SuperScience Teacher’s Guide • September 2014 T1 A SUPPLEMENT TO SUPERSCIENCE SEPT OCT NOV/DEC JAN FEB MAR APR MAY September 2014 ISSN 1010-144x FEATURE VIDEO: Koala Time TEACHERS, Don’t miss out on the wealth of online resources that come free with your subscription. These include a digital issue, videos, games, and more—all designed for your interactive whiteboard or digital projector. Visit www.scholastic.com/superscience to access these materials. For this issue, you’ll find background videos for all four feature stories, a slide show demonstrating this month’s hands-on activity, a sequencing game, and bonus hands-on and Common Core literacy skills sheets. If you have any questions or comments, you can e-mail us anytime at [email protected]. We’re looking forward to a great year! SUPERSCIENCE MEETS NSES, CCSS & NGSS STANDARDS ARTICLES NATIONAL SCIENCE EDUCATION STANDARDS COMMON CORE STATE STANDARDS NEXT GENERATION SCIENCE STANDARDS SKILLS SHEETS www.scholastic.com /superscience Life (Habitats): Koala Caretakers Lexile Level 870 Guided Reading Level S Organisms and their environment; populations and ecosystems Reading Informational Text: 1. Refer to details and examples in a text when explaining what the text says. LS2C: Ecosystem dynamics, functioning, and resilience • T10: No-Sweat Bubble Test • Web/Common Core: Text evidence Scientific Inquiry: Deadly Glow Lexile Level 760 Guided Reading Level N Abilities necessary to do scientific inquiry Reading Informational Text: 7. Draw on information from multiple print or digital sources. PS4A: Wave properties Practices: Planning and carrying out investigations • T6: Scientific inquiry activity • Web/Common Core: Integration • Bonus hands-on Earth (Volcanoes): Volcano Alert! Lexile Level 850 Guided Reading Level R Changes in the Earth and sky; structure of the Earth system Reading Informational Text: 4. Determine the meaning of domain- specific words or phrases in a text. 4-ESS3-2: Compare solutions to reduce the impacts of natural processes on humans. • T7: Research skill • T8: Chart skill • Web/Common Core: Vocabulary in context Physical (Flight): The Sky’s the Limit Lexile Level 820 Guided Reading Level Q Science as a human endeavor; science and technology in society Writing: 3. Write narratives to develop real or imagined experiences or events. ETS2B: Influence of engineering, technology, and science on society • T9: Map skill • Web/Common Core: Narrative writing
Transcript
SuperScience Teacher’s Guide • September 2014 T1A SUPPLEMENT TO SUPERSCIENCE
SEPT OCT NOV/DEC JAN FEB MAR APR MAY
September 2014ISSN 1010-144x
Feature Video: Koala timeTeacherS,Don’t miss out on the wealth of online resources that come free with your subscription. These include a digital issue, videos, games, and more—all designed for your interactive whiteboard or digital projector. Visit www.scholastic.com/superscience to access these materials.
For this issue, you’ll find background videos for all four feature stories, a slide show demonstrating this month’s hands-on activity, a sequencing game, and bonus hands-on and Common Core literacy skills sheets.
If you have any questions or comments, you can e-mail us anytime at [email protected]. We’re looking forward to a great year!
SuperScience meeTS NSeS, ccSS & NgSS STaNdardSarTIcleS NaTIoNal ScIeNce
educaTIoN STaNdardS
commoN core STaTe STaNdardS
NexT geNeraTIoN ScIeNce
STaNdardS
SKIllS SheeTS www.scholastic.com
/superscience
life (habitats): Koala Caretakers
lexile level 870guided reading level S
Organisms and their environment; populations and ecosystems
reading Informational Text: 1. Refer to details and examples in a text when explaining what the text says.
lS2c: Ecosystem dynamics, functioning, and resilience
• T10: No-Sweat Bubble Test
• Web/Common Core: Text evidence
Scientific Inquiry: Deadly Glow
lexile level 760guided reading level N
Abilities necessary to do scientific inquiry
reading Informational Text: 7. Draw on information from multiple print or digitalsources.
PS4a: Wave propertiesPractices: Planning and carrying out investigations
• T6: Scientific inquiry activity
• Web/Common Core: Integration
• Bonus hands-on
earth (Volcanoes): Volcano Alert!
lexile level 850guided reading level r
Changes in the Earth and sky; structure of the Earth system
reading Informational Text: 4. Determine the meaning of domain-specific words or phrases in a text.
4-eSS3-2: Compare solutions to reduce the impacts of natural processes on humans.
• T7: Research skill• T8: Chart skill• Web/Common
Core: Vocabulary in context
Physical (Flight): The Sky’s the Limit
lexile level 820guided reading level Q
Science as a human endeavor; science and technology in society
Writing: 3. Write narratives to develop real or imaginedexperiences or events.
eTS2B: Influence of engineering, technology, and science on society
• T9: Map skill • Web/Common
Core: Narrative writing
T2 SuperScience Teacher’s Guide • September 2014
Page 8 SCIENTIFIC INqUIRYPage 4 LIFE SCIENCE
Koala careTaKerS deadly gloWlexile level 760; guided reading level N
oBJecTIVeunderstand how scientists used scientific inquiry to learn about pitcher plants. Then apply inquiry methods to another question.
SeT uPPurchase a set of UV beads online. BeFore readINg1. Bring in various bottles of sunscreen. 2. Pass around sunscreen. Ask:•What does SPF stand for? (sunprotectionfactor)•What does SPF protect us from? (ultravioletradiation)•What does a higher SPF number mean? (Ahigher
numbermeansprotectionforalongerperiodoftime.)
aFTer-readINg INQuIry1. Show UV beads. Tell students they contain a chemical that changes color when exposed to UV light. 2. In pairs, students will select one of the following questions to investigate:•how does time of day affect the color of the beads?•how do differences in weather at the same time of day
affect the color of the beads?•how does applying sunscreen with different SPFs
affect the color of the beads?•how do different brands of sunglasses affect the color
of the beads?•how do indoor and outdoor light affect the color of
the beads?3. Have students write out a plan of how they will test for and answer their question. Then they can investigate it!
reSourceDownload a bonus hands-on activity about carnivorous plants at: www.scholastic.com/superscience
readINg aNd lITeracy coNNecTIoN Go to www.scholastic.com/superscience
to download the skills sheet “Watch and Learn.” Students integrate information from a video and text on the same subject.
Common Core State Standard reading informational text: 7
readINg aNd lITeracy coNNecTIoN Go to www.scholastic.com/superscience
to download the skills sheet “Collecting Evidence.” Students use text evidence to support statements about the article.
Common Core State Standard reading informational text: 1
lexile level 870; guided reading level S
oBJecTIVelearn how and why australians are trying to save koalas.
SeT uPUse the Internet to obtain and print photos of various traffic signs. Obtain blank paper.
BeFore readINg1. Hold up one of the traffic signs or display it on a projector. Ask:•What do you observe here? (trafficsign)•What is the purpose of a traffic sign? (towarndrivers
aboutconditionsspecifictotheirlocation)•What does this sign mean? (Answerswillvary.)2. Display the other signs one at a time, and ask students to identify each one’s meaning.3. Ask students to observe the photo of the koala on page 4. Ask: What is unusual about this koala? (Botharmsareincasts.)4. Tell students the koala was hit by a car because people are moving into its habitat and building roads. On blank paper, have students design their own traffic signs to warn drivers of koalas. Share the designs.
aFTer readINg•Name three reasons why the koala population is
•how are people in Koala Beach helping koalas? (Peopledonotcutdowneucalyptustreestobuildhomes.Residentsagreetodriveslowlyandnotkeepdogsaspets.)
reSourceLearn about koalas and how you can help them at: www.savethekoala.com
SuperScience Vol. 26, No. 1 • September 2014 Editor: mara grunbaum • Associate Editor: margaret mead • Education Editor: matt Friedman • Art Director: Sarah Irick • Senior Designer: Nicole hocutt • Senior Production Editor: Kathy Fallon • Senior Copy Editors: Ingrid accardi, Suzanne Bilyeu • Copy Editor: Troy reynolds • Photo Editor: Jose Pouso • MAGAZINE GROUP: Executive VP, Scholastic: hugh roome • Editorial Director: Patricia Janes • Executive Editor: elizabeth carney • VP, Creative Director: Judith christ-lafond • Executive Director of Production and Operations: Barbara Schwartz • Executive Editorial Director, Copy Desk: craig moskowitz • Publishing System Director: david hendrickson • Executive Director of Photography: Steven diamond • Senior Administrative Coordinator: mirtha Williams • CIRCULATION & MARKETING: VP, Marketing: danielle mirsky • Marketing Manager: leslie Tevlin • Director, Manufacturing & Distribution: mimi esguerra • CORPORATE: President, Chief Executive Officer, and Chairman of the Board of Scholastic Inc.: richard robinson
SuperScience Teacher’s Guide • September 2014 T3
Page 14 PhYSICAL SCIENCEPage 10 EARTh SCIENCE
The SKy’S The lImITVolcaNo alerT!lexile level 820; guided reading level Q
oBJecTIVeunderstand how a record-breaking pilot is inspiring kids to study science.
SeT uP1. Obtain a class set of pencils. Cut out pieces of paper that are 5 cm by 15 cm. 2. Take each piece of paper and bring the short ends together into the shape of an airplane wing (no creases). Tape the ends together. BeFore readINg1. Give each student a pencil and a wing. Tell students to put the pencil through the wing. Hold the pencil horizontally and let the wing hang by the taped end.2. Tell students to hold the pencil in front of their mouth and blow at the front of the wing. Ask: What happened to the wing? (Thewingmovedalittle.)3. Now have students move the pencil slightly below their mouth and blow over the back of the wing. Ask: •What happened to the wing? (Thewingflewupward.)•This is called lift. how does lift work? (Flowingairis
•how is Irving helping kids study science and engineering? (IrvingrunsaprogramcalledExperienceAviationthatteacheskidstobuildplanes,robots,racecars,andhovercrafts.)
reSourceLearn about other African-American aviators at: http://airandspace.si.edu/explore-and-learn/topics /blackwings/
lexile level 850; guided reading level r
oBJecTIVelearn how and why scientists are studying volcanoes in Iceland.
SeT uP1. Obtain a short-stemmed Pyrex funnel and a glass beaker large enough to hold the inverted funnel. Also obtain red food coloring, water, and a hot plate.2. Place the inverted funnel into the beaker. Pour water into the beaker until the water is level with the bottom of the funnel’s stem. Then add a few drops of food coloring to the water. Place the beaker on the hot plate. BeFore readINg1. Turn the hot plate on high heat. Tell students you are demonstrating a volcano. 2. As the water boils, bubbles of steam expand and rise, pushing water up and out of the funnel’s stem. Ask:•What caused the water to spurt out through the
Investigate It!Scientific inquiry is a logical approach to studying problems and discovering new things. the steps below are one way scientists can investigate something that interests them. after reading “deadly Glow” (pp. 8-9), use evidence from the article to explain how scientists used scientific inquiry to study carnivorous plants.
1. What question did the scientists want to answer?
Scientific Inquiry 1. Make an observation about something interesting.
2. Propose a research question.
3. Form a hypothesis—an educated guess that may answer the research question.
4. Design an experiment to test the hypothesis. Experiments have a variable (a characteristic that changes) and a control (a characteristic that doesn’t change).
5. Gather and interpret data.
6. Make a conclusion, or a summary of the results.
7. Come up with further questions to investigate. Start again!
What’s the Solution?in “Volcano alert!” (pp. 10-13), you read that volcanic eruptions happen often in iceland. Scientists and officials have come up with different ways to reduce the negative effects of volcanic eruptions on people. use the internet to research the solutions below. decide which solution you think would be the most helpful. then explain your findings in the space provided.
Write a brief paragraph describing the solution you picked.
comparing Volcanoesin “Volcano alert!” (pp. 10-13), you read about iceland, one of the most volcanically active places in the world. the chart below shows characteristics and examples of three common volcano types: shield, composite, and cinder cone. Study the chart, then answer the questions that follow.
1. Which type of volcano has the smallest width?
_______________________________________
2. What is the difference between the eruptions of composite and cinder cone volcanoes?
3. Which volcano example in the chart is located on a planet other than earth?
_______________________________________
4. Viscosity is how resistant a liquid is to flowing. Which type of volcano in the chart has the least viscous lava? Which details in the chart gave you your answer? _____________________________
World TravelerIn “The Sky’s the Limit” (pp. 14-15), you read about pilot Barrington Irving’s solo flight around the globe. on his next adventure, irving will pilot a plane from Washington, d.C., to 12 different countries. at each of his 30 stops, he will embark on a science-related expedition. Study the map of irving’s planned trip below. then answer the questions that follow.
1. in which of the following countries will Barrington Irving stop only once?
A Australia C Papua New Guinea B Japan D Indonesia
2. after New Zealand, where will he stop next? A Australia C New Caledonia B Indonesia D Palau
3. during which flight will he travel northeast? A from Japan to Russia B from China to the southern Philippines C from Australia to New Zealand D from the southern Philippines to Indonesia
4. When irving takes off to fly northeast across the Bering Sea, which country will he depart from?
A Canada C Japan B Russia D China
5. Not including his takeoff and landing in Washington, d.C., how many places will irving stop in North america?
A five C seven B six D eight
6. true or false: irving will visit four continents. A true B false
No-Sweat Bubble Testdirections: read each question below, then use the article “Koala Caretakers” (pp. 4-7) to determine the best answer. Completely fill in the bubble next to the best answer.
readINg comPreheNSIoN
1. in which country is the Port Macquarie Koala Hospital located?
A United States B Portugal C South Africa D Australia
5. What is a baby koala called? A joey B cub C kid D jane
2. What is the primary food that koalas eat? A spinach B coconuts C eucalyptus leaves D all of the above
6. What is the purpose of koala traffic signs? A to designate koala viewing areas along
the road B to point out koala crosswalks C to warn drivers to slow down for koalas D to indicate that a koala hospital is ahead
10. Which events do scientists believe are becoming more common in australia because of climate change?
A high tides C heat waves B volcanic eruptions D solar eclipses
9. What does the term thrive mean? A to grow successfully C to threaten B to shrink in size D to hibernate
3. today, what is the main reason koalas are losing their habitat?
A Land is being used to build businesses and homes.
B People hunt koalas for their soft fur. C Koalas are starting to eat different types
of food. D Disease has left koalas unable to reproduce.
7. Which of the following is true about how people are trying to help koalas?
A Volunteers are planting new eucalyptus trees. B Scientists are developing medicines to
protect koalas from disease. C People near koala habitats are agreeing not
to keep dogs as pets. D all of the above
4. Why is it dangerous for koalas to live close to people?
A They can be attacked by pet dogs. B They can be hit by cars. C They can get lost in new neighborhoods. D both A and B
8. Why is Koala Beach such an unusual place? A Sand dunes naturally separate people from
koalas. B Koalas and people live side by side. C The neighborhood contains five koala
