TheReading Level 8 Teacher Edition Middle EDGE Grades SECOND EDITION Informational Problem and Solution Odyssey magazine: Science and the City This project was developed at the Success for All Foundation under the direction of Robert E. Slavin and Nancy A. Madden to utilize the power of cooperative learning, frequent assessment and feedback, and schoolwide collaboration proven in decades of research to increase student learning. The Reading Edge Middle Grades 2nd Edition Teacher Edition © 2013 Success for All Foundation. All rights reserved. Produced by the Reading Edge Middle Grades 2nd Edition Team President: Nancy Madden Director of Development: Kate Conway Rollout Committee: Kate Conway (Chair), Mia Blom, Wendy Fitchett, Kim Gannon, Claire Krotiuk, Kristal Mallonee-Klier, Terri Morrison, Sheri Mutreja, Kenly Novotny, Peg Weigel Program Developers: Wendy Fitchett (Chair), Kate Conway, Victoria Crenson, Ceil Daniels, Terri Morrison Field Advisory Team: Kim Gannon (Chair), Jo Duplantis, Kathy McLaughlin Contributing Developers: Kathleen Collins, Richard Gifford, Samantha Gussow, Patricia Johnson, Austin Jones, Susan Magri, Kim Sargeant, Becca Slavin Designers: Michael Hummel, Austin Jones, Vic Matusak, Susan Perkins, Christian Strama Illustrators: Michael Hummel, Susan Perkins Video Producers: Jane Strausbaugh (Senior Producer), Angie Hale, Tonia Hawkins Editors: Janet Wisner (Supervising Editor), Marti Gastineau, Pam Gray, Jodie Littleton Publications Coordinator: Sheri Mutreja Proofreaders: Meghan Fay, Susanne Viscarra, Janet Wisner, Michelle Zahler Production Artists: Irene Baranyk, Kathy Brune, Wanda Jackson, Cathy Lawrence, Irina Mukhutdinova, Michele Patterson, Karen Poe, Laurie Warner, Tina Widzbor Online Tools Developers: Terri Morrison (Chair), Sean Christian, Patrick Coady, Mary Conway Vaughan, Tim D’Adamo, Debi Hammel, Dia Hopp, Mike Knauer, Kristal Mallonee-Klier, Vic Matusak, Christian Strama, Melissa Stroup We wish to acknowledge the coaches, teachers, and children who piloted the program, provided valuable feedback, and appear in classroom and professional-development videos. A Nonprofit Education Reform Organization 200 W. Towsontown Blvd., Baltimore, MD 21204 PHONE: (800) 548-4998; FAX: (410) 324-4444 E-MAIL: [email protected] WEBSITE: www.successforall.org Problem The Lightning Round and Solution • Random Reporters share team responses; team reps from other teams may agree, disagree, or add on to these responses. Odyssey • Use the following rubrics to evaluate responses and give specific feedback. magazine: • Award points to the teams with 100‑pt. responses; add the points to the Team Science Celebration Points poster. and the City • Celebrate team successes. Strategy Use Team Talk (oral and written) The Random Reporter: The Random Reporter: gives a 90-pt. response and gives a 90-pt. response and explains how using the strategy connects the answer to the 100 helped in better understanding 100 supporting evidence and uses the text. academic language. gives an 80-pt. response and gives an 80-pt. response and includes 90 describes a problem and a strategy 90 supporting evidence and examples that was used to solve the problem. (from the text or from experience). identifies a problem that a team uses full sentences to clearly and 80 member had understanding the text. 80 correctly answer the question. Word Power Fluency The Random Reporter: The Random Reporter: gives a 90-pt. response and expands on the meaning, for example, identifies gives a 90-pt. response and • related words reads smoothly and with expression 100 • a second meaning 100 (shows emotion and changes with • a word connotation punctuation and dialogue). • an antonym gives an 80-pt. response and gives an 80-pt. response and reads at just the right pace to explains the meaning in a definition 90 90 understand the text—not too slow and a meaningful sentence. and not too fast. tells a word or phrase added to the word power journal and why it was reads a short passage and pronounces 80 added (what makes it important 80 most of the words correctly. or interesting). Summary Graphic Organizer/Notes The Random Reporter: The Random Reporter: gives a 90-pt. response and gives a 90-pt. response and explains how the graphic organizer 100 uses key vocabulary correctly. 100 helped in understanding the text. gives an 80-pt. response and gives an 80-pt. response and 90 clearly connects relevant ideas in a 90 includes main points or events and logical order. important details. presents main ideas and important selects a graphic organizer that is details in his or her own words and 80 80 appropriate for the text. without personal opinion. The Reading Edge Middle Grades • Teacher Edition • Level 8 1 Problem and Solution Unit Objectives Reading: Analyze problems, and draw conclusions about solutions based on information from the text. Writing: Explain the connections among facts, events, or ideas. Unit Overview In this unit, students will analyze problems to draw conclusions about their solutions. Students will think about problem solving, the possible causes of problems, and why certain solutions are chosen over others. They will also make connections among articles to consider why certain solutions are used. During writing, students will think about the connections they can make among facts, events, and ideas. They will think about the information in the text and how to express those ideas so the connections among them are clear to an audience. Unit Topic/Content Students will read Science and the City, an issue of Odyssey magazine. This issue discusses a variety of topics about the science, planning, and development that go into a city. In the first cycle of the unit, students will mainly focus on articles that discuss planning, organization, infrastructure, and future plans for cities. The second cycle will mainly discuss how cities are turning to greener technologies to solve problems such as urban heat islands. Text and Media Selections Internet/Media Options To expand your students’ background knowledge, consider using Internet/media options with lessons. Always preview sites for availability and suitability. Please make sure that you have the correct plug‑ins. 2 © 2013 Success for All Foundation Introduction At a Glance Odyssey Cycle 1 magazine: Lesson Text Media Science (Optional) This website includes satellite images of before and after the New York City blackout of and the City August 2003: www.noaanews.noaa.gov/stories/images/ nightlights‑081403‑0121z.jpg “Megacities with (Aug. 13, 2003, night before the outage) Lesson 1 Mega‑Challenges,” www.noaanews.noaa.gov/stories2003/images/ pages 6–8 nightlights‑081503‑0103z‑hires.jpg (Aug. 14, 2003, night of the outage) A New York Times story about the blackout of 2003: www.nytimes.com/2003/08/15/nyregion/15POWE.html? ref=newyorkcityblackoutof2003&pagewanted=1 “Megacities with (Optional) “Urban Planner” Mega‑Challenges,” www.pbslearningmedia.org/content/ Lesson 2 pages 9 and 10 f611786b‑bd96‑489b‑b749‑3dfed59fa80a (end at 3:25) and sidebar, (Embedded) “Team Talk Response” pages 8–10 “The Hidden Order Within Lesson 3 Cities,” pages 16–19 “Can You Solve the World’s Lesson 4 Most Famous Traffic Problem?,” pages 20 and 21 writing in response Lesson 5 to reading “A Mile High Lesson 6 in the Sky,” pages 24–26 self‑selected Lesson 7 reading Getting Along Lesson 8 Together The Reading Edge Middle Grades • Teacher Edition • Level 8 3 Problem and Solution Odyssey Cycle 2 magazine: Lesson Text Media Science “Mapping Our Cities: Mood and the City Lesson 1 Swings and Million (Embedded) “Fluency” Dollar Blocks,” pages 28 and 29 “Heat Islands,” page 3 and Lesson 2 (Embedded) Background video: “Heat Islands” “A Little Seed in a Big City,” page 5 “Cool Roofs,” (Embedded) Background video: Science Nation: Lesson 3 pages 11–14 “Green Roofs” (Optional) “City Dwellers Feast on Plant Derived Resources” www.pbslearningmedia.org/ “Beez in content/8d3915f6‑7d31‑4c64‑a453‑3b60daff488b Lesson 4 the Hood,” pages 41–43 (Optional) “Silence of Bees” www.pbslearningmedia.org/content/vtl07.la.rv.text. lpsilbees/#content/4dd2fdf0add2c73bce0083cc writing in response Lesson 5 to reading “Venice: City Lesson 6 on the Edge,” pages 38–40 self‑selected Lesson 7 reading Getting Along Lesson 8 Together 4 © 2013 Success for All Foundation Cycle 1 Lesson 1 Cycle 1: Lesson 1 Problem Reading Objective: Analyze problems, and draw conclusions about solutions and based on information from the text. Teacher Background Solution Today students will begin reading about megacities, or densely populated areas with more than 10 million people. Cities such as New York require miles and miles of underground infrastructure to provide water, steam, gas, electricity, and telecommunications to businesses and residents. The difficulty is maintaining the infrastructure while causing as little disruption in the city as possible. Cities turn to newer technology to help repair old infrastructure and create more‑efficient new construction. The densely populated city of Tokyo has to deal with being in a seismically active area by designing buildings and public transportation to withstand large earthquakes. Mumbai avoids problems with India’s unreliable electrical grid by being able to separate itself when outages occur outside the city. The city has to plan for the future though, as its energy demands increase with its population. Active Instruction (22 minutes) Big Question Post and present this cycle’s Big Question. Have students write a response to the question as