34 ways to support your curriculum Turn the page to start your lesson plan! SEPTEMBER 2007 ISSN x. Next Issue. Coming Up

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1 SEPTEMBER 2007 ISSN x SEPT OCT NOV/DEC JAN FEB MAR APR MAY Turn each issue of SuperScience into hours of valuable instruction! This month, you ll find: 6 Lesson plans 2 Reproducible worksheets 19 Discussion questions & extensions 6 Print & Web resources 1 SuperScience Web site ( 34 ways to support your curriculum Turn the page to start your lesson plan! Coming Up Next Issue Physical Science: Students use science and logic to crack the SuperScience mystery. Earth Science: The Colorado River once raged through the United States. Now, the river is drying up. Find out how growing human populations are affecting the supply of fresh water all over the world. Discover simple ways in which everyone can conserve this precious liquid. Life Science: From spiderlike organisms that live in your hair to bacteria that cause stinky feet, billions of creatures call your body home. Get the scoop on some of the parasites that live on the human body. Plus, learn hygiene tips for keeping some of the beasts at bay. For Customer Service, call: SCHOLASTIC or visit: Welcome Back! As you start a brand-new school year, you can count on SuperScience to bring the wonders of the natural world into your classroom. In each issue, you ll find engaging nonfiction articles on the latest science discoveries. Get your students actively involved with our teacher-tested hands-on activities and popular fictional science mystery. Each issue covers Earth, life, and physical science topics to help you meet the national science standards. Our Teacher s Edition saves you time with lesson plans and worksheets that relate to the articles. For even more activities and resources, don t forget to check out our Web site: Best wishes for the school year, Britt Norlander, Editor superscience@scholastic.com This month s experiments were tested by: Kim Collins, 5th-Grade Teacher SINK OR SWIM? Students find out which floats: a peeled or an unpeeled orange (see p. 4 of the Student Edition). For more hands-on activities, quizzes, reproducibles, and resources, log on to: A SUPPLEMENT TO SUPERSCIENCE

2 CONNECT TO YOUR CURRICULUM PAGE ARTICLE CURRICULUM AREAS 4 Science Mystery: The Case of the Tossed Orange 6 Feature: Slurp! Hands-0n Lab: Tongue Twister Cool Science Jobs: Toy Engineer 12 Feature: Wildfire Detectives 15 Hands-0n Lab: Fire Inspector Scientific Inquiry: manipulating variables; observing; gathering data; drawing conclusions; interpreting results. Physical Science: density. Language Arts: reading fictional passages. OBSERVE COMPARE USE NUMBERS GATHER DATA PREDICT/INFER HYPOTHESIZE EXPERIMENT COMMUNICATE USE MODELS Life Science: animal adaptations; tongues; senses; human anatomy. Language Arts: reading comprehension. Scientific Inquiry: manipulating variables; observing; gathering data; drawing conclusions; interpreting results. Life Science: animal adaptations; tongues. Physical Science: forces; motion; engineering; technology. Language Arts: reading comprehension. Earth Science: forest fires; landforms. Physical Science: fire; heat. Language Arts: reading comprehension. Scientific Inquiry: manipulating variables; observing; gathering data; drawing conclusions; interpreting results. Earth Science: forest fires; soil. PROCESS SKILLS Get a FREE Steel Thermos when you tell a friend about Scholastic Classroom Magazines! Spread the word about these invaluable educational tools that help you teach reading, writing, and real-life skills in a format that s relevant to your curriculum! If a friend orders 20 or more subscriptions, you ll both get a FREE Steel Thermos. YOURS FREE! 814-SDM-ELEM PASS THIS ALONG TO A FRIEND! Title Code Price* Quantity** Total Name of current subscriber Name School Job title Address City State Zip Signature (optional) *Price reflects Educator s Discount on orders for 10 or more subscriptions and includes an extra desk copy plus a Teacher s Edition. For prices on fewer than 10 subscriptions, please call SCHOLASTIC. Sales tax will be added to invoices where required by law. Please add a shipping and handling charge of 9% to your total subscription order. Prices valid through 12/31/07. **Quantities may be revised within the first 30 days of service. By providing your address, you are permitting Scholastic Inc. to send you information via electronic mail See enclosed flyer for a list of classroom magazines. Call SCHOLASTIC IMPORTANT: Mention code 7513 or complete the form above and mail to: Scholastic Inc., P.O. Box 3710, Jefferson City, MO, Fax: T2 SuperScience Teacher s Edition SEPTEMBER 2007

3 PAGE 4 The Case of the Tossed Orange Properties of objects and materials Properties and changes of properties in matter Language Arts Reading fiction ESTIMATED TIME: 25 minutes Set a Purpose To learn about density and why an object floats or sinks. Background Density equals the mass of an object divided by its volume. The density of water is 1,000 kilograms per cubic meter. If an object floats in water, then its density is lower than 1,000 kilograms per cubic meter. If an object sinks, its density is greater than that. Navel oranges earned their name because of the belly-button shape that forms on the side opposite the stem end of the orange. Christopher Columbus first brought oranges to the Americas in He carried seeds or young trees of oranges and lemons from Spain. They were planted on the island of Hispaniola, now shared by Haiti and the Dominican Republic. What are some objects that float in water? (Possible answers: sponges, Styrofoam; leaves.) Why do you think that these objects float? (Possible answers: because they are light; because they are lighter than water.) After Reading Does a peeled orange have a higher or lower density than water? (Possible answer: higher density.) Why do you think an orange with its peel on is less dense than water? (Possible answer: An orange peel has lots of air pockets in it, so it has a very low density. The low-density peel helps the whole orange float in water.) Why do you think Rita threw an orange at Tony? (Possible answer: She was angry that Tony said that she and Sara shouldn t eat their oranges.) Resource Check out this Web site for more information on density. The answers have been removed from the on-line version of the Teacher s Edition. Please refer to printed Teacher s Edition or contact the Editor at superscience@scholastic.com. SuperScience Teacher s Edition SEPTEMBER 2007 T3

4 PAGE 6 SLURP! Characteristics of organisms Organisms and environments Structure and function in living systems Diversity and adaptations of organisms Language Arts Reading comprehension Set a Purpose To learn about different types of animal tongues and how they work. Background The blue-tongued skink has a bright-blue tongue. If the lizard gets cornered by an enemy, it opens its mouth and sticks out its tongue. Bright colors flash on the dull-colored lizard s face. These colors surprise and frighten away some enemies. Some organisms don t use their tongues to taste. For instance, a butterfly tastes with its feet. Catfish have taste receptors all over their bodies. Taste buds begin to die off as a person ages. As a result, older people may not be able to detect some tastes that younger people can. There is a reading comprehension quiz for this article. Turn to p. T8 or download it at: Name an animal that has a tongue that is different from yours. How is it different? (Possible answer: Chameleon. It has a very long tongue compared with its body size.) For which of your senses do you use your tongue? (Possible answer: taste.) After Reading What are some ways in which animals use their tongues? (Possible answers: to capture prey; to grab leaves from trees; to taste; to smell.) What are some characteristics of the chameleon s tongue that help it catch food? (Possible answers: It can move quickly; it is long; it has a sticky suction cup on the end.) Why is it helpful for a giraffe to have a prehensile tongue? (Possible answer: Its tongue can weave between the thorns on an acacia tree to grab leaves.) RESOURCES Learn much more about the human tongue at this kid-friendly Web site. PAGE 10 ESTIMATED TIME: 30 minutes Discussion Question Tongue Twister Characteristics of organisms Diversity and adaptations of organisms Life Skills Following directions What features of an anteater s tongue help it grab ants? (Possible answers: It is long; it is sticky.) T4 SuperScience Teacher s Edition SEPTEMBER 2007 After Experimenting Conclusions: Answers will vary. Each student s tongue design will likely have different characteristics. But tongues that are long and have a sticky end will work best in picking up the ants from the glass. In the second round, an important feature of the tongue design will be that the tongue can grasp things. Students may choose materials they can maneuver, such as a pair of chopsticks. Resource Stick out Your Tongue!: Fantastic Facts, Features, and Functions of Animal and Human Tongues by Joan Bonsignore (Peachtree Publishers, 2001)features facts and functions of unusual animal tongues.

5 PAGE 11 PAGE 12 COOL SCIENCE JOBS Science and technology in local challenges Science as a human endeavor Science and technology in society Science as a human endeavor Language Arts Reading comprehension Set a Purpose To learn what a toy engineer is and how to become one. Background Many toys have been created by accident. Earl Warrick was trying to develop an inexpensive synthetic rubber in The stretchy, bouncy material later became Silly Putty. A wallpaper cleaner was turned into the popular toy, Play-Doh. Properties of earth materials Light, heat, electricity, and magnetism Structure of the earth system Transfer of energy Language Arts Reading comprehension Wildfire Detectives Set a Purpose To learn how wildfires behave and how investigators determine the cause of wildfires. Background Fire is a chemical reaction between three things: fuel, such as dry twigs and grass; oxygen; heat. Investigators are able to determine the origin and cause of more then 95 percent of wildfires. What are some dangers of forest fires? (Possible answers: threats to humans and wildlife; damage to What is your favorite toy? Why is it your favorite? (Answers will vary.) What are some goals of a toy engineer when he or she is designing a toy? (Possible answers: The toy must work; the toy should be fun; the toy should be inexpensive to make; it should be safe to use.) After Reading Discussion Question What are some skills that a toy engineer needs? (Possible answers: Science and math skills; ability to work well with a team; ability to come up with creative new ideas for toys.) ResourceS This site has a time line of some popular toys and games. Discover the stories behind the invention of some popular toys at this Web site. There is a chart-reading skills worksheet for this article. Turn to p. T7 or download it at: property; loss of animal habitat.) Why might investigators want to find out what or who started a wildfire? (Possible answers: To learn how wildfires start and behave; to catch people who start fires illegally and to keep them from starting other fires.) After Reading What are some clues that help a wildfire investigator determine the location of a fire s point of origin? (Possible answers: Burn patterns on trees and rocks; the shape of a burned landscape.) What kind of punishment would you give to an arsonist? (Possible answer: Time in jail; community service; fines to pay for damage caused to property.) Resource Discover more about wildfire investigators. T E A C H E R S E D I T I O N SuperScience Teacher s Edition SEPTEMBER 2007 T5

6 PAGE 15 Fire Inspector Understanding about science and technology Understanding about science and technology Life Skills Following directions ESTIMATED TIME: 25 minutes. NOTE: To prepare the samples, fill three aluminum-baking pans with soil. Label the samples A, B, and C and place the following materials in each sample. Sample A: Coins, rocks, and twigs. Cover objects with a layer of sand and a second layer of soil. Sample B: An empty matchbook; food wrappers; shredded newspaper. Cover with a layer of soil. Sample C: Campfirerelated items: A few matches that have been lit (and blown out!); pieces of graham cracker and marshmallow. Cover items with a layer of sand. Cover sand with a layer of soil. SAFETY NOTE: Do not include any unlit matches in samples. Discussion Question What types of materials would you expect to find at the point of origin of a wildfire? (Possible answers: Materials used to start a fire such as burned matches.) After Experimenting Conclusions: Answers should match materials placed in sample. Sample C. It contains burned matches that could have started the fire. Sample C contains materials from a campfire that were covered in a layer of sand. Therefore, it is likely that a campfire that was unsuccessfully put out started the wildfire. MAKE A COPY OF THIS FORM FOR EACH OF YOUR STUDENTS.? YOU ASKED Question Form Curious kids have questions! Send your science questions along with your photo* to us at: You Asked, SuperScience, 557 Broadway, New York, NY Turn your photo facedown, then tape here Your Name Your Teacher s Name School s Name School s Street Address City State ZIP School s Phone Number ( ) Do YOU have a science question? Ask us! Your parent/caregiver must read and sign the following: I hereby consent to Scholastic s publication of the attached photo and biographical information, together with my child s science question.? PERMISSION GRANTED TO REPRODUCE FOR CLASSROOM USE ONLY. COPYRIGHT 2007 BY SCHOLASTIC INC. * To avoid ruining the image, please tape the photo facedown on this form. Do not tape the front or use staples. T6 SuperScience Teacher s Edition SEPTEMBER 2007

7 ASSESSMENT ANSWERS ON PAGE T3 CHART-READING SKILLS Name: Date: FIRE REPORT The chart below contains information on some of the most serious wildfires in U.S. history. Use the information in the chart to answer the questions that follow. Date Name and Location Number of Acres Burned Cause Facts June 2005 Cave Creek Complex, northeast of Phoenix, Arizona 248,310 Lightning The Cave Creek Complex fire is the largest fire ever recorded in the Sonoran Desert in Arizona. It destroyed 11 buildings and ruined a historic mining area. SOURCE: NATIONAL INTERAGENCY FIRE CENTER From June to September 2004 June 2002 June 1990 September and October 1970 Taylor Complex, eastern Alaska Hayman, 30 miles southwest of Denver, Colorado Painted Cave, Santa Barbara County, Southern California Laguna, near San Diego, California 1,305,592 Lightning The Taylor Complex fire was one of several huge wildfires in Alaska in The fires burned more than 6 million acres of forest. 136,000 Arson The Hayman fire is the largest known wildfire in Colorado history. It burned for three weeks, and destroyed 133 homes, 1 commercial building, and 466 smaller buildings. 4,900 Arson The Painted Cave fire destroyed 641 buildings, including homes and apartment complexes. It caused more than 250 million dollars in damage. One person died in the fire. 175,425 Power lines In late September, high winds cause power lines to fall in a very dry area of forest. The downed lines sparked the Laguna fire. The fire killed eight people and destroyed 382 homes. 1. How many of the fires burned during September? 2a. According to the chart, which of the fires in the chart destroyed the largest number of buildings? 2b. How many buildings did the fire destroy? 3. How many of the fires were started on purpose? 4. Which was the largest wildfire? BONUS: How many of the fires were located west of Utah? PERMISSION GRANTED TO REPRODUCE FOR CLASSROOM USE ONLY. COPYRIGHT 2007 BY SCHOLASTIC INc. SuperScience Teacher s Edition SEPTEMBER 2007 T7

8 ASSESSMENT ANSWERS ON PAGE T3 Name: READING COMPREHENSION Date: No-Sweat Bubble Test DIRECTIONS: Read each question below, and then use the article Slurp! (pp. 6-9) to determine the best answer. Fill in the correct bubble completely. 1. A scientist who studies living things is called a(n). archaeologist biologist nutritionist paleontologist 2. According to the article, which of the following animals has a tongue that is longer than its body? chameleon cow giraffe anteater 3. are the small round bumps on the surface of the tongue. Prehensile Nutrients 4. Which event happens first when a snake follows a scent trail? Papillae Saliva Scent molecules latch on to the snake s tongue. Smelling organs in the snake s mouth pick up the scent. The snake turns in the direction of the scent. The snake flicks its tongue in and out of its mouth. 5. Which of the following have a tongue that is prehensile? chameleons monkeys humans giraffes 6. What characteristics does the human tongue share with a cow s tongue? They are both covered in papillae. They contain 100,000 taste buds. Both tongues are prehensile. none of the above 7. Which of the following statements is FALSE? Your tongue helps you break down food. Giraffes use their tongues to grab the thorns from acacia trees. The shape of a snake s tongue helps it determine where the source of a smell is located. Housecats use their tongues to clean their fur. PERMISSION GRANTED TO REPRODUCE FOR CLASSROOM USE ONLY. COPYRIGHT 2007 BY SCHOLASTIC INC. T8 SuperScience Teacher s Edition SEPTEMBER 2007