have

nearby in case of emergencies. At the beginning

of the story, she was lost in the woods, but she

soon found the dwarfs’ cottage and did not

hesitate to go in. This tells me that she is clever

and does not panic. If I had a problem, I could

rely on her for help.

Writing Model


Name ________________________________________ Date __________________


Analyze Character

Page 6

Sarah Gray

Page 12

Sarah Gray

Page 22

Page 30

Scott Rowland

Motivation

Motivation

Result

Result

Clue

Analysis

Page 21


Name ________________________________________ Date __________________

Use Knowledge of Word Structures: Etymologies

Directions: Look at these word benches. Use the information to determine the meaning of each word. Then check your answers in a dictionary.

2. introspection

definition:introLatin for “inward”

specere Greek for “to look at”

1. hypodermic

definition:hypoGreek for “beneath”

derma Greek for “skin”

3. otoscope

definition:otGree for “ear”

skopein Greek for “to see”

4. unicorn

definition:uniLatin for “one”

cornu Latin for “horn”

5. acrophobia

definition:akrosGreek for “extreme, height”

phobos Greek for “fear”

Name ________________________________________ Date __________________

Analyzing CharacterDirections: Read the character sketch. Then complete the exercise below.

Circle the letter of the best answer.

1. Florence’s parents were A. uneducated B. supportive C. strict D. anxious

2. The fact that Florence got her degree at Johns Hopkins shows her A. wit B. indifference C. determination D. wisdom

3. What does the last paragraph tell you about Florence? A. She cared more about the future than about her career. B. She was a better scientist than she was a teacher. C. She was disappointed with her life in geology. D. She was enormously ambitious and ruthless.

Explain your answer to question # 3.

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________© 2011 Benchmark Education Company, LLC

A Job for a Woman

Florence Bascom was a guiding light for women in the field of geology.Florence was born in 1862. Her mother was a teacher. Her father was a professor.

Both believed in education for women. Her father was given the job of president of the University of Wisconsin. Florence became a student there.

She studied geology. At age 27, she became the first woman to attend graduate school at Johns Hopkins University. According to her biographers, she had to sit behind a screen during classes. That would keep her from bothering her male classmates. In spite of this hardship, Florence became Dr. Bascom in 1893.

Florence studied mountains and the ways that they are formed. She went to work at Bryn Mawr College. Her first office there was in a storeroom. Geology was not much admired as a science, and female professors were rare. Still, Florence was able to train dozens of young women in geology. Many of them went on to become famous in the field.

Florence did not praise her own work in science. She was prouder of her success in training students. People soon rated her department at Bryn Mawr as one of the best in the country. Young women clamored to join her.

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