TEACHER S GUIDE - Cengage...Student Book, pp . 2–9 Teacher’s Guide, pp . 7–8 In this selection, students will learn about the effect that force (student book, p . 3) has had

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Physical Science

How to Make aModel Roller Coaster

WildCoasters

The History of Roller Coasters

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Teacher’s Guide

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Contents

Roller Coasters

Literacy Overview . . . . . . . . . . . . . . . . . . . . . . . . 2

Science Background . . . . . . . . . . . . . . . . . . . . . . . 4

The History of Roller Coasters . . . . . . . . . . . . . . . . . 7

Wild Coasters . . . . . . . . . . . . . . . . . . . . . . . . . . 9

How to Make a Model Roller Coaster . . . . . . . . . . . 11

Discuss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Research & Share . . . . . . . . . . . . . . . . . . . . . . . 15

Write . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Correlation . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Glossary


Physical Science


WildCoasters


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Literacy Overview

CONTENT GOALStudents will read three selections in Roller Coasters. They will learn how different forces (including gravity and magnetism) and changes between stored energy and energy of motion move roller coaster cars .

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

• Ask Questions: Readers expand understanding when they ask themselves questions as they read and when they ask others questions as they discuss the content . Self-questioning propels readers to discover answers, ask more questions, and do further research .

• Activate and Connect to Background Knowledge: Readers use what they know or have experienced to help them understand new information . However, they must be prepared to reverse any misconceptions in light of new learning or new evidence .

Reading Selections• The History of Roller Coasters (history article)

• Wild Coasters (science article)

• How to Make a Model Roller Coaster (how-to article)


Physical Science

How to Make aModel Roller CoasterWild

CoastersThe History of Roller Coasters

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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS

CC.3.RInfo.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

CC.3.RInfo.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

CC.3.RInfo.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

CC.3.RInfo.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

CC.3.RInfo.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

CC.3.RInfo.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

CC.3.RInfo.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

CC.3.RInfo.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

Writing Standards (pages 15 and 17)

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What do we think we already know about

roller coasters?

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

It’s the twisting and turning and rising and falling that make a roller coaster really exciting!

Ask students to Turn and Talk about their experiences with roller coasters or observations they have made .

Students can then Share what they think they know about roller coasters .

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

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

Help students access background knowledge related to the science concepts . Support the concepts of forces and gravity in ways that are familiar to your students .

• force: Explain that a force can be either a push or a pull . Demonstrate simple examples, such as pushing a pencil across the top of your desk, and have students identify each as a push or a pull . Then have students demonstrate their own examples of pushes and pulls .

• gravity: Toss a ball gently into the air and catch it . Ask students what made the ball move up . (the force, or push, from your hand) Then ask what made the ball fall down . (the force, or pull, of Earth’s gravity) Explain that gravity is a force you can’t see . Unlike the force from your hand, gravity doesn’t have to touch an object to pull on it . Ask students to describe other examples of gravity pulling on an object .

ACTIVATE & BUILD BACKGROUNDDraw the graphic organizer shown above . Ask: What do we think we already know about roller coasters? Write students’ responses in the graphic organizer .

Model for students by thinking aloud about an observation or a personal experience you have had with roller coasters . You might say something similar to the following: I’ve ridden on roller coasters several times, and one thing I know about them is that they are fun! I know roller coasters aren’t for everyone. Some people are really scared of them, but I love the anticipation of waiting for the ride to begin and then that first big climb. I love all the twists and turns and the sense of motion they give. I even like to be scared a little bit. It’s exciting!

Explain that there are many different kinds of roller coasters, but they all give riders a thrilling sense of motion . The fun sense of motion comes not only from the speed at which riders move but also from the way the riders are pulled in different directions . You might say: Imagine a roller coaster that just moved in a straight line. Even if it went really fast, it probably wouldn’t be very much fun.


Physical Science


WildCoasters


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

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

A force (student book, pp . 3, 13, 18) is a push or a pull . A contact force is a force that can occur only when one object touches another . Pushing a grocery cart and pulling a wagon are examples of contact forces . You can exert a force only when your hand is touching part of the cart or the wagon . A noncontact force is a force that can occur with or without objects touching . Gravity and magnetism are familiar noncontact forces . Earth’s gravity, for example, pulls on a ball falling through the air even though Earth is not touching the ball . Earth also pulls on the ball, however, when the ball is on the ground . Similarly, a magnet attracts steel paper clips, due to the iron in the steel, with or without touching them .

Forces often cause objects to move, but not always . If you push against a book sitting on a desk, for example, the book will move . But if someone else pushes the book in the opposite direction with the same amount of force, the opposite forces will be balanced, and the book will not move . Only unbalanced forces cause objects to move; for example, if you push the book with greater force than the person pushing in the opposite direction .

Gravity (student book, pp . 3, 10) is a force that pulls objects toward each other . On Earth, this means that gravity pulls things toward the center of Earth . All objects pull on each other with the force of gravity, but usually the force is so small that it’s not noticeable . Consider a person reading a book . Gravity between the person and the book pulls them toward each other, but the force is so small that it’s not noticeable . The strength of the force depends partly on the masses of the objects . Larger masses have stronger pulls . We feel the pull of Earth (especially when riding a bike up a hill or climbing stairs) because its mass is so large compared with the mass of a human .

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

Science Background


Physical Science



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A FRAMEWORK FOR K–12 SCIENCE EDUCATION

Core Idea PS2: Motion and Stability: Forces and Interactions How can one explain and predict interactions between objects and within systems of objects?

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THE HISTORY OF ROLLER COASTERSStudent Book, pp . 2–9 Teacher’s Guide, pp . 7–8

In this selection, students will learn about the effect that force (student book, p . 3) has had on various designs of roller coasters throughout their history, especially the pulling force of gravity (student book, p . 3) .

At each point along a roller coaster, gravity pulls both the riders and the cars toward the center of Earth . Riders feel as if this force increases and decreases and changes direction, but in fact it remains almost exactly the same throughout the ride . The sensation that riders feel is produced by the car’s acceleration, which is the increase or decrease in its speed in various directions . When the cars are moving up a hill, the seat pushes up against the riders, causing them to feel heavier than usual . When the cars are moving down a hill, the riders fall slightly away from the seat, causing them to feel lighter than usual .

Magnetism is an important force in the design of modern roller coasters . All magnets have a north pole and a south pole . When like poles of two magnets are facing each other, both magnets exert a repulsive force . When unlike poles of two magnets are facing each other, the magnets exert an attractive force . Modern roller coasters take advantage of this magnetism to push and pull the cars .

Traditional roller coasters use chains to pull the cars slowly to the top of a high hill and then release them . Some modern designs use magnets to accelerate the cars to high speeds in just a few seconds . Electromagnets, which can be switched on or off, might be placed near the start of the ride and be used to provide a sudden push against permanent magnets attached to the cars . Magnets can also be placed along a section of the track, called a brake run, to change the speed of the cars by attraction or repulsion . Some coasters have magnets placed at the end of the track to help stop the cars .

WILD COASTERSStudent Book, pp . 10–17 Teacher’s Guide, pp . 9–10

In this selection, students will learn that gravity (student book, p . 10) exerts the force (student book, p . 13) that pulls roller coaster cars down the slopes of the ride .

The definition of work is different in science than in general usage . Work is done when a force moves an object over a distance . Work occurs in many ways during a roller coaster ride . Work is done when magnetic force causes the cars and people to move along the track . Gravity is the force that pulls a roller coaster down a hill . Gravity pulls on the cars, but it does not cause the cars to move . No work is done, however, if the cars sit still .

Energy is also an important aspect of a roller coaster ride . The energy that an object has because of its motion or position is called mechanical energy . The two types of mechanical energy are energy of motion and stored energy .

An object’s energy of motion depends on its speed and its mass . Roller coaster cars have greater energy of motion when they are moving fast than when they are moving slow . The cars have no energy of motion when they are at rest . If two roller coaster cars are traveling at the same speed, the car with the greater mass has the greater energy of motion .

Objects can have different forms of stored energy . Roller coasters make use of stored energy due to position and gravity . (Other kinds of stored energy include elasticity, such as the energy stored in a stretched rubber band, and chemical energy, such as the energy stored in the chemical bonds of food .) A roller coaster car has its maximum stored energy when it is at the top of the coaster’s highest hill . Halfway down the hill it has about half the amount of stored energy, and it has no stored energy when it is at ground level .

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HOW TO MAKE A MODEL ROLLER COASTERStudent Book, pp . 18–23 Teacher’s Guide, pp . 11–12

In this selection, students will learn to apply what they have read in order to design and build a model roller coaster that provides enough force (student book, p . 18) for a fast but safe ride, taking into account stored energy and energy of motion .

Roller coasters have a wide variety of designs, but traditional coasters share this feature: the first hill is the tallest and is called the lift hill . Because of its position at the highest point along the track, the roller coaster car has its greatest amount of stored energy . As the car moves down the lift hill, the car’s stored energy decreases, but its energy of motion increases as the speed of the car increases . When the car reaches the bottom of the hill, much of the stored energy it gained from climbing the hill has changed to energy of motion, and the speed of the car is at its maximum . This energy then moves the car . As the car moves up the next hill, the energy of motion decreases and the stored energy increases until the car reaches the top of the hill .

All along the track, the car’s energy changes back and forth between energy of motion and stored energy as the car moves up and down hills . The car is continually losing energy, however, due to wind resistance and to friction between the car and the track .

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Summary “The History of Roller Coasters” is a history article about how the design of roller coasters has changed over time, beginning with simple wooden carts that rolled down hills and progressing to today’s extreme coasters that use a variety of forces to provide thrilling rides .

BUILD BACKGROUND FOR THE GENREHave students turn and talk about what they might learn in a history article . Then have them share their ideas . Tell them that “The History of Roller Coasters” is a history article with the following elements:

• Information is based on real events .• Events are organized and presented in the order in which they

happened (chronological order) .• Facts and information are presented through photos, captions,

diagrams, illustrations, and a time line .

BUILD VOCABULARY & CONCEPTS• gravity • force • magnetism

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

Another strategy to try is Using Background Knowledge. Have students turn and talk with a partner about what they think the word gravity means . Next, have them look on page 3 of the selection and read the word in context . Then have them talk with their partner again to clarify the word’s meaning . Afterward, lead the class in a collaborative discussion of the meaning of gravity. Have students follow the same steps with the words force and magnetism.

Point out other important words in the selection, such as axles, ramp, bobsleds, and shuttle. Have pairs use background knowledge and context clues to determine the meaning of these and any words that might be unfamiliar to students .

READING OBJECTIVES• Describe how the roller coaster has changed

through the years .

• Use text features to locate information .

• Use information from photos and text to

demonstrate understanding .

SCIENCE OBJECTIVES• Understand how forces, such as magnetism

and gravity, and different forms of energy are

demonstrated in roller coasters .

The History of Roller Coasters History Article

Clack, clack, clack . . . . The chain slowly pulls the cars up the big hill.

You turn to your friend and smile. It’s your first roller coaster ride.

You are excited! You grip the safety bar extra tight. Just a few more

seconds to the top. Clack, clack . . . . Okay, this is it. Hold on!

VOOM! The cars plunge down the hill. Riders scream and wheels

screech. Some riders throw their hands up in the air. You think,

“Are they crazy?” You squeeze the safety bar until your knuckles

hurt. You twist. You turn. You climb. You dive. Just when you think

you can’t handle one more huge hill or loop-the-loop, the cars

slow down and stop. You are back where you started.

by Glen Phelan

GENRE History Article Read to find out how gravity plays a role in roller coaster thrills.

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1817The French build a rolling ride with cars made of small boards on wheels that traveled on tracks. Axles extend from the wheels into grooves in the inner walls of the tracks. This locks the wheels to the tracks. Riders roll down a curved ramp and partly up another ramp. Workers push the cars the rest of the way up. Later, cables pull the cars back up so riders can ride again without climbing stairs.

1873 The Mauch Chunk Switchback Railway in Pennsylvania stops carrying coal and starts carrying tourists up and down two mountains. Steam engines pull the cars uphill. The cars coast downhill because of gravity. Gravity is a force that pulls things toward the center of Earth. A worker controls speed with a brake while the cars coast down. The ride covers 29 kilometers (18 miles). It takes 80 minutes.

You and your friend look at

each other. At the same time

you say, “Let’s go again!”

Roller coasters are thrilling.

But they weren’t always like

they are today. The first roller

coasters had no steel. They

were made of wood.

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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.3.RInfo.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.



A FRAMEWORK FOR K–12 SCIENCE EDUCATIONCore Idea PS2: Motion and Stability: Forces and Interactions How can one explain and predict interactions between objects and within systems of objects?

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READThe content goal for Roller Coasters is for students to learn how different forces (including gravity and magnetism) and changes between stored energy and energy of motion move roller coaster cars . As students read “The History of Roller Coasters,” they will learn how the forces of gravity and magnetism have been applied to the design of roller coasters over the years . Point out the Read to find out statement at the top of page 2 in the student book: Read to find out how gravity plays a role in roller coaster thrills.

Help students with the comprehension goal of accessing content by asking questions as they read . Model by addressing the Read to find out statement . Say: I wonder what gravity has to do with a roller coaster. I know when you go uphill, it’s as if something is pulling you up, and on some coasters, it’s even a bit jerky and noisy. When you go downhill, it’s almost as if you’re flying. I’m thinking that’s because of gravity. I’m interested in reading on and looking at the pictures to find out if I’m right.

Before students begin reading, say: As you read, ask yourself questions about things that are not clear. Re-read the text when you don’t understand something, or read on to see if your questions are answered further on in the text. Remember, some of your questions may be answered; others may not be.

TURN & TALKRevisit the Read to find out statement . Have students turn and talk about how gravity plays a role in roller coaster thrills . To check understanding, have students turn and talk about the Check In question: What role does gravity play in how roller coasters work? (Gravity causes the roller coaster cars to move down the hills of the track .)

Describe Historical Events Explain to students that history articles often have words and phrases that pertain to time and indicate the order of events . Emphasize that they should look for these signal words and phrases and then use them to understand the order in which

events occurred . Model by using the 1817 paragraph on page 3 . Say: This paragraph describes how roller coaster cars were moved back up the track after a ride. The word “later” indicates that using cables to pull the cars up the ramp happened after workers had been pushing them back up the ramp under their own power. I now know which came first, and it makes sense because it seems they learned how to make things easier and more efficient over time. Have students turn and talk about words or phrases in other paragraphs that indicate the order of events in the selection .

Use Text Features Draw a horizontal time line with points labeled with dates to indicate the years your students entered first grade, second grade, and third grade . Explain that the points are arranged according to the order in which the events occurred . Ask: Did you notice that the roller coaster illustration in the selection is a time line? Have student pairs look at the roller coaster time line . Ask them to turn and talk about how the roller coaster time line is like the one you drew .

Demonstrate Understanding Explain to students that each photograph or illustration along the time line of this selection relates to the text near it . Both the pictures and the text are needed to understand the information . For example, have students study the picture corresponding to the 1873 paragraph on page 3 . Say: I find the text is helpful because it explains what the picture shows. Then have students look at the picture and paragraph for 2009 on page 9 . Ask them to turn and talk to compare the 2009 roller coaster with the 1873 roller coaster, using the pictures and text to help them understand how roller coasters have changed over the years .

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

• How have roller coasters changed over time?• What do you think is the most interesting difference

between older and newer roller coasters?

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Summary “Wild Coasters” describes how the fastest, highest, and longest roller coasters in the world use forces, work, energy of motion, and stored energy to create thrilling rides .

BUILD BACKGROUND FOR THE GENREAsk students to describe the kinds of information they might expect to read in a science article . Tell them that “Wild Coasters” is a science article with the following elements:

• It uses facts, details, and examples to present information about a science topic .

• The text is organized using headings and has specialized vocabulary .• Information is presented through photos and fact boxes .

BUILD VOCABULARY & CONCEPTS• work • energy of motion • force• gravity • stored energy

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

Another strategy to try is Becoming Wordkeepers. Explain that a wordkeeper is responsible for knowing the meaning, part of speech, and spelling of a certain word . The word’s meaning is especially important . Tell students they can go to the wordkeeper to learn about the word and its meaning . Ask for a volunteer to be the wordkeeper for work. Write the word on a card and give it to the wordkeeper . Discuss the meaning of work as given on page 10, and have the wordkeeper write it on the back of the card . Follow the same steps with the other words .

Point out other important words in the selection, such as dangle, slope, launched, and air time. Designate a wordkeeper for each of these words and any words that might be unfamiliar to students .

READING OBJECTIVES• Determine the main ideas and explain how key

details support the main ideas .

• Determine the meaning of science words .

• Use text features to locate information .

SCIENCE OBJECTIVES• Understand how work, forces, and forms of

energy are demonstrated in roller coasters .

Wild CoastersScience Article

Imagine the shrieks, screams, and squeals of these riders. Who

could blame them? They’re flying! At least that’s what it feels like.

They lie facedown and swoop through the air.

The work of this flying coaster is moving riders over a distance.

Powered by motors, a chain pulls the car up a spiral track. It’s

like a hawk circling high in the sky. The riders dangle beneath the

track. They reach for their handgrips. The ride is about to change.

From the top of the spiral, the car swoops down. Work is

done as gravity pulls the car down. The car twists, turns,

and rolls down the winding track. Less than a minute later,

the riders come to a gentle stop. Now they know how a flying

superhero feels! Yet, this ride is tame compared to some. All

strapped in? Get ready for some wild rides!

GENRE Science Article Read to find out how forces make roller coasters so wild.

by Kathleen F. Lally

Flying Coaster, Genting, Pahang, Malaysia

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by Adalyn Powell

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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.3.RInfo.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

CC.3.RInfo.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.



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READThe content goal for Roller Coasters is for students to learn how different forces (including gravity and magnetism) and changes between stored energy and energy of motion move roller coaster cars . “Wild Coasters” explains how the force of gravity, stored energy, and energy of motion make different types of roller coasters exciting . Point out the Read to find out statement at the top of page 10 in the student book: Read to find out how forces make roller coasters so wild.

Help students with the comprehension goal of accessing content by activating and connecting to background knowledge . Model by reading aloud the second paragraph and the first two sentences of the third paragraph on page 10 . Then say something similar to the following: The text says that the pull of a chain moves the car up. I understand how that is work; I’ve pulled heavy things uphill. It’s difficult. It feels like “work.” But then the text says work is done as gravity pulls the car down. Going downhill has never seemed like work; it’s easy. So I think for scientists and engineers, work happens anytime a force moves something over a distance, not just when it’s difficult.

Before students begin reading, say: As you read, consider what you think you already know about roller coasters. Compare what you think you know with what you’re reading. The text might agree with or add new knowledge to your thinking. Or you might have to change your thinking as you learn new and different information.

TURN & TALKRevisit the Read to find out statement . Have students turn and talk about how forces make roller coasters wild . Check students’ understanding by discussing the Check In question: How do pushes and pulls make a roller coaster work? (Possible response: Gravity pulls down on the roller coaster cars and the people . It makes the cars move down the hills . As cars speed up, people feel like they’re being pushed against their seat .)

Determine Main Ideas Explain that figuring out main ideas will help students understand the most important ideas in a text . Model by saying: As I read, I want to figure out the main ideas, or most important information, to help me understand what I read. When reading informational text, if there are subheadings, I know they might be useful. Subheadings often give readers hints about what is most important. On page 14, the subhead is “Highest.” That gives me a hint that the main idea is that Kingda Ka is the highest roller coaster. Have students turn and talk about the details that support this main idea . Then have pairs use the subheads as hints for the main ideas in other sections .

Determine Word Meaning Have students read the last paragraph on page 12 and notice the terms energy of motion and stored energy are bold . Say: Writers of informational text often put key words in bold. So when I’m reading and see bold type, I know it’s important that I understand what those words mean. If I’m unfamiliar with the words, I read the sentences before and after to help me figure out the meaning. Have student pairs “read around” the terms to determine the meanings . Then, as a class, work on a consensus meaning for each term .

Use Text Features Say: Bold words are one kind of text feature. There are also other text features that help us locate information quickly. Have students look at the box of information about Formula Rossa on page 13 . Ask: What kind of information is given? (location, opening date, and length, height, and speed of the coaster) Explain that this text feature helps readers locate information quickly and easily compare different roller coasters . Have student pairs use this text feature to compare and contrast the lengths, heights, and speeds of the roller coasters .


• What are some ways that forces make roller coasters wild?• What surprised you most about these wild roller coasters?

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Summary “How to Make a Model Roller Coaster” is a how-to article that describes step-by-step how to design and build a model roller coaster and how one must consider force and energy to build a coaster that is both safe and workable .

BUILD BACKGROUND FOR THE GENREAsk students what they would expect to learn from a how-to article . Tell them that “How to Make a Model Roller Coaster” is a how-to article with the following elements:

• The text provides directions for the reader to make a model roller coaster .

• The procedure is explained in a series of numbered steps .• Both text and illustrations demonstrate and explain .

BUILD VOCABULARY & CONCEPTS• force • stored energy • energy of motion

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

You can also try the strategy Dramatizing Words. Divide the class into small groups . Have each group discuss the meaning of the word force and then have them create a short scene that explains the word. Allow time for all groups to perform their scenes for the class . Have students follow the same steps with the terms stored energy and energy of motion.

Point out other important words and terms in the selection, such as model, course, and lift hill. Have students dramatize or use context clues to determine the meaning of these and any words and terms that might be unfamiliar . Some words lend themselves to dramatizing; others may not . Decide which of the strategies is most appropriate for each word .

READING OBJECTIVES• Describe the relationship between the steps for

making a model roller coaster .

• Use information from illustrations and text to

demonstrate understanding .

• Describe the logical connection between

sentences and paragraphs in a how-to article .

SCIENCE OBJECTIVES• Understand how forces and forms of energy are


• Demonstrate understanding of forces and forms

of energy by building a model roller coaster .

How to Make a Model Roller Coaster How-To Article

If you could build a roller coaster, how would it look? What kinds of hills and thrills would you include? Here’s your chance. Build a roller coaster model! Engineers use science to solve problems—even fun problems! Engineers who design roller coasters build models to show whether their designs will keep the car on the tracks. Will the hills provide enough force for a safe, but exciting ride?

You can make roller coaster models out of many materials. Try the ones listed here. Then work with a partner and follow the steps.

GENRE How-To Article Read to find out how to design and build a model roller coaster.

How to Make a Model R ller Coaster

by Judy Elgin Jensen

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Get pipe insulation cut in half lengthwise to make U-shape track pieces.

duct tape

pipe insulation (8 meters or 24 feet)

cardboard boxes (to prop up the track)

marble (as a roller coaster car)

Materials

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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.3.RInfo.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.


CC.3.RInfo.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).


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READThe content goal for Roller Coasters is for students to learn how different forces (including gravity and magnetism) and changes between stored energy and energy of motion move roller coaster cars . Remind students that each selection in Roller Coasters relates to this goal . Explain that in “How to Make a Model Roller Coaster,” students will learn how to apply their knowledge of forces and energy to design and construct a model roller coaster . Point out the Read to find out statement at the top of page 18 in the student book: Read to find out how to design and build a model roller coaster.

Help students with the comprehension goal of accessing the content by asking questions as they read . Model by reading the first paragraph on page 18 . Say: I think it would be fun to design a model roller coaster, but I wonder if the model car on my model roller coaster will have enough energy to travel all the way to the end of the track. And if it doesn’t, how could I fix my design? I’ll read to find out if there are any suggestions.

Before students begin reading, say: Remember to ask yourself questions as you read. The images and captions might give you some answers. You can also read on to find the answers, or ask other people if you cannot find the answers.

TURN & TALKRevisit the Read to find out statement . Have students turn and talk about what steps to take to design and build a model roller coaster. (Gather your materials . Make a plan and sketch it . Build your design, but change it if you see a way to improve it . Test your model and improve it if necessary .) To check understanding, have students turn and talk about the Check In question: How might you adjust your model if the marble keeps flying off the track? (Possible response: I can try making the first hill lower so that the marble has less energy and moves slower as it goes around a turn . I can also try having fewer twists and turns so that the marble still goes fast but stays on the track .)

Describe the Relationship Between Steps Explain that this how-to article is organized as a series of steps . Ask: How do you know where each step starts? (It is numbered .) Explain that a verb tells what someone or something does . Have partners find the verbs in the headings that tell what to do in the steps . (Step 1: make, sketch; Step 2: build; Step 3: test, improve) Then ask: Why is it important to follow the steps in order? (Possible response: You have to plan the model before you build it . You have to build it before you test and improve it . If you build something before planning, you may have problems .)

Demonstrate Understanding Model the importance of the illustrations by focusing on page 19 . Say: This page has illustrations of pipe insulation tubing, duct tape, cardboard boxes, and a marble. These are all materials I could use to build a model roller coaster. These pictures show me what the materials look like. They help me to start forming ideas about how I will design and build my model. Then have students look at the illustrations on other pages . Have them turn and talk about how they can use the illustrations as they design and build a model .

Describe Connections Explain that each step in the article includes several things . Have students read Step 1 on page 20 . Say: Step 1 asks you to think about the features and then draw a picture of your roller coaster. You can’t draw a picture until you have thought about the features. The order, or sequence, of your actions is important. You have to spend time thinking before sketching. Have students look at Steps 2, 3, and 4 and turn and talk about what each step is asking the reader to do . Ask them to determine how important sequence is in the directions for each step .


• How is the lift hill important in your coaster design?• Why is it important to follow the steps in order? What

might happen if you skip a step?

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Discuss

CONTENT & COMPREHENSION GOALSFoster a discussion about the selections in Roller Coasters . Ask: In this book, what did you learn about forces and energy and roller coasters? (Possible responses are given in the concept map . Students may have more or different information .)

In this book, what did you learn about forces and energy and roller

coasters?

Roller coasters have changed over

time.

Roller coaster cars gain energy of motion when they move downhill and

gain stored energy as they move uphill.

Gravity is the force that pulls roller

coasters downhill.

READING OBJECTIVES• Ask and answer questions to demonstrate

understanding .

• Compare and contrast the information in the

pieces in Roller Coasters.

SCIENCE OBJECTIVES• Understand how forces and forms of energy are


The three selections in Roller Coasters are a history article, a science article, and a how-to article . Physical science concepts (forces, gravity, and energy) thread through the selections . Guide a discussion about these science concepts .

What makes the selections especially interesting, though, is the interdisciplinary context—real-life stories and events that include not only physical science but also history and geography . Have students turn and talk about the interdisciplinary nature of the selections . After you have described what interdisciplinary means, you might ask: How is reading Roller Coasters different from reading a textbook about forces and energy? Also ask them to consider differences in the ways the selections were written (such as genre and text structure) and how the writing style helps the science concepts come alive .

Clack, clack, clack . . . . The chain slowly pulls the cars up the big hill.

You turn to your friend and smile. It’s your first roller coaster ride.

You are excited! You grip the safety bar extra tight. Just a few more

seconds to the top. Clack, clack . . . . Okay, this is it. Hold on!

VOOM! The cars plunge down the hill. Riders scream and wheels

screech. Some riders throw their hands up in the air. You think,

“Are they crazy?” You squeeze the safety bar until your knuckles

hurt. You twist. You turn. You climb. You dive. Just when you think

you can’t handle one more huge hill or loop-the-loop, the cars

slow down and stop. You are back where you started.

by Glen Phelan

GENRE History ArticleRead to find out how gravity plays a role in roller coaster thrills.

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Imagine the shrieks, screams, and squeals of these riders. Who

could blame them? They’re flying! At least that’s what it feels like.

They lie facedown and swoop through the air.

The work of this flying coaster is moving riders over a distance.

Powered by motors, a chain pulls the car up a spiral track. It’s

like a hawk circling high in the sky. The riders dangle beneath the

track. They reach for their handgrips. The ride is about to change.

From the top of the spiral, the car swoops down. Work is

done as gravity pulls the car down. The car twists, turns,

and rolls down the winding track. Less than a minute later,

the riders come to a gentle stop. Now they know how a flying

superhero feels! Yet, this ride is tame compared to some. All

strapped in? Get ready for some wild rides!

GENRE Science ArticleRead to find out how forces make roller coasters so wild.

by Kathleen F. Lally

Flying Coaster, Genting, Pahang, Malaysia

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If you could build a roller coaster, how would it look? What kinds

of hills and thrills would you include? Here’s your chance. Build a

roller coaster model! Engineers use science to solve problems—

even fun problems! Engineers who design roller coasters build

models to show whether their designs will keep the car on

the tracks. Will the hills provide enough force for a safe, but

exciting ride?

You can make roller coaster models out of many materials. Try the

ones listed here. Then work with a partner and follow the steps.

GENRE How-To ArticleRead to find out how to design and build a model roller coaster.

How to Make

a Model R ller Coasterby Judy Elgin Jensen

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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.3.RInfo.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

CC.3.RInfo.9 Compare and contrast the most important points and key details presented in two texts on the same topic.


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DISCUSSHave students collaboratively answer the questions on page 24 as you move about the room and listen in to support and scaffold student conversations and clarify misconceptions .

1. What connections can you make among the three pieces in Roller Coasters? (Possible response: All the pieces are linked to the topic of roller coasters and are connected to the concept of force .)

2. Cite evidence from “The History of Roller Coasters” to describe how coaster design changed over time. (Possible response: In 1817 in France cars were made of small boards on wheels, and workers had to push the cars partly up the track . In 1873 steam engines pulled the cars uphill in Pennsylvania . A worker operated a brake to control speed . In 1885 a roller coaster in Coney Island first used one oval track . In 1901 Coney Island had the first roller coaster with a safe loop . In 1907 the first lap bar was used at Coney Island . In 1959 the first steel roller coaster was built at Disneyland in California . In 1977 the first shuttle roller coasters opened, including one at Kings Dominion in Virginia . In 1996 the first coasters to use magnetism were built . In 2009 people first rode facedown and headfirst on the Manta roller coaster at SeaWorld Orlando .)

3. How did you use what you learned in “The History of Roller Coasters” and “Wild Coasters” to design your own? (Possible response: I learned in the first two selections that I needed to make my model roller coaster with at least one tall hill so the force of gravity would pull the marble (my model car) down . The hill must be high enough for the model car to have enough energy to move through the course . The model car has stored energy at the top of the hill, and this stored energy changes to energy of motion when the car starts moving down the hill . I designed my track so that the model car would use the energy it had to go around a loop near the bottom of a hill .)

4. Compare and contrast energy of motion and stored energy in two roller coasters from this book. (Possible response: The cars of both the Formula Rossa and the Steel Dragon gain stored energy as they move up hills . This energy changes to energy of motion as the cars of both coasters move down hills and their speed increases . The Steel Dragon has more hills, so the energy of its cars changes back and forth between stored energy and energy of motion more than the energy of the Formula Rossa’s cars .)

5. What do you still wonder about roller coaster design? What would be some good ways to find more information? (Answers will vary, but students should explain their responses and describe a variety of references, such as books and magazine articles, reliable Internet sites, and talking with experts .)

Discuss1. What connections can you make among the three pieces in

Roller Coasters?

2. Cite evidence from “The History of Roller Coasters” to describe how coaster design changed over time.

3. How did you use what you learned in “The History of Roller Coasters” and “Wild Coasters” to design your own?4. Compare and contrast energy of motion and stored energy in

two roller coasters from this book.5. What do you still wonder about roller coaster design?

What would be some good ways to find more information?

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Research & Share

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

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

• What are the most popular types of roller coasters?• What are some safety features on roller coasters?• What kinds of roller coasters are being planned for the future?

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

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

OBJECTIVES• Ask questions based on reading Roller Coasters.

• Research, document, and share information .


Physical Science



RollerCoaste

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3/21/13 4:49 PM

COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.3.Write.7 Conduct short research projects that build knowledge about a topic.

CC.3.Write.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

CC.3.Write.10 write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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

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

addresses their question .

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

SHAREWhen students share their research, they become teachers, consider how their ideas were shaped by the investigation, and pose new questions . Students may express their knowledge by writing, speaking, creating a visual piece, or taking action in the community . The best culminating projects are ones with authentic purposes . For example, the student who wants to know which are the most popular designs of roller coasters might collect Internet photographs of various designs . The student could then show the designs to other students in school and take a poll of which designs are most popular . The student could arrange the data into a graph and display to share with the class .

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

• Videos found online of different roller coasters to show how they compare and contrast in height, length, and speed

• A computer-generated slide show presenting designs of various roller coasters

• Tabletop models of various roller coaster designs

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Write

GENRE: HOW-TO ARTICLEHold up “How to Make a Model Roller Coaster .” Review with students the elements of a how-to article .

• It provides directions for the reader to do or make something .• It begins with a goal stating what the reader will make or do .• The procedure is explained in a series of steps . The steps are in

order, often by number .• Both text and graphic features demonstrate and explain .

MENTOR TEXTUse “How to Make a Model Roller Coaster” as a mentor text, or a model, for student writing .

Model the elements of a how-to article . Say: A how-to article gives the steps of a procedure. For example, I like plain peanut butter sandwiches, and if I were to write the procedure for making my favorite sandwich, before writing anything down, I would need to think about what I do and the order in which I do it. In my mind, I would run through gathering the items I need (bread, peanut butter, plate, knife) and the steps I take to make the sandwich, from opening the jar to spreading the right amount of peanut butter on the bread to cutting the sandwich in half on the diagonal. The order of the steps is important! I would never cut the bread in half before spreading the peanut butter. That wouldn’t be very efficient. Walk students through the selection, sharing your thinking as you go . Point out the opening spread on pages 18–19 . Say: This selection starts with information that introduces the topic and tells what the goal is: to make a roller coaster. Then the writer lists and shows pictures of the materials you’ll need. The steps are described and illustrated on the next pages.

Explain that students can use this article as a mentor text to help them write their own how-to article . Tell students that our best writing teachers are the professional writers whose work we read . Suggest that they look closely at what the writer does to present information in a clear way . Point out the illustrations and captions on each of the pages . Say: The writer used illustrations to explain each step. Sometimes the writer included captions to make ideas clearer or to point out important things on the illustrations. As you write your article, consider how you could use illustrations and captions to explain and make steps clearer.

OBJECTIVES• Use a mentor text as a writing model .

• Plan and research information on a topic .

• Write and revise a how-to article .

• Publish and present a how-to article .

If you could build a roller coaster, how would it look? What kinds of hills and thrills would you include? Here’s your chance. Build a roller coaster model! Engineers use science to solve problems—even fun problems! Engineers who design roller coasters build models to show whether their designs will keep the car on the tracks. Will the hills provide enough force for a safe, but exciting ride?

You can make roller coaster models out of many materials. Try the ones listed here. Then work with a partner and follow the steps.

GENRE How-To Article Read to find out how to design and build a model roller coaster.

How to Make a Model R ller Coaster

by Judy Elgin Jensen

18

18_SE58512_3P_FO_S3OL 18 3/28/13 6:08 PM

Get pipe insulation cut in half lengthwise to make U-shape track pieces.

duct tape

pipe insulation (8 meters or 24 feet)

cardboard boxes (to prop up the track)

marble (as a roller coaster car)

Materials

19

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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.3.Write.2 write informative/explanatory texts to examine a topic and convey ideas and information clearly.

CC.3.Write.4 with guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

CC.3.Write.5 with guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

CC.3.Write.6 with guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

CC.3.Write.10 write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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Ask students to Turn and Talk about a process that could be explained as a series of steps . (Possible ideas: how to make push-up pops; how to make a musical instrument; how to make a kite)

Have several students Share their ideas . Discourage students from choosing to write about a process that requires too many steps .

Wrap up by explaining that students will be writing their own short how-to article, using “How to Make a Model Roller Coaster” as a mentor text for their own writing . Students may need to do some research to find accurate information to support their how-to steps and directions .

WRITING PROCESSPlan and Research Once students have chosen a topic for their how-to article, they may need to research to find accurate information to identify steps to include in their article . Guide students in finding appropriate resources . Let students know that another good way to plan a how-to article is by practicing the steps and making notes as they run through them . Students could also mentally run through the steps .

Write Students can use their background knowledge, their planning, and their research notes to begin writing . Remind them to keep looking back at the mentor text to use as a model for their own writing of a how-to article .

Share that with this genre, clearly explaining each step is key to a good article . Point out that some processes will require only three or four steps, but others might require more . Emphasize that it is important, however, for all necessary steps to be included . Say: As you write the steps, imagine you are carrying out the process yourself. Write down what you would do first, second, third, and so on. After you have written down the steps, fill in the details, explaining what is needed for each step. If you think it will help your reader to see all the steps in a bulleted list rather than in paragraphs, then use a bulleted list.

Conference and Revise Have students hold a writing conference with a partner to review their drafts . Ask them to look for elements of a how-to article as they review their partner’s writing . Have them ask their partner the following questions .

• What struck you about the piece? (to highlight interesting parts)

• What do you wonder or want to know more about? (to suggest ideas for adding information or revising)

• Are there any confusing parts? (to pinpoint areas to revise for clarity and accuracy)

After students get feedback from a partner, have them revise and edit their writing .

Publish and Present Find opportunities for students to publish and present in authentic, relevant, and significant ways . Use or adapt the following ideas to best reflect your classroom goals and individual student interests .

• Plan a demonstration day when students can demonstrate how to make or do what they wrote in their articles .

• Combine all the how-to articles into a booklet that can be given to parents or guardians during school visitation, sharing the cumulative knowledge of the class .

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CorrelationNotes

Common Core State Standards for English Language Arts, Grade 3Roller Coasters Teacher’s Guide

Reading Standards for Informational Text

Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the

text as the basis for the answers.Pages 13–14

2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

Pages 9–10

3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Pages 7–8, 11–12

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

relevant to a grade 3 topic or subject area.Pages 9–10

5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

Pages 7–10

6. Distinguish their own point of view from that of the author of a text.

Integration of Knowledge and Ideas 7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to

demonstrate understanding of the text (e.g., where, when, why, and how key events occur).Pages 7–12

8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Pages 11–12

9. Compare and contrast the most important points and key details presented in two texts on the same topic.

Pages 13–14

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

science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

If the entire NG Ladders Science grade 3 program is used throughout the year, students will have had exposure to multiple genres, multiple levels, and appropriate scaffolding.

Writing Standards

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

2. write informative/explanatory texts to examine a topic and convey ideas and information clearly. Pages 17–18

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

Grade 3 Common Core State Standards for English Language Arts and A Framework for K–12 Science Education correlated to National Geographic Ladders Science

(cont. on p. 20)

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Notes

Production and Distribution of Writing 4. with guidance and support from adults, produce writing in which the development and

organization are appropriate to task and purpose.Pages 17–18

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

Pages 17–18

6. with guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

Pages 17–18

Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge about a topic. Pages 15–16

8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Pages 15–16

9. (Begins in grade 4)

Range of Writing 10. write routinely over extended time frames (time for research, reflection, and revision) and shorter

time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Pages 15–18

A Framework for K–12 Science EducationRoller Coasters Teacher’s Guide

Core Idea PS2: Motion and Stability: Forces and InteractionsHow can one explain and predict interactions between objects and within systems of objects?

Pages 4–14

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Glossary

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

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Physical Science Cool Caves • Roller Coasters Explorer T.H. Culhane: Energy Solutions Hidden Discoveries

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Science

energy of motion (noun) energy in an object that is moving from one place to another

force (noun) a push or a pull

gravity (noun) a force that pulls things toward the center of Earth

magnetism (noun) a force between magnets and objects magnets attract

stored energy (noun) energy gained by an object as it moves to a higher position that is further away from the center of Earth

work (noun) the result of a force moving an object over a distance

Content Consultants

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

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

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

ISBN: 978-12853-5967-0

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Documents

TEACHER S GUIDE - Cengage...Student Book, pp . 2–9 Teacher’s Guide, pp . 7–8 In this selection, students will learn about the effect that force (student book, p . 3) has had