This is a Civil War and Reconstruction Review paper. Teachers may give copies to their students or assign it through a LMS.
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Students will learn about the lives and accomplishments of the Wright brothers, and how they changed the world of aviation.
Begin by asking students if they have ever heard of the Wright brothers.
Briefly discuss what students already know about the Wright brothers and their contributions to aviation.
Explain that we will be reading a book about the Wright brothers and learning more about their lives and accomplishments.
Distribute copies of The Wright Brothers by Janet Dorfman to each student.
Instruct students to read the book silently, taking notes as they read.
Encourage students to underline or highlight important information or quotes from the book.
Allow students to work at their own pace, but set a goal for them to finish reading the book within 45 minutes.
(Optionally, you could split this lesson into two days and the following day start with a discussion)
Lead a class discussion on the book, asking students to share their notes and what they learned about the Wright brothers.
Ask questions such as:
What obstacles did the Wright brothers face in their pursuit of flight?
How did the Wright brothers approach problem-solving and experimentation?
What impact did the Wright brothers’ accomplishments have on aviation and the world?
Encourage students to ask questions and engage in conversation with their classmates.
Distribute the quiz to each student and allow them to work independently.
The quiz should include questions that assess students’ comprehension of the book, as well as their ability to think critically about the Wright brothers’ accomplishments and impact on the world.
Collect the quizzes at the end of the allotted time.
Wrap up the lesson by asking students to share one thing they learned about the Wright brothers that they found interesting or inspiring.
Emphasize the importance of perseverance, problem-solving, and experimentation in achieving success.
Encourage students to think about how they can apply these values in their own lives.
Students will be assessed based on their participation in the class discussion, completion of the quiz, and their ability to demonstrate an understanding of the Wright brothers’ lives and accomplishments.
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This is a science reading comprehension task for 4th-grade students. Students will learn about the color of stars, the brightness of stars, and the size of stars.
S4E1. Obtain, evaluate, and communicate information to compare and contrast the
physical attributes of stars and planets.
b. Construct an argument on why some stars (including the Earth’s sun) appear to be larger or
brighter than others. (Clarification statement: Differences are limited to distance and size, not age or stage of evolution.)
Students will be able to compare and contrast the physical attributes of stars and planets, and construct an argument on why some stars (including the Earth’s sun) appear to be larger or brighter than others.
Give each student a copy of The Solar System: Inner and Outer Planets article by Floyd Brooks (or similar article/ text).
Ask them to read through the article silently and underline or highlight important information (Depending on the reading level of the students and the grade, it may be a good idea to read through the text with the students and go over unfamiliar words).
Discuss with the class the difference between inner and outer planets, and ask students to name each planet in order from the closest to the Sun to the farthest away.
Using chart paper or a whiteboard, create a chart with two columns labeled “Inner Planets” and “Outer Planets.” Have students come up and write the names of each planet under the correct column.
Discuss the physical attributes of each planet and ask students to compare and contrast them. For example, “Which planet is the closest to the Sun? Which planet is the largest? Which planet is the smallest? Which planet spins on its side?”
Use index cards to write down one physical attribute for each planet. Mix them up and have students draw a card, then come up to the chart and place the card under the correct planet.
Review with students the concept of distance and size when it comes to stars.
Ask students why some stars appear to be larger or brighter than others. Encourage them to use what they have learned about distance and size to construct an argument.
Divide the class into small groups and give each group a ruler and two balls of different sizes (e.g. a tennis ball and a soccer ball).
Ask students to measure the diameter of each ball and then hold them at different distances from their eyes. Ask them which ball appears larger and why.
Have each group come up with an argument for why some stars appear to be larger or brighter than others. They should use their knowledge of distance and size to support their argument.
Each group presents their argument to the class.
Review the physical attributes of stars and planets, and why some stars appear to be larger or brighter than others. Students may make an entry into their science journals.
Ask students if they have any questions or if there is anything they would like to add.
Students will be assessed on their ability to compare and contrast the physical attributes of stars and planets, and construct an argument on why some stars (including the Earth’s sun) appear to be larger or brighter than others.
Students will turn in the completed quiz located at the end of the article.
Students can research the different stages of a star’s life cycle and create a timeline or poster to present to the class.
This is a soil erosion reading comprehension exercise. Students will learn how living things, including humans, contribute to the destruction of landforms. Specifically, the students will learn that the activities of humans and other creatures may lead to soil erosion.
Students will also learn that soil erosion may also lead to flooding, if it is not controlled.
This reading task is based on the following Georgia standards:
S5E1. Students will identify surface features of the Earth caused by constructive and destructive processes.
b.Identify and find examples of surface features caused by destructive processes. • Erosion (water—rivers and oceans, wind) • Weathering • Impact of organisms • Earthquake • Volcano
c. Relate the role of technology and human intervention in the control of constructive and destructive processes. Examples include, but are not limited to • Seismological studies, • Flood control, (dams, levees, storm drain management, etc.) • Beach reclamation (Georgia coastal islands)