Building Blocks of Life

Transcription

1 Building Blocks of Life READING FOCUS SKILLS: Main Idea and Details, Sequence, Cause and Effect VOCABULARY: adaptation, cell wall, chloroplasts, chromosomes, DNA, dominant, genes, meiosis, mitosis, mutation, natural selection, nucleus, recessive, sexual reproduction EXTENSION: Writing BEFORE READING BUILD BACKGROUND While being sensitive to students who may be adopted, lead students in a discussion about traits they have in common with their parents or siblings. Who in your family has the same eye color as you? Allow students to volunteer to tell what they think about how these traits are inherited. Explain that this Reader will help them better understand how traits are inherited. PREVIEW TEXT AND GRAPHICS Have students look at the headings and diagrams in the book. What will you learn about from this book? Help students identify the different types of diagrams (showing parts or showing a process). Have students find a page that has a diagram that names all the parts of something. Which page has a diagram that shows how something works, or a process? GRADE WORD COUNT 2300 GENRE Expository Nonfiction LEVEL On-Level New Dale-Chall. Lexile 840L Guided Reading W SUMMARY The different parts of animal and plant cells are shown, along with an explanation of how cells reproduce through mitosis and meiosis. The process of inheriting traits from parent to offspring is also described, using Mendel s pea plants as an example. Mutations, adaptations, and natural selection are discussed. Harcourt Leveled Readers Online Copyright by Harcourt, Inc. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Permission is hereby granted to individual teachers using the corresponding Science Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to School Permissions and Copyrights, Harcourt, Inc., 2 Sea Harbor Drive, Orlando, Florida Fax: HARCOURT and the Harcourt Logo are trademarks of Harcourt, Inc., registered in the United States of America and/or other jurisdictions. Printed in the United States of America ISBN ISBN If you have received these materials as examination copies free of charge, Harcourt School Publishers retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited and is illegal. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. 1 Building Blocks of Life

2 Building Blocks of Life READING FOCUS SKILL: MAIN IDEA AND DETAILS Ask students to find the main idea of the section titled Natural Selection on page 18. Ask them to find details that support the main idea. DURING READING MONITOR COMPREHENSION Pages 2 3 Have students study the cell diagrams on these pages. How are plant cells and animal cells different? Plant cells have cell walls and chloroplasts. What cell structures do plant cells and animal cells have in common? nucleus, cell membrane, vacuoles, mitochondria, chromosomes, DNA What are the functions of the various cell structures? The nucleus directs cell activity; the cell membrane surrounds the cell; vacuoles store nutrients; mitochondria produce energy; chromosomes regulate cell activity and contain genetic information, and DNA gives instructions to cells. Cell walls protect, support, and give cells shape. Chloroplasts make food. Pages 4 Ensure that students understand how cells make up living things. How does a cell join with other cells to eventually form an organism? Cells with the same structure and function form tissues. Two or more kinds of tissues form an organ. Two or more organs work together to form an organ system. Organ systems working together form an organism. Pages Have students carefully read the description of how organisms grow. What are the differences between asexual and sexual reproduction? In asexual reproduction, a single-celled organism copies itself and then separates from the copy. In sexual reproduction, an egg cell and a sperm cell join to form a single cell, which then divides repeatedly. Pages 8 9 Have students study the mitosis and meiosis diagrams on these pages. What is mitosis? the process by which most cells divide What is meiosis? It is the division of cells to produce sex cells. How do the processes differ? In mitosis, the new cell is an exact duplicate of the old one. The new and old cells have the same number of chromosomes and the same DNA. In meiosis, after cell division, each new cell has half as many chromosomes as the original cell, and the chromosomes may have exchanged DNA. Pages 10 1 Discuss with students Mendel s experiments. What happened when Mendel cross-pollinated pea plants? He found that one trait showed up more often than the other. What is a factor in Mendel s experiments? information for a trait When did he see a dominant trait express itself? when a plant had a factor for the dominant trait When did he see a recessive trait express itself? only when both factors were recessive What do we call factors today? genes Where are genes found? in DNA Where is DNA found? in chromosomes Where are chromosomes found? in cell nuclei 2

3 Pages 1 18 Discuss mutations and adaptations with students. What, besides heredity, causes genetic variation? mutations When do mutations happen? when one of the chromosomes in a sex cell is not copied correctly during meiosis What can adaptations help an organism do? find food, escape predators, and reproduce successfully Why does natural selection work? because of genetic variation If organisms have a helpful adaptation, does that mean they always will survive? no Why or why not? because the organisms might become prey, food may become scarce, severe storms may occur, or humans could change the environment READING FOCUS SKILL: SEQUENCE Explain that a sequence is a series of events, or steps. When we understand a sequence, we understand how a process works. Have students explain the sequence of events during an organism s growth. BUILD VOCABULARY Instruct students to choose five words to use in making a picture glossary. Have them draw a picture for each word to help them remember its meaning. Independent Practice Vocabulary Copying Master, page READING FOCUS SKILL: CAUSE AND EFFECT Explain cause and effect by using several everyday examples. Invite students to imagine that they accidentally knock into some drinking glasses, which fall over and break. Knocking into the glasses is the cause and the effect is the glasses falling over and breaking. Ask students to volunteer more everyday examples of cause and effect. Then ask them to explain the cause for the effect of a recessive trait showing up in an offspring. USING THE READER WITH ENGLISH LANGUAGE LEARNERS Students might not be familiar with some science vocabulary words used in the Reader. These words are not listed in the Glossary on page 1. Have students find the definitions in a dictionary and then practice using the words in sentences. These words include: microscope (page 2), structures (page 3), nutrients (page 3), function (page 4), system (page ), embryo (page ), process (page 8), variation (page 9), traits (page 10), fertilize (page 11), generation (page 11), inherit (page 14), and heredity (page 1). 3 Building Blocks of Life

4 THINK AND WRITE AFTER READING 1. People don t look like only one of their parents because they inherit genes, or traits, from both parents. Humans get one half of a pair of chromosomes from each parent. Genes are carried on chromosomes. 2. Natural selection works because of genetic variation. Each individual offspring of an organism has a slightly different set of genes. Some of the offspring might have a gene that provides them with an adaptation that enables them to survive in their surroundings better than the other offspring. The offspring with the helpful adaptation are more likely to survive, reproduce, and pass on the helpful adaptation to their offspring. 3. A single-celled organism makes a copy of itself. Then the cell divides from the copy. Now there are two single-celled organisms. 4. Students newspaper article entries should accurately describe adaptations and how they help the organisms do things, such as find food, escape predators, and reproduce successfully. Independent Practice Comprehension Copying Master, page READ FOR FLUENCY Have students work in pairs. Ask them to choose and read aloud favorite parts of the book to one another. Independent or Paired Practice page Oral Reading Fluency Copying Master, EXTENSION In addition to the following activity, you may choose activities from the Project Cards for students to do after reading. Mendel s Journal (Writing) Tell students to pretend that they are Gregor Mendel. Ask them to write some journal entries that describe his experiments with pea plants. Tell them to include his reasons for choosing pea plants, how he worked with the pea plants, and what he discovered about factors and traits. Students should include the words dominant and recessive in their journal entries. Have students illustrate the journal entries. Building Blocks of Life 4

5 Name Match each term on the left with its definition on the right. Write the letter of the definition in the space next to the correct term. Building Blocks of Life Vocabulary 1. adaptation 2. cell wall 3. chloroplasts 4. chromosomes. DNA. dominant. genes 8. meiosis 9. mitosis 10. mutation 11. natural selection 12. nucleus 13. recessive 14. sexual reproduction a. The process by which most cells divide b. A random, permanent change in a gene that may or may not be passed on to offspring c. When a sperm cell and an egg cell unite to form a single cell d. The control center of a cell that directs the cell s activities e. Organelles, found only in plant cells, in which sugar is made during photosynthesis f. A feature of an organism that helps it survive in its surroundings g. A stiff outer layer that surrounds a plant cell, protects it, and gives it its shape h. A process in which organisms best adapted to survive in an ecosystem are able to reproduce i. Pieces of DNA that carry all the information passed from parents to their offspring j. Structures in the nucleus that contain an organism s genetic information and regulate the cell s activities k. The chemical that provides detailed instructions for cells l. The division of cells to produce sex cells m. Describes a weaker trait that will show up in an organism only if no factor for the other kind of trait is present n. Describes a stronger trait that will show up in an organism even if only one factor for it is present

6 Name Fill in the blanks with the correct term from the Word Bank. Each term in the Word Bank will be used only once. Building Blocks of Life Comprehension chloroplasts chromosomes dominant genes meiosis mitosis mutations natural selection nucleus sexual reproduction 1. Traits that are always are seen in offspring. 2. In, the new cell is an exact duplicate of the old cell. 3. Plant cells are the only kind of cells that contain, which make food for the cells. 4. About 3,000 make up human DNA.. If an organism has two parents, it was produced by.. Human body cells have 4.. The of a cell holds chromosomes. 8. can be harmful, helpful, or neither harmful nor helpful. 9. In, each new cell has half as many chromosomes as the original cell. 10. Biodiversity is caused by acting on living things.

7 Name Building Blocks of Life Oral Reading Fluency Practice reading these words aloud. adaptations asexual cells chromosomes DNA dominant genes genetic variation meiosis Mendel natural selection offspring organ systems organisms organs recessive tissues traits Practice reading the phrases aloud. Then practice reading aloud the sentences. Keep practicing until you express the meaning of each sentence clearly. 1. Mendel experimented / with pea plants / to find out / how traits / are passed / from parents / to offspring. 2. Tissues are formed / from cells / with the same structure / and function. 3. Adaptations / can help living things / find food, / reproduce successfully, / and escape predators. 4. Living things grow / when their cells divide / to form new cells, / a process / that is called / meiosis.. Organisms / are made up / of organ systems, / which, in turn, / are made up / of organs.. DNA / is composed / of genes, / which carry information / for specific traits.. Natural selection begins / with the production / of offspring, / and it works / because of genetic variation. 8. Reproductive cells / formed by meiosis / have only / 23 chromosomes. 9. Mendel worked / for many years / before he discovered / that some traits / were dominant, / and others / were recessive. 10. Asexual reproduction / happens when / a one-celled organism divides / and produces / an exact copy / of itself. Work with a partner. Take turns reading the sentences and listening to each other. Is the meaning of the sentence clear? Work together to improve fluency.

8 Building Blocks of Life Building Blocks of Life Name Vocabulary Name Comprehension Match each term on the left with its definition on the right. Write the letter of the definition in the space next to the correct term. Fill in the blanks with the correct term from the Word Bank. Each term in the Word Bank will be used only once. f 1. adaptation g 2. cell wall e 3. chloroplasts j 4. chromosomes k. DNA n. dominant i. genes l 8. meiosis a 9. mitosis b 10. mutation h 11. natural selection d 12. nucleus m 13. recessive c 14. sexual reproduction a. The process by which most cells divide b. A random, permanent change in a gene that may or may not be passed on to offspring c. When a sperm cell and an egg cell unite to form a single cell d. The control center of a cell that directs the cell s activities e. Organelles, found only in plant cells, in which sugar is made during photosynthesis f. A feature of an organism that helps it survive in its surroundings g. A stiff outer layer that surrounds a plant cell, protects it, and gives it its shape h. A process in which organisms best adapted to survive in an ecosystem are able to reproduce i. Pieces of DNA that carry all the information passed from parents to their offspring j. Structures in the nucleus that contain an organism s genetic information and regulate the cell s activities k. The chemical that provides detailed instructions for cells l. The division of cells to produce sex cells m. Describes a weaker trait that will show up in an organism only if no factor for the other kind of trait is present n. Describes a stronger trait that will show up in an organism even if only one factor for it is present chloroplasts chromosomes dominant genes meiosis mitosis mutations natural selection nucleus sexual reproduction 1. Traits that are dominant always are seen in offspring. 2. In mitosis, the new cell is an exact duplicate of the old cell. 3. Plant cells are the only kind of cells that contain chloroplasts, which make food for the cells. 4. About 3,000 genes make up human DNA.. If an organism has two parents, it was produced by sexual reproduction.. Human body cells have 4 chromosomes.. The nucleus of a cell holds chromosomes. 8. Mutations can be harmful, helpful, or neither harmful nor helpful. 9. In meiosis, each new cell has half as many chromosomes as the original cell. 10. Biodiversity is caused by natural selection acting on living things. Name Practice reading these words aloud. Building Blocks of Life Oral Reading Fluency adaptations asexual cells chromosomes DNA dominant genes genetic variation meiosis Mendel natural selection offspring organ systems organisms organs recessive tissues traits Practice reading the phrases aloud. Then practice reading aloud the sentences. Keep practicing until you express the meaning of each sentence clearly. 1. Mendel experimented / with pea plants / to find out / how traits / are passed / from parents / to offspring. 2. Tissues are formed / from cells / with the same structure / and function. 3. Adaptations / can help living things / find food, / reproduce successfully, / and escape predators. 4. Living things grow / when their cells divide / to form new cells, / a process / that is called / meiosis.. Organisms / are made up / of organ systems, / which, in turn, / are made up / of organs.. DNA / is composed / of genes, / which carry information / for specific traits.. Natural selection begins / with the production / of offspring, / and it works / because of genetic variation. 8. Reproductive cells / formed by meiosis / have only / 23 chromosomes. 9. Mendel worked / for many years / before he discovered / that some traits / were dominant, / and others / were recessive. 10. Asexual reproduction / happens when / a one-celled organism divides / and produces / an exact copy / of itself. Student Worksheets You may use the three worksheets included here to revisit science content and vocabulary. Vocabulary enables students to show mastery of science vocabulary through a word- and concept-based activity. Comprehension may be used to review or test students recall of the content. Oral Reading Fluency reinforces key science concepts through practice in oral reading for meaning. Work with a partner. Take turns reading the sentences and listening to each other. Is the meaning of the sentence clear? Work together to improve fluency. ISBN-13: ISBN-10: Book Title Harcourt Leveled Readers Online 8

9 How Living Things Are Organized READING FOCUS SKILLS: Main Idea and Details, Compare and Contrast VOCABULARY: adaptation, classification, dichotomous key, genus, invertebrate, species, vertebrate EXTENSIONS: Writing, Science, Music, Art BEFORE READING BUILD BACKGROUND Ask the class to list as many living things as they can, including plants and animals. Lead a discussion about how some of these things are alike and some are different. Explain that scientists use similarities and differences to group certain living things together. PREVIEW TEXT AND GRAPHICS Draw students attention to the pictures and headings in the Reader. What groups of living things will you read about in this book? READING FOCUS SKILL: MAIN IDEA AND DETAILS Explain that in the Reader the main idea of a section often can be found in the first paragraph of the section. The details that support the main idea are found in the other paragraphs of the section. Have students identify the main idea of each section of the Reader. Then choose a section, and ask students to identify the details that support the main idea of the section. GRADE WORD COUNT 12 GENRE Expository Nonfiction LEVEL On-Level New Dale-Chall.3 Lexile 80L Guided Reading V W SUMMARY The book explains the need for classification of living things. It describes each of the five kingdoms and explains the Linnaean system of identifying living things by genus and species. Harcourt Leveled Readers Online Copyright by Harcourt, Inc. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Permission is hereby granted to individual teachers using the corresponding Science Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to School Permissions and Copyrights, Harcourt, Inc., 2 Sea Harbor Drive, Orlando, Florida Fax: HARCOURT and the Harcourt Logo are trademarks of Harcourt, Inc., registered in the United States of America and/or other jurisdictions. Printed in the United States of America ISBN ISBN X If you have received these materials as examination copies free of charge, Harcourt School Publishers retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited and is illegal. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. 1 How Living Things Are Organized

10 DURING READING OPTIONS FOR READING You may have students read individually or in pairs, pausing at each focus skill icon to respond to the question or statement. Or, you may use a Directed Reading approach, having students read and discuss the book in segments as suggested. MONITOR COMPREHENSION Pages 2 3 Ask students to list everyday examples of classification (other than grocery stores and CD collections). Write their responses on the board. How do people classify things? by organizing them into groups based on similar traits How do scientists classify living things? Scientists classify living things by what they look like, by how they get their food, by how they move, by how they reproduce, and by how they develop. Pages 4 Have students read the section carefully. What do plants have in common? All plant cells have walls, a nucleus that holds DNA, and chloroplasts. How do scientists classify plants? Scientists classify plants by their roots, stems, flowers, and leaves, by how they reproduce, and by what adaptations they have. Pages Have students read the section carefully. What do animals have in common? All animal cells have a nucleus that contains DNA. How are animal cells different from plant cells? Animal cells don t have cell walls or chloroplasts. What is the difference between vertebrates and invertebrates? Vertebrates have backbones, while invertebrates do not. How do scientists classify animals? Vertebrates are classified by their body coverings, by how they breathe, and by how they move. Invertebrates are classified by whether they have skeletons, what the skeletons are made of, and whether the skeletons are inside or outside their bodies. Pages 8 11 Have students look at the pictures. Ask them to describe fungi they have seen. What differences do you see between fungi, protists, and bacteria? They are many different shapes and colors. How do scientists classify fungi, protists, and bacteria? Fungi are classified by their shape, their size, their habitats, the way they reproduce, and whether they are one-celled or manycelled. Protists are classified by whether they are most like plants, animals, or fungi, and are further classified by color, size, shape, how they move, and how they reproduce. Bacteria are classified by their size, their shape, and how they get energy. How Living Things Are Organized 2

11 Pages Have students study the Classification Levels chart. What is the least specific level of classification? kingdom What is the most specific level of classification? species Have students study the dichotomous key. What is the purpose of a dichotomous key? It helps identify organisms based on their physical features. BUILD VOCABULARY Have students write riddles or questions for each vocabulary word. Then tell them to exchange papers and solve the riddles or answer the questions. Independent Practice Vocabulary Copying Master, page READING FOCUS SKILL: COMPARE AND CONTRAST Explain to students that the information in the Reader is organized to help them understand the similarities and differences between organisms in the five kingdoms. Point out that the author consistently compares and contrasts plants, animals, fungi, protists, and bacteria and uses words such as like, unlike, and different to do so. Have students identify sentences in each section that compare and contrast organisms in one kingdom with organisms in another kingdom. USING THE READER WITH ENGLISH LANGUAGE LEARNERS Have students make a chart with the column headings: Plants, Animals, Fungi, Protists, and Bacteria. Then, have them include the row headings: Structure of Cells, How They Are Classified, Similarities to Other Kingdoms, Differences Compared to Other Kingdoms, How They Reproduce, How They Get Food/Energy, and Other Notes. Have students fill in the chart with relevant facts about the kingdoms. Tell students that they can use the chart to help them study for tests. THINK AND WRITE AFTER READING 1. All living things are made of cells with DNA. They all reproduce and get energy. They can be different in the ways they reproduce, move, and grow. 2. Plants and fungi are alike because their cells have walls. They are different because plants can make their own food, but fungi cannot. 3. No. Each animal is in its own species. Two different animals can be in the same genus. But each animal belongs to its own species. 4. Answers will vary. Accept all reasonable responses. 3 How Living Things Are Organized

12 Independent Practice Comprehension Copying Master, page READ FOR FLUENCY Have students work in pairs. Ask them to choose and read aloud favorite parts of the Reader to one another. Independent or Paired Practice page Oral Reading Fluency Copying Master, EXTENSIONS In addition to the following activities, you may choose activities from the Project Cards for students to do after reading. Scientific Names (Writing) Ask students to choose a plant or animal and look up its scientific name, using resources in the school library. Have students write a paragraph that explains the organism s scientific name and what characteristics (how it moves, reproduces, gets food/energy) make it fit into its genus and species categories. Have students include the names (and scientific names) of other organisms that fit into its genus category. Backyard Classification (Science) Have students make a list of the living things that they see in their backyards or neighborhoods over a period of a few days. Have them classify into the proper kingdoms the living things they see. Interested students can extend this activity by looking up the scientific names of the living things they see and thus finding out their genus and species. Songs for the Kingdom (Music) Divide the class into five groups. Assign each group a different kingdom. Direct the groups to write their own rhyme or simple song that tells some of the facts about their kingdom. Have students sing or recite their songs for the class. Name the Animals (Art) Have students find the scientific names for several animals. Direct them to organize the animals by genus. Then ask them to make a booklet or poster with all the animals they found. The booklet can have a picture of each animal, and a chapter for each genus. The poster can have pictures or list the scientific and common names of the animals. How Living Things Are Organized 4

13 Name Read each riddle. Then solve it by writing the word out. There is one line for each letter. 1. I am an animal that has a backbone. What am I? How Living Things Are Organized Vocabulary 2. This is a group of organisms that share major characteristics and are therefore closely related. What is it? 3. This is the grouping of things into groups of similar items. What is it? 4. This is a guide that helps identify organisms based on their physical features. What is it?. I am an animal that does not have a backbone. What am I?. This is a feature of an organism that helps it survive in its surroundings. What is it?. This is a single group of organisms that can reproduce among themselves. 8. Our cells have no nucleus. What are we? 9. Some of us reproduce with spores. What are we? 10. Most of us are single-celled. What are we?

14 Name How Living Things Are Organized Comprehension Complete the following Venn diagrams. In the parts of the circles that do not overlap, write the characteristics of the group of organisms indicated by the label. In the parts of the circles that do overlap, write the characteristics that each group of organisms shares with another group of organisms. Plants Animals Plants Fungi Animals Fungi

15 Name Practice reading these words aloud. How Living Things Are Organized Oral Reading Fluency adaptations amphibians classify dichotomous key fungi genus invertebrates kingdoms mammals nutrients organisms protists reptiles species vascular vertebrates Practice reading the phrases aloud. Then practice reading aloud the sentences. Keep practicing until you express the meaning of each sentence clearly. 1. A dichotomous key / is made up / of choices / that lead you / to the name / of the organism / you want / to identify. 2. Fungi cells / are like animal cells / because / they cannot make / their own food. 3. Tubelike vascular tissue / helps move / water and nutrients / through plants. 4. The first word / in an organism s / scientific name / identifies / the organism s genus, / and the second word / identifies / the organism s species.. Vertebrates / are divided / into five groups, / which include / fish, / amphibians, / reptiles, / birds, / and mammals.. Scientists used to / classify organisms / as plants / or animals, / but today / they classify organisms / into six kingdoms.. Plants / have adaptations / that help them survive / in their surroundings. 8. About 9 percent / of all animals/ are invertebrates. 9. People think / that all bacteria / cause harm / to people, / but some bacteria / actually are helpful / to human beings. 10. Scientists / classify protists / by whether / they are / more like / plants, / animals, / or fungi. Work with a partner. Take turns reading the sentences and listening to each other. Is the meaning of the sentence clear? Work together to improve fluency.

16 Name How Living Things Are Organized Vocabulary Name How Living Things Are Organized Comprehension Read each riddle. Then solve it by writing the word out. There is one line for each letter. 1. I am an animal that has a backbone. What am I? v e r t e b r a t e 2. This is a group of organisms that share major characteristics and are therefore closely related. What is it? g e n u s 3. This is the grouping of things into groups of similar items. What is it? c l a s s i f i c a t i o n Complete the following Venn diagrams. In the parts of the circles that do not overlap, write the characteristics of the group of organisms indicated by the label. In the parts of the circles that do overlap, write the characteristics that each group of organisms shares with another group of organisms. Plants Animals 4. This is a guide that helps identify organisms based on their physical features. What is it? d i c h o t o m o u s k e y. I am an animal that does not have a backbone. What am I? i n v e r t e b r a t e. This is a feature of an organism that helps it survive in its surroundings. What is it? a d a p t a t i o n. This is a single group of organisms that can reproduce among themselves. s p e c i e s 8. Our cells have no nucleus. What are we? b a c t e r i a 9. Some of us reproduce with spores. What are we? f u n g i 10. Most of us are single-celled. What are we? p r o t i s t s Plants Animals Fungi Fungi Accept all reasonable Venn diagrams. Make sure that students pay special attention to the ways in which the organisms in one kingdom are like the organisms in another kingdom. Name Practice reading these words aloud. How Living Things Are Organized Oral Reading Fluency adaptations amphibians classify dichotomous key fungi genus invertebrates kingdoms mammals nutrients organisms protists reptiles species vascular vertebrates Practice reading the phrases aloud. Then practice reading aloud the sentences. Keep practicing until you express the meaning of each sentence clearly. 1. A dichotomous key / is made up / of choices / that lead you / to the name / of the organism / you want / to identify. 2. Fungi cells / are like animal cells / because / they cannot make / their own food. 3. Tubelike vascular tissue / helps move / water and nutrients / through plants. 4. The first word / in an organism s / scientific name / identifies / the organism s genus, / and the second word / identifies / the organism s species.. Vertebrates / are divided / into five groups, / which include / fish, / amphibians, / reptiles, / birds, / and mammals.. Scientists used to / classify organisms / as plants / or animals, / but today / they classify organisms / into six kingdoms.. Plants / have adaptations / that help them survive / in their surroundings. 8. About 9 percent / of all animals/ are invertebrates. 9. People think / that all bacteria / cause harm / to people, / but some bacteria / actually are helpful / to human beings. 10. Scientists / classify protists / by whether / they are / more like / plants, / animals, / or fungi. Work with a partner. Take turns reading the sentences and listening to each other. Is the meaning of the sentence clear? Work together to improve fluency. Student Worksheets You may use the three worksheets included here to revisit science content and vocabulary. Vocabulary enables students to show mastery of science vocabulary through a word- and concept-based activity. Comprehension may be used to review or test students recall of the content. Oral Reading Fluency reinforces key science concepts through practice in oral reading for meaning. ISBN-13: ISBN-10: X Book Title Harcourt Leveled Readers Online 8

17 The Remarkable Lives of Plants READING FOCUS SKILLS: Compare and Contrast, Main Idea and Details VOCABULARY: angiosperm, conifer, gymnosperm, nonvascular plant, phloem, pollination, vascular plant, xylem EXTENSIONS: Writing Science, Language Arts BEFORE READING BUILD BACKGROUND Ask students to describe different types of tree seeds they have seen. Have you ever thrown maple seeds in the air and watched them twirl down to the ground? Have you ever taken a pinecone apart to find the seeds inside? Have you ever stepped on a spiny seed from a sweet gum tree? Explain that there is a good reason why each plant s seeds have a unique design, and that this book will tell them how that design helps the plant reproduce. PREVIEW TEXT AND GRAPHICS Tell students to page through the book, reading some of the headings, looking at the pictures, and reading a few of the captions. What do you think will be most interesting in this book? What do you hope to find out about how plants reproduce and grow? Possible answer: I think the section about how plants make food will be the most interesting in this book. I hope to find out how plants use seeds to reproduce and grow. GRADE WORD COUNT 18 GENRE Expository Nonfiction LEVEL On-Level New Dale-Chall.4 Lexile 810L Guided Reading W SUMMARY Students read about the different ways that plants reproduce, with and without seeds. They also learn what plants need to live and grow, about plants different tissues and structures, and about how plants make food. Harcourt Leveled Readers Online Copyright by Harcourt, Inc. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Permission is hereby granted to individual teachers using the corresponding Science Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to School Permissions and Copyrights, Harcourt, Inc., 2 Sea Harbor Drive, Orlando, Florida Fax: HARCOURT and the Harcourt Logo are trademarks of Harcourt, Inc., registered in the United States of America and/or other jurisdictions. Printed in the United States of America ISBN ISBN If you have received these materials as examination copies free of charge, Harcourt School Publishers retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited and is illegal. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. 1 The Remarkable Lives of Plants

18 READING FOCUS SKILL: COMPARE AND CONTRAST Have students look at the photographs in the book. Explain that the author has chosen photographs that help students compare and contrast different kinds of plants. Ask students to point out sections in which the photographs illustrate plants that students should compare and contrast (for example, the moss and the fern on pages 2 3 and the pinecone and cherries on pages 4 ). DURING READING OPTIONS FOR READING You may have students read individually or in pairs, pausing at each focus skill icon to respond to the question or statement. Or, you may use a Directed Reading approach, having students read and discuss the book in segments as suggested. Conclude the discussion of a segment by discussing the focus skill icon questions. Have students revisit the text to identify the words and sentences that helped them arrive at their responses. MONITOR COMPREHENSION Pages 2 3 Discuss the differences between moss and ferns. Why did the author put them in the same section of the Reader? because they are both plants that reproduce without seeds Pages 4 Ask students to name examples of gymnosperms and angiosperms. Write their responses on the board. Where do a conifer s seeds grow? inside cones Why do you think the fruit that surrounds angiosperms is often good to eat? If the fruit is good to eat, animals and human beings will eat the fruit and scatter the seeds, thereby helping the plant spread its seeds. Pages Have students study the pictures. Point out the anther, stamen, pistil, and stigma of the flowers shown. How do plants attract animals that help them in the process of pollination? Some plants have bright colors, strong scents, and different shapes that attract animals. Pages 8 9 Discuss with students the many ways that plants ensure that their seeds survive and are spread. How have you helped plants spread seeds? Possible answers include throwing fruit pits on the ground, finding sticky seeds attached to your clothes and throwing them on the ground, breaking open seed pods of wildflowers and weeds, and planting seeds in a garden. The Remarkable Lives of Plants 2

19 Pages What do plants need in order to grow? water, nutrients, light, carbon dioxide, oxygen What are xylem and phloem? Xylem is a tissue that carries water and nutrients from the roots to the leaves. Phloem carries sugar from the leaves to the plant s cells. Pages 14 1 Discuss with students the importance of plants. Why do human beings and other organisms need plants? for the food and oxygen they provide What makes plants different from other multicellular living things? They can make their own food. What is this process called? photosynthesis What is the name of the process by which plants use stored energy? respiration BUILD VOCABULARY Divide the class into teams. Instruct each team to write clues for each of the terms in the Glossary. Then let the teams compete against each other. Team A will read one of its clues to Team B. Team B will give a response in the form of a question. If Team B is correct, then Team A will read another clue. When Team B gets a wrong answer, then Team B will read a clue to Team A. Independent Practice Vocabulary Copying Master, page READING FOCUS SKILL: MAIN IDEA AND DETAILS Explain that in the Reader the main idea of a section often can be found in the title of the section (for example, How Plants Make Food on pages 14 1). The details that support the main idea are found in the body of the section. Have students identify the main idea of each section of the Reader by reading and interpreting the title. Then choose a section and ask students to identify the details that support the main idea of that section. USING THE READER WITH ENGLISH LANGUAGE LEARNERS Have students work together in small groups to produce oral presentations of the ways that plants reproduce, grow, and make food. Ask students to use all eight vocabulary words in their presentations. Have the groups give their presentations to the class. THINK AND WRITE AFTER READING 1. Possible answers: Different animals pollinate flowers and in turn drink their nectar or lay their eggs inside; animals spread seeds by burying them or brushing past plants. 3 The Remarkable Lives of Plants

20 2. Possible answers: Their seeds grow inside cones; their leaves are like needles; they stay green all year. 3. Xylem tissue carries water and nutrients from the roots to the leaves. Phloem tissue carries sugar from the plant s leaves to its cells. 4. Students should show an understanding of how plants reproduce, make their own food, and have plenty of working parts. Independent Practice Comprehension Copying Master, page READ FOR FLUENCY Have students work in pairs. Ask them to choose and read aloud favorite parts of the book to one another. Independent or Paired Practice page Oral Reading Fluency Copying Master, EXTENSIONS In addition to the following activities, you may choose activities from the Project Cards for students to do after reading. Plant Poem (Writing) Have students write a poem about any aspect of the Reader, including how plants reproduce, how they grow, or how they make food. Students may use any poetic form, including free verse or rhyming poetry. Ask students to use vocabulary words in their poems. Have student volunteers read their poems to the class. What Is Aloe Vera? (Science) Tell students that for a long time people have been using the aloe vera plant to help soothe and heal burns. Bring an aloe vera plant into the classroom. Cut off a large leaf and slice it in half. Allow students to touch the oil inside the leaf. Explain that this is what is used in the different products that list aloe or aloe vera as an ingredient. Finally, ask students to look at the many health care and beauty products in their home and make a list of all those that include aloe vera as an ingredient. Bees and Farmers (Language Arts) Farmers need bees to pollinate their plants. Have students use the Internet and library to find out how farmers make sure they have enough bees. Tell students to write a report that tells where the bees come from and how the farmers take care of them. The Remarkable Lives of Plants 4

21 Name Underline the word or term that correctly completes each sentence. The Remarkable Lives of Plants Vocabulary 1. A (vascular plant, nonvascular plant, flowering plant) has transport tissues for carrying water, food, and nutrients to its cells. 2. (Xylem, Phloem, Conifer) is plant tissue that carries food (sugars) from the leaves to other cells. 3. A vascular plant that produces seeds that are not surrounded by fruit is a(n) (xylem, angiosperm, gymnosperm). 4. The first step of angiosperm reproduction, during which pollen from an anther lands on a stigma of a flower of the same kind, is (photosynthesis, pollination, respiration).. A (tomato, fern, conifer) is a type of gymnosperm whose seeds develop inside a cone.. A plant that lacks tissue for carrying water, food, and nutrients is a (vascular plant, nonvascular plant, flowering plant).. A(n) (angiosperm, gymnosperm, phloem) is a flowering vascular plant whose seeds are surrounded by a fruit. 8. Plant tissue that carries water and nutrients from the roots to the leaves is called (xylem, phloem, conifer). 9. The process by which plants make their own food is called (respiration, photosynthesis, pollination). 10. The process by which plants use stored energy is called (respiration, photosynthesis, pollination).

22 Name Circle the letter next to the correct answer. 1. Which of the following are NOT angiosperms? A. grasses B. cherry trees C. sunflowers D. pine trees 2. Which of the following do plants NOT use during photosynthesis? A. sugar B. carbon dioxide C. sunlight D. water 3. Pollination is the first step in reproduction. A. gymnosperm B. angiosperm C. vascular D. nonvascular 4. Which of the following statements is true? A. The seeds of gymnosperms are surrounded by fruit. B. Gymnosperm seeds do not grow inside cones. C. Conifers make up the largest group of gymnosperms. D. One conifer tree usually has only female cones. The Remarkable Lives of Plants Comprehension. Which tissue type carries water and nutrients from a plant s roots to its leaves? A. xylem B. phloem C. angiosperm D. gymnosperm. How do most plants begin growing? A. from shoots B. from buds C. from seeds D. from branches. How many stages of reproduction do moss and ferns have? A. 1 B. 2 C. 3 D. 4

23 Name Practice reading these words aloud. The Remarkable Lives of Plants Oral Reading Fluency angiosperm chlorophyll conifers gymnosperms nonvascular plants phloem pigment pollination reproduction tropical vascular plants xylem Practice reading the phrases aloud. Then practice reading aloud the sentences. Keep practicing until you express the meaning of each sentence clearly. 1. Most ferns / live in / tropical rain forests, / although some people / keep others / as houseplants. 2. In angiosperm reproduction, / fruit grows / around seeds / to protect them. 3. Plants / cannot move, / so they have / other ways / of spreading their seeds. 4. When seeds / split open, / the tiny seedlings / inside / begin to grow / roots and shoots.. Nonvascular plants / do not have / the long roots / that vascular plants / have.. Chlorophyll, / which is / the green pigment / in a leaf s cell, / gathers the energy / of the sun / and brings it / into the plant.. Moss / and ferns / use asexual reproduction / and sexual reproduction / to reproduce. 8. One group / of plants / that uses seeds / in its reproductive process / is called / gymnosperms, / the largest group / of which / is called / conifers. 9. Pollination occurs / when pollen / from one flower / is transferred / to another flower. 10. Xylem tissue / carries water / and nutrients / from a plant s roots / to its leaves, / while phloem tissue / carries sugar / from a plant s leaves / to its cells. Work with a partner. Take turns reading the sentences and listening to each other. Is the meaning of the sentence clear? Work together to improve fluency.

24 Name The Remarkable Lives of Plants Vocabulary Name The Remarkable Lives of Plants Comprehension Underline the word or term that correctly completes each sentence. 1. A (vascular plant, nonvascular plant, flowering plant) has transport tissues for carrying water, food, and nutrients to its cells. 2. (Xylem, Phloem, Conifer) is plant tissue that carries food (sugars) from the leaves to other cells. 3. A vascular plant that produces seeds that are not surrounded by fruit is a(n) (xylem, angiosperm, gymnosperm). 4. The first step of angiosperm reproduction, during which pollen from an anther lands on a stigma of a flower of the same kind, is (photosynthesis, pollination, respiration).. A (tomato, fern, conifer) is a type of gymnosperm whose seeds develop inside a cone.. A plant that lacks tissue for carrying water, food, and nutrients is a (vascular plant, nonvascular plant, flowering plant).. A(n) (angiosperm, gymnosperm, phloem) is a flowering vascular plant whose seeds are surrounded by a fruit. 8. Plant tissue that carries water and nutrients from the roots to the leaves is called (xylem, phloem, conifer). 9. The process by which plants make their own food is called (respiration, photosynthesis, pollination). 10. The process by which plants use stored energy is called (respiration, photosynthesis, pollination). Circle the letter next to the correct answer. 1. Which of the following are NOT angiosperms? A. grasses B. cherry trees C. sunflowers D. pine trees 2. Which of the following do plants NOT use during photosynthesis? A. sugar B. carbon dioxide C. sunlight D. water 3. Pollination is the first step in reproduction. A. gymnosperm B. angiosperm C. vascular D. nonvascular 4. Which of the following statements is true? A. The seeds of gymnosperms are surrounded by fruit. B. Gymnosperm seeds do not grow inside cones. C. Conifers make up the largest group of gymnosperms. D. One conifer tree usually has only female cones.. Which tissue type carries water and nutrients from a plant s roots to its leaves? A. xylem B. phloem C. angiosperm D. gymnosperm. How do most plants begin growing? A. from shoots B. from buds C. from seeds D. from branches. How many stages of reproduction do moss and ferns have? A. 1 B. 2 C. 3 D. 4 Name Practice reading these words aloud. The Remarkable Lives of Plants Oral Reading Fluency angiosperm chlorophyll conifers gymnosperms nonvascular plants phloem pigment pollination reproduction tropical vascular plants xylem Practice reading the phrases aloud. Then practice reading aloud the sentences. Keep practicing until you express the meaning of each sentence clearly. 1. Most ferns / live in / tropical rain forests, / although some people / keep others / as houseplants. 2. In angiosperm reproduction, / fruit grows / around seeds / to protect them. 3. Plants / cannot move, / so they have / other ways / of spreading their seeds. 4. When seeds / split open, / the tiny seedlings / inside / begin to grow / roots and shoots.. Nonvascular plants / do not have / the long roots / that vascular plants / have.. Chlorophyll, / which is / the green pigment / in a leaf s cell, / gathers the energy / of the sun / and brings it / into the plant.. Moss / and ferns / use asexual reproduction / and sexual reproduction / to reproduce. 8. One group / of plants / that uses seeds / in its reproductive process / is called / gymnosperms, / the largest group / of which / is called / conifers. 9. Pollination occurs / when pollen / from one flower / is transferred / to another flower. 10. Xylem tissue / carries water / and nutrients / from a plant s roots / to its leaves, / while phloem tissue / carries sugar / from a plant s leaves / to its cells. Student Worksheets You may use the three worksheets included here to revisit science content and vocabulary. Vocabulary enables students to show mastery of science vocabulary through a word- and concept-based activity. Comprehension may be used to review or test students recall of the content. Oral Reading Fluency reinforces key science concepts through practice in oral reading for meaning. Work with a partner. Take turns reading the sentences and listening to each other. Is the meaning of the sentence clear? Work together to improve fluency. ISBN-13: ISBN-10: Book Title Harcourt Leveled Readers Online 8

25 Interacting Life: The Ecosystem READING FOCUS SKILLS: Sequence, Compare and Contrast, Main Idea and Details, Cause and Effect VOCABULARY:competition, consumer, food chain, food web, host, parasite, producer, symbiosis EXTENSIONS: Writing, Social Studies BEFORE READING BUILD BACKGROUND Allow students to tell what they know about food chains and food webs. Tell them that they will learn how energy is transferred throughout the food chains and food webs. PREVIEW TEXT AND GRAPHICS Tell students to read the title, skim through the book, and look at the pictures and diagrams. What questions do you have about this topic that you hope this book will answer? Write students questions on the board. READING FOCUS SKILL: MAIN IDEA AND DETAILS Explain that a sequence is a series of events, or steps. The concept of a sequence helps us understand how living and nonliving organisms in an environment interact. Have students explain the sequence of events in a food chain, including how the plant at the beginning of the food chain gets its energy. GRADE WORD COUNT 202 GENRE Expository Nonfiction LEVEL On-Level New Dale-Chall.4 Lexile 890L Guided Reading W SUMMARY The Reader explains that food chains are a means of energy transference. It also shows how ecosystems depend on a balance between all the plants and animals within them. Harcourt Leveled Readers Online Copyright by Harcourt, Inc. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Permission is hereby granted to individual teachers using the corresponding Science Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to School Permissions and Copyrights, Harcourt, Inc., 2 Sea Harbor Drive, Orlando, Florida Fax: HARCOURT and the Harcourt Logo are trademarks of Harcourt, Inc., registered in the United States of America and/or other jurisdictions. Printed in the United States of America ISBN ISBN If you have received these materials as examination copies free of charge, Harcourt School Publishers retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited and is illegal. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. 1 Interacting Life: The Ecosystem

26 DURING READING OPTIONS FOR READING You may have students read individually or in pairs, pausing at each focus skill icon to respond to the question or statement. Or, you may use a Directed Reading approach, having students read and discuss the book in segments as suggested. MONITOR COMPREHENSION Pages 2 Ask students to describe how plants make food. What is the name for an organism that makes its own food? producer Discuss with students how food chains work. Why are scavengers important? Scavengers eat other animals that have died and put their energy back into the ecosystem. Why are decomposers important? Decomposers put nitrogen back into the soil, where plants can absorb it, and animals that eat the plants get the nitrogen they need to make proteins. Pages 9 Have students study the diagram on page. What important point about food webs is illustrated in the diagram? Everything in nature relies on other living organisms in order to survive. Why are there fewer animals near the top of a food chain? because energy is lost every time it moves to the next step of a food chain, and the animals at the top need so much energy to survive Name the cycles that are important in ecosystems. food webs, transpiration, the carbon cycle, and the nitrogen cycle Pages 10 1 Draw students attention to the captions and the Fast Facts. Can you tell from the captions what are the main ideas of these sections? Yes. The main ideas are that organisms have to compete for resources in order to survive, that an entire ecosystem becomes unbalanced if one member is unbalanced, and that organisms of different species often have close relationships that benefit one or both of the organisms. How do the Fast Facts support the main ideas of the sections? Both Fast Facts illustrate how members of an ecosystem depend on each other for survival. READING FOCUS SKILL: COMPARE AND CONTRAST Explain to students that the information in the Reader is organized to help them understand the similarities and differences between different organisms roles in the ecosystem. Tell students that the author compares and contrasts roles such as producer and consumer, predator, prey, and scavenger, and others. Have students point out sections in the Reader that compare and contrast different organisms roles. Interacting Life: The Ecosystem 2

27 BUILD VOCABULARY Have students create their own stories or poems that use the vocabulary words. Encourage them to include context clues that show the meanings of the words. Independent Practice Vocabulary Copying Master, page USING THE READER WITH ENGLISH LANGUAGE LEARNERS Have students create a concept map or maps that include all the vocabulary words. Tell students that a good way to begin is to write one of the vocabulary words in the middle of a sheet of paper and then to connect supporting details to the word with lines, arrows, and explanatory phrases such as gives, contains, helps, and so on. Tell students that they can use the concept map or maps to study for tests. READING FOCUS SKILL: MAIN IDEA AND DETAILS Explain that every section of the Reader has a main idea, which is the most important point that the author wants to communicate. Tell students that each section also contains details, which support and further explain the main idea. Ask students to find the main idea of the section titled A Delicate Balance on page 14. Ask them to find details that support the main idea. THINK AND WRITE AFTER READING 1. Student answers will reflect more organisms, such as plants and prey, at the bottom of the pyramid. Animals decrease in number going upward. 2. More insects can create more food and help animal populations. They can also grow out of control and destroy vegetation. This can lead to less food, shelter, and oxygen and fewer homes. 3. Parasitism is a relationship in which one organism is helped and one is harmed. In mutualism, both are helped. In commensalism, one is helped and one is unaffected. 4. Student answers should reflect an understanding of the importance of the sun, water, and relationships between living and nonliving things in the environment. 3 Interacting Life: The Ecosystem

28 READING FOCUS SKILL: CAUSE AND EFFECT Explain cause and effect by using several everyday examples. Invite students to imagine that they each study very hard for a test, and when they each take the test, they each earn an A. Studying hard for the test is the cause for the effect of earning an A on the test. Ask students to volunteer more everyday examples of cause and effect. Then ask them to explain the cause (or causes) for the effect of an animal species becoming endangered. Independent Practice Comprehension Copying Master, page READ FOR FLUENCY Have students work in pairs. Ask them to choose and read aloud favorite parts of the Reader to one another. Independent or Paired Practice page Oral Reading Fluency Copying Master, EXTENSIONS In addition to the following activities, you may choose activities from the Project Cards for students to do after reading. Ecosystem Stories (Writing) Tell students to think of a way that an ecosystem could become unbalanced; for instance, ecosystems can be affected by land development, clear-cutting, hunting, pollution, a hurricane, or a tornado. Then tell students to write a story about how their chosen event impacts an ecosystem and its food chains and food webs. Ask students to use as many of the Reader s vocabulary words as possible. Have student volunteers read their stories to the class. Letters to the Council (Social Studies) Have students write letters to their town officials asking them to be careful about land development. Students should explain how land development can affect living organisms. Interacting Life: The Ecosystem 4

29 Name Fill in the blanks with the correct word from the Word Bank. Each word in the Word Bank will be used only once. Interacting Life: The Ecosystem Vocabulary competition consumer decomposer food chain food web host parasite producer scavenger symbiosis 1. A close relationship between organisms of different species in which one or both of the organisms benefit is called. 2. A is an organism that a parasite lives in or on. 3. An organism that eats other organisms is called a. 4. A is an organism that makes its own food.. A sequence of connected producer and consumers is a.. The struggle among organisms for limited resources in an area is.. A is a group of connected food chains in an ecosystem. 8. An organism that benefits from its relationship with another organism while the other organism is harmed is called a. 9. A is an animal that eats other animals that have died. 10. An organism that breaks down animal and plant remains is a.

30 Name Circle T for True or F for False. 1. Food chains and food webs occur only on land. T F Interacting Life: The Ecosystem Comprehension 2. There are always enough resources for all organisms, so there is no need for competition. T F 3. Mutualism occurs when both organisms benefit from their relationship. T F 4. Bushes, grass, and trees are all consumers. T F. Living things cannot get nitrogen without the help of decomposers. T F. Energy is recycled back into the environment through food webs and other cycles. T F. Parasites do not have a symbiotic relationship with their hosts. T F 8. Producers are an important part of food chains and food webs. T F 9. Certain animals sometimes are predators and sometimes are prey. T F 10. Commensalism is a relationship in which one species benefits and the other is neither helped nor harmed. T F

31 Name Practice reading these words aloud. Interacting Life: The Ecosystem Oral Reading Fluency carbon cycle carbon dioxide commensalism competition consumers ecosystems energy pyramid food chains glucose host mutualism organisms oxygen parasites parasitism predators prey producers symbiosis symbiotic Practice reading the phrases aloud. Then practice reading aloud the sentences. Keep practicing until you express the meaning of each sentence clearly. 1. As part / of the carbon cycle, / animals breathe in oxygen / and breathe out carbon dioxide, / and plants / take in carbon dioxide / and give off oxygen. 2. Prey are / the animals / eaten by / other animals, / and predators are / animals that eat / other living animals. 3. Plants use / energy / from the sun / to make / a type of sugar / called glucose. 4. The struggle / among different organisms / to get resources / such as / food and water / is called / competition.. Ecosystems / can become unbalanced / if there is / a change / in a symbiotic relationship.. Almost all food chains / begin / with plants / gathering energy / from the sun.. The three / different kinds / of symbiosis / are parasitism, / mutualism, / and commensalism. 8. Consumers / get energy / by eating / producers, / which make food. 9. A host / can die / from negative effects / caused by / parasites. 10. An energy pyramid / is formed / from stages / of energy / gain and loss, / as energy / moves from / step to step / of a food chain. Work with a partner. Take turns reading the sentences and listening to each other. Is the meaning of the sentence clear? Work together to improve fluency.

32 Interacting Life: The Ecosystem Interacting Life: The Ecosystem Name Vocabulary Name Comprehension Fill in the blanks with the correct word from the Word Bank. Each word in the Word Bank will be used only once. Circle T for True or F for False. 1. Food chains and food webs occur only on land. T F competition consumer decomposer food chain food web host parasite producer scavenger symbiosis 1. A close relationship between organisms of different species in which one or both of the organisms benefit is called symbiosis. 2. A host is an organism that a parasite lives in or on. 3. An organism that eats other organisms is called a consumer. 4. A producer is an organism that makes its own food.. A sequence of connected producer and consumers is a food chain.. The struggle among organisms for limited resources in an area is competition. 2. There are always enough resources for all organisms, so there is no need for competition. T F 3. Mutualism occurs when both organisms benefit from their relationship. T F 4. Bushes, grass, and trees are all consumers. T F. Living things cannot get nitrogen without the help of decomposers. T F. Energy is recycled back into the environment through food webs and other cycles. T F. Parasites do not have a symbiotic relationship with their hosts. T F 8. Producers are an important part of food chains and food webs. T F 9. Certain animals sometimes are predators and sometimes are prey. T F 10. Commensalism is a relationship in which one species benefits and the other is neither helped nor harmed. T F. A food web is a group of connected food chains in an ecosystem. 8. An organism that benefits from its relationship with another organism while the other organism is harmed is called a parasite. 9. A scavenger is an animal that eats other animals that have died. 10. An organism that breaks down animal and plant remains is a decomposer. Name Practice reading these words aloud. Interacting Life: The Ecosystem Oral Reading Fluency carbon cycle carbon dioxide commensalism competition consumers ecosystems energy pyramid food chains glucose host mutualism organisms oxygen parasites parasitism predators prey producers symbiosis symbiotic Practice reading the phrases aloud. Then practice reading aloud the sentences. Keep practicing until you express the meaning of each sentence clearly. 1. As part / of the carbon cycle, / animals breathe in oxygen / and breathe out carbon dioxide, / and plants / take in carbon dioxide / and give off oxygen. 2. Prey are / the animals / eaten by / other animals, / and predators are / animals that eat / other living animals. 3. Plants use / energy / from the sun / to make / a type of sugar / called glucose. 4. The struggle / among different organisms / to get resources / such as / food and water / is called / competition.. Ecosystems / can become unbalanced / if there is / a change / in a symbiotic relationship.. Almost all food chains / begin / with plants / gathering energy / from the sun.. The three / different kinds / of symbiosis / are parasitism, / mutualism, / and commensalism. 8. Consumers / get energy / by eating / producers, / which make food. 9. A host / can die / from negative effects / caused by / parasites. 10. An energy pyramid / is formed / from stages / of energy / gain and loss, / as energy / moves from / step to step / of a food chain. Student Worksheets You may use the three worksheets included here to revisit science content and vocabulary. Vocabulary enables students to show mastery of science vocabulary through a word- and concept-based activity. Comprehension may be used to review or test students recall of the content. Oral Reading Fluency reinforces key science concepts through practice in oral reading for meaning. Work with a partner. Take turns reading the sentences and listening to each other. Is the meaning of the sentence clear? Work together to improve fluency. ISBN-13: ISBN-10: Book Title Harcourt Leveled Readers Online 8

33 Earth s Changing Ecosystems READING FOCUS SKILLS: Main Idea and Details, Sequence, Cause and Effect VOCABULARY: endangered species, estuary, extinction, fossil fuels, natural resource, wetland EXTENSIONS: Writing, Science BEFORE READING BUILD BACKGROUND What are some natural resources that you use every day? List students answers on the board. If a student names something that is not a natural resource, list it separately on the board. Explain that students will learn what makes something a natural resource. PREVIEW TEXT AND GRAPHICS Guide students as they look at the pictures and headings in the book. Ask different volunteers to predict what each section will be about. READING FOCUS SKILL: MAIN IDEA AND DETAILS Explain that in the Reader the main idea of a section often can be found in the first paragraph of that section. The details that support the main idea are found in the other paragraphs of the section. Have students identify the main idea of each section of the Reader. Then ask students to identify the details that support the main idea of the section titled Conservation (pages 10 11). GRADE WORD COUNT 1800 GENRE Expository Nonfiction LEVEL On-Level New Dale-Chall.0 Lexile 910L Guided Reading V SUMMARY This book describes many of Earth s natural resources. It shows how destruction of ecosystems can result in endangered and extinct species. It also shows the importance of recycling and reusing, and of practicing general conservation. Harcourt Leveled Readers Online Copyright by Harcourt, Inc. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Permission is hereby granted to individual teachers using the corresponding Science Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to School Permissions and Copyrights, Harcourt, Inc., 2 Sea Harbor Drive, Orlando, Florida Fax: HARCOURT and the Harcourt Logo are trademarks of Harcourt, Inc., registered in the United States of America and/or other jurisdictions. Printed in the United States of America ISBN ISBN If you have received these materials as examination copies free of charge, Harcourt School Publishers retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited and is illegal. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. 1 Earth s Changing Ecosystems

34 DURING READING OPTIONS FOR READING You may have students read individually or in pairs, pausing at each focus skill icon to respond to the question or statement. Or, you may use a Directed Reading approach, having students read and discuss the book in segments as suggested. Conclude the discussion of a segment by discussing the focus skill icon questions. Have students revisit the text to identify the words and sentences that helped them arrive at their responses. READING FOCUS SKILL: SEQUENCE Explain that a sequence is a series of events, or steps. When we understand a sequence, we understand how a process works. Have students explain the sequence of events that occurs when an organism becomes endangered through habitat loss or pollution of habitat. Have them choose a specific organism to use in their explanation. MONITOR COMPREHENSION Pages 2 Ask students to think about how natural resources are used in their school. What powers the lights and the heater/air conditioner? electricity and/or gas from burning fossil fuels such as oil and natural gas From what materials is the school made, and where do we get them? possible answers: wood, stone, brick, concrete, and metals; from trees and from mining the Earth Pages Ask students to think about what other natural resources are used in their school. Which natural resource is used in the kitchen, the drinking fountains, and the bathrooms? water Which natural resource is used to make paper, pencils, and books? trees Which natural resources are used to grow the food that is prepared in the kitchen? water, soil, sunlight Pages 8 9 Have students look at the pictures and read the captions and Fast Fact. What is the difference between a nonrenewable resource and a renewable resource? Nonrenewable resources will be gone once we use them up, while renewable resources can be replaced within a human life span. What is a reusable resource? a resource that can be used over and over again Pages Have students give suggestions for how they and their families can practice conservation. Write their suggestions on the board. How can you practice conservation at home? At school? When traveling? When shopping? Answers will vary but should reflect methods of conservation. Earth s Changing Ecosystems 2

35 Pages 12 1 Have students explain how people can affect the environment. What positive effects can people have on the environment? People can pass laws that require companies to release less pollution and to clean up the pollution they have already created. They can use cleaner alternative energy sources such as solar, wind, and water power. They can restore habitats and ecosystems. What negative effects can people have on the environment? People can pollute the air, water, and land. They can introduce into ecosystems nonnative plants and animals that kill native plants and animals. They can cause animals and plants to become endangered or extinct. BUILD VOCABULARY Have students write riddles for three of the vocabulary words. Their riddles should follow this model. I am... I am a(n). For example, I am an animal that is close to dying out. I am a(n) [endangered species]. Direct students to refer to the Reader to get information to help them write their riddles. Have students exchange papers with a partner and solve the riddles. Independent Practice Vocabulary Copying Master, page READING FOCUS SKILL: CAUSE AND EFFECT Explain cause and effect by using several everyday examples. Invite students to imagine that they miss their school bus and their parents have to drive them to school. Because of this happening, they are late for class. Missing your bus is the cause for the effect of being late for class. Ask students to volunteer more everyday examples of cause and effect. Then ask them to explain the cause (or causes) for the effect of the world running out of fossil fuels. USING THE READER WITH ENGLISH LANGUAGE LEARNERS Divide students into small groups and assign each group a section of the Reader. Have each group create an outline of the main ideas of its section. Refresh students memories on how to create an outline using Roman numerals, letters, and numbers. Check each group s outline for accuracy. Have each group present to the class the main ideas of its section. 3 Earth s Changing Ecosystems

36 THINK AND WRITE AFTER READING 1. Resources can include renewable resources: wood, animals, fish, water, and wind, and nonrenewable resources: oil, coal, minerals, and soil. 2. Using fossil fuels can lead to air, land, and water pollution. Burning fossil fuels releases carbon dioxide into the air and can lead to acid rain. Oil spills cause water and land pollution. 3. Possible answer: All help conserve natural resources. 4. Student answers should reflect an understanding of the importance of communities joining together to conserve resources. Independent Practice Comprehension Copying Master, page READ FOR FLUENCY Have children work in pairs. Ask them to choose and read aloud favorite parts of the Reader to one another. Independent or Paired Practice page Oral Reading Fluency Copying Master, EXTENSIONS In addition to the following activities, you may choose activities from the Project Cards for students to do after reading. Resource Roundup (Writing) Have students choose a natural resource and write a paragraph that explains all the different ways living things (including people) use that resource. For example, a student writing about trees might mention that animals use trees for food and shelter, people use trees as building materials and to make products such as paper, boxes, furniture, and so on. Have student volunteers read their paragraphs to the class. Spotted Owls and Logging (Science) Logging companies have been fighting with conservationists about the spotted owl. Have students investigate both sides of the issue. What do the loggers have to say? What do the conservationists say? You may want to encourage your class to debate the issue. Earth s Changing Ecosystems 4

37 Name Fill in the blanks with the correct word from the Word Bank. Each word will be used only once. Earth s Changing Ecosystems Vocabulary endangered species estuary extinction fossil fuel natural resource wetland 1. A species with so few individuals that it could die out is a(n). 2. A(n) is where a freshwater river empties into an ocean. 3. is the loss of an entire species. 4. A(n) is an energy-rich resource formed from the buried remains of once-living organisms.. A material that occurs in nature and is essential or useful to people is a(n).. An area of land that is covered by water all or much of the time is a(n). Write a paragraph about how people can cause positive or negative change in ecosystems. The paragraph should include all the vocabulary words.

38 Name Match each word on the left with the statement on the right by writing the correct letter in the space next to the word. Earth s Changing Ecosystems Comprehension 1. renewable resource 2. natural resource 3. crude oil 4. estuaries. fossil fuels. endangered species. coal 8. extinction 9. reusable resource 10. wetlands 11. nonrenewable resource 12. conservation 13. acid rain 14. air pollution 1. alternative energy sources A. Formed from tiny decayed sea organisms under intense heat and pressure B. Is close to dying out completely C. Can be used over and over again D. Natural filters that clean water E. Can be replaced within a human lifespan F. Peat is the beginning of the formation of this G. Water, trees, diamonds, iron, soil H. Using resources carefully so that they will last as long as possible I. Contains sulfur dioxide and destroys plant life and fish in lakes and rivers J. Many fish hatch here; a place that can suffer from pollution and too much fishing K. The loss of a species forever L. Sun, wind, and water power are examples M. Formed from the buried remains of once-living organisms N. Once used, it will be gone O. Caused by burning fossil fuels

39 Name Practice reading these words aloud. Earth s Changing Ecosystems Oral Reading Fluency ecosystems estuaries habitats endangered species extinct natural resources environments fossil fuels wetlands Practice reading the phrases aloud. Then practice reading aloud the sentences. Keep practicing until you express the meaning of each sentence clearly. 1. When old forests / are cut down, / it takes / a very long time / for them / to grow back. 2. If people / introduce / new species / into an ecosystem, / the new species / might kill off / species that are native / to the ecosystem. 3. People / must dig deep / into Earth / to mine / fossil fuels / such as / oil and coal. 4. In the past, / people did not realize / the value / of wetlands, / which are home / to many / endangered species.. People / in the United States / use many natural resources / that are necessary / for life / or are simply / useful and enjoyable.. If people / destroy the habitats / of plants and animals, / the plants and animals / can become endangered / or even extinct.. Human development / has damaged / many estuaries, / which are ecosystems / where salt water / and fresh water environments / come together. 8. People / must be very careful / when transporting oil, / because oil spills / can cause great damage / to ecosystems. 9. If you take / a canvas bag / when you go shopping, / you will not / need to use / the plastic bags / that stores / give out. 10. Soil is / a very important / natural resource / because plants / need it / to grow. Work with a partner. Take turns reading the sentences and listening to each other. Is the meaning of the sentence clear? Work together to improve fluency.

40 Earth s Changing Ecosystems Earth s Changing Ecosystems Name Vocabulary Name Comprehension Fill in the blanks with the correct word from the Word Bank. Each word will be used only once. endangered species estuary extinction fossil fuel natural resource wetland 1. A species with so few individuals that it could die out is a(n) endangered species. 2. A(n) estuary is where a freshwater river empties into an ocean. 3. Extinction is the loss of an entire species. 4. A(n) fossil fuel is an energy-rich resource formed from the buried remains of once-living organisms.. A material that occurs in nature and is essential or useful to people is a(n) natural resource.. An area of land that is covered by water all or much of the time is a(n) wetland. Write a paragraph about how people can cause positive or negative change in ecosystems. The paragraph should include all the vocabulary words. Answers will vary but should include all six vocabulary words in a paragraph that gives an accurate and coherent explanation of how people affect ecosystems. Match each word on the left with the statement on the right by writing the correct letter in the space next to the word. E 1. renewable resource G 2. natural resource A 3. crude oil J 4. estuaries M. fossil fuels B. endangered species F. coal K 8. extinction C 9. reusable resource D 10. wetlands N 11. nonrenewable resource H 12. conservation I 13. acid rain O 14. air pollution L 1. alternative energy sources A. Formed from tiny decayed sea organisms under intense heat and pressure B. Is close to dying out completely C. Can be used over and over again D. Natural filters that clean water E. Can be replaced within a human lifespan F. Peat is the beginning of the formation of this G. Water, trees, diamonds, iron, soil H. Using resources carefully so that they will last as long as possible I. Contains sulfur dioxide and destroys plant life and fish in lakes and rivers J. Many fish hatch here; a place that can suffer from pollution and too much fishing K. The loss of a species forever L. Sun, wind, and water power are examples M. Formed from the buried remains of once-living organisms N. Once used, it will be gone O. Caused by burning fossil fuels Name Practice reading these words aloud. Earth s Changing Ecosystems Oral Reading Fluency ecosystems estuaries habitats endangered species extinct natural resources environments fossil fuels wetlands Practice reading the phrases aloud. Then practice reading aloud the sentences. Keep practicing until you express the meaning of each sentence clearly. 1. When old forests / are cut down, / it takes / a very long time / for them / to grow back. 2. If people / introduce / new species / into an ecosystem, / the new species / might kill off / species that are native / to the ecosystem. 3. People / must dig deep / into Earth / to mine / fossil fuels / such as / oil and coal. 4. In the past, / people did not realize / the value / of wetlands, / which are home / to many / endangered species.. People / in the United States / use many natural resources / that are necessary / for life / or are simply / useful and enjoyable.. If people / destroy the habitats / of plants and animals, / the plants and animals / can become endangered / or even extinct.. Human development / has damaged / many estuaries, / which are ecosystems / where salt water / and fresh water environments / come together. 8. People / must be very careful / when transporting oil, / because oil spills / can cause great damage / to ecosystems. 9. If you take / a canvas bag / when you go shopping, / you will not / need to use / the plastic bags / that stores / give out. 10. Soil is / a very important / natural resource / because plants / need it / to grow. Student Worksheets You may use the three worksheets included here to revisit science content and vocabulary. Vocabulary enables students to show mastery of science vocabulary through a word- and concept-based activity. Comprehension may be used to review or test students recall of the content. Oral Reading Fluency reinforces key science concepts through practice in oral reading for meaning. Work with a partner. Take turns reading the sentences and listening to each other. Is the meaning of the sentence clear? Work together to improve fluency. ISBN-13: ISBN-10: Book Title Harcourt Leveled Readers Online 8

41 Drifting Continents and Moving Mountains READING FOCUS SKILLS: Main Idea and Details, Compare and Contrast, Cause and Effect VOCABULARY: core, crust, deposition, earthquake, epicenter, erosion, focus, glacier, mantle, volcano, weathering EXTENSIONS: Writing, Science BEFORE READING BUILD BACKGROUND Write the word earthquake on the board. Ask students to talk about the meanings of the two parts of this compound word. Help them understand that quake means to shake in one spot. Tell them that parts of Earth are actually moving, not shaking, during an earthquake. Explain that students will read more about how Earth s plates are moving all the time. PREVIEW TEXT AND GRAPHICS Draw students attention to the focus skill questions throughout the book. Have the class change each question into a statement about what they expect to learn. For example, they can write this statement from the focus skill question on page 3: We will learn about the main layers of Earth. GRADE WORD COUNT 190 GENRE Expository Nonfiction LEVEL On-Level New Dale-Chall.0 Lexile 910L Guided Reading V SUMMARY Students read about the changes in Earth s surface, including continental drift, earthquakes, and volcanoes. Harcourt Leveled Readers Online Copyright by Harcourt, Inc. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Permission is hereby granted to individual teachers using the corresponding Science Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to School Permissions and Copyrights, Harcourt, Inc., 2 Sea Harbor Drive, Orlando, Florida Fax: HARCOURT and the Harcourt Logo are trademarks of Harcourt, Inc., registered in the United States of America and/or other jurisdictions. Printed in the United States of America ISBN ISBN If you have received these materials as examination copies free of charge, Harcourt School Publishers retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited and is illegal. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. 1 Drifting Continents and Moving Mountains

42 READING FOCUS SKILL: MAIN IDEA AND DETAILS Explain that in the Reader the main idea of a section often can be found in the title of the section (for example, Water and Wind on pages 4 ). The details that support the main idea are found in the body of the section. Have students identify the main idea of each section of the Reader by reading and interpreting the title. Then ask students to identify the details that support the main idea of the section titled A Puzzle of Plates (pages 10 11). DURING READING OPTIONS FOR READING You may have students read individually or in pairs, pausing at each focus skill icon to respond to the question or statement. Or, you may use a Directed Reading approach, having students read and discuss the book in segments as suggested. Conclude the discussion of a segment by discussing the focus skill icon questions. Have students revisit the text to identify the words and sentences that helped them arrive at their responses. READING FOCUS SKILL: COMPARE AND CONTRAST Have students look at the photographs in the book. Explain that the author has chosen photographs that help students compare and contrast different concepts. Ask students to point out sections in which the chosen photographs illustrate concepts that the author wants students to compare and contrast (for example, erosion by wind and by water on pages 4, and the supercontinent and today s continents on pages 10 11). MONITOR COMPREHENSION Pages 2 3 To help students understand the concept of Earth s having layers, ask students to name examples of everyday things that have layers (onions, cakes, salads). Write their responses on the board. How do scientists know about Earth s layers? by studying the way earthquake energy moves through the different layers of Earth What produces Earth s magnetic field? Earth s liquid outer core flowing around its inner core Pages 4 Ask students to describe the ways that wind and water can weather and erode rock. What are the effects of weathering and erosion on Earth s surface? They change Earth s surface: rivers wear deeper into the land. How does gravity cause deposition? Gravity pulls objects from higher places on Earth to lower places, or closer to Earth s core. Gravity does this to the rock fragments and sediment that have been eroded by wind or water. Drifting Continents and Moving Mountains 2

43 Pages 8 9 Draw students attention to the captions and the Fast Fact. How is frozen water in glaciers like liquid water? Like liquid water, frozen water can weather and erode Earth s surface and deposit sediment in new places. Pages Have students study the images of the supercontinent and the globe. Can you identify today s continents in the supercontinent? Answers will vary; help students identify the continents the way they look today. What caused the continents to drift apart? the movement of the many plates in the lithosphere Pages 12 1 Have students study the earthquake diagram. Ask students to use the diagram to explain what happens when an earthquake occurs. What is a tsunami? a giant destructive wave caused by an earthquake on the ocean floor Where, and how, do volcanoes form? They form at the boundaries of plates when magma is pushed up from Earth s mantle to the surface, often when plates are pulling apart or coming together. BUILD VOCABULARY Ask students to write a story about an earthquake. Tell them to use at least five of the vocabulary words from the Glossary. Advise them to use the words in the way that a scientist would use them. Independent Practice Vocabulary Copying Master, page READING FOCUS SKILL: COMPARE AND CONTRAST Explain to students that sometimes they can tell that the author is focusing on the skill of cause and effect because the words cause or caused are in the text. Have students read pages and look for the words cause or caused. When they find them, ask them to explain the cause-and-effect relationships that the author is describing. USING THE READER WITH ENGLISH LANGUAGE LEARNERS Have students explain in their own words the definitions of core, crust, and focus. Ask them to give their everyday knowledge of these words. They might talk about the core of an apple, a crust of bread, or the way they focus when they are studying for a test. Help students to see how these other definitions of the vocabulary words will help them remember the science-specific definitions of the words. With students, go through the same process with epicenter and weathering. 3 Drifting Continents and Moving Mountains

44 THINK AND WRITE AFTER READING 1. Weathering is the process of breaking down a material into smaller and smaller pieces. 2. Erosion carries materials away from one place, and deposition deposits the materials in another place. 3. A glacier forms when snow and ice fall to Earth and do not melt. Instead, layers of ice build up and become thicker and heavier over time. 4. Student paragraphs should reflect that there would be no weathering, erosion, deposition, earthquakes, or volcanoes. They may conclude that we would not have many of the land features we see today. Independent Practice Comprehension Copying Master, page READ FOR FLUENCY Have students work in pairs. Ask them to choose and read aloud favorite parts of the Reader to one another. Independent or Paired Practice page Oral Reading Fluency Copying Master, EXTENSIONS In addition to the following activities, you may choose activities from the Project Cards for students to do after reading. Sediment Travelogue (Writing) Have students write a short travelogue from the point of view of a rock that is undergoing weathering. The rock may be in a location such as a desert or a forest of students choosing. Have students describe the travels of sediment eroded from the rock; perhaps the sediment is carried away by a river or becomes embedded in a glacier, for example. Ask students to end their travelogue by describing where the sediment ends (for the time being) its journey. Expanding Water, Changing Earth (Science) Give students several different shapes of bottled water. Make sure that the bottles have never been opened and that you have at least two of each shape. Have students put all the bottles, except for one of each shape, in the freezer. When the bottles are frozen, have students compare the frozen bottles to the non-frozen bottles. Ask them to tell how this shows what can happen to Earth when water freezes inside its cracks. Drifting Continents and Moving Mountains 4

45 Name Complete the crossword puzzle by solving the clues. Drifting Continents and Moving Mountains Vocabulary Across 3. an immense sheet of ice that stays frozen all year 4. the transportation of weathered materials. a mountain formed when molten rock is pushed to Earth s surface and builds up 8. the area on Earth s surface directly above the focus of an earthquake 10. the point inside Earth where an earthquake begins 11. a vibration in Earth s crust, caused by the release of energy in a fault Down 1. the process of being broken down into smaller and smaller pieces 2. the dropping or settling of eroded materials. the thick layer of Earth beneath the crust. the layer of Earth that extends from Earth s center to the bottom of the mantle the thin, outermost layer of the Earth, includes both dry land and the ocean floor 2

46 Name Write a short answer to each of the following questions. Use complete sentences. 1. What is the difference between weathering and erosion? Drifting Continents and Moving Mountains Comprehension 2. What causes earthquakes? 3. Describe the layers of Earth from the outside to the inside. 4. What do local landforms tell us about Earth?. Describe several different examples of deposition.

47 Name Practice reading these words aloud. Drifting Continents and Moving Mountains Oral Reading Fluency core crust deposition earthquake epicenter erosion focus glaciers gravity landforms lithosphere magnetic mantle sediment supercontinent tsunamis volcanoes weathering Practice reading the phrases aloud. Then practice reading aloud the sentences. Keep practicing until you express the meaning of each sentence clearly. 1. Gravity / causes deposition, / which occurs when / eroded material / drops or settles / in a new place. 2. Both water and wind / can cause weathering, / and both can be / means of erosion. 3. Some volcanoes / are built / into a cone shape / by their own eruptions, / while others / are formed / into gently sloping mountains / by slow lava flows. 4. Long ago / the continents were part / of one supercontinent / that broke apart / as Earth s plates shifted.. Glaciers / move sediment / and create landforms / as they move, / just as rivers do.. An earthquake / whose epicenter / is on the ocean floor / can cause the formation / of giant, destructive walls of water / called tsunamis.. Plants, / animals, / people, / and all other living things / live on / Earth s crust. 8. The focus / of an earthquake / is where / the vibrations begin, / and that point / can be / either deep in Earth s crust / or very close to Earth s surface. 9. The motion / of Earth s outer core / around its inner core / causes / Earth s magnetic field. 10. The crust / and the uppermost part / of the mantle / form Earth s lithosphere. Work with a partner. Take turns reading the sentences and listening to each other. Is the meaning of the sentence clear? Work together to improve fluency.

48 Name Drifting Continents and Moving Mountains Vocabulary Name Drifting Continents and Moving Mountains Comprehension Complete the crossword puzzle by solving the clues. Across 3. an immense sheet of ice that stays frozen all year 4. the transportation of weathered materials. a mountain formed when molten rock is pushed to Earth s surface and builds up 8. the area on Earth s surface directly above the focus of an earthquake 10. the point inside Earth where an earthquake begins 11. a vibration in Earth s crust, caused by the release of energy in a fault Down 1. the process of being broken down into smaller and smaller pieces 2. the dropping or settling of eroded materials. the thick layer of Earth beneath the crust 1 W E A T H E R I N 2 D 3 G L A C I E R P 4 E R O S I O N S M I A V O L C A N O T N O I T R O L 8 E P I 9 C E N T E R R 10 F O C U S S 11 E A R T H Q U A K E. the layer of Earth that extends from Earth s center to the bottom of the mantle 9. the thin, outermost layer of the Earth, includes both dry land and the ocean floor Write a short answer to each of the following questions. Use complete sentences. 1. What is the difference between weathering and erosion? The difference between weathering and erosion is that weathering is the process of breaking down something into smaller and smaller pieces, while erosion is the transportation of those small pieces. 2. What causes earthquakes? Earthquakes occur when the plates in Earth s crust, which generally fit tightly together, push against each other so hard that they suddenly slip past each other. The slippage releases a large amount of energy, which causes vibrations that we call earthquakes. 3. Describe the layers of Earth from the outside to the inside. Answers should include: Crust a thin layer of rock including dry land and the ocean floor. Mantle a very thick layer of Earth. Lithosphere the uppermost part of the mantle and the crust. Core the center of Earth. 4. What do local landforms tell us about Earth? Local landforms can tell us about plate movements. Folding plates created tall jagged mountains, while plates that pulled apart formed deep-ocean trenches and undersea rifts. Volcanoes often form on the boundaries of moving plates.. Describe several different examples of deposition. When rock is weathered and eroded, sediment can fall on the ground below the rock. It can fall into streams or rivers and be carried downstream. It can be carried away by the wind. Wind carrying sediment can hit an obstacle, then gravity pulls the sediment down to Earth creating sand dunes. Name Practice reading these words aloud. Drifting Continents and Moving Mountains Oral Reading Fluency core crust deposition earthquake epicenter erosion focus glaciers gravity landforms lithosphere magnetic mantle sediment supercontinent tsunamis volcanoes weathering Practice reading the phrases aloud. Then practice reading aloud the sentences. Keep practicing until you express the meaning of each sentence clearly. 1. Gravity / causes deposition, / which occurs when / eroded material / drops or settles / in a new place. 2. Both water and wind / can cause weathering, / and both can be / means of erosion. 3. Some volcanoes / are built / into a cone shape / by their own eruptions, / while others / are formed / into gently sloping mountains / by slow lava flows. 4. Long ago / the continents were part / of one supercontinent / that broke apart / as Earth s plates shifted.. Glaciers / move sediment / and create landforms / as they move, / just as rivers do.. An earthquake / whose epicenter / is on the ocean floor / can cause the formation / of giant, destructive walls of water / called tsunamis.. Plants, / animals, / people, / and all other living things / live on / Earth s crust. 8. The focus / of an earthquake / is where / the vibrations begin, / and that point / can be / either deep in Earth s crust / or very close to Earth s surface. 9. The motion / of Earth s outer core / around its inner core / causes / Earth s magnetic field. 10. The crust / and the uppermost part / of the mantle / form Earth s lithosphere. Student Worksheets You may use the three worksheets included here to revisit science content and vocabulary. Vocabulary enables students to show mastery of science vocabulary through a word- and concept-based activity. Comprehension may be used to review or test students recall of the content. Oral Reading Fluency reinforces key science concepts through practice in oral reading for meaning. Work with a partner. Take turns reading the sentences and listening to each other. Is the meaning of the sentence clear? Work together to improve fluency. ISBN-13: ISBN-10: Book Title Harcourt Leveled Readers Online 8

49 Rock It! READING FOCUS SKILLS: Compare and Contrast, Cause and Effect VOCABULARY: bedrock, igneous rock, lava, magma, metamorphic rock, mineral, rock cycle, sedimentary rock, topsoil EXTENSIONS: Writing, Social Studies, Art BEFORE READING BUILD BACKGROUND Create a K-W-L chart on the board. Ask students what they know about rocks, including types of rocks, hardness, gems, and properties of rocks. Write their statements in the What I Know column of the chart. PREVIEW TEXT AND GRAPHICS Ask students to look at the pictures and read the headings in the book. Have them tell what they want to learn from the book. Write their responses in the What I Want to Know column of the K-W-L chart. READING FOCUS SKILL: COMPARE AND CONTRAST Explain that the information in the Reader is organized to help students understand the similarities and differences between different minerals and between different kinds of rocks. Tell students that the author compares and contrasts minerals by properties such as streak, luster, and hardness; and types of rocks by their appearance, how they were formed, and other properties. Have students point out sections in the Reader that compare and contrast different minerals or types of rocks. GRADE WORD COUNT 180 GENRE Expository Nonfiction LEVEL On-Level New Dale-Chall.9 Lexile 80L Guided Reading U V SUMMARY Rock formation and rock type are covered. Minerals, rock layers, recycling, and soil also are explained. Harcourt Leveled Readers Online Copyright by Harcourt, Inc. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Permission is hereby granted to individual teachers using the corresponding Science Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to School Permissions and Copyrights, Harcourt, Inc., 2 Sea Harbor Drive, Orlando, Florida Fax: HARCOURT and the Harcourt Logo are trademarks of Harcourt, Inc., registered in the United States of America and/or other jurisdictions. Printed in the United States of America ISBN ISBN If you have received these materials as examination copies free of charge, Harcourt School Publishers retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited and is illegal. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. 1 Rock It!

50 DURING READING OPTIONS FOR READING You may have students read individually or in pairs, pausing at each focus skill icon to respond to the question or statement. Or, you may use a Directed Reading approach, having students read and discuss the book in segments as suggested. MONITOR COMPREHENSION Pages 2 Have students study the pictures. What differences do you notice in the appearance of the minerals? possible answers: color, texture, shininess What properties do scientists use to identify minerals? streak, fluorescence, crystal, cleavage, luster, hardness Have students study Mohs hardness scale. What is the softest mineral shown on the scale? talc Which is harder: fluorite or ruby? ruby Pages Discuss with students how igneous rock is formed. Why is obsidian so smooth and glassy, while granite is coarse and grainy? Obsidian forms when lava quickly cools on Earth s surface, giving it only enough time to form small crystals, while granite forms when magma slowly cools underground, giving it time to develop large crystals Pages 8 9 Ask students to explain how sedimentary rock is formed. What about the appearance of sedimentary rock gives you a clue to its identity? In some, you can see distinct lines or layers, and in others, you can see the shells, skeletons, fossils, and pebbles that were pressed together to make the rock. Pages Make sure that students understand that metamorphic rocks are rocks that have been changed into completely new rocks. What creates metamorphic rocks? pressure, heat, very hot water What causes the pressure and heat? tectonic plate movements, magma, lava Pages 12 1 Have students study the diagram. What is one of the best places to see the rock cycle in action? where two tectonic plates meet Can any kind of rock eventually change into any other kind of rock? yes Discuss with students why soil can have different colors and textures. Of the kinds of soil discussed, in which one do plants grow? topsoil Rock It! 2

51 BUILD VOCABULARY Have each student write a story using as many of the vocabulary words as possible. Tell them they can make their stories funny or serious as long as they use the words correctly. Ask several students to read their stories to the class. Independent Practice Vocabulary Copying Master, page READING FOCUS SKILL: CAUSE AND EFFECT Explain cause and effect by using several everyday examples. Invite students to imagine that they do their chores, and so their parents give them allowance. Doing their chores is the cause for the effect of their parents giving them allowance. Ask students to volunteer more everyday examples of cause and effect. Then ask them to explain the cause (or causes) for the effect of the formation of metamorphic rock. USING THE READER WITH ENGLISH LANGUAGE LEARNERS Students may have difficulty pronouncing some of the vocabulary words, especially igneous rock, metamorphic rock, and sedimentary rock. Have students practice pronouncing each vocabulary word. Correct any mistakes that you hear. For future reference, show students how to look up the pronunciation of any given word in the dictionary. Show them how to use a dictionary pronunciation key. THINK AND WRITE AFTER READING 1. Sedimentary rocks can form where sediments are deposited, such as river bottoms. Igneous rocks can form when lava from a volcano cools and hardens. Metamorphic rocks also can form at the surface, when hot lava flows over rock and heats it until it changes. 2. Sedimentary rocks might have lines showing the layers. Igneous rocks that form underground might have big grains because there was time for crystals to form. Metamorphic rocks might have wavy patterns showing change from heat and pressure. 3 Rock It!

52 3. When melted rock, or magma, cools, it forms igneous rock. When rocks are worn down by the forces of weather, such as wind and water, they are broken down into tiny pieces called sediment. Wind, water, and ice carry sediment to a new place, where it settles and bonds together in layers, forming sedimentary rock. When rocks are changed by heat and pressure deep in Earth s crust, they become metamorphic rock. 4. The journal entry should contain the three types of rock sedimentary, igneous, and metamorphic and describe what they look like, where they are found, and how they are formed. Independent Practice Comprehension Copying Master, page READ FOR FLUENCY Have children work in pairs. Ask them to choose and read aloud favorite parts of the Reader to one another. Independent or Paired Practice page Oral Reading Fluency Copying Master, EXTENSIONS In addition to the following activities, you may choose activities from the Project Cards for students to do after reading. Rock Cycle Journey (Writing) Have each student write a story about a rock that passes through the rock cycle. Tell students that the rock must become each kind of rock (igneous, metamorphic, and sedimentary) at least once in the narrative. Tell students to be creative as they recount the rock s journey. Have student volunteers read their stories to the class. Lava Tells the History of Pompeii (Social Studies) Explain to students that because lava cools quickly, it can help us learn what happened just before an eruption occurred. Use books or videos to help students see how this amazing rock preserved history. Pompeii: The Last Day is available in DVD and book form from the Discovery Channel Store. Renaissance Stonework (Art) Point out that during the Renaissance, artists used marble to make sculptures. Have students research these famous sculptors: Michelangelo, Leonardo da Vinci, and Donatello. Ask students to write a report about the artists and describe at least one of their marble sculptures. Which of these artists began to use other materials to make sculptures? Leonardo da Vinci, Donatello Rock It! 4

53 Name Circle the letter next to the correct answer. 1. The process that changes rock from one type to another is called the A. oxygen cycle. B. nitrogen cycle. C. carbon cycle. D. rock cycle. 2. The top layer of soil made partly from broken pieces of lower layers of rock is called A. bedrock. B. subsoil. C. topsoil. D. soil. 3. A rock that is formed when melted rock hardens is A. igneous rock. B. metamorphic rock. C. sedimentary rock. D. magma rock. 4. A natural, solid substance that has a definite chemical composition and physical structure is a A. crystal. B. mineral. C. magma. D. plate. Rock It! Vocabulary. Melted rock that reaches Earth s surface is A. igneous rock. B. metamorphic rock. C. lava. D. magma.. Rock that is formed when layers of sediment settle and bind together is A. metamorphic rock. B. sedimentary rock. C. magma rock. D. igneous rock.. The bottom layer of soil, made mostly of solid rock, is A. soil. B. topsoil. C. subsoil. D. bedrock.

54 Rock It! Name Comprehension Write the words from the Word Bank under the correct heading in the chart below. Then write information about each kind of rock under the correct heading. One example of each kind of rock and one piece of information has been given. gneiss granite limestone marble obsidian pumice sandstone shale slate Sedimentary Rocks Igneous Rocks Metamorphic Rocks limestone granite gneiss Notes - They are formed when layers of sediment settle and bond together. Notes - They are formed from magma that has cooled and hardened. Notes - They are formed when rocks deep in Earth s crust are changed by heat and pressure.

55 Name Practice reading these words aloud. Rock It! Oral Reading Fluency bedrock cleavage hardness igneous rocks lava magma metamorphic rocks minerals Mohs scale rock cycle sedimentary rock subsoil tectonic plates topsoil Practice reading the phrases aloud. Then practice reading aloud the sentences. Keep practicing until you express the meaning of each sentence clearly. 1. Bedrock is / the bottom layer / of soil; / subsoil is / the layer / above bedrock, / and topsoil is / the top layer / of soil. 2. Minerals are / the building blocks / of rocks, / and there are / many kinds / of minerals. 3. In the rock cycle, / any kind / of rock / can become / any other kind / of rock. 4. Cleavage, / the pattern / in which / a mineral breaks, / helps scientists / identify minerals.. Some metamorphic rocks form / when tectonic plates / in Earth s crust / collide.. The Mohs scale / describes the hardness / of minerals / and of common objects / such as knives / or fingernails.. A good place / to see / layers of sedimentary rock / that have built up / over millions of years / is at the Grand Canyon. 8. Magma is / melted rock / that is within Earth, / while lava is / melted rock / that has reached / Earth s surface. 9. Igneous rocks / can form underground / or on Earth s surface. 10. Metamorphic rocks / are changed so much / by pressure and heat / that they become / completely new rocks. Work with a partner. Take turns reading the sentences and listening to each other. Is the meaning of the sentence clear? Work together to improve fluency.

56 Rock It! Rock It! Name Vocabulary Name Comprehension Circle the letter next to the correct answer. 1. The process that changes rock from one type to another is called the A. oxygen cycle. B. nitrogen cycle. C. carbon cycle. D. rock cycle. 2. The top layer of soil made partly from broken pieces of lower layers of rock is called A. bedrock. B. subsoil. C. topsoil. D. soil. 3. A rock that is formed when melted rock hardens is A. igneous rock. B. metamorphic rock. C. sedimentary rock. D. magma rock. 4. A natural, solid substance that has a definite chemical composition and physical structure is a A. crystal. B. mineral. C. magma. D. plate.. Melted rock that reaches Earth s surface is A. igneous rock. B. metamorphic rock. C. lava. D. magma.. Rock that is formed when layers of sediment settle and bind together is A. metamorphic rock. B. sedimentary rock. C. magma rock. D. igneous rock.. The bottom layer of soil, made mostly of solid rock, is A. soil. B. topsoil. C. subsoil. D. bedrock. Write the words from the Word Bank under the correct heading in the chart below. Then write information about each kind of rock under the correct heading. One example of each kind of rock and one piece of information has been given. gneiss granite limestone marble obsidian pumice sandstone shale slate Sedimentary Rocks Igneous Rocks Metamorphic Rocks limestone sandstone shale Notes - They are formed when layers of sediment settle and bond together. - Sometimes layers are squeezed under pressure. - Sometimes the minerals in water that flows through layers bind layers together. granite obsidian pumice Notes - They are formed from magma that has cooled and hardened. - They form fine crystals if they cool at Earth s surface. - They form large crystals if they cool underground. gneiss marble slate Notes - They are formed when rocks deep in Earth s crust are changed by heat and pressure. - Magma can change rocks both underground and on Earth s surface during a volcanic eruption. Name Rock It! Oral Reading Fluency Student Worksheets Practice reading these words aloud. bedrock cleavage hardness igneous rocks lava magma metamorphic rocks minerals Mohs scale rock cycle sedimentary rock subsoil tectonic plates topsoil Practice reading the phrases aloud. Then practice reading aloud the sentences. Keep practicing until you express the meaning of each sentence clearly. 1. Bedrock is / the bottom layer / of soil; / subsoil is / the layer / above bedrock, / and topsoil is / the top layer / of soil. 2. Minerals are / the building blocks / of rocks, / and there are / many kinds / of minerals. 3. In the rock cycle, / any kind / of rock / can become / any other kind / of rock. 4. Cleavage, / the pattern / in which / a mineral breaks, / helps scientists / identify minerals.. Some metamorphic rocks form / when tectonic plates / in Earth s crust / collide.. The Mohs scale / describes the hardness / of minerals / and of common objects / such as knives / or fingernails.. A good place / to see / layers of sedimentary rock / that have built up / over millions of years / is at the Grand Canyon. 8. Magma is / melted rock / that is within Earth, / while lava is / melted rock / that has reached / Earth s surface. 9. Igneous rocks / can form underground / or on Earth s surface. 10. Metamorphic rocks / are changed so much / by pressure and heat / that they become / completely new rocks. You may use the three worksheets included here to revisit science content and vocabulary. Vocabulary enables students to show mastery of science vocabulary through a word- and concept-based activity. Comprehension may be used to review or test students recall of the content. Oral Reading Fluency reinforces key science concepts through practice in oral reading for meaning. Work with a partner. Take turns reading the sentences and listening to each other. Is the meaning of the sentence clear? Work together to improve fluency. ISBN-13: ISBN-10: Book Title Harcourt Leveled Readers Online 8

57 Fossils: A Look Into the Past READING FOCUS SKILLS: Sequence, Main Idea and Details VOCABULARY: fossil, fossil fuel, index fossil, mass extinction EXTENSIONS: Writing, Science, Language Arts, Art BUILD BACKGROUND BEFORE READING Ask several students to define fossil. Write their definitions on the board. Point to the cover of the book and to the dinosaur skeleton. Tell them that they are going to read about how fossils are much more than just dinosaur bones. PREVIEW TEXT AND GRAPHICS Instruct students to look through the book and read several of the captions. What are two questions you have about fossils? Possible answers: How are fossils created? How old are fossils? Tell students to write down their questions. After they have read the Reader, ask them to write down the answers to their questions. Have student volunteers share their questions and answers with the class. READING FOCUS SKILL: SEQUENCE Explain that a sequence is a series of events, or steps. When we understand a sequence, we understand how a process works. Have students explain the sequence of events that takes place when scientists use index fossils to determine the age of rocks. GRADE WORD COUNT 19 GENRE Expository Nonfiction LEVEL On-Level New Dale-Chall.2 Lexile 930L Guided Reading V SUMMARY Fossils are the remains or impressions of once-living animals and plants. Harcourt Leveled Readers Online Copyright by Harcourt, Inc. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Permission is hereby granted to individual teachers using the corresponding Science Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to School Permissions and Copyrights, Harcourt, Inc., 2 Sea Harbor Drive, Orlando, Florida Fax: HARCOURT and the Harcourt Logo are trademarks of Harcourt, Inc., registered in the United States of America and/or other jurisdictions. Printed in the United States of America ISBN ISBN If you have received these materials as examination copies free of charge, Harcourt School Publishers retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited and is illegal. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. 1 Fossils: A Look Into the Past

58 DURING READING OPTIONS FOR READING You may have students read individually or in pairs, pausing at each focus skill icon to respond to the question or statement. Or, you may use a Directed Reading approach, having students read and discuss the book in segments as suggested. Conclude the discussion of a segment by discussing the focus skill icon questions. Have students revisit the text to identify the words and sentences that helped them arrive at their responses. MONITOR COMPREHENSION Pages 2 3 Discuss with students the term fossil. What objects are described by the term fossil? shells, bones, impressions of leaves and animals skin and fur, and entire preserved plants and animals Why are fossils important? Scientists study them to learn about the past. Pages 4 How are fossils different from fossil fuels? Only a few organisms became fossils, which are any naturally preserved evidence of life. Some of once-living organisms were changed, under heat and pressure, into fossil fuels such as oil. How do scientists find fossil fuels? They look in places that were once covered by swamps and bogs, or were once part of the sea floor. Pages 8 11 Have students study the pictures and captions. What are used as index fossils? Fossils of organisms that lived in many places for only a short time span are used as index fossils. How do fossils help support the theory of continental drift? When fossils of the same organisms are found on several continents, it supports the theory that all the continents were once joined and that they broke apart after the organisms died and were fossilized. Pages 12 1 Ask students to explain how fossils can tell scientists about ancient ecosystems. If you find fish fossils in a land-locked area, what can you tell about the ecosystem that was once there? that it was a lake or ocean ecosystem What causes mass extinctions? They happen when animals can no longer adapt to their environment. Food shortages, droughts, or drastic changes on Earth s surface are other possible causes. Fossils: A Look Into the Past 2

59 BUILD VOCABULARY Have students create a four-column chart with the following headings: Word, Definition, Example, Sentence. Direct them to write each of the words from the Glossary in the first column and its definition in the second column. Then have them write an example in the third column. Students can use the reference page numbers in the Glossary to help them find an example. In the last column, have students write a sentence using the word. Independent Practice Vocabulary Copying Master, page READING FOCUS SKILL: MAIN IDEA AND DETAILS Explain that every section of the Reader has a main idea, which is the most important point that the author wants to communicate. Tell students that every section of the Reader also contains details, which support and further explain the main idea. Ask students to find the main idea of the section titled Fossils in Our Fuel on pages 4. Ask them to find details that support the main idea. USING THE READER WITH ENGLISH LANGUAGE LEARNERS Write the vocabulary word index fossil on the board. Tell students that they might have seen an index at the back of one of their textbooks. Explain that an index is an alphabetical list of subjects that are covered in a book. Explain that an index fossil is like an index because it helps scientists determine when a layer of rock was formed. An index fossil helps scientists find the timeframe in which a layer of rock was made, much as an index helps people find a subject in a book. Next, write the vocabulary term mass extinction on the board. Tell students that one of the meanings of mass is a large quantity, so a mass extinction is a period in which a large number of species become extinct. THINK AND WRITE AFTER READING 1. A fossil is any naturally preserved evidence of life. 2. The kind of organisms found as fossils provide clues to the type of ecosystem they needed to survive. 3. Organisms in older layers of rock look more different from modern organisms than those found in younger layers of rock. 4. Journal entries may include ways the fossils were formed or what kind of organisms they were. 3 Fossils: A Look Into the Past

60 Independent Practice Comprehension Copying Master, page READ FOR FLUENCY Have students work in pairs. Ask them to choose and read aloud favorite parts of the Reader to one another. Independent or Paired Practice page Oral Reading Fluency Copying Master, EXTENSIONS In addition to the following activities, you may choose activities from the Project Cards for students to do after reading. Letter from a Fossil (Writing) Have students write a letter from a fossil of their choice to the scientist that finds it. In the letter, the fossil should describe the organism as it once was, the ecosystem in which it lived, and whether the ecosystem of the area in which it lived has changed at all from the time of its lifespan. The fossil should also tell the scientist if he or she will find any other fossils in the area. Have student volunteers read their letters to the class. Fossils in My Backyard (Science) Invite students to visit local or state natural history museums to find out about fossils that have been found in their area or state. If a trip is not practical, tell students to write letters to the museums. They can request information about the types of fossils the museums have in their collections and the types of fossils that have been found in their area. Have students write a report based on what they learned from their trip or from the material they received in the mail. Why Whales Don t Have Legs (Language Arts) Many myths explain things in nature. Ask students to write their own myth or fictional story that explains why whales don t have legs any more. Tell students that their stories can be serious or silly. Allow students to share their stories with the class. Future World Map (Art) Ask students to create their own version of how the world may look in the future. Have students trace the continents from a world map onto separate sheets of paper. Then have them cut out each continent. Instruct students to place their continents on top of a real world map and move the continents away from each other. Then have students tape their continents to a large poster board showing their new locations. Fossils: A Look Into the Past 4

61 Name Complete the concept map by filling in the boxes with the requested information. Fossils: A Look Into the Past Vocabulary fossil fuels are used for: electricity, types of fossil fuels: coal, how fossil fuels are made: intense heat and pressure applied to Fossil fuel Definition: Mass Extinction Definition: Index Fossil Definition: Fossil Definition: causes of mass extinction: species can no longer adapt to environment, fossil evidence: bones;

62 Name 1. Write a paragraph that explains where fossil fuels get their energy. Fossils: A Look Into the Past Comprehension 2. Write a paragraph that explains how fossils help scientists determine that some ecosystems have changed over time.

63 Name Practice reading these words aloud. Fossils: A Look Into the Past Oral Reading Fluency coal continental drift extinct fossil fossil fuels index fossils mass extinction natural gas organisms petroleum Practice reading the phrases aloud. Then practice reading aloud the sentences. Keep practicing until you express the meaning of each sentence clearly. 1. The fossil record shows / that at one time / in Earth s history, / almost all organisms / lived in the water. 2. Some extinct animals / have been preserved whole / when they became stuck / in bogs and tar pits, / became trapped / in amber, / or froze / in layers / of ice and snow. 3. Fossils show / that some of / the plants and animals / that exist today / are very similar / to plants and animals / that existed / millions of years ago. 4. The fossil fuels / petroleum and natural gas / were formed mainly / from the remains / of ocean organisms.. A food shortage, / drought, / or other crisis / can cause / a mass extinction.. Scientists use index fossils / to help them determine / when layers of rock / were formed.. The United States / has large deposits / of coal, / while Russia / has large deposits / of petroleum. 8. Fossil evidence supports / the idea of continental drift / because fossils / of the same organisms / are sometimes found / on two different continents. 9. Some of the organisms / that scientists find as fossils / are extinct. 10. People use / fossil fuels / to generate electricity, / to heat their homes, / and to produce gasoline / that powers their cars. Work with a partner. Take turns reading the sentences and listening to each other. Is the meaning of the sentence clear? Work together to improve fluency.

64 Name Fossils: A Look Into the Past Vocabulary Name Fossils: A Look Into the Past Comprehension Complete the concept map by filling in the boxes with the requested information. fossil fuels are used for: electricity, heating, gas for cars Mass Extinction Definition: a period in which a large number of species become extinct causes of mass extinction: species can no longer adapt to environment, food shortages, droughts, drastic changes on Earth s surface types of fossil fuels: coal, natural gas, petroleum Fossil fuel Definition: an energy-rich resource formed from the buried remains of onceliving organisms Fossil Definition: any naturally preserved evidence of life fossil evidence: bones; shells; impressions of leaves, fur, and skin; entire organisms how fossil fuels are made: intense heat and pressure applied to once-living gas organisms Index Fossil Definition: a fossil of a type of organism that lived in many places during a relatively short timespan 1. Write a paragraph that explains where fossil fuels get their energy. Fossil fuels get their energy from the sun. Millions of years ago, plants and some protists gathered energy from the sun to make their own food. They used some of the energy, but they stored the rest of it. When they died, that energy was still stored in them. When animals ate the plants or other animals that ate plants, some of the energy from the sun was passed to them. They used some of that energy, but they stored the rest of it. When the animals died, that energy was still stored in them. Sediment covered the remains of the plants, protists, and animals. Over millions of years, the sediment applied pressure and heat to the remains, and they slowly changed into fossil fuels such as coal, natural gas, and petroleum. The sun s energy is still in the fossil fuels, and when people burn fossil fuels today, they release that energy. 2. Write a paragraph that explains how fossils help scientists determine that some ecosystems have changed over time. Answers should include at least some of the following: When scientists find fossils of fish, coral, or other aquatic organisms far inland, they know that the area was once a lake or an ocean ecosystem. When they find fossils of land-dwelling creatures buried in the floor of a lake or an ocean, they know that the area was once a dry land ecosystem. Mountains containing the fossils of aquatic organisms tell scientists that the movement of tectonic plates pushed part of the ocean floor up out of the water. Sometimes fossils show that organisms developed adaptations over time, so scientists know that the organisms ecosystems must have changed, requiring the adaptations. When scientists find the fossils of plants and animals that are extinct, they know that the organisms had trouble adapting to their environment, which might mean that their ecosystem changed. Name Practice reading these words aloud. Fossils: A Look Into the Past Oral Reading Fluency coal continental drift extinct fossil fossil fuels index fossils mass extinction natural gas organisms petroleum Practice reading the phrases aloud. Then practice reading aloud the sentences. Keep practicing until you express the meaning of each sentence clearly. 1. The fossil record shows / that at one time / in Earth s history, / almost all organisms / lived in the water. 2. Some extinct animals / have been preserved whole / when they became stuck / in bogs and tar pits, / became trapped / in amber, / or froze / in layers / of ice and snow. 3. Fossils show / that some of / the plants and animals / that exist today / are very similar / to plants and animals / that existed / millions of years ago. 4. The fossil fuels / petroleum and natural gas / were formed mainly / from the remains / of ocean organisms.. A food shortage, / drought, / or other crisis / can cause / a mass extinction.. Scientists use index fossils / to help them determine / when layers of rock / were formed.. The United States / has large deposits / of coal, / while Russia / has large deposits / of petroleum. 8. Fossil evidence supports / the idea of continental drift / because fossils / of the same organisms / are sometimes found / on two different continents. 9. Some of the organisms / that scientists find as fossils / are extinct. 10. People use / fossil fuels / to generate electricity, / to heat their homes, / and to produce gasoline / that powers their cars. Student Worksheets You may use the three worksheets included here to revisit science content and vocabulary. Vocabulary enables students to show mastery of science vocabulary through a word- and concept-based activity. Comprehension may be used to review or test students recall of the content. Oral Reading Fluency reinforces key science concepts through practice in oral reading for meaning. Work with a partner. Take turns reading the sentences and listening to each other. Is the meaning of the sentence clear? Work together to improve fluency. ISBN-13: ISBN-10: Book Title Harcourt Leveled Readers Online 8

65 Aquatic Earth READING FOCUS SKILLS: Sequence, Main Idea and Details, Compare and Contrast VOCABULARY: abyssal plain, continental shelf, continental slope, coral reef, current, evaporation, groundwater, precipitation, water cycle EXTENSIONS: Writing, Science, Math BEFORE READING BUILD BACKGROUND Write the word ocean on the board. Ask students what words come to mind when they think of the ocean. Write their answers on the board in a word web around the word ocean. Challenge students to decide which of the words should be grouped together. Keep this word web for review after students have read the book. PREVIEW TEXT AND GRAPHICS Tell students to look through the book, paying special attention to the headings. Which section of the book do you think will be most interesting to you? Possible answer: I think the section on coral reefs will be most interesting to me. GRADE WORD COUNT 192 GENRE Expository Nonfiction LEVEL On-Level New Dale-Chall.9 Lexile 90L Guided Reading X Y SUMMARY Different aspects of the ocean are discussed, including the water cycle, the ocean floor, the intertidal zone, the near-shore zone, and the open-ocean zone. READING FOCUS SKILL: SEQUENCE Explain that a sequence is a series of events, or steps. The concept of a sequence helps us understand the workings of the water cycle, currents, and other aspects of aquatic Earth. Have students explain the sequence of events that take place in the formation of a coral reef. Harcourt Leveled Readers Online Copyright by Harcourt, Inc. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Permission is hereby granted to individual teachers using the corresponding Science Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to School Permissions and Copyrights, Harcourt, Inc., 2 Sea Harbor Drive, Orlando, Florida Fax: HARCOURT and the Harcourt Logo are trademarks of Harcourt, Inc., registered in the United States of America and/or other jurisdictions. Printed in the United States of America ISBN ISBN If you have received these materials as examination copies free of charge, Harcourt School Publishers retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited and is illegal. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. 1 Aquatic Earth

66 DURING READING OPTIONS FOR READING You may have students read individually or in pairs, pausing at each focus skill icon to respond to the question or statement. Or, you may use a Directed Reading approach, having students read and discuss the book in segments as suggested. Conclude the discussion of a segment by discussing the focus skill icon questions. Have students revisit the text to identify the words and sentences that helped them arrive at their responses. READING FOCUS SKILL: MAIN IDEA AND DETAILS Explain that in the Reader the main idea of a section often can be found in the first paragraph of the section. The details that support the main idea are found in the first paragraph and in other paragraphs of the section. Have students identify the main idea of each section of the Reader. Then ask students to identify the details that support the main idea of the section titled The Water Planet (pages 2 3). MONITOR COMPREHENSION Pages 2 3 Have students study the diagram of the water cycle and read the accompanying text. Where does most precipitation fall? into oceans, rivers, and lakes What is the name for precipitation that falls onto land and soaks into the ground? groundwater Pages 4 Ask students to name the three major regions of the ocean floor in depth order from shallowest to deepest. How far does the continental shelf extend from shore? usually 30 km (19 miles) What is the average depth of the ocean above the continental slope? 3,20 m (12,200 ft) What is the name of the deepest part of Earth s oceans? the Mariana Trench Pages Have students study the currents diagram and read the accompanying text. How do currents affect Earth s climate? They bring warm or cold water near land, which warms or cools the land. Ask students to name resources people get from the oceans. Write their responses on the board. Pages 8 11 Discuss with students the three major zones of the oceans. How are ocean zones determined? by water depth Why is the intertidal zone a challenging place to live? because the environment changes as the tides go in and out What is plentiful in the near-shore zone? many kinds of marine life What percent of all ocean waters is comprised of the deepest region of the open-ocean zone? about 90 percent Aquatic Earth 2

67 Pages 12 1 Ask students to describe their experiences with coral reefs. Some students may have seen coral reefs while scuba diving or snorkeling, while others may have seen coral reefs in films or TV programs. Why are coral reefs important? because about 2 percent of all marine organisms live on or around them Discuss with students deep-ocean vents. How do organisms that live in deep-ocean vents get their energy? They get their energy from a chemical reaction caused by chemicals in heated water that spews from the vents. BUILD VOCABULARY Review the word web the class made earlier. Allow students to add or delete words from the word web now that they have finished reading the book. Add new words from the Glossary. Then have students sort the Glossary words into groups. Ask several volunteers to explain how they chose to sort the words. Independent Practice Vocabulary Copying Master, page READING FOCUS SKILL: COMPARE AND CONTRAST Have students look at the photographs in the book. Explain that the author has chosen photographs that help students compare and contrast different concepts. Ask students to point out sections in which the chosen photographs illustrate concepts that the author wants students to compare and contrast (for example, the near-shore zone and the open-ocean zone on pages 10 11, and organisms in the intertidal zone and in the near-shore zone on pages 8 9). USING THE READER WITH ENGLISH LANGUAGE LEARNERS Have students make a chart with spaces for the three major regions of the ocean floor and the three ocean zones. Tell students to add information to the chart as they learn it from the Reader. Students can use the chart as a tool to help them study for tests. THINK AND WRITE AFTER READING 1. Possible answers include: Humans need both fresh and salt water. They need fresh water to drink, cook, clean, and water crops. Humans also rely on organisms that come from oceans. 2. Possible answers: Plankton feeds the fish that fishers catch. 3 Aquatic Earth

68 3. The ocean floor is like dry land because it has plains and volcanoes. It also has different types of creatures living on it. It is different from dry land because it is covered by water, parts of it get no sunlight, and all the organisms living there are able to live under water. 4. Journal entries should accurately describe the intertidal zone, from the way that organisms have to cope with the sun during low tide to the way they have to deal with the strong waves during high tide. Independent Practice Comprehension Copying Master, page READ FOR FLUENCY Have students work in pairs. Ask them to choose and read aloud favorite parts of the Reader to one another. Independent or Paired Practice page Oral Reading Fluency Copying Master, EXTENSIONS In addition to the following activities, you may choose activities from the Project Cards for students to do after reading. Aquatic Earth Video Game (Writing) Tell students to imagine that they are video game designers. Ask them to write a description, either in groups or individually, of an Aquatic Earth video game of their own design. The game may incorporate any of the information covered in the Reader. Have student volunteers read their video game descriptions to the class. Oceans and Climates (Science) Students can monitor the weather in several United States cities to see how the oceans affect the weather. Have students look at the weather page of the newspaper or use a weather Web site for one week. Tell them to choose three cities each on the Atlantic and Pacific Coasts and three inland cities. Instruct students to track each city s weather every day for the entire week and put the data in a chart. Ask students to compare the coastal cities to the inland cities. Does their data support the fact that oceans keep land cooler in summer and warmer in winter? Aquatic Earth How Much Fresh Water Can We Use? (Math) Students read that fresh water is only about three percent of the water on Earth and that three-fourths of that fresh water is frozen in glaciers and ice caps. Have students figure out how much of Earth s water is fresh and easy to use. Remind them that three percent is written as 0.03 and that threefourths is written as 0.. 4

69 Name Circle the word or term that correctly completes each sentence. Aquatic Earth Vocabulary 1. The (abyssal plain, continental shelf, continental slope) is the border between the continental crust and oceanic crust where the ocean floor drops in depth. 2. Solid or liquid water that falls from the air to Earth is (precipitation, evaporation, water cycle). 3. A (climate, current, canyon) is a steady, stream-like movement of ocean water. 4. The process by which water moves above, across, and through Earth s crust and ecosystems is called the (water cycle, precipitation cycle, evaporation cycle).. The (abyssal plain, continental shelf, continental slope) is the vast floor of the deep ocean.. Water located within the gaps and pores in rocks below Earth s surface is called (precipitation, groundwater, evaporation).. The process by which liquid water changes into water vapor is (water cycle, precipitation, evaporation). 8. The (abyssal plain, continental shelf, continental slope) is a gradually sloping portion of the ocean floor that stretches about 30 km (19 miles) away from the shore. 9. A (coral skeleton, coral shell, coral reef) is a large, delicate structure built by small animals called corals. 10. The (intertidal zone, near-shore zone, open-ocean zone) includes most of the ocean waters over the continental shelf.

70 Aquatic Earth Name Comprehension Draw a picture of the ocean, its underwater landforms, and the sky above the ocean, and label it with the following terms: abyssal plain continental shelf continental slope coral reef deep-ocean current evaporation intertidal zone near-shore zone open-ocean zone precipitation surface current

71 Name Practice reading these words aloud. Aquatic Earth Oral Reading Fluency abyssal plain algae climate continental shelf continental slope coral reefs currents deep-ocean vents evaporation groundwater intertidal zone open-ocean zone precipitation water cycle Practice reading the phrases aloud. Then practice reading aloud the sentences. Keep practicing until you express the meaning of each sentence clearly. 1. Scientists have found / that organisms living / in deep-ocean vents / get their energy / from chemical reactions / rather than / from the sun. 2. About 0 percent / of Earth / is covered with water, / but only about 3 percent / of that water / is fresh water. 3. Coral reefs / get their color / from reactions / between the coral / and many different algae / that live on the reefs. 4. Most of the abyssal plain / is very flat, / but it also has / some of the highest mountains / and the deepest canyons / on Earth.. Very little life / is found / in the deepest parts / of the open-ocean zone / because of the lack of sunlight / and the extreme pressure / from the water above.. Currents affect Earth s climate / by bringing warm or cold water / near land, / which helps keep / land temperatures / comfortable for living organisms.. You would / have to walk / about 19 miles from shore / on the continental shelf / before you reached / the continental slope. 8. Precipitation and evaporation / are both part / of the water cycle. 9. When precipitation / falls on land, / the water enters the ground, / seeps into cracks in rocks, / and becomes groundwater. 10. The intertidal zone, / which is the shallowest / of the three ocean zones, / gets / the most sunlight. Work with a partner. Take turns reading the sentences and listening to each other. Is the meaning of the sentence clear? Work together to improve fluency.

72 Aquatic Earth Aquatic Earth Name Vocabulary Name Comprehension Circle the word or term that correctly completes each sentence. 1. The (abyssal plain, continental shelf, continental slope) is the border between the continental crust and oceanic crust where the ocean floor drops in depth. 2. Solid or liquid water that falls from the air to Earth is (precipitation, evaporation, water cycle). Draw a picture of the ocean, its underwater landforms, and the sky above the ocean, and label it with the following terms: abyssal plain continental shelf continental slope coral reef deep-ocean current evaporation intertidal zone near-shore zone open-ocean zone precipitation surface current 3. A (climate, current, canyon) is a steady, stream-like movement of ocean water. 4. The process by which water moves above, across, and through Earth s crust and ecosystems is called the (water cycle, precipitation cycle, evaporation cycle).. The (abyssal plain, continental shelf, continental slope) is the vast floor of the Labels should include all of the above terms. deep ocean.. Water located within the gaps and pores in rocks below Earth s surface is called (precipitation, groundwater, evaporation).. The process by which liquid water changes into water vapor is (water cycle, precipitation, evaporation). 8. The (abyssal plain, continental shelf, continental slope) is a gradually sloping portion of the ocean floor that stretches about 30 km (19 miles) away from the shore. 9. A (coral skeleton, coral shell, coral reef) is a large, delicate structure built by small animals called corals. 10. The (intertidal zone, near-shore zone, open-ocean zone) includes most of the ocean waters over the continental shelf. Name Aquatic Earth Oral Reading Fluency Student Worksheets Practice reading these words aloud. abyssal plain algae climate continental shelf continental slope coral reefs currents deep-ocean vents evaporation groundwater intertidal zone open-ocean zone precipitation water cycle Practice reading the phrases aloud. Then practice reading aloud the sentences. Keep practicing until you express the meaning of each sentence clearly. 1. Scientists have found / that organisms living / in deep-ocean vents / get their energy / from chemical reactions / rather than / from the sun. 2. About 0 percent / of Earth / is covered with water, / but only about 3 percent / of that water / is fresh water. 3. Coral reefs / get their color / from reactions / between the coral / and many different algae / that live on the reefs. 4. Most of the abyssal plain / is very flat, / but it also has / some of the highest mountains / and the deepest canyons / on Earth.. Very little life / is found / in the deepest parts / of the open-ocean zone / because of the lack of sunlight / and the extreme pressure / from the water above.. Currents affect Earth s climate / by bringing warm or cold water / near land, / which helps keep / land temperatures / comfortable for living organisms.. You would / have to walk / about 19 miles from shore / on the continental shelf / before you reached / the continental slope. 8. Precipitation and evaporation / are both part / of the water cycle. 9. When precipitation / falls on land, / the water enters the ground, / seeps into cracks in rocks, / and becomes groundwater. 10. The intertidal zone, / which is the shallowest / of the three ocean zones, / gets / the most sunlight. You may use the three worksheets included here to revisit science content and vocabulary. Vocabulary enables students to show mastery of science vocabulary through a word- and concept-based activity. Comprehension may be used to review or test students recall of the content. Oral Reading Fluency reinforces key science concepts through practice in oral reading for meaning. Work with a partner. Take turns reading the sentences and listening to each other. Is the meaning of the sentence clear? Work together to improve fluency. ISBN-13: ISBN-10: Book Title Harcourt Leveled Readers Online 8

73 The Dramatic Planet: Earth and Weather READING FOCUS SKILLS: Cause and Effect, Main Idea and Details VOCABULARY: air pressure, front, hurricane, relative humidity, thunderstorm, tornado EXTENSIONS: Writing, Science, Music BEFORE READING BUILD BACKGROUND Ask students to name the most extreme types of storms and weather. List their answers on the board. How do meteorologists know what the weather will be like tomorrow, next week, or even 10 days from now? Let s read to find out more. PREVIEW TEXT AND GRAPHICS Tell students to glance through the book, looking at the pictures and diagrams and reading the captions and Fast Facts. What do you think this book will tell you about Earth and weather? Possible answer: I think this book will tell me about air pressure, relative humidity, cold and warm fronts, clouds, wind, climate, thunderstorms, tornadoes, hurricanes, and weather forecasting. GRADE WORD COUNT 190 GENRE Expository Nonfiction LEVEL On-Level New Dale-Chall.3 Lexile 940L Guided Reading V W SUMMARY Students read about the different causes of weather, such as air pressure, relative humidity, and wind. They also learn about the tools that meteorologists use to forecast weather. Harcourt Leveled Readers Online Copyright by Harcourt, Inc. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Permission is hereby granted to individual teachers using the corresponding Science Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to School Permissions and Copyrights, Harcourt, Inc., 2 Sea Harbor Drive, Orlando, Florida Fax: HARCOURT and the Harcourt Logo are trademarks of Harcourt, Inc., registered in the United States of America and/or other jurisdictions. Printed in the United States of America ISBN ISBN If you have received these materials as examination copies free of charge, Harcourt School Publishers retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited and is illegal. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. 1 The Dramatic Planet: Earth and Weather

74 READING FOCUS SKILL: CAUSE AND EFFECT Explain cause and effect by using several everyday examples. Invite students to imagine that it is winter, but they decide not to wear their coats to school, and therefore they are very cold while they are waiting for the school bus. Not wearing their coats is the cause for the effect of being very cold. Ask students to volunteer more everyday examples of cause and effect. Then ask them to explain the cause (or causes) for the effect of the formation of a thunderstorm. DURING READING OPTIONS FOR READING You may have students read individually or in pairs, pausing at each focus skill icon to respond to the question or statement. Or, you may use a Directed Reading approach, having students read and discuss the book in segments as suggested. Conclude the discussion of a segment by discussing the focus skill icon questions. Have students revisit the text to identify the words and sentences that helped them arrive at their responses. MONITOR COMPREHENSION Pages 2 3 Ask students to explain why air pressure can vary. What often causes a change in air pressure? a change in temperature What is humidity? the amount of moisture, or water vapor, in an air mass Pages 4 Lead students in a discussion about fronts and clouds. Which kind of front brings the most sudden weather changes? a cold front Which kind of front stays in one place for a longer period of time than the others? a stationary front Which clouds are powerful storm clouds that bring heavy precipitation? cumulonimbus clouds Which clouds form far ahead of a warm front and are seen in fair weather? cirrus clouds Pages 8 9 Draw students attention to the diagram of Earth s six major wind belts and the accompanying text. What causes wind belts? the uneven heating of Earth by the sun How do winds affect air masses? They cause them to collide, which causes changes in weather. Why do winds not blow in straight paths? because they are affected by Earth s rotation Pages What is El Niño? An event that occurs every three to seven years when winds do not blow as hard and so the water near South America is warmer than usual. What effect does El Niño have on global weather? It causes changes in rainfall and wind patterns across the world. The Dramatic Planet: Earth and Weather 2

75 Pages 12 1 Ask students to compare and contrast thunderstorms, tornadoes, and hurricanes. What causes lightning? Particles moving inside a cloud produce negative electric charges that are attracted to Earth. Lead students in a discussion about weather forecasting. What is Doppler radar? radio waves that measure wind speed, wind direction, and precipitation BUILD VOCABULARY Tell students to develop a word search for the words listed in the Glossary. Direct students to write clues for each word. Then have students trade papers with a partner, solve the clues, and find the words. Independent Practice Vocabulary Copying Master, page READING FOCUS SKILL: MAIN IDEA AND DETAILS Explain that in the Reader the main idea of a section often can be found in the title of the section. The details that support the main idea are found in the body of the section. Ask students to identify the details that support the main idea of the section titled When Air Meets Air (pages 4 ). USING THE READER WITH ENGLISH LANGUAGE LEARNERS Have students make a chart with spaces for cirrus clouds, altocumulus and altostratus clouds, and cumulonimbus clouds. Tell students to add information to the chart as they proceed through the Reader, including the heights at which the clouds form, if they form in conjunction with a warm or a cold front, and the kind of weather they usually bring. Students can use the chart as a tool to help them study for tests. THINK AND WRITE AFTER READING 1. Possible answers include: air pressure; precipitation; ocean currents; El Niño; temperatures; wind speed; relative humidity; cold fronts and warm fronts. 2. Possible answer: A location s climate is affected by the amount of precipitation, high or low temperatures, and other weather factors that occur over long stretches. 3. A front forms when two air masses meet. 4. Answers will vary. Students should use terms accurately and demonstrate an understanding of the factors that affect weather. 3 The Dramatic Planet: Earth and Weather

76 Independent Practice Comprehension Copying Master, page READ FOR FLUENCY Have students work in pairs. Ask them to choose and read aloud favorite parts of the Reader to one another. Independent or Paired Practice page Oral Reading Fluency Copying Master, EXTENSIONS In addition to the following activities, you may choose activities from the Project Cards for students to do after reading. Storm Journal (Writing) Ask students to recall storms that they have experienced. Have them write journal entries about what they observed during the storm, or storms, including clouds, wind, precipitation, lightning, humidity, and any other phenomenon. Tell students not to include the name of the storm (thunderstorm, tornado, hurricane, and blizzard) in the entries. Have student volunteers read their journal entries to the class. Ask the class to guess the kind of storm, or storms, that each volunteer s journal entry describes. Clouds Overhead (Science) Have students watch the clouds for the next several days. They should record the types of clouds they see each day and the weather for that day. Tell students to compare their data to the information that they learned about the different types of clouds and the weather that these clouds generally bring. Music and Weather (Music) Point out to the students that in movies, television, and the theater, music is used to represent different moods and feelings. Have students work as a whole class to decide what instrument (or what type of music) they would use to represent the different types of weather, such as rain, wind, tornadoes, and snowstorms. The Dramatic Planet: Earth and Weather 4

77 Name Write the definition of, and additional information about, each weather-related term in the correct space in the chart below. The Dramatic Planet: Earth and Weather Vocabulary air pressure front relative humidity Definition: Definition: Definition: Notes Notes Notes

78 Name Explain the sequence of events in the formation of warm fronts, cold fronts, and stationary fronts by numbering the events in the order they occur. Warm Fronts The warm air mass cools. There is rain or snow. The Dramatic Planet: Earth and Weather Comprehension In a wide, gentle slope, the warm air mass moves above the cold air mass. Water vapor builds up in the air and clouds form. The relative humidity in the warm air mass increases. A warm air mass moves into a location where there is already a cold air mass. Cold Fronts Clouds form. The warm air mass cools. In a steep, narrow band, the warm air mass moves above the cold air mass. A cold air mass moves into a location where there is already a warm air mass. There are heavy showers or storms. Stationary Fronts Neither air mass moves. A warm air mass and a cold air mass collide. Clouds form on both sides of the front. There is light rain or snow that lasts for awhile. Clouds form. Warm air moves upward.

79 Name Practice reading these words aloud. The Dramatic Planet: Earth and Weather Oral Reading Fluency air pressure climate cold fronts hurricanes meteorologists precipitation prevailing westerlies relative humidity thunderstorms tornadoes tropical depressions warms fronts water vapor Practice reading the phrases aloud. Then practice reading aloud the sentences. Keep practicing until you express the meaning of each sentence clearly. 1. Meteorologists / warn people / when storms are coming / so that people / have time / to find shelter. 2. Cooler air / is denser than, / and has a higher air pressure than, / warmer air. 3. Thunderstorms / can cause tornadoes, / which can reach speeds / of 20 miles per hour. 4. If the air is holding / half as much / water vapor / as it possibly can, / the relative humidity / is 0 percent.. Hurricanes grow / in low-pressure areas / called tropical depressions.. Warm fronts / almost always bring rain / to an area, / while cold fronts can bring / heavy showers or storms / to an area.. Weather involves / many things / such as temperature / and precipitation, / while climate / is the average weather / in an area / over a period of time. 8. Clouds are / a combination / of water droplets / and ice crystals / that form / when water vapor / condenses on the surfaces / of dust or pollen. 9. Some winds / are called trade winds / because early traders / used them / to get across / the oceans. 10. Winds called / prevailing westerlies / bring much of the weather / across the United States / from the West Coast / to the East Coast. Work with a partner. Take turns reading the sentences and listening to each other. Is the meaning of the sentence clear? Work together to improve fluency.

80 Name The Dramatic Planet: Earth and Weather Vocabulary Name The Dramatic Planet: Earth and Weather Comprehension Write the definition of, and additional information about, each weather-related term in the correct space in the chart below. air pressure front relative humidity Definition: the force of the weight of air pressing down on a unit of area Notes Notes - has an effect on weather - can vary because air masses don t all have the same temperature - is often changed by a change in temperature - When it changes, it means a new air mass has arrived, which will bring new weather. Definition: the boundary between two air masses that collide - A warm front forms when a warm air mass pushes against a cold air mass. - A cold front forms when a cold air mass pushes against a warm air mass. - When a warm air mass and a warm air mass meet and neither moves, they form a stationary front. Definition: a comparison of the actual amount of water vapor in the air to the amount of water vapor that would be in the air if it were saturated Notes - The amount of moisture, or water vapor, in an air mass is called humidity. - If the air has as much water vapor as it possibly can, the relative humidity is 100 percent. Explain the sequence of events in the formation of warm fronts, cold fronts, and stationary fronts by numbering the events in the order they occur. Warm Fronts 3 The warm air mass cools. There is rain or snow. 2 In a wide, gentle slope, the warm air mass moves above the cold air mass. Water vapor builds up in the air and clouds form. 4 The relative humidity in the warm air mass increases. 1 A warm air mass moves into a location where there is already a cold air mass. Cold Fronts 4 Clouds form. 3 The warm air mass cools. 2 In a steep, narrow band, the warm air mass moves above the cold air mass. 1 A cold air mass moves into a location where there is already a warm air mass. There are heavy showers or storms. Stationary Fronts 2 Neither air mass moves. 1 A warm air mass and a cold air mass collide. 3 Clouds form on both sides of the front. There is light rain or snow that lasts for awhile. Clouds form. 4 Warm air moves upward. Name Practice reading these words aloud. How Far Does the Universe Go? Oral Reading Fluency asteroid comets Earth galaxy hydrogen Jupiter Mars Mercury meteors Neptune satellite Saturn solar system Uranus Venus Practice reading the phrases aloud. Then practice reading aloud the sentences. Keep practicing until you express the meaning of each sentence clearly. 1. When medium-sized stars / use up their hydrogen, / they become red giants. 2. Twenty percent / of all galaxies / have a spiral shape, / and our galaxy, / the Milky Way, / is one of them. 3. Red stars are cool; / blue stars are hot, / and yellow stars / like our sun / are medium temperature. 4. Earth is / the only planet / in our solar system / that has the right amount / of light, heat, oxygen, and atmosphere / to support life.. Comets can have / very wide orbits / that bring them / close to the sun / and past Pluto.. Mercury, Venus, Earth, and Mars / are called / the inner planets, / and Jupiter, Saturn, Uranus, and Neptune / are called / the outer planets.. The area / between Mars and Jupiter / is called the asteroid belt / because there are so many asteroids / in that area. 8. Meteors produce / a trail of bright light / as they fall / through Earth s atmosphere. 9. Earth has one satellite, / or moon, / while Mercury and Venus/ have none, / and Jupiter / has Black holes, / which have such strong gravity / that not even light / can escape, / are formed / when very big stars explode. Student Worksheets You may use the three worksheets included here to revisit science content and vocabulary. Vocabulary enables students to show mastery of science vocabulary through a word- and concept-based activity. Comprehension may be used to review or test students recall of the content. Oral Reading Fluency reinforces key science concepts through practice in oral reading for meaning. Work with a partner. Take turns reading the sentences and listening to each other. Is the meaning of the sentence clear? Work together to improve fluency. ISBN-13: ISBN-10: Book Title Harcourt Leveled Readers Online 8

81 How Far Does the Universe Go? READING FOCUS SKILLS: Main Idea and Details, Cause and Effect, Sequence VOCABULARY: asteroid, comet, galaxy, meteor, satellite EXTENSIONS: Writing, Science, Language Arts BEFORE READING BUILD BACKGROUND Ask students to think about what they know about the planets and outer space. Have each student think of one question about this topic. Write all their questions on the board. PREVIEW TEXT AND GRAPHICS Tell students to look through the book, paying special attention to the charts. What is one thing that you expect to learn about the planets from this book? Which asteroids will you read about? Possible answers: I expect to learn how long a year is on other planets compared to Earth years. I will read about asteroids named Aten, Apollo, Gaspra, Juno, Eunomia, and Ceres. READING FOCUS SKILL: MAIN IDEA AND DETAILS Explain that every section of the Reader has a main idea, which is the most important point that the author wants to communicate. Tell students that every section of the Reader also contains details, which support and further explain the main idea. Ask students to find the main idea of the section titled When Stars Die on page 14. Ask them to find details that support the main idea. GRADE WORD COUNT 100 GENRE Expository Nonfiction LEVEL On-Level New Dale-Chall.9 Lexile 80L Guided Reading U V SUMMARY This book describes space and its contents. It covers galaxies, planets, stars, asteroids, comets, meteors, and Earth s solar system. Harcourt Leveled Readers Online Copyright by Harcourt, Inc. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Permission is hereby granted to individual teachers using the corresponding Science Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to School Permissions and Copyrights, Harcourt, Inc., 2 Sea Harbor Drive, Orlando, Florida Fax: HARCOURT and the Harcourt Logo are trademarks of Harcourt, Inc., registered in the United States of America and/or other jurisdictions. Printed in the United States of America ISBN ISBN If you have received these materials as examination copies free of charge, Harcourt School Publishers retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited and is illegal. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. 1 How Far Does the Universe Go?

82 DURING READING OPTIONS FOR READING You may have students read individually or in pairs, pausing at each focus skill icon to respond to the question or statement. Or, you may use a Directed Reading approach, having students read and discuss the book in segments as suggested. Conclude the discussion of a segment by discussing the focus skill icon questions. Have students revisit the text to identify the words and sentences that helped them arrive at their responses. READING FOCUS SKILL: CAUSE AND EFFECT Explain cause and effect by using several everyday examples. Invite students to imagine that they want to become better soccer players. They practice every day, and their game improves. Practicing playing soccer is the cause for the effect of their becoming better soccer players. Ask students to volunteer more everyday examples of cause and effect. Then ask them to explain the cause (or causes) for the effect of the formation of meteors. MONITOR COMPREHENSION Pages 2 Discuss the composition of the universe with students. How many galaxies make up the universe? billions What are the different shapes of galaxies? elliptical, spiral, and irregular Of what is a galaxy composed? solar systems What are the components of a solar system? stars, planets, and moons Pages Ask students to describe the other planets in our solar system compared to Earth. Which planets in our solar system can support life? only Earth Have students study the table of planets years. On which planet is a year equal to just under two Earth years? Mars Pages 8 11 Have students study the table of asteroid discovery dates. Which asteroid was the second discovered? Juno, in 1804 Which asteroid has the second-biggest diameter? Eunomia, with a diameter of 22 km Why do comets eventually break up? When they pass close to the sun, their ice melts. How Far Does the Universe Go? 2

83 Pages 12 1 Ask students to describe how stars get their energy. What is fusion? the process in which the nuclei of atoms join and give off tremendous amounts of light and heat energy What are the two methods of measuring the brightness of a star? absolute magnitude (measuring the amount of light a star gives off) and apparent magnitude (how bright the star looks from Earth) How does a star s size relate to how long it lasts? Small stars use up their hydrogen slowly, and they last billions of years longer than big stars, which use up their hydrogen quickly. BUILD VOCABULARY Have students create a matching exercise with the words in the Glossary. Tell them to write a definition for each of the words using their own words, not the exact wording in the Glossary. Have students exchange papers and try to match the Glossary words with their definitions. Independent Practice Vocabulary Copying Master, page READING FOCUS SKILL: SEQUENCE Explain that a sequence is a series of events, or steps. When we understand a sequence, we understand how a process works. Have students explain the sequence of events that eventually causes comets to break up. USING THE READER WITH ENGLISH LANGUAGE LEARNERS Divide the class into several groups. Assign each group a section, or sections, of the Reader. Have each group make an outline of its section or sections. Tell students that the outlines must cover the main idea and details of its section or sections. Have them include any glossary words that are in their section, and their definitions. Have each group present its outline, or outlines, to the class. THINK AND WRITE AFTER READING 1. Diagrams should show the planets in order from the sun: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. Diagrams should reflect an understanding that Jupiter is the largest planet, that Mercury is the smallest planet, and that Earth is average in size. 2. Our sun is a middle-sized star. It gives off a medium amount of heat and light and is therefore a yellow star. 3 How Far Does the Universe Go?

84 3. Each time a comet goes near the sun, more and more of its ice melts. Eventually the comet breaks up and its pieces follow the comet s former orbit. Some of the pieces eventually enter Earth s atmosphere as meteors. 4. Student answers should reflect an understanding that the distance from the sun will affect the planet s length of year and day; the atmosphere and amount of heat and light will determine if it can sustain life. Independent Practice Comprehension Copying Master, page READ FOR FLUENCY Have students work in pairs. Ask them to choose and read aloud favorite parts of the Reader to one another. Independent or Paired Practice page Oral Reading Fluency Copying Master, EXTENSIONS In addition to the following activities, you may choose activities from the Project Cards for students to do after reading. Solar System Brochure (Writing) Tell students to imagine that there are people living in another solar system who want to visit our solar system. Have students write a brochure that describes our solar system so that the people visiting here know what to expect. The brochures should include descriptions of the sun, the planets and their moons, and other objects such as asteroids, meteors, meteorites, and comets. Have student volunteers share their brochures with the class. Inventions for Space (Science) Many wonderful things now used in everyday life were first developed for astronauts traveling in space. Students can learn about some of these objects by visiting a NASA-sponsored Web site. Encourage students to make a list of other inventions that fascinate them and then to find out more about how they were invented. Space Diaries (Language Arts) Brainstorm with the class the kinds of issues they think people face while living on the International Space Station. Then have students pretend they are about to travel in space and spend a year living on the International Space Station. Ask them to write a diary entry telling how they feel, what they are excited about, what they are afraid of, and how they have planned for their trip. How Far Does the Universe Go? 4

85 Name Circle the letter next to the correct answer. How Far Does the Universe Go? Vocabulary 1. A ball of ice, rock, and frozen gases that orbits the sun is a(n) A. asteroid. B. comet. C. meteor. D. meteorite. 2. A is a huge system of stars. A. large cloud B. solar system C. universe D. galaxy 3. A piece of rock and metal that orbits the sun is a(n) A. asteroid. B. comet. C. meteor. D. meteorite. 4. A is a body in space that orbits a larger body. A. planet B. star C. satellite D. comet. A(n) is a piece of rock that enters Earth s atmosphere and burns up. A. asteroid B. comet C. meteor D. meteorite. Our includes the sun, eight planets, and their moons. A. planet B. solar system C. satellite D. moon. Earth is in the galaxy. A. Milky Way B. Charon C. Magellan D. Solar system

86 Name Complete the concept map by filling in the boxes with the requested information. How is the universe structured? How Far Does the Universe Go? Comprehension Universe Made up of: Galaxies Definition: Solar Systems Made up of: Comets Definition: Asteroids Definition: Planets Vary in properties, which include: Meteors Definition: Moons (Satellites) Definition: Meteorites Are actually meteors

87 Name Practice reading these words aloud. How Far Does the Universe Go? Oral Reading Fluency asteroid comets Earth galaxy hydrogen Jupiter Mars Mercury meteors Neptune satellite Saturn solar system Uranus Venus Practice reading the phrases aloud. Then practice reading aloud the sentences. Keep practicing until you express the meaning of each sentence clearly. 1. When medium-sized stars / use up their hydrogen, / they become red giants. 2. Twenty percent / of all galaxies / have a spiral shape, / and our galaxy, / the Milky Way, / is one of them. 3. Red stars are cool; / blue stars are hot, / and yellow stars / like our sun / are medium temperature. 4. Earth is / the only planet / in our solar system / that has the right amount / of light, heat, oxygen, and atmosphere / to support life.. Comets can have / very wide orbits / that bring them / close to the sun / and past Pluto.. Mercury, Venus, Earth, and Mars / are called / the inner planets, / and Jupiter, Saturn, Uranus, and Neptune / are called / the outer planets.. The area / between Mars and Jupiter / is called the asteroid belt / because there are so many asteroids / in that area. 8. Meteors produce / a trail of bright light / as they fall / through Earth s atmosphere. 9. Earth has one satellite, / or moon, / while Mercury and Venus/ have none, / and Jupiter / has Black holes, / which have such strong gravity / that not even light / can escape, / are formed / when very big stars explode. Work with a partner. Take turns reading the sentences and listening to each other. Is the meaning of the sentence clear? Work together to improve fluency.

88 Name How Far Does the Universe Go? Vocabulary Name How Far Does the Universe Go? Comprehension Circle the letter next to the correct answer. 1. A ball of ice, rock, and frozen gases that orbits the sun is a(n) A. asteroid. B. comet. C. meteor. D. meteorite. 2. A is a huge system of stars. A. large cloud B. solar system C. universe D. galaxy 3. A piece of rock and metal that orbits the sun is a(n) A. asteroid. B. comet. C. meteor. D. meteorite. 4. A is a body in space that orbits a larger body. A. planet B. star C. satellite D. comet. A(n) is a piece of rock that enters Earth s atmosphere and burns up. A. asteroid B. comet C. meteor D. meteorite. Our includes the sun, eight planets, and their moons. A. planet B. solar system C. satellite D. moon. Earth is in the galaxy. A. Milky Way B. Charon C. Magellan D. Solar system Complete the concept map by filling in the boxes with the requested information. How is the universe structured? Comets Definition: balls of ice, rock, and frozen gases that orbit the sun Universe Made up of: billions of galaxies Galaxies Definition: huge systems of stars Solar Systems Made up of: a star or stars, planets, moons, asteroids, comets, meteors, meteorites Planets Vary in properties, which include: dense or less dense; rocky/icy or made of gases with no solid surface; do or do not have core, mantle, and crust; have atmosphere that can or cannot sustain life; have varying temperatures Moons (Satellites) Definition: bodies in space that orbit larger bodies Asteroids Definition: pieces of rock and metal that orbit the sun Meteors Definition: pieces of rock, smaller than asteroids, that enter Earth s atmosphere and burn up Meteorites Are actually meteors that land on Earth s surface after surviving falling through Earth s atmosphere. Name Practice reading these words aloud. How Far Does the Universe Go? Oral Reading Fluency asteroid comets Earth galaxy hydrogen Jupiter Mars Mercury meteors Neptune satellite Saturn solar system Uranus Venus Practice reading the phrases aloud. Then practice reading aloud the sentences. Keep practicing until you express the meaning of each sentence clearly. 1. When medium-sized stars / use up their hydrogen, / they become red giants. 2. Twenty percent / of all galaxies / have a spiral shape, / and our galaxy, / the Milky Way, / is one of them. 3. Red stars are cool; / blue stars are hot, / and yellow stars / like our sun / are medium temperature. 4. Earth is / the only planet / in our solar system / that has the right amount / of light, heat, oxygen, and atmosphere / to support life.. Comets can have / very wide orbits / that bring them / close to the sun / and past Pluto.. Mercury, Venus, Earth, and Mars / are called / the inner planets, / and Jupiter, Saturn, Uranus, and Neptune / are called / the outer planets.. The area / between Mars and Jupiter / is called the asteroid belt / because there are so many asteroids / in that area. 8. Meteors produce / a trail of bright light / as they fall / through Earth s atmosphere. 9. Earth has one satellite, / or moon, / while Mercury and Venus/ have none, / and Jupiter / has Black holes, / which have such strong gravity / that not even light / can escape, / are formed / when very big stars explode. Student Worksheets You may use the three worksheets included here to revisit science content and vocabulary. Vocabulary enables students to show mastery of science vocabulary through a word- and concept-based activity. Comprehension may be used to review or test students recall of the content. Oral Reading Fluency reinforces key science concepts through practice in oral reading for meaning. Work with a partner. Take turns reading the sentences and listening to each other. Is the meaning of the sentence clear? Work together to improve fluency. ISBN-13: ISBN-10: Book Title Harcourt Leveled Readers Online 8

89 Invisible But Important: The World of Atoms READING FOCUS SKILLS: Main Idea and Details, Sequence, Cause and Effect VOCABULARY: atom, atomic number, compound, electron, element, gas, liquid, metal, neutron, nonmetal, nucleus, periodic table, proton, solid EXTENSIONS: Writing, Science, Music BEFORE READING BUILD BACKGROUND Lead students in a discussion about water. What is water called when it is a solid? Where are some places that you see water as a liquid? What is water called when it boils and becomes a gas? If students mention that water is known as H 2 O, tell them this is its scientific name. Tell students they will learn more about scientific names. PREVIEW TEXT AND GRAPHICS Direct students to look through the book. What section of the book are you most interested in reading? Possible answer: The section of the book I am most interested in reading is How Do We Know What Atoms Look Like? GRADE WORD COUNT 19 GENRE Expository Nonfiction LEVEL On-Level New Dale-Chall.8 Lexile 820L Guided Reading U V SUMMARY Students will read about atoms and their parts, the periodic table of elements, and the four states of matter. Harcourt Leveled Readers Online Copyright by Harcourt, Inc. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Permission is hereby granted to individual teachers using the corresponding Science Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to School Permissions and Copyrights, Harcourt, Inc., 2 Sea Harbor Drive, Orlando, Florida Fax: HARCOURT and the Harcourt Logo are trademarks of Harcourt, Inc., registered in the United States of America and/or other jurisdictions. Printed in the United States of America ISBN ISBN If you have received these materials as examination copies free of charge, Harcourt School Publishers retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited and is illegal. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. 1 Invisible But Important: The World of Atoms

90 READING FOCUS SKILL: MAIN IDEA AND DETAILS Explain that in the Reader clues to the main idea of a section often can be found in the captions of photographs and tables and in Fast Facts. The details that support the main idea are found in the body of the section. Have students identify the main idea of each section of the Reader by reading the Fast Facts and the captions of the photographs and tables. Ask students to identify the main idea or ideas of the section titled Solid, Liquid, or Gas? (pages 12 13) by reading the Fast Fact and the captions of the photographs. DURING READING OPTIONS FOR READING You may have students read individually or in pairs, pausing at each focus skill icon to respond to the question or statement. Or, you may use a Directed Reading approach, having students read and discuss the book in segments as suggested. Conclude the discussion of a segment by discussing the focus skill icon questions. Have students revisit the text to identify the words and sentences that helped them arrive at their responses. READING FOCUS SKILL: SEQUENCE Explain that a sequence is a series of events, or steps. The concept of a sequence helps us understand the processes of atoms. Have students explain the sequence of events that occur when matter changes from one state to another. MONITOR COMPREHENSION Pages 2 Lead students in a discussion about the discovery and composition of atoms. Why don t atoms have an electrical charge? because they have an equal number of protons and electrons What makes the atoms of one element different from the atoms of another element? They have different numbers of protons. How do electrons move in atoms? They move in clouds around an atom s nucleus. Pages 9 Ask students to explain the significance of atomic numbers. Do the most common elements have low or high atomic numbers? low What is the main difference between metals and nonmetals? Metals conduct heat and electricity, while nonmetals do not. Have students study the periodic table. In what state of matter do most natural elements appear in at room temperature? solid How many elements occur in nature? 88 Invisible But Important: The World of Atoms 2

91 Pages How do compounds form? They form when atoms bond together. Sometimes they share electrons. These electrons can move from one atom to another, which makes one atom positively charged and one atom negatively charged. This causes the atoms to be held together. Pages 12 1 Draw students attention to the captions and the Fast Fact. What do atoms form? molecules Why do solids keep their shape? Molecules in solids have little energy, so they don t move around. What causes matter to change from one state to another? an increase or a decrease in temperature What is the fourth state of matter? plasma BUILD VOCABULARY Have students work individually to arrange the Glossary words into groups. Then have several students tell which words they grouped together and why. Independent Practice Vocabulary Copying Master, page READING FOCUS SKILL: CAUSE AND EFFECT Explain to students that sometimes they can tell that the author is focusing on the skill of cause and effect because the word cause is in the text. Have students read the section titled Changing States of Matter (page 14) and look for the word cause. When they find it, ask them to explain the cause and effect relationships that the author is describing. USING THE READER WITH ENGLISH LANGUAGE LEARNERS Play a game to help students learn vocabulary words. Get a pack of name tag stickers. Write one vocabulary word on each sticker. On other stickers write the definitions of the vocabulary words (one per sticker). Have each student put on a sticker. Ask each student to move around the classroom, looking for the classmate wearing the sticker that has the vocabulary word or definition that matches his or her own sticker. THINK AND WRITE AFTER READING 1. Matter is made of atoms. Atoms of the same kind are elements. Two or more elements make up compounds. Elements and compounds make up mixtures. 2. The nucleus has the most mass. Protons and neutrons are found in the nucleus. 3 Invisible But Important: The World of Atoms

92 3. The most common elements in nature have low atomic numbers, or few protons in their nucleus. Elements that don t occur in nature have high atomic numbers, or have many protons in their nucleus. 4. Students answers will vary. They could describe solids like snow, liquids like melting snow, and gases like water vapor in the air we breathe. Independent Practice Comprehension Copying Master, page READ FOR FLUENCY Have students work in pairs. Ask them to choose and read aloud favorite parts of the book to one another. Independent or Paired Practice page Oral Reading Fluency Copying Master, EXTENSIONS In addition to the following activities, you may choose activities from the Project Cards for students to do after reading. Elements at Home (Writing) Ask students to study the periodic table on pages 8 9. Then have them write a one-page paper on the elements that can be found in their home. If they are having difficulties, review the periodic table with them and discuss the kinds of objects or substances that contain elements. (For example, tell them that calcium is found in dairy products and other foods, and that phosphorous is found in matches.) Have student volunteers share their papers with the class. Laboratory Elements (Science) Assign each student a different element that does not occur in nature. Tell students to research their element. They should find out who first discovered it, how it was named, and at least one use for it. Have the class put their data together in a booklet. Musical Instruments: Metal or Nonmetal (Music) Have students list as many different musical instruments as they can. Next to each instrument they should write metal or nonmetal. If an instrument can be found in either form, such as a drum, they can write both metal and nonmetal. Were you surprised by the number of instruments that are metal? Were you surprised by the number of instruments that are nonmetal? How does this compare with the number of elements that are metals? Invisible But Important: The World of Atoms 4

93 Name Invisible But Important: The World of Atoms Vocabulary Match each word on the left with its definition on the right. Write the letter of the definition in the space next to the word. 1. atom 2. atomic number 3. compound 4. electron. element. gas. liquid 8. metal 9. neutron 10. nonmetal 11. nucleus 12. periodic table 13. proton 14. solid A. A substance made up of atoms of two or more elements B. An element that conducts heat and electricity well and is malleable C. The center of an atom, usually made of protons and neutrons D. The state of matter that does not have a definite shape or volume E. A subatomic particle that has a positive electric charge F. The number of protons in an atom G. This shows the elements arranged by their atomic numbers H. A subatomic particle that has the same mass as a proton but no electric charge I. The state of matter that has a definite shape and a definite volume J. A substance made up of only one kind of atom K. An element that does not conduct electricity well and is not malleable L. The smallest unit of an element that still has the properties of that element M. The state of matter that has a definite volume but no definite shape N. A subatomic particle that orbits an atom s nucleus, has a negative electric charge, and has very little mass

94 Name Fill in the blanks with the correct word from the Word Bank. Not every term will be used. Any term that is used will be used only once. Invisible But Important: The World of Atoms Comprehension atomic number atoms compound electrons elements gas liquid metals neutrons nonmetals nucleus periodic table protons solid 1. You can change a substance from a solid to a(n) to a gas by increasing or decreasing the temperature. 2. The of an atom contains protons and neutrons. 3. A good example of a(n) is water, because it is made of a combination of atoms of two different elements. 4. An atom has the same number of as protons.. Everything is made of, even though they are too small to see.. In the, each element is listed in a box showing the element name, atomic number, and a one- or two-letter symbol.. Some common are oxygen, hydrogen, carbon, gold, and silver. 8. Every element has a different. 9. Most elements are, which are almost always solid when found on Earth. 10. Many are gases; oxygen, nitrogen, and chlorine are examples.

95 Name Practice reading these words aloud. Invisible But Important: The World of Atoms Oral Reading Fluency atom atomic number compound electrons elements gas liquid metals neutrons nonmetals nucleus periodic table plasma protons solid Practice reading the phrases aloud. Then practice reading aloud the sentences. Keep practicing until you express the meaning of each sentence clearly. 1. You can change / any substance / from one state / to another / by increasing / or decreasing / its temperature. 2. Protons / are positively charged, / and electrons / are negatively charged, / and since each atom / has an equal number of both, / they balance out each other. 3. The three main states of matter / are solid, liquid, and gas, / and the fourth state of matter / is plasma. 4. All known elements / are arranged / in the periodic table / by atomic number.. Hydrogen, / the most common element / in the universe, / has an atomic number of 1, / which means that / each hydrogen atom / has only one proton / in its nucleus.. A compound / does not have / the same properties / as the elements / it contains.. Metals can be bent / and rolled into sheets, / but nonmetals / cannot bend. 8. Neutrons have / no electrical charge, / and they are found / in the nucleus / with the protons. 9. Sometimes atoms bond / when an electron from one / moves to another, / making one atom positively charged / and one atom negatively charged. 10. In the 1800s, / an English scientist / named John Dalton, / put forth the theory / that all matter / was made of atoms. Work with a partner. Take turns reading the sentences and listening to each other. Is the meaning of the sentence clear? Work together to improve fluency.

96 Invisible But Important: The World of Atoms Invisible But Important: The World of Atoms Name Vocabulary Name Comprehension Match each word on the left with its definition on the right. Write the letter of the definition in the space next to the word. L 1. atom F 2. atomic number A 3. compound N 4. electron J. element D. gas M. liquid B 8. metal H 9. neutron K 10. nonmetal C 11. nucleus G 12. periodic table E 13. proton I 14. solid A. A substance made up of atoms of two or more elements B. An element that conducts heat and electricity well and is malleable C. The center of an atom, usually made of protons and neutrons D. The state of matter that does not have a definite shape or volume E. A subatomic particle that has a positive electric charge F. The number of protons in an atom G. This shows the elements arranged by their atomic numbers H. A subatomic particle that has the same mass as a proton but no electric charge I. The state of matter that has a definite shape and a definite volume J. A substance made up of only one kind of atom K. An element that does not conduct electricity well and is not malleable L. The smallest unit of an element that still has the properties of that element M. The state of matter that has a definite volume but no definite shape N. A subatomic particle that orbits an atom s nucleus, has a negative electric charge, and has very little mass Fill in the blanks with the correct word from the Word Bank. Not every term will be used. Any term that is used will be used only once. atomic number atoms compound electrons elements gas liquid metals neutrons nonmetals nucleus periodic table protons solid 1. You can change a substance from a solid to a(n) liquid to a gas by increasing or decreasing the temperature. 2. The nucleus of an atom contains protons and neutrons. 3. A good example of a(n) compound is water, because it is made of a combination of atoms of two different elements. 4. An atom has the same number of electrons as protons.. Everything is made of atoms, even though they are too small to see.. In the periodic table, each element is listed in a box showing the element name, atomic number, and a one- or two-letter symbol.. Some common elements are oxygen, hydrogen, carbon, gold, and silver. 8. Every element has a different atomic number. 9. Most elements are metals, which are almost always solid when found on Earth. 10. Many nonmetals are gases; oxygen, nitrogen, and chlorine are examples. Name Practice reading these words aloud. Invisible But Important: The World of Atoms Oral Reading Fluency atom atomic number compound electrons elements gas liquid metals neutrons nonmetals nucleus periodic table plasma protons solid Practice reading the phrases aloud. Then practice reading aloud the sentences. Keep practicing until you express the meaning of each sentence clearly. 1. You can change / any substance / from one state / to another / by increasing / or decreasing / its temperature. 2. Protons / are positively charged, / and electrons / are negatively charged, / and since each atom / has an equal number of both, / they balance out each other. 3. The three main states of matter / are solid, liquid, and gas, / and the fourth state of matter / is plasma. 4. All known elements / are arranged / in the periodic table / by atomic number.. Hydrogen, / the most common element / in the universe, / has an atomic number of 1, / which means that / each hydrogen atom / has only one proton / in its nucleus.. A compound / does not have / the same properties / as the elements / it contains.. Metals can be bent / and rolled into sheets, / but nonmetals / cannot bend. 8. Neutrons have / no electrical charge, / and they are found / in the nucleus / with the protons. 9. Sometimes atoms bond / when an electron from one / moves to another, / making one atom positively charged / and one atom negatively charged. 10. In the 1800s, / an English scientist / named John Dalton, / put forth the theory / that all matter / was made of atoms. Student Worksheets You may use the three worksheets included here to revisit science content and vocabulary. Vocabulary enables students to show mastery of science vocabulary through a word- and concept-based activity. Comprehension may be used to review or test students recall of the content. Oral Reading Fluency reinforces key science concepts through practice in oral reading for meaning. Work with a partner. Take turns reading the sentences and listening to each other. Is the meaning of the sentence clear? Work together to improve fluency. ISBN-13: ISBN-10: Book Title Harcourt Leveled Readers Online 8

97 Boil, Burn, Break Down: How Matter Changes READING FOCUS SKILLS: Main Idea and Details, Compare and Contrast, Cause and Effect VOCABULARY: chemical change, chemical property, density, mass, mixture, physical change, physical property, reactivity, solution, stability, volume EXTENSIONS: Writing, Science BEFORE READING BUILD BACKGROUND Have you ever left food in your lunchbox over a long weekend? Have you ever opened a package of food from your refrigerator and found that it had gone bad? Allow students to tell some of their stories. Then discuss students ideas about what causes mold to grow or food to spoil. READING FOCUS SKILL: MAIN IDEA AND DETAILS Explain that in the Reader the main idea of a section often can be found in the first paragraph of the section. The details that support the main idea are found in the first paragraph and in other paragraphs of the section. Have students identify the main idea of each section of the Reader. Then ask students to identify the details that support the main idea of the section titled What is a Solution? (pages 8 9). GRADE WORD COUNT 190 GENRE Expository Nonfiction LEVEL On-Level New Dale-Chall.3 Lexile 810L Guided Reading V W SUMMARY Students read about physical changes in matter, from mixtures to solutions and alloys. They also read about chemical changes to, and chemical properties of, matter. Harcourt Leveled Readers Online Copyright by Harcourt, Inc. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Permission is hereby granted to individual teachers using the corresponding Science Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to School Permissions and Copyrights, Harcourt, Inc., 2 Sea Harbor Drive, Orlando, Florida Fax: HARCOURT and the Harcourt Logo are trademarks of Harcourt, Inc., registered in the United States of America and/or other jurisdictions. Printed in the United States of America ISBN ISBN If you have received these materials as examination copies free of charge, Harcourt School Publishers retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited and is illegal. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. 1 Boil, Burn, Break Down: How Matter Changes

98 DURING READING OPTIONS FOR READING You may have students read individually or in pairs, pausing at each focus skill icon to respond to the question or statement. Or, you may use a Directed Reading approach, having students read and discuss the book in segments as suggested. READING FOCUS SKILL: COMPARE AND CONTRAST Explain to students that the information in the Reader is organized to help them understand the similarities and differences between physical properties and chemical properties, physical changes and chemical changes, and mixtures and solutions. Tell students that the author gives clues to comparisons and contrasts in the titles of the Reader s sections. Have students read the section titles and point out how they give clues to the author s comparisons and contrasts. Have students point out sections of the Reader where the author is comparing and contrasting concepts. MONITOR COMPREHENSION Pages 2 Tell students to study the definition of physical property. What are some Pages 9 Pages physical properties? color, texture, volume, mass, density How can you find an object s density? by dividing its mass by its volume Ask students to explain physical changes in their own words. Correct any student misconceptions. What are some physical changes? when state of matter changes, when one substance dissolves in another, when something breaks or stretches Ask students to name examples of mixtures and solutions. Correct any student misconceptions. How can you separate substances in a mixture? Some you can separate by hand. Some will separate themselves if they have different densities. Some you can separate by using physical methods such as boiling. What states of matter can you use when making a solution? solid into liquid, liquid into liquid, solid into solid What is the difference between a physical and a chemical change? In a physical change, the substances involved don t change their properties. In a chemical change, new substances are formed. Ask students to explain reactivity and stability. Reactivity and stability are both what? chemical properties Boil, Burn, Break Down: How Matter Changes 2

99 Pages 12 1 Lead students in a discussion of types of chemical reactions. Which kind of chemical reaction is also an exothermic reaction? combustion reaction What can protect objects from chemical changes? dimmed lights, painted surfaces, cool containers, preservatives BUILD VOCABULARY Have students write each word from the Glossary on one side of a note card. On the other side, students should write the word s definition and an example, or something else to help them remember the meaning. For example, a student might write thickness next to the definition of density. Independent Practice Vocabulary Copying Master, page READING FOCUS SKILL: CAUSE AND EFFECT Tell students that in some of the photographs in the Reader, the author has shown effects that were caused by several chemical changes. Ask students to find these photographs and explain the cause-and-effect relationships pictured. USING THE READER WITH ENGLISH LANGUAGE LEARNERS Have each student write a sentence for each of the 11 vocabulary words. Tell students that the sentences should use the vocabulary words, but the sentences should not be just the definitions of the words. Have students leave blanks in the sentences for the vocabulary words. Have students exchange sentences with classmates, read the sentences, and fill in the appropriate vocabulary words. THINK AND WRITE AFTER READING 1. Both fruit salad and pewter are mixtures. They are made of substances that don t lose their properties. However, pewter is also a solution because the substances are mixed evenly throughout. The fruit salad is not. 2. No. Equal volumes of different substances can have different masses, depending on their densities. An example is an 8-cm piece of lead compared with an 8-cm piece of wood. The lead has a different, and larger, mass than the wood. 3 Boil, Burn, Break Down: How Matter Changes

100 3. In a physical change, the properties of a substance don t change. In a chemical change, new substances with different properties are formed. 4. Students poems will vary but could include descriptions of color, texture, and weight. An appropriate physical and chemical change also should be present. Independent Practice Comprehension Copying Master, page READ FOR FLUENCY Have students work in pairs. Ask them to choose and read aloud favorite parts of the book to one another. Independent or Paired Practice page Oral Reading Fluency Copying Master, EXTENSIONS In addition to the following activities, you may choose activities from the Project Cards for students to do after reading. Physical Changes in the Classroom (Writing) Have students write a few paragraphs about objects in the classroom and the physical changes they could go through. Remind students that a physical change is a change in a substance in which some of its physical properties may change, but no new substance is formed. If they are stumped, hold up a classroom object and ask them what changes the object could go through that would allow it to still remain that object. (For instance, a piece of paper could be crumpled or torn into pieces, but it would still be paper.) Have student volunteers share their paragraphs with the class. Are You Getting Your Money s Worth? (Science) Tell students that they can use what they know about mass, volume, and density to help them become better consumers. Have them compare three common breakfast foods, such as eggs, cereal, and store-bought waffles. Have students compare the price of the foods based on their densities. Tell students how much each item costs. First, have students use a scale to find the mass of each item. Second, have them find the volume of each item, using a graduated cylinder. Third, direct students to find the density of each item by using this formula: density mass volume. Finally, ask them to figure out how much each item costs per gram/ml. Which is the most expensive item? Are the items very different in price? What other values might determine why people use a certain food? Boil, Burn, Break Down: How Matter Changes 4

101 Name On the left side of the chart, fill in the vocabulary term from the Word Bank that matches the definition on the right side of the chart. Each term in the Word Bank will be used only once. Boil, Burn, Break Down: How Matter Changes Vocabulary chemical change chemical property density mass mixture physical change physical property reactivity solution stability volume Vocabulary Term Definition the ability of a substance to resist going through a chemical change the amount of matter something has a change in which one or more new substances are formed the amount of space something takes up a property that involves a substance by itself the amount of mass something has in relation to its volume the ability of a substance to go through a chemical change a combination of two or more substances that keep their original properties a property that involves the ability of a substance to react with other materials and form new substances a mixture in which all of the substances are evenly distributed a change that does not alter the properties of a substance

102 Name Write a paragraph to answer each of the following questions. Use complete sentences. Boil, Burn, Break Down: How Matter Changes Comprehension 1. Explain the difference between an endothermic reaction and an exothermic reaction and give an example of each. 2. Explain how the following chemical reactions work and give an example of each: synthesis reaction, combustion reaction, decomposition reaction, and double-replacement reaction. 3. How are mixtures and solutions similar? How are they different?

103 Name Practice reading these words aloud. Boil, Burn, Break Down: How Matter Changes Oral Reading Fluency chemical change chemical properties chemical reactions density mass mixtures oxidation-reduction reaction physical change physical properties preservatives reactivity solutions stability volume Practice reading the phrases aloud. Then practice reading aloud the sentences. Keep practicing until you express the meaning of each sentence clearly. 1. Preservatives can prevent bacteria / from growing in food / and causing chemical reactions / that make it spoil. 2. Every kind of matter / has the physical properties / of volume, mass, and density. 3. An oxidation-reduction reaction / causes rust, / or iron oxide, / to form on iron nails. 4. The ability of sugar / to dissolve / is a physical property, / because the sugar s properties / have not changed.. When you burn bread, / a chemical change has taken place, / because a new substance has formed.. If you break a glass, / it has only / gone through / a physical change, / because although some of its physical properties / have changed, / no new substance was formed.. Reactivity is / the ability of a substance / to go through a chemical change. 8. Stability is / the ability of a substance / to resist / going through a chemical change. 9. All solutions are mixtures, / but not all mixtures are solutions, / because in mixtures, / the substances are not always evenly distributed. 10. Chemical properties include / reactivity, / stability, / and the ability to burn. Work with a partner. Take turns reading the sentences and listening to each other. Is the meaning of the sentence clear? Work together to improve fluency.

104 Boil, Burn, Break Down: How Matter Changes Boil, Burn, Break Down: How Matter Changes Name Vocabulary Name Comprehension On the left side of the chart, fill in the vocabulary term from the Word Bank that matches the definition on the right side of the chart. Each term in the Word Bank will be used only once. chemical change chemical property density mass mixture physical change physical property reactivity solution stability volume Vocabulary Term stability mass chemical change volume physical property density reactivity mixture chemical property solution physical change Definition the ability of a substance to resist going through a chemical change the amount of matter something has a change in which one or more new substances are formed the amount of space something takes up a property that involves a substance by itself the amount of mass something has in relation to its volume the ability of a substance to go through a chemical change a combination of two or more substances that keep their original properties a property that involves the ability of a substance to react with other materials and form new substances a mixture in which all of the substances are evenly distributed a change that does not alter the properties of a substance Write a paragraph to answer each of the following questions. Use complete sentences. 1. Explain the difference between an endothermic reaction and an exothermic reaction and give an example of each. An endothermic reaction is a chemical change that uses energy. An example is using heat to bake bread. An exothermic reaction is a chemical change that releases energy such as heat or light. An example is when fireworks explode. 2. Explain how the following chemical reactions work and give an example of each: synthesis reaction, combustion reaction, decomposition reaction, and double-replacement reaction. In a synthesis reaction, substances combine to make a new substance. Sodium combines with chlorine to create sodium chloride. In a combustion reaction, a substance reacts with oxygen such as when fireworks explode. Decomposition reactions are when a substance is broken down into simpler substances. An electric current can break down water into hydrogen and oxygen. In a double replacement reaction, substances in a compound switch places. When silver nitrate reacts with sodium chloride, silver chloride and sodium nitrate are formed. 3. How are mixtures and solutions similar? How are they different? All solutions are mixtures, but not all mixtures are solutions. A solution is a mixture in which all the substances are evenly distributed. For instance, salt is evenly distributed in salt water. But not all the substances are evenly distributed in some mixtures, such as a bag of trail mix. Also, in a solution (such as salt water), one substance is dissolved in another. Not all mixtures are created that way. Some, like trail mix, can be hand-separated. Name Practice reading these words aloud. Boil, Burn, Break Down: How Matter Changes Oral Reading Fluency chemical change chemical properties chemical reactions density mass mixtures oxidation-reduction reaction physical change physical properties preservatives reactivity solutions stability volume Practice reading the phrases aloud. Then practice reading aloud the sentences. Keep practicing until you express the meaning of each sentence clearly. 1. Preservatives can prevent bacteria / from growing in food / and causing chemical reactions / that make it spoil. 2. Every kind of matter / has the physical properties / of volume, mass, and density. 3. An oxidation-reduction reaction / causes rust, / or iron oxide, / to form on iron nails. 4. The ability of sugar / to dissolve / is a physical property, / because the sugar s properties / have not changed.. When you burn bread, / a chemical change has taken place, / because a new substance has formed.. If you break a glass, / it has only / gone through / a physical change, / because although some of its physical properties / have changed, / no new substance was formed.. Reactivity is / the ability of a substance / to go through a chemical change. 8. Stability is / the ability of a substance / to resist / going through a chemical change. 9. All solutions are mixtures, / but not all mixtures are solutions, / because in mixtures, / the substances are not always evenly distributed. 10. Chemical properties include / reactivity, / stability, / and the ability to burn. Student Worksheets You may use the three worksheets included here to revisit science content and vocabulary. Vocabulary enables students to show mastery of science vocabulary through a word- and concept-based activity. Comprehension may be used to review or test students recall of the content. Oral Reading Fluency reinforces key science concepts through practice in oral reading for meaning. Work with a partner. Take turns reading the sentences and listening to each other. Is the meaning of the sentence clear? Work together to improve fluency. ISBN-13: ISBN-10: Book Title Harcourt Leveled Readers Online 8

105 Forms of Energy READING FOCUS SKILLS: Compare and Contrast, Main Idea and Details, Cause and Effect VOCABULARY: amplitude, diffraction, electromagnetic spectrum, energy, frequency, kinetic energy, law of conservation of energy, opaque, potential energy, reflection, refraction, translucent, transparent, wave, wavelength EXTENSION: Writing BEFORE READING BUILD BACKGROUND Write the word energy on the board. Ask students to tell what they think of when they hear this word. Tell students they will read about different forms of energy, including light, sound, and physical energy. PREVIEW TEXT AND GRAPHICS Have students look through the book and read the questions. What will this book tell you about energy? Possible answer: This book will tell me about potential and kinetic energy, forms of energy, how energy changes forms, waves, and light. READING FOCUS SKILL: COMPARE AND CONTRAST Tell students that authors sometimes use special words to compare and contrast. Have students search the Reader for words or phrases such as compared with, like and unlike, but, while, and adjectives such as longer and shorter. When they find them, have students describe the comparison or contrast that the author is making. GRADE WORD COUNT 22 GENRE Expository Nonfiction LEVEL On-Level New Dale-Chall.8 Lexile 90L Guided Reading U V SUMMARY This book describes the different forms of energy and explains the conservation of energy. It also shows how energy travels in waves that are measured on the electromagnetic spectrum. Harcourt Leveled Readers Online Copyright by Harcourt, Inc. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Permission is hereby granted to individual teachers using the corresponding Science Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to School Permissions and Copyrights, Harcourt, Inc., 2 Sea Harbor Drive, Orlando, Florida Fax: HARCOURT and the Harcourt Logo are trademarks of Harcourt, Inc., registered in the United States of America and/or other jurisdictions. Printed in the United States of America ISBN ISBN If you have received these materials as examination copies free of charge, Harcourt School Publishers retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited and is illegal. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. 1 Forms of Energy

106 DURING READING OPTIONS FOR READING You may have students read individually or in pairs, pausing at each focus skill icon to respond to the question or statement. Or, you may use a Directed Reading approach, having students read and discuss the book in segments as suggested. READING FOCUS SKILL: MAIN IDEA AND DETAILS Explain that in the Reader the main idea of a section often can be found in the title of the section. The details that support the main idea are found in the body of the section. Have students identify the main idea of each section of the Reader by reading and interpreting the title. Then ask students to identify the details that support the main idea of the section titled Bending Light (pages 12 13). MONITOR COMPREHENSION Pages 2 Draw students attention to the photographs of the skateboarder. As she moves down the ramp, does she have only potential or only kinetic energy, or does she have both? She has less potential energy and more kinetic energy the farther she goes down the ramp. Discuss with students how energy can change from one form to another. What does the law of conservation of energy state? that the total amount of energy in a system is always the same Pages 9 Lead a discussion about waves. What do waves carry? energy Draw a wave on the board and have students label it with the correct vocabulary words. Is the amplitude and wavelength of every wave the same? No, they vary from wave to wave. How are heat and light waves different from sound waves? Heat and light waves are waves of vibrating electric and magnetic fields (the electromagnetic spectrum), and sound waves aren t. Heat and light waves don t need matter to travel, and sound waves do. Pages Ask students to explain the concept of reflection. How does reflection of light give an object its color? Different objects reflect different wavelengths of light. For instance, an orange reflects orange light and absorbs the other colors. Forms of Energy 2

107 Pages 12 1 How does refraction work? When light travels from one medium to another, it slows down and bends, distorting what you see. How does diffraction work? When light passes around the edge of an object, it bends, creating a shadow. Ask students to give examples of transparent, translucent, and opaque objects. List their responses on the board. BUILD VOCABULARY Divide the class into teams. Instruct each team to write clues that pose questions for each of the terms in the Glossary. Then let the teams compete against each other. Team A will read one of its clues to Team B. Team B will give a response in the form of a question. If Team B is correct, then Team A will read another clue. When Team B gets a wrong answer, then Team B will read a clue to Team A. Independent Practice Vocabulary Copying Master, page READING FOCUS SKILL: CAUSE AND EFFECT Explain cause and effect by using several everyday examples. For example, have students imagine that they are lax about brushing and flossing their teeth. When they go to the dentist, they find out that they have several cavities, so after that they make sure that they brush and floss their teeth two times a day. The next time they visit the dentist, they don t have any cavities. Regularly brushing and flossing their teeth is the cause for the effect of their not having any cavities. Ask students to volunteer more everyday examples of cause and effect. Then ask them to explain the cause for the effect of a person casting a shadow. USING THE READER WITH ENGLISH LANGUAGE LEARNERS Divide the class into small groups. Tell each group to write a skit about a science teacher who is making a TV show about forms of energy. Have students use as many of the 1 Glossary words as possible. Tell groups to practice their skits, and then have the groups perform their skits for the class. 3 Forms of Energy

108 THINK AND WRITE AFTER READING 1. At the top of the ramp, the skateboarder has the most potential energy. As she rides down, she loses potential energy but gains kinetic energy because she s going faster and faster. At the bottom of the ramp, she has the least potential energy. 2. The sun and stars produce light. We see the moon and planets because they reflect light. The reflected light is coming from the sun. 3. Gamma waves and radio waves are both electromagnetic waves and part of the electromagnetic spectrum. Gamma rays have short wavelengths but carry lots of energy. Radio waves have long wavelengths and carry little energy. It s safe for radio waves to travel through the air because they carry little energy. It s dangerous for gamma rays to travel through the air because they carry so much energy. They are used to kill cancer cells, so they could damage other cells if they were traveling through the air. 4. Answers will vary, but should include the energy that s being used, and how it is changing into other forms of energy for each sight described. Independent Practice Comprehension Copying Master, page READ FOR FLUENCY Have students work in pairs. Ask them to choose and read aloud favorite parts of the book to one another. Independent or Paired Practice page Oral Reading Fluency Copying Master, EXTENSION In addition to the following activity, you may choose activities from the Project Cards for students to do after reading. Music and Sound Waves (Writing) Have students listen to a favorite song at home and then write a paragraph describing the sound waves that make up the song. Ask them to identify whether the song has a higher or a lower amplitude (which produces a louder or a softer sound) or both; and whether the sound waves have a higher or lower frequency (which produces a higher-pitched or a lowerpitched sound) or both, and at what parts of the song. Student volunteers can play their songs and read their paragraphs. Forms of Energy 4

109 Name Fill in the blanks with the correct term from the Word Bank. Not every term in the Word Bank will be used. Any term that is used will be used only once. Forms of Energy Vocabulary amplitude diffraction electromagnetic spectrum energy frequency kinetic energy law of conservation of energy opaque potential energy reflection refraction translucent transparent wave wavelength 1. Something that is transparent allows almost all light to pass through, while something that is allows some light to pass through, and something that is opaque does not allow any light to pass through. 2. The ability to cause change in matter is. 3. Refraction is the bending of light as it passes from the surface of one material to another, while is the bending of light around the edges of an object. 4. The states that the total amount of energy in a system is always the same, because energy cannot be created or destroyed.. Energy that is due to the position or condition of an object is, while the energy of motion is kinetic energy.. is the bouncing of light off a surface.. All energy waves that travel at the speed of light in a vacuum make up the. 8. A disturbance that carries energy through matter or space is a(n). 9. The number of vibrations or waves in a given amount of time is.

110 Name Is the statement true or false? Circle the correct answer. Forms of Energy Comprehension True False True False True False True False True False True False True False True False True False 1. The reflection of light gives objects their colors. 2. As soon as you stop moving, your potential energy is gone. 3. You can see right through objects that are opaque. 4. A sound wave with a long wavelength produces a low pitch.. Once energy is used, it is gone.. The edges of shadows look blurry because of diffraction.. Sound waves can t travel without matter, so they can t travel in space. 8. Gamma rays are the shortest waves, and they carry the most energy. 9. Amplitude is the number of vibrations that pass a point in a given time. True False True False True False True False True False True False 10. Refraction is what makes a straw in a clear glass of water look bent. 11. Energy cannot change from one form to another. 12. People can see only a tiny part of the electromagnetic spectrum. 13. The moon appears to shine because it reflects sunlight. 14. Sound waves are not affected by diffraction. 1. Translucent curtains let no light pass through them.

111 Name Practice reading these words aloud. Forms of Energy Oral Reading Fluency amplitude diffraction electromagnetic spectrum energy frequency kinetic energy prism refracted transparent ultraviolet wavelengths waves Practice reading the phrases aloud. Then practice reading aloud the sentences. Keep practicing until you express the meaning of each sentence clearly. 1. Clear glass is transparent / because it lets / almost all light / pass through it. 2. Forms of energy include / thermal, light, sound, and electric, / as well as solar, nuclear, chemical, and mechanical. 3. Diffraction occurs/ when either light waves or sound waves / bend around objects. 4. All objects in motion, / no matter how small, / have kinetic energy.. When light is refracted / through a prism, / we see different colors / because different wavelengths of light / bend different amounts.. In a sound wave, / a greater amplitude / produces a louder sound, / and a shorter wavelength / produces a higher pitch.. Visible light might look like / it is white, / but it is really / a combination / of different colors. 8. Ultraviolet waves / from the sun / cause sunburns / because they have short wavelengths / that carry a lot of energy. 9. Each sound wave / has a different frequency, / or number of wavelengths / that pass a point / in a given time. 10. All waves / in the electromagnetic spectrum / travel at the same speed, / but they have / very different / wavelengths and frequencies. Work with a partner. Take turns reading the sentences and listening to each other. Is the meaning of the sentence clear? Work together to improve fluency.

112 Forms of Energy Forms of Energy Name Vocabulary Name Comprehension Fill in the blanks with the correct term from the Word Bank. Not every term in the Word Bank will be used. Any term that is used will be used only once. amplitude diffraction electromagnetic spectrum energy frequency kinetic energy law of conservation of energy opaque potential energy reflection refraction translucent transparent wave wavelength 1. Something that is transparent allows almost all light to pass through, while something that is translucent allows some light to pass through, and something that is opaque does not allow any light to pass through. 2. The ability to cause change in matter is energy. 3. Refraction is the bending of light as it passes from the surface of one material to another, while diffraction is the bending of light around the edges of an object. 4. The law of conservation of energy states that the total amount of energy in a system is always the same, because energy cannot be created or destroyed.. Energy that is due to the position or condition of an object is potential energy, while the energy of motion is kinetic energy. Is the statement true or false? Circle the correct answer. True False 1. The reflection of light gives objects their colors. True False 2. As soon as you stop moving, your potential energy is gone. True False 3. You can see right through objects that are opaque. True False 4. A sound wave with a long wavelength produces a low pitch. True False. Once energy is used, it is gone. True False. The edges of shadows look blurry because of diffraction. True False. Sound waves can t travel without matter, so they can t travel in space. True False 8. Gamma rays are the shortest waves, and they carry the most energy. True False 9. Amplitude is the number of vibrations that pass a point in a given time. True False 10. Refraction is what makes a straw in a clear glass of water look bent. True False 11. Energy cannot change from one form to another. True False 12. People can see only a tiny part of the electromagnetic spectrum. True False 13. The moon appears to shine because it reflects sunlight. True False 14. Sound waves are not affected by diffraction. True False 1. Translucent curtains let no light pass through them.. Reflection is the bouncing of light off a surface.. All energy waves that travel at the speed of light in a vacuum make up the electromagnetic spectrum. 8. A disturbance that carries energy through matter or space is a(n) wave. 9. The number of vibrations or waves in a given amount of time is frequency. Name Forms of Energy Oral Reading Fluency Student Worksheets Practice reading these words aloud. amplitude diffraction electromagnetic spectrum energy frequency kinetic energy prism refracted transparent ultraviolet wavelengths waves Practice reading the phrases aloud. Then practice reading aloud the sentences. Keep practicing until you express the meaning of each sentence clearly. 1. Clear glass is transparent / because it lets / almost all light / pass through it. 2. Forms of energy include / thermal, light, sound, and electric, / as well as solar, nuclear, chemical, and mechanical. 3. Diffraction occurs/ when either light waves or sound waves / bend around objects. 4. All objects in motion, / no matter how small, / have kinetic energy.. When light is refracted / through a prism, / we see different colors / because different wavelengths of light / bend different amounts.. In a sound wave, / a greater amplitude / produces a louder sound, / and a shorter wavelength / produces a higher pitch.. Visible light might look like / it is white, / but it is really / a combination / of different colors. 8. Ultraviolet waves / from the sun / cause sunburns / because they have short wavelengths / that carry a lot of energy. 9. Each sound wave / has a different frequency, / or number of wavelengths / that pass a point / in a given time. 10. All waves / in the electromagnetic spectrum / travel at the same speed, / but they have / very different / wavelengths and frequencies. You may use the three worksheets included here to revisit science content and vocabulary. Vocabulary enables students to show mastery of science vocabulary through a word- and concept-based activity. Comprehension may be used to review or test students recall of the content. Oral Reading Fluency reinforces key science concepts through practice in oral reading for meaning. Work with a partner. Take turns reading the sentences and listening to each other. Is the meaning of the sentence clear? Work together to improve fluency. ISBN-13: ISBN-10: Book Title Harcourt Leveled Readers Online 8

113 World of Energy READING FOCUS SKILLS: Cause and Effect, Main Idea and Details, Sequence VOCABULARY: circuit, conduction, convection, current electricity, heat, insulation, parallel circuit, radiation, series circuit, thermal energy EXTENSION: Writing BEFORE READING BUILD BACKGROUND Ask students to compare their experiences with take-out food in cardboard containers and plastic foam containers. What happens to hot food in the plastic foam containers? Why do you think this happens? Plastic foam is an insulator. It traps the heat inside. Let s read more about heat and insulators. PREVIEW TEXT AND GRAPHICS As students preview the book, have them look for diagrams. Tell them to read the captions with each diagram. What do the diagrams show? What will this book be about? Possible answer: The diagrams show how we produce electricity, how a battery works, and how series and parallel circuits work. I think this book will be about how we produce and use energy. GRADE WORD COUNT 12 GENRE Expository Nonfiction LEVEL On-Level New Dale-Chall.8 Lexile 80L Guided Reading U V SUMMARY This book explains the transfer of thermal energy by conduction, convection, and radiation, and tells how insulation is used to prevent this transfer. It also tells how electricity is produced and flows. Harcourt Leveled Readers Online Copyright by Harcourt, Inc. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Permission is hereby granted to individual teachers using the corresponding Science Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to School Permissions and Copyrights, Harcourt, Inc., 2 Sea Harbor Drive, Orlando, Florida Fax: HARCOURT and the Harcourt Logo are trademarks of Harcourt, Inc., registered in the United States of America and/or other jurisdictions. Printed in the United States of America ISBN ISBN If you have received these materials as examination copies free of charge, Harcourt School Publishers retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited and is illegal. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. 1 World of Energy

114 READING FOCUS SKILL: CAUSE AND EFFECT Explain cause and effect by using several everyday examples. Invite students to imagine that their bedrooms are painted a very dark blue. Their rooms usually look very dark. They and their parents paint the room white. Now their bedrooms look as if they are filled with light. Painting the room white is the cause for the effect of the room looking much brighter. Ask students to volunteer more everyday examples of cause and effect. Then ask them to explain the cause for the effect of snow melting in the spring. DURING READING OPTIONS FOR READING You may have students read individually or in pairs, pausing at each focus skill icon to respond to the question or statement. Or, you may use a Directed Reading approach, having students read and discuss the book in segments as suggested. Conclude the discussion of a segment by discussing the focus skill icon questions. Have students revisit the text to identify the words and sentences that helped them arrive at their responses. READING FOCUS SKILL: MAIN IDEA AND DETAILS Explain that in the Reader clues to the main idea of a section often can be found in the captions of photographs and diagrams and in Fast Facts. The details that support the main idea are found in the body of the section. Have students identify the main idea of each section of the Reader by reading the Fast Facts and the captions of the photographs and diagrams. Ask students to identify the main idea or ideas of the section titled How Do We Produce Electricity? (pages 10 11) by reading the Fast Fact and the captions of the photograph and diagram. World of Energy MONITOR COMPREHENSION Pages 2 Lead students in a discussion about thermal energy and heat. If two substances have the same temperature, which one has more thermal energy? the one with the greater mass Ask students to give examples of conduction, convection, and radiation. Write their suggestions on the board and discuss them. Which of the three ways of transferring thermal energy does not need matter in order to transfer? radiation Pages Ask students to name examples of insulation that they use in their daily life. Write their responses on the board and discuss them. What do all materials used for insulation have in common? They don t conduct thermal energy well. 2

115 Pages 8 11 Assess students prior knowledge about electrons by asking them to tell you what they have know about them. What do electrons produce when they move and interact? electricity Ask students to name materials that are good conductors of electricity. What do they have in common with materials that are good conductors of heat? Most materials that are good conductors of electricity are good conductors of heat too. What do magnets have to do with producing electricity? The interaction between a metal coil and a magnet can generate electricity. Pages 12 1 Have students study the diagrams of circuits. In what direction do electrons flow? from the negative pole to the positive pole What do you have to do to make electrons flow through a circuit? Close the circuit. What is the difference between a series circuit and a parallel circuit? In a series circuit, there is only one path for the current to take, while in a parallel circuit, there is more than one path. BUILD VOCABULARY Direct students to write sentences for each of the words in the Glossary. Encourage them to include common examples in their sentences. Independent Practice Vocabulary Copying Master, page READING FOCUS SKILL: SEQUENCE Explain that a sequence is a series of events, or steps. The concept of a sequence helps us understand thermal energy and electricity. Have students explain the sequence of events in the production of electricity. USING THE READER WITH ENGLISH LANGUAGE LEARNERS Have students read the Fast Fact on page 2. Since the United States is one of the few countries in the world that measures temperature in degrees Fahrenheit, some students might be more familiar with using degrees Celsius. Explain that you can convert a Celsius temperature to a Fahrenheit temperature by multiplying the Celsius temperature by 1.8 and then adding 32 to the total. Explain that you can convert a Fahrenheit temperature to a Celsius temperature by subtracting 32 from the Fahrenheit temperature and then dividing the total by 1.8. Have students practice making these conversions with sample temperatures given in Celsius and in Fahrenheit. You may choose to work together with calculators to do the conversions. 3 World of Energy

116 THINK AND WRITE AFTER READING 1. When you turn on a light switch, metal wires come together to create a closed circuit. In a closed circuit, electricity can flow to the light and the light turns on. When you turn off a light switch, the metal wires separate. The circuit is open, so electricity no longer can flow through it. The light turns off. 2. Thermal energy is transferred from the electric stove to the pot through conduction. This is the transfer of energy that happens when two objects touch each other. The thermal energy is transferred through the water by a process called convection. The hotter water molecules rise and this causes a current in the water. 3. Wind can be used to turn a turbine in a generator. The turbine is connected to a large coil of wires. The wires spin inside a magnet and electricity is generated. 4. Answers will vary, but paragraphs should show an understanding of how parallel circuits work and why that type is a better choice to use. Independent Practice Comprehension Copying Master, page READ FOR FLUENCY Have students work in pairs. Ask them to choose and read aloud favorite parts of the book to one another. Independent or Paired Practice page Oral Reading Fluency Copying Master, EXTENSION In addition to the following activity, you may choose activities from the Project Cards for students to do after reading. Conduction and Convection Inventory (Writing) Have students write paragraphs identifying where they see conduction and convection happening in their homes or school. Where do they see thermal energy being transferred between objects that are touching? Where do they see thermal energy being transferred through the movement of a liquid or a gas? Ask student volunteers to share their paragraphs with the class. World of Energy 4

117 Name For each vocabulary term, write a complete sentence that includes the term, its definition, and a fact about the term. 1. circuit World of Energy Vocabulary 2. conduction 3. convection 4. current electricity. heat. series circuit. parallel circuit 8. radiation

118 World of Energy Name Comprehension Draw two diagrams and label one series circuit and the other parallel circuit. Label the terminals of the batteries (positive and negative) and indicate, with arrows, the direction in which the current electricity is flowing. Draw three diagrams that show examples of convection, conduction, and radiation. Label them appropriately. With arrows, show the direction in which thermal energy is traveling.

119 Name Practice reading these words aloud. World of Energy Oral Reading Fluency circuit conduction conductors convection current electricity fossil fuels generators heat insulation kinetic parallel circuit radiation series circuit temperature thermal energy turbines Practice reading the phrases aloud. Then practice reading aloud the sentences. Keep practicing until you express the meaning of each sentence clearly. 1. In a series circuit, / electricity must pass through / each part of the circuit / to complete the circuit. 2. Temperature is a measure / of the average kinetic energy / of the particles / in an object or substance. 3. When a light bulb / burns out, / the circuit is opened, / and electricity stops flowing. 4. Thermal energy / always travels / from warmer objects / to cooler objects.. People use fossil fuels, / wind, / ocean tides, / moving water, / and other methods / to turn the turbines / in generators / and produce electricity.. Insulation keeps warm air / inside homes / during the winter, / and cool air / inside homes / during the summer.. Current electricity / cannot flow / between wires / when they are separated / by a gap of air. 8. Electricity flows separately / to each bulb / on a string of lights / that is on a parallel circuit. 9. Thermal energy / can be transferred / in three ways: / conduction, / convection, / and radiation. 10. Good conductors / such as metal / transfer heat easily. Work with a partner. Take turns reading the sentences and listening to each other. Is the meaning of the sentence clear? Work together to improve fluency.

120 World of Energy World of Energy Name Vocabulary Name Comprehension For each vocabulary term, write a complete sentence that includes the term, its definition, and a fact about the term. 1. circuit A battery or electrical wires can be part of a circuit, which is a continuous path through which electrons flow. 2. conduction In conduction, which is the transfer of thermal energy when two objects touch, thermal energy passes from the hotter object to the cooler object until the temperatures of the two objects are equal. Draw two diagrams and label one series circuit and the other parallel circuit. Label the terminals of the batteries (positive and negative) and indicate, with arrows, the direction in which the current electricity is flowing. Diagrams should include appropriate labels and arrows. 3. convection In convection, which is the transfer of thermal energy through the movement of a liquid or a gas, matter is needed to transfer thermal energy. 4. current electricity Current electricity (the flow of electrons through a wire) needs a good conductor such as copper in order to travel.. heat Heat, the transfer of thermal energy from warmer objects to cooler ones, can be transferred through solids, liquids, and gases.. series circuit If there is a break in a series circuit a circuit in which there is only one path for the current to flow the flow of electricity will stop. Draw three diagrams that show examples of convection, conduction, and radiation. Label them appropriately. With arrows, show the direction in which thermal energy is traveling. Diagrams should include appropriate labels and arrows.. parallel circuit Sometimes a string of party lights is on a parallel circuit, a circuit in which there is more than one path for the current to flow. 8. radiation Radiation, the transfer of thermal energy as waves, is how thermal energy and light travel from the sun to Earth. Name World of Energy Oral Reading Fluency Student Worksheets Practice reading these words aloud. circuit conduction conductors convection current electricity fossil fuels generators heat insulation kinetic parallel circuit radiation series circuit temperature thermal energy turbines Practice reading the phrases aloud. Then practice reading aloud the sentences. Keep practicing until you express the meaning of each sentence clearly. 1. In a series circuit, / electricity must pass through / each part of the circuit / to complete the circuit. 2. Temperature is a measure / of the average kinetic energy / of the particles / in an object or substance. 3. When a light bulb / burns out, / the circuit is opened, / and electricity stops flowing. 4. Thermal energy / always travels / from warmer objects / to cooler objects.. People use fossil fuels, / wind, / ocean tides, / moving water, / and other methods / to turn the turbines / in generators / and produce electricity.. Insulation keeps warm air / inside homes / during the winter, / and cool air / inside homes / during the summer.. Current electricity / cannot flow / between wires / when they are separated / by a gap of air. 8. Electricity flows separately / to each bulb / on a string of lights / that is on a parallel circuit. 9. Thermal energy / can be transferred / in three ways: / conduction, / convection, / and radiation. 10. Good conductors / such as metal / transfer heat easily. You may use the three worksheets included here to revisit science content and vocabulary. Vocabulary enables students to show mastery of science vocabulary through a word- and concept-based activity. Comprehension may be used to review or test students recall of the content. Oral Reading Fluency reinforces key science concepts through practice in oral reading for meaning. Work with a partner. Take turns reading the sentences and listening to each other. Is the meaning of the sentence clear? Work together to improve fluency. ISBN-13: ISBN-10: Book Title Harcourt Leveled Readers Online 8

121 The Nature of Motion READING FOCUS SKILLS: Main Idea and Details, Compare and Contrast, Cause and Effect VOCABULARY: acceleration, balanced forces, force, friction, gravitational force, unbalanced forces, velocity EXTENSIONS: Writing, Science, Physical Education BEFORE READING BUILD BACKGROUND Guide students in a discussion about gravity. Write the word gravity on the board and allow several students to give their definitions. Write their responses on the board and tell them that they can compare these early thoughts to what they learn about gravity from the book. PREVIEW TEXT AND GRAPHICS Tell students to look at the pictures and read the headings in the book. Have them tell what they already know about the topics. Write their responses in the first column of a K-W-L chart. Then ask them what they want to learn and write their responses in the second column of the chart. You can revisit the chart after you have finished the book and fill in the third column with what the students have learned. GRADE WORD COUNT 18 GENRE Expository Nonfiction LEVEL On-Level New Dale-Chall.3 Lexile 840L Guided Reading U SUMMARY Students will read about acceleration and velocity and the different forces that affect them. Harcourt Leveled Readers Online Copyright by Harcourt, Inc. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Permission is hereby granted to individual teachers using the corresponding Science Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to School Permissions and Copyrights, Harcourt, Inc., 2 Sea Harbor Drive, Orlando, Florida Fax: HARCOURT and the Harcourt Logo are trademarks of Harcourt, Inc., registered in the United States of America and/or other jurisdictions. Printed in the United States of America ISBN ISBN X If you have received these materials as examination copies free of charge, Harcourt School Publishers retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited and is illegal. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. 1 The Nature of Motion