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ACTIVITY GUIDE

TEACHER GUIDE

Cool Careers in

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TEACHER GUIDE

I. Overview

Sally Ride Science Teacher Guides 3

Cool Careers 4

Navigating the Book 4

Flexible Use 5

Correlation to Standards 5

Cool Careers: Correlation to Common Core 6

II. How to Use

Cool Careers

The Framework 7

A Blended Approach 7

Create a Presence 7

Cross-Links to Standards 8

Examples of How to Use Cool Careers 8

Example One 9

Example Two 10

As You Teach Language Arts 11

III.

Cool Careers in Engineering

About Cool Careers in Engineering 12

Introducing the book 12

Cool Careers in Engineering: Correlation to Common Core 13

Biographies and Activities Ellen Ochoa, Astronaut 16

Dava Newman, Biomedical Engineer 17

Bernard Amadei, Civil Engineer 18

Oren Jacob, Computer Graphics Engineer 19

Natalie Jeremijenko, Design Engineer 20

Wanda Gass, Electrical Engineer 21

Alexandria Boehm, Environmental Engineer 22

Soojin Jun, Food Engineer 23

Chuck Hoberman, Inventor 24

Oksana Wall, Project Engineer 25

Ayanna Howard, Robotics Engineer 26

Emir Jose Macari, Soil Engineer 27

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TEACHER GUIDE

The Sally Ride Science

Key Concepts in Science

and

Cool Careers

book series are available as print books

and books * A Teacher Guide accompanies each of the 36

Key Concepts

books and 12

Cool Careers

books

More information:

sallyridescience.com/learning-products

*Book pages pictured in the Teacher Guides are from book editions. Some pages in the print books have different images or layouts.

Sally Ride Science provides professional development and classroom tools to build students’

passion for STEM fields and careers Founded by Dr Sally Ride, America’s first woman in space,

the company brings science to life for upper-elementary and middle school students

Visit us at

SALLYRIDESCIENCE.COM

for more information

Cool Careers

Cool Careers in Biotechnology Cool Careers in Earth Sciences

Cool Careers in Engineering (Upper Elementary) Cool Careers in Engineering (Middle School)

Cool Careers in Environmental Sciences (Upper Elementary) Cool Careers in Environmental Sciences (Middle School)

Cool Careers in Green Chemistry Cool Careers in Information Sciences Cool Careers in Math

Cool Careers in Medical Sciences Cool Careers in Physics

Cool Careers in Space Sciences

Key Concepts in Science

Adaptations

Biodiversity The Biosphere Cells

Earth’s Air Earth’s Climate Earth’s Energy

Earth’s Natural Resources Earth’s Water

Elements and Compounds Energy Basics

Energy Transformations

Flowering Plants Food Webs Forces Genetics Geologic Time Gravity Heat Life Cycles Light Motion

Organic Molecules

Photosynthesis and Respiration

Physical Properties of Matter Plant and Animal Systems Plate Tectonics

The Rock Cycle

Solids, Liquids, and Gases Sound

Space Exploration Sun, Earth, and Moon Units of Measurement Vertebrates

The Water Cycle Weathering and Erosion

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TEACHER GUIDE

I. Overview

Cool Careers

The Cool Careers book series fuels students’ interest in science, technology, engineering, and math (STEM) The upper elementary series profiles 72 women and men working in STEM today The content is based on research that shows learning about STEM careers and the diverse people working in these fields inspires students and makes the study of science and math more meaningful to them

The set of 6 Upper Elementary Cool Careers books immerses students in engaging text, activities, and photos Each book introduces students to 12 scientists or engineers who shared their stories and provided personal photographs Accompanying each biography are career-related activities for students Cool Careers conveys the excitement of science and the wide variety of careers available It also encourages students to think about their own interests and future careers and to map out their short- and long-term goals

Cool Careers books include:

Middle School Books Upper Elementary Books

Cool Careers in . . .

Earth Sciences Engineering

Environmental Sciences

Green Chemistry Medical Sciences Space Sciences

Cool Careers in . . .

Biotechnology Engineering

Environmental Sciences

Information Sciences Math

Physics

Navigating the Book

Each Cool Careers book follows a progression

Engage Students’ Interest The Teacher Guide offers an engaging whole-class activity to introduce each book The activity stimulates students’ interest and curiosity, activates prior knowledge, and encourages students to express themselves and raise questions

What Do You Want to Be? An inspiring introduction by Sally Ride encourages students to think about their own interests and possible STEM careers

Meet the Scientists and Engineers Each of the 6 books covers a broad area of STEM and features 12 fascinating men and women working in STEM today That’s a total of 72 scientists and engineers for your students to explore

About Me A questionnaire lets students explore their interests and skills, and ponder STEM careers that match their strengths

Careers 4 U! Students are encouraged to investigate a STEM career of interest, and to map out their short- and long-term goals

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TEACHER GUIDE

I. Overview

Flexible Use

Cool Careers is designed to enhance any curriculum and many school initiatives It may be used

>

as part of your science curriculum

>

as part of your language arts curriculum

>

as a supplemental learning experience

>

as part of your counseling program

Correlation to Science Standards

Cool Careers is based on these National Science Education Standards

>

Science influences society through its accumulated body of knowledge and view of our world

>

Science and technology have advanced through the contributions of many different women and men from different social and ethnic backgrounds, with diverse interests and talents

>

Some scientists work in teams, and some work alone, but all scientists communicate extensively with others

>

Science relies on basic human qualities such as reasoning, insight, energy, skills, and creativity, as well as intellectual honesty, tolerance of ambiguity, and openness to new ideas

>

Scientists and engineers work in many different settings

>

There are many different paths to becoming a scientist or engineer

For information on alignment to state science standards and Next Generation Science Standards, visit

https://sallyridescience.com/learning-products/product-standards

Teachers Make a

Difference!

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TEACHER GUIDE

I. Overview

Cool Careers

: Correlation to Common Core

Sally Ride Science’s Cool Careers series provides students with authentic literacy experiences aligned to Common Core in the areas of Reading (informational text), Writing, Speaking and Listening, and Language as outlined in Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: http://www.corestandards.org/ELA-Literacy

Common Core State Standards

Cool Careers in STEM

Earth Sciences Engineering Environmental _Sciences Green Chemistry Medical Sciences _SciencesSpace

Reading Standar ds Infor mational Te xt K-5

Key Ideas and Details

RI 3 1, RI 3 2, RI 3 3 RI 4 1, RI 4 2, RI 4 3 RI 5 1, RI 5 2

RI 3 1, RI 3 2 RI 4 1, RI 4 2 RI 5 1, RI 5 2

RI 3 1, RI 3 2, RI 3 3 RI 4 1, RI 4 2, RI 4 3 RI 5 1, RI 5 2

Craft and Structure RI 3 4, RI 3 5RI 4 4 RI 5 4

RI 3 4, RI 3 5 RI 4 4 RI 5 4

Integration of Knowledge and Ideas

RI 3 7 RI 4 7 RI 5 7

Range of Reading and Level of Text Complexity

RI 3 10 RI 4 10 RI 5 10

Writing Standar

ds K-5

Text Types and Purposes

W 3 1a-d, W 3 2a-d, W 3 3a-d W 4 1a-d, W 4 2a-e, W 4 3a-e W 5 1a-d, W 5 2a-e, W 5 3a-e

Production and Distribution of Writing

W 3 4, W 3 5 W 4 4, W 4 5 W 5 4, W 5 5

Research to Build and Present Knowledge

W 3 7, W 3 8 W 4 7, W 4 8, W 4 9b W 5 7, W 5 8, W 5 9b

W 3 7 W 4 7, W 4 9b W 5 7, W 5 9b

W 3 7, W 3 8 W 4 7, W 4 8, W 4 9b W 5 7, W 5 8, W 5 9b

W 3 7 W 4 7, W 4 9b W 5 7, W 5 9b

Range of Writing W 3 10W 4 10 W 5 10

W 3 10 W 4 10 W 5 10

Speaking and Listening

Standar

ds K-5

Comprehension and Collaboration

SL 3 1a-d, SL 3 2 SL 4 1a-d, SL 4 2 SL 5 1a-d, SL 5 2

Presentation of Knowledge and Ideas

SL 3 4 SL 4 4, SL 4 5 SL 5 4, SL 5 5

SL 3 4 SL 4 4 SL 5 4

SL 3 4, SL 3 5 SL 4 4, SL 4 5 SL 5 4, SL 5 5

SL 3 4 SL 4 4, SL 4 6 SL 5 4, SL 5 6

Language

Standar

ds K-5

Knowledge of Language

L 3 3a-b L 4 3a-c L 5 3a-b

Vocabulary Acquisition and Use

L 3 4a-d, L 3 6 L 4 4a-c, L 4 6 L 5 4a-c, L 5 6

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TEACHER GUIDE

II. How to Use

Cool Careers

The goal is to

> guide students in exploring the wide variety of STEM careers > introduce students to diverse

scientists and engineers > help students get to know

themselves better

> assist students in mapping out their goals

A Blended Approach

Research shows that a blended approach to science learning—face-to-face activities for the whole class combined with activities where students work independently or in pairs—is more effective than either approach alone

Create a Presence

As you use Cool Careers, build a science careers presence in your classroom Here are some ideas

> Create a Cool Careers wall as students read about scientists and engineers and learn about the wide variety of science careers

For example, the first biography in Cool Careers in Space Sciences is about Astrobiologist Christopher Chyba. Have a student write this career and the scientist’s name on a 4-by-6 card and put it on the wall. After the wall has 20 or so STEM careers posted, ask students to suggest ways the cards could be organized. Let them know there’s no one right way.

> Create a My Cool Careers wall featuring students’ dream science or engineering careers

You may have students do this after they have read about many

scientists and engineers, and completed the About Me page and Careers 4 U! activities at the end of at least one book.

> Invite scientists and engineers (including parents or other family members) to your classroom or school

Ask the speakers to tell students about what they do, how they got interested in their careers, and what they find interesting, fun, or challenging about them.

There are many ways to incorporate Cool Careers into classroom instruction We encourage you to make connections to scientists and STEM careers each week throughout the school year

The Framework

diverse

scientists

Introduce

students to

Framework

A Research-Based

&

engineers

Help

students

themselves

get to know

better

Assist

students in

their

goals

mapping out

Guide

students in

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TEACHER GUIDE

II. How to Use

Cool Careers

Example One

Select one Cool Careers book that best fits your theme of instruction For example, if your class is learning about our solar system, you might select Cool Careers in Space Sciences

Example Two

Select several biographies from different Cool Careers

books that best fit your theme of instruction For example, if your theme is Plants and Photosynthesis, you may select Ray Wheeler, Plant Physiologist/Cool Careers in Space Sciences; Mary Cleave, Astronaut/

Cool Careers in Environmental Sciences; Natalie Jeremijenko, Design Engineer/Cool Careers in

Engineering; and Nandika D’Souza, Materials Engineer/

Cool Careers in Green Chemistry

Cross-Links to Standards

We have cross-linked national science and math standards to the 72 scientists and engineers in the Upper Elementary Cool Careers books Use our charts of key science concepts and key math concepts to find scientists and engineers who work on topics in your core instruction

See the alignments of Key Science Concepts and Key Math Concepts for grades 3-6 at: https://sallyridescience.com/learning-products/product-standards

Examples of How to Use

Cool Careers

The following examples show how to incorporate Cool Careers into your curriculum One shows how to use one book at a time, and the other one shows how to use biographies from several books—based on the theme of instruction

Engaging All Students

Craft Stick Method

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TEACHER GUIDE

II. How to Use

Cool Careers

Example One

Select a Cool Careers book that best fits your theme of instruction Theme of Instruction: Our Solar System

Book:Cool Careers in Space Sciences

Engage Students’ Interest

Explore Careers

Elaborate on Careers

Preview the book

Stimulate students’ interest and curiosity, activate prior knowledge, and encourage students to express themselves and raise questions

Write these words on the board: space exploration, space scientists Ask students what comes to mind when they think about space exploration Then ask students to share what they know about scientists who explore space and why it is important to do so Ask questions such as, What are some objects in the Universe that scientists have explored? Explain that the book students are about to read tells the stories of 12 women and men who study space

What Do You Want to Be? Tell students to browse through Cool Careers in Space Sciences Tell them to get a sense of the content of this book Then ask students to go to page 4 in their books and read What Do You Want to Be?

Discuss Careers

When students have finished reading, ask, What advice did Sally Ride give you? Encourage students to elaborate on their answers with questions such as, How do you think that advice applies to you? and How could you follow that advice?

Read About a Scientist

Divide the class into 12 groups Assign one of the 12 biographies in the Cool Careers in Space Sciences book to each group Ask students to read their assigned biography Tell students to do the activities that go with the biography after they read it

Write a Summary

Have members of each group work together on a paragraph summarizing what the scientist does (including his or her name and STEM career), and including one personal piece of information about the person Explain to students that summarizing the biography will help them understand and remember it

Share What You’ve Learned

Call on each group of students to share their summary with the class As a class, agree on the most important points of each summary and write them on the board

Ask each group to create a 4-by-6 card of the STEM career and name of the scientist or engineer they learned about and post it on the Cool Careers wall

Explore Another Career

If time permits, assign a different biography to each group and have them read the biography, do the online activities, and then work with their group to write a paragraph summarizing what the scientist does

About Me

Have students go to the About Me pages in their books and answer the questions Tell students that by thinking about and answering the questions, they will learn more about themselves

Careers 4 U!

Have students go to the Careers 4 U! page in their books Ask students to work independently and choose one of the space science careers from the book to investigate Have students write down their reflections about their plans and goals as they relate to the career that interests them

Looking Ahead

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TEACHER GUIDE

II. How to Use

Cool Careers

Engage Students’ Interest

Explore Careers

Elaborate on Careers

Preview the book

Stimulate student interest and curiosity, activate prior knowledge, and encourage students to express themselves and raise questions

Ask students, What are some careers where you would need to understand plants and photosynthesis? Write students’ ideas on the board, and encourage them to elaborate on their answers Tell them that they will read about some careers that relate to plants and photosynthesis

What Do You Want to Be?

Have students turn to What Do You Want to Be? in one of the books and read Sally Ride’s message on page 4

Discuss Careers

When students have finished reading, ask, What advice did Sally Ride give you? Encourage students to elaborate on their answers with questions such as, How do you think that advice applies to you? and How could you follow that advice?

Read About a Scientist

Divide the class into four groups and assign one of the four biographies to each group

Have students read their assigned biography and do the activities that go with the biography

Write a Summary

Have members of each group work together on a paragraph summarizing what their scientist does (including his or her name and STEM career), and including one personal piece of information about the person Explain to students that summarizing the biography will help them understand and remember it

Share What You’ve Learned

Ask each group of students to share their summary of the scientist they read about Ask each group to write down the STEM career and name of the scientist or engineer on a 4-by-6 card for the Cool Careers wall

Explore Another Career

Assign each student group to read about another scientist or engineer from among the four you have chosen After students read, ask them to do the activities that go with the second biography

Connect Careers to Science Lessons

Initiate a class discussion to check students’ understanding of what the scientists they’ve read about do and how their work relates to what students are learning about plants and photosynthesis Ask questions such as, Why is understanding photosynthesis important for Ray Wheeler? What does Natalie Jeremijenko’s research have to do with plants?

About Me

Have students turn to the About Me pages in one of the books Tell students that by thinking about and answering the questions, they will learn more about themselves

Careers 4 U!

Have students turn to the Careers 4 U! page in one of the books Ask students to work independently and choose one of the STEM careers from the book to investigate Have students write down their reflections about their plans and goals as they relate to the career that interests them

Looking Ahead

As a class, make a three-column chart on the board labeled

Middle School, High School, and College Have students create the same chart in their science journals Ask students to suggest what middle school classes, electives, and other activities will help them prepare for the career that interests them Model writing students’ responses in the first column Tell students to fill in information on their charts as they learn more about the career

Example Two

Select several biographies from different Cool Careers books that best fit your theme of instruction

Theme of Instruction: Plants and Photosynthesis

Biography/Book: Ray Wheeler, Plant Physiologist/Cool Careers in Space Sciences

Mary Cleave, Astronaut/Cool Careers in Environmental Sciences

Natalie Jeremijenko, Design Engineer/Cools Careers in Engineering

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TEACHER GUIDE

II. How to Use

Cool Careers

As You Teach . . . Language Arts

Science and technology play a larger role in our daily lives than ever before That’s why it’s essential for students to become scientifically literate and skilled at nonfiction reading and writing Being able to read a newspaper and make informed decisions about health, the environment, and local and global affairs requires solid nonfiction reading and writing skills

The purpose of nonfiction (also called expository or informational) writing is to explain, inform, or persuade using factual information.

Most students enjoy nonfiction reading As they read nonfiction books and other materials, they develop important comprehension skills such as identifying main ideas, integrating main ideas with prior knowledge, and using context clues to determine the meaning of science vocabulary Students also learn to recognize the organizational structures of nonfiction text—from compare and contrast and cause and effect to sequences or a combination of these Reading research shows that students’ reading skills and motivation are enhanced when they have the opportunity to read a balance of fiction and nonfiction

Accompanying each of the 12 biographies in each book are activities for students to do that build their nonfiction reading and writing skills

Science Writing Students practice writing clear, concise, and engaging science articles, stories, and persuasive essays The purpose of writing expository text is to present facts and details that support the facts in an organized way

Making a Science Poster Students practice creating engaging visual presentations by researching and writing about a topic, creating titles, captions, graphics, and science drawings that communicate scientific information

Creating a Science Drawing Students practice creating accurate science drawings that include specific details, labels, and other scientific information Writing Interview Questions Students practice writing questions using the

5W’s and H (who, what, when, where, why, and how) to learn information about a person to use in writing a science article, biography, or essay

Science Vocabulary Strategies

Like all subjects, science has its own specialized vocabulary

Here are some strategies for helping students build their science vocabulary

> Have students create a personal dictionary in which they note unfamiliar science words they come across while reading

> Assign one science word to each student and encourage him or her to research the origin and definition of the word Also, have them write an interesting and fun sentence using the word that will help their classmates to remember it

> Write a cloze sentence on the board for each science term Call on volunteers to complete the sentences Have students try to determine the meaning of the word from context clues

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TEACHER GUIDE

III. Cool Careers in

Engineering

Cool Careers in ENGINEERING

About

Cool Careers in Engineering

Engineers are designers, builders, and inventors An engineer is behind just about everything around you—hybrid cars and laptop computers, wind turbines and tennis rackets, roller coasters and rockets Engineers design robotic spacecraft to explore the dwarf planet Pluto and rovers to be our eyes and ears on Mars They invent lasers to turn on the TV and to treat medical conditions They design solar panels, cell phones, and tennis shoes They make renewable energy out of hydrogen in water And they build satellites that orbit Earth and beam radio, TV, and Internet to people all over the globe The women and men who work in engineering come from many different backgrounds They include energy engineers, robotics engineers, civil engineers, bioengineers, inventors, and more

This book introduces students to 12 fascinating men and women working in engineering The engineers describe what they do, how they got into it, and why they enjoy it They talk about their interests when they were growing up and the people who inspired them They pass on the excitement of being an engineer, the wide variety of careers, and the many paths leading to careers in engineering And they encourage students to think about their own interests and future careers

Introducing the Book

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TEACHER GUIDE

Cool Careers in Engineering

: Correlation to Common Core

Sally Ride Science’s Cool Careers series provides students with authentic literacy experiences aligned to Common Core in the areas of Reading (informational text), Writing, Speaking and Listening, and Language as outlined in Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Cool Careers in Engineering and the accompanying activities align to the following standards:

Reading Standards for Informational Text K-5 (RI), Grades 3-5 Key Ideas and Details

1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers Grade 3

Refer to details and examples in a text when explain what the text says explicitly and when drawing inferences from the text Grade 4

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text Grade 5 2 Determine the main idea of a text; recount the key details and explain how they support the main idea Grade 3

Determine the main idea of a text and explain how it is supported by key details; summarize the text Grade 4 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text Grade 5

Craft and Structure

4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade appropriate topic or subject area Grades 3-5

5 Use text features and search tools (e g , key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently Grade 3

Integration of Knowledge and Ideas

7 Use information gained from illustrations (e g , maps, photographs) and the words in a text to demonstrate understanding of the text (e g , where, when, why, and how key events occur) Grade 3

Interpret information presented visually, orally, or quantitatively (e g , in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears Grade 4

Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently Grade 5

Range of Reading and Level of Text Complexity

10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts Grades 3-5

Writing Standards K-5 (W), Grades 3-5 Text Types and Purposes

1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information Grades 3-5 a.-d. 2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly Grade 3 a.-d.,

Grades 4-5 a.-e.

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TEACHER GUIDE

Production and Distribution of Writing

4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose Grade 3

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience Grades 4 and 5

5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing Grades 3 and 4

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach Grade 5

Research to Build and Present Knowledge

7 Conduct short research projects that build knowledge about a topic Grade 3

Conduct short research projects that build knowledge through investigation of different aspects of a topic Grade 4

Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic Grade 5

9 Draw evidence from literary or informational texts to support analysis reflection, and research Grade 4 b., Grade 5 b.

Range of Writing

10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences Grades 3-5

Speaking and Listening Standards K-5 (SL), Grades 3-5 Comprehension and Collaboration

1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade appropriate topics and texts, building on others’ ideas and expressing their own clearly

Grades 3-5 a.-d.

2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally Grade 3

Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally Grade 4

Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally Grade 5

Presentation of Knowledge and Ideas

4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace Grade 3

Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace Grade 4

Report on a topic or text or present on opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace Grade 5

Language Standards K-5 (L), Grades 3-5 Knowledge of Language

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TEACHER GUIDE

Vocabulary Acquisition and Use

4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade appropriate reading and content, choosing flexibly from a range of strategies Grade 3 a.-d., Grade 4 a.-c.,

Grade 5 a.-c.

6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that: signal spatial and temporal relationships Grade 3

signal precise actions, emotions, or states of being (e g , quizzed, whined, stammered) and that are basic to particular topic (e g , wildlife, conservation, and endangered when discussing animal preservation ) Grade 4

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Edible Engineering

Direct students to www.nasa.gov/mission_pages/LRO/ main/ Suggest that students use the images of the Lunar Reconnaissance Orbiter (LRO) as a model to create their own edible robotic spacecraft Lead a discussion about what the LRO does (take pictures and gather information about the Moon’s surface) Then have students discuss foods they could use to build their edible spacecraft, such as pasta, bread, and crackers (body, panels), carrot sticks (antennas), peanut butter or gumdrops (glue, fasteners), and cookies (sensors, camera)

Spacercise

Have students evaluate what types of exercise would and would not be possible in space and create an exercise plan for an astronaut Be sure students discuss why some exercises would be unrealistic Students might be surprised to learn that astronauts spend about 2½ hours each day exercising They may ride on a device that is similar to a stationary bike, walk or jog on a treadmill, or use a resistance device to do many of the same exercises they do on Earth, such as squats, arm exercises, and heel raises Of course, astronauts must use harnesses to stay attached to the machines, or they would just float and not get the workouts they need

Think About

Ask students why they think growing plants in space is an important experiment Have students discuss the difficulties that might be presented (Possible answers: There is no soil, liquid water, or air to provide carbon dioxide—a key ingredient for photosynthesis.) Students can read one astronaut’s description of trying to grow plants in the space station at spaceflight.nasa.gov/station/crew/exp6/spacechronicles13. html

Ask students to complete the activities on page 7.

Before reading

> Before students read about Ellen, ask them what they know about weightlessness Discuss any videos or DVDs students have seen or books they have read about astronauts floating around in space Ask them to think about what weightlessness would be like and whether it is something they would want to experience and why Explain that all astronauts have to learn to work in a weightless environment > Ask students to predict what kinds of tasks an astronaut

might perform on the job Then discuss with them possible rewards and challenges of being an astronaut Use their responses to initiate a discussion about a career as an astronaut

After reading

> After students read about Ellen, have them compare what they read to what they predicted and tell if anything surprised them Why or why not?

> Ask, When Ellen was young, what did she want to be? (She wanted to be president.) Explain that many people change their minds about career choices as they get older Have students discuss specific things they could do to prepare for the career they have in mind now versus general preparation they should do in case they change their minds

> Have a volunteer read aloud the caption under Ellen’s picture on page 6 Ask, Why do you think Ellen says that an astronaut must be a team player? (Possible answer: Many tasks performed by astronauts take more than one person to do.) Discuss these tasks and why having more than one person working on them is advantageous

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What Would U Do?

After students are finished, you may wish to have them learn more about experiments in space by going to NASA’s Web site www.nasa.gov/audience/foreducators/plantgrowth/reference/ Scientific_Method.html Suggest student pairs write at least two questions and then use those as starting points Then they can proceed to form a hypothesis and design their experiment Have students also include the materials they would need to conduct the experiment

Is It 4 U?

In their science journals, have students write a paragraph describing which parts of a biomedical engineer’s career they would most enjoy and which parts they would find challenging Suggest they also write about other careers that have some of the same activities or responsibilities Call on volunteers to share their paragraphs

Suited Up

Encourage students to think about how the conditions on Mars influence the creation of a spacesuit to use there Students can use Dava’s design as a starting point Suggest they consider questions such as these: How would they protect someone from giant dust storms and extreme temperatures? How will the astronauts breathe?How will they be able to move in a desert terrain and up mountains and down canyons? After students get feedback from a classmate, have them make any necessary adjustments to their designs

Before reading

> Before students read about Dava, ask them to draw and label a map of the solar system Have them describe where Mars is located (Mars is the fourth planet from the Sun. Mars is between Earth and Jupiter.)Then have students think about why we would want to go to Mars—as opposed to another planet—and discuss some of the obstacles that astronauts might encounter when traveling to Mars (Possible answers: The trip is very long, they are confined in a small space, they may experience boredom and low gravity, and they are far from Earth.)

> Use the discussion to introduce Dava’s biography Tell students to look for information in the biography that tells how a biomedical engineer could help make exploring Mars possible once astronauts arrive

After reading

> After students read about Dava, have them explain how her work relates to space travel Then have them compare and contrast the spacesuits Dava is working on with the spacesuits used during the Apollo mission

> Work with students to complete a Problem-Solution Chart listing different problems that Dava works on Draw a model chart on the board with two entries Fill in the two solutions as spacesuit and roboticankle brace Guide students to fill in the problems that each solved (Possible answers: The new spacesuit solves the problem of the older, bulky spacesuits that restrict movement. Robotic ankle braces solve the problem of stroke victims not being able to walk.)

When students finish the activities, ask a volunteer to write Dava’s career and name on a 4-by-6 card and post it on the Cool Careers wall.

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Brick by Brick

Have partners write and illustrate the steps for a poster about making paper and sawdust bricks in a hand press To help students understand the process of making the bricks, they may wish to visit www.newdawnengineering.com/website/ stove/firecube Have partners review the steps they illustrate to be sure they are clear so that someone could follow them

What’s the Plan?

Divide students into teams Discuss with students the fact that getting funding for any project requires a lot of work Teams’ proposals should include what the project is, who it will help, why it is important, where it will be located, and a time line that shows when the project will begin It should also include the different project stages and when the project will end Teams could also illustrate what their final project might look like

Before students begin the activity, you may wish to provide the following background information

> Rwanda is a country in Africa In many rural parts of Rwanda, there is very limited access to safe drinking water The World Bank International Development Association and many other organizations have projects in Rwanda devoted to delivering clean water and sanitation facilities to these remote regions

> Guatemala is a country of about 14 million people in Central America Getting electricity to small villages is difficult Engineers Without Borders-USA has been involved with developing wind turbine technology for use in Guatemala > Bangladesh, a country in Asia, is home to approximately

160 million people Safe drinking water, however, is limited Interventions include digging deeper wells, harvesting rain water, and testing water for arsenic Engineers Without Borders-International has a start-up organization in Bangladesh

Before reading

> Before students read about Bernard, ask them what phrases include the word civil (Possible answers: civil

rights, civil war, civil liberties) Then explain that one meaning of the word civil is “relating to citizens ” Have students use this information to develop a working definition for the term

civil engineering. (Possible answer: Civil engineering involves designing and building things such as roads, bridges, and buildings used by people.) Then have them share examples of civil engineering projects in their community

After reading

> After students read about Bernard, check their understanding by having them evaluate the definitions for the term civil engineering they developed in Before reading. Ask students to correct or expand upon the definitions, as needed, and then to share their revised definitions with classmates

> Lead a discussion with students about how Bernard has been able to combine engineering with helping others Ask, What are some projects that Engineers Without Borders-USA has undertaken around the globe? (Possible answers: installing solar cells in villages; digging wells; building bridges, schools, and roads) Have students suggest other ways this organization could help people

> Have a volunteer re-read the first sentence under

The Engineers That Could on page 10 Have students explain why Bernard was inspired (Possible answer: He saw what happened when he used his engineering skills to help others.) Then ask students to think about work they would feel inspired to do and why, and how they might go about doing it Ask volunteers to share their responses

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Is It 4 U?

Ask students to discuss with their partners aspects of Oren’s job they would enjoy and the skills needed to become a graphic engineer Also encourage them to identify challenges in Oren’s job, such as having the patience to animate small items such as individual feathers After classmates’ discussions, suggest that they write their thoughts in their science journals

Feather Figures

After students finish the activity, have a volunteer come to the board and write out the first problem

24 pelicans x 50,000 feathers = 1 2 million _feathers 1 pelican

Then have another volunteer come to the board and write out the second problem

1 2 million feathers

= 150,000 feathers per _{crew member} 8 crew members

Movie Homework

Another way for students to understand how difficult animation can be is to have them look at or create flip books Each picture has to be slightly different than the one before it in order to convey a sense of movement Have students write a paragraph about their thoughts once they finish making their flip books Then have volunteers tell which movies they chose and why, and share their paragraphs with a partner

Before reading

> Before students read about Oren, ask them to describe any computer-animated movies they have seen Have students think about aspects of the movie that appeared “real” and in their own words describe what parts of the movie were more “real” than others Tell students they will learn more about the creativity and hard work involved in making animation look real when they read Oren’s biography

> Have each student write a question they have about how computer-animated movies are made Then have students watch for the answers to their questions as they read Oren’s biography

After reading

> After students read about Oren, have them note if their questions about computer animation were answered in the biography Encourage students with unanswered questions to carry out additional research to find the answers

> Have students imagine they could make a computer-animated movie Tell them to write a plot outline for a short movie Then have students make a list of things that a computer animator working on the movie would need to consider to make the movie come to life For example, an animator would think about how the characters will move and what scenery the movie would use Be sure students think about which real-life movements would be hard to recreate and why

> Discuss the history of animated movies (They have been made for more than 100 years ) Using computers in the process, however, is a relatively new development Have students compare and contrast a computer-animated film with traditional animation Then ask students to think about and describe how computers have changed other careers

When students finish the activities, ask a volunteer to write Oren’s career and name on a 4-by-6 card and post it on the Cool Careers wall.

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Rules of Brainstorming

Review the list of brainstorming rules with students Ask if there are any other rules they would like to add Explain that they will have a chance to use their brainstorming skills in Design Makeover

Design Makeover

Divide students into teams Encourage teams to use the Rules of Brainstorming to think of ways to improve the design of an everyday object Tell students that sometimes simple changes can make a big difference For example, some fire departments changed the color of their vehicles from red to lime yellow when they realized there would be fewer accidents with the lighter color Have teams discuss which of their suggestions would be easy to implement and which would be difficult to implement When each group has completed the activity, have them share their ideas with other teams If possible, have some teams try to implement their ideas

Eye-Catching

Ask students to use art to bring attention to an environmental problem Students might look at magazines and posters to see what kinds of designs are most effective Have students explain why they picked each particular issue and encourage them to be creative and to include scientifically accurate information in their artwork If possible, display the completed artwork in the classroom

Before reading

> Before students read about Natalie, explain that looking for specific information as they read can help them to better understand what they have read Tell students to look for answers to these questions when they read Natalie’s biography:

—What is the “common thread” of all of Natalie’s projects?

— What does Natalie feel is the benefit of asking the same questions from different points of view?

Have students also come up with one question on their own and see if they can find the answer in the reading

After reading

> After students read about Natalie, check their understanding by having them discuss their responses to the questions listed in the Before reading activity (Possible answers: The common thread is that all of Natalie’s projects present scientific ideas and data in ways that grab your attention. Asking the same questions from different points of view is a way to develop a better understanding of the problem.)

> Point out that the biography poses the question, “So is Natalie an artist or an engineer?” Have students respond to this question using information from the biography to support their opinions Then ask,

What other careers incorporate art?

> Have students make a T-Chart On the left-hand side, have them list the skills that might be useful for someone with Natalie’s career On the right-hand side, have students list their own characteristics Then have students use this information to help them decide if a career in design engineering might be right for them Have them write a paragraph telling why or why not

When students finish the activities, ask a volunteer to write Natalie’s career and name on a 4-by-6 card and post it on the Cool Careers wall.

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Look Around

Ask students how objects that use electricity can easily be identified (Possible answer: They must be plugged in or use batteries in order to work.) After students come up with their lists, have them write down the benefits associated with each object

About You

Ask students to think about experiences they have had being the first to do something In their science journals, have them write a paragraph describing the experience, what they learned, what challenges they faced, and what they enjoyed Ask students to include the name of a club they might want to join or start, and why

It’s a Process

Divide students into teams Review with students the entire sequence of steps in the Engineering Design Process You may wish to have teams read the Rules of Brainstorming on page 15 of their books

Then have students research further to develop one idea and sketch it Remind students to be detailed in their drawings and to use labels and captions to enhance their drawings Have each team present its idea and sketch, and be sure students ask questions and offer constructive feedback Discuss with students why scientists often go back and start over when they realize there are problems with their designs After teams present their ideas, ask them to think about ways they could alter their design to help conserve electricity

Role Models

Encourage students to think about role models in their life— people they admire Have students write a paragraph or poem in their science journals, or create a drawing that expresses how this person inspires them

Before reading

> Before students read about Wanda, have them discuss where electricity comes from and what they know about it Then ask students to name everyday objects that use electrical energy > Ask students to predict what an electrical engineer might

do—and how

After reading

> After students read about Wanda, check their understanding by having them review their predictions and make any necessary corrections

> Lead students in a discussion about Wanda’s quote, “I like to try to predict the future—what people will need ” Ask students to think about how an electrical engineer could use information from the present to come up with ideas for the future Then have students think of an idea for an electronic device and share their idea with a partner

> Ask students to read the first heading in the biography on page 16. Have them explain why the term pioneer is used to describe Wanda (Possible answer: She was among the first to research and develop new ideas and is not sure where they will take her.) Then ask, What other words describe Wanda? Why?

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Career Interests?

After students discuss their hobbies and interests with a classmate, have them choose one and identify two science careers related to it Then have students come up with a set of goals to help them achieve their desired careers

Is It 4 U?

In their science journals, have students identify what they would find fun, interesting, or rewarding about different parts of Ali’s job Then have them name two environmental problems they would like to help solve and tell why

Water Logged

Encourage students to learn about how much water they use by keeping logs for one week Remind students to calculate their water usage both in liters and in gallons Then have a class discussion about ways to limit water usage and discuss why conserving water is important Students might be interested in learning that according to the U S Geological Survey, the average U S household consumption is about 300 to 375 liters (80 to 100 gallons) per person per day This figure includes usage for laundry and washing dishes, which students might not include in their calculations Many local municipalities now have laws requiring homes to use low-flow toilets, showers, and faucets Students can check to see what the laws are in their area If no such laws exist, they might start a letter-writing campaign to improve awareness of the issue in their school or community

Before reading

> Before students read about Ali, ask them if they have ever visited an ocean, river, or lake Have students describe their experiences Then have students name an environmental career that involves the ocean Follow up by asking, What might a person in that career do? Would they find it interesting? Why or why not?

> Ask students to think about the term environmental engineer.

Have students predict the types of projects an environmental engineer might work on—and how Have them discuss their responses with each other Tell students that some environmental engineers, such as Ali, focus on projects related to the ocean

After reading

> After students read about Ali, check their understanding by having them review their predictions Ask if anything they read surprised them and why or why not

> Ask students to list favorite outdoor activities Then have them think about how any of them could be part of a future career related to the environment For example, if a student loves to camp and hike, she might consider a career in forestry or environmental science Have students write a paragraph describing an environmental career possibility and share it with a partner

> Have a volunteer locate and read aloud Ali’s first quote in Diving In on page 18 Have students rewrite this statement, replacing the word environmentalist with words they feel describe them (Possible answers: I’ve been a musician since I was really young. I’ve been an athlete since I was really young.)

When students finish the activities, ask a volunteer to write Alexandria’s career and name on a 4-by-6 card and post it on the Cool Careers wall.

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Factory Direct

Suggest that students use the 5W’s and H—who, what, where, when, why, and how —to write and organize their outlines Who would they talk to? Why? What questions would they ask each person?

Recipe for Safe Food

You might provide students with the following information offered by the U S Department of Agriculture (USDA) Food Safety and Inspection Service at www.fsis.usda.gov/Food_Safety_Education/index.asp to help them score their kitchens:

> Refrigeration slows bacterial growth Bacteria exist everywhere in nature When bacteria have nutrients, moisture, and favorable temperatures, they grow rapidly, and some can even cause illness A refrigerator set at 4°C (40°F) or below will protect most foods Always refrigerate perishable food within two hours

> Thaw foods in the refrigerator or the microwave oven or put the package in a watertight plastic bag submerged in cold water that is changed every 30 minutes Foods defrosted in the microwave oven should be cooked immediately after thawing Do not thaw meat, poultry, and fish products on the counter or in the sink without cold water because bacteria can multiply rapidly at room temperature > Don’t cross-contaminate your cutting board Keep raw meat, fish, poultry, and their juices away from other food After cutting raw meats, wash the cutting board, utensils, and counters with hot, soapy water

> Tasting cookie or cake batter can be tempting, but remember that bacteria could be lurking in those uncooked eggs The USDA does not recommend eating raw shell eggs due to the possibility that

Salmonella bacteria may be present

Think About

Provide students with time to use the school library or online resources to conduct research and then give a presentation about an engineer they find particularly inspirational and why

Before reading

> Lead students in a discussion about how engineers apply scientific knowledge to help solve problems or improve people’s lives Then have students predict ways a food engineer might be able to improve people’s lives, using the headings in the biography to help them get started Have students share their thoughts

After reading

> After students read about Soojin, check their

understanding by having them evaluate the predictions they made in the Before reading activity Have students state if their predictions were correct and if anything they read was surprising Ask leading questions to help students evaluate their predictions, such as

— Did you predict that the heading Pouch Potatoes

was referring to space food?

— In the section Zap It, what is being zapped? Is that what you predicted?

> Discuss Soojin’s work on a biosensor that can detect bacteria in food Ask students what they think the word

biosensor means Ask how they would break the word into two parts and what each part means (bio- life;

sensor, a device that can detect motion, heat, or light) Then have students use this information to describe a biosensor’s function (to detect living things) Ask students to name other instances when a biosensor could be useful

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Thanks!

Ask students what they think a science poster communicates (Possible answer:information about a topic) Then ask what they would include in a poster to help readers understand a topic (Possible answers:Aposter can include photographs, captions, charts, and scientific drawings.)

Before students begin their poster, remind them to > include a title

> provide information in the minibiography that will get the reader interested in the topic

> use information from journals, newspapers, or magazine articles > draw and label the invention

> write an informative caption that describes how the invention works The inventions

> Mary Anderson—windshield wipers

> Patricia Bath—device and technique for removing cataract lenses with a laser

> Douglas Englebart—computer mouse

> Lillian Moller Gilbreth—electric food mixer and step-on trash can > José Hernández-Rebollar—glove with sensors that can translate sign

language into speech

Good Boo-Boos

Encourage students to think about and share experiences where they learned something valuable when they didn’t achieve success on the first try

You’re a Rotnevni

In advance, collect objects such as a broken watch, alarm clock, camera, or VCR Cut off all cords and remove all batteries Don’t let students take apart TVs, computer monitors, smoke detectors, or anything that is spring-loaded Display several schematics from small electronic devices These schematics can be found in online instruction manuals Then ask students to take their objects apart, creating a sketch as they do, and to note anything surprising or challenging they find in the process

Before reading

> Before students read about Chuck, ask them to name some inventors and their inventions (Possible answers: Alexander Graham Bell— telephone, Gertrude Elion—first treatment for leukemia, Garrett Morgan—traffic signal, Tim Berners-Lee—World Wide Web) Then have students tell why or how each invention they chose helped change the world

> Ask this question to get students thinking about the invention process: How do you think inventors come up with an idea? As students read, have them look for information that tells how Chuck came up with his ideas

After reading

> After students read about Chuck, check their understanding by having them write an article for an inventors’ newsletter that summarizes the information in Chuck’s biography Tell students to include information about Chuck’s education as well as about his inventions

> Draw a Venn diagram on the board Label the circle on the left Sculpture, the one on the right Mechanical Engineering, and the overlapping middle area Both Then have students complete it Help them conclude that while sculpture and mechanical engineering have unique elements, they also have characteristics in common

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Loopy Design

Divide students into teams Encourage team members to consider the individual work they did and to combine the best aspects of individual roller coasters into the team design Have teams share their completed roller coaster designs and explain why they included each particular design element

Discuss with students why safety is extremely important As they share their designs, ask them to explain how they would ensure riders’ safety

You may wish to have students visit the Web site

www.learner.org/interactives/parkphysics/coaster/, where they can design a roller coaster and learn about the different parts of a safe, thrilling ride

Design and Re-design

Before teams begin, direct each team to sketch several designs of their roller coaster and then discuss which designs they think might work and why Have teams choose one design and then assemble and test their roller coasters If the chosen design does not work, have teams discuss why not and how they might modify their designs to solve the problem Then they can either modify the designs they have or try another of their designs Remind teams that they might want to try attaching their roller coasters to a wall as part of their designs

After teams are satisfied with their designs, invite each team to demonstrate its completed roller coaster for other teams In addition, invite team members to share the design process they went through before their roller coaster tested successfully Suggest that the group as a whole compile a list detailing the strengths of each team’s roller coaster, along with recommendations for any areas that might need improvement

Before reading

> Before students read about Oksana, have them look at the photograph on the bottom of page 24 Ask students if they can guess what Oksana designs, based on the photo (Possible answer: amusement park rides) Then have students describe their favorite amusement park rides and discuss what makes a ride exciting Ask what skills might be needed to design an exciting ride

After reading

> After students read about Oksana, check their understanding by having them identify what led to her interest in designing rides (a childhood trip to Walt Disney World)Then ask them to describe the effects of Oksana’s engineering modifications (The rides become stronger, safer, faster, and more fun.) > Have students read the caption under Oksana’s picture on

page 24 Ask, What two factors does Oksana identify as important in making a good ride? (technology and creativity) Have students think of other careers that would also require this combination (Possible answers: robotics engineer, computer scientist, automobile designer)Then discuss with students how each career they thought of uses these two aspects, technology and creativity

> Ask students whom they think Oksana teams up with (electricalengineers, mechanical engineers, and architects) and how these people might help her on the job Discuss with students some benefits of working with a team of people who have a variety of backgrounds Have students identify a career in which they could work as part of a team Be sure students explain who else is on their team and why

When students finish the activities, ask a volunteer to write Oksana’s career and name on a 4-by-6 card and post it on the Cool Careers wall.

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Wall to WALL-E™

Have partners brainstorm as many categories as possible before they begin to group their robots according to tasks You may wish to direct students who would like to learn more about artificial

intelligence and robots to the websitehttp://robotics. nasa.gov/students/ai_robotics.php

Go Deeper

This activity expands upon the previous one Before students create their drawings, remind them to > start by drawing the basic outline or shape of the

robot

> add color to help show specific aspects of the robot > include specific details—for example, how the robot

moves, communicates, or grasps objects, how it is powered, and what it is made from

> label each specific component of the robot > include a scale to show how big the robot will be > finish by writing an informative caption that

describes the robot

Robot Competitions

Have students explore robotics clubs in their area The website robotics.nasa.gov/events/events.php provides information about robotics competitions for students

Before reading

> Before students read about Ayanna, ask them to describe a robot portrayed in a movie or television show Then ask students if they have ever seen a real-life robot and to share their experiences Explain that they can learn more about actual robots, their designs, and their capabilities by reading Ayanna’s biography

> Have students think of questions they would ask if they could interview a robotics engineer Encourage students to look for information related to these questions when they read Ayanna’s biography

After reading

> After students read about Ayanna, check their understanding by having them share the interview questions they developed in Before reading If their questions were answered, have students explain what they learned For unanswered questions, ask students how they could find the answers Then challenge them to do so for one question and report their results to classmates

> The Bionic Woman inspired Ayanna to want to study to become a medical doctor Ask students what TV shows or movies have inspired them to want to study to do something, and why Call on volunteers to share their ideas Then have the class think of ways each volunteer could work to achieve his or her goal

> Have students work with partners to create a T-Chart On the left-hand side, have partners list ways robots might be used to help astronauts in space On the right-hand side, have partners list ways robots could be used to help people on Earth Encourage partners to brainstorm ideas and then to do online research to see if their ideas have already been tried successfully Challenge partners to come up with new and original ideas to add to their chart, as well as ideas that might build on those already tried Invite partners to share their charts and ideas

When students finish the activities, ask a volunteer to write Ayanna’s career and name on a 4-by-6 card and post it on the Cool Careers wall.

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Is It 4 U?

After students discuss what they would like about being a soil engineer, encourage them to think of other parts of a soil engineer’s job and discuss their ideas with a classmate Would they find the work interesting, enjoyable, or challenging? Why or why not?

Can You Dig It?

Discuss with students the type of data table they would use to organize the information they find Then before they do the activity, make sure students wear gloves

Color can provide information about the chemical composition of the soil and how much organic matter it contains For example, black soil contains a large amount of organic material Light soil has a low level of organic material Color also gives information about how well the soil drains Texture and particle size are closely related Different-sized particles have different names Sand particles are some of the larger particles, silt particles are smaller, and clay particles are smaller yet The relative amounts of sand, silt, and clay determine the overall texture of the soil Compactness relates to how tightly packed the particles of soil are Several forces, natural and human-made, compact soil These can range from a heavy tractor, combine, or other farm implement to something as tiny as a raindrop Water typically does not drain well through tightly compacted soil

Before reading

> Before students read about Emir, have them discuss what they know about earthquakes, their causes, and their effects (Possible answers: Earthquakes are sudden shifts in Earth’s crust. They occur along fractures called faults. When the crust slips, the motion sends energy rippling through the crust. The effects of earthquakes vary depending upon the strength of the earthquake, the geology of the area, the type and amount of construction in the area, and the distance of the area from the epicenter.) > Explain that Emir’s work as a soil engineer is related to earthquakes

Tell students to think about these questions as they read Have them hypothesize the answers

— How can knowledge about soil help scientists keep people safe during earthquakes?