ALEXANDER GRAHAM BELL
Grade Level or Special Area: Third Grade
Written by:
Wendy Hyndman, Monument Academy, Monument, CO
Length of Unit:
Five lessons – ten class periods – 45 minutes each lesson
I.
ABSTRACT
Students will gain knowledge of who Alexander Graham Bell was and the contributions he made
to society through a thorough study of a biography of his life. Nonfiction reading strategies and
vocabulary exercises will be emphasized to improve comprehension skills. Assessments will
assist in preparing students for the CSAP testing format. Students will enjoy learning about this
persistent inventor and will have fun sharing their knowledge with others through a poster project
culminating activity.
II.
OVERVIEW
A.
Concept Objectives
1.
Students understand interrelationships among science, technology, and human
activity and how they can affect the world. (Colorado Model Content Standard
for Science, Standard 5)
2.
Students understand that science involves a particular way of knowing and
understand common connections among scientific disciplines. (Colorado Model
Content Standard for Science, Standard 6)
3.
Students understand how to locate, select, and make use of relevant information
from a variety of media, reference, and technological sources. (Colorado Model
Content Standard for Reading and Writing, Standard 5)
4.
Students recognize that literature is a record of human experience. (adapted from
Colorado Model Content Standard for Reading and Writing, Standard 6)
B.
Content from the Core Knowledge Sequence
1.
Third Grade Science: Science Biographies (p. 83)
a.
Alexander Graham Bell
2.
Third Grade Language Arts: Reading and Writing: Reading Comprehension and
Response (p. 65)
a.
Independently read and comprehend longer works of fiction (“chapter
books”) and nonfiction appropriately written for third grade or beyond
b.
Orally summarize main points from fiction and nonfiction readings
c.
Use a dictionary to answer questions regarding meaning and usage of
words with which he or she is unfamiliar
d.
Know how to use a table of contents and index to locate information
3.
Third Grade Language Arts: Reading and Writing: Writing (p. 65)
a.
Produce a variety of types of writing – such as stories, reports, poems,
letters, descriptions – and make reasonable judgments about what to
include in his or her own written works based on the purpose and type of
composition.
b.
In some writings, proceed with guidance through a process of gathering
information, organizing thoughts, composing a draft, revising to clarify
and refine his or her meaning, and proofreading with attention to
spelling, mechanics, and presentation of a final draft.
4.
Third Grade Language Arts: Fiction: Literary Terms (p. 68)
a.
Biography and autobiography
b.
Fiction and nonfiction
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2005 Colorado Unit Writing Project
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C.
Skill Objectives
1.
Student will analyze how the introduction of a new technology has affected or
could affect human activity. (Colorado Model Content Standards for Science,
Standard 5.10)
2.
Student will be able to describe the contributions to the advancement of science
made by people of different cultures and at different times in history. (Colorado
Model Content Standards for Science, Standard 6.8)
3.
Student will use organizational features of printed text (for example,
…glossaries, chapter heading, tables of contents, …). (Colorado Model Content
Standards for Reading and Writing, Standard 5.4.1)
4.
Student will read, respond to, and discuss a variety of literature such as … nonfiction, and content-area. (Colorado Model Content Standards for Reading and
Writing¸ Standard 6.3.5)
5.
Student will use resources (for example, video tapes, …informational books,
reference materials…) and report information in their own words. (Colorado
Model Content Standards for Reading and Writing, Standard 5.3.5)
6.
Student will give credit for borrowed information by telling or listing sources.
(Colorado Model Content Standards for Reading and Writing, Standard 5.4.6)
7.
Student will use a dictionary to answer questions regarding meaning and usage of
words with which he or she is unfamiliar.
III.
BACKGROUND KNOWLEDGE
A.
For Teachers
1.
Core Knowledge Teacher Handbook Series: Grade 3, by Core Knowledge
Foundation
2.
Nonfiction Strategies: Grades 1-3, by Debra J. Housel, M.S.Ed.
3.
Alexander Graham Bell, by Struan Reid
B.
For Students
1.
Language Arts: Grade 2: Reading and Writing: Decoding, Word Recognition,
and Oral Reading, page 43
2.
Language Arts: Grade 2: Reading and Writing: Reading Comprehension and
Response, page 43
IV.
RESOURCES
A.
Alexander Graham Bell, by Paul Joseph (Lessons One - Five)
B.
Text Resources: Grade 3, Core Knowledge Foundation (Lessons One and Five)
C.
Animated Hero Classics: Alexander Graham Bell, by Nest Entertainment, Inc. VIDEO
(Lesson Four)
V.
LESSONS
Lesson One: Introduction to Nonfiction and Biography (Alexander Graham Bell) – 45-60
minutes
A.
Daily Objectives
1.
Concept Objective(s)
a.
Students understand interrelationships among science, technology, and
human activity and how they can affect the world.
b.
Students understand that science involves a particular way of knowing
and understand common connections among scientific disciplines.
c.
Students recognize that literature is a record of human experience.
2.
Lesson Content
a.
Science Biographies
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2005 Colorado Unit Writing Project
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i.
Alexander Graham Bell
Reading Comprehension and Response
i.
Independently read and comprehend longer works of fiction
(“chapter books”) and non fiction appropriately written for third
grade or beyond
ii.
Orally summarize main points from…nonfiction readings
iii.
Use a dictionary to answer questions regarding meaning and
usage of words with which he or she is unfamiliar
c.
Literary Terms
i.
Biography
ii.
Non fiction
3.
Skill Objective(s)
a.
Student will analyze how the introduction of a new technology has
affected or could affect human activity.
b.
Student will be able to describe the contributions to the advancement of
science made people of different cultures and at different times in
history.
c.
Student will read, respond to, and discuss a variety of literature such as
… non-fiction, and content-area.
d.
Student will use a dictionary to answer questions regarding meaning and
usage of words with which he or she is unfamiliar.
Materials
1.
“Telephone” made from two plastic cups and a piece of string; it should be at
least five feet long
2.
Overhead projector
3.
Text Resources: Grade 3, Core Knowledge Foundation – overhead transparency
of Text Resource #70, pp. 173-175 – Alexander Graham Bell
4.
Whiteboard
5.
Student copies of Alexander Graham Bell, from Text Resources: Grade 3
6.
Highlighter for each student
7.
Vis-à-vis yellow marker to highlight on transparency
8.
Science Biography Folder for every student with brads and pockets
9.
Student copies of Appendix A, pages 1-2 (cover answer key before copying)
Key Vocabulary
1.
Technology refers to any machine or process that makes work easier or that helps
people to get something they need or want.
2.
Nonfiction is a term for writing that is factually true, or tries to be. A work of
nonfiction can be a biography, an essay, or a historical account.
3.
Fiction is a term that refers to imaginary stories, events that did not really happen
as described. It can take the form of novels, plays, poetry, or short stories.
4.
A biography is a book that tells the story of a person’s life.
5.
A convenience is something that is useful and that is easy to use.
6.
A receiver is the part of a telephone that you hold in your hand. It receives
signals and changes them into sounds.
7.
If someone is deaf, he or she cannot hear anything or can hear very little.
8.
An experiment is a strict, highly controlled test of an idea. Experiments are often
carried out in laboratories.
9.
The telegraph was the first device that used electricity to send messages over
long distances. It was invented by Samuel F. B. Morse in the mid-1800’s. The
first telegraphs used a key that sent electrical impulses along a wire. The
impulses could be heard on the other end of the wire as a series of clicking
b.
B.
C.
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2005 Colorado Unit Writing Project
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D.
sounds. Telegraph operators used the Morse Code to spell out messages using
the clicks. Now telegraphs are attached to typewriter keyboards and can be used
to send printed messages.
10.
An assistant is a person who helps someone else do a task or job.
11.
A phonograph is a machine that picks up and reproduces the sounds that have
been recorded in the grooves cut into a record. (CD players are replacing
phonographs.)
Procedures/Activities
1.
Note to teacher: You may wish to teach this lesson in conjunction with your
Third Grade unit on Sound and/or Hearing.
2.
Introduce today’s lesson by having students play a game of “Telephone.” Have
students sit on the floor in a circle. Tell them they will be playing a short game
to help them understand the importance of something we use everyday, and
probably never even think twice about having in our homes, cars, etc. Tell them
that you are going to tell the first person sitting next to you a “secret” in his/her
ear, and that they will need to be very quiet, as each subsequent person then turns
to share the “secret” with the person to their right. Ask if everyone understands
and clarify if needed.
3.
Whisper to the child on your right, “Aleck taught his dog to make vocal sounds
that resembled words by moving his neck around while he was barking. This
helped him figure out how to make a “talking machine.”
4.
Students will obviously not be able to communicate this entire secret around the
circle and this will show them how difficult it must have been for people to rely
on messages that were delivered “word of mouth” or by people just passing the
information on. Discuss the results of the “experiment” with students and ask
them why it was hard to get the message all the way around. Do not tell the
students what the message was at this time, but ask the last person to tell what
they heard. Ask students not to talk about it now, but tell them you will clarify
it with them in just a few minutes.
5.
Tell students that the lesson they are going to be doing today has to do with
Science and how technology affects the way we live as human beings. Ask
students if they know what technology means (refer to definition above). Once
students have a clear understanding of its meaning, also tell them that there are
often people involved in new technology and today they will be studying the life
of a very famous person who brought a good deal of new technology into our
society many years ago. Differentiation: Advanced students can look words up
in a dictionary and write definitions on the board during discussion.
6.
Explain to students that you will be reading some nonfiction material today to
gain some new knowledge about this person. Ask if anyone knows what the
word nonfiction means (refer to definition above). Students may also compare it
to fiction, so if this comes up, discuss both words with them at this time.
7.
Tell students that the book they will be reading today can also be considered a
biography. Ask students if they know what a biography is (refer to definition
above). Ask students if any of them have read a biography in the past. When
students raise their hands, ask them what the name of the biography was or who
it was about. Ask if they have ever written biographies. Discuss as needed to
evaluate students understanding of what a biography is. Also, compare a
biography with other types of books they have read, for instance, novels, books
about trucks, etc. Ask what makes a biography different from books of this type.
(For example, biographies are about real people and real happenings. Novels are
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2005 Colorado Unit Writing Project
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8.
9.
10.
11.
12.
13.
14.
about fake people who did things that didn’t really happen.) Once students seem
sure of themselves, instruct them to go back to their desks.
Using the whiteboard, write the words nonfiction and biography on the board.
Ask students to give you a definition for both, and leave these on the board for
future reference for later. Differentiation: Advanced students can use
dictionaries again.
Using the overhead, put the transparency of Alexander Graham Bell, from Text
Resources up on the overhead, covering the title and all of the text below the
second paragraph so that all students can see is the first two paragraphs. Ask a
student to read these paragraphs aloud.
Ask for a show of hands from students of those who think they know what kind
of writing this is. Lead them to understand that this is obviously a piece of
nonfiction, because it is about something that is true. They should all understand
from the first paragraph that they are reading about the telephone and that we all
have those! Tell students that whenever they read, they should think right away
of what kind of reading they are doing. Explain to them that they should have
already figured out that this is nonfiction and they will be reading for information
right now. Some of the information they should have picked up from the first
paragraph is that the telephone is a convenience. Ask if anyone understands the
meaning of that word as it is used in the sentence. Lead students to understand
that the telephone made our lives easier. Ask them if the message I gave at the
beginning of our little game would have gotten to the last person in line more
quickly and easily if I had called them on the telephone. They should understand
that it would have.
At this time, pull out your plastic cup “telephone.” Keep one end for yourself
and give the other end to the person who was last in the line. Walk as far away
from this person as you can, making the string as tight as you can without
breaking it. Tell the student to put it up to his/her ear and ask everyone else to be
extremely quiet. Repeat the message from Step 3 and ask the child to tell you
what you said. They should be able to repeat the message back to you. The child
should have been able to hear the sounds coming through the string into the cup.
Tell students that this was the more convenient way to get the message to
him/her.
Collect the cup and as you are taking it from the student, ask students what we
would call the cup if this were a real telephone. Students may or may not know
that this is called the receiver. Discuss the definition of that with students and
show them that this word was also used in the reading selection. Explain to them
that they needed to know the definitions of both of these words to receive all of
the information they needed from this writing example.
Hand out copies of Alexander Graham Bell, from Text Resources, to each student
at this time. Also, hand out highlighters to each student now or have them take
them out if they keep them at their desks. Ask students to find the words
convenience and receiver on the page and highlight those two words.
Accommodation: Special Education students can work in pairs with other
students to find words and highlight together.
Tell students that at this time, you would like them to continue reading the rest of
this paper silently to themselves. Point out to them that there are five more
words in this selection that are in bold print. Tell them to highlight those words
as they read and figure out what those words mean from the reading. Tell them if
they are not sure what they mean as they read to raise their hand and you will
help them. Give students about 15 minutes to finish reading and highlighting.
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
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15.
E.
When students are finished reading, remind them that they decided that this piece
of writing was nonfiction. Ask them if they could classify it as any other type of
writing that they have just talked about today. Students should easily see now
that this is also a biography. Ask them to tell you why they think this is so.
Review the concept until everyone is clear on the meanings of these literary
terms.
16.
Orally review the meanings of the vocabulary words in bold print in the
selection. Write brief definitions on the board as you discuss the student’s
responses to the definitions. Discuss the reading briefly with students, having
them summarize the main idea of the reading. Tell students that this reading that
they did today was an introduction to a book that they will be reading about
Alexander Graham Bell over the next few days. Tell students that they will learn
much more about Alexander Graham Bell over the next week.
17.
Hand out student Science Biography Folders and have students put this handout
into their folders to save for later. Have students put their folders away. Folders
will be used throughout the unit to store papers for study purposes after grading.
18.
Hand out Day One Assessment (Appendix A). Ask students to complete this
assessment as an indicator of what they have learned for today’s lesson. Collect
and grade. Accommodation: Special Education students can just mark true or
false for numbers 1-4 on Assessment. You may wish to have them orally tell you
about Bell’s life and scribe for them on the paragraph. Giving them the list of
words for the matching and reading the definitions aloud to them will assist on
the vocabulary section.
Assessment/Evaluation
1.
Students will complete paper and pencil assessment – Appendix A verifying their
understanding of nonfiction and biography and to show that they were able to
derive meaning of vocabulary from context.
Lesson Two: Alexander Graham Bell – His Early Life – 45 minutes
A.
Daily Objectives
1.
Concept Objective(s)
a.
Students understand interrelationships among science, technology, and
human activity and how they can affect the world.
b.
Students understand that science involves a particular way of knowing
and understand common connections among scientific disciplines.
c.
Students understand how to locate, select, and make use of relevant
information from a variety of media, reference, and technological
sources.
d.
Students recognize that literature is a record of human experience.
2.
Lesson Content
a.
Reading Comprehension and Response
i.
Independently read and comprehend longer works of …non
fiction appropriately written for third grade or beyond
ii.
Orally summarize main points from….non fiction readings
iii.
Use a dictionary to answer questions regarding meaning and
usage of words with which he or she is unfamiliar
iv.
Know how to use a table of contents and index to locate
information
b.
Literary Terms
i.
Biography
ii.
Nonfiction
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
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3.
B.
C.
D.
Skill Objective(s)
a.
Student will analyze how the introduction of a new technology has
affected or could affect human activity.
b.
Student will be able to describe the contributions to the advancement of
science made people of different cultures and at different times in
history.
c.
Student will read, respond to, and discuss a variety of literature such as
… non-fiction, and content-area.
d.
Student will use organizational features of printed text (for example,
…glossaries, chapter heading, tables of contents, …)
e.
Student will use a dictionary to answer questions regarding meaning and
usage of words with which he or she is unfamiliar.
Materials
1.
Student copies of Appendix B – Anticipation Guide
2.
Student folders from Lesson One
3.
Student copies of Appendix A – graded from lesson one
4.
Alexander Graham Bell, by Paul Joseph – one copy for each student or every two
students
5.
Student copies of Appendix C – “Burrito Questioning”
6.
Student copies of Appendix D – Vocabulary Review
Key Vocabulary
1.
Curious means very eager to know and learn things.
2.
A tone is any sound considered with reference to its quality, pitch, strength or
source.
3.
A duet is a piece of music that is played or a song that is sung by two people.
4.
Dramatic means very exciting or full of action or feeling.
5.
A theory is an explanation based on observation.
6.
Arithmetic is the type of mathematics that deals with adding, subtracting,
multiplying, and dividing numbers.
7.
Concentrate means to pay close attention.
8.
To dissect is to cut apart an animal or a human body part so as to examine it.
Procedures/Activities
1.
To build anticipation for today’s study of Alexander Graham Bell, hand out a
copy of Appendix B – Anticipation Guide to each student. Tell students that on
this page there are two truths and a lie. Tell students they have three minutes to
read each statement and decide if it is a truth (T) or a lie (L). They should write
T or L on the blank in front of the statement. At the end of three minutes, have
students turn their papers over on their desk. Tell them we will check the
accuracy of their guesses later on in class.
2.
Hand out the graded copies of Appendix A, from Lesson One. Go over these
papers with students, having them correct their answers and reviewing and reteaching as necessary. After all questions have been answered and students are
confident of their answers, have students put this paper into their Science
Biography Folder.
3.
Tell students that now they are going to begin reading a biography book about
the life of Alexander Graham Bell. Hand out books. Ask students to turn to the
Contents page on page 3 (unnumbered). Ask student to look over this page and
see what information is given to them there. Ask students to tell you what they
see (titles of chapters, page numbers, glossary, index). Explain to students that
the Contents page, or the Table of Contents, is the page in the book that tells you
where the main sections of the book are located, with their page numbers. Ask
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2005 Colorado Unit Writing Project
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4.
5.
6.
7.
8.
9.
students to what page you would turn to read about “The Telephone?” (p. 4)
How about when “Aleck Meets Watson”? (p. 17) Practice more as needed until
students understand. Have students turn to p. 17 and see that the title of this new
chapter is “Aleck Meets Watson,” just as the Contents page stated.
Have students go back to the Contents page and ask them what can be found on
p. 30. (Glossary) Ask if anyone knows what the word glossary means? After
receiving answers, have students turn to p. 30 to determine if their answers are
correct. Tell students that a glossary is a small type of dictionary in the back of
many books that helps them to understand the meanings of specific words that
are used in that book. Tell them they will be using their glossary as they read
today to look up any words that are unfamiliar to them. Tell students you will
show them how to do this now.
Ask students to turn to page 6. Tell them to find the word curious at the bottom
of this page. Ask them to read the sentence that the word is in. Tell students to
figure out in their own mind what the word curious means by the way it is used
in the sentence. Now have students turn to page 30. Ask them to find the word
curious on page 30. Have a student read the definition aloud. Ask, by a show of
hands, how many of them thought up a very similar meaning when they read the
word.
Now have them turn to page 9 and find the word duet in bold print in the middle
of the page. Again, have them read the sentence and see if they can develop a
meaning for the word. See if anyone can tell you what it means. Have students
again turn to page 30. See if they can find the word here. When students realize
that the word is not on page 30, explain to them that only certain words appear in
the glossary, and since this one does not, they should use a dictionary to look it
up if they are unsure of what it means. Tell students we will not spend time
doing that now, but explain them the definition of duet at this time (see above).
Now have students turn back to the Contents page and see what is on page 32 of
this book. (Index) Have students turn to page 32 and observe what information
is given on this page. (alphabetical listing of topics discussed in the book) Ask
students if they remember from their preview from Lesson One the country that
Bell was born in. (Scotland) Tell students that we may want to see as we are
reading this book, if it tells us anything more about where he was born or gives
us any more facts about Scotland. Ask what page we would look on to find that
information. (6 or 12) Have students turn to page 6 and find out what it says
about Scotland there. (He was born there, in Edinburgh, on March 3, 1847. This
is a little more information than they have already gotten previously. Now have
them turn to page 12 and find the word “Scotland,” in the third paragraph. What
do they find here? (he traveled south from Scotland through England to the city
of London) Now a little more information about where he traveled in the
country, etc. Tell students that the index can be very useful to us as we study and
look at different books about the same subject.
Tell students that now we will begin reading the first four chapters of the book.
Ask a student to tell you what the title of the first chapter is and what page it
begins on by using their Contents page. (The Telephone, p. 4) Have the class
turn to page 4 and read aloud together, calling on students to read in turn.
Before moving on, draw a long timeline on the whiteboard. Put a hash mark in
the middle of your line and label it “20th century.” Ask students on which side of
that line the telephone belongs. (right) Write the word “telephone” to the right
of the hash mark or draw a simple telephone large enough for students to see.
Ask students what other kinds of advancements we have had in the 20th century
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
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10.
11.
12.
13.
14.
that have involved the invention of the telephone. Help students to see from the
second paragraph that we have 911 and internet connections. We can also just
call friends and relatives who live far away. Write these things on the board as
well. Ask students what life was like before the 20th century. (no phones, no
contact with people far away, no computers) Jot down their ideas on the left end
of the line. Ask students who was responsible for making some of these changes.
(Alexander Graham Bell) How do they know? (paragraph 3)
Explain to students that it is really important as they read books like nonfiction
biographies, that they take the time to picture what they are reading about. We
call this visualizing the text. Tell students that as we read on, you would like
them to visualize what is going on in the book, or draw some mental pictures of
the information as they read it. (adapted from Nonfiction Strategies, by Debra J.
Housel, M.S.Ed., pp. 30-31) Tell students that it is also very important for them
to be able to connect with the information that the author is sharing as they read.
Ask for a show of hands of how many of them have phones in their homes.
(probably all of them) Ask if any of them connect to the internet at home.
(probably most of them) Ask if any of them know what 911 is. By the way…did
the author use 911 as an example on page 4? (no) How do we know that is what
he was talking about? (He inferred it by saying we “can dial three numbers and
reach the police or fire department.”) Explain to students that although the
author never uses the words 911, we know that is what he meant.
To prove the point, ask students if they were reading a book about
“flubbygusters” and how they are used to cut something, if they would have a
good picture in their minds. Ask a few students to share what they think
“flubbygusters” are. (scissors, knives, lawnmowers, etc.) Ask if students think
“flubbygusters” are real. Explain that they are not real, but with a little
information, they could figure out some meaning for them. Tell them now that
“flubbygusters” are used specifically to cut grass. Do they now have a clearer
picture of the thing? (probably a lawnmower) Reinforce with students that we
have to think about how words are used to completely understand meaning in
text and to have a mental picture in our minds of what is being said.
Now turn to page 6 and read pp. 6-8 without interruption, except to discuss the
meaning of boldface vocabulary as you go. When finished reading, ask students
if they drew a picture of the wheat field in their minds as Aleck was out there
with his ear to the ground listening for the growing of the wheat. Did they also
have a picture in their minds of his father, probably a large man, since he had a
booming voice and of his mother? What does a deaf person look like? What did
Aleck look like when he was playing piano? Could they see Aleck talking
directly to his mother’s forehead? Could any of them picture what home
schooling might have been like?
Go on and read pp. 9-11 to finish the reading for today, again discussing
vocabulary as you go. Ask students what kind of family Aleck grew up with.
(musical, liked reading classics, entertained themselves) Ask if any of them like
to play music together or read as a family. How did Aleck do in school?
(poorly) Why? (it did not interest him…he had many other interests) What did
he teach his dog to do? (make sounds that sounded like words by pressing on his
voice box)
Tell students that they are finished reading for today and now they are going to
learn a strategy that will help them to be better nonfiction readers. Tell them we
are going to call this activity “Burrito Questioning,” and they will see why in a
minute.
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2005 Colorado Unit Writing Project
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15.
E.
Hand out student copies of Appendix C – Burrito Questioning. Instruct students
to fold the paper on the vertical line to turn under the answer column. Then they
should read the questions one at a time, and look through their book to find the
answers. They should only write in the page number at this time that they find
the answer on. After getting all of the page numbers, tell students to close their
books. Accommodation: Special Education students should be given the page
numbers and then asked to find the answers on those pages.
16.
Now they should try to answer all of the questions without using their books. If
they get stuck, they may use the page number to turn back, find the answer again,
and then write it in. Encourage students to try really hard to write all of the
answers before looking back in the book. They may use their book to correct any
incorrect guesses. When students have completed this task, collect papers to be
evaluated and graded.
17.
Have students go back to their “Anticipation Guide” – Appendix B – and
evaluate how well they guessed the truths and the lie. Ask for a show of hands as
to how many people got all three answers correct. How many got two out of
three correct? Praise students for their accomplishments.
18.
Have students turn this page over and write a one-sentence answer for each of
these questions on the back of their paper. Question #1 – What information does
the Contents page in our book give us? (page numbers of major sections in the
book) Question #2 – What information do we find in the index of our book?
(page numbers for all of the topics discussed in the book) BONUS QUESTION
– What is a glossary? (a small dictionary at the end of a book with words from
the book defined) Collect these papers now to evaluate students understanding of
table of contents and index. Accommodation: Special Education students can
orally answer these questions if necessary.
19.
As a review of vocabulary, hand out student copies of Appendix D and have
students complete and turn in for a grade. Accommodation: Special Education
students can have the list of words and then read the definitions orally to them.
Have them choose the word to go along with the definition you read and mark it
before going on.
20.
Tell students that in the next lesson, they will learn about a really fun trip that
Alexander Graham Bell got to take and the things he learned on his trip!
Assessment/Evaluation
1.
Students’ comprehension will be assessed through use of graphic organizer,
Appendix C.
2.
Students’ understanding of the use of the table of contents and the index of a
book will be evaluated by their written response to what they are used for, back
of Appendix B.
3.
Students’ understanding of vocabulary will be assessed with a paper and pencil
worksheet, Appendix D.
Lesson Three: London, TB, and America – 45 minutes
A.
Daily Objectives
1.
Concept Objective(s)
a.
Students understand interrelationships among science, technology, and
human activity and how they can affect the world.
b.
Students understand that science involves a particular way of knowing
and understand common connections among scientific disciplines.
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
10
c.
B.
C.
Students understand how to locate, select, and make use of relevant
information from a variety of media, reference, and technological
sources.
d.
Students recognize that literature is a record of human experience.
2.
Lesson Content
a.
Science Biographies
i.
Alexander Graham Bell
b.
Reading Comprehension and Response
i.
Independently read and comprehend longer works of fiction
(“chapter books”) and nonfiction appropriately written for third
grade or beyond
ii.
Orally summarize main points from fiction and nonfiction
readings
c.
Writing
i.
In some writings, proceed with guidance through a process of
gathering information, organizing thoughts, composing a draft,
revising to clarify and refine his or her meaning, and
proofreading with attention to spelling, mechanics, and
presentation of a final draft
3.
Skill Objective(s)
a.
Student will analyze how the introduction of a new technology has
affected or could affect human activity.
b.
Student will be able to describe the contributions to the advancement of
science made by people of different cultures and at different times in
history.
c.
Student will read, respond to, and discuss a variety of literature such as
… non-fiction, and content-area.
d.
Student will use organizational features of printed text (for example,
…glossaries, chapter heading, tables of contents, …).
Materials
1.
Alexander Graham Bell, by Paul Joseph (one copy per student or per two
students)
2.
Student copies of Appendix E – Knowledge Rating Sheet
3.
Student copies of Appendix F – Question-Answer Relationships
4.
Student copies of Appendix G – Vocabulary Practice
Key Vocabulary
1.
A classic is a book that is written by an author of great excellence that has stood
the test of time.
2.
Great Britain is the largest island in Europe made up of the countries of England,
Scotland, and Wales.
3.
To research is to take a careful look for facts or truth or to investigate.
4.
Scientists are people who have expert knowledge of some branch of science.
5.
Tuberculosis is a disease that destroys various tissues of the body, but most often
the lungs.
6.
To communicate means to give or exchange information or news by speaking,
writing, or using symbols.
7.
When something is transmitted, it is passed along, like sound is transmitted
across wires.
8.
Mechanics is the process of building or repairing electrical machines.
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
11
D.
Procedures/Activities
1.
Pre-assess students’ understanding of vital vocabulary for the next three chapters
by using the Knowledge Rating sheet – Appendix E. Hand out the sheet to
students and explain that the eight vocabulary words that are listed are words
they will encounter in their reading for today. Tell them to fill out the chart by
checking the appropriate column for each word, I know, I have heard, or I do not
know. Tell the students you will read each word aloud to them so they do not
have to worry about reading it wrong, and all they need to do is check the column
that describes their knowledge of the word. Differentiation: Allow advanced
students to read the words aloud for the class.
2.
Allow about two minutes to complete this sheet. Do not discuss the meaning of
the words with students now, but walk around and evaluate as students complete
to see which words you need to stress in teaching these chapters.
3.
When complete, tell students to turn their papers over, and they will look at them
again later and check their comprehension of these words.
4.
Have students turn to page 12 in Alexander Graham Bell, by Paul Joseph. Have
a student read the title of this chapter. (Aleck Moves to London) Ask students to
tell you what they think might happen in this chapter, based on this title. (he is
going to London for something) Ask what they think he might be going to
London to do. Write ideas on the board. Tell students that reading titles of
things they read often gives them clues about what they are going to be reading
about. Tell students that as we begin reading you want them to think about how
London relates to it and what Aleck is doing in London. We will see whose
predictions are correct.
5.
Now read p. 12 aloud with students. After reading page 12, ask students if any of
them have ever had to go and spend time away from their family for a long
period of time. If so, where did they go and why? How did this make them feel?
Did they learn anything from it? Continue reading pages 13-15. Discuss
vocabulary words as you come across them in the text.
6.
After reading this chapter, discuss the changes in Aleck’s life after going to
London. Ask students how Aleck felt when he returned home and what this
inspired him to do with his life. (he felt like he had changed from a boy to a
man; he got jobs and became a teacher) Also, discuss with students the results of
their predictions for this chapter. Were they correct?
7.
Have students read the title for the next chapter on p. 15. Again, make
predictions as to what it may be about. Children will see that it is going to be
hard to make predictions from this title, although they may remember about
Aleck’s brothers dying from the preview lesson on day one. Read pp. 15-16
aloud with students and discuss. Pay special attention to vocabulary and make
sure students understand how serious tuberculosis was and why moving to a
different climate helped Aleck get well.
8.
Before students read pp. 17 and 21, ask students to predict who they think
Watson is. Again, students may remember from the preview that Bell had an
assistant. Tell students they are about to meet his assistant that helped him with
his most famous discovery. Read pp. 17 and 21 aloud with students, paying
attention to vocabulary as they read.
9.
When students are finished reading tell them that this is all they will read today.
Have students turn over their copy of Appendix E – Knowledge Rating Sheet.
Go over these words now with students making sure they know the meanings of
them as they were used in the text. Have students put these papers in their
folders. Again, to make sure they comprehend all of the material they are
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
12
10.
11.
12.
13.
14.
15.
16.
reading, they will now do an activity that will help them to be better readers of
nonfiction.
Explain to students that when they read nonfiction, oftentimes the author is very
clear and specifically states things in the passage they are reading. When asked
questions about their reading, these answers are the easiest to find because they
are stated very clearly in the text. For example, ask students to tell you how old
Aleck was when he finished high school. (15) Students should have no
difficulty in answering this question because the author specifically states it in
the same words that you asked it with in the first sentence on page 12.
Next, ask where Aleck moved for a year after he finished school. (London) The
answer is still fairly obvious, but the author does not say so in the exact words
that you used for your question. The words used are different, yet similar, and
the students should have been able to figure it out fairly quickly.
Next, ask students what disease Aleck caught that made him sick. (tuberculosis)
Point out to students that this answer might have been harder to figure out,
because the author never truly states that Aleck had this disease. He just said that
he “began to get sick” and explained that his family moved to help him get well.
We had to assume that since his brothers had this and then he got sick, that he
had the same disease as well. We had to do some thinking in order to come up
with this answer. It was implied, but not directly stated in the passage.
Hand out student copies of Appendix F – Question-Answer Relationships. Tell
students that they will have ten questions to answer today and that you want them
to think about these three types of Question-Answer Relationships that we just
talked about. Write on the board that there are three types of answers:
a.
Stated (S) – the answer is easy to find; words are identical in question
and answer
b.
Look for it (L) – words in passage and question are different but similar
c.
Think about it (T) – not in the passage; question requires you to think and
put ideas together
Show students that in the first column on their paper, they have a question. They
should read the question well first. Then they should look in their book on pp.
12-21 and see if they can find the answer. When they think they have the
answer, they need to decide if it is (S) – stated, (L) – look for it, or (T) – think
about it, and mark that strategy in the center column. Then students should
neatly write their answer to the question in the third column. If it is (S), they will
pretty much copy it word for word from the book. If it is (L), the answer will be
there, but not worded just like the question. If it is (T), they will have to think to
come up with a logical answer. Tell students that the (T) questions will probably
be the toughest for them, but they should try them before asking for help.
Accommodation/Differentiation: Special Education students can be given the
code answers and perhaps even page numbers for the answers. They should then
look them up and write their answers. You may choose to allow advanced
students to come up with the proper codes for the entire class.
Tell students that they may begin work now and collect papers when they are
finished. Assist students as needed in figuring out the coding for the questions.
When students are finished, collect papers and hand out Vocabulary Practice
Worksheet, Appendix G. Tell students that they have on their paper sentences
with words missing. They need to think about the vocabulary words that were
used in the text and use them to properly complete each sentence on this page. A
word box has been provided for their assistance in spelling correctly. Collect
papers when complete to grade. Accommodation/Differentiation: Special
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
13
E.
Education students can have the words in the word box read orally to them for
assistance. You could also allow them to use the glossary in their book or the
book pages itself for help. You might want to omit the word box for advanced
students.
17.
Tell students that in the next lesson they will see how Alexander Graham Bell’s
most famous invention changed the world!
Assessment/Evaluation
1.
Students understanding of the text and their ability to derive information from
nonfiction will be evaluated by student’s answers to the questions for pages 1221, Appendix F – Question-Answer Relationships graphic organizer.
2.
Students understanding of vocabulary used in this text will be evaluated by
completion of vocabulary practice worksheet, Appendix G.
Lesson Four: Could Somebody Get That?...the phone I mean! – two days – 45 minutes
each day
A.
Daily Objectives
1.
Concept Objective(s)
a.
Students understand interrelationships among science, technology, and
human activity and how they can affect the world.
b.
Students understand that science involves a particular way of knowing
and understand common connections among scientific disciplines.
c.
Students understand how to locate, select, and make use of relevant
information from a variety of media, reference, and technological
sources.
d.
Students recognize that literature is a record of human experience.
2.
Lesson Content
a.
Science Biographies
i.
Alexander Graham Bell
b.
Reading Comprehension and Response
i.
Independently read and comprehend longer works of fiction
(“chapter books”) and nonfiction appropriately written for third
grade or beyond
ii.
Orally summarize main points from fiction and nonfiction
readings
c.
Writing
i.
In some writings, proceed with guidance through a process of
gathering information, organizing thoughts, composing a draft,
revising to clarify and refine his or her meaning, and
proofreading with attention to spelling, mechanics, and
presentation of a final draft.
3.
Skill Objective(s)
a.
Student will analyze how the introduction of a new technology has
affected or could affect human activity.
b.
Student will be able to describe the contributions to the advancement of
science made by people of different cultures and at different times in
history.
c.
Student will give credit for borrowed information by telling or listing
sources.
d.
Student will use resources (for example, video tapes, …informational
books, reference materials…) and report information in their own words.
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
14
e.
B.
C.
D.
Student will read, respond to, and discuss a variety of literature such as
… non-fiction, and content-area.
Materials
1.
Alexander Graham Bell, by Paul Joseph (for each student)
2.
One sheet of 8 ½” X 11” white paper for each student
3.
Tuning fork (optional)
4.
Student copies of Appendix H, page 1 – Sum-It Up Chart
5.
Student copies of Appendix H, page 3 – Rubric
6.
Student copies of Appendix I, page 1 – Summary Strip
7.
Student copies of Appendix I, page 3 – Rubric
8.
Optional – video, Alexander Graham Bell, by Nest Entertainment
9.
Optional – Student copies of Appendix J – Video Response Sheet
Key Vocabulary
1.
Respiratory has to do with breathing.
2.
A tuning fork is a piece of metal with two prongs used for tuning musical
instruments. When struck, it vibrates to produce a particular tone.
3.
A primary source is a main source of information from an eyewitness.
4.
A secondary source is based on something that is not original; secondhand
information.
Procedures/Activities
1.
DAY ONE: Tell students that in this lesson they will be reading the last two
chapters of their book on Alexander Graham Bell and will learn all about the
invention that he is most famous for, the telephone. Tell students that the
invention of the telephone was not just a mere accident, but something that Aleck
and his assistant Watson worked very hard and long on to make it work. Ask
students what character quality they can think of that would apply to someone’s
life who worked very hard to achieve something important. (diligence,
perseverance) Tell students you would like them to think of that character
quality as they read today and if they can see ways this character quality was
played out in Aleck’s life.
2.
Hand out white paper to each student and have him or her fold the paper into
fourths and then open it up on their desk. Have them number the quadrants #1-4
on side one and #5-8 on side two. Tell students to leave these out as they read
and to keep their pencil handy.
3.
Have students turn to page 22 and begin reading pp. 22-25 together. Discuss the
meaning of a tuning fork with students, as they are probably not familiar with
what this is. You might want to show them a tuning fork at this time as well,
unless you have already experimented with using them in Science class. At the
end of each paragraph, have students make a mental picture in their minds as to
what they “see” happening in the book.
4.
After students have made a mental picture, tell them to take out their folded
paper from step 2. Tell them that in box #1, you would like them to draw a quick
sketch of what they see happening. For instance, they might want to draw a
picture of him quitting teaching and going to work on his experiments. They
might draw him working with tuning forks. Allow about two minutes for this
quick sketch.
5.
Now go on to read the rest of pp. 22-25, stopping after every paragraph to have
students make a quick sketch. Remind students that although this book does not
include the information, they should remember that the reason Aleck called for
Mr. Watson was that he had spilled some acid on his arm while working. Most
other sources include this information, so make sure students remember it. The
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
15
6.
7.
8.
9.
10.
11.
12.
picture on page 24 shows this happening. Tell them they will be using these
quick sketches to help them remember what they read.
Tell students that now they are going to finish today’s work on Alexander
Graham Bell by using a “Sum-It-Up Chart.” Using a transparency of Appendix
H, show students that when we read a nonfiction paragraph, or in our case, a
chapter of an entire nonfiction book, we should ask ourselves six questions as we
read. Ask a student if they can tell from the overhead what those six questions
are. (who or what, did what, when, where, why, and how?) Ask students what
they would write for the “who or what” they have been reading about.
(Alexander Graham Bell and Watson, his assistant) Ask them what to write for
“did what.” (invented the telephone) Ask if anyone knows “when” they did this.
They probably won’t remember, so have them look in their books. (March 10,
1876)
Without going through the rest of the process, students should understand how to
do this. Show students the “source” column on the overhead. Ask if anyone
knows what a source is. Explain to students that a source is the place that we got
our information from. Ask if anyone has personally talked with Mr. Bell today
or if they visited with him by phone to learn about his life. (no!) Tell students if
they had been able to do that, we would call Mr. Bell a primary source, because
he would be giving us direct information about his life and what had occurred.
Ask who would be some primary sources for news people in our society today.
Who would they talk to get information about a crime or an accident, etc?
(people at the scene of the accident, people who saw it happen)
Tell students since we got all of our information out of a book written by
someone, we are using what is called a secondary source. We did not talk to
Aleck himself, and the person who wrote the book we read probably didn’t
either. We consider this a secondary source. Tell students that when they write
research papers or reports on things, it is important for them to make note of their
source for their information, because they used someone else’s work to do their
work. Tell them that the person who wrote the book they read has the rights to
that information. Since we are using their information, we have to give them
credit for it. Explain that it is sort of like Alexander Graham Bell getting a patent
for his phone. He got credit for the work.
Ask students what their source was. (the book we read) Explain to them that we
will write this source in the third column. They will write it like this: Alexander
Graham Bell, by Paul Joseph, 1997. Show them where you find the copyright
year inside the front of the book.
Now, hand out student copies of Appendix H. Work together with students and
have them fill in the source information with you. Do not have any other
answers on the transparency for them. Accommodation: Give Special
Education students a copy of your transparency with the initial information still
on it for them to copy.
Tell them that when they are finished copying the source information, you would
like them to write answers on their own to the six questions on the left. After
they are done, they should raise their hand to have you check their answers and
discuss with you if they need to make changes, then they should use the
information on their chart to write a one or two sentence summary at the bottom
of their page. Collect these papers to grade using rubric in Appendix H, page 3.
DAY TWO: Explain to students that this invention of Alexander Graham Bell
had changed the world and was very important to the development of our country
and our society. Read together with them, pp. 27-29. Help them to see that
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
16
E.
Aleck did not stop with his invention of the telephone, but that he went on to
develop even more devices to help make peoples lives easier. Review with them
that his diligence and perseverance, as well as his desire to benefit the public,
were major character traits that prevailed throughout his life.
13.
Hand out student copies of Appendix I – Summary Strips. Read the directions
with students and have them complete this activity to summarize what they have
learned from this final chapter. Go around and assist students as they draw and
write their captions, making certain that they include the dates for the coast-tocoast call and Bell’s death. Correct as needed and collect to evaluate using rubric
for evaluation, Appendix I, page 3. Accommodation/Differentiation: This
would be a good time to team Special Education and Advanced students. Have
lower students draw pictures and advanced students write captions. Each team
could turn in just one paper.
14.
Optional Activity - Tell students that now they will be watching a short video as
a culmination of their study on Alexander Graham Bell. Hand out student copies
of Appendix J – Video Response Sheet. Show video, Alexander Graham Bell, by
Nest Entertainment, stopping video as necessary for students to answer questions.
Collect papers at end to evaluate. Accommodation: Provide partial answers for
Special Education students.
15.
Tell students that tomorrow they will begin working on their final project for this
unit.
Assessment/Evaluation
1.
Student’s ability to summarize events of pp. 22-26 will be evaluated by sentences
written on Appendix H and evaluated using Appendix H, page 3 rubric.
2.
Student’s ability to summarize events of pp. 27-29 will be evaluated by Summary
Strip, Appendix I and use of Appendix I, page 3 rubric.
3.
Optional Assessment – Students understanding of material presented in Video
will be evaluated by successful completion of Video Response Sheet – Appendix
J.
Lesson Five: Book Report Project – five days – 45 minutes each day
A.
Daily Objectives
1.
Concept Objective(s)
a.
Students understand interrelationships among science, technology, and
human activity and how they can affect the world.
b.
Students understand that science involves a particular way of knowing
and understand common connections among scientific disciplines.
c.
Students understand how to locate, select, and make use of relevant
information from a variety of media, reference, and technological
sources
d.
Students recognize that literature is a record of human experience.
2.
Lesson Content
a.
Science Biographies
i.
Alexander Graham Bell
b.
Reading Comprehension and Response
i.
Orally summarize main points from…nonfiction readings
c.
Writing
i.
Produce a variety of types of writing – such as stories, reports,
poems, letters, descriptions – and make reasonable judgments
about what to include in his or her own written works based on
the purpose and type of composition.
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
17
3.
B.
C.
D.
E.
Skill Objective(s)
a.
Student will analyze how the introduction of a new technology has
affected or could affect human activity.
b.
Student will be able to describe the contributions to the advancement of
science made by people of different cultures and at different times in
history.
c.
Student will use resources (for example, video tapes, …informational
books, reference materials…) and report information in their own words.
d.
Student will read, respond to, and discuss a variety of literature such as
… non-fiction, and content-area.
Materials
1.
One large piece of white poster board for each group of four students
2.
Copies of Alexander Graham Bell, from Text Resources from Lesson One for
each student
3.
Alexander Graham Bell, by Paul Joseph for each student
4.
Markers, glue, scissors, pencils, rulers, etc. to complete poster project (see
Appendix K)
5.
Student copies of Appendix K, pages 1-3
6.
Student copies of Appendix K, page 4
7.
Student copies of Appendix L
Key Vocabulary
None for this lesson
Procedures/Activities
1.
DAY ONE: For this lesson, students will be put into groups of four to prepare
and present their final presentations for their study of Alexander Graham Bell
and his accomplishments.
2.
Explain to students that they will be putting together a poster as a final project for
their study showing what they have learned about Alexander Graham Bell. They
may use their book as a resource for their project and they may also use the
photocopied article from Text Resources. When their projects are complete, they
will be presenting them to another class or to parents to show what they have
learned. These projects will be done in class as a group and each person will
have a responsibility toward the work of the entire group. They will be graded
on how well they work together to accomplish their task as well as how well
done their project is.
3.
Hand out student copies of Appendix K, pages 1-3 – Poster Requirements.
4.
Read over the directions for the posters with class and answer any questions they
have. Discuss the rubric with students so that they know how their project will
be graded. Also, talk about Team Member jobs and what every person is
responsible to do for the group.
5.
Allow students the remainder of this class period to work on this project.
6.
DAY TWO: Students continue to work on poster project
7.
DAY THREE: Students finish up work on poster project and self evaluate using
Appendix K, page 4.
8.
DAY FOUR: Students present poster projects to other classes or parents.
9.
DAY FIVE: Students take final assessment for unit – Appendix L. Grade
assessment according to scoring key provided, Appendix L, page 5.
Assessment/Evaluation
1.
Student’s cumulative knowledge of information regarding the life of Alexander
Graham Bell will be evaluated by completion of poster project of his life
according to rubric, Appendix K, page 2.
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
18
2.
Student’s cumulative knowledge of information regarding the life of Alexander
Graham Bell will be evaluated by completion of paper and pencil test, Appendix
L.
VI.
CULMINATING ACTIVITY
A.
Book Report Group Project – Appendix K
B.
Paper and Pencil Final Evaluation – Appendix L
VII.
HANDOUTS/WORKSHEETS
A.
Appendix A: Day One Assessment (two pages)
B.
Appendix B: Anticipation Guide
C.
Appendix C: “Burrito Questioning” (two pages)
D.
Appendix D: Vocabulary Review – Lesson Two
E.
Appendix E: Knowledge Rating Sheet
F.
Appendix F:
Question-Answer Relationships (two pages)
G.
Appendix G: Vocabulary Practice pp. 12-21
H.
Appendix H: Sum-It Up Chart (three pages)
I.
Appendix I:
Summary Strip (three pages)
J.
Appendix J:
Video Response Sheet (three pages)
K.
Appendix K: Poster Project (four pages)
L.
Appendix L: Final Evaluation (five pages)
VIII.
BIBLIOGRAPHY
A.
Core Knowledge Foundation, Core Knowledge Sequence: Content Guidelines for Grades
K-8. Charlottesville, VA: Core Knowledge Foundation, 1999. 1-890517-20-8
B.
Core Knowledge Foundation. Teacher Handbook: Grade 3. Charlottesville, VA: Core
Knowledge Foundation, 2005.
C.
Core Knowledge Foundation. Text Resource: Grade 3. Charlottesville, VA: Core
Knowledge Foundation, 2004.
D.
Fisher, Leonard Everett. Alexander Graham Bell. New York: Simon and Schuster
Children’s Publishing Division, 1999. 0-689-81607-3
E.
Gaines, Ann. Alexander Graham Bell: Discover the Life of an Inventor. Florida:
Rourke Publishing Company, 2002. 1-58952-117-X
F.
Hirsch, E.D., Jr., ed., A First Dictionary of Cultural Literacy. New York: Houghton
Mifflin Company, 1996. 0-395-82352-8
G.
Hirsch, E.D., Jr., ed., What Your Third Grader Needs to Know: Fundamentals of a Good
Third-Grade Education (Revised Edition). New York: Doubleday, 2001. 0-385-497199
H.
Housel, Debra J., M.S. Ed., Nonfiction Strategies: Grades 1-3. Westminster, CA:
Teacher Created Materials, Inc., 2002. 0-7439-3270-6
I.
Joseph, Paul. Alexander Graham Bell. Minneapolis, MN: Abdo Consulting Group, Inc.,
1997. 1-56239-632-3
J.
Nest Entertainment, Inc. Animated Hero Classics: Alexander Graham Bell. Irving,
Texas: Schlessinger Media, 1995. 1-57225-155-7 VIDEO
K.
Reid, Struan. Alexander Graham Bell. Chicago, IL: Heinemann Library, 2001. 157572-366-2
L.
Scholastic. Scholastic Children’s Dictionary. USA: Scholastic, Inc., 2002. 0-43936563-5
M.
Sherrow, Victoria. Alexander Graham Bell. Minneapolis, MN: Carolrhoda Books, Inc.,
2001. 1-57505-460-4
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
19
N.
O.
State of Colorado. Colorado Model Content Standards for Reading and Writing.
Colorado: State of Colorado, 2001. http://www.cde.org
State of Colorado. Colorado Model Content Standards for Science. Colorado: State of
Colorado, 2001. http://www.cde.org
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
20
Appendix A
Alexander Graham Bell Day One Assessment
Name
Date
____________________________
____________________________
Circle T if the statement is true. Circle F if the statement is false and then
change the underlined word to make it a true statement.
1.
T or F
Writing that is factually true is called nonfiction.
2.
T or F
Fiction is writing that is made up about something
that didn’t really happen.
3.
T or F
A novel is a book that tells the true story about a
person’s life.
4.
T or F
Biographies are fiction.
5.
Give a brief summary of who Alexander Graham Bell was and
why he is important in our lives.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
21
Appendix A, page 2
6.
Match the word with its definition:
_____ convenience
a.
_____ receiver
b.
_____ deaf
c.
_____ experiment
d.
_____ telegraph
e.
_____ assistant
f.
_____ phonograph
g.
a person who helps someone else do a
job
part of a telephone you hold in your
hand
something that is useful and easy to use
a device used to send messages over
long distances through wires
when you can’t hear or hear well
a machine that picks up and reproduces
sound that has been recorded on a
record
a test of an idea that takes place in a
lab
Answer Key – Appendix A: 1. T 2. T 3. F – biography 4. F – nonfiction 5. Answers will vary
6. c, b, e, g, d, a, f
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
22
Appendix B
(adapted from Nonfiction Strategies, by Debra J. Housel, M.S.Ed., pp. 24-25)
Alexander Graham Bell Anticipation Guide
Name
Date
________________________
________________________
Two Truths and a Lie
Below are three statements. Two of them are TRUE and one of them is a
LIE. Read the statements and decide which ones you think are true and
which one you think is a lie. Write T in front of the ones that are true and
write L in front of the one that you think is the lie.
________ 1.
Alexander Graham Bell was born in Edinburgh, Scotland.
________ 2.
As a young boy, Alexander Graham Bell never wondered
about how anything worked.
________ 3.
Alexander Graham Bell was not a good student in school.
Answer Key: 1. T -truth 2. L -lie 3. T –truth
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
23
Appendix C, page 1
(adapted from Nonfiction Strategies, by Debra J. Housel, M.S.Ed., p. 66-67)
Alexander Graham Bell “Burrito Questioning”
Name
Date
______________________
______________________
QUESTION
Page
Number
ANSWER
Where and when was
Alexander Graham Bell
born?
What was Aleck’s
remarkable gift?
Who taught him to play
piano? Why is this
odd?
Name three things that
his family would do for
entertainment in the
evenings.
What kind of a student
was Aleck?
What did Aleck like to
do to things he
collected? What does
that mean?
What did Aleck teach
his dog to do?
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
24
Appendix C, page 2
Alexander Graham Bell “Burrito Questioning”
Answer Key
Name
Date
______________________
______________________
QUESTION
Where and when was
Alexander Graham Bell
born?
What was Aleck’s
remarkable gift?
Who taught him to play
piano? Why is this
odd?
Name three things that
his family would do for
entertainment in the
evenings.
What kind of a student
was Aleck?
What did Aleck like to
do to things he
collected? What does
that mean?
What did Aleck teach
his dog to do?
Third Grade, Science Biographies
Page Number
ANSWER
6
Edinburgh, Scotland;
March 3, 1847
7
gift for sounds and tones
7
his mother, Eliza;
she was deaf
9
sing/play music;
Melville would do magic shows;
dramatic readings
10
not good
10
he would dissect them;
it means cut them apart for study
11
make noises that sounded like
“How are you, Grandma?” by
pressing on his voice box and
mouth
2005 Colorado Unit Writing Project
25
Appendix D
Alexander Graham Bell Vocabulary Review – Lesson Two
Name
Date
____________________
____________________
_____1. Duet
a.
very eager to know and learn
things
_____2. Arithmetic
b.
any sound considered with
reference to its quality, pitch,
strength or source
_____3. Dramatic
c.
a piece of music that is played or a
song that is sung by two people
_____4. Curious
d.
very exciting or full of action or
feeling
_____5. Concentrate
e.
an explanation based on
observation
_____6. Dissect
f.
type of mathematics that deals
with adding, subtracting,
multiplying, and dividing numbers
_____7. Tone
g.
to pay close attention
_____8. Theory
h.
to cut apart an animal or a human
body part so as to examine it
Answer Key: 1. c 2. f 3. d 4. a 5. g 6. h 7. b 8. e
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
26
Appendix E
(adapted from Nonfiction Strategies, by Debra J. Housel, M.S. Ed., pp. 22-23)
Alexander Graham Bell Vocabulary pp. 12-21
Name
Date
_______________________
_______________________
Knowledge Rating Sheet
Topic: Alexander Graham Bell, by Paul Joseph
pp. 12-21
Directions: Put a checkmark (;) in the column that tells how well you know each
of these words.
I know what it
I have heard it
I do not know it.
Word
means.
before.
classic
Great Britain
research
scientist
tuberculosis
communicate
transmitted
mechanics
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
27
Appendix F, page 1
(adapted from NonfictionStrategies, by Debra J. Housel, M.S. Ed., pp. 68-69)
Alexander Graham Bell Question-Answer
Relationships pp. 12-21
Name
Date
____________________
____________________
Directions: Read each question. Decide what strategy you need to use to find the
answer. Is the answer stated (S)? Is the answer one you had to look for (L)? Is the
answer one you had to think about (T)? Write S, L, or T in the code column. Then write
your answer in the third column.
QUESTION
CODE
ANSWER
1. How old was Aleck when he
finished high school?
2. Where did Aleck go to live after
high school?
3. How did Aleck feel at first about
going to live with his Grandfather?
4. Was going on this trip a good
experience for Aleck? Why or why
not?
5. What tragedy struck the Bell
household in 1867?
6. What disease did Aleck get after
that?
7. After Aleck got well, where did he
go to teach?
8. Who did Aleck meet in Boston?
9. What was Watson impressed
with?
10. Why did the two men become
friends and partners very quickly?
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
28
Appendix F, page 2
Alexander Graham Bell Question-Answer
Relationships pp. 12-21 Answer Key
QUESTION
CODE
ANSWER
1. How old was Aleck when he
finished high school?
S
p. 12 – Aleck finished high school when he
was 15.
2. Where did Aleck go to live after
high school?
L
p. 12 – He went to London, England.
L
p. 12 – He was going to miss his family but
knew the move would be good for him.
p. 13 – Learning was fun; loved studying;
grateful to gramps; changed him from a boy
to a man
3. How did Aleck feel at first about
going to live with his Grandfather?
4. Was going on this trip a good
experience for Aleck? Why or why
not?
5. What tragedy struck the Bell
household in 1867?
S
p. 16 – Edward died of tuberculosis.
6. What disease did Aleck get after
that?
T
p. 16 – Aleck began to get sick; he got
tuberculosis too.
7. After Aleck got well, where did he
go to teach?
L
p. 17 – He went to Boston to teach.
S
p. 21 – In Boston, Aleck met his future
assistant, Tom Watson.
p. 21 – Watson was impressed with the way
Aleck could come up with ideas and never
stopped thinking.
p. 21 – Watson knew about electricity and
Aleck had lots of ideas. They helped each
other learn.
8. Who did Aleck meet in Boston?
T
9. What was Watson impressed
with?
S
10. Why did the two men become
friends and partners very quickly?
T
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
29
Appendix G
Alexander Graham Bell Vocabulary Practice pp. 12-21
Name
Date
_______________________
_______________________
Read each sentence below and then use a word from the box to complete the sentence
properly. You will use each word only once.
Great Britain
transmitted
communicate
classic
scientists
tuberculosis
mechanics
research
1.
Aleck read many _______________ books when he was staying with
his Grandfather.
2.
Aleck’s father and grandfather were known throughout
_________________________ as excellent speech teachers.
3.
Aleck read a lot and did _____________ to help him learn more.
4.
________________ thought that the Bells’ work with the deaf was
outstanding and they paid attention to what they did.
5.
Edward and Melville both died of ______________________.
6.
Aleck knew that if he could figure out a way for sound to travel
through wires, it would help people ______________ better.
7.
Aleck worked on his experiments continually hoping to someday
make a machine that _______________ sound.
8. Aleck was not good at ______________, but Watson was and they
made a good team.
Answer Key: 1. classic 2. Great Britain 3. research 4. Scientists 5. tuberculosis 6. communicate
7. transmitted 8. mechanics
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
30
Appendix H, page 1
Sum-It-Up Chart
(adapted from Nonfiction Strategies, by Debra J. Housel, M.S. Ed., pp. 132-133)
The Telephone is Born
Look for
who or what
Answer
Source
did what
when
where
why
how
Write two to four sentences that summarize the information you entered on
the chart above. Remember to use proper punctuation and capitalization.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
31
Appendix H, page 2
Sum-It-Up Chart Answer Key
The Telephone is Born
Look for
who or what
Answer
Alexander Graham Bell
Watson, his assistant
did what
invented the telephone
when
March 10, 1876
where
Boston; America; in their rented
room
why
to help people communicate better;
service to mankind
how
through trial and error; lots of hard
work; lots of study; never gave up
Source
Alexander Graham Bell, by
Paul Joseph, 1997.
Write two to four sentences that summarize the information you entered on
the chart above. Remember to use proper punctuation and capitalization.
Alexander Graham Bell and his assistant, Tom Watson, invented the
______________________________________________________________________
______________________________________________________________________
telephone on March 10, 1876 in Boston, Massachusetts. They did this to help
______________________________________________________________________
people communicate better. It took lots of work and study but they never gave
______________________________________________________________________
up and finally got the job done! The world would never have been the same
______________________________________________________________________
without it.
______________________________________________________________________
______________________________________________________________________
Student answers may vary.
____________________________
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
32
Appendix H, page 3
Rubric for Sum-It-Up Summary Sentences
Name _________________
Date _________________
4
Sentence Rubric
Sum-It-Up Chart
3
2
1
Sentence
Format
Sentence(s) have
subject and verb
and make sense.
Sentences
Sentences make
missing subject or no sense.
verb.
Grammar,
Punctuation.,
etc.
Who or What
Grammar,
punctuation., etc.
100% correct
One-three errors
in Grammar,
punc., etc.
Four-six errors in
Grammar, punc.,
etc.
stated clearly
stated partially
gave incorrect
name or thing
not stated at all
Did What
stated clearly
stated partially
gave incorrect
information
forgot to tell what
they did
When
stated clearly
stated partially
gave incorrect
information
did not tell when it
occurred
Where
stated clearly
stated partially
gave incorrect
information
did not tell where
it occurred
Why
stated clearly
stated partially
gave incorrect
information
did not tell why it
occurred
How
stated clearly
stated partially
gave incorrect
information
Total Score:
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
Used only
phrases. No
attempt at
sentences.
More than six
errors.
did not tell how it
occurred or was
done
________/32 = _________%
33
Appendix I, page 1
Summary Strip
In the boxes below, summarize pp. 27-29 by drawing a picture and writing a caption for the main point
of each paragraph in your book. Your pictures should cover all the main details and your captions tell
what is happening. Be sure to include the date of the first coast-to-coast call and the date of Bell’s
death.
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
____________
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
34
Appendix I, page 2
Summary Strip Answer Key
In the boxes below, summarize pp. 27-29 by drawing a picture and writing a caption for the main point
of each paragraph in your book. Your pictures should cover all the main details and your captions tell
what is happening. Be sure to include the date of the first coast-to-coast call and the date of Bell’s
death.
Aleck
traveled the U.S.
__________________
The
first coast-to-coast call
__________________
Bell
invented many more
__________________
Bell
was most proud of his
__________________
showing
people the phone.
__________________
was
made in 1915 from
__________________
things
in his life to help
__________________
work
with the deaf. He died
__________________
He went to England to show
New York to California.
people, like the photophone
on August 1, 1922.
__________________
the queen.
__________________
__________________
__________________
__________________
and …
__________________
____________
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
35
__________________
__________________
Appendix I, page 3
Summary Strip Rubric
Name __________________ Alexander Graham Bell
Date ________________
Summary Strip Rubric
4
3
2
1
Pictures
Drawn
All four pictures
drawn
Three of four
pictures drawn
Two of four
pictures drawn
One of four
pictures drawn
Pictures
represent
facts
Accurately
represent facts in
paragraph
Somewhat
represent facts in
paragraphs
Barely represent
facts in
paragraphs
Do not represent
facts in
paragraphs
Captions
Captions
accurately
summarize facts
for all four
pictures
Captions
accurately
summarize facts
for three of the
four pictures
Captions
accurately
summarize facts
for two of the
four pictures
Captions
accurately
summarize facts
for one of the
four pictures
Neatness
Excellent
Good
Fair
Poor
Total Score: _________/16 = _______%
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
36
Appendix J, page 1
Alexander Graham Bell Video Response Sheet
Name
Date
_____________________
_____________________
1.
In what city did this story take place? ______________________
2.
In what year? __________________
3.
What was the first thing Alexander Graham Bell invented in the
movie?
____________________________________________________________
4.
What did Alexander Graham Bell want to send over a wire?
____________________________________________________________
5.
What shape did Watson suggest they make the mouthpiece instead
of the cylinder shape? ____________________________________
6.
Where did Bell work?
____________________________________________________________
7.
What did he do there?
____________________________________________________________
8.
What did Mr. Hubbert think at first about the telephone?
____________________________________________________________
9.
Where did Mr. Hubbert send Bell? ___________________________
10.
What did Mr. Henry think of the telegraph?
____________________________________________________________
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
37
Appendix J, page 2
11.
What else did bell show Mr. Henry while he was there?
____________________________________________________________
12.
What was Bell’s problem with inventing the telephone?
____________________________________________________________
13.
What did Henry tell him to do?
____________________________________________________________
14.
What did Bell have to give up on to keep inventing?
____________________________________________________________
15.
What did the students at the school think of their new teacher?
____________________________________________________________
16.
What did Bell say he would always be above all else
____________________________________________________________
17.
Bell told David, “You only fail when you _________ trying.”
18.
What did Bell say into his phone that Watson heard?
“_____________________________. I _______________________ you.”
19.
What did David tell Mr. Bell at the end?
____________________________________________________________
20.
What did Bell tell him? That ___________________________.
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
38
Appendix J, page 3
Answer Key
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Boston, Massachusetts
1875
A telegraph machine that could send four messages.
A human voice
Cone shaped
Boston School for the Deaf
Help deaf students learn to make sounds
He thought it was a toy; a waste of time
Smithsonian Institution in Washington, D.C.
He thought it needed some refining but it was a great invention.
His ideas for the telephone
He didn’t understand electrical theory
Get the knowledge about what he needed to learn…try.
His teaching at the deaf school
They didn’t like him
A teacher of the deaf
stop
“Mr. Watson, come here. I want to see you.”
That he would try.
That he would never fail.
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
39
Appendix K, page 1
Poster Requirements
Poster Project: Alexander Graham Bell
Content: The poster has the author’s name, book title, and at least five facts and
three colored pictures with captions. Put the names of your group members on the
back of your poster.
Appearance: Pictures are big and cover most of the space. Drawings are colored.
Print is neat and big enough. Mistakes are neatly corrected.
Spelling: The author’s name, book title, facts, paragraph, and picture captions are
spelled correctly.
Paragraph: The back of the poster has three or more sentences telling about the
best part of the book and the character traits that Alexander Graham Bell exhibited
throughout his lifetime. This should be written on notebook paper and should be
neat.
Alexander Graham Bell
By Paul Joseph
Alexander Graham Bell was born in Scotland in 1847. He lived
with his Grandfather in London for a year.
Bell worked as a teacher to teach deaf people to talk. He
learned how to do this from his father.
Alexander Graham Bell hired a man named Watson to help him
with his experiments. They worked a long time on making a
telegraph.
Alexander Graham Bell worked really hard to get sound to
travel through wires. He and Watson worked 20 hours a day
on their experiments.
Alexander Graham Bell
succeeded in inventing the
telephone in 1876. He traveled
the world to tell people about
it. He died in 1922.
Bell invented the phone.
Bell spent a year in London with
his grandfather.
Watson worked with Bell.
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
40
Appendix K, page 2
Rubric for Poster Project
Name _________________ Poster Project
Date _________________ Topic: ________________
4
Content
Appearance
Spelling
Paragraph
-author’s name
-book title
-at least five facts written in
sentence form
-three colored pictures with
captions
-names of your group members
on back
-pictures big and cover most
space
-drawings colored
-print neat and big enough
-mistakes corrected
-author’s name
-book title
-facts
-paragraph
-picture captions all spelled
correctly
-three or more sentences
-highlight best part of book
-character trait included
-on notebook paper
3
2
1
four of five
requirements met
three of five
requirements met
less than three
requirements met
three of four
requirements met
two of four
requirements met
less than two
requirements met
one-five mistakes
in spelling
six-ten mistakes
in spelling
more than ten
mistakes in
spelling
three of four
requirements met
two of four
requirements met
less than two
requirements met
Total score : _____/16 = _________%
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
41
Appendix K, page 3
Job Responsibilities for Group Poster Project
Team Member #1 :
Talk with all members of group to decide what five main
points you will include on your poster. Write them down neatly on notebook paper.
Check for spelling and have at least one other person check your spelling and
punctuation. Help with final pasting on of pictures, etc. in final stages if your team
has only four members.
Team Member #2: Talk with all members of group to decide what three pictures
you will draw to include on your poster. As a group decide on captions for your
pictures and write them down. Draw all three pictures on white paper and color
them neatly. Make sure they are the right size to fit with all the writing on your
poster.
Team Member #3: Do all of the writing on your poster. Use a ruler to draw light
lines you can erase later so that your writing is straight. Do all writing in pencil first.
Have someone check your spelling and punctuation. Trace over all writing with a
permanent black marker. Also, do all writing for the captions of the pictures after
pictures are placed and glued on.
Team Member #4: Talk with all members of your team to decide what to write on
the back of your poster. Use notebook paper and neatly write this information and
tape or glue it to the back of your poster. Be sure to have someone else check all of
your spelling and punctuation. You should also write the names of all of your group
members on the back of your poster.
Team Member #5 if applicable: Be the proofreader. Make sure you check all
spelling and punctuation of all writers. You should also do all of the gluing of
pictures, etc. at the end. Be sure all team members are doing their jobs and sharing
responsibility. Help all of the other team members, if they need help with writing,
drawing, etc.
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
42
Appendix K, page 4
Rate Your Poster Self-Evaluation
Name ___________________
Date ___________________
Each person in your group should fill out this form without consulting with others.
Compare your results to make sure your whole group is happy with your final
presentation.
Yes
Sort of
No
Content: The poster has the author’s name
(don’t forget to capitalize).
Content: The poster has the book title (don’t
forget to capitalize).
Content: The poster has at least five facts
written in sentence form.
Content: The poster has three colored
pictures with captions.
Content: The poster has group member’s
names on back.
Appearance: Pictures are big and cover
most of the space.
Appearance: Drawings are colored.
Appearance: Print is neat and big enough.
Appearance: Mistakes are neatly corrected.
Spelling: Author’s name spelled correctly.
Spelling: Book title spelled correctly.
Spelling: Facts all spelled correctly.
Spelling: Paragraph spelled correctly.
Spelling: Picture captions spelled correctly.
Paragraph: Has three or more sentences.
Paragraph: Highlights best part of book.
Paragraph: Includes a character trait.
Paragraph: Is written on notebook paper and
glued to back of poster.
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
43
Appendix L, page 1
Alexander Graham Bell Final Evaluation
Name
Date
1.
________________________
________________________
Alexander Graham Bell was born in
o
o
o
o
2.
London
Scotland
America
“The telephone is a convenience we could hardly live without.”
In this sentence, the word convenience means
o
o
o
o
3.
England
A kitchen appliance
Something that is useful
Something that is easy to make
A favor we do for someone
Alexander’s father was a teacher of
o
o
o
o
Young children
Mathematics
The blind
The deaf
4.
T or F
Writing that is factually true is called fiction.
5.
T or F
A biography is a book or true story written about a
person’s life.
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
44
Appendix L, page 2
Final Evaluation
6.
Match these words with their definitions:
_____ telegraph
a.
_____ curious
b.
A disease that destroys various
tissues of the body, most often the lungs
An explanation based on observation
_____ dissect
c.
To pass along, like across wires
_____ theory
d.
Very eager to know and learn things
_____ tuberculosis
e.
_____transmit
f.
First device that used electricity to send
messages over long distances
To cup apart an animal or a human
body part so as to examine it
7.
In the box below, tell about one way that Alexander
Graham Bell
and his assistant, Tom Watson were
alike and one way in which
they were different.
8.
Bell
Watson
Alike
Different
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
45
Appendix L, page 3
Final Evaluation
Read the following sentences. Look at each underlined word or
phrase. If it is correct, write “OK” above it. If it is incorrect, write the
correct answer above it.
8.
9.
10.
Alexander Graham Bell never wondered about how
things worked.
Aleck had a remarkable gift for sounds and tones.
Aleck went to live in America with his grandfather for a year.
11.
Aleck’s parents died of tuberculosis.
12.
Aleck was a teacher in New York, where he met his assistant
Watson.
13.
Aleck did not work very hard to make his inventions.
Fill in the blanks:
14.
Alexander Graham Bell’s most famous invention was the
_________________.
15.
He had figured out how to make ______________ travel across
wires.
16.
Without lots of ____________ work, Alexander might not have been
able to succeed.
17.
_______________ was very good with mechanics, which helped Bell
greatly.
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
46
Appendix L, page 4
Final Evaluation
18.
The first coast-to-coast call in the United States was made from
___________ ______________ to _________________ in 1915.
19.
Alexander Graham Bell died on August 1, ____________.
20.
Although he made a huge difference in everyone’s life with the
invention of the ________________, he was most proud of his
dedicated work with the ____________.
BONUS:
On the lines below, write a short paragraph describing
the main character lesson you learned from watching the video of
Alexander Graham Bell. (Hint: It has something to do with the things
he told David, the little deaf boy.)
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
__________________________________________
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
47
Appendix L, page 5
Final Evaluation Answer Key
1.
2.
3.
4.
5.
6.
Scotland
Something that is useful
The deaf
False
True
e. telegraph
d. curious
f. dissect
b. theory
a. tuberculosis
c. transmit
7. Alike – both were diligent; worked hard; both knew about electronics; interested in inventing
Different – Watson knew more about mechanics than Bell; Bell worked with the deaf, Watson
didn’t; Bell was a teacher
8. never – change to always
9. ok
10. America – change to London; grandfather is ok
11. parents – change to brothers; tuberculosis is ok
12. teacher and Watson are ok; New York – change to Boston
13. did not – change to did
14. telephone
15. sound (or voices)
16. hard
17. Watson
18. New York; California
19. 1922
20. telephone; deaf
BONUS: Answer should have to do with not giving up and working hard at what you want. Trying
until you can do things is the important lesson he taught David.
Third Grade, Science Biographies
2005 Colorado Unit Writing Project
48