Skyscrapers And Elevators

Activity card

Blackline Master: Scraping the sky Name/s: Using the information in the book, make a list of some of the inventions that made a tall building like the Burj Khalifa in Dubai possible. Explain how each helped the building to be the tallest in the world.

WorldWise

™

Lesson Plan

Content-based Learning

Xx

Level L (24)

Xxxxxxxxx

Skyscrapers and Elevators examines the way that inventions enabled buildings to be built much taller than had previously been possible. These inventions include the development of a safe elevator and the discovery of how to use electricity in buildings. The development of steel frames and dampers allowed people to build even taller buildings.

Informational text types: Report

WorldWise

Content-based Learning

C3 Social Studies Curriculum links

• D2.His.2.K-2 Compare life in the past to life today • D2.His.3.K-2 Generate questions about individuals and groups who have shaped significant historical change • D2.Eco.3.K.2 Describe the skills and knowledge needed to produce certain goods and services

Key concepts

• Innovation builds on new ideas and inventions.

• As new ideas are developed, and new devices are invented, things that have previously been impossible become possible.

Content vocabulary brick, built, construct, dampers, electricity, elevators, floor, invention, pulleys, ropes, safety brake, skyline, skyscrapers, steel, steel frames, stories, sway

Text features

• Chapters with headings • Captioned photographs, labeled illustration, text boxes • Glossary and index Reading strategy

• Identifying information that is known and that is learned (synthesis)

Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Skyscrapers and Elevators © 2020 EC Licensing Pty Ltd. © 2020 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published.

The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2020 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.worldwise-reading.com

Reading 2(6) (E) Make connections to personal experiences, ideas in other texts, and society.

2(7) (D) Retell and paraphrase texts in ways that maintain meaning and logical order.

2(9) (D) (ii) Recognize characteristics and structures of informational text, including features and graphics to locate and gain information.

Writing 2(12) (B) Compose informational texts, including procedural texts and reports.

Speaking and Listening 2(1) (A) Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses.

First reading session

Second reading session

Going beyond the book

Writing

Getting started

Building understanding

Speaking and listening

Introducing the book

Ask: What stopped buildings from becoming skyscrapers? Why weren’t elevators used to solve the problem? Discuss as a whole group.

Have students write a report about skyscrapers. Provide the students with a template detailing the structure and elements of a report.

Activate students’ prior knowledge. Ask: What is the tallest building you have ever been in? What was it like in this building? How did it make you feel? Invite students to share their experiences with a partner. List some of the tall buildings the students have been in on a chart.

Ask: What do you know about tall buildings? What makes it possible for these buildings to be so tall? What might stop us from building even taller buildings? Have students turn and talk about this with a partner, recording three or four ideas on sticky notes to share with the class. Discuss as a whole group.

Provide each student with a copy of Skyscrapers and Elevators.

Say: This book tells about some inventions that have made it possible to build very tall buildings, known as skyscrapers. Have students browse through the book.

Exploring vocabulary Ask: What words or phrases might be in this book? Have students work with a partner, then share with the group. List each word on a chart and invite students to make suggestions about what the word means. Where appropriate, have the students add a drawing (for example, a picture or a symbol) to the words on the chart to make the meaning clear. Discuss each word as you list them on the chart. If necessary, introduce the content vocabulary and add these words to the list.

Introducing the reading strategy Say: All readers have ideas about the topic of a book before they read it. Good readers think about the information they get from the book and change their starting ideas while they read. Think about what you already know about skyscrapers and elevators to get ready for reading this book. Think about how these ideas change as you read. Have students reflect on what they have listed on the sticky notes.

Reading the text Have students turn to pages 4 and 5 and read the introduction independently. Ask: What did you learn from the introduction that is a new idea for you?

Have students read chapter 1 independently. Say: As you read, remember to think about how what you know and what you are learning from the book combine to give you a new understanding of the topic. This can help you to understand the text better.

Have students read chapter 2 independently.

Ask: What changed to make elevators safe? How did this make building taller buildings possible?

Have students turn and talk to a partner about their ideas.

Final reading session

Have students work in small groups to debate the statement: “Skyscrapers should continue to get taller and taller.” Say: I want you to think about the advantages and disadvantages of very tall buildings. Should we have more of them? Should they get taller and taller? What might happen to our town/city if this happened?

Encourage students to listen carefully to each other’s answers and to expand on these ideas or disagree with them.

Vocabulary

Have students read chapter 3 and the conclusion independently. Say: As you read, remember to think about how you can combine what you already know with what you learn from the book. This will help you to understand what you read better.

Have the students browse through the book to find words that contain the root word, invent (invention, inventor, invented).

Make a list on a chart. Ask: What other words could you add to this list? (inventing, invents) Discuss how the root word is a clue to understanding other words with the same root.

Bringing it all together

Visual literacy

Ask: What have you learned about skyscrapers? What things have happened to make very tall buildings possible and safe to be in? Have students turn and talk with a partner. Invite students to share their knowledge and create a group chart by recording their responses.

Have students turn to the diagram on page 7. Ask: What is this diagram showing? What does this have to do with skyscrapers?

Now look at the illustration on page 9. Ask: What is this picture showing? How does it relate to the diagram on page 7? Draw out the links: lifting something up with a pully, the use of ropes, the need for a braking mechanism. Discuss how combining the information in each illustration gives a more complete understanding of how an elevator works.

Ask: What are the problems that skyscrapers have? How have these been overcome? How tall do you think buildings will be in the future?

Should buildings continue to get taller and taller? Discuss as a whole group.

Students could complete the Blackline Master about skyscrapers.

Reflecting on the reading strategy

Download the template at www.worldwise-reading.com/teacherresources

With a partner, have students talk about how they have been synthesizing information as they read the book. Ask: How did your thinking change as you read the book? What new ideas do you have after reading the book? What ideas have you changed or discarded? Invite pairs to share their ideas.

Say: Reread information in the book about what skyscrapers need to be safe and comfortable for people to live and work in. Think about how you will use this information. Students can also use research skills to find out extra information.

Ask: Why do you need to combine what you know with what you read?

How does this help you to understand books better? Discuss as a whole group.

Encourage students to share their ideas with a partner. Say: Talk about the ideas you are writing about and what information and examples you will include.

Use the template to remind the students about the structure of a report. Say: Follow the template when you write. Think about what the reader might already know and what they might like to find out.

Activity card

Blackline Master: Scraping the sky Name/s: Using the information in the book, make a list of some of the inventions that made a tall building like the Burj Khalifa in Dubai possible. Explain how each helped the building to be the tallest in the world.

WorldWise

™

Lesson Plan

Content-based Learning

Xx

Level L (24)

Xxxxxxxxx

Skyscrapers and Elevators examines the way that inventions enabled buildings to be built much taller than had previously been possible. These inventions include the development of a safe elevator and the discovery of how to use electricity in buildings. The development of steel frames and dampers allowed people to build even taller buildings.

Informational text types: Report

WorldWise

Content-based Learning

C3 Social Studies Curriculum links

• D2.His.2.K-2 Compare life in the past to life today • D2.His.3.K-2 Generate questions about individuals and groups who have shaped significant historical change • D2.Eco.3.K.2 Describe the skills and knowledge needed to produce certain goods and services

Key concepts

• Innovation builds on new ideas and inventions.

• As new ideas are developed, and new devices are invented, things that have previously been impossible become possible.

Content vocabulary brick, built, construct, dampers, electricity, elevators, floor, invention, pulleys, ropes, safety brake, skyline, skyscrapers, steel, steel frames, stories, sway

Text features

• Chapters with headings • Captioned photographs, labeled illustration, text boxes • Glossary and index Reading strategy

• Identifying information that is known and that is learned (synthesis)

Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Skyscrapers and Elevators © 2020 EC Licensing Pty Ltd. © 2020 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published.

The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2020 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.worldwise-reading.com

Reading 2(6) (E) Make connections to personal experiences, ideas in other texts, and society.

2(7) (D) Retell and paraphrase texts in ways that maintain meaning and logical order.

2(9) (D) (ii) Recognize characteristics and structures of informational text, including features and graphics to locate and gain information.

Writing 2(12) (B) Compose informational texts, including procedural texts and reports.

Speaking and Listening 2(1) (A) Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses.