Sample Pages From Created By Teachers For Teachers And Students

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Sample Pages from Created by Teachers for Teachers and Students Thanks for checking us out. Please call us at 800-858-7339 with questions or feedback, or to order this product. You can also order this product online at www.tcmpub.com. For correlations to State Standards, please visit www.tcmpub.com/administrators/correlations 800-858-7339 • www.tcmpub.com Physical SCIENCE READERS Content and Literacy in Science Life Earth Grade 3 Teacher’s Guide Space Physical Table of Contents INTRODUCTION Series Welcome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Fostering Content-Area Literacy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Science in the 21st Century. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Using the 5Es in a Classroom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Space The 5Es and This Book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 How to Use This Product. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 About the Books. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Introduction to Standards Correlations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Correlations to Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 LIFE SCIENCE PHYSICAL SCIENCE Life Cycles Changing Matter Food Webs Energy in Action Traits for Survival Gravity Photosynthesis Electromagnetism The Right Environment Balanced and Unbalanced Forces Lesson Plan. . . . . . . . . . . . . . . . . . . . . . 39 Student Reproducibles. . . . . . . . . . . . . 44 Lesson Plan. . . . . . . . . . . . . . . . . . . . . . 50 Student Reproducibles. . . . . . . . . . . . . 55 Lesson Plan. . . . . . . . . . . . . . . . . . . . . . 61 Student Reproducibles. . . . . . . . . . . . . 66 Lesson Plan. . . . . . . . . . . . . . . . . . . . . . 72 Student Reproducibles. . . . . . . . . . . . . 77 Lesson Plan. . . . . . . . . . . . . . . . . . . . . . 83 Student Reproducibles. . . . . . . . . . . . . 88 © Teacher Created Materials Life Lesson Plan. . . . . . . . . . . . . . . . . . . . . . 94 Student Reproducibles. . . . . . . . . . . . . 99 Lesson Plan. . . . . . . . . . . . . . . . . . . . . 105 Student Reproducibles. . . . . . . . . . . . 110 Lesson Plan. . . . . . . . . . . . . . . . . . . . . 116 Student Reproducibles. . . . . . . . . . . . 121 Lesson Plan. . . . . . . . . . . . . . . . . . . . . 127 Student Reproducibles. . . . . . . . . . . . 132 Lesson Plan. . . . . . . . . . . . . . . . . . . . . 138 Student Reproducibles. . . . . . . . . . . . 143 21653—Content and Literacy in Science Grade 3 3 Eart Table of Contents (cont.) EARTH and SPACE SCIENCE Extreme Weather Lesson Plan. . . . . . . . . . . . . . . . . . . . . 149 Student Reproducibles. . . . . . . . . . . . 154 SCIENTIFIC PRACTICES Predict It! Lesson Plan. . . . . . . . . . . . . . . . . . . . . 204 Student Reproducibles. . . . . . . . . . . . 209 Tracking the Weather Space Lesson Plan. . . . . . . . . . . . . . . . . . . . . 160 Student Reproducibles. . . . . . . . . . . . 165 Climate Lesson Plan. . . . . . . . . . . . . . . . . . . . . 171 Student Reproducibles. . . . . . . . . . . . 176 People and the Planet Lesson Plan. . . . . . . . . . . . . . . . . . . . . 182 Student Reproducibles. . . . . . . . . . . . 187 ife Earth’s Moon Lesson Plan. . . . . . . . . . . . . . . . . . . . . 193 Student Reproducibles. . . . . . . . . . . . 198 APPENDICES Culminating Activity: Save the Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215 Save the Animals Activity Sheets. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217 Save the Animals Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221 References Cited . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231 arth Digital and Audio Content. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233 Physica 4 21653—Content and Literacy in Science Grade 3 © Teacher Created Materials INTRODUCTION How to Use This Product Kit Components Space Life Science books ife Physical Science books Physical Physical Life Earth Life Physical Life Space Earth Physical Physical Life Space Earth Physical Earth Space Life Earth and Space Science books Physical Physical Scientific Practices book Life Space Earth Space Life Life Space Earth Earth SCIENCE READERS Life Earth SCIENCE READERS Content and Litera in Science cy SCIENCE READERS Content and Literacy in Science Grade 3 Space Digital and Audio Resources Earth Grade 3 Life Space Space 128pp template Physical Earth Earth cy Life Teacher’s Guide Life in Science Physical Grade 3 in Science Physical Content and Literacy in Scienc Content and Litera racy Content and Lite e Life Physical Physical RS SCIENCE READE Space arth Digital and Audio Resources Space SCIENCES READER Earth for TCM 8.5 x 11 BW interior For use with either Macintosh® or Windows® or MP3Compatible CD players TCM 21655 Audio CD Earth This CD contains audio files. © 2015 Teacher Created Materials, Inc. Life Space Physical Life Physical Physica 16 Teacher’s Guide Physical Life Earth Earth Digital and Audio Resources Earth 21653—Content and Literacy in Science Grade 3 © Teacher Created Materials INTRODUCTION Physical Unit Organization Overview Page Introductory and Lab Activities Science strand PHYSICAL Balanced and Unbalanced Forces SCIENCE PHYSICAL SCIENCE Materials Physical Physical Learning Objectives Forces Balanced and Unbalanced Physical and Balanced Unbalanced Forces Physical 1 2 Task Summary of Student Learning Activities Identify cause-and-effect relationships in the text, and write a paragraph about one of the forces in the text. 5 Task After Reading (page 142) Summary of Student Learning Activities Ask questions to guide students to the idea that balanced forces cause the balls to float, while unbalanced forces cause them to fall. ➢ What happened to the golf ball? ➢ What forces do you think are acting on the balls? ➢ When did you see balanced and unbalanced forces? How can you tell? balls and golf balls above the airElaborate stream of During Reading the hair dryers and record what happens. Have students record their predictions and results on the activity sheet. Have students turnElaborate the hair dryers to the 5. 2. Reading & Evaluate After Bring the class together for instruction. Ask students to share their understanding of balanced and unbalanced forces. Discuss how the forces of gravity, lift, and air resistance acted on the balls. Clarify any misconceptions students may have about how forces affect objects. highest setting and point them straight up. Tell students to place a table tennis ball over the blowing air and record the results. Then, have students use a golf ball and record their results. Task 21653—Content and Literacy in Science Grade 3 4. and copies of the Forces Observation activity sheet (page 143) to each group. Tell ➢ What happened to the table tennis balls? Elaborate & Evaluate After Reading students that they will put the table tennis 3. Observe and record a pet at play, and take the assessments. Physical Elaborate 1. Place students in small groups. Distribute a hair dryer, table tennis balls, aElaborate golf ball, Before Reading Summary of Student Learning Activities with the text. Physical Explore & Explain During Reading Activity from the Book (page 142) and Assessments (pages 147–148) Make various connections Have students experiment by adding more balls to see how many they can get to float at one time. Have them set the hair dryer to a lower setting and observe what happens. © Teacher Created Materials Before Reading During Reading Introductory Activity PHYSICAL Balanced and Unbalanced Forces (cont.) SCIENCE After Reading Physical Vocabulary Word Bank • magnitude • thrust • vector During Reading Elaborate 1. Distribute the Balanced and Unbalanced Forces books to students. Conduct an Evaluate After Reading echo reading of theElaborate book for the& first reading. Pause periodically to point out cause-and-effect relationships in the text. For example, after reading page 4, explain to students that forces can be the cause of multiple effects such as stopping, changing direction, or moving. Elaborate 1. Write the vocabulary words on the board. Discuss the words andElaborate their During Reading meanings with students. As a class, create student-friendly definitions of the words. On a sheet of paper, have students write the words, definitions, and draw pictures Elaborate & Evaluate to describe the words. Encourage After Reading students to reference these definitions as they read the book. 2. • air resistance • friction • inertia Elaborate ➢ You may wish to have students digitally annotate the PDF of the text. 4. Distribute copies of the Cause-and-Effect activity sheet (page 144) to students. Once students finish, have them share their findings with the class. ➢ Challenge above-level learners to preview another text and describe cause-and-effect relationships depicted in the images. ➢ You may choose to display the Interactiv-eBook for a more digitally enhanced reading experience. 2. Have students read in small groups for the second reading. Have group members take turns reading paragraphs aloud. Ask them to discuss any cause-and-effect relationships they notice. Tell students to closely observe the images, sidebars, and text when looking for these relationships. Once students have finished reading, ask them to share the cause-and-effect relationships they observed. 3. ➢ For below-level learners and English language learners, you may choose to play the audio recording as students follow along to serve as a model of fluent reading. This may be done in small groups or at a listening station. The recording will help struggling readers practice fluency and aid in comprehension. 1. Physical 2. ➢ In a small group, help below-level learners and English language learners identify words that indicate a cause-and-effect relationship in the text such as because, since, consequently, therefore, in order to, and if…then. © Teacher Created Materials © Teacher Created Materials 21653—Content and Literacy in Science Grade 3 4 5 Read the Your Turn! prompt aloud from page 32 of the Balanced and Unbalanced Forces book. Have students watch a pet to observe the forces that act on it. Have students keep a log of what they observe, noting which forces are balanced and which are unbalanced. 1. A short posttest, Balanced and Unbalanced Forces Quiz (page 147), is provided to assess student learning from the book. 2. A data analysis activity, Sliding Data (page 148), is provided to assess students’ understanding of how to analyze scientific data. Explain to students that the bar graph shows how long it took for blocks to slide down a ramp. 3. The Interactiv-eBook activities may be used as a form of assessment (optional). Distribute copies of the My Connections activity sheet (page 146) to students. Tell students to write two text-to-self, textto-text, or text-to-world connections that they made with the book. Physical 141 Elaborate with an After Reading activity on Day 4 Activity from the Book ➢ _______ happens in my life when _______. ➢ I have seen _______ in another text when _______. ➢ _______ reminds me of _______. Life Make various with the text. connections and record a Observe pet at play, and take the assessments. Elaborate & Evaluate Distribute the Balanced and Unbalanced Forces books to students. Review the big ideas of the book with the class. Have students make text-to-self, text-to-text, and text-to-world connections to make the content more meaningful. You may wish to have students use sentence frames like the ones below. 3. Physical 21653—Content and Literacy in Science Grade 3 During Reading Elaborate Play a short game to review the vocabulary words. Divide the class into two teams. Choose one artist from each team. Show the artists one of the vocabulary words. Have each artist draw his or her own representation of the word on the board. Have students guess the word for their team. Award a point to the team that guesses the word first. Continue play until all the words have been used. Note: You may wish to add related words to the game to make it more challenging. Physical Tell students they will write a paragraph to explain one of the forces in the book. Distribute copies of the All About a Force activity sheet (page 145) to students. Tell students to write the force they chose on the line in the center of the sheet. Then, have them use the book to find details about this force, and write them around the center. Once students have finished the activity sheet, have them write their paragraphs on separate sheets of paper. Physical 140 Elaborate After Reading Physical Materials Before Reading • Balanced and Unbalanced Forces book • copies of the My Connections, Balanced and Unbalanced Forces Quiz, and Sliding Data activity sheets (pages 146– 148) Physical Physical Display the Balanced and Unbalanced Forces book for students. Tell students that when readers identify and describe the relationship between ideas in a text, they are better able to understand what they are reading. Tell students that they will focus on cause-and-effect relationships in the text. 3. Show students the image on page 9. Have them describe what they see in the picture (a boy pedaling a bike). Ask them to identify the cause-and-effect relationship depicted in the image (the bike is moving because the boy is pedaling). Then, show students the image at the bottom of page 8. Ask them to describe the cause-and-effect relationship in the image (The girl is moving because the dog is pulling her). As a class, preview images in the book. Have students identify cause-and-effect relationships they see. Identify cause-a nd-effect relationships in the text, and write a paragraph about one of the forces in the text. Physical Before Reading Engage Explore & Explain Before Reading Materials list Engage PHYSICAL Balanced and Unbalanced Forces (cont.) SCIENCE Explore & Explain Lab Activity 3 Explore & Explain • Balanced and Unbalanced Forces book • copies of the All About a Force activity sheet (page 145) Physical Physical Introductory Activity Lab Activity Elaborate on the concept with a vocabulary and a prereading activity Identify cause-a relationships nd-effect in the text. • Balanced and Unbalanced Forces books • copies of the Cause-and-Effect activity sheet (page 144) • chart paper PHYSICAL SCIENCE Lab Activity Materials 2 Materials Engage 139 21653—Content and Literacy in Science Grade 3 Introductory Activity Vocabulary Word Bank Explore and Explain the new concept with the Lab Activity Physical © Teacher Created Materials Materials list Engage students with the Introductory Activity Physical Physical 4 Summary of Student Learning Activities Identify cause-and-effect relationships in the text. Engage Introductory Activity Elaborate Before Reading Suggested timeline for lesson Task During Reading (page 141) Engage Hold a sheet of paper by the top edge. Ask 2. Explain to students that their descriptions students to describe what is happening are the forces acting on the paper. Tell Exploreto& Explain Lab Activity the paper. Then, drop it. Ask students to students that they will be learning about describe what is happening to the paper. balanced and unbalanced forces. Space Summary of Student Learning Activities Experiment with lift, gravity, and air resistance. 138 3 Task Before Reading (page 140) 1. Lab Activity Lesson Timeline • hair dryers • table tennis balls • golf balls Introductory Activity Standards • Reading: 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. • Writing: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. • Content: Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. • Language: Communicate information, ideas, and concepts necessary for academic success in the content area of Science. Introductory and Lab Activities (page 139) • copies of the Forces Observation activity sheet (page 143) • paper Experiment with gravity, and air lift, resistance. Physical Winterberg Physical • describe cause-and-effect relationships in the text. • write a paragraph describing a cause-and-effect relationship from the text. • experiment with balanced and unbalanced forces on table tennis balls and golf balls. Standards Physical Materials Learning objectives Students will: Jenna Winterberg 1 142 21653—Content and Literacy in Science Grade 3 Evaluate with Assessments on Day 5 © Teacher Created Materials Student Reproducibles and Assessments effect Directions: Plan a paragraph explaining one of the forces from the book. List details about the force. combined battle 21653—Content and Literacy in Science Grade 3 Physical Materials s shows a relationship? Engineers spend a lot of time balancing forces. Forces rarely act alone. When sandpape r and wood are rubbed together, it creates friction. © Teacher Created Materials © Teacher Created Materials 21653—Content and Literacy in Science Grade 3 145 146 Contact forces only two objects touch. act when on an airplane? A B C D of air resistanc It pushes the plane up. It drags the plane backward. It pulls the plane down. It pushes the plane forward. e PHYSICAL SCIENCE the affect? land space any object that has mass the moon and stars Name: _______ ______________ ______________ Physical Time It Took 5 How is electricit C D Earth’s rotation charges atoms. Force fields create electricity. Electricity powers homes and schools. A B C D slow down speed up 2 spin in Science Grade 3 © Teacher Created © Teacher Created Materials foil plastic wood Material 1 Which block took the longest to slide ______________ down the ramp? ______________ 2 Which blocks took 21653—Content and Literacy in Science the same amount ______________ the data support Grade 3 147 Physical this? ______________ of time to slide and Literacy in Science _____ down the ramp? ______________ blocks to slide ______________ _____ at different rates? How does ______________ ______________ 21653—Content _____ ______________ ______________ ______________ 148 paper ______________ ______________ 3 What force do Physical you think caused the Materials ______________ ______________ _____ ______________ _____ Grade 3 © Teacher Created Clear directions © Teacher Created Materials Eart 1 ______________ 21653—Content and Literacy to Data Analysis activity 0 to _______. fall Down a Ramp 4 3 cloth 6 Friction causes objects Blocks to Slide 5 y created? Electrons jump from one atom to another. Physical A B __ Date: _______ _______ Sliding Data Directions: Malia and Cameron wrapped timed how long blocks in different it took materials. Then, answer the question the blocks to slide down a they large ramp. Use s. their data below Physical 144 A B C D distant 3 What is the effect Physical Physical Physical ______________ © Teacher Created D 4 What does gravity Physical Effect _____ ______________ ______________ you made. l observations _____ ______________ ______________ ______________ _____ ______________ ______________ Grade 3 143 ______________ and Literacy in Science 21653—Content ______________ 3 Record any additiona touching Cause _______ ______________ ______________ Page 5: image of fingers It reminds me of… _____ _______ ______________ ______________ ______________ lower setting? The text says… Physical Physical hair dryer to a you turned the Physical _____ ______________ ______________ ______________ ______________ Physical _____ ______________ ______________ ______________ ______________ g is NOT a contact cause-and-effect A B C ________________ Force 2 What happened when type of force? A B C D Effect golf 1 What happened when 1 Which of the followin It reminds me of… clips Cause __ Date: _______ _______ Physical Page 21: image of paper balls? you added more ______________ Unbalance 2 Which of these sentence Physical SCIENCE ______________ Balanced and Physical Physical Physical table tennis The text says… PHYSICAL Name: _______ d Forces Quiz Directions: Read each question. Choose the best answer you have answer. Fill in chosen. the bubble for you made with the book. Physical Effect Cause My Connections Directions: Write two connections Time (in seconds) _______________ Date: ______________ All About a Force Write the cause and the noted images from the book. Page 7: image of cars Result Prediction Ball the results. Name: ______________________ Name: _____________________________________ Date: ______________ Physical Physical and write to each ball. Observe Directions: Observe the you see in each image. Physical rvation Forces Obse what will happen Directions: Predict questions below. Then, answer the Cause and Effect Physical Name: _______ SCIENCE SCIENCE ______________ _______________ Date: ______________ _________ Date: _______ ______________ PHYSICAL PHYSICAL PHYSICAL SCIENCE Name: ______________________ AL PHYSIC SCIENCE Materials Multiple-choice quiz 21653—Content and Literacy in Science Grade 3 17 INTRODUCTION How to Use This Product (cont.) Pacing Plan The following pacing plan shows an option for using this product. Teachers should customize this pacing plan according to their students’ needs. One lesson has been included for each of the 16 books. Each day of the lesson requires 30 to 45 minutes of time and spans 5 instructional days, for a total of approximately 40–60 hours over the course of 80 days. Instructional Time 30–45 min/day Space Day 1 Introductory and Lab Activities ife Frequency 5 days/week Day 2 Before Reading Setting Whole-class, small-group or one-on-one instruction Day 3 During Reading Day 4 After Reading Day 5 Activity from the Book and Assessments Lab Safety To ensure safety in the science classroom, a Science Safety Contract has been provided in the Digital Resources (safety.pdf). Distribute copies of this contract to students prior to beginning any science instruction. Discuss with students how to be respectful and responsible during science activities. Ask students and their parents/guardians to sign and return the contract for your records. arth Physica 18 21653—Content and Literacy in Science Grade 3 © Teacher Created Materials INTRODUCTION Physical Science Strands The books and lessons in this kit cover the three strands of science which encompass the Disciplinary Core Ideas. The icons in the lessons and on the back of the books denote each strand. One book in this kit is devoted completely to scientific practices. This book describes how to think like a scientist and study the natural world. English language learners have different instructional needs. Although these students may struggle with reading, that is not always the case. English language learners need different support depending on their level of English proficiency. The lesson plans in this kit offer suggestions to differentiate instruction for the unique needs of English language learners. PHYSICAL SCIENCE EARTH and SPACE SCIENCE SCIENTIFIC PRACTICES Differentiation Students learn best when material is scaffolded appropriately. If a student is confronted with material that is too difficult, he or she may become frustrated and give up. However, if a student is not challenged enough, he or she may become bored and lose interest in the subject. Differentiation is not about making the work easy for students. Instead, it is about challenging all students appropriately. Space LIFE SCIENCE SCIENCRES READE Differentiation Tools in This Kit • Audio recordin gs of texts model fluency and suppor t auditory learners • An Interactiv-e . Book for each book supports students through video, audio, and other di gital functions. • Graphic organi zers support visual learners and langua ge learning. • Hands-on lab activities engage tactile learners. • Leveled books support above-, on -, and below-level le arners. • Differentiation strategies embedd ed in each lesson supp ort a variety of learners. The books in this kit are leveled to target and support different groups of learners. The chart on page 26 contains specific information on the reading levels of the books included in this kit. The lesson plans for these books have differentiation strategies to help above-, on-, and below-level learners comprehend the material. These strategies will ensure that students are actively engaged in learning while receiving the support or enrichment that they need. © Teacher Created Materials Life Eart 21653—Content and Literacy in Science Grade 3 19 INTRODUCTION How to Use This Product (cont.) Assessment Assessment is an important part of this unit of study. The Science Readers series offers multiple assessment opportunities. You can gain insight into students’ learning through multiple‑choice quizzes, small-group observations, analysis of written assignments, and a culminating activity. These formal and informal assessments provide you with the data needed to make informed decisions about what to teach and how to teach it. This is the best way for you to know who is struggling with various concepts and how to address the difficulties that students are experiencing with the curriculum. Space E Name: ______________ _____________________ _____________________ Date: _____ Name: __________ The Right Env nthesis Quiz 1 According to the text, which type of animal has an easier time surviving? A B C D a reader n might 5 What questio reading about stems? food in the Plants make their stems. and Stems carry water the plant. hout nutrients throug under the Stems are usually ground. ation. evapor Stems help with 2 What is true about A B C D 6 a reader ask to find out a plant’s roots? What color are plant makes What part of a it green? eat? C What does a plant water? D How do plants get water phytoplankton Life Life © Teacher 92 81 Grade 3 ing is/are part strong effect on A B C D keystone s is one that has a its ecosystem. food chain biome habitat Grade 3 © Teacher Created Materials Multiple-Choice Quizzes EARTH and SPACE E EARTH and SPAC SCIENCE SCIENCE Name: __________ ____ Date: __________ _______ _______________ _______________ _____ Name: __________ Rainfall and the data Directions: Use from the chart below Earth Earth Temperature ____________ Date: __________ ____ Recycled Goo ds Directions: Carlos plotted the numbe plot below. Use this data to answe r of items he recycled in one week on the line r the questions. ns. to answer the questio X X X X X tropical seasonal forest savanna grassland and subtropical desert 20 30 1 What is the lowest desert tundra -10 0 10 rature (ºCelsiu Average Tempe s) _______ ous forest? _____ rature for a decidu average tempe 2 Which type of forest you tell? rain? How can receives the most _ _______________ _______________ _______________ _______________ 3 Which climate has ______ _______________ __________ _______________ _______________ the largest range rature? of average tempe How can you tell? ______ _______________ __________ _______________ _______________ _ _______________ _______________ _______________ _______________ X X X plastic bottles X metal cans glass bottles boxes recycle the most? _______________ ______________ he recycle? _____ _______________ _______________ _____ 2 Which items did he recycle more than three times? _______________ _______________ _______________ _______________ 3 Which item did he __ recycle the least? recycled as often? Why do you think this item was not _______________ _______________ _______________ _______________ _______________ __ _______________ _______________ _______________ _______________ __ _______________ _______________ _______________ __ 1 Which item did Carlos How many did Earth Earth 100 X X X newspaper X X X X deciduous forest taiga 0 © Teacher X X rainforest 200 Space Rainfall per Year (millimeters) X tropical rainforest 300 21653—Content and Literacy in Science 192 181 Grade 3 21653—Content and Literacy in Science Grade 3 © Teacher Created Created Materials Materials Data Analysis Activity ____ Date: __________ APPENDICES Physical APPENDICES _______ _______________ Physical Name: __________ _______________ _____ Name: __________ be your animal’s Directions: Descri ____________ Designed to mal About an Ani Physical Traits (appearance, size, body shape, adaptations, horns, claws, teeth, or other features) Life Life Habitat 1 How does your design help the anima l survive? _______________ _______________ _______________ _______________ _______________ _______________ 2 What do you still How It Moves Earth Earth _______________ _ er in your design ? _______________ _______________ _______________ _______________ 3 How can you test _ _______________ need to consid _______________ Adaptations _______________ _ _______________ your design? _______________ _ _______________ Grade 3 217 _______________ Physical and Literacy in Science Physical 21653—Content Materials flood. Space Animal © Teacher Created Date: __________ ____ Hel p Directions: Design Then, answer the a shelter or a tool that can help your animal surviv questions below. e a flash chart below. needs using the Space arth they need differe nt things to survive they look differe nt they sound differe nt they spend most of their time inside Created Materials Space Progress Monitoring—There are several points throughout each lesson where useful evaluations can be made. These evaluations can be made based on group, paired, and individual discussions and activities. grassland 6 A _______ specie all of the above 400 Culminating Activity—The culminating activity asks students to apply what they have learned throughout the units in an engaging and interactive way. Students use what they have learned to create new ideas in a real‑life context. A B C D plants and Literacy in Science ter arctic estuary tundra different plants and anima ls live in differe nt habitats? animals climate 21653—Content for the a mix of saltwa 5 What is one reason how an ecosys tem forms what an island is of an ecosystem? A B C D flowers and Literacy in Science A B C D carnivores herbivores omnivores predators 3 Which of the follow insects 21653—Content and freshwater? help a reader unders m on page 7 tand? how a volcano erupts what birds eat A B C D ht, _______, and Plants need sunlig own food. air to make their A B C D A B 4 Which biome has 2 What does the diagra ask before photosynthesis? in swamps? What plants live reproduce? How do plants make their How do plants own food? plants? D Which animals eat A B C n would 3 What questio green? why plants are _____________________ iron ment Quiz Directions: Read each question. Choose the best answer you have answer. Fill in chosen. the bubble Photosy the the bubble for answer. Fill in Choose the best each question. Directions: Read chosen. about roots? answer you have 4 What is NOT true ? turn. get their energy 1 Where do plants A They can twist and and water A sun B They absorb nutrients. B wind t plants. C They help suppor C solar cars above the D They are. usually D electricity ground Life Data Analysis Activities—Each activity includes content-related data and text‑dependent questions. These questions help students develop and strengthen critical thinking skills. LIFE SCIENC Life Life Life ife Multiple-Choice Quizzes—At the end of each book’s lesson in this Teacher’s Guide is a short quiz with multiple-choice questions. These short assessments may be used as open‑book evaluations or as review quizzes in which students read and study the content prior to taking the quiz. Additionally, the quizzes may be used as a more formal assessment to provide evidence of learning. LIFE SCIENCE ____ Date: __________ _______ _______________ 218 _______________ _______________ _______________ _ _______________ 21653—Content _______________ and Literacy in Science _______________ Grade 3 _ © Teacher Created Materials Culminating Activity Physica 20 21653—Content and Literacy in Science Grade 3 © Teacher Created Materials INTRODUCTION Physical Technology Connections The amount of information that is available to students through books, media, and the Internet is rapidly growing every day. Technology plays a key role in students’ ability to access that information, but teachers play a key role in helping develop student’s tools for understanding and using that information. Thus, it is vital that technology be integrated into the curriculum. According to the Partnership for 21st Century Skills (2009), the use of technology in the classroom can support effective curriculum implementation to do the following: Space • promote greater student achievement • increase student engagement • assess student performance • facilitate communication and collaboration • build student proficiencies in 21st-century skills Audio This kit includes professional audio recordings for each of the 16 books to serve as a model of fluent reading. A detailed listing of the audio tracks is on page 236. Life SCIENCE READERS Content and Literacy in Science Grade 3 16 professional recordings (1 for each book) For use with either Macintosh® or Windows® or MP3Compatible CD players TCM 21655 Audio CD This CD contains audio files. © 2015 Teacher Created Materials, Inc. Physical Life Earth Physical Life Space Physical Digital Resources This kit includes the digital resources listed below. A more detailed listing is on pages 233–236. Earth Life Physical Space Earth Space Life Digital and Audio Resources Earth t and Literacy SCIENCE Contenin Science READERS Physical Space Physical Content and Literacy in Science Grade 3 Digital and Audio Resources Earth Earth Space Life ® SCIENCE READERS Life 128pp template Life Space • PDF versions of each book • Microsoft Word documents of the body text for each book • student reproducible pages • multiple-choice quizzes (one for each book) • data analysis activities • Interactiv-eBooks (one for each book) for TCM 8.5 x 11 BW interior Physical Earth Eart Life Physical Earth © Teacher Created Materials 21653—Content and Literacy in Science Grade 3 21 INTRODUCTION How to Use This Product (cont.) Using Interactiv-eBooks Interactiv-eBooks offer educators the unique opportunity to integrate technology into their curriculum for reading or content-area literacy instruction. Interactiv-eBooks guide students toward independent reading while exploring core concepts. Space ife Teachers can determine whether to use Interactiv-eBooks in place of the print version of books or to supplement the use of the print version of books. Additionally, the use of Interactiv-eBooks will depend on the electronic resources available to both teachers and students (e.g., the availability of a projector, the number of student computer stations), and the method of use (e.g., whole‑class, small‑group, or individual‑learning opportunities). Interactiv-eBooks can benefit student learning in a variety of instructional settings, support English language acquisition, and further content and literacy learning. They are also perfect for lessons on an interactive whiteboard. The following best practices for reading and responding to literature can guide teachers to effectively incorporate Interactiv‑eBooks into the curriculum and optimize learning. Features for the Interactiv-eBooks Navigation • Prerecorded audio leads students through the text. • A search bar helps easily locate key words and main ideas. Tools That Make Sense • Pen—Record notes directly on the page in the margins or annotate a picture. • Highlighter—Highlight the sentence that tells the main idea. • Spotlight—Examine graphic aids and develop visual literacy. • Notes—Record and save thoughts and observations about the text. • Print—Keep a printed record of student notes. • Zoom—Look more closely at a graphic element (such as an illustration) for analysis and inference. • Record Audio—Have students record themselves and analyze their fluency or record personal responses to text as they read. arth Physica 22 21653—Content and Literacy in Science Grade 3 © Teacher Created Materials INTRODUCTION Physical Interactiv-eBooks and Interactive Whiteboards Features for Building Content Learning Teachers who use Interactiv-eBooks with interactive whiteboards have the double advantage of using both the Interactiv-eBook functions and the interactive whiteboard functions, such as touch-screen navigation, the ability to hide projected text or images with screen shades (for prediction purposes), or the interactive keyboard to type notes exclusively on the board. All the interactive whiteboard functions that teachers have come to rely on can be used in conjunction with the Interactiv‑eBooks. • Activities bridge the gap between students’ background knowledge and the content presented in the book. • Easy-to-use tools give students the power to increase their comprehension and master vocabulary. Space Features for Building Literacy Interactiv-eBooks have a wide variety of features that build literacy and engage readers. Life • Text-to-audio highlighting supports struggling readers. • Professional audio recordings promote fluency and vocabulary development. • Interactive activities and response-toliterature prompts enrich the reading experience. • Whiteboard tools offer opportunities to interact with the text and build key comprehension skills. • A writing activity offers opportunities to make the reading-writing connection with support for below-grade-level students and English language learners. Eart © Teacher Created Materials 21653—Content and Literacy in Science Grade 3 23 INTRODUCTION How to Use This Product (cont.) Using Interactiv-eBooks (cont.) Space ife Interactiv-eBooks and Whole-Class Instruction Interactiv-eBook and Small-Group Instruction Whole-class instruction is best suited for introducing a text to students or for teaching specific strategies or content-area concepts as they apply to instructional standards and benchmarks. Every student engages with the same text at the same time. Interactiv‑eBooks support whole-class instruction in the following ways: Interactiv-eBooks provide support for teachers who want to work with a specific group of students on a targeted comprehension or content skill. Choosing to use Interactiv-eBooks in this setting can greatly benefit instruction when compared to using individual print books only. For example: • Projected on the board, they create a large canvas for a shared literacy experience. • Interactive features include the ability to highlight, circle, zoom, and make notes within the text: ➢ Teachers can provide student practice with before-reading tasks such as making predictions, and identifying and discussing key vocabulary words. ➢ Teachers and students can zoom in on specific words or images in the text. ➢ Teachers can write questions in the margins of the text for students to answer. ➢ Students can highlight key words and leave notes for further discussion. • The pen tool can be used to model note‑taking skills. • The zoom tool can be used to draw attention to key aspects of the text. arth • The audio feature allows students to hear the correct pronunciation of words. • The text-to-speech audio highlighting allows students to see which words are being read and can be used as a model for fluent reading. Physica 24 21653—Content and Literacy in Science Grade 3 • Students can quickly link to a projected Interactiv-eBook page. This limits transition times and fosters engagement. • When identifying targeted vocabulary, students can use the following: ➢ the highlighter, pen tool, shape tool, and note tool to support making connections and internalizing essential terms ➢ the visuals in the text to further support their vocabulary development ➢ the zoom tool to focus on key aspects of a visual feature that communicates vocabulary, such as the labels on a diagram • Text-to-audio highlighting can be used to support struggling readers in practicing fluency. • Each Interactive-eBook provides accompanying interactive activities that can be used to strengthen and support student acquisition of essential concepts and vocabulary. • Using Interactiv-eBooks in conjunction with print books allows teachers to demonstrate and model reading skills and strategies or teach content using the interactive features while students read and follow along in their own printed text. © Teacher Created Materials INTRODUCTION Physical Interactiv-eBooks and English Language Support Students can engage independently in Interactiv‑eBooks to build fluency, comprehension, and vocabulary skills. They can use the tools in Interactiv-eBooks to navigate the books on their own. The interactive features included increase rigor and allow students to extend their own knowledge. For example: The Interactiv-eBooks provide support for English language learners through the following: • Text features such as labels, captions, and vocabulary pop-ups support vocabulary acquisition and language development. • Students can use the audio and text highlighting features to listen to and reread the text in the Interactiv‑eBook several times to improve their sight‑vocabulary acquisition, automaticity, and accuracy. • Students can record themselves reading the text (microphone required) using the Interactiv-eBook’s record function and can then listen to their reading to reflect on their reading. The teacher can use this recording to rate students’ fluency, time their reading rate, and/or conduct a formal running record on the spoken text. • Interactive activities support language acquisition and comprehension building. Space Interactiv-eBooks and Independent Practice • Text-to-audio highlighting models fluency and rate of speech. • Audio recording allows students and teachers to reflect on student pronunciation and fluency. Life • Students can practice vocabulary and build comprehension skills by completing the vocabulary and comprehension activities at the end of each Interactiv‑eBook. Students can use the print function after completing the writing activity so answers can be assessed. • Use these activities in conjunction with supplemental, paper-pencil, or digital vocabulary or comprehension tasks for additional learning opportunities. © Teacher Created Materials Eart 21653—Content and Literacy in Science Grade 3 25 PHYSICAL Electromagnetism SCIENCE Learning Objectives Students will: Physical • use context clues to determine the meaning of unknown words in the text. • use information from the text to find meanings of words. • experiment with the cause-and-effect relationship of electromagnetic interactions. Standards • Reading: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. • Writing: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. • Content: Ask questions to determine cause-and-effect relationships of electric or magnetic interactions between two objects not in contact with each other. • Language: Communicate information, ideas, and concepts necessary for academic success in the content area of Science. Physic Lesson Timeline 1 2 Task Introductory and Lab Activities (page 128) Summary of Student Learning Activities During Reading (page 130) Summary of Student Learning Activities Summary of Student Learning Activities Summary of Student Learning Activities Use context clues to determine the meanings of challenging words. 5 Use context clues to determine the meanings of words in the text, and use the book to find and record the meanings of words. Physical Task After Reading (page 131) © Teacher Created Materials Task Before Reading (page 129) Preview unknown words in the text. Build an electromagnet and experiment with its strength. 4 3 Task Task Activity from the Book (page 131) and Assessments (pages 136–137) Summary of Student Learning Activities Create a dance about magnetism, and take the assessments. 21653—Content and Literacy in Science Grade 3 Physic 127 PHYSICAL Electromagnetism (cont.) SCIENCE 1 Materials • copies of the Stronger Magnet activity sheet (page 132) • magnet • pencils or large nails • insulated copper wire • 9-volt batteries • metal paper clips Introductory Activity Build an elec tr and experim omagnet ent with its strength. Engage 1. Show students a magnet, and ask them to 2. Explain to students that a magnet is able describe it. Ask students to predict which to attract certain metals. Tell students Explore & Explain Lab Activity objects in the classroom might be attracted that they will learn about and build a type to the magnet. Have students take turns testing their predictions. Note: Engage Do not let Introductory Activity students use the magnet on any electronics. hysical Before Reading of magnet. Elaborate Explore & Explain Lab Activity Elaborate During Reading 1. Place students in small groups. Distribute 4. Ask questions to guide students to the a pencil orReading a large nail, insulated copper idea that the number of coils affects the Elaborate Before Physical wire, a 9-volt battery, and metal paper clips strength of the magnet. to each group. Have students coil the wire ➢ What happens when you have more coils? Elaborate & Evaluate After Reading around the pencil or nail, making sure to ➢ What happens when you have fewer coils? leave a few inches of wire looseElaborate at the ➢ How does the tightness of the coils relate During Reading ends. Have students wrap the loose ends to the strength of the magnet? of the wire around the battery terminals. ➢ What happens when you disconnect the Note: Using a nail rather than a pencil will battery? Why do you think this happens? create a stronger magnet. Elaborate & Evaluate 5. Bring the class together for instruction. After Reading Clarify misconceptions by having students 2. Have students hold their magnets over explain their understandings using logic and a pile of paper clips and observe what evidence to support their ideas. happens. 3. Distribute copies of the Stronger Magnet activity sheet (page 132) to groups. Have students add and remove coils and count the number of paper clips the magnet lifts. Have students record their observations on the activity sheet. Note: Have students disconnect their batteries when not in use to prevent overheating. hysical 128 21653—Content and Literacy in Science Grade 3 © Teacher Created Materials PHYSICAL SCIENCE 2 Materials Preview unk no words in the wn text. Introductory Activity Lab Activity Before Reading Engage Explore & Explain Vocabulary Word Bank • circuit • conductor • current Physic 3. Flip through the book and have students identify academic and domain-specific words and phrases. Have students discuss what they know about the words. Demonstrate how to look at the context to determine the meaning of words. Explain to students that context clues can include a definition in the text, an example of the word, a synonym, or an antonym. 4. Distribute copies of the Previewing Words activity sheet (page 133) to students. Have students choose two words or phrases from the text and write what they know about them. Once students finish, discuss the words and their meanings as a class. 2. Display the Electromagnetism book. Discuss the word electromagnetism and what students think it means. Tell students that determining the meaning of words and phrases is key to understanding informational text. Explain that it is especially important to be aware of challenging or unknown words such as electromagnetism. ➢ Have below-level and English language learners write a list of challenging words that are key to understanding the text. Help them use the glossary and context clues to understand their meanings. Have them draw pictures to represent the words. Have them use this visual dictionary throughout the lesson. 21653—Content and Literacy in Science Grade 3 129 Physical index cards and distribute them to students. Have students go around the class and introduce themselves as the Elaborate Evaluate word without saying the word. &For Reading example, students might say, “Hello, I am a particle with a negative charge.” Have another student try to guess what word is being represented (electron). Be sure all students have a chance to guess each of the words. © Teacher Created Materials • electricity • electron • static electricity Elaborate 1. Write the vocabulary words on the board and discuss their definitions. Then, Elaborate During Reading write vocabulary words on individual After Physical • Electromagnetism books • copies of the Previewing Words activity sheet (page 133) • index cards Physic Introductory PHYSICALActivity SCIENCE Engage Electromagnetism (cont.) Lab Activity Materials 3 Explore & Explain • Electromagnetism books • copies of the Dig Deeper activity sheet (page 134) Before Reading Elaborate During Reading Elaborate 1. Distribute the Electromagnetism books to students. Review how to use context clues & Evaluate After Reading to understand the Elaborate meaning of unknown words. Read the book aloud as students follow along. Pause periodically to point out how to use context clues. Read page 6 aloud. Point to the word charge and explain how it is defined in context. Continue to model how to use context clues to help determine the meaning of various words, such as orbit (page 10), nucleus (page 12), and demagnetized (page 19). hysical ➢ You may choose to display the Interactiv-eBook for a more digitally enhanced reading experience. 2. Have students read in pairs for the second Physical reading. Tell them to identify challenging or interesting words and strategies for finding their meanings. Have students pause periodically to ask and answer questions about the words in the text. Examples include: Use context c determine th lues to e meanings of words in th use the boo e text, and k to find and record mean ings of word s. ➢ For below-level learners and English language learners, you may choose to play the audio recording as students follow along to serve as a model of fluent reading. This may be done in small groups or at a listening station. The recording will help struggling readers practice fluency and aid in comprehension. 3. Once students have finished reading, review their notes as a class and discuss the words they identified. Create a T-chart on the board. As a class, fill one side of the chart with students’ words. On the other side of the chart, write the strategies students used to find the meanings of the words. 4. Distribute copies of the Dig Deeper activity sheet (page 134) to students. Have students use the book to complete the activity sheet. Once students have finished, discuss their answers as a class. ➢ What words are challenging? ➢ What words should we reread? ➢ How can we use the context to help us understand what they mean? ➢ What else can we do to understand the words? ➢ You may wish to have students digitally annotate the PDF of the text. hysical 130 21653—Content and Literacy in Science Grade 3 © Teacher Created Materials Lab Activity Explore & Explain Elaborate During Reading Elaborate 4 5 • Electromagnetism books • copies of the Words in Context, Electromagnetism Quiz, and Magnetic Fields activity sheets (pages 135–137) • index cards After Reading Use context c determine th lues to e meanings o challenging w f o a dance abo rds. Create ut and take the magnetism, assessments . Elaborate & Evaluate 1. Write the vocabulary words on the board. Divide the class into six groups, and assign vocabulary words to each group. Have groups create an action to demonstrate the meaning of their word. Have groups perform their action while the other students guess which word it represents. SCIENCE ➢ Challenge above-level learners to combine the actions of all the words to create a dance. 2. Distribute the Electromagnetism books to students. Have students share some of the words they were able to understand by using context clues. Allow time for students to share their words and strategies. activity sheet (page 135) to students. Have them use the book to complete the activity. Once students have finished, discuss the context clues as a class. Activity from the Book Read the Your Turn! prompt aloud from page 32 of the Electromagnetism book. Have students use index cards to create a dance based on their knowledge of positive and negative magnetic charges. Physic 1. A short posttest, Electromagnetism Quiz (page 136), is provided to assess student learning from the book. 2. A data analysis activity, Magnetic Fields (page 137), is provided to assess students’ understanding of how to analyze scientific data. Explain to students that the chart shows the strength of the magnetic field around common kitchen items. 3. The Interactiv-eBook activities may be used as a form of assessment (optional). Physical 3. Distribute copies of the Words in Context Physical Materials Before Reading PHYSICAL Physic © Teacher Created Materials 21653—Content and Literacy in Science Grade 3 131 PHYSICAL SCIENCE Name:______________________________________ Date:_______________ Stronger Magnet Directions: Record your observations of electromagnets in the chart. Then, write your findings on the lines below. Number of Coils Number of Paper Clips hysical _________________________________________________________________ Physical hysical _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 132 21653—Content and Literacy in Science Grade 3 © Teacher Created Materials PHYSICAL SCIENCE Name:______________________________________ Date:_______________ Previewing Words Physical Directions: Write two words from the text. Then, write what you know about each word. Physic ________________ word Physical ________________ word Physic © Teacher Created Materials 21653—Content and Literacy in Science Grade 3 133 PHYSICAL SCIENCE Name:______________________________________ Date:_______________ Dig Deeper Directions: Write the meaning of each word or phrase below. List the context clues that helped you determine the meaning. 1 conductivity (page 9) ______________________________________________________________ ______________________________________________________________ hysical Context Clues: ___________________________________________________ 2 repelled (page 13) ______________________________________________________________ ______________________________________________________________ Context Clues: ___________________________________________________ Physical 3 magnetized (page 19) ______________________________________________________________ ______________________________________________________________ Context Clues: ___________________________________________________ hysical 134 21653—Content and Literacy in Science Grade 3 © Teacher Created Materials PHYSICAL SCIENCE Name:______________________________________ Date:_______________ Words in Context 1 Alternating current has electricity moving in both directions. Physical Directions: Use context clues to determine the meaning of the underlined words. Circle the context clues you used. Then, write a definition for the underlined words. ______________________________________________________________ ______________________________________________________________ Physic 2 A power plant has a generator that produces electricity. ______________________________________________________________ ______________________________________________________________ 3 A conductor does not prevent you from getting a shock. ______________________________________________________________ 4 A circuit follows a loop. If the loop is broken, the flow stops. Physical ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Physic © Teacher Created Materials 21653—Content and Literacy in Science Grade 3 135 PHYSICAL SCIENCE Name:______________________________________ Date:_______________ Electromagnetism Quiz Directions: Read each question. Choose the best answer. Fill in the bubble for the answer you have chosen. 1 What does the word conductor mean in the book? A B C hysical D someone who directs musicians a person who drives a train an object that electricity can move through the complete path that an electric current travels along 2 Which of these inferences about electricity is supported by the passage below? Electricity flows from a battery when it joins with another object to form a circuit. A B C Physical hysical D Our bodies have electricity. Electrical power is measured in volts. There are two types of circuits. Electricity flows in a loop. 3 What is one way to clarify the meaning of an unknown word? A B C D 136 look at the words around it ignore it find it in the index look at the table of contents 21653—Content and Literacy in Science Grade 3 4 What is true about neutrons? A B C D They are a strong force. They are a form of current. They flow in one direction. They are neither positive nor negative. 5 Which of these inferences about electrons is supported by the passage below? Electrons are found inside tiny bits of matter called atoms. A B C D Electrons can be seen with a microscope. Electrons are smaller than atoms. Electrons have a negative charge. Electrons have a positive charge. 6 _______ and _______ are actually the same force. A B C D Push, pull Electricity, magnetism Water, lightning Gravity, magnetism © Teacher Created Materials PHYSICAL SCIENCE Name:______________________________________ Date:_______________ Magnetic Fields Kitchen Item Magnetic Field from 1 ft. Magnetic Field from 3 ft. (measured in mG) (measured in mG) coffee maker 1 <1 toaster 4 <1 blender 11 1 microwave 60 6 refrigerator 2 <1 stove 22 4 Physical Directions: Kayla and Marissa measured the magnetic fields around common kitchen items. The more milligauss (or mG) an item has, the stronger its magnetic field is. Use their chart to answer the questions. Physic 1 Which item has the strongest magnetic field? ___________________________ ______________________________________________________________ 2 Is the magnetic field stronger or weaker as you get farther away from the How can you tell? _______________________________________________ Physical toaster? ____________________ The blender? _______________________ ______________________________________________________________ 3 What conclusions can you draw about the strength of magnetic fields? ______________________________________________________________ ______________________________________________________________ © Teacher Created Materials 21653—Content and Literacy in Science Grade 3 137 Physic Physical Physical Physical m s i t e n g a m o r t c Ele Physical Jenna Winterberg Forces You’ve worn headphones. You’ve watched TV. You’ve worked on a computer. Chances are you’ve also sat in a car. You may have even been on a high-speed roller coaster. The same force powers them all. That force is electromagnetism. The word is a mouthful. But breaking it down makes it easier to understand. Electro- means “electric,” as in electricity. Magnetism refers to the pull between certain metals. Electricity and magnetism were once thought to be two separate forces. But now we know they are both interrelated. 4 Electromagnetism at Work Electromagnetic cranes can be used to lift and move shipping containers onto trucks and ships. The electromagnet is turned on to lift the container. It is turned off to put the container in the required place. 5