sept oct nov/dec jan feb mar apr may happy earth...

This month’s experiments were tested by: Carla Chin, 6th-Grade Teacher

Happy Earth Day!Earth Day is April 22. To help you celebrate, SuperScience

has packed this Earth Day-themed issue with material to help you boost your students’ environmental IQ. We spotlight students at a New Orleans school who tend to an organic garden, and learn about nutrition, science, and environmental stewardship in the process. We also take a look at how light pollution can cause glaring problems for wildlife and what can done about it.

Finally, we’ve been polling our readers all year to find out what kids really think about the environment via the “Kids’ Environmental Report Card.” To cast your vote and to see the results so far, go to www.scholastic.com /reportcard.

Warmest Regards, Elizabeth Carney, Editor e-mail: [email protected]

April 2009ISSN 1010-144x

A SUPPLEMENT TO SUPERSCIENCE

SEPT OCT NOV/DEC JAN FEB MAR APR MAY

LIFE SCIENCE:• Some mammals have remarkable traits like furry capes, hooked fangs, or hairy coats of armor. To spotlight these peculiar creatures, SuperScience talks to the creators of the Extreme Mammals exhibition at the American Museum of Natural History.

EARTH SCIENCE:• A newly designated national monument has created the largest protected ocean reserve in the world.

PHYSICAL SCIENCE:• SuperScience’s popular fictional mystery will have your students guessing: Whodunit? With a little science sleuthing and deductive reasoning, they’ll nab the culprit.

Coming UpNext Issue

WATER MYSTERY—Will a paper clip rest on top of water? (See pp. 4-5 of the Student Edition.)

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Turn each issue of SuperScience into hours of valuable instruction!

This month, you’ll find: 6 Lesson plans 2 Reproducible worksheets 14 Discussion questions & extensions 6 Print & Web resources 1 SuperScience Web site (www.scholastic.com/superscience)

29 ways to support your curriculum

Turn the page to start your lesson plan!

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4 Science Mystery:The Case of the Water Walker

Scientific Inquiry: manipulating variables; observing; gathering data; drawing conclusions; interpreting results. Earth Science: characteristics of organisms.Physical Science: surface tension.Language Arts: reading fictional passages.

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6 Feature:Food for Thought

Life Science: characteristics of plants; photosynthesis; nutrition.Earth Science: soils.Language Arts: reading comprehension. ✔ ✔ ✔ ✔ ✔

10 Hands-0n Lab:A Seed’s Needs

Scientific Inquiry: manipulating variables; observing; gathering data; drawing conclusions; interpreting results.Life Science: characteristics of plants.

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11 Careers:Oceanographer

Life Science: populations and ecosystems.Physical Science: technology.Language Arts: reading comprehension. ✔ ✔ ✔ ✔ ✔

12 Feature:Night Lights

Life Science: populations, resources, and environments.Physical Science: properties of light.Language Arts: reading comprehension. ✔ ✔ ✔ ✔

15 Hands-0n Lab:Shade or Shine

Scientific Inquiry: manipulating variables; observing; gathering data; drawing conclusions; interpreting results. Physical Science: properties of light. ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

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T2 SuperScience Teacher’s Edition • APRIL 2009

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SuperScience Teacher’s Edition • APRIL 2009 T3

PAGE 4 THE CASE OF THE WATER WALKERWater striders live on the surface of ponds, slow •streams, and other quiet waters. They scurry away to find shelter if they feel strong vibrations in the water.

Discussion QuestionHow might changing the chemistry of water affect its •physical properties? (Answerswillvary.)

AFTER READINGDiscussion Questions

What happened to the paper clip when you added •soap to the water? (Answer:Thepaperclipsunk.)Did soap make the water’s surface tension stronger or •weaker? (Answer:Soapmadethewater’ssurfacetensionweaker.)Why do you think Erin had an angry reaction when •Marty thought she replaced the water strider with another bug? (Possibleanswer:Erinwasangrybecauseshewasaccusedofsomethingshedidn’tdo.)

RESOURCEhttp://www.epa.gov/owow/nps/kids •/surfacetension.html For more activities on surface tension, visit this Environmental Protection Agency Web site.

ESTIMATED TIME: 25 minutes

BEFORE READING

Set a PurposeRead a fictional science mystery to learn about surface tension. Then, experiment and use deductive reasoning to solve the mystery.

BackgroundWater striders are flat six-legged insects. Their legs •are almost twice as long as their bodies. Their shorter forelegs are used to attack and hold prey. They eat a diet of small insects and larvae that fall to the water’s surface.

For Grades K-4Abilities necessary to do scientific inquiry ●

Properties of objects and materials ●

For Grades 5-8Abilities necessary to do scientific inquiry ●

Properties and changes of properties of matter ●

INTEGRATE YOUR CURRICULUMLanguage Arts—Reading fiction

SCIENCE CONTENT STANDARDS


PAGE 6 FOOD FOR THOUGHT

BEFORE READINGSet a PurposeTo learn how plants grow and produce their own food through a process called photosynthesis.

BackgroundChef Alice Waters created the Edible Schoolyard •program in 1996 at a school in Berkeley, California. She decided to take the program to New Orleans after Hurricane Katrina struck the city in 2005. Photo• means “light” andsynthesis means “putting together.” In photosynthesis, plants put together materials (mainly carbon dioxide and water) to make food using the energy from sunlight.

Discussion QuestionsWhat are some different types of plants? • (Possibleanswers:Trees,bushes,grass,flowers.)What are some different uses for plants?• (Possibleanswers:Usingwoodforbuildingthings;makingpaper;harvestingfood;makingmedicines.)

AFTER READINGDiscussion Questions

Would you be more likely to try different types of •food if you grew and harvested it yourself? Why or why not? (Answerswillvary.)What would happen to a plant kept in a dark room? •Why do you think this would happen? (Answer:Plantswilldieiftheydon’tgetenoughsunlighttopowerphotosynthesisandmakefood.)

RESOURCEhttp://urbanext.illinois.edu/firstgarden/ • This step-by-step guide to growing a first garden includes a teaching guide and overview of gardening basics.

ESTIMATED TIME: 45 minutes, plus 5 days for growing

BEFORE EXPERIMENTING

Discussion QuestionSeeds can’t sprout everywhere. • What are some places where seeds cannot grow? (Answer:Placeswhereit’sfrozenallyear-aroundorthereisnosunlight.)

AFTER EXPERIMENTINGConclusions:

The Moist Seeds group grew the best. The Soaked 1. Seeds grew only slightly, and the Dry Seeds didn’t grow at all. The Dry Seeds didn’t have any water to use for producing food. The Soaked Seeds were completely submerged 2. in water, which prevented them from being exposed to air. Without air (specifically carbon dioxide), they couldn’t grow normally. Seeds need water, air (carbon dioxide), and 3. sunlight.

RESOURCEPlant• , by David Burnie (DKChildren, 2004), takes an in-depth look at the world of plants. Learn about the biggest flower in the world, how plants defend themselves, and why some plants don’t have seeds.

PAGE 10 A SEED’S NEEDS

For Grades K-4Characteristics of organisms ●

Form and function ●

For Grades 5-8Structure and function of living systems ●


INTEGRATE YOUR CURRICULUMLanguage Arts—Reading comprehension


For Grades K-4Abilities necessary to do scientific inquiry ●

Life cycles of organisms ●

For Grades 5-8Abilities necessary to do scientific inquiry ●

Structure and function of living systems ●

INTEGRATE YOUR CURRICULUMLife Skills—Following directions



PAGE 11 COOL SCIENCE jOBS: OCEANOGRAPHER

BEFORE READINGSet a PurposeRead how a scientist travels throughout the world’s oceans to study marine life.

BackgroundOceanographer Daniel Palacios reports that the •field of oceanography is quickly changing with emerging technology. “Because of the oceans’

BEFORE READINGSet a PurposeTo learn what light pollution is and how it is affecting wildlife.

BackgroundA century ago, stargazers in the U.S. used to be able •to see roughly 2,500 stars on a dark night with the naked eye alone. Today, only 1 in 10 Americans can see that view of the night sky. Thirty years ago, astronomers were the first to •express concern about artificial light that was

obstructing their view of the planets and stars. Only more recently have ecologists and biologists learned that light pollution is affecting certain animal populations.

Discussion QuestionWhat are some advantages of using artificial lights? •What are some disadvantages? (Answerswillvarybutmayinclude:Advantages:beingproductiveafterthesungoesdown,increasedsafetyatnight;Disadvantages:disruptingthenaturaldarknessmakingithardforpeopletosleep;changinganimals’habitats.)

AFTER READINGDiscussion Question

It has been said that out of all the pollution the •world faces, light pollution is the easiest type to fix. Do you agree with this statement? Why or why not? (Answerswillvary.)

RESOURCEwww.darksky.org • For more on the efforts to combat light pollution, visit the International Dark Sky Association’s Web site.

NIGHT LIGHTSPAGE 12

For Grades K-4Characteristics of organisms ●

Science as a human endeavor ●

For Grades 5-8Science and technology in society ●

Structure and function of living systems ●


SCIENCE CONTENT STANDARDSextreme complexity, we tend to [concentrate] on particular aspects like chemical, geological and biological areas,” he says. “But these days the lines are blurred, and new expertise in high-performance computing, data management and engineering are becoming just as important.”

Discussion QuestionDo you think scientists need to make learning about •new technology a priority? Why or why not? (Answerswillvary.)

AFTER READINGDiscussion Question

How do you think scientists feel when the population •of animals they study decreases or becomes extinct? (Answerswillvary.)

RESOURCEhttp://oceanexplorer.noaa.gov/ • Check out this site for more adventures in ocean exploration.

For Grades K-4Light, heat, electricity, and magnetism ●

Understandings about science and ●

technologyFor Grades 5-8

Populations, resources, and environments ●

Understandings about science and technology ●



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BEFORE EXPERIMENTING

Discussion QuestionHow could making a lampshade a particular way combat •light pollution? (Answer:Lightwouldbefocuseddownwardinsteadofbeingallowedtoshineinalldirections.)

AFTER EXPERIMENTINGAnswers to Chart:

Transparent• : Plastic wrap, laminating material, clear plastic lids.Translucent• : Tissue paper, waxed paper, paper towel.Opaque• : Construction paper, cardboard, felt, wood, tin foil, Styrofoam plate.

Conclusions:All the transparent materials look clear. 1. Opaque material like tin foil blocked the most 2. amount of light so it would make the best sky-friendly lampshade.The transparent and translucent materials would 3. not be a good choice for sky-friendly lampshades.

RESOURCEwww.flap.org • The Fatal Light Awareness Program has information on how you can protect birds from the dangers of light pollution.

PAGE 15 SHADE OR SHINE

For Grades K-4 Abilities necessary to do scientific inquiry ●


For Grades 5-8 Abilities necessary to do scientific inquiry ●


INTEGRATE YOUR CURRICULUMLife Skills—Following directions



1. One example of a renewable energy source is__________________.

gas water oil plastic 2. Oil, gas, and coal are fossil fuels. They

formed from the remains of animals that lived long ago. According to the graph, what percentage of the total energy used in the U.S. comes from fossil fuels?

48 percent 85 percent 74 percent 96 percent

3. More than one quarter of the energy used in this country comes from ____________.

oil gas wind nuclear power

4. Americans use nuclear power for ______________________________ needs.

about half of their energy more than 25 percent of their energy less than 10 percent of their energy nearly all of their energy

5. When it comes to saving energy, every little bit counts. On the lines below, describe some simple things you can do to cut down on the energy you use at home.

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Answers on T3

In “Night Lights” (pp. 12-14), you read how combating light pollution helps wildlife. Using lighting only when and where it’s necessary also saves energy. Most energy in the United States comes from resources that can be used up, like coal and gas. The pie graph shows different energy sources used in the U.S. and the percent of total energy use that each source contributes. Read the graph, then answer the questions that follow.

Where Energy Comes From

40%

23%

22%

8%7%

Oil

Nuclear

Coal

Gas

Renewable Sources(for example: sun, water, or wind)

Source: eNerGY INForMATIoN ADMINISTrATIoN, 2007


SuperScience Vol. 20, No. 7 • APRIL 2009 Editor: Elizabeth Carney • Design Director: Doreen Walsh • Production Editor: Paul Scherr • Copy Chief: Renee Glaser • Copy Editor: Veronica Majerol • Senior Photo Editor: jose Pouso • MAGAZINE GROUP: President, Scholastic Classroom Library Group: Greg Worrell • VP, Editor in Chief: Rebecca Bondor • Associate Editorial Director: Margaret Howlett • Executive Editor: Patricia janes • Creative Director: judith Christ-Lafond • Executive Production Director: Barbara Schwartz • Executive Editorial Director, Copy Desk: Craig Moskowitz • Publishing System Director: David Hendrickson • Executive Director of Photography: Steven Diamond • Library Manager: Kerry Prendergast • Reference Librarian: Karen Van Rossem • Senior Administrative Coordinator: Mirtha Williams • CIRCULATION & MARKETING: VP, Marketing: jocelyn Forman • Marketing Manager: Leslie Tevlin • Associate Business Manager: jasmine Rosa • Director, Manufacturing & Distribution: Mimi Esguerra • Manufacturing Coordinator: Amber Knowles • CORPORATE: President, Chief Executive Officer, and Chairman of the Board of Scholastic Inc.: Richard Robinson

READING COMPREHENSION

PERMISSION GRANTED TO REPRODUCE FOR CLASSROOM USE ONLY. COPYRIGHT © 2009 BY SCHOLASTIC INC.

No-Sweat Bubble TestName: _____________________________________ Date: _________________

4. What is the oppositeof nocturnal? asleep alert active during the night active during the day

2. Which of these areas would be the source of the most light pollution?

a large city a small town a remote desert a suburban community

1. What does “artificial” mean in this story? fake human-made imaginary true

3. When are birds most vulnerable to light pollution?

during a short flight after they hatch during migration during breeding season

Directions: Read each question below, then use the article “Night Lights” (pp. 12-14) to determine the best answer. Completely fill in the bubble next to the correct answer.

7. Skyward-shining lights can dim __. traffic lights people’s and animals’ views of the

stars mobile phone reception street lights

6. Which of the following is a strategy to decrease light pollution?

Using sky-friendly lamp coverings that direct light downward

Dimming city lights during major bird migrations

Using timers to turn off outdoor lights instead of leaving them on overnight

All of the above

5. Which animal was NOT mentioned as having problems with light pollution?

pumas beach mice songbirds deer

Answers on T3

sept oct nov/dec jan feb mar apr may happy earth...

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