grade - pearson schoolassets.pearsonschool.com/asset_mgr/pending/2013-11/g5_3... · 2016-06-14 ·...

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Glenview, Illinois • Boston, Massachusetts • Chandler, Arizona • Upper Saddle River, New Jersey

reader’s and Writer’s Journal Teacher’S GUIde

PrePublication coPy

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Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. The publisher hereby grants permission to reproduce these pages, in part or in whole, for classroom use only, the number not to exceed the number of students in each class. Notice of copyright must appear on all copies. For information regarding permissions, write to Rights Management & Contracts, Pearson Education, Inc., One Lake Street, Upper Saddle River, New Jersey 07458.

Pearson and ReadyGEN are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc., or its affiliates.

ISBN-13: 978-0-328-78891-0ISBN-10: 0-328-78891-0

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Name Explore the Text

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Responses should use evidence from the text.





Understanding the Universe • Unit 3 Module A • Lessons 1–5 • 161

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Name Sleuth Work

Technology and TreasureHistorians estimate that about three million shipwrecks lie on the ocean floor. Many

contain gold, silver, or precious gems. Why not grab a snorkel and fins, take a few diving lessons, and head into the ocean to find a treasure? Unfortunately, it’s not that simple. Famous treasure hunter Mel Fisher and his crew spent 16 years searching for the wreck of the seventeenth-century Spanish ship Atocha (ah TOE cha) before locating it in 1985.

High-tech electronic equipment has made the task of finding underwater treasure—like the more than 100,000 silver coins found in the Atocha—a lot easier than it once was. Consider the steps that many modern treasure hunters take.

Find the wreck Sonar devices towed behind ships send out sound waves, which bounce off the ocean floor and back to the ship. A computer creates a three-dimensional map that can be used to locate hidden wrecks. Even ships completely covered by sand can be detected.

Get to the wreck Divers use SCUBA (Self-Contained Underwater Breathing Apparatus) gear to explore wrecks in shallow water. The diver, breathing a mixture of gases held in tanks, carries a light, safety equipment, and tools. In deep water, searchers operate sophisticated robotic devices, including Remotely Operated Vehicles (ROVs).

Locate buried objects Sand shifts with ocean currents, so divers may use submersible detectors to locate metals below the ocean floor. Other devices similar to leaf blowers move sand and sediment away from objects. Reversing the flow of air can vacuum small items directly up to the recovery ship.

Map the site Divers use powerful lights and high-definition cameras to take thousands of photographs. These are assembled into a detailed map of the wreck.

Recover objects Crews on recovery ships lower baskets to bring up small objects. Cranes or robotic arms move larger items. The water dredge is another useful excavation tool. With a long tube, it functions much like an underwater vacuum cleaner.

Conserve artifacts Objects exposed to sea water for centuries are often covered with minerals. Conservation experts use everything from dental picks to airpowered chisels to expose the treasure underneath the crust.

All this technology is not cheap. Mel Fisher spent over $58 million in his search for the Atocha. Is it worth it? Many marine treasure hunters think so. Like a buried time capsule, shipwrecks may hold valuable treasures and also provide a fascinating window into the past.

162 • Unit 3 Module A • Lessons 1–5 • Understanding the Universe

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Name

Gather Evidence On page 162, underline a text detail that suggests the author’s purpose for writing the selection.

Gather Evidence: Extend Your Ideas How does the first paragraph support the author’s purpose for writing the selection? Write your answer below.

Ask Questions Write two questions you could ask the author about how technology has changed searching for shipwrecks.

Ask Questions: Extend Your Ideas Look at the two questions you wrote. List one print and one online source you could use to find the answers to your questions.

Make Your Case Choose two scientific vocabulary terms. Use a print or online dictionary to find the definition that best relates to how the word is used in the text. Write each word and its meaning below.

Make Your Case: Extend Your Ideas Write an original sentence for each word you chose. Discuss your sentences with a partner.

Sleuth Work

See annotation on previous page.



Responses should include two text-based scientific vocabulary terms and relevant definitions.

Responses should include two original sentences featuring students’ chosen words.

Responses might include a nonfiction book and an online encyclopedia article on searching for shipwrecks.



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Name Vocabulary

Lesson 1indignant, p. 2

neglect, p. 6

Lesson 2sulkily, p. 39

hovering, p. 42

Lesson 3ambling, p. 69

hastily, p. 81

Lesson 4defiantly, p. 89

instinctively, p. 105

Lesson 5gauged, p. 116

summon, p. 124

Responses should show contextual










understanding of the word.












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Name

Writing in Response to

Reading

Lesson 1 Do George’s parents and Eric have more similarities, or more differences from each other? Cite evidence from the text in your response. Write your response on a separate sheet of paper.

Lesson 2 Write an explanatory paragraph about how the narrator’s point of view affects the reader’s interpretation of events. Choose one specific passage from the text to support your answer. Write your response on a separate sheet of paper.

Lesson 3 Choose the most effective sensory description or figurative language from Chapter 7. Use details from the text to describe why the language is so effective. Write your response on a separate sheet of paper.

Lesson 4 Explain how the sequence of events in Chapters 10 and 11 is presented as a series of scenes. Discuss how the chapter structure helps to organize events. Write your response on a separate sheet of paper.

Lesson 5 What is the most suspenseful moment from Chapters 12–14? Explain your answer using evidence from the text. Write your response on a separate sheet of paper.



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Name Reading Analysis

Lesson 1 Using evidence from the text, answer the following questions about Chapters 1–3 from George’s Secret Key to the Universe. Use this information to complete your Venn Diagram.

1. What do you learn about George in these chapters?

2. What do you learn about Eric based on these chapters?

3. How are George and Eric similar?

4. How are George and Eric different?

Possible response: Eric is a scientist who studies physics. He teaches George about some scientific concepts. He is “peculiar” and keeps a messy house that, to George, is “full of exciting objects.”

Possible response: Both characters are curious and are interested in topics related to science and the universe.

Possible response: Eric is an adult scientist who has been able to pursue his interest in science. George is a young boy who has not been able to pursue his interest in science because his parents distrust it.

Possible response: George wants to have a chance to use technology and have fun. He likes looking up at the sky and counting the stars. He is also curious and wants to know why things happen.



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Name Language

Analysis

Lesson 3 Read pages 66–68 of Chapter 7 from George’s Secret Key to the Universe. Use evidence from the text to answer the following questions.

1. What are some examples of sensory language in this passage?

2. What does the sensory detail “trudged along the pavement” on page 66 tell the reader about George as he walks home from school?

3. How does the simile “his heartbeat thumping in his chest like a bongo drum” help the reader understand George’s actions and emotions as he hurries to get away from the bullies?

4. Why does the narrator use the phrase “reign of terror” to describe the effect Ringo and his followers have on the children at school?

5. What mood does the vivid, descriptive language in this passage help to create?

Possible response: “heat of the early autumn sun was beating down on the asphalt, turning it soft and squishy “trees were too thin and straggly to stand behind”

Possible response: George is walking slowly, probably because he is hot and tired.

Possible response: The simile provides a vivid image of George’s great effort in trying to get away from the bullies and shows that he is scared of them.

Possible response: The narrator uses this phrase to show that Ringo and his followers terrorize the children and make them feel afraid.

Possible response: The vivid, descriptive language helps to create an oppressive, ominous, and fearful mood.



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Name Conventions

Lesson 1 Common and Proper Nouns Underline the nouns in this paragraph on page 32 from George’s Secret Key to the Universe. Circle the proper nouns.

“You do now,” said Eric. “Science is also about gaining knowledge through experience—you know that fact because Galileo discovered it all those years ago. By looking through his telescope, he realized that the Earth and all the other planets in the Solar System orbit the Sun. Can you see anything?”

Lesson 2 Abstract Nouns List the abstract nouns on the line after the excerpt.

“Are you prepared to take a special oath to do so? To promise that you will use your knowledge only for good and not for evil?”

Lesson 3 Plural or Singular Nouns Reread the first paragraph on page 69. Write the plural nouns, singular nouns, and collective nouns you find.

Plural nounsmothers, carriages, moms, babies, strollers, groups, boys

Singular nouns George, intersection, guard, road, sign, minute, home

Collective nouns people, group, traffic, groups

Lesson 4 Pronouns Reread page 92. List the pronouns you find.

Personal

Indefinite

Possessive

Relative

Lesson 5 Personal Pronouns Underline all the personal pronouns as subjects. Circle all the personal pronouns as objects.

1. But then he spotted a small chunk of rock calmly floating right next to him.

2. As they whizzed past Saturn, George saw that Annie was right—the comet didn’t fall all the way onto the giant planet but cruised straight past it.

oath, knowledge, good, evil

they, I, you, We, them, him, he, it,nothing, anything, something, anytheir, his

which, who



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Name Writing

Lesson 1 Establish a Situation On a separate sheet of paper, freewrite one page establishing a situation in an original story. First, introduce and give brief background information about each main character. Next, introduce a narrator. Then establish a sequence of events. Remember that the purpose of your story is to entertain, and your audience is other students.

Lesson 2 Establish Point of View On a separate sheet of paper, add one page to your freewrite from the previous lesson. To establish point of view, focus on using pronouns and nouns appropriate for third-person point of view, describe a main character’s feelings and thoughts, and include the main character’s reactions to other characters and to events.

Answers will vary but should include an introduction and brief background information about each main character, a narrator, and a clear sequence of events based on the purpose and audience.

Answers will vary but should include an additional page of freewriting that features pronouns and nouns appropriate for third-person point of view, descriptions of a main character’s feelings and thoughts, and the main character’s reactions to other characters and to events.



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Name Writing

Lesson 3 Use Description to Develop Characters On separate sheets of paper, continue your writing from the previous lesson and write a 1–2 page character sketch in which you develop a character using vivid and descriptive details. Include descriptions that help explain how the character looks and acts, as well as his or her motivations, personality, and attitude. Use concrete details that appeal to most or all five senses, and also use figurative language, including similes and metaphors, to describe a character’s actions, feelings, or thoughts.

Lesson 4 Organize Event Sequence Continue your science fiction narrative from the previous lessons on separate sheets of paper. First, use a Story Sequence B organizer to plan a series of main events. Be sure to include elements of science fiction. Then, plan a series of scenes within each main event. Scenes may include dialogue, a description of a new setting, an action sequence, a flashback, or background information. After completing the story sequence, add to your narrative, including transitions and time-order words to show sequence of events.

Lesson 5 Use Pacing to Develop Events On separate sheets of paper, build on your science fiction narrative from the previous lessons, adding new events to create rising action. Focus on pacing to slow down and speed up the action in your narrative. Add new events with science fiction elements to build rising action. Develop rising action with a series of conflicts. Use language and pacing that builds suspense and tension. Develop characters’ responses to new situations.

Answers will vary but should include concrete details and figurative language that describe how a character looks and acts, as well as his or her motivations, personality, and attitude.

Answers will vary but should include elements of science fiction, transitions, and time-order words to show a sequence of events in a series of scenes within each main event.

Answers will vary but should include new events and conflicts that build rising action, as well as language and pacing that builds suspense and tension.



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Lesson 6

Lesson 7

Lesson 8

Lesson 9

Lesson 10








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Lesson 7 Using evidence from the text, answer the following questions about Chapter 19 from George’s Secret Key to the Universe. Use this information to complete your Three-Column Chart.

1. What is the source of the conflict between George and his dad as described in paragraphs 2–4 on page 171?

2. What does this interaction between George and his dad tell you about their relationship?

3. What conflict do George and Ringo have?

4. What conflict arises during George’s interaction with the principal?

5. How would you characterize the interaction between George and Dr. Reeper?

George wants the family to get a computer, but his dad refuses to talk about it, telling George that the family is “not getting a computer and that’s final.”

Possible response: The characters’ relationship is strained when they talk about certain subjects, such as technology.

Ringo snatches some of George’s lunch, and George slams his lunchbox lid on Ringo’s fingers.

Possible response: Dr. Reeper is acting friendly toward George because he wants to find out information about Eric. George is uncomfortable with Dr. Reeper’s questions and lies to Dr. Reeper, telling him that he saw Eric that morning. Dr. Reeper is angry when he hears this, and he walks off.

The principal mistakes George’s outer-space rock for a handful of dirt and orders George to throw it in the trash can. George is reluctant to throw away his treasured possession, but he does so.



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NameLanguage

Analysis

Lesson 6 Read Chapters 16 and 17 from George’s Secret Key to the Universe. Use evidence from the text to answer the following questions.

1. What do you notice about the punctuation and style of the dialogue in the passage on pages 143–145?

2. What effects do the punctuation and the style of the dialogue have in this passage?

3. How does the authors’ use of dialogue contribute to the reader’s understanding of this scene?

4. What example of figurative language appears in the last paragraph on page 155?

5. How does this example of figurative language help the reader understand Dr. Reeper?

Some of the dialogue ends with exclamation points and is in italics.

The exclamation points and italics show that the words are being shouted for emphasis.

“Everything in the hallway was covered with dust, as though no one had touched it for a hundred years.”

Possible response: The dialogue shows the reader that George’s dad is very passionate about saving the environment and that some audience members are responding positively to his message.

Possible response: It lets the reader know that Dr. Reeper doesn’t bother to dust, suggesting that he is focused on other things.



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Name Vocabulary

Lesson 6looming, p. 129

sinister, p. 152

Lesson 7intrigued, p. 163

cautiously, p. 177

Lesson 8advocate, p. 182

declares, p. 185

Lesson 9distorted, p. 216

warped, p. 218

Lesson 10orbiting, p. 236

rotating, p. 236




















understanding of the word.174 • Unit 3 Module A • Lessons 6–10 • Understanding the Universe


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Name


Reading

Lesson 6 Explain how punctuation and style create natural-sounding speech in dialogue. Include text evidence and page numbers in your response. Write your response on a separate sheet of paper.

Lesson 7 Does George respond well to conflict? Use details from Chapter 19 to support your response. Write your response on a separate sheet of paper.

Lesson 8 Write an explanatory paragraph about the mood created by two different settings in George’s Secret Key to the Universe. Develop the topic with details or quotations from the book. Use linking words to show relationships between ideas, such as in contrast or similarly. Write your response on a separate sheet of paper.

Lesson 9 What is the most effective visual element in Chapters 23–25? Use details from the text to support your response. Write your response on a separate sheet of paper.

Lesson 10 Look at the illustrations from the beginning through Chapter 28 in George’s Secret Key to the Universe. Choose one, and explain how it helps you visualize the conflict. Cite evidence from the text to support your response. Write your response on a separate sheet of paper.



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Lesson 9 Using evidence from the text, answer the following questions about Chapter 24 from George’s Secret Key to the Universe. Use this information to complete your T-Chart graphic organizer.

1. What does the illustration on page 217 show?

2. How does the illustration on page 217 relate to the meaning of the text on page 216?

3. What words could describe the tone of the text on page 218?

4. How does the illustration on page 217 contribute to the tone of the text on page 218?

5. How does the color image of the Andromeda galaxy contribute to the theme of the book?

Eric and George standing on a rock that is headed toward a black hole

Possible response: dangerous, ominous, threatening, and suspenseful

Possible response: The part of the illustration showing a swirling black hole that might engulf Eric and George contributes to the ominous tone of the text.

It shows what the text describes.

Possible response: Elements in space are interesting and awe-inspiring, and many people want to learn more about these elements.



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Name Language

Analysis

Lesson 10 Read Chapters 26–28 from George’s Secret Key to the Universe. Use evidence from the text to answer the following questions.

1. How is the text in Chapter 26 structured?

2. How does the sidebar enhance the information in Eric’s book?

3. How is the text in Chapters 27 and 28 structured?

4. How do the illustrations in Chapters 27 and 28 add to the story’s plot?

Chapter 26 consists entirely of Eric’s book, with related illustrations and labels. Within Eric’s book there is a two-page sidebar.

The sidebar explains a space-related concept (supernovas) to help readers understand the topic introduced on the previous page.

In Chapters 27 and 28, the story narrative resumes. Like the previous chapters, each chapter features text and related illustrations.

They help the reader visualize what is being described in the text.



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Name Conventions

Lesson 6 Possessive Pronouns Underline the possessive pronouns.

1. Annie pulled off her heavy space boots and spacesuit.

2. “Yeah, but you’re not allowed in my kitchen, are you?”

3. “It’s time to save our planet!” yelled George’s dad.

Lesson 7 Ensure Proper Case for Pronouns Reread page 177. Write the subjective pronouns, objective pronouns, and possessive pronouns you find.

Subjective pronouns They, he, you, it, IObjective pronouns him, itPossessive pronouns his, your

Lesson 8 Relative Pronouns Write the correct relative pronoun to complete each sentence.

1. George met with his teacher, gave him an assignment.

2. The iron bar became oxidized, means “rusted.”

3. The scientist experiment made jets faster visited the lab.

4. Eric read the note contained misinformation.

Lesson 9 Indefinite Pronouns Circle the indefinite pronoun in the sentence, and write whether it is singular or plural.

1. Most of the screen was full of stars.

2. Some of the books in Eric’s library were in French.

3. More of the pages fluttered out from the back of the book.

Lesson 10 Intensive Pronouns Underline the intensive pronouns.

1. Annie decided to talk to George herself and clear up his confusion.

2. The pig shook itself and dashed through the open pigsty door; George himself was to blame for leaving the door open.

whowhich

whosethat

singularplural

plural



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Name Writing

Lesson 6 Develop Dialogue On a separate sheet of paper, write two or three paragraphs that use dialogue to develop main characters, illustrate characters’ responses to events, develop main events, and show natural speech and characters’ personalities. Make sure you punctuate dialogue correctly, beginning a new paragraph each time the speaker changes. Incorporate a variety of speech tags that explain how each character sounds, acts, and feels.

Lesson 7 Develop Conflict On separate sheets of paper, continue your science fiction narrative from the previous lesson. Focus on developing internal or external conflict or both. Add events that build the rising action and lead to the climax. Develop character interactions related to science fiction topics, situations, or events.

Answers will vary, but should include correctly punctuated dialogue that develops main characters and events, illustrates characters’ responses to events, shows natural speech and characters’ personalities, and features a variety of speech tags.

Answers will vary, but should include internal and/or external conflicts, events that build the rising action and lead to the climax, and character interactions related to science fiction topics, situations, or events.



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Name Writing

Lesson 9 Formative Assessment: Develop Theme and Resolve Events On separate sheets of paper, complete your science fiction narrative. Write a two- to three-paragraph ending to your narrative that resolves the action and conveys the theme. Focus on showing characters’ responses to the situation and how they respond to and resolve conflict.

Lesson 10 Develop a Critique On a separate sheet of paper, create an outline for a two-page critique of George’s Secret Key to the Universe. First, consider the question Do the features about space in the novel help you to better understand the story or make it too complicated? Then develop and state a strong opinion statement for your outline. Next, list two reasons that support the opinion in logical order. Cite evidence from the text that supports the reasons and persuades the audience. Finally, develop a conclusion.

Lesson 8 Develop Setting Select an event from the event sequence you drafted in Lesson 4, and identify the setting in which the event takes place. On a separate sheet of paper, write a detailed description of the setting that is at least two to three paragraphs long. Include descriptive details that show the reader how the characters respond to and interact with the place. Remember that good writers use sensory details that appeal to sight, hearing, touch, taste, and smell. Use vivid word choice and figurative language to develop a mood, and point out how the setting contributes to the event and how the setting is significant to the characters.

Answers will vary, but should include an ending that resolves the action, conveys the story’s theme, focuses on showing characters responses’ to the situation, and describes how they respond to and resolve conflict.

Answers will vary, but should include an outline that contains a strong opinion statement, two reasons that support the opinion in logical order, persuasive text evidence that supports the reasons, and a conclusion.

Answers will vary, but should include a setting description that features descriptive details on the characters’ responses and interactions with the place, appropriate sensory details, vivid word choice, figurative language, and an explanation of how the setting contributes to the event and is significant to the characters.



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Lesson 11

Lesson 12

Lesson 13

Lesson 14

Lesson 15








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Name Sleuth Work

Careers in the Space IndustryDo you like gazing at the stars on a clear night? Are you fascinated by the enormity

of the universe? Do you wonder if there is life “out there”? Perhaps a career in the space industry is for you. Most of the job opportunities in space exploration or research involve science and math, but writers and artists also play a role in this exciting field.

The most common career involving space is an astronomer. Astronomers use science to study the universe. These men and women study the motions, positions, sizes, and make-up of heavenly bodies, such as stars, planets, and galaxies. Astronomers often get their doctoral degrees. Their jobs might involve teaching at a university, doing research about how something in space works, or using enormous telescopes and supercomputers to analyze how objects in space move.

Some astronomers specialize in astrophysics. That is, they study the physical and chemical measurements of heavenly bodies. The astrophysicists at the National Aeronautics and Space Administration (NASA) focus on answering three main questions: How does the universe work? How did we get here? Are we alone? These specialists use their knowledge of physics, along with advanced technology, to continue to search for answers to these questions.

If this kind of science isn’t up your alley, you might be interested in another career in the space industry—engineering. Electrical engineers are responsible for designing rocket engines, propulsion devices, and satellites. They focus on the way these things will function outside Earth’s atmosphere. Mechanical engineers work on any moving parts of a spacecraft, from radios to robots. They, too, have to think about the way the space environment will affect materials. Finally, software engineers program the computers that run the spacecraft that electrical and mechanical engineers design.

If your skills are more focused in the arts, you will be happy to learn that the space industry also caters to your talents. Universities, private corporations, and government agencies all need writers to share their visions and their progress with the public. Artists might collaborate with writers to illustrate the explanations of how spacecraft work, for example.

Even if the space industry does not include the right career for you, you can still enjoy gazing at the night sky on a clear evening.



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Name

Gather Evidence Underline three objects that electrical engineers design. Circle three things that astronomers study.

Gather Evidence: Extend Your Ideas What would an electrical engineer do with a satellite? What would an astronomer do with a satellite?

Ask Questions Write two questions about careers in the space industry asking where.

Ask Questions: Extend Your Ideas Write two questions about careers in the space industry asking how.

Make Your Case Select one career mentioned in the passage and use a detail from the text to explain why it would be a satisfying or rewarding career.

Make Your Case: Extend Your Ideas Choose the career mentioned that you find most interesting. List some steps you could take to prepare you for that career. Discuss your results with a partner.

Sleuth Work




Possible response: Being an astronomer would be satisfying; I could help find out “if there is life ‘out there.’”


Answers may vary but should include details about preparing for a career in science or the arts.



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Name Vocabulary

Lesson 11

battered, p. 264

apologetically, p. 265

Lesson 12

impressive, p. 288

vigorous, p. 289

Lesson 13

transmission, p. 9

capsule, p. 9

Lesson 14

potentially, p. 13

Lesson 15

determination, p. 254 George’s Secret Key to the Universe

humanity, p. 277 George’s Secret Key to the Universe





Responses should




Responses should





show contextual understanding of the word.




show contextual understanding of the word.



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Name


Reading

Lesson 11 Read the last two pages of Chapter 30. Then give your opinion as to whether Eric should try to make up with Dr. Reeper. Use evidence from the text in your response. Write your response on a separate sheet of paper.

Lesson 12 Read the last sentence on page 286. Explain how the information adds to the chapter and to the text as a whole. What does it add to the theme of the novel? Use evidence from the text in your response. Write your response on a separate sheet of paper.

Lesson 13 Read the second paragraph on page 6. Use details from the passage to write an informative paragraph explaining conditions on the surface of the moon. Write your response on a separate sheet of paper.

Lesson 14 Consider Michael Collins’s decision to never travel in space again. Do you agree or disagree with his decision? Support your answer using cause-effect relationships from the text. Write your response on a separate sheet of paper.

Lesson 15 Write a paragraph that explains the traits an astronaut needs. Use evidence from both texts in your response. Write your response on a separate sheet of paper.



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NameReading Analysis

Lesson 13 Using evidence from the text, answer the following questions about pp. 9–11 of “The Man Who Went to the Far Side of the Moon.” Use this information to complete your graphic organizer.

1. Is “trained by himself” a main idea or a supporting detail?

2. What main idea does “trained by himself” support?

3. List three other details that support that main idea.

4. List two details that do not directly relate to that main idea.

5. What can you infer about Michael Collins, based on the main idea?

It is a supporting detail.

Possible response: “no chance of catching Neil and Buzz on TV.” “there is no one to ask” “He is used to flying alone.”

Michael Collins is alone on Columbia.

Possible response: “850 computer commands” “Every 120th minute”

Answers may vary but could include: He does not mind working by himself.



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Analysis

Lesson 11 Read Chapters 29–31 from George’s Secret Key to the Universe. Use evidence from the text to answer the following questions.

1. Look at page 269. What details appeal to the reader’s sense of hearing?

2. What effect do these details have on the reader?

3. Look at the fourth paragraph on page 271. What details appeal to the reader’s sense of sight?

4. Look at the fourth paragraph on page 271. What details having to do with sound are in the text?

5. What image does the reader “see and hear” as a result of these details?

“whirring noise that was getting louder and louder” “whirring noise suddenly went crunchy” “high-pitched alarm rang out”

“shot a green blaze of light” “white smoke rose from his circuits”

Possible response: They add to the reader’s sense of suspense.

“a horrible groan” “started to shout, but his voice was cut off”

The reader can imagine Cosmos exploding light and smoke and making sounds as though he is injured.



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Name Conventions

Lesson 11 Pronoun-Antecedent Agreement Complete the sentence using a correct pronoun.

1. used to be best friends with each other.

2. Annie heard mother and father speaking quietly.

3. The teacher looked at the students and looked back at him.

Lesson 12 Pronoun-Antecedent Agreement with Indefinite Pronouns Write the pronoun and its antecedent

1. Each of the teachers brought his or her plans to the meeting.

2. Everyone in the class had his or her notes at the assembly.

3. Students should have their badges before going to the park.

4. None of the students in Ms. Ruiz’s class brought their lunches today.

Lesson 13 Linking Verbs Underline the linking verbs in each sentence. Then draw a box around the subject in each sentence, and circle the word or words that describe each subject.

1. Michael felt joy as he gazed at the stars from the capsule.

2. Neil and Buzz seemed happy after they conducted experiments on the lunar surface.

Lesson 14 Linking Verbs Write A if the underlined verb is used as an action verb, or L if it is used as a linking verb.

1. Michael thought the freeze-dried shrimp cocktail tasted great.

2. He tasted the fruit cocktail and did not like it.

3. The heat grew as the capsule hurtled through the atmosphere.

4. The astronauts grew bored during their long quarantine.

Lesson 15 Verb Phrases Choose a verb. Combine it with the helping verb and tense shown to write two sentences.

1. (are + present tense verb)

2. (have + past tense verb)

They, We, or You

Everyone, his, herStudents, their

None, their

Each, his, her

her

LA

A

Possible response: They are running.Possible response: We have run every

day this week.

L

they



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Name Writing

Lesson 11 Formative Assessment: Draft a Critique Use the outline you developed in Lesson 10. On separate sheets of paper, draft a two-page critique that provides an evaluation with reasons and text evidence. Connect your opinion, reasons, and text evidence with transition words and phrases. Finally, write a conclusion that summarizes the evaluation and provides a strong ending.

Lesson 12 Planning a Science Fiction Narrative Review the elements of narrative and the elements that are specific to science fiction. On a separate sheet of paper, write a plan for a science fiction story that you will write over the next few lessons. Choose a science fact you learned from George’s Secret Key to the Universe and incorporate it into your story. Identify the purpose and audience you will write for. Finally, complete a Story Sequence B graphic organizer to help you arrange the setting, characters, and sequence of events in your story.

Answers will vary but should include an introduction, body paragraphs, and a conclusion. The body should consist of an evaluation supported by reasons and text evidence and include appropriate transitions.

Answers will vary but should include a science fact forming the basis for a science fiction story, purpose (to entertain), audience, and a completed Story Sequence graphic organizer.



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Name Writing

Lesson 14 Revising or Rewriting Science Fiction Exchange the science fiction narrative draft you wrote in Lesson 13 with a partner for peer review. Base your feedback and comments on the following questions:

1. Does the organization and sequence make sense? Are there transitions?2. Are there vague or general words that should be replaced with more concrete

words?3. Does the dialogue sound natural?4. Is the sentence structure effective, and does it vary throughout?

On separate sheets of paper, revise your draft based on your partner’s feedback.

Lesson 15 Editing and Proofreading Science Fiction Exchange your revised science fiction story with a new partner for peer review. Use the checklist below to review your partner’s story. Write suggestions and comments on a separate sheet of paper.

1. All proper nouns are capitalized.2. All dialogue is correctly punctuated.3. All words are spelled correctly. 4. Narration uses complete sentences.5. Pronouns are used correctly.

Lesson 13 Drafting Science Fiction On separate sheets of paper, draft a two to three page science fiction narrative. Include science fiction elements such as futuristic or imagined characters, settings, and/or events. Make your science fiction story appropriate to your audience and purpose. Develop characters and well-organized events. Add dialogue to develop characters and events.

Answers will vary but should include transitions, strong images based on details, precise word choice, realistic dialogue, and revised sentences.

Answers will vary but should include feedback on grammar, capitalization, punctuation, spelling, complete sentences, and pronouns.

Answers will vary but should include a 2–3 page story containing science fiction elements, well-developed characters, dialogue, and an organized sequence of events.



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Lesson 16

Lesson 17

Lesson 18






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Lesson 17 Using evidence from each text, answer the following questions about George’s Secret Key to the Universe and “Mayday on Moon of Jupiter.” Use this information to complete your Venn Diagram.

1. What are some key events that occur in Chapters 30–32 of George’s Secret Key to the Universe?

2. What are some key events that occur in “Mayday on Moon of Jupiter”?

3. How do the characters’ actions develop the theme(s) of each text?

4. What theme(s) do the two texts share?

Siblings Justin and Alicia crash-land on Europa, one of Jupiter’s moons, and work together to repair a damaged radiation shield. In the process, they discover that there is water on Europa.

Possible response: George saves Eric, showing the importance of helping others. Eric plans to share his discoveries about black holes with scientists, showing the importance of using science to benefit humanity. Justin and Alicia’s cooperation in repairing the radiation shield shows the importance of teamwork.

Possible response: It is important to help others; making scientific discoveries requires great effort and teamwork.

Possible response: Thanks to George, Eric returns from space with new knowledge about black holes to share. Eric explains to George that Dr. Reeper wanted to use Cosmos for his own selfish purposes, not to benefit humanity. George presents findings about the universe at the science competition and wins.



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Analysis

Lesson 16 Read “Mayday on Moon of Jupiter.” Use evidence from the text to answer the following questions.

1. What scene is described in the last paragraph on page 20 and the first paragraph on page 21, and how does it fit into the overall structure of the story?

2. How would you describe the sentence structures on page 27?

3. What effect do the sentence structures on page 27 have?

4. What scientific terms appear on page 26, and why do you think the author chose to include these terms?

Possible response: There are short sentences of dialogue, some of which end with exclamation points and question marks. There are also longer and more complex sentences.

Possible response: The short sentences of dialogue convey a sense of tension. The longer and more complex sentences describe the story events.

radiation, chemiluminesence; Possible response: The author chose to include these terms to emphasize the scientific outer space setting and contribute to the story’s tone.

Possible response: It describes events that led up to the beginning of the story—Justin begging his parents to go on the mission and convincing his reluctant sister to join him.



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Name Vocabulary

Lesson 16manual, pp. 19 and 21

surveyed, p. 21

Lesson 17fascinating, p. 25 George’s Secret Key to the Universe

enthusiastic, p. 173 George’s Secret Key to the Universe

Lesson 18illusion, p. 1 George’s Secret Key to the Universe

persisted, p. 10 George’s Secret Key to the Universe





Responses

Responses

should show contextual understanding of the word.


Responses

Responses





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Reading

Lesson 16 Use details from the text to write an opinion paragraph explaining whether you would like or dislike traveling to Mars with Justin and Alicia as your fellow pilots. Write your response on a separate sheet of paper.

Lesson 17 Choose a theme common to both texts. Choose one character from each text, and compare and contrast how the two characters help develop the theme in the texts. Include each character’s attitude toward the theme, as well as characters’ responses to actions or events that help develop the theme. Write your response on a separate sheet of paper.



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Reading

Lesson 18 Unlike “Mayday on Moon of Jupiter,” the rising action in George’s Secret Key to the Universe develops over the course of several chapters. Because of this, the pacing is different in the two texts. Which text was the most exciting for you to read, and why? Use evidence from both texts in your response. Write your response on a separate sheet of paper.



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Analysis

Lesson 18 Using evidence from each text, answer the following questions about Chapters 26–28 of George’s Secret Key to the Universe and “Mayday on Moon of Jupiter.”

1. How are the structures of the two texts similar?

2. How are the structures of the two texts different?

3. Why do you think the authors of George’s Secret Key to the Universe chose to structure Chapters 26–28 as they did?

4. Why do you think the author of “Mayday on Moon of Jupiter” chose to structure the story as she did, with no additional text features?

Possible response: Both texts have plots that feature a sequence of story events, rising action, and conflicts between characters. Both texts also include illustrations of certain story events, as well as dialogue.

Possible response: Chapter 26 of George’s Secret Key to the Universe consists entirely of Eric’s book on black holes, which interrupts the story’s plot. This feature also contains a sidebar that informs readers about a space-related topic. The short story does not include these types of text features.

Possible response: The author of the story may have chosen not to include text features because the story is short, and these types of features might distract readers from the plot.

Possible response: The authors may have chosen Eric’s book and sidebar to give readers factual information in an engaging way and to break up the long story.



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Name Conventions

Lesson 16 Linking Verb or Helping Verb Read the sentences and determine which verbs are used as linking verbs and which are used as helping verbs. Underline the linking verbs, and circle the helping verbs.

1. “I am the captain of this space pod, and we are going to crash!”

2. She was calling “Mayday” for help, but she was calm.

Lesson 17 Principal Parts of Regular Verbs On the line following each underlined verb, identify the correct form of the verb in the paragraph from page 83 from George’s Secret Key to the Universe.

“Shush, Cosmos!” said Annie. She had put

on her helmet again and was speaking

through the voice transmitter fitted inside it.

It gave her the same funny voice that had so frightened

Ringo and his friends.

Lesson 18 Principal Parts of Irregular Verbs Write the correct form of each underlined irregular verb.

Present Tense1. As Justin flew the spacecraft, Alicia reads the mission manual.

Past Tense2. After the science competition ended, Susan drives George and his new computer

home.

Past Participle3. George had discovered that the boys steal Cosmos for Dr. Reeper.

past tensepast participlepast participle

past tensepast participle

flies

drove

had stolen



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Name Writing

Lesson 16 Formative Assessment: Publishing and Presenting Science Fiction On separate sheets of paper, prepare your publication and presentation, using your work from Lessons 12–15. Cut out photos, graphs, maps, charts, and other visuals, and create layouts by hand. Before presenting, annotate your draft to remind yourself how to adjust your reading rate, accuracy, expression, and so forth to reflect the appropriate emotion and intensity. As you present, focus on main ideas and interesting points, including information about the characters, an organized event sequence, and relevant descriptive details. Remember to speak clearly and adapt your pacing and speech as necessary.

Lesson 17 Conduct Research to Explore Theme On separate sheets of paper, conduct print and digital research about a real person you read about in this unit who has turned his or her curiosity about space into a career related to space exploration. Use at least three sources, including both primary and secondary sources if possible. Paraphrase, summarize, and quote directly to take notes. Cite correct source information. Remember to focus your research on the theme of curiosity and space exploration.

Publications will vary but should include a manually created layout and an appropriately annotated draft. Presentations will vary but should include information about characters, an organized event sequence, and relevant descriptive details delivered clearly and at an appropriate pace.

Answers will vary but should include research results for a real person from the unit; at least three primary and secondary sources; notes with paraphrased, summarized, and quoted information; and correct source citations.



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Name Writing

Lesson 18 Use Research to Explore Theme On a separate sheet of paper, use your research about a person involved in space exploration to write a one-page fictional journal entry from that person’s perspective related to the importance of curiosity in space exploration. Use details, facts, examples, and other information based on the research to make the journal entry as vivid and authentic as possible.

Answers will vary but should include research-based details, facts, and examples discussing the importance of curiosity in space exploration, written as a journal entry from the perspective of a person involved in space exploration.



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Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5






Understanding the Universe • Unit 3 Module B • Lessons 1–5 • 201

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Name Sleuth Work

Charlotte’s Space TravelCharlotte loved when her uncle visited. Uncle Ty was an engineer who worked for

NASA (National Aeronautics and Space Administration). He told great stories about the rockets he helped design, and he often brought Charlotte books filled with beautiful photographs taken from space. She loved technology and science, and she was fairly adventurous. For those reasons, her family kept telling Charlotte she should be an astronaut when she grew up, but she just wasn’t sure.

One Saturday, Charlotte and Uncle Ty took a trip to the city. They spent the day at the Museum of Natural History, which was hosting an exhibit on space travel. Uncle Ty provided a running narrative about various spacecraft and added interesting facts about the display of space suits and other astronaut gear. Charlotte was thrilled to try operating two model robot arms. These devices fascinated her.

By the time they got on the bus to return home, Charlotte was exhausted. Closing her eyes, she thought about what it would be like to zoom into space. As she drifted off to sleep, Charlotte started to feel the weightlessness astronauts must feel when they float in zero gravity. The next thing she knew, she was looking out the window not of a bus but of a space shuttle. She could see the vivid colors of Earth—brilliant blues and greens like she had never before witnessed.

Just then, one of her crew members floated over and nudged Charlotte, telling her she had to finish the task at hand quickly. Charlotte realized that she was maneuvering a giant robotic arm outside the space shuttle to tighten a loose panel. The pressure was on, and she felt nervous. But she kept at it. Soon enough the whole crew was celebrating Charlotte’s success.

After a snack of granola, dried fruit, and nuts, the crew hooked their sleeping bags to the wall. They settled in for a good night’s sleep after a long day. Charlotte dozed off, feeling proud of her accomplishment with the robotic arm and excited for the experiments they would set up the next day.

She felt like she had barely slept when all of a sudden she heard Uncle Ty’s voice. “Wake up, Char,” Uncle Ty whispered. “We’re back home now.” When Charlotte opened her eyes, she realized she had been dreaming, but this she knew for sure—she wanted to be an astronaut one day and couldn’t wait for her first trip into space.

202 • Unit 3 Module B • Lessons 1–5 • Understanding the Universe

RGEN14_RWJTG_G5_U3B_L1-5.indd 202 8/20/13 4:27 AM

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Name

Gather Evidence Underline Charlotte’s character traits that suggest to her family why she should be an astronaut.

Gather Evidence: Extend Your Ideas Circle the actions in the second paragraph that connect to the personality traits you underlined.

Ask Questions Write two questions you would ask the author about elements of Charlotte’s dream.

Ask Questions: Extend Your Ideas Write an additional question about the dream that is answered in the text. Underline the answer in the text.

Make Your Case List character traits and actions for Uncle Ty. Compare these with Charlotte’s traits and actions that you underlined and circled earlier.

Make Your Case: Extend Your Ideas Use evidence from the text to support your opinion about who is more interesting: Charlotte or Uncle Ty. Discuss your results with a partner.

Sleuth Work




Responses should use evidence from the text. Annotations on the previous page will vary.

Responses will vary but should use evidence from the text.

Responses will vary and should use evidence from the text.



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Name Vocabulary

Lesson 1nuclear, p. 5

visible, p. 11

Lesson 2impact, p. 15

terrain, p. 15

Lesson 3responsible (for), p. 19

dramatic, p. 20

Lesson 4tilted/tilts, p. 24

surrounded, p. 25

Lesson 5crescent, p. 29

elements, p. 31























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NameName

Lesson 1 Reread pages 9–11. Then, write an opinion paragraph to answer the following question: What is the most interesting fact about the sun? Use details from the text to support your opinion. Write your response on a separate sheet of paper.

Lesson 2 Reread pages 12–15. Then, write an explanatory paragraph that describes the relationships between Mercury and other celestial bodies. Use details from the text to support your explanation. Write your response on a separate sheet of paper.

Lesson 3 Read page 19 and answer the following question: Is the greenhouse effect a good name for the way Venus’s atmosphere behaves? Use details from the text to support your opinion. Write your response on a separate sheet of paper.

Lesson 4 Read page 22 and look at the image on page 23. Use text evidence and the image to explain why Earth is different from other planets. Write your response on a separate sheet of paper.

Lesson 5 Read page 29, then answer the following question: Based on what you have read, do you think Earth would seem to have phases if you observed it from the moon? Use information from the text to support your opinion. Write your response on a separate sheet of paper.


Reading



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Lesson 1 Using evidence from the text, answer the following questions about page 5 from Our Solar System. Use this information to complete another Main Ideas and Key Details graphic organizer.

1. What is the main idea of the second paragraph?

2. How do you know it is the main idea?

3. What are the key details in this paragraph?

Possible response: Rocky or icy masses called planetesimals became the rest of the Solar System.

Possible response: It is the most important information in the paragraph.

Possible response: The sun “blasted the nearby gases and dust” into a ring. These particles cooled to form planetesimals. Planetesimals include planets, moons, asteroids, meteoroids, and comets.



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NameLanguage

Analysis

Lesson 3 Read page 20 from Our Solar System. Use evidence from the text to answer the following questions.

1. What domain-specific language appears in the first sentence?

2. What are some other examples of domain-specific language on this page?

3. Look at the final paragraph on the page. What sentence structures does the author use?

4. What is the effect of using these types of sentences?

5. How does the second sentence in the final paragraph differ from the first and third sentences? What is its effect?

NASA’s, Magellan, spacecraft, orbited, Venus

Possible response: mission, data, atmosphere, radar-mapped, global, meteors, crater

simple and complex

Possible response: Varying sentence lengths makes the text more interesting.

Possible response: It is shorter and adds emphasis to the information presented.



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Lesson 1 Verb Tense: Simple Tenses Circle the verb in each sentence. On the line next to each sentence, write PR if the verb is in the present tense, PA if the verb is in the past tense, or F the verb is in the future tense.

The cooling particles clumped together into masses called planetesimals.

Our weather and climate depend on the sun.

Lesson 2 Verb Tense: Simple Tenses On the line in each sentence, write the correct verb tense for the word crash.

1. Past Tense: Centuries ago, meteorites into Mercury.

2. Future Tense: In the next decade, the comet into Mercury’s surface.

Lesson 3 Perfect Tenses After determining which perfect tense is used in each sentence, write the number of the sentence in the proper place in the chart.

1. Dr. Li has studied the planet Venus for the past decade.

2. By the end of next year, the institute will have studied thousands of new images.

3. Scientists had studied research from the satellite that orbited Venus.

past perfect present perfect future perfect

3 1 2

Lesson 4 Perfect Tenses Circle the verb in each sentence. On the line next to each sentence, write PR if the verb is present perfect, PA if it is past perfect, or F if it is future perfect.

1. Earthquakes had caused significant damage to the coastal town.

2. Volcanic eruptions have caused a drop in tourist dollars this year.

Lesson 5 Verb Tense to Convey Sequences On the line next to each sentence, write F if the action takes place in the future, PR if the action takes place in the present, or PA if it took place in the past.

We will work for new discoveries.

We don’t have concrete proof of extraterrestrials.

PAPR

crashedwill crash

PA

FPR

PR



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Name Writing

Lesson 1 Research Report: Choose and Introduce a Topic On a separate sheet of paper, write a one-to-two paragraph introduction that will introduce and develop a topic related to an important historical discovery about a part of our solar system. First, choose a topic using the steps Brainstorm, Narrow, and Choose. Then conduct research to find key details to help introduce the topic, and determine a general observation or question about the topic. Finally, write with a particular purpose (to inform or explain) and for a particular audience (other students).

Lesson 2 Research Report: Organize Ideas On a separate sheet of paper, write one page that develops two or three main ideas from your outline. Research to find other key ideas and supporting details. Add new ideas as you research, using these ideas to guide and focus your research. Continue to fill in your outline as you gather information.

Answers will vary, but should include key details and a general observation or question about the topic written to inform or explain to other students.

Answers will vary, but should include two or three developed ideas as well as additional key ideas and supporting details found through research.



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Name Writing

Lesson 3 Research Report: Research Science Texts Research print sources, such as scientific journals, related to the topic of your informative essay from Lessons 1–2. Take one to two pages of notes on separate sheets of paper that relate to two to three outside sources. Use a chart or other graphic organizer to organize your notes. The outside sources should present different perspectives and should support your essay’s main idea. Record the source information and take notes on each source, quoting accurately from each source.

Lesson 4 Research Report: Research Digital Sources On separate sheets of paper, record one to two pages of notes about digital sources related to the topic of your informative essay started in the previous lessons. After researching digital sources, choose two to three Internet sources, such as online scientific journals, to support the main ideas of your essay. Write one to two sentences about why each source is reliable. Record notes using a chart, quoting accurately from each source and keeping a record of source information.

Lesson 5 Research Report: Develop the Topic Draft your informative essay on separate sheets of paper, developing your topic according to your outline from Lesson 2. First, review your sources and determine which information you might quote directly. Then determine if you will include summaries or paraphrases. Give credit to your sources when using others’ ideas, writing or finding the proper citation for the information you will use. Synthesize your sources and your own ideas in your draft.

Answers will vary, but should include accurate quotes and source information from two to three outside sources from different perspectives that support the main ideas of the essay.

Answers will vary, but should include accurate quotes and source information from two to three digital sources from the Internet that support the main ideas of the essay.

Answers will vary, but should include direct quotes, summaries, and paraphrased information from reliable sources that are correctly cited.



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Lesson 6

Lesson 7

Lesson 8

Lesson 9

Lesson 10








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Lesson 6 Using evidence from the text, answer the following questions about pages 32–35 from Our Solar System. Use this information to complete a sequence chart or time line.

1. When did the first unmanned spacecraft land on Mars? Quote the text to answer.

2. When did the Mars rover Spirit land on Mars?

3. Which landed on Mars first, Spirit or Opportunity? How do you know?

4. Describe the sequence of events that led the Martian surface to be in its current state.

“in the 1970s”

January 4, 2004

Water used to flow on the surface, and the moving water eroded the surface. Wind currently blows the soil around, which can also wear down the surface.

Spirit landed first. Two dates are given in the text, and the rovers are listed in the order in which they landed.



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Name

Lesson 9 Read pages 48–55 from Our Solar System. Use evidence from the text to answer the following questions.

1. Look at pages 48–49. What descriptive text detail does the photograph illustrate?

2. Does Uranus have a few, some, or many moons? What can you infer from the author’s choice of words about the number of moons?

3. Look at page 53. What details related to Neptune’s color are given in the text?

4. What details about Neptune’s weather are given in the text?

5. Give an example of how the author repeats a similarity to draw attention to a similarity between planets.

Language Analysis

Uranus has many moons. The choice of words, “at least twenty-two,” gives the impression that there could be many more than that.

“streaky white clouds,” “absorbs the red light…reflects the blue light,” “appears blue,” “causes the red rim”

Possible response: “Uranus has five large moons and at least twenty-two smaller ones.” “Neptune has at least thirteen moons…” This helps the reader understand that both planets have a trait in common: a lot of moons.

“dark storms, giant hurricanes, streaky white clouds,” “largest storm is big enough to swallow the entire earth,” “Strong, frigid winds…up to seven hundred miles per hour”

“pale blue-green clouds of Uranus”



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Name Vocabulary

Lesson 6remains, p. 34

analyses, p. 34

Lesson 7composed (of), p. 38

likeliest, p. 41

Lesson 8plume, p. 46

descent, p. 46

Lesson 9frigid, p. 53

fainter, p. 54

Lesson 10classify/classification, p. 56

status, p. 56























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Name


Reading

Lesson 6 Read the last paragraph on page 34. Use details from the passage to write an informative paragraph about the rovers that scientists have been using to study Mars. Write your response on a separate sheet of paper.

Lesson 7 Write an opinion paragraph in which you answer the following question: Which photograph of Jupiter is the most interesting, and why? Write your response on a separate sheet of paper.

Lesson 8 Read the second and third paragraphs on page 46. Use details from the book to write an informative paragraph summarizing what astronomers know about Titan. Write your response on a separate sheet of paper.

Lesson 9 Choose a photograph from pages 48–55. Write a paragraph about it using varying sentence lengths and descriptive details. Write your response on a separate sheet of paper.

Lesson 10 Review pages 56–61. Use details from the text to write an informative/explanatory paragraph about the relationship between small Solar System objects that orbit the sun. Write your response on a separate sheet of paper.



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Lesson 7 Using evidence from the text, answer the following questions about pages 36–41 from Our Solar System. Use this information to complete your graphic organizer.

1. Look at the photos on pages 36 and 40. What do they have in common?

2. Look at the photos on pages 36 and 40. How are they different?

3. What sentence in the text tells you what is depicted in the photo on page 40?

4. How can you compare and contrast the photos on pages 40 and 41?

5. What is shown in the photo on page 39? What sentence in the text gives information about the photo?

They both show the planet Jupiter.

Page 36 shows only a close-up of Jupiter. Page 40 includes four additional objects.

“The four largest moons are named Io, Europa, Ganymede, and Callisto.”

They both show the moon Europa. The photo on p. 40 shows the size of the moon compared to Jupiter. The photo on p. 41 shows different views of Europa.

Jupiter is in the photo. “The photograph (right) was taken by the Galileo spacecraft in 1996 and shows Jupiter’s rings.”



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Lesson 8 Read pages 42–47 from Our Solar System. Use evidence from the text to answer the following questions.

1. What is the main idea of the book Our Solar System?

2. What is the main idea of the passage you read in this lesson?

3. Write a one-sentence summary of pages 42–47.

4. List a supporting detail from page 43.

5. Explain how the detail you listed in item 4 supports the main idea you listed in item 2.

The main idea is “information about the objects in our solar system.”

The main idea is “information about saturn.”

Possible response: 750 planet Earths could fit inside saturn.

Possible response: saturn is a large gas planet with rings and seven moons.

The comparison of saturn to Earth supports the idea that saturn is a large planet.



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Name Conventions

Lesson 6 Verb Tense to Convey Sequences On the lines in each sentence below, write the given verb form of each word in parentheses.

1. By the time Spirit and Opportunity finish their mission, they

thousands of images. (transmit, future perfect tense)

2. The data collected by the twin rovers scientists increase their knowledge about Mars. (help, present perfect tense)

Lesson 7 Modal Auxiliaries Underline each verb phrase in the passage below. Then circle the modal auxiliary verb in each verb phrase.

We ought to look for signs of life in our own solar system. Callisto’s deep, frozen ocean might include remnants of earlier life forms.

Lesson 8 Modal Auxiliaries Underline each verb phrase in the passage below. Then circle the modal auxiliary verb in each verb phrase.

Enceladus, one of Saturn’s moons, could contain a liquid ocean. The space probe can confirm that Titan’s atmosphere is mostly nitrogen gas.

Lesson 9 Consistency in Verb Tense Underline all the verbs in the sentence pairs below. Change the verbs in the second sentence of each to make the tenses consistent and correct, and write the new verb on the line.

1. Uranus’s moon Miranda features huge canyons, ropelike markings, and deep

grooves. Ridges also marked its surface.

2. Streaky white clouds of methane blocked Neptune’s surface from the space

satellite. The scientists wait impatiently for the storm to clear.

Lesson 10 Consistency in Verb Tense Underline all the verbs. Write C if the verb tenses are consistent and I if they are inconsistent. If you write I, change the verbs in the second sentence to make the tenses consistent and correct.

1. Comets orbit the sun, but they are quite unlike planets. A comet changed

when it swept past the sun.

2. All asteroids combined are smaller than our moon. Apollo asteroids swing

in close to the sun.

will have

mark

waited

I; changes, sweeps

C;

has helpedtransmitted



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Name Writing

Lesson 7 Research Report: Incorporate Visuals and Multimedia Incorporate visuals and multimedia into your informative essay. Review your draft from the previous lessons. Choose sections or main ideas that could be enriched using visuals or other types of multimedia. Conduct research to find visuals and other multimedia. Add the elements to the informative essay or add cues in parentheses to show where the elements should be viewed. Verify that the chosen visuals and multimedia elements clarify information in the text. Finally, record source information for each visual or multimedia element on a separate sheet of paper.

Lesson 6 Research Report: Develop and Link Ideas Conduct a peer review of a partner’s informative essay from the previous lesson, recording your comments on a separate piece of paper. First, determine where to add domain-specific language or replace vague language with domain-specific language, including whether words in the essay should be defined or explained. Then determine where to use transition words, phrases, and clauses to link ideas. Finally, make sure the ideas and organization are appropriate for the purpose and audience.

Answers will vary but should include suggestions for domain-specific language, including definitions and explanations where needed; where to use transition words, phrases, and clauses to link ideas; and whether the ideas and organization are appropriate for the purpose and audience.

Answers will vary but should include a list of well-researched and properly placed visual or multimedia sources that clarify text information and enrich the main ideas of the informative essay.



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Name Writing

Lesson 8 Research Report: Create a Works Cited List On a separate sheet of paper, create a Works Cited list to accompany your informative essay from the previous lessons. First, identify all the sources you used in your essay and determine each source’s medium (print, web, etc.). Use the formats from this lesson to create a citation reference for each source, consulting print or online MLA style guides for additional information if needed. Then list the sources in alphabetical order. Finally, trade your Works Cited list with a partner and peer edit to correct errors.

Lesson 9 Formative Assessment: Research Report: Develop a Conclusion On a separate sheet of paper, write a concluding paragraph for your research paper. Develop a transition sentence to introduce the conclusion, identify and briefly summarize the main points of the essay, and offer additional insight based on what you learned while drafting your research paper.

Lesson 10 Research a Current Topic On separate sheets of paper, draft one to two pages of notes about a recent discovery related to the solar system. List the source information for each article you consult, using the formats for citation that you learned in Lesson 8 of this unit. Then briefly summarize the main ideas of each article, and explain what relevant information the article offers about your topic.

Answers will vary but should include a correctly alphabetized and sourced list of citations.

Answers will vary but should include an introductory sentence, a brief summary of the essay’s main points, and an additional insight based on researched information.

Answers will vary but should include properly cited source information as well as a brief summary of each article and its relevance.



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Lesson 11

Lesson 12

Lesson 13

Lesson 14

Lesson 15



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Name Sleuth Work

Moving to Mars? I was thinking last week about what it would be like if I moved to another planet. I

see some advantages right away, of course. First, I might get my name into the history books as the First Resident in Space, which would be totally awesome. Second, it would be a great opportunity to get away from the bully down the street. And third, a planet like Mars has so little gravity that people can jump about three times higher there than they can on Earth. With a vertical leap like that, I’d be virtually unstoppable on the basketball court.

But I recognize downsides to the idea, too. For one thing, moving is a humongous hassle. Even if you just move across the state, you need to pack, say goodbye to neighbors, and take care of a lot of other stuff. Now imagine how much worse that would be if you were moving across the solar system. If you forget to pack even one thing, you might never see it again. And as for connecting with family and friends, I don’t think you can rely on webcams on Mercury.

Then there’s the little problem of always having to wear a space suit. Did you know that Earth is the only planet with enough oxygen to keep us alive? Temperatures are another big issue. It gets up to 460°C (860ºF) on Venus—hot enough to fry not just an egg but also a person. As for Saturn, even the most powerful furnaces in the universe aren’t going to keep you warm when it’s around –178°C (–288ºF) outdoors. I guess you’d probably live in a big dome so you could move around some, but not getting to go outside at all—that’s harsh.

Oh, and a lot of these planets are—well, let’s just say that they’re not like Earth. For instance, Jupiter consists mostly of gases like hydrogen and helium, so there isn’t exactly anywhere to stand, let alone to play basketball. Venus has almost zero water, so can you imagine the cost of trying to ship some in from Earth? And the gusts on Neptune are almost ten times stronger than the winds we get here—good for extreme kite-flying, I guess, but not for much else.

So all in all, I plan on staying here on Earth if folks begin settling the other planets. Definitely. It’s the only decision that makes any sense.



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Name Sleuth Work

Gather Evidence Underline the three advantages that the writer gives as reasons for moving to another planet.

Gather Evidence: Extend Your Ideas Which of the three underlined advantages includes factual evidence?

Ask Questions What two questions would you ask about Mars, Mercury, Venus, Saturn, Jupiter, or Neptune?

Ask Questions: Extend Your Ideas Look at the two questions you wrote. List one print and one online source you could use to find the answers to your questions.

Make Your Case The writer mentions several obstacles in his case for space settlement. Which is the most effective?

Make Your Case: Extend Your Ideas Even though there are many obstacles to living on another planet, do you think you would want to settle elsewhere in the Solar System someday? Discuss your opinions with a partner.

Mars has so little gravity that people can jump about three times higher there than they can on Earth.





Responses might include an article from a printed science journal and a government Web site on planets.



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Name Vocabulary

Lesson 11

accumulated, p. 5

revolutionary, p. 8

Lesson 12

churning, p. 15

emitted, p. 26

Lesson 13

interacted, p. 28

destination, p. 33

Lesson 14

hypothesis/hypotheses, p. 5 from Our Mysterious Universe

theory, p. 5 from Our Mysterious Universe

Lesson 15

intense, p. 39

frenzy, p. 40





Responses

Responses should show










contextual understanding of the word.







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Name


Reading

Lesson 11 Agree or disagree with the following statement: Visual elements in informative texts are most effective when combined with other visual elements. Write a paragraph using reasons, facts, and details from the text to support your point of view. Write your response on a separate sheet of paper.

Lesson 13 What piece of technology is more important: the Hubble Space Telescope or the Arecibo dish? Use details from the text to write a paragraph supporting your opinion. Write your response on a separate sheet of paper.

Lesson 12 Read pages 16–21. Write an explanatory paragraph, including text evidence, about the ways that astronomers classify stars. Write your response on a separate sheet of paper.

Lesson 14 Choose a chapter from each text. Then use information from the texts to write an informative paragraph to compare and contrast the structures of each chapter. Write your response on a separate sheet of paper.

Lesson 15 Which examples of imagery best describe black holes? Use text evidence to support your opinion. Write your response on a separate sheet of paper.



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Lesson 13 Using evidence from the text, answer the following questions about pages 34–36 from Our Mysterious Universe. Use this information to complete a graphic organizer.

1. What is the most important idea discussed on these pages?

2. What reasons support this idea?

3. What evidence did scientists find?

4. What graphic supports the evidence given on page 35?

Possible response: Scientists are looking into the possibility of intelligent life in our Solar System.

Possible response: Some planets have been ruled out as too hot or too cold. Space probes have been sent to Mars; Titan, Saturn’s largest moon; and Europa, one of Jupiter’s moons.

Possible response: Soil samples and pictures proved that “Mars once had water on its surface.” Titan has an atmosphere similar to Earth’s. Europa has massive ice floes.

The photograph and caption on the same page



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NameLanguage

Analysis

Lesson 15 Read the first part from A Black Hole Is NOT a Hole. Use evidence from the text to answer the following questions.

1. What phrase is repeated on the first page of the selection?

2. Why is this phrase important?

3. What is the effect of this repetition?

4. Look at page 35. What phrase on this page is similar to the repeated phrase above?

5. Remember that a simile compares two different things using the words like or as. What does the simile on page 35 compare?

A black hole is NOT/isn’t a hole

Possible response: It is also the title of the selection.

a black hole is not a whirlpool

Possible response: The pattern sets up a rhythm of the text and also emphasizes the importance of the information in the phrase.

It compares gases swirling toward a black hole to fish caught in a whirlpool.



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Name Conventions

Lesson 11 Adjectives Circle the adjectives in the sentences below. Then draw an arrow from each adjective to the noun it modifies. (Ignore all articles.)

1. The twin telescopes are located on the summit of Mauna Kea in Hawaii, United States, high above the lower atmosphere.

2. Stonehenge in England was used as an astronomical calendar. Its huge stones aligned with the sun.

Lesson 15 Degrees of Comparison In each sentence, underline the adjective or adverb that shows a degree of comparison. On the line that follows, write CD if it is comparative, SD if it is superlative.

1. Jupiter is the largest planet in our solar system.

2. The large meteorite burned brighter than the comet that passed close

to Earth.

Lesson 12 Adverbs Underline the adverbs in the sentences below. Then draw two lines under the word or words each adverb modifies.

1. A solar flare occurs when energy built up in the sun’s atmosphere suddenly releases.

2. The solar heat quickly turns some of the comet’s snow to a gas.

3. A supernova shines brilliantly for a short time and then fades away.

Lesson 14 Linking Verbs and Subject Complements In each sentence, circle the subject of the sentence and underline its subject complement.

1. Quasars seemed quite small.

2. Neptune is one of the Jovian planets.

3. The fireball was too hot.

Lesson 13 Linking Verbs and Subject Complements In each sentence, circle the subject of the sentence and underline its subject complement.

1. Edwin Hubble was a famous astronomer who measured the red shift.

2. The astronomer who measured the red shift was he.

SD

CD



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Name Writing

Lesson 11 Evaluate Sources Evaluate your sources from Lesson 10, and put aside those that are not relevant, credible, current, or accurate. If there are any gaps in information, further research may be necessary to fully address all aspects of the topic. After reviewing and organizing your notes, write one page on a separate sheet of paper synthesizing all your sources. On another sheet of paper, write a correctly formatted Works Cited page listing all the print and digital sources you used in your one-page report.

Lesson 12 Planning an Informative Journal Article Plan an informative journal article by first reviewing the sources you used in Lesson 10 and the page you wrote in Lesson 11. Next, consider how to use the journal article format to present your research about a recent important discovery related to space exploration. Then clearly state the topic you will write about and indicate the article’s focus. Finally, on separate sheets of paper, use a graphic organizer to show how you will group information in your journal article and make notes about visual elements that would enhance your article. Be sure to consider your purpose (to inform) and your audience (other students).

Answers will vary but should include relevant, credible, current, and accurate sources used in the one-page report, as well as a separate Works Cited page.

Answers will vary but should include a graphic organizer, which includes grouped information and possible visual elements, for a journal article about a recent important discovery related to space exploration.



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Name Writing

Lesson 13 Drafting an Informative Journal Article Begin drafting your informative journal article based on your graphic organizer from Lesson 12. First, review your notes on sources and select facts, concrete details, and examples. Next, choose interesting images to accompany the facts and details in your journal article. Be sure to properly cite all sources for both written information and images. Then, on separate sheets of paper, write a rough draft of your journal article. Include an introduction, body paragraphs that present factual information, and a conclusion that summarizes the topic and makes a suggestion for further research. If possible, also create storyboards showing what information and visual elements you will include.

Lesson 14 Revising or Rewriting an Informative Journal Article Peer review a partner’s informative journal article drafted in the previous lesson, recording your comments on a separate sheet of paper. Evaluate your partner’s article to ensure coherent organization. Identify any vague language in your partner’s article and suggest precise or domain-specific language to use instead. Suggest what type of visuals could be added, and where, to clarify your partner’s article. Then revise and edit your own journal article based on peer-review feedback.

Lesson 15 Editing and Proofreading an Informative Journal Article Review the edited and proofread draft of your informative journal article. Ask your partner any questions you have about his or her edits. Finally, write on separate sheets of paper or type an updated version of your journal article, incorporating your partner’s editing and proofreading changes.

Answers will vary but should include an introduction, body paragraphs that present factual information with concrete details and examples, and a conclusion that summarizes the topic, as well as properly cited sources and images.

Answers will vary but should include comments about coherent organization, identification of any vague language and suggestions of precise or domain-specific language, and what type of visuals could be added where for clarity.

Answers will vary but should incorporate editing and proofreading changes.



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Lesson 16

Lesson 17

Lesson 18






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Lesson 17 Using evidence from each text, answer the following questions about pages 8–9 from Our Solar System and pages 43–44 from A Black Hole Is NOT a Hole. Use this information to complete your graphic organizer.

1. What is the tone of each passage?

2. What types of visuals accompany each passage?

3. What scientific concepts do the visuals help you understand?

4. How do the visuals relate to the tone of each passage?

Images of stars accompany both passages. The passage from “A Black Hole Is NOT a Hole” also includes a text bubble with the humorous and informal statement “This is a blast!”

Possible response: The image in Our Solar System shows me what the sun looks like. The images in A Black Hole Is NOT a Hole help me understand the intensity of a dying star.

Possible response: The star images support the informational tone of both passages. The text bubble in A Black Hole Is NOT a Hole supports that text’s more informal and casual tone.

Possible response: The tone of the passage in Our Solar System is informational and formal. The tone of the passage in A Black Hole Is NOT a Hole is also informational, but more informal; it includes more casual language, such as “a blast,” “CRASH!,” “BOOM!,” and “stuff.”



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NameLanguage

Analysis

Lesson 16 Read pages 52–55 from A Black Hole Is NOT a Hole. Use evidence from the text to answer the following questions.

1. Use the first paragraph on page 52 to write a definition of the domain-specific term probe.

2. Look at the text box on page 52. What does the word matter mean?

3. How does repetition of the word matter affect your understanding of the domain-specific term?

4. Look at the first paragraph of page 54. What domain-specific words are used?

5. How does the explanation in the following paragraphs help you determine the meanings of those terms?

It is used in two ways: to refer to the stuff that objects are made of and to talk about importance.

Repeating the word causes the reader to focus on it. Using the word in its everyday sense points out that it also has a domain-specific meaning.

Black hole; event horizon; singularity

Concrete details and description create an image of the event horizon and the singularity.

A probe is something that collects information then sends it back so people don’t have to get close to what they are studying.



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Name Vocabulary

Lesson 16imploded, p. 48

intermediate, p. 49

Lesson 17boundary, p. 39 from Black Hole

Lesson 18colossal, p. 47 from Black Hole

symmetric, p. 52 from Black Hole





Responses should show contextual understanding of the word.







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Reading

Lesson 16 Choose one of the vocabulary words you identified, and write a paragraph summarizing how the author uses it to explain a concept. Be sure to include your chosen vocabulary word in your summary. Write your response on a separate sheet of paper.

Lesson 17 Which tone is most effective when explaining scientific concepts in an informational text? Why? Write your response on a separate sheet of paper.



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Reading

Lesson 18 Write a short explanatory paragraph about where our Solar System fits into the universe. Write your response on a separate sheet of paper.



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Lesson 18 Using evidence from the text, answer the following questions about Our Solar System, Our Mysterious Universe, and A Black Hole Is NOT a Hole. Use this information to complete your graphic organizer.

1. Consider the topic sun. Which passages from Our Solar System address this topic? Our Mysterious Universe? A Black Hole Is NOT a Hole?

2. What is similar about the information that each text includes?

3. What is different about the views that each text represents?

4. How does the reader benefit from reading different perspectives on a topic?

Our Solar System pages 7–11; Our Mysterious Universe pages 7–9, 14–21; A Black Hole Is NOT a Hole pages 41–42

Each text talks about a sun being a star at the center of a system. Our Mysterious Universe and A Black Hole Is NOT a Hole talk about how stars are related to black holes.

Different kinds of information come to light when a topic is approached from different angles. Reading multiple perspectives allows the reader to form a more complete picture of a topic.

Our Solar System focuses on the role that our sun plays as the center of our solar system. Our Mysterious Universe talks both about our sun as part of our own solar system and the life cycle of a sun. A Black Hole Is NOT a Hole talks only about how a sun is part of the creation of a black hole.



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Lesson 16 Degrees of Comparison Read the sentences and look at the underlined adjective or adverb. After determining which degree of comparison is used in each sentence, write the number of the sentence in the proper place in the chart.

1. Being sucked into a black hole would be downright scary.

2. The most intriguing aspect of a black hole is how it gets started.

3. A supermassive black hole is much more exciting than a regular black hole.

positive degree comparative degree superlative degree

Lesson 17 Irregular Comparisons Circle the word in parentheses that correctly completes the sentence.

1. Uranus is (farest/farther) from the sun than Mercury is.

2. We can all feel (betterest/good) about the results of the latest astronomy experiment.

3. The (best/goodest) black hole images taken with the telescope camera will be published in a book.

Lesson 18 Avoiding Double Comparisons Write C if the underlined comparisons are correct and I if they are incorrect. If you write I, write the correct form of the comparison.

1. Neptune is most farthest from the sun than any other plant in the solar system.

2. I think the best view of Venus is at dusk.

3. The issue of “space junk” is becoming more worse every year.

I, farthest

I, worse

C

1 3 2



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Name Writing

Lesson 16 Formative Assessment: Publishing and Presenting an Informative Journal Article On separate sheets of paper, make a clean copy of your latest informative journal article draft. Highlight main ideas and key details that you want to include in the presentation and take notes on the information. Consider how to introduce the topic to engage the audience and choose or create relevant visuals to add to your presentation. Either use publishing software to publish your presentation or publish your presentation manually in the form of a poster, fact sheet, or other physical product. Finally, deliver an oral presentation based on your published article.

Lesson 17 Organize an Opinion Essay On separate sheets of paper, write an introductory paragraph that states an opinion about an astronomical discovery. After choosing a topic, brainstorm a possible organization for your essay: order of importance, chronological, etc. Then organize your supporting reasons and evidence into an outline.

Answers will vary but should include a well-prepared, marked-up article that highlights main ideas and key details that students want to include in their presentation, as well as any visuals.

Answers will vary but should include an introductory paragraph stating the writer’s opinion about an astronomical discovery as well as an outline for an essay that lists supporting reasons and evidence.



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Lesson 18 Formative Assessment: Develop an Opinion Essay On separate sheets of paper, develop a two-to-three-page opinion essay that uses reasons and text evidence. First, organize your draft using your outline from the previous lesson. Include well-organized reasons and supporting text evidence (facts, details, examples, and quotes) from all three texts and cite sources accurately. Use transitions to link ideas within paragraphs and between paragraphs. Finally, include a strong conclusion that supports the opinion presented in your essay.

Answers will vary but should include a well-reasoned opinion essay with text evidence from all three texts, proper use of transitions, and a strong conclusion.



grade - pearson schoolassets.pearsonschool.com/asset_mgr/pending/2013-11/g5_3... · 2016-06-14 ·...

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