Nuclear Energy Guided Reading

$3.00

Description

Do your students struggle with reading comprehension? Do you find yourself at a loss for how to promote vocabulary retention? Are waning attention spans becoming a larger and larger problem in your classroom from year to year? If you answered yes to any of those questions then this resource is for you.

 

I believe that teaching literacy is the job of every teacher, not just the heroes in English and Language Arts. And the only way we can help our students improve is by modeling and giving them chances to practice. Read out loud together, annotate, and spark classroom discussion today!

 

I created this line of guided reading resources to help teachers, parents, and students by providing a detailed yet easy to read (avg. reading level: grades 6-8) reference on a variety of topics. The questions that accompany the text are designed to be rigorous and require students to predict, reflect, connect, and think critically about the information being presented.

 

Let’s get our students reading, writing, and integrating vocabulary with this resource that is compatible with multiple styles of teaching. Your purchase includes both PDF and digital copies that are perfect for pre-reading, homework and review, or even sending to absent students.

 

Topics covered in this resource include:

  • nuclear fission
  • how nuclear power plants create electricity
  • pros and cons of nuclear power
  • radioactivity
  • meltdowns

 

Who is this resource for?

This resource can be used by classroom teachers, tutors, and parents of students in grades 6-9. It comprehensively covers the mentioned topics, and includes several comprehension and extension questions that will lock in learning.

 

How Can I Use this Resource?

  • Emergency Sub Plans
  • An independent work station in a set of stations
  • Flipped Classroom pre-reading
  • Whole or small group opportunity to model and teach Close Reading strategies and annotation
  • Differentiation – Assign this reading as reteaching for students who have yet to show mastery.
  • Homework
  • Creation of Independent Work Packet for students who are not able to be present for direct instruction.
  • Extension activity for early finishers or for students who show a special interest in the topic
  • Use as a square on a Choice Board
  • Interactive Notebooks: Print 2 pages in one and cut apart. Glue mini pages into notebooks with room for annotations on the side
  • Interactive Notebooks: Print entire PDF as a mini booklet and add to notebooks using these simple instructions.

 

What’s Included?

Purchase includes a printable PDF file in color with answer key. On page 2 of this resource you will find a link to a student friendly Google Slide version of this file. You will be able to copy this file and use it with Google Classroom or any other paperless initiative.

 

Please take a look at the preview file to see more of this resource.

 

NEW! Audio Recording!

In an effort to further support scientific literacy, this resource has been updated with a link to a read aloud version of the text. This feature is not only great for differentiation, but also provides an abundance of benefits for students. Students who are read to have better listening comprehension, longer attention spans, larger vocabulary, and improved reading fluency.

After downloading this resource, share the included audio link with students, their families, or play it aloud in class!

 

Need more?

Download this fully aligned 9 question Google Form quiz to check for comprehension before or after reading.

 

MORE QUESTIONS?

Check out our Frequently Asked Questions or email me at laneyleeteaches@gmail.com.

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NGSS STANDARDS COVERED BY THIS NUCLEAR ENERGY GUIDED READING:

NGSSHS-ESS3-2
Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. Emphasis is on the conservation, recycling, and reuse of resources (such as minerals and metals) where possible, and on minimizing impacts where it is not. Examples include developing best practices for agricultural soil use, mining (for coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). Science knowledge indicates what can happen in natural systems—not what should happen.
NGSSMS-ESS3-3
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).
NGSSHS-ESS3-4
Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).

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