teacher’s guide - science class 3000€¦ · t2 l science world teacher’s guide l february 1,...

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VOL. 72, NO. 8 ISSN 1041-1410

TEACHER’S GUIDESUPPLEMENT TO SCIENCE WORLD

ISSUE DATES 9/7 9/21 10/12 10/26 11/16 12/7 1/11 2/1 2/29 3/21 4/18 5/9

Laura Barone, a teacher at Portsmouth Middle School, in Portsmouth, New Hampshire, says:

As we read an article in class, I ask questions as a way to check student comprehension: What is the author’s point? Who is the audience? Why is this information important? What did you learn? What would you share with others?

By having discussions and answering these questions as a group, the class gains a greater understanding of a topic.

I also ask students to write down words that are new to them. I have them use a Greek and Latin root-word list to help them decode scientific terms so they better understand the word’s meaning.

TEACHER TO TEACHER Tips for using Science World in the classroom

FEATURES

NEXT GENERATION

SCIENCE STANDARDS

NATIONAL SCIENCE

EDUCATION STANDARDS

COMMON CORE STATE STANDARDS

ONLINE MATERIALS

scholastic.com /scienceworld

NEARLY HUMAN, P. 8 Lexile 1160L

LS4.A: Evidence of common ancestry and diversity

Grades 5-8: Earth’s historyGrades 9-12: Biological evolution

Literacy in Science8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

• New-human video• Integrating-visuals

activities• Compare-and-contrast

activity• Analyzing-data activity

MACHINES COME ALIVE! P. 14 Lexile 1130L

ETS1.A: Optimizing the design solution

Grades 5-8: Abilities of technological designGrades 9-12: Abilities of technological design

Literacy in Science4. Determine the meaning of symbols, key terms, and other words used in a specific scientific or technical context.

• Les Machines video• Paired-text activities• Textual-evidence activity• Math activity

TARDIGRADE TOUGH, P. 18 Lexile 950L

PS1.A: Structure and properties of matter

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

Literacy in Science3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, and performing technical tasks.

• Tardigrade video• Planning-investigations

activity• Paired-text activity• Textual-evidence activity• Hands-on activity

GONE FISHING, P. 20 Lexile 1200L

LS4.C: Adaptation Grades 5-8: Diversity and adaptations of organismsGrades 9-12: Behavior of organisms

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

• Sea wolves video• Integrating visuals• Hands-on activity• Paired-text activities

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T2 l Science World TEACHER’S GUIDE l FEBRUARY 1, 2016

LESSON PLANS

DIGITAL ISSUE KEY:MASK TOOL

DIGITAL STICKY NOTES

TEXT HIGHLIGHTER

DRAWING TOOL

VIDEO PLAYERGAMESHOW ALL

PAGES POP-UPHOME

PAGE 8 Lexile 1160L

NEARLY HUMAN

OBJECTIVE Learn about the discovery of ancient remains in a cave in South Africa, and how the fossils fit into the human family tree.

LESSON1. Before reading, ask students: How do scientists learn about ancient humans? (by studying their fossils, as well as other evidence from archaeological sites, such as etchings on cave walls)

2. Click on the skills sheets button on page 8 of the digital edition and print out the skills sheet “Almost Human?” Have students read the article independently and complete the skills sheet.

3. Separate the class into three groups. Assign each group one of the following species that are part of the human family tree: Australopithecus afarensis, Homo erectus, or Ardipithecus ramidus. Ask students to use the article and the Internet to research their species, including important fossil finds and their characteristics.

4. Have the groups present their findings. As a class, compare each species’ characteristics to Homo sapiens and Homo naledi. What characteristics appear important for a species to be placed on the human family tree? Which species are most similar?

NEXT GENERATION SCIENCE STANDARDSLS4.A: Evidence of common ancestry and diversityNATIONAL SCIENCE EDUCATION STANDARDSGrades 5-8: Earth’s historyGrades 9-12: Biological evolutionCOMMON CORE STATE STANDARDSLiteracy in Science: 8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

STANDARDS

• VIDEO EXTRA: Watch a video about Homo naledi at scholastic.com/scienceworld

• Explore this site to learn more about the family tree of humans: http://humanorigins.si.edu/evidence/human-fossils

RESOURCES

DISCUSSION Not all scientists agree that the new fossils represent a new species. Discuss why scientists sometimes draw different conclusions. (Fossil evidence is not always complete; scientists may start with different hypotheses, and their interpretations may be influenced by their previous work; etc.)

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

BIOLOGY: INTEGRATING VISUAL INFORMATIONTHE HUMAN FAMILY TREEHave students use this skills sheet to analyze where Homo naledi fits among the other hominid ancestors of modern-day humans.

CHEMISTRY: INTEGRATING VISUAL INFORMATIONPRESERVING HISTORYStudents will learn about the chemical processes that turn bones into fossils.

EARTH SCIENCE/COMMON CORE: COMPARE AND CONTRAST

ALMOST HUMAN?Have students use this Venn diagram to analyze the similarities and differences between Homo sapiens and Homo naledi.

PHYSICS: ANALYZING DATADATING A FOSSILStudents will learn how scientists use radioactive elements to determine the age of fossils with this graphing activity.

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SCHOLASTIC.COM/SCIENCEWORLD Science World TEACHER’S GUIDE l FEBRUARY 1, 2016 l T3

LESSON PLANSPAGE 14 Lexile 1130L

MACHINES COME ALIVE!

OBJECTIVE Learn about how a team of artists and engineers design and build lifelike machines.

LESSON 1. Have students open their magazines to page 14 and look over the headline and photos. As a class, predict what the article will be about.

2. Break the class up into groups of two or three students. Ask each group to read the article together. As they read, have them underline or note the main idea in each paragraph of the article.

3. When they have finished reading, ask the groups to write 10 questions about the article based on the sentences they have underlined or noted. Emphasize that the questions should cover the most important facts of the article.

4. Pair the groups up and have them test each other. Each group should try to answer the questions from their paired group without looking back at the article.

5. When everyone is finished, reconvene as a class and discuss their results. Which group answered the most questions correctly? Did the groups have similar questions? If not, discuss why different groups focused on different facts. As a class, identify five to 10 sentences that include the most important information from the article.

DISCUSSION Enlarge the “Core Question” box on page 17. Read the question aloud and discuss the students’ answers. Ask the class: What

NEXT GENERATION SCIENCE STANDARDSETS1.A: Optimizing the design solutionNATIONAL SCIENCE EDUCATION STANDARDSGrades 5-8: Abilities of technological designGrades 9-12: Abilities of technological designCOMMON CORE STATE STANDARDSLiteracy in Science: 4. Determine the meaning of symbols, key terms, and other words as they are used in a specific scientific or technical context.

STANDARDS

RESOURCES• VIDEO EXTRA: Watch a video about Les Machines at

scholastic.com/scienceworld • Learn more about the technology that engineers use to make

objects like Les Machines and robots move: http://education.nationalgeographic.org/activity /exploring-how-robots-move

• Explore the Les Machines de L’ile site to learn more about the creatures: www.lesmachines-nantes.fr/en

types of creatures would you like to see come to life? What challenges might these designs face? How might studying real-life animals’ adaptations and traits help scientists design machines? (Scientists and engineers could develop machines that mimic real animals’ abilities to perform specific tasks.)


CHEMISTRY: PAIRED TEXT WEATHERED BY DESIGNLes Machines have a weathered look so they appear more lifelike. With this reading passage, students will learn about the chemical reactions that cause color changes in some building materials.

EARTH SCIENCE: PAIRED TEXTPLASTIC HAZARDSLes Machines are made using natural and environmentally friendly materials instead of plastics. Have students hone reading skills with this passage about why plastics pose a threat to the environment.

BIOLOGY: TEXTUAL EVIDENCENATURE’S DESIGNSStudents will learn about other machines that have been inspired by nature with this reading-comprehension skills sheet.

PHYSICS/COMMON CORE: MATH AND COMPUTATIONPISTON POWERHave students use this skills sheet to analyze the diagram from the article and use it to calculate the forces created in hydraulic systems.

T4 l Science World TEACHER’S GUIDE l FEBRUARY 1, 2016 SCHOLASTIC.COM/SCIENCEWORLD

LESSON PLANSLESSON PLANS

DIGITAL ISSUE KEY:MASK TOOL

DIGITAL STICKY NOTES

TEXT HIGHLIGHTER

DRAWING TOOL

VIDEO PLAYERGAMESHOW ALL

PAGES POP-UPHOME

PAGE 18 Lexile 950L

TARDIGRADE TOUGH

OBJECTIVE Learn why microscopic tardigrades are nearly indestructible and how these animals have inspired the creation of a new type of glass.

LESSON 1. Before reading, ask students if they have ever heard of tardigrades. Ask them if they think microscopic organisms can survive extreme conditions better than larger organisms. Why or why not?

2. Have students read the article independently. Then discuss why the author chose the title “Tardigrade Tough.” Ask students to support their opinions with facts from the article.

3. Click on the skills sheets button on page 19 of the digital edition at scholastic.com /scienceworld and print out the skills sheet “Studying Tardigrades.” Have students collect samples of moss to observe tardigrades. (Tardigrades can also be ordered from scientific-

supply companies such as www.carolina.com.) Have students work in pairs to complete the skills sheet.

4. Reconvene as a class and discuss students’ results. As a class, decide on the best type of experiment to investigate whether tardigrades can survive freezing temperatures. Together, write up the experiment with a clear procedure that could be followed by other people. Consider what problems scientists might encounter during the experiment.

NEXT GENERATION SCIENCE STANDARDSPS1.A: Structure and properties of matterNATIONAL SCIENCE EDUCATION STANDARDSGrades 5-8: Properties and changes of properties in matterGrades 9-12: Structure and properties of matterCOMMON CORE STATE STANDARDSLiteracy in Science: 3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, and performing technical tasks.

STANDARDS

• VIDEO EXTRA: Watch a video about tardigrades at scholastic.com/scienceworld

• Members of the International Society of Tardigrade Hunters search for new species. Check out some of their favorite finds: http://tardigradehunters.weebly.com/isth-blog

• Read this article to learn more about tardigrades, including some of the many places on Earth the organisms can be found: www.bbc.com/earth/story/20150313 -the-toughest-animals-on-earth

RESOURCES

DISCUSSION Ask students: Do you want to perform the experiment? Does anyone have ethical objections? Do you feel differently about experiments on microscopic animals versus larger ones?


BIOLOGY: PLANNING INVESTIGATIONSSTUDYING TARDIGRADESStudents will use the practices of scientific inquiry to plan an experiment that tests the toughness of tardigrades.

CHEMISTRY/COMMON CORE: PAIRED TEXTALL DRIED UPStudents will learn how sugar helps tardigrades survive when water sources dry up.

EARTH SCIENCE: TEXTUAL EVIDENCEHOMES AROUND THE GLOBETardigrades can survive nearly everywhere on Earth. Have students complete this skills sheet to compare the characteristics of the planet’s major habitats.

PHYSICS: CARRYING OUT INVESTIGATIONSUNDER PRESSURETardigrades can withstand extreme pressures. With this hands-on activity, students will learn how different conditions affect the pressure an organism experiences.

Science World TEACHER’S GUIDE l FEBRUARY 1, 2016 l T5SCHOLASTIC.COM/SCIENCEWORLD

LESSON PLANSPAGE 20 Lexile 1200L

GONE FISHING

OBJECTIVE Learn about the characteristics of sea wolves and why the population may be in danger.

LESSON 1. Open the digital edition of the magazine at scholastic .com/scienceworld to page 20. Before reading, open a

digital sticky note and ask the class the following questions. Have them answer the questions as best they can using only their own previous knowledge. Record their answers on the sticky note. What are some characteristics and behaviors of wolves? In what types of environments do they live? How do scientists study them? Are there different species of wolves? How are they similar or different? What threats do wolves face?

2. Read the article aloud to the class twice. The first time you read it, ask students to just listen to the story. The second time, have students take notes about the important points in the article, keeping your initial questions in mind.

3. After you have finished reading, revisit your initial questions. Ask students to revise their answers based on the notes they took. Ask them if they wrote down any other details they think are important to the article.

DISCUSSION Darimont and McAllister collected scat to gather data about the wolves without bothering the animals. What are other ways scientists learn about wild animals? (capturing them to take blood samples or attach GPS tracking collars; photographing them or watching them in the wild; etc.) Do students think these methods harm the animals? Why is it important to collect

NEXT GENERATION SCIENCE STANDARDSLS4.C: AdaptationNATIONAL SCIENCE EDUCATION STANDARDSGrades 5-8: Diversity and adaptations of organismsGrades 9-12: Behavior of organismsCOMMON CORE STATE STANDARDSReading Informational Text: 7. Integrate and evaluate content presented in diverse formats, including visually and quantitatively, as well as in words.

STANDARDS

RESOURCES• VIDEO EXTRA: Watch a video about sea wolves at

scholastic.com/scienceworld • Learn more about the conditions in a coastal temperate

rainforest: www.nps.gov/olym/learn/nature -temperate-rain-forests.htm

• Explore the differences and similarities among wolf populations around the world: www.wolf.org/wow/world/

data on animals? (It may help scientists learn if animals are endangered and find ways to protect them.)


BIOLOGY/COMMON CORE: INTEGRATING VISUAL INFORMATION

WOLF WEBStudents will use the information they learned about sea wolves to adapt a food-web diagram so that it fits the sea wolves’ ecosystem.

CHEMISTRY: CARRYING OUT INVESTIGATIONSCLEAN UP AN OIL SPILLWhat is the best way to clean up an oil spill in the environment? Have students try this activity to test different methods.

EARTH SCIENCE: PAIRED TEXTFOREST UNDER THREATHave students read this passage to learn more about the coastal ecosystem where sea wolves live and how scientists are trying to protect it.

PHYSICS: PAIRED TEXTHOWL I.D.Have students read this passage and study the accompanying diagram to learn how sound waves could be used to track wolves in the wild.

T6 l Science World TEACHER’S GUIDE l FEBRUARY 1, 2016 SCHOLASTIC.COM/SCIENCEWORLD

CHECK FOR UNDERSTANDING

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NEARLY HUMAN, Page 8DIRECTIONS: Match each item in the left-hand column below with its definition or description in the right-hand column.

______ 1. Rising Star Cave a. modern humans

______ 2. fossil b. scientist who studies humans

______ 3. paleoanthropologist c. place where fossils of a species of ancient humans were recently discovered

______ 4. anthropologist d. a group of species on the human family tree that are more like modern apes

______ 5. archaeologist e. preserved remains from an ancient organism

______ 6. Homo naledi f. a species of ancient humans recently discovered in South Africa

______ 7. Homo sapiens g. characteristic that is similar in Homo naledi and Homo sapiens

______ 8. brain size h. scientist who studies the origins of humankind

______ 9. hand shape i. characteristic in Homo naledi that is significantly different from that in Homo sapiens

______ 10. australopithecines j. scientist who studies the past

MACHINES COME ALIVE! Page 14DIRECTIONS: Choose the best word or phrase from the box below to fill in the blanks in the following sentences.

1. A French theatrical group performs using _________________ inspired by nature.

2. All of the designs of the group start out as _________________.

3. The next step is creating a wooden _________________ of the machine.

4. According to Delarozière, the creatures of Les Machines have three major _________________ systems.

5. A _________________ system powers the machines’s movements.

6. Wood and leather make up the animals’ _________________.

7. The Machines Gallery is located in _________________.

8. _________________ is created in hydraulic systems when oil is squeezed through narrow pipes.

9. By using hydraulic systems, engineers increase the ___________ that is exerted to move the body parts of the machines.

10. A massive horse-dragon performed for huge crowds in _________________.

anatomicalChinacomputer softwareforceFrance

hydraulicillustrationsleathermachinesmechanical

modelmusclespressureskeletonskin

steelsynthetic

Science World TEACHER’S GUIDE l FEBRUARY 1, 2016 l T7SCHOLASTIC.COM/SCIENCEWORLD

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Permission granted by Science World to reproduce for classroom use only. ©2016 by Scholastic Inc.

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GONE FISHING, Page 20DIRECTIONS: Answer the following questions in complete sentences.

1. Describe the ecosystem where sea wolves are found. ___________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

2. What is the main behavior in sea wolves that differs from that of typical wolves? __________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

3. What are two physical characteristics of sea wolves that are different from those of mainland wolves that live in the

region? _______________________________________________________________________________________________________

______________________________________________________________________________________________________________

4. Why did McAllister and Darimont decide to study the sea wolves’ scat? _________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

5. Explain why scientists say an oil pipeline could pose a risk to sea wolves. ________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

TARDIGRADE TOUGH, Page 18DIRECTIONS: Read each statement and decide whether it is true (T) or false (F). Write your response in the space provided.

_______ 1. Tardigrades are able to survive only if they are very hot or very cold.

_______ 2. Outer space is a near-vacuum, meaning there is a lack of air.

_______ 3. Tardigrades first appeared on Earth long after the dinosaurs died out.

_______ 4. Tardigrades often live in moss.

_______ 5. The bodies of tardigrades don’t freeze because they don’t contain sugar.

ANSWERS

SC

HO L A STI C R

E

CY C L

ES

SC

HO L A STI C S

C

HO L A STI C S

C

HO L A STI C S

C

HO L A STI C

CONTAINS

A MINIMUM

OF 10% POST-

CONSUMER

FIBER

SWEET STATS., P. 24ANALYZE IT: Valentine’s Day sales are more than double those of Halloween. Africa produces the most cocoa.

CHECK FOR UNDERSTANDING, T6-T7NEARLY HUMAN1. c 2. e 3. h 4. b 5. j 6. f 7. a 8. i 9. g 10. d

MACHINES COME ALIVE!1. machines2. illustrations3. model4. anatomical5. hydraulic6. skin7. France8. Pressure9. force10. China

TARDIGRADE TOUGH1. F 2. T 3. F 4. T 5. F

GONE FISHING1. Sea wolves live in a coastal temperate rainforest, a wet region on the coast where mountains and rocky islands meet the ocean.2. Sea wolves eat mostly marine animals instead of large mammals on land.3. Sea wolves are smaller and have reddish fur instead of gray fur.4. Scat can reveal a lot of information about an animal, including genetics, diet, disease, and stress—all without harming the animal.5. An oil pipeline could burst and spill oil in the area where the wolves live. That could devastate the ecosystem and kill off organisms the wolves depend on for food.

T8 l Science World TEACHER’S GUIDE l FEBRUARY 1, 2016

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teacher’s guide - science class 3000€¦ · t2 l science world teacher’s guide l february 1,...

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