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20th CENTURY BIOGRAPHIES
ALBERT EINSTEIN TEACHER RESOURCE GUIDE Learning Activi...
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Einstein.TG
9/14/07
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20th CENTURY BIOGRAPHIES
ALBERT EINSTEIN TEACHER RESOURCE GUIDE Learning Activities for • Vocabulary • Initial Understanding • Developing Interpretation • Personal Reflection and Response • Demonstrating a Critical Stance • Research
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Table of Contents To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Reading Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Vocabulary Word Ladders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Word Scramble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Initial Understanding KWL Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Headlines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Interpretation Create a Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Brainstorm Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Reflection Personal Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Critical Response Useful Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Research Project Research Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 News Segment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
SADDLEBACK EDUCATIONAL PUBLISHING Three Watson, Irvine, CA 92618-2767 Web site: www.sdlback.com Copyright © 2008 by Saddleback Educational Publishing All rights reserved. No part of this book may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the written permission of the publisher. ISBN-10: 1-59905-324-1 ISBN-13: 978-1-59905-324-0 eBook: 978-1-60291-662-3 The purchase of this guide entitles the individual teacher to reproduce copies of the student pages for use in his or her classroom exclusively. The reproduction of any part of the work for an entire school or school system is prohibited. Printed in the United States of America
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To the Teacher 20th Century Biographies Organization The 20th Century Biographies series includes ten books. Each covers the life of a prominent world or national figure who lived during the 20th century. Many of the people whose lives are explored in the series contributed to the struggle for human rights that characterized this dynamic period of time. This teacher’s guide provides ideas and reproducible worksheets to support the book and extend students’ reading skills. The answer key at the end of the guide provides answers and example responses.
Different Ways to Present Albert Einstein For lower-functioning readers, you may wish to read the entire book together as a class. Students who are more confident may be encouraged to read the book on their own after reading one or two chapters as a class. If this is not the first 20th Century Biographies book your class has studied, you might begin by having students review what they already know about the history of the time and the other characters in the series. Although most activities are designed to be used after reading the book, some should be completed before students read the book, and some can be used during the reading. The Vocabulary and Initial Understanding activities could be used before and during the reading. You may wish to make copies of each separate activity for distribution as needed, or you may wish to give the students their own packets containing copies of all the activities.
How to Build Connections Throughout the Series Many of the people included in the 20th Century Biographies series touched each other’s lives. You may wish to display character webs and have students continue to add to them as you read the series together. To help students remember characters, consider enlarging a picture of each main character to display.
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Reading Strategies The activities in this Teacher’s Resource Guide focus on giving lower-level readers the tools to construct, extend, and examine the meaning of text. Included are essential elements in reading literacy as identified by the National Assessment of Educational Progress. Vocabulary Vocabulary skills include decoding words, using words correctly, understanding meanings, and extending the actual amount of words the students know. Increased competency with vocabulary increases fluency when reading both silently and aloud. As students decode or recognize words more easily, they will be able to determine and extend the meaning of entire passages more easily as well. Initial Understanding Initial understanding of text is the initial impression or unreflected understanding of what was read. Skills include identifying details and facts from text read, and recognizing aspects of literal text, such as sequence of events or main ideas. Without initial understanding, no reader would be able to comprehend the text on a higher level. Developing Interpretation Developing interpretation goes beyond the initial impression to develop a more complete understanding of what was read. The reader must distinguish between and compare separate concepts in a text to extend its meaning. Examples of interpreting skills include differentiating facts from opinions, making comparisons, summarizing, and identifying cause-effect relationships. Personal Reflection and Response Personal reflection and response requires readers to relate topics to their own experience. As students connect their own experiences with text, information becomes more clear. Having internalized ideas, readers can much more easily express their responses as well. Demonstrating a Critical Stance Demonstrating a critical stance requires readers to detach themselves from the text in order to consider and evaluate it. A critical response may include identifying the intended audience and critiquing the text.
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Name
Vocabulary
Date
•
Word Ladders
Build some word ladders relating to the book Albert Einstein. Directions: Change one, two, or three letters in each word to create the next word described. an instrument to find direction something to sleep on
_
matter
something that occupies space
_
the person who is “at bat” light
the opposite of dark not loose
_
something a watch tells
_
to crawl up using hands and feet a country in Asia below the mouth a stringed instrument
violin
to break a law a small trail
_ _
path
_
short for mathematics
_
to put together
_
an error
_
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Name
Vocabulary
Date
•
Word Scramble
Directions: Read the definitions. Unscramble the letters to form a word from the book. Then write a synonym or related word for each. Be creative, if necessary. Unscrambled Word
1.
Synonym or Related Word
an idea that has been scientifically tested—rytoeh
2. 3.
related to each other—alerveti the science of matter, energy, and motion—ycsphi 4. a person who is opposed to violence—ifistpca 5. a very small particle—emolcuel 6. to think deeply about—nodper 7. a light particle—nophto 8. not very strong—ailrf 9. a major undertaking—ctprjoe 10. someone who supports a cause—ctadove 11. a sign of an illness—omtysmp 12. part of the body that deals with thought—barni 13. positive-thinking—ticpomsiit 14. an educational institution—itunvyesri 15. a piece of scientific literature—rtiacl
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Name
Date
Initial Understanding
•
KWL Chart
Directions: Before you read Albert Einstein, write in the K column facts you already know about Einstein. In the W column, write questions you would like answered about him. While you read the book, look for the answers to your questions. After reading, write what you learned about Einstein in the L column.
What I Already Know
What I Want to Know
What I Learned
Research What questions were not answered by the book? Where do you think you could find the answers? Directions: Choose one question from the W column that the book did not answer. Research the question and write the question and answer on another sheet of paper.
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Name
Date
Initial Understanding
•
Headlines
Newspaper and Web pages often use large print in headlines for articles or pages. Stories often include the following: The headline tells the most important information, or main idea, about an event. It is set in large type. The subhead tells other important details about the event. It is set in slightly smaller type. Directions: Choose one event from each chapter listed. Write a headline and subhead for each one. An event from Chapter 4 is already done for you. Chapter 4: Headline: Einstein Unveils Radical New Idea: E = mc2 Subhead: Equation Explains Sun’s Continual Heat Chapter 5: Headline: _________________________________________________ Subhead:
_______________________________________________
Chapter 6: Headline: _________________________________________________ Subhead:
_______________________________________________
Chapter 7: Headline: _________________________________________________ Subhead:
_______________________________________________
Chapter 8: Headline: _________________________________________________ Subhead:
_______________________________________________
Chapter 9: Headline: _________________________________________________ Subhead:
_______________________________________________
Chapter 10: Headline: _________________________________________________ Subhead: 8
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Name
Date
Interpretation
•
Create a Diagram
We use diagrams to familiarize ourselves with the parts that make up something. Inventors use diagrams to illustrate the different parts of their inventions. Diagrams often use both art and text to give information. Directions: Think of an invention that might be useful to you or someone else. Create a diagram below of the invention. Label the different parts of the object that you have invented. Below each label, write a short description of what the part is or what it does. Use color to make the diagram easier to understand. Compare your invention to those of your classmates.
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Name
Interpretation
Date
•
Brainstorm Results
Directions: Think about what might have happened if the atomic bombs had not been dropped in Japan. What might the results have been? Write a few ideas to explain how things might be different. Share your ideas with your classmates and listen to theirs too. ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____
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Name
Reflection
Date
•
Personal Response
Directions: Answer the questions below based on your own opinions and knowledge. 1. Think of a scientific breakthrough or invention that has happened during your lifetime. Think hard. Many of the electronic communications devices we use today were invented only recently. What is the breakthrough or invention?
2. Do you remember when the breakthrough happened or when the invention was first introduced?
3. Was there ever a time in your life that you had to do without the breakthrough or invention? Was it difficult?
4. Do you think this was an important breakthrough or invention? What would life be like without it?
5. Think about ways in which someone could see the breakthrough or invention as bad. List some of those ways.
6. If possible, do some research to determine who made the breakthrough or invention. Who was it and where did it happen?
__
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Date
Critical Response •
Useful Information
No book can cover every single detail about a subject. Find another biography about Einstein or look on the Internet. Read about Einstein to form an opinion about how well the book Albert Einstein, by Anne Schraff, covered the subject of Albert Einstein’s life. Directions: Respond to the following questions about the book. 1. Did the book give a good description of Einstein’s life? If so, what was covered particularly well? If not, what was missing?
2. Are there any other details about his life that you think should have been covered in the book? Are there details that you think were unnecessary?
3. What information about Einstein surprised you?
4. Who would enjoy the book or find it useful?
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Name
Date
Research Project •
Research Tips
Directions: Albert Einstein was a world famous scientist. Choose another wellknown scientist. Choose from the list below, or think of someone else. Use the tips below to help you create a news segment about his or her life. • Marie Curie was a European physicist and chemist. She is the only person who ever received two Nobel Prizes, in physics in 1903 and in chemistry in 1911. • Charles Darwin was a biologist who was most famous for his journey around the world that resulted in the writing of On the Origin of Species. He developed the theory of evolution by natural selection that is one of the most important theories of modern biology. • Rosalind Franklin was a very important 20th century physical chemist and crystallographer. She made many contributions to the understanding of genetics and DNA, although she may not have been sufficiently recognized. • Isaac Newton was an English physicist, mathematician, and astronomer born in the mid-1600s. He is regarded by many people as one of the greatest figures in the history of science. • Jane Goodall is a primatologist and conservationist. She studied wild chimpanzees for many years in Africa. She has made many contributions to our understanding of the great apes and also began a worldwide conservation effort. • Ben Franklin was both a politician and a scientist. He is one of the founding fathers of the United States. He also made many discoveries in physics regarding electricity. Use newspaper or magazine articles, documentary films, books, and the Internet to learn about the person about whom you will write. You may want to read one or two of the author’s works to learn more about him or her. Use at least two sources, such as a book and a Web site. Be sure to cite your sources. How to find information on the Internet… The Internet can be a very good place to start your research. Once you locate information online, you can look at the sources used by the author. Then, you can go look for those sources. Photographs, maps, diagrams, charts, and displays always make research projects more interesting. Download these visual aids to print and use with your report. Remember, not everything on the Internet is correct! Try to find information on a site that ends with .edu, .org, or .gov. If you find a piece of information on a .com site, try to confirm the information by locating it on an .edu, .org, or .gov site as well. Or, find the same information in three separate places. To cite a Web site, list the name of the site, the author of the site, if you can find it, and the year it was written. How to use books, newspaper or magazine articles, and documentary films… Newspapers and magazines, books, and documentary films provide excellent primary information about people and events. Using your library’s catalog, do a subject or title search for the person about whom you are writing. Take notes about the information that you find in these sources. Remember that, when you write your report, you will want to use your own words. If you use a direct quote, use quotation marks and state the source.
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Name
Date
Research Project
•
News Segment
Directions: Answer the questions below about your research subject. 1. Who is the person? 2. When and where was he or she born? 3. In what field of science did the person work?
4. Who influenced or worked with the person?
5. What were some of his or her most famous ideas, discoveries, or accomplishments? 6. List other accomplishments made by the person.
7. Is the person still alive? If so, what does the person do? If not, when and where did the person die?
Directions: Use the facts above to write a newspaper article about the person. Write your article on a separate sheet of paper. Include an attention-grabbing headline and graphic, such as photos, maps, or diagrams. Write the most important facts first. Then add less important details at the end. Mention or quote your sources. Then watch a news segment on television to see how information is presented. Think about how a news segment is similar to and different from a news article. Be sure to edit and practice reading your article. Then perform your news segment for your class, or record your segment using a digital camera. 14
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Answer Key p. 5 Word Ladders compass, mattress, matter, batter light, tight, time, climb China, chin, violin, violate path, math, make, mistake
p. 12 Useful Information Answers will vary. p. 14 News Segment Answers will vary.
p. 6 Word Scramble Answers will vary 1. theory; thesis 2. relative; associated 3. physics; forces 4. pacifist; peaceful 5. molecule; atom 6. ponder; consider 7. photon; packet of light 8. frail; weak 9. project; plan 10. advocate; supporter 11. symptom; warning 12. brain; mind 13. optimistic; hopeful 14. university; college 15. article; paper p. 7 KWL Chart Answers will vary p. 7 Research Answers will vary p. 8 Headlines Answers will vary p. 9 Create a Diagram Answers will vary p. 10 Brainstorm Results Answers will vary p. 11 Personal Response Answers will vary.
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