YOUR EARTH DAY ISSUE Feature video: … out about a floating wind turbine engineered to produce green energy, what scientists are doing to save citrus trees, ... engineering: reaDing

Visit Science World at www.SCHOLASTIC.COM/SCIENCEwORLD for more resources.

APRIL 13, 2015Vol. 71, No. 11 ISSN 1041-1410

TEACHER’S GUIDESupplemeNt to Science World

ISSUE DATES 9/1 9/15 10/6 10/27 11/17 12/8 1/12 2/2 3/2 3/23 4/13 5/4

®

YOUR EARTH DAY ISSUEwww.scholastic.com/scienceworld

Wednesday, April 22, is Earth Day! Our special issue is packed with stories about how scientists and engineers are helping to protect our planet. Your students will find out about a floating wind turbine engineered to produce green energy, what scientists are doing to save citrus trees, and a jellyfish caretaker.

If you haven’t already renewed your subscription for next year, now is the time! Make sure you get another full year of Science World, plus all of our skills sheets, videos, games, and online news coverage. Just go to www.scholastic.com/buy-sw.

Have comments or questions for us? Just e-mail [email protected]. —Patricia Janes, Editor

Kathy Casteel, a teacher at C. W. Stanford Middle School in Hillsborough, North Carolina, says:

my students enjoy using my classroom’s interactive smart board. And I like to take advantage of the lesson plans in the teacher’s Guide that utilize the smart board features.

I let students volunteer to teach those lessons. It gives them practice using the interactive technology. the way the digital

issue is designed, it makes it easy for students to manipulate the various functions.

As they circle, highlight, mask text, or use digital sticky notes, my students are not only having fun learning but also reinforcing their knowledge of what they’re reading in the magazine. I’m never short of class volunteers for this activity—they love it!

TEAcHER TO TEAcHER Tips for using Science World in the classroom

Kathy Casteel

Feature video: ENDANGERED ANIMALS

FEATURES

NATIONAL ScIENcE

EDUcATION STANDARDS

NEXT GENERATION

ScIENcE STANDARDS

cOMMON cORE STATE STANDARDS

ONLINE MATERIALS

www.scholastic.com /scienceworld

THE SIXTH EXTINCTION? P. 8 lexile 1140

Grades 5-8: populations, resources, and environmentsGrades 9-12: environmental quality

ESS3.C: Human impacts on earth systems

Literacy in Science6. Analyze the author’s purpose in providing an explanation in a text.

• endangered species video

• Reading passages• evaluating arguments• Chart reading activity

WIND CATCHER, P. 12 lexile 1100

Grades 5-8 and Grades 9-12: understandings about science and technology

ETS2.B: Influence of engineering, technology, and science on society and the natural world

Reading Informational Text7. Integrate content presented in diverse formats including visually and quantitatively, as well as in words.

• Wind turbine video• Reading passages• Compare and contrast

activity• Chart reading activity

CAN SCIENCE SAVE YOUR ORANGE JUICE? P. 14 lexile 1150

Grades 5-8: Reproduction and heredityGrades 9-12: molecular basis of heredity

LS3.A: Inheritance of traits

Writing Standards:2. Write informational texts to convey complex ideas clearly and accurately.

• Citrus blight video• Critical-thinking activity• Reading passage• Chart reading activity• Hands-on activity

NAME THAT ELEMENT! P. 20 lexile 920

Grades 5-8: properties and changes of properties in matterGrades 9-12: Structure and properties of matter

PS1.A: Structure and properties of matter

Literacy in Science4. Determine the meaning of symbols, key terms, and other phrases as they are used in a specific scientific context.

• Vocabulary activity• Reading passages• Graphing activity• Chart reading activity

T2 l Science World TEAcHER’S GUIDE l APRIL 13, 2015 WWW.ScHOLASTIc.cOM/ScIENcEWORLD

LESSON PLANSPAGE 8 lexile 1140

THE SIxTH ExTINCTION?

OBJECTIVEUnderstand why scientists believe a mass extinction is happening on Earth and why humans may be to blame.

LESSON1. Before reading, ask students: What does it mean when a species is endangered? (So few individuals are left in the wild that the species is at serious risk of dying out.) What are some reasons species begin to die out? (Their homes disappear, humans kill them, the climate changes, etc.)

2. Have students turn to page 8 of their magazine and read the article independently. Then break students into five groups. Assign each group a different mass extinction from “The Big 5” sidebar on page 10. Ask them to use the article “The Sixth Extinction?” and the Internet to research each event. Have them determine the timing, organisms involved, possible causes, and evidence scientists used to determine the causes.

3. Ask each group to present their findings. After the presentations, compare their findings to the Sixth Extinction. How is it different from other extinctions? What evidence helps to support the theory that a mass extinction is under way?

DISCUSSION Have students complete the skills sheet “The Best Evidence,” found by clicking on the skills sheets button on page 8 of the digital edition. Discuss their answers. Do some types of evidence provide better support for an argument than others (for example, facts with numbers or personal stories)?

• VIDeo eXtRA: Watch a video about the sixth extinction at www.scholastic.com/scienceworld

• the author of Science World’s article also wrote a book titled The Sixth extinction: An Unnatural History. Check it out for more information.

• You can find many resources related to the last mass extinction at this Smithsonian site: https://qrius.si.edu /teaching-resources-mass-extinction-large-dinosaurs- and-more

• explore this site to learn about the world’s most endangered species: www.worldwildlife.org/species /directory?direction=desc&sort=extinction_status

RESOURcES

ASSESSMENT PACKAGEAssessments are tailored to different science disciplines and the Common Core State Standards. You can find this entire assessment package by going online to www.scholastic.com/scienceworld and opening the digital edition. Simply click on the skills sheets button found on page 8.

earth science/cOMMOn cOre: evaluating arguMents

THE bEST EvIDENcEUse this skills sheet to help students evaluate the evidence used in the article to support arguments about mass extinctions.

cheMistrY: reaDing cOMPrehensiOnDINOSAUR EXTINcTIONStudents will learn how acid rain may have helped kill off the dinosaurs with this reading-comprehension skills sheet.

BiOlOgY: chart reaDingWHO’S AT RISK?Have students study these pie charts to learn about which groups of animals are most at risk of dying out.

engineering: reaDing cOMPrehensiOnbUZZ OFF!Use this critical reading skills sheet to find out how scientists designed an unusual new barrier to protect endangered elephants.

LESSON PLANS

NATIONAL SCIENCE EDUCATION STANDARDSGrades 5-8: Populations, resources, and environmentsGrades 9-12: Environmental qualityNEXT GENERATION SCIENCE STANDARDSESS3.C: Human impacts on earth systemsCOMMON CORE STATE STANDARDSLiteracy in Science: 6. Analyze the author’s purpose in providing an explanation in a text.

STANDARDS

DIGITAL ISSUE KEY:MASK TOOL

DIGITAL STICKY NOTES

TEXT HIGHLIGHTER

DRAWING TOOL

VIDEO PLAYERGAMESHOW ALL

PAGES POP-UPHOME

Science World TEAcHER’S GUIDE l APRIL 13, 2015 l T3WWW.ScHOLASTIc.cOM/ScIENcEWORLD

OBJECTIVELearn about a new type of airborne turbine that can generate renewable energy from the wind.

LESSON1. Before students enter the classroom, open the digital edition of the magazine to page 12. Use the masking

tool to hide the headline, caption, and all other text on the spread except for the image of the turbine suspended in the inflatable shell.

2. As students come into the room, ask them what they think the image depicts. Record their guesses on a digital

sticky note. Before revealing the rest of the spread, vote on what the class thinks is the most plausible answer.

3. Reveal the spread and read the headline and subheading. Did the class guess the truth about the structure?

4. Read the article aloud as a class, calling on a volunteer for each paragraph.

5. Click on the skills sheets button on page 12 of the digital edition and print out the skills sheet “Sky vs. Land.” Have students complete the activity and then discuss their answers.

RESOURcES• VIDeo eXtRA: Watch a video about airborne wind turbines at:

www.scholastic.com/scienceworld • learn more about wind energy at this kid-friendly site:

www.eia.gov/kids/energy.cfm?page=wind_home-basics• try building your own anemometer—a device that measures

wind speed: www.energyquest.ca.gov/projects /anemometer.html

DISCUSSION Discuss reasons that people might not want conventional wind turbines built near their homes. (They’re noisy; they disrupt views; birds and bats may be injured or killed.) Would high-flying airborne turbines be more or less desirable? Why?


PhYsics/cOMMOn cOre: cOMPare anD cOntrast

SKY vS. LANDThis graphic organizer helps students analyze the similarities and differences between airborne turbines and traditional wind turbines.

BiOlOgY: reaDing cOMPrehensiOnFLYING HAZARDHave students hone reading comprehension skills with this skills sheet about how conventional wind turbines affect bats.

cheMistrY: reaDing cOMPrehensiOnLIGHTER THAN AIRThis reading passage introduces students to the properties that make hydrogen and helium the best elements for lifting objects into the sky.

earth science: chart reaDingENERGY cOMPARISONStudents will learn about the pros and cons of different energy sources with this chart reading activity.

RAISE GLObAL AWARENESS. AcTIvITIES AbOUT ENERGY POvERTY. GRS 3-8. ScHOLASTIc.cOM/LIFEEMPOWERED


wIND CATCHER

NATIONAL SCIENCE EDUCATION STANDARDSGrades 5-8: Understandings about science and technologyGrades 9-12: Understandings about science and technologyNEXT GENERATION SCIENCE STANDARDSETS2.B: Influence of engineering, technology, and science on society and the natural worldCOMMON CORE STATE STANDARDSReading Informational Text: 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

STANDARDS


CAN SCIENCE SAVE YOUR ORANGE JUICE?

OBJECTIVELearn about a disease that threatens orange trees and how scientists are trying to protect them using genetic engineering.

LESSON1. Open the digital edition to page 14 and have students do the same in their magazines.

2. Use the highlighting tool to mark the words “genetic engineering” in the subheading of the article. Ask

students what this term means. (altering the DNA, or genetic material, of an organism) Why would scientists alter an organism’s DNA? (DNA controls an organism’s characteristics, such as its size, color, and even whether it can resist certain diseases.)

3. Click on the skills sheets button on page 15 of the digital edition and print out the “Problem Solver” skills sheet. Have students form pairs and hand out the skills sheet. Have each pair read the article and identify problems facing orange trees and possible solutions.

4. When everyone has finished, have a representative from each pair type one of the possible solutions on a

digital sticky note. As a class, discuss the pros and cons of each solution.

DISCUSSION Ask the class if they have heard the term GMO. (A GMO is a genetically modified organism.) Explain that scientists can create genetically modified food crops that are more

• VIDeo eXtRA: Watch a video about citrus greening at: www.scholastic.com/scienceworld

• learn about many different types of citrus fruit here: http://mentalfloss.com/article/60137/know-your-citrus

• learn more about the genetic engineering of plants and the debate surrounding the process here: http://science.kqed .org/quest/video/next-meal-engineering-food/

RESOURcES

nutritious or resistant to drought, diseases, or pests than non-GMO crops. However, there is debate about whether GMOs should be planted or consumed. GMO foods are common in the U.S., but such crops are largely banned in the European Union. As a class, explore the scientific evidence behind the controversy and hold a classroom discussion about your findings.


BiOlOgY/cOMMOn cOre: critical thinKingPRObLEM SOLvERStudents can use this graphic organizer to analyze the problem outlined in the article and evaluate the possible solutions discussed in the text.

cheMistrY: chart reaDingTASTE TESTHave students complete this chart-reading activity to learn how the chemical composition of orange juice is affected by citrus greening and how those changes affect its taste.

PhYsics: hanDs-On activitYWATER TRANSPORTTry this experiment with your students to learn how evaporation and capillary action help water move through trees and plants.

earth science: reaDing cOMPrehensiOnFAIR-WEATHER FRUITStudents will learn why orange trees grow only in warm climates with this reading passage.

LESSON PLANS


NATIONAL SCIENCE EDUCATION STANDARDSGrades 5-8: Reproduction and heredityGrades 9-12: Molecular basis of heredityNEXT GENERATION SCIENCE STANDARDSLS3.A: Inheritance of traitsCOMMON CORE STATE STANDARDSWriting Standards: 2. Write informative texts to convey complex ideas clearly and accurately.

STANDARDS


PAGE 20 lexile 920

NAME THAT ELEMENT!

OBJECTIVELearn about elements and the periodic table, specifically the properties of the element magnesium.

LESSON1. Turn to page 22 in the digital edition at www.scholastic.com/scienceworld. Mask everything

except for the periodic table and the text above it on the bottom half of the page.

2. As a class, go over the information given about each element in the periodic table. Ask students: What information would help you guess the identity of a mystery element? (Whether it is naturally a gas, solid, or liquid; whether it’s a metal; number of protons; etc.)

3. Turn back to page 20 of the magazine and mask everything except the first clue.

4. Divide the class into two teams to compete to sleuth out the name of the mystery element. Rules: A volunteer will read each clue aloud. Then the teams will have time to discuss the clue. As soon as team members think they know the answer, they should raise their hands. The first team to do so gets a chance to name the element. If the answer is correct, the game is over. If the answer is wrong, the other team has 30 seconds to answer. If the second team answers incorrectly, move on to the next clue. Continue in this manner until a team correctly identifies the element.

DISCUSSION Ask the class how they think the magnesium content of the lava at Mount Saint Helens (where an explosive eruption

NATIONAL SCIENCE EDUCATION STANDARDSGrades 5-8: Properties and changes of properties in matterGrades 9-12: Structure and properties of matterNEXT GENERATION SCIENCE STANDARDSPS1.A: Structure and properties of matterCOMMON CORE STATE STANDARDSLiteracy in Science: 4. Determine the meaning of symbols, key terms, and other phrases as they are used in a specific scientific context.

STANDARDS

RESOURcES• VIDeo eXtRA: Watch a video about magnesium at:

www.scholastic.com/scienceworld • Check out this interactive periodic table on the u.S. energy

Information Administration’s energy Kids website: www.eia.gov/kids/energy.cfm?page=periodic_table.

• Visit the Jefferson lab’s “It’s elemental” website to learn more about copper and the other elements on the periodic table at: http://education.jlab.org/itselemental.

occurred) compares with the lava in the Hawaiian Islands? Ask them to support their answer. (There is less magnesium in the lava at Mount Saint Helens. That makes a stickier lava that explosively erupts.)


cheMistrY/cOMMOn cOre: vOcaBularY in cOnteXt

WHAT DOES THAT MEAN?Have students use this skills sheet to find context clues and create their own vocabulary list from the article.

earth science: reaDing cOMPrehensiOnFROM THE SEAStudents can practice critical-reading skills with this passage about how magnesium is extracted from the oceans.

BiOlOgY: graPhingMAGNESIUM IN THE bODYHave students complete this pie-chart activity to learn how and where magnesium is used in the human body.

PhYsics: chart reaDingMADE OF MAGNESIUMThis chart introduces students to some of the reasons magnesium alloys are used in the transportation industry.

LESSON PLANS


cHEcK FOR UNDERSTANDING

Permission granted by Science World to reproduce for classroom use only. ©2015 by Scholastic Inc.

Name: ®

ANS

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WIND cATcHER, Page 12DIRECTIONS: Answer the following questions in complete sentences.

1. What are two disadvantages of burning fossil fuels to generate electricity? _______________________________________

______________________________________________________________________________________________________________

2. What is a renewable resource? _______________________________________________________________________________

______________________________________________________________________________________________________________

3. How do wind turbines produce electricity? _____________________________________________________________________

______________________________________________________________________________________________________________

4. Why is it beneficial for turbines to be located high in the sky? ___________________________________________________

______________________________________________________________________________________________________________

5. What is the purpose of the ground station under the floating turbine? ____________________________________________

______________________________________________________________________________________________________________

THE SIXTH EXTINcTION? Page 8DIRECTIONS: Fill in the blanks in the following sentences. use the words in the word bank below.

1. the _______________ is one species that has been declared extinct in the wild.

2. A disease that kills frogs has spread across _______________ in recent years.

3. Nearly 40 percent of the world’s frogs and toads are _______________.

4. Scientists have dubbed the recent phenomenon of many species dying out as the _______________.

5. Scientists believe that _______________ are to blame for the recent mass extinction.

6. _______________ disappeared during the last mass extinction.

7. one way humans transport species around earth is in the _______________ of supertankers.

8. Scientists determined that frogs in Central America were being killed off by _______________.

9. the _____________________________ was passed in 1973 to protect organisms at risk of becoming extinct.

10. there are only 200 _______________ left in the wild.

asteroidsballastdinosaursendangered

endangered Species Actextinctfrogsfuel

fungal diseasegolden froghumanspanama

pollutionSixth extinctionwhooping cranes


®

cHEcK FOR UNDERSTANDING

Permission granted by Science World to reproduce for classroom use only. ©2015 by Scholastic Inc.

Name: ®

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NAME THAT ELEMENT! Page 20DIRECTIONS: Correct the following sentences by crossing out incorrect words or numbers and adding correct words or numbers as necessary.

1. Carbon dioxide gives plants their green hue.

2. the mystery element makes it more difficult for lava to flow.

3. When something burns, it reacts with carbon dioxide to create light.

4. Iron is lighter than the mystery element.

5. the mystery element is the most abundant element in seawater.

cAN ScIENcE SAvE YOUR ORANGE JUIcE? Page 14DIRECTIONS: match each item in the left-hand column below with its definition or description in the right-hand column.

______ 1. citrus greening a. a threat to avocado crops in California

______ 2. citrus psyllid b. the process by which scientists insert new genes into an organism

______ 3. phloem c. a disease that causes citrus trees to grow small, bitter fruit

______ 4. tristeza d. a source of genes that help fight bacterial infection and prevent citrus greening

______ 5. graft e. unit of hereditary material

______ 6. genetic engineering f. an insect that feeds on citrus trees, carrying with it the bacteria that cause citrus greening

______ 7. spinach g. a virus that attacks the roots of some types of orange trees

______ 8. gene h. the most common variety of bananas sold in the u.S.

______ 9. Cavendish i. transplant part of a plant onto another plant

______ 10. drought j. the system that transports sugars throughout a plant

ANSWERSNAME THAT ELEMENT, p. 221. C 2. B 3. D 4. A 5. D

ENTERTAIN YOUR BRAIN, p. 24Mystery Photo: baseballCaption This Photo: these ring-tailed lemurs are having a snack at Qingdao Forest Wildlife World in Qingdao, Shandong province, China. lemurs eat primarily fruit, but they may also eat leaves, flowers, tree bark, and sap. these creatures are primates that are only found in the wild in madagascar, an island off the southeastern coast of Africa. lemurs spend a lot of time in trees, where they use their hands and feet to grip branches, but do not use their tails like some other primates do. these furry mammals are endangered because their forests are being cut down. Conservationists are working to replant their forests in order to improve their populations in the wild.

Sci-Triv Game

Science News Life Science Wind Energy Chemistry

10 points C tRue C tRue

20 points tRue B FAlSe B

30 points C FAlSe C FAlSe

40 points FAlSe A tRue A

CHECK FOR UNDERSTANDING, pp. T6-T7THE SIXTH EXTINCTION?1. golden frog 2. panama 3. endangered 4. Sixth extinction

5. humans 6. Dinosaurs 7. ballast 8. fungal disease9. endangered Species Act 10. whooping cranes

WIND CATCHER1. Burning fossil fuels releases air pollution and contributes to climate change. Fossil fuels are non-renewable and will run out.2. A renewable resource is a resource like wind that does not run out.3. the wind turns the blades of a turbine, which turns a generator to generate electricity.4. Winds are stronger and steadier higher in the sky, so turbines can produce electricity more reliably if they are higher up.5. the ground station anchors the floating turbine’s cables and distributes electricity to homes or equipment.

CAN SCIENCE SAVE YOUR ORANGE JUICE?1. c 2. f 3. j 4. g 5. i 6. b 7. d 8. e 9. h 10. a

NAME THAT ELEMENT!1. Chlorophyll gives plants their green hue.2. the mystery element makes it easier for lava to flow.3. When something burns, it reacts with oxygen to create light.4. Iron is heavier than the mystery element.5. the mystery element is the third most abundant element in seawater.

Find all print and online answers at: www.scholastic.com/scienceworld/keys

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YOUR EARTH DAY ISSUE Feature video: … out about a floating wind turbine engineered to produce green energy, what scientists are doing to save citrus trees, ... engineering: reaDing

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