Awesome Reader 5 Grade PDF
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5
th
GRADE
Elementary
LET’S EDUCATE IN A DEEPER SENSE: SHAPING MINDS How can we prepare our students to face the complexities of today’s constantly changing times and the uncertainty they bring? How do we set up an educational innovation project that, apart from achieving cognitive development, leads students to grow and develop in all dimensions? How can we teach students to be global citizens while, at the same time, individuals rooted in their own realities? How do we connect them to their emotions so that they are capable of making assertive decisions in life? Simply put... how do we shape beings? All these questions have led us to design an educational model that connects English language acquisition with developing students’ emotional awareness and worldview in an environment that encourages communication and participation to meet the challenges of societal transformation. In these pages, we present BE+Live, an unprecedented new proposal that centers on the current needs of students and makes the educational process a meaningful and transcendental learning experience. At BE+Live, we believe that changing education is the key to changing society for the better.
Content Director Editorial Manager Editorial Coordinator Editors Editorial Assistants
Proofreading
Editorial Design and Production Manager
Arturo Calderón López Fernanda Patricia Mazón Gómez
Editorial Design Coordinator
Ana Carabias Dudet, Agustín Flores Spada, Javier Ordoñez Guillén, Mariana Rocamora
Production Coordinator
QBS Editorial, Jesica Andrea Graziano, Daniela Chaparro Rodríguez, Abraham López Molina, Margarita Orozco Trejo, Eduardo Gerardo Velázquez Coronel, Araceli Morales Rodríguez
Cover and Editorial Designers Production Agents and Prepress
QBS Editorial
Content Collaborators
Curtis Beerman, Jesica Graziano, Sebastian Barnette, Natalie Pierce, Gary Van Hoose, Melina Mitsotakis, Ana Carabias Dudet
Academic Consultants
Claudia Acosta, Laura Cortés, Roberto Jaramillo, Jolanta
Pedagogical Specialist
Ernesto Alonso Núñez Mejía
Typesetting Iconography and Illustration
Gil G. Reyes Ortiz Pamela Izebel Garduño Cruz Gabriel Omar Hernández Martínez Patricia Peimbert Mancilla
Guadalupe Molina Cervantes, Miguel Ángel Díaz Román Zoraida Olvera Getty Images, Isabel Guerrero Alonso,Emmanuel Alonso,Emman uel Peña, Beto Petiches, Carlos Higuera
Nitoslawska, Debbie VanHees Nitoslawska, Karime Pulido Ramzahuer
General Director
José Carlos Dosal Montero
Impreso en México / Printed in Mexico All rights reserved. No part of t his work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means without prior written permission from the Publisher. Publisher. Sistemas Educativos de Enseñanza S.A. de C.V. publications may contain links to third party websites or apps. We have no control over the content of these websites or apps, which may change frequently, and we are not responsible for the content or the way it may be used with our materials. Teachers and students are advised to exercise discretion when accessing the links. D. R. © 2019. All rights reserved. This is a collective derivative work developed, published and licensed by Sistemas E ducativos de Enseñanza S.A. de C.V. Av. Río Mixcoac 274, Colonia Acacias. C.P. 03240, Ciudad de México, for BE+L ive, part of Grupo Santillana, for all countries in Ibero-America (Brazil, Spain, Argentina, Colombia, Chile, Peru, Uruguay, Paraguay, Bolivia, Venezuela, Panama, Nicaragua, Costa Rica, Honduras, Guatemala, E l Salvador, Dominican Republic, Puerto Rico and Portugal), in English, Spanish and Portuguese. © Sistemas Educativos de E nseñanza, S. A. de C .V .V.. Member of the Cámara Nacional de la Industria Editorial Mexicana. Reg. Núm. 3616
ISBN ISBN
978-607-723-975-8
First Edition
June 2019
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Written by Curtis Beerman Adapted by Jesica Graziano
Having good habits is closely connected to being healthy. There are several ways in which you can include healthy habits in your daily life. Nutrition and exercise help a lot, but they aren’t the only options. Nowadays, it’s highly recommended to develop a body-and-mind connection.
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Pasta, oatmeal, cereal, bread, and tortillas are obtained from plants, such as wheat, oats, barley, corn, and rice. Kids our age need between three and six ounces of grains a day. One slice of bread, one cup of cereal, or half of a cup of rice is about one ounce. Whole grains contain more minerals than refined grains. So brown rice is better than white rice. Oatmeal is better than corn flakes. Whole wheat bread is better than white bread, at least from a nutritional point of view. Fruits and vegetables are especially important because we should have a colorful diet, which means a mix of fruits and vegetables. We should eat two to two and a half cups of vegetables, and one and a half cups of fruit a day. An apple, a banana, a tomato, or an orange equals about one cup. The most nutritious vegetables are dark green, for example, broccoli, spinach, and dark lettuce. Orange vegetables, such as carrots, squash, and sweet potatoes, are also very good for you.
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Oils are also necessary. W Wee need only five teaspoons of oil a day. That’ss not ver That’ very y much. We can get oils when food is cooked in it. Nuts, seeds, olives, some fish, and avocados also contain oils. Oils from from plants an and d fish are ve y good. Th They ey help rep repair air cel celll damage. They also help the body’ body’ss systems work properly. properly. Good oils are important for the heart and the blood. The body also needs them to fight infections. Children need oils to grow and a nd to improve the way their senses work.
Dairy products include milk but also yogurt, cheese, ice cream, and pudding. They give us calcium and vitamin D, which help our bones grow strong. They also help our nervous system work well. When we get enough dairy dair y a day day,, our teeth get stronger. W Wee need about abo ut three cups of milk and other dairy products a day day.. It’s important to eat dairy products that are low in fat and calories.
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Protein is important, too. Meat is a source of protein. Beans are vegetables but, surprisingly, surprisingly, they’re a good source of protein as well. Eggs and fish are also a source of protein. Kids our age need about fivee oun fiv ounces ces o off pr prote otein in a d da a . Protein makes our body strong and supports good health. The best kind of protein is found in lean meat, fish, and beans, because they’re the lowest in cholesterol—a special fat that can block blood flow in the body’ss blood vessels. body’
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Active Activ e Lifestyle Lifestyle We should play energetically for a att least 30 minutes a day. Playing energetically is considered exercise. It strengthens the heart and muscles. It also makes bones stronger. Exercise helps us digest food better. Plenty of movement puts us in a better mood. When we exercise, we don’t feel so tired. Also, we may be less likely to get angry or impatient. When we do enough exercise, we sleep better and think more clearly clearly.. W Wee may even do better in school. At school, we usually move our body in different ways: we walk from our classroom to the art and music rooms, go up and down stairs, sit and stand many times during the school day day,, play games at recess, and also have physical education classes. Many of us even play sports after school! Exercising is good for our health. W Wee should exercise carefully so we don’t get hurt. Everyone, regardless their age, should follow a healthy diet and put muscles into action!
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Being active is not that difficult, especially before and after school. Even if some of us live close enough to school to walk or go by bike, our parents usually prefer to drive us there. Walking to school could be a good option. Too many students just sit during recess. We should play with basketballs or jump ropes, for example. We could join a team sport, such as baseball, basketball, volleyball, or soccer. Partner sports, such as tennis, badminton, and kayaking, are also excellent. Other activities include running, inline skating, and swimming. Everyone can find an activity that they enjoy. Too many students go home, play video games, or sit at the computer after school. After being in school all day, our body needs a workout. Go outside and play, especially when the weather is nice! Families ca Families can n stay fit tog togethe ethe . Famil Family y vacations could include some physical activity. When they go to the beach, they can swim and play catch in the water. They can also walk on the beach in the morning and again in the evening, or even join fitness events, or competitions, such as rock climbing, playing baseball, or tennis. Being active is fun when you do it with others!
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People who are stressed ofen have physical problems, too. Tey may get ulcers, have headaches, or have high blood pressure. Even kids can have these symptoms if they become too stressed or upset about something. For the youngest, sources of stress can be varied. Students may get very nervous and stressed right before a test. Sometimes, they can be upset because of a family problem problem or an argume argument nt with a friend. Th s illness is real. Sometimes stress is caused even by fear.
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People who are often sad might not take good care of themselves. They may not have a nutritious diet or do exercise. They may easily catch colds or other illnesses. Too much stress could weaken their immune system, which protects from germs and diseases. In schools, there’s usually a counselor. This person helps students who feel stressed by talking about things that are bothering them. Talking with others can help someone handle stress better. Talking Talking may also help a person find ways of coping with problems
Nowadays, learning how to relax is extremely important. For instance, some people try caring for a pet or talking with someone to help calm their mind. Exercise can release stress, too. Even a long walk can be calming.
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How Healthy Are We? Let’s keep track of the food we eat, the exercise we do, and our moods and feelings. Try to make better food choices. Play outside instead of watching TV. Let’s share our problems with our friends and family. We’ll feel better and have more energy!
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Story Report Date: Title:
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nutrition body and
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4. What do you do to keep a healthy lifestyle? What would you like to start doing?
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Mind Map 1. Complete the mind map.
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Glossary cholesterol: (n.) a substance containing a lot of fat. counselor: (n.) a person whose job is to provide advice, help, or encouragement. dairy: (adj.) used to refer to foods that are made from milk, such as cream, butter butter,, and cheese. (v.) to har harm m or spoil something. damage: (v.)
illness: (n.) a disease of the body or mind. improve: (v.) to get better. oatmeal: (n.) a type of flour made from oats protein: (n.) one of the many substances found in food, such as meat, cheese, fish, or eggs, that is necessary for the body to grow and to be strong. strengthen: (v.) (v.) to ma make ke something stronger or to become stronger stronger.. symptom: (n.) any feeling of illness or physical or mental change that is caused by a particular disease. teaspoon: (n.) a small spoon used for measuring food.
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Adapted by Jesica Jesi ca Graziano
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Throughout history, people have worked hard to stay healthy healthy.. In ancient times, people understood very little about how the human body worked. They didn’t know much about how disease spread. Some ancient methods to stay healthy proved helpful. Others were useless, even harmful. Ideas about how to stay healthy were based on a combination of experiences and beliefs.
Ancient Egypt: All Channels Are Open Some of the oldest writings about health come from Egypt. They are over 3,500 years old. They show that ancient Egyptians studied health and medicine. They identified some parts of the human body, such as the heart, the lungs, and the brain. Their religion taught that evil spirits caused illnesses. Egyptian doctors, however,, also looked for physical however causes of health and disease.
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Ancient Egyptians observed people’ss heartbeats. They felt their people’ pulse. They concluded that there were 46 channels in the human body. body. They thought these channels connected the heart with other parts of the body. They carried water, air, air, and blood, which kept the body healthy healthy.. Egyptians thought that an illness occurred o ccurred when the energetic body channels were blocked. In fact, a friendly greeting in ancient Egypt was “May your channels be sound!” To stay healthy, Egyptians tried to keep these channels open. Some Egyptians Egyptia ns purged themselves for three days every month. Purging means getting rid of food and waste in the bo body dy.. Egyptians thought that this routine would keep food from blocking their channels. But probably this practice was not as healthy as they thought.
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Ancient Egyptians thought charms would help them remain healthy healthy.. Wealthy people wore jewelr jewelry y with the image of a scarab beetle. The beetle was a symbol of the Egyptian sun god Ra. Ra’s symbol was supposed to scare away evil spirits. People who couldn’t afford such fancy jewelry made their own charms. They fashioned them out of herbs, fishtails, rags, and other inexpensive items. Some mothers made charms containing garlic and honey. They believed these ingredients harmed evil spirits. They hoped charms would keep their children healthy.
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Ancient Greece: Nothing Funny about Humors In ancient Greece, people considered physical and mental health to be important life goals. Greeks believed that their gods competed in sports, so their religion promoted physical fitness They held sporting events to honor the gods. The most famous was the Olympics. Greek doctors believed that exercise kept both the body and the mind well. Greeks built gymnasia built gymnasia for for indoor exercise, but they weren’t just for sports. An ancient Greek workout routine included the mind as well as the body body.. That’s why gyms had spaces where people could listen to philosophers and other teachers.
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Hippocrates was a Greek doctor who lived around the year 430 BC. He and other Greek doctors developed an influential new idea about health and disease. It was called the four humors. The theory stated that the human body contained four important liquids called cal led humors: blood, yellow bile, black bile, and phlegm. They believed that the humors had to be kept balanced for good health. They said that having too much or too little of any of the humors made a person ill. A healthy diet kept the humors balanced. In the cold, wet wintertime, people ate many hot, dry foods, such as roast meat and bread. They drank as little water as possible. During the hot, dry summer, people ate cool and moist food. They drank more water and ate moist foods, such as boiled meat. Later, the idea of the four humors spread to other parts of the world. It remained popular in the Western Hemisphere for almost 2,000 years. For this reason, Hippocrates has often been called the father of western medicine.
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The Roman Empire: Go Take a Bath Around 120 AD, the Roman Empire ruled Europe, much of northern Africa, and the Middle East. The Romans adopted the Greek idea of the four humors, but Roman doctors also carried out their own research, noticing that disease could be caused by polluted water and other environmental problems. Roman leaders worked hard to improve public health. They avoided building towns near swamps. They believed that the air around swamps made people sick. In fact, mosquitoes that breed in swamps can carry serious diseases. The Romans knew they needed clean, fresh water to stay healthy healthy.. As Roman cities grew, grew, people lived farther from safe water sources. Roman engineers built elaborate systems to carry clean water over long distances. The water was piped throughout Roman cities. The Romans also realized that human waste was a source of disease. They built sewer systems to carry waste away from people’s homes. Unfortunately,, their sewers sometimes caused more illness. Sewers emptied Unfortunately e mptied into the local river and water was polluted. People used the river water to wash their clothes and to drink. The polluted water spread cholera and other terrible diseases. The Romans believed that exercising and staying clean helped them be healthy. They built public baths in villages, cities, and military forts. Some of the public baths were huge. They could accommodate thousands of bathers at once.
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A bath in ancient Rome was more than a soak in a tub. Bathhouses had exercise areas and steam rooms. First, people exercised. Next, they sat in the steam rooms until they began to sweat. They removed oil and sweat from their bodies using a long metal scraper. Finally, Finally, they swam in a series of warm, hot and cold baths. This might sound like a good way to stay clean and healthy, healthy, but the water in most Roman baths was only changed once a week!
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Ancient China: Balance Your Qi Leading a healthy lifestyle in ancient China was complicated. People believed believ ed that life ene energy rgy flowed flowed throug through h the univer universe se and the bod . They called the energy “qi “qi”” (pronounced “chi”). They believed that the correct amount of qi must qi must flow smoothly smoothly through through th thee bod . T Too oo much or to too o little qi caused qi caused illness. People tried to maintain a healthy flow of qi of qi.. They practiced qigong qigong.. Qigong Qigong was a type of meditation and exercise consisting of a series of gentle motions that helped control breathing. Sometimes people also received acupuncture treatments. In acupuncture, doctors inserted fine needles into the body. They placed them in very specific parts. The needles corrected qi imbalances To stay healthy, people also had to balance yin balance yin and and yang yang.. Yin Yin and and yang yang were were parts of qi. qi. They were in everything, including people. Yin Yin and and yang yang were were opposite forces. Yin Yin was associated with women, rest, darkness, and cold. Yang Yang was associated with men, activity, light, and heat. For example, the Sun was yang because yang because it was light and hot. Shade was cool, dark, and yin and yin.. To balance yin balance yin and and yang yang,, people had to pay attention to their diet and daily activities. Someone who spent time in the yang the yang Sun Sun had to also spend time in the yin the yin shade. shade. Many people sought a doctor’s advice to know what to do and what to eat.
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Ancient India: Stay in Harmony In Ancient India, most ideas about healthy living came from a system called Ayurveda. It was based on Hinduism, a major religion in India. In Ayurveda, a person’s health involved the body, the mind, and the spirit.
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People in Ancient India believed that they were connected to everything in the universe. When people were born, they were in harmony with nature. Complex forces within people were in perfect balance. These forces were called doshas . Life experiences could upset the balance of the doshas , making a person fall out of harmony with the universe and become ill.
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Indians worked to keep their doshas balanced. balanced. They consumed herbs and followed religious practices. Some ancient Indians also practiced yoga—a form of meditation which includes breathing exercises and holding your body in challenging poses inspired by animals. They believed that yoga would bring harmony with nature and that it would help their organs function well.
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Nowadays, people are heading towards a more natural and healthier lifestyle. We’ve been learning that the best thing to do is to balance body,, mind, soul, and social life. body
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It is commonly known that we should eat nourishing foods, drink a lot of water water,, and sleep well. Relaxation helps get rid of negative emotions. Breathing deeply and listening to music can help reduce stress. Yoga and outdoor activities are also good options to relax. People are starting to adopt this more natural way of living. And it does not have to do only with our shape, it is more than that. It is all about being positive and making the right changes.
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Story Report Date: Title:
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Ancient Egypt Romans four humors bathhouse qi
charms Ayurveda - yoga
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4. What can you do to keep your body and mind balanced? Describe.
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Find in the Story 1. Find three facts about Ancient Egypt and write them.
2. Find three habits the Chinese had to stay healthy and write them.
3. Find three aspects of life that need to be balanced to be healthy and write them.
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Glossary afford: (v.) (v.) to be a able ble to pay for something. bathhouse: (n.) a public building where people can have a bath. belief: (n.) the feeling of being certain that something exists or is true. breathe: (n.) the act, or process, of taking air into your lungs and releasing it. charm: (n.) an object or saying that is thought to have magical powers, such as the ability to bring good luck. needle: (n.) a thin metal pin. shape: (n.) the particular physical form, or appearance, of something. spread: (v.) to cover, reach, or have an effect on a wider or increasing area. swamp: (n.) an area of very wet, soft land. upset: (v.) to make someone worried, unhappy, or angry. waste: (n.) an unnecessary or wrong use of money,, substances, time, energy money energy,, abilities, etc.
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Written by Sebastian Barnette
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A biome is a large area of the world that has a distinct climate and geography. geography. Plants and animals that live there have developed physical adaptations to it. Within each biome, there are ecosystems. Ecosystems are groups of plants and animals that depend on each other for survival. The living organisms in an ecosystem are adapted to its specific conditions Scientists have different ways to classify biomes. You’ll read about four different land biomes: tundra, desert, grasslands, and forests. You’ll discover how the plants and animals found in each of these biomes have been able to adapt to their environment.
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Tundra Biome
Imagine a summer day with sunlight for 24 hours! Now, Now, imagine a long, cold, and dark winter during which you hardly ever see the sun. That’s what you’ll find in the Arctic tundra. This is a large, treeless region that covers about 20% of Earth. Tundras are found in Alaska, northern Canada, Russia, and Scandinavia. Tundras are like deserts but much, much colder.. It snows from six to ten inches eevery colder very year.. Only the top layer of the ground gets year warm enough to thaw. The permafrost per mafrost layer, which is always frozen, lies just below the top layer of ground.
Tundras have long, cold winters. In this region, the Sun barely rises during winter. It’ It’ss dark mos mostt of the day, and the average temperature is well below 0 °F. Tundras have short summers. During summer,, the sun shines for almost 24 hours summer every day. The average temperature is between 37 °F and 60 °F °F.. Spring and fall seasons are also very short. Few plants can grow in the tundra. Only shrubs, mosses, and lichens can grow in this region. These plants have shallow root systems that grow only in the top layer of the ground. They grow close together and close to the ground. No trees grow in the tundra because they can’t develop the deep roots they need to live. Animals have adapted to this environment either by migration or by hibernation. Caribou, or reindeer,, migrate. They travel up to 3,000 miles reindeer a year. Animals like the brown bear hibernate. Before hibernating, these animals eat a lot of food, which they store as fat. During hibernation, as they sleep, their bodies convert that fat into energy.. Other animals have extra layers of fur energy or fat to keep warm.
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Desert Biome When we think of deserts, most of us think of very hot, dry areas of sand with no water for miles. But did you know that there are cold deserts, too? About one-fifth of Earth s land surface is d desert. esert. Much of the southwestern United States is desert. There are also deserts in South America, Africa, Central Asia, and Australia. The largest desert on Earth is the Sahara, in North Africa. Hot deserts can be arid or semiarid. Arid deserts get less precipitation and have hotter temperatures than semiarid deserts. Temperatures Temperatures range from 70 °F to 77 °F, with extreme high temperatures of 120 °F and extreme lows of 0 °F °F.. Hot deserts get less than ten inches of precipitation per year. The Sahara, for example, gets less than one inch of rain a year! The few plants that grow in hot deserts have adapted to survive living many months without water. Cacti store water in the folds of their trunks. They use that water during the long dry months. Their trunks have a waxy covering to keep water inside so it doesn’t evaporate. Their spines protect the trunk from animals that try to bore holes in them to drink the stored water water.. Arid-desert animals have also adapted to these areas. Dromedaries and camels have double row of eyelashes to protect their eyes from the sand. They can store fat in their humps for long desert crossings. They can also raise their body temperature, so that they don’t sweat and lose water. Reptiles are ectothermic. They can’t regulate their body temperature like mammals can, so their body temperature depends on the outdoor temperature. They use the sun to keep warm and sometimes go underground to keep cool. Kangaroo rats are one of the many desert animals that are able to get water from the food they eat. These small desert rodents extract water from dry seeds. Desert animals are mostly nocturnal, coming out only at night. Other desert animals come out just before dawn or dusk. Nearly all desert animals spend the hottest part of day underground, away from the intense heat. Cold deserts get about ten inches of precipitation a year year.. Most of this precipitation is snow. Winter temperatures in cold deserts range from 28 °F to 39 °F °F.. Animals in cold deserts burrow underground for protection from the cold. Antarctica, the Gobi Desert in Asia, and the Great Basin Desert in the United States are cold deserts.
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Grassland Biome Grasslands are appropriately named because they are covered with grass, and they have very few trees. They’re found all over the world in both temperate and tropical climates. Grasslands are often located between a desert and a forest. Temperatures Temperatures are usually mild, and precipitation averages between 10 and 36 inches per y year ear.. About one-fourth of Earth is grasslands. There are two types of grasslands: temperate and tropical. Some temperate grasslands are moist and humid, but others are semiarid. In humid grasslands, moisture helps grass grow very tall. Grass remains shorter in semiarid grasslands. The eastern prairies of North America and the pampas of Argentina, in South America, are humid grasslands with tall grass. North America’s western prairies are semiarid and have short grass. Tropical grasslands are also called savannas, and they are found in East Africa and in Australia. The climate in tropical grasslands is warmer than in temperate grasslands. Tropical grasslands have both a dry dr y season and a rainy season. Little rain falls during the long dry season, but it may rain every day during the rainy season.
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In grassland regions, grass has adapted well to their environment. They have long taproots that grow deep into the ground. These long roots can tap into the ground water during dry periods. When water is no longer available, grass becomes dormant and turns brown until rain comes. Their complex root structure helps keep the rich soil from being blown away by the strong winds. The rich soil helps replace grass eaten by animals or burned by brush fires. Most grassland trees have a thick bark to protect them from brush fires, which are common during the dry season. Grass provides an excellent food source for a variety of animal species. Many of these animal species are migratory—they move to find grass for grazing. Some are also fast runners and can escape the frequent fires. Animals found in temperate grasslands adapt to the seasonal changes, for example, they grow a thicker fur coat during the winterr months, or, like the bison, they winte have a keen sense of smell that they use to detect grass under the snow.
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Forest Biome Forests are the largest and most diverse ecological systems. About one-third of Earth’s land surface is forest. Trees fill the forests. They are important because they take in carbon dioxide to use in photosynthesis and give off oxygen for humans and animals to breathe. The taiga biome is the largest single biome on Earth. Taigas, which are found just south of the tundra, have long, cold winters, and short, humid summers. Annual precipitation is about 12 to 33 inches. Taigas are found in Russia and in northern Canada. Trees in taigas are conifers, also called evergreens. They have thin, waxy needles for leaves. The waxy coating protects the needles from the cold. The absence of sap keeps the needles from freezing.
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Conifers don’t lose their needles in the fall. Therefore, conifers don’t need to grow new leaves, which help them in the spring. They can begin the photosynthetic process right away. Taiga animals either migrate or hibernate during the cold winter months. Some grow thicker fur coats. The taiga is home to many insects. Insect-eating birds migrate back to the taiga every summer to feed on the insects.
Deciduous forests are found in temperate regions and have four distinct seasons. The summers are warm and humid, and the winters are cold. The average precipitation is 30 to 60 inches per year.
Deciduous trees have broad leaves that capture plenty of sunlight. This allows them to produce a lot of food. The leaves fall from the trees during fall, but not before changing to vivid hues of yellow, orange, and red. Trees enter a dormant period up until spring, when they grow new leaves. Some animals in deciduous forests have adapted to their environment through migration and hibernation. Otherss are able to find food all yea Other yearr long because they eat fruits and plants, as well as insects or small animals. Other animals, such as squirrels, collect and store food for the winter months.
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Tropical rain forests are located near the equator and are warm and humid year-round. Rainfall averages from 50 to 260 inches per year. Tropical Tropical rain forests are very important to humans. The trees there produce 40% of Earth’s oxygen. Many medicines come from the plants that grow in rain forests. Tropical rain forests are found in South America, Central Africa, and Southeast Asia. Because tropical rain forests have very thick vegetation, plants fight for sunlight. The thick vegetation forms a canopy canopy,, blocking sunlight and keeping the ground dark. Few plants are found close to the ground. Many animal species in tropical rain forests have developed adaptations and are able to live without much sunlight. Some animals have developed large eyes so they can see in the dark.
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Effects of Human Beings on Biomes Biomes represent a very complex and delicate balance of climate, geography, geography, flora, and fauna. Disruption of any of these elements can cause damage to the entire biome. As people continue to build homes and communities in new areas, the ecological balance is often disrupted. Air and water may become polluted, and plants and animals can die. Entire species may become endangered. When one is endangered, the complex food chain is threatened, and many other species may also be endangered as a consequence. Humans are a key element in the ecosystem balance. People must learn to respect and to protect the environment. Everyone must remember that human behavior affects Earth’s biomes and ecosystems.
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ecosystems desert
world
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environment
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4. Which biome would you like to learn more about? Why?
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Mind Map 1. Complete the mind map with animals or plants that live in each biome.
Tundra
Desert Tropical Rain F orest orest
Biomes Grassland Deciduous Forest Forest
Taiga
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Glossary biome: (n.) a major type of community of distinctive plants and animals living together in a particular climate and physical environment. deciduous: (adj.) having leaves that fall off every year y ear.. dormant: (adj.) not active or growing but with the ability to be active at any time. ecosystem: (n.) all the living things in an area and the way they affect each other and the environment. hump: (n.) a large, round raised area or part. mammal: (n.) any animal of which the female feeds her young on milk from her own body. photosynthesis: (n.) the process by which a plant uses the energy from the light of the Sun to produce its own food. prairie: (n.) a wide area of flat land without trees in Canada and the northern U.S. shallow: (adj.) not deep. taiga: (n.) the very large area of wetland in the far northern parts of the world that is covered with conifer trees. thaw: (v.) (v.) to sto stop p being frozen. treeless region: (n. phrase) an area without trees. tundra: (n.) a large large are area a of flat lland and in n northe orthe n parts of the world where there are no trees and the ground is always frozen.
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e h t t e e v v a a S
Frogs!
Adapted by Jesica Graziano Illustrated by Emmanuel Peña
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Ribbit , ribb it it .
Help me! Help Helpp us! Hel We’ree We’r in danger. danger.
Kids at school call me “Frog Girl”.
“Yuck ,” ,” he said, wrinkling his nose.
That’ That’s s a compliment, evenIt ifall it doesn’t sound like one! started last spring when my fifth grade science class took a field trip to our local nature center. We were studying wetlands. For half an hour, my friend Frank and I searched the pond for anything more interesting than a bug. When I finally caught a frog, I was ecstatic. I swished my wriggling net into the bucket that Frank
“Something’s “Something’ out the legs.”s wrong with it. Check
was holding.
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I looked closer. Frank was right. Something was definitely wrong with the frog. It had a third back leg sticking out of its back, where a tail would be on a dog. “Ugh. Creepy. We‘d better show Mr. Richardson.”
Frank and I hurried over to our science teacher. A bunch of students stood huddled around him, peering into his bucket. “Mr. Richardson, something’s wrong with this frog,” Frank called as we ran up. “It has too many legs!” “So do these two,” said Mr. Richardson, nodding toward his bucket.
He called over the naturalist who ran the nature center and asked, “Katy,, what do you make of this?” “Katy “THREE frogs with extra legs! That’ T hat’ss not a good sign,” said s aid Katy Katy.. “The extra leg is a deformity. With frogs and other amphibians, it’s normal to see a deformity once in a while. Frogs occasionally turn up with an extra limb, a missing limb, or even a missing eye. But it’s unusual to find so man many y def defo o med fr frogs ogs in our pond.”
water er is Ribbit , ribb it it . The wat polluted. pollut ed. Ahem, a hem hem . We can’t can’t liv livee here! Sav Save us! us!
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“Deformities like this can be caused by pollution, right?” asked Mr. Richardson. “Possibly, although the connection is a little complicated,” Katy replied. “Possibly, “Let’ss sit here and discuss the matter.” “Let’ We sat on the ground and listened to her carefully. “The problem starts with too many nutrients in the soil. A major source of nutrients in the soil is the fertilizer people use on farms, lawns, and gardens. Plants often receive more fertilizer than they need. Rain washes the extra nutrients into nearby water resources.”
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“Phosphorus, a nutrient in many laundry and dish detergents, gets into the soil and the water wa ter,, too. These nutrients wind up in local wetlands and rivers. You You might think that extra nutrients in the water would help wildlife, but that’s not true.” Katy paused to ask, “Does anyone have algae in their buckets?” Several students held up buckets with green, slimy algae inside. “Algae are a fundamental part of the wetlands food chain when they grow normally,” normally,” continued Katy. “But fertilizers in the water wa ter can make algae grow too much. The algae eat the extra nutrients and multiply uncontrollably.”
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“So, did algae mess up the frogs we found?” asked Frank. “Not directly,” directly,” said Katy. “Snails eat algae. So when you have a huge amount of algae to eat, snails multiply uncontrollably uncontrollably,, too. The snails carry parasites called trematodes, which pass from the snails into the water.. There, they attack frogs in the early stages of life, when their limbs water are forming. Trematodes probably caused the legs of your frogs to form incorrectly.. Amphibians are sensitive creatures. When frogs are hard to find incorrectly or deformed, it’s usually a sign that the environment is out of balance.”
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“A problem with the balance of nutrients in the water is that it harms wildlife miles away, too,” Katy added. “Our town is part pa rt of the Chesapeake Watershed.” Watershed.” She pointed to a map. “We live right about here in Pennsylvania. Water runs off the land in our town into streams, like Muddy Creek, here. The streams flow into the Susqueh Susquehanna anna Rive . Then, the water runs down the Susquehanna to the Chesapeake Bay and, finall final l , out are to the Atlanti Atlantic c Ocean. Nut Nutrient s from allbay over thealgae Che Chesapeake sapeake W atershed causing huge blooms ofrients algae in the bay. . The block the sunlight that underwater plants need.”
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“Also, as algae die, they’re consumed by tons of tiny bacteria. The bacteria use up the oxygen in the water. Underwater grass dies from lack of oxygen and sunlight. Creatures that depend on grass for their habitats and food are disappearing, too”. The rest of our field trip we talked about pollution. I kept looking at the frog in the bucket, with its leg-tail. I felt sorry for it. Mr. Richardson told us that frogsfrom with predators deformities than usually had afrogs. harder time catching food and escaping normal As I poured my bucket of pond life back into the water at the end of the afternoon, I worried about the frog’s fate.
’s W ha t ’s ng ? ha p p e n i n W ha t a r ee y o u ng ? d o i n
w e g o e w H e r e aga i nn...
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Before we left, Katy invited us to an upcoming event at the nature center. She told us that the center participates in something called Frogwatch Frogwatch.. “Frogwatch Frogwatch,, a program run by the National Wildlife Federation, monitors frog activity across the United States. People around the country visit wetlands and listen to the noises there for 20 minutes. They record the types of frogs they hear and how often they hear them. Then, they send the information to Frogwatch. Listening to the frogs there is fun, and keeping track of their calls helps scientists get an idea of how healthy our wetlands are. We’ll We’ll be holding a Frogwatch here every weekend for the next eight weeks”.
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W you mightright haveaway. guessed, I signed up forell, theasFrogwatch away . On the evening of the event, I came with my whole family family.. Several other kids from my class were there, too. There were about 40 people all together. First, Katy gave us a lesson in frog sounds. She played calls of local Pennsylvania frogs. Telling the noises apart was easier than I had expected. After about 15 minutes of practice, we had all learned to identify six different frog calls. When Katy selected volunteers to record each type of frog, I was picked for the American Bullfrog.
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The sun was just setting as we quietly hiked out to the pond. The hush at the pond reminded me of the time my parents took me to hear the Philadelphia Orchestra. I thought of the suspense in the audience after the conductor went tap tap with tap with his baton. Our concert at the pond began with a tiny peep! Everyone peep! Everyone looked at one another and grinned, and the lady who had been assigned the spring peeper made a mark on her paper. “Peep, “Peep, peep!” peep!” came a response from another corner of the pond, and I thought of woodwinds beginning to play play..
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With a brrrrr brrrreep and brrrreep and a whiney wraaaaaaah the wraaaaaaah the gray tree frog and the Fowler’ss toad joined in, like strange stringed Fowler’ instruments. After a banjo-like twang twang announced the entrance of the green frog, I saw Frank Frank rraise aise hi hiss fist in vic victo to y and mark his page. Then, finally I heard it—a deep guh-RUM deep guh-RUM . Somebody giggled. It was such a funny low call. I carefully made one check on my form. “ Jug-a-RUM ” chugged another American Bullfrog. The kettledrums had joined in, and our frog orchestra was going strong. When our 20 minutes were up, the mosquitoes chased us back into the building.
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As everyone stood around chatting, I felt impatient. Although I hadthe really enjoyed the IFrogwatch, still worried about deformed frogs. asked KatyI if there was anything I could do to help improve the water right away.. Katy promised she would think about it and give away me a call. The next day day,, Katy phoned with an idea. “The nature center will be hosting a booth at the community fair in May. Maybe, we could teach people at the fair how their actions affect the wetlands and the frogs,” Katy suggested. “If we could help reduce the use of fertilizer in our area, our wetlands would be healthier.”
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W h a u p ? t ’ s
Katy and I recruited Mr. Richardson and six other to help us showing carry outhow our too plan. Frank students made a flowchart much fertilizer led to deformed frogs, while the rest of us created posters showing how our community is part of the Chesapeake Bay Watershed. I caught another deformed frog and put it in a tank for display at our booth. Finally,, we made a flyer that listed ways in Finally which homeowners could help the wetlands. Katy convinced a local print shop to make us free copies copies of our fly flyee . The man manager ager of another store supplied us with sheets of big green frog stickers.
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The fair was a huge success. Word spread fast that we had an unusual frog at our booth, and lots of people stopped to learn about the wetlands. Frank used his phone to play some frog calls on a speaker. This “music” drew even more people over to the booth. boo th. W Wee handed out hundreds of flyers Best of all, Katy and I passed around a clipboard with a pledge written on it. It read: I pledge to help save the frogs. I will try to have a fertilizer-free lawn and garden this year. I will choose low-phosphorus and phosphorus-free detergents. My efforts will save the frogs and help keep our wetlands healthy.
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R i b bb ii t , r ii b bb ii t . T hh ee
’ ’ ss a l oo t t t oo r ree d oo f o r r n ee x x t t y y ee a a r r. T h ha a nn k k y y oo u u , g i ir rl l s s ! !
Beneath the pledge, there were lines for signatures. Katy and I collected 362 signatures that day! We gave each person who signed the pledge a frog sticker to put on their mailbox. Now, whenever I ride my bike around town, Now, I see the frog stickers on people’s mailboxes. I feel really proud knowing that I convinced so many people to help our wetlands. But what makes me happiest of all is thinking about next spring’ spring’ss Frogwatch. Maybe our community will keep the water a little cleaner this year. Then, next spring our frog orchestra can put on an even more spectacular performance.
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Story Report Date: Title:
Theme:
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Typee of text: Typ
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1. Did you like the story? s tory? Color the bar bar..
0%
25%
50%
7 5%
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2. Write a brief summary. Use some of the key words below below..
Frog Girl
wetland
three legs
polluted water
fertilizer bucket deformities natural center stickers
pond
3. Which was your favorite part? Draw and write.
4. How can you help your community?
5.
What else are you reading now? Write title, author, and genre.
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Chained Stories 1. After reading Flora and Fauna and Fauna and Save the Frogs!, Frogs!, let’s connect them! What biomes are mentioned in Flora and Fauna? Fauna? . ; . ; . ; . ; . ; . ; . ; . ; . ; . ; . ; . ; . ; . ; . ; . ;
. ; . ; . ; . ; . ; . ; . ; . ;
What biome is mentioned in Save the Frogs!?? Frogs! . ; . ; . ; . ; . ; . ; . ; . ;
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How do people affect biomes according to Flora and Fauna? Fauna? . ; . ; . ; . ; . ; . ; . ; . ;
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How did people affect the biome in Save the Frogs!? Frogs!? . ; . ; . ; . ; . ; . ; . ; . ;
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Glossary alga: (n.) very simple, usually small plants that grow in or near water and do not have ordinary leaves or roots. (pl. algae ) amphibian: (n.) an animal, such as a frog, that lives both on land and in water but must produce its eggs in water. deformity: (n.) a condition in which a part of the body does not have the normal or expected shape. fertilizer: (n.) a natural or chemical substance that is spread on the land or given to plants to make them grow well. giggle: (v (v.) .) to laugh repeatedly in a quiet but uncontrolled way, often at something silly or rude, or when you are nervous. pond: (n.) an area of water smaller than a lake, often artificially made predator: (n.) an animal that hunts, kills, and eats other animals. recruit: (v.) to persuade someone to work for a company or become a new member of an organization. stream: (n. (n.)) wat water er th that at fl flows ows n natu atural rally ly al along ong a ffixe ixed d route route f med b by y a channel. wetland: (n.) a large area of land covered with swamp or marsh.
W hat’ s u p?
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a Man to Be Remembered Written by Natalie Pierce Adapted by Jesica Graziano
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Many people think of kite flying when they hear the name Benjamin Franklin. Some may remember readingmay Poorremember Richard’s Almanack . Others that Franklin helped write the Declaration of Independence. An inventor, a printer, a writer, a philosopher, and a political leader: Benjamin Franklin was all of these. Born in Boston, in Massachusetts, on January 17th, 1706, Benjamin Franklin was the 15thwas of 17 1a7soap-maker children. His father, Josiah, and candlemaker in Boston. Josiah didn’t have much money,, so young Benjamin could attend money school for about two years. Then, he started working in his father’s shop. At the age of 12, Benjamin became an apprentice to his older brother James, a printer. This young learner helped his brother type and print pamphlets, which he then sold on the street.
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Becoming a Printer and Author Young Benjamin and James had many arguments and, as these quarrels were constant, when Benjamin was seventeen, he ran away. He went York, but he couldn’t findtoa New job. He journeyed on to Philadelphia, in Pennsylvania. There, he met his future wife, Deborah Read. Franklin was dirty and shabby from his travels and his messy appearance didn’t make a good first impression on Deborah. In Philadelphia, Franklin found work as an apprentice printer. He lived with family as he worked to Deborah’s establish himself as a skilled printer. Franklin’s hard work paid off. He was such a good printer that the governor of Pennsylvania promised to buy printing presses for Franklin to start his own printing shop. In 1724, Franklin sailed to England to buy the presses. The governor governor,, however, broke his promise and didn’t send any money to make the purchase. Franklin worked as a printer’s helper in England to earn enough money to pay for his return to Philadelphia. Back at home, Franklin worked as a printer’ printer’ss helper again. Before long, he had his own printing business. He was a diligent worker, and his business thrived. In 1729, Franklin bought a newspaper newspaper,, The Pennsylvania Gazette. Gazette. He printed the newspaper and wrote articles and editorials for it. He even drew and published the first political cartoon in the American colonies. His writing and publishing abilities would become very important when the British colonies in America moved towards their independence.
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In 1730, Franklin and Deborah were married and happiness was all around him. They soon started a family family.. Tragically Tragically,, their son Francis died of smallpox thesmallpox age of four. Franklin his sadness into action. At that time,atthe vaccine wasturned extremely controversial. Many people thought that the vaccine was more dangerous than the disease itself. After Francis died, Franklin promoted inoculation of all children against smallpox. Besides raising a family, Franklin and his wife ran the printing shop, a bookstore, and a store where they sold soap, candles, and fabric. The printing business continued to grow, and Franklin was elected official printer for Pennsylvania and New Jersey. He printed currency for many of the colonies. In 1733, Franklin started printing Poor Richard’s Almanack . It was a yearly book filled with weather reports, predictions, recipes, and a nd advice. Franklin wrote and published his almanack under the name of Richard Saunders. Richard was an imaginary farmer who struggled to support his wife, Bridget. Many of Franklin’s quotes we hear today, such as “Early to bed, early to rise, makes a man healthy, wealthy wealthy,, and wise,” can be found in this early work. By 1749, Franklin’s business partners were running his printing business. Now,, he was able to spend more time studying, experimenting, and Now inventing.
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A Model Citizen Franklin was an active citizen of Philadelphia. He wanted people in the colonies to have intellectual opportunities, so he organized the Junto Club . This was a place for young men to exchange ideas, study, discuss issues, and plan improvements to their community. At that time,combined books were expensive and hard to find. Franklin suggested that people their money to buy books and to share them. In 1731, he helped launch the Library Company . The Library Company became the first first subscr subscription iption li libra bra y where books cou could ld be borrowed borrowed for free. He also helped form the American Philosophical Society and joined the Freemasons, an influenti influential al men s organization.
When fire destroyed part of Philadelphia, Franklin thought of ways to limit fire fire damage damage.. He helped eestabli stablish sh the Uni Union on Fire Com Compan pan . He also came up with the idea of fire insurance. With insurance, people could get money to start over after a fire destroyed their homes
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Inventor and Innovator From an early age, Franklin found ways to improve the world around him. His own interests inspired some of his earliest inventions. As a young boy in Boston, Franklin loved the sea and dreamed of being a sailor. He taught himself to He swim and became a very good swimmer. wanted to swim even faster so, he invented swim fins In Franklin’s times, people heated their houses with wood-burning fireplaces. Each room had its own fireplace built into a wall. These These firepl fireplaces aces didn t heat rooms very well. Franklin wanted to get more heat and burn less wood. He invented a metal stove that could be placed in the middle of a room. The heat from the stove could spread out in all directions and heat the room better. Many people still use Franklin stoves in their homes. Franklin looked for solutions to other problems. Many cities had dim street lamps. These street lamps burned oil that produced soot. The glass in the lamps became so blackened from the soot that the lights were very dim soon after they were lit. The glass had to be cleaned every day. Franklin improved the design so that day. much of the soot didn’t stay on the glass. As Franklin grew older, he needed two pairs of glasses: one for reading and another for looking at a distance. He asked his optician to take the lenses from both pairs of glasses, cut them in half horizontally,, and put half of ea horizontally each ch lens in the frame. The top lens was for seeing at a distance. The bottom lens was for reading. Franklin called his new glasses double spectacles . Later, such eyewear became known as bifocals.
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Scientist and Meteorologist During Franklin’s Franklin’s lifetime, scientists were just starting to investigate electricity.. They didn’t yet understand it. Franklin began studying and electricity experimenting with electricity. electricity. He thought that lightning had electricity and performed many experiments to test his theory theory.. At that time, most buildings were made of wood. When lightning struck a building, building, the resulting fir firee often destroyed the place. place. Franklin tho though ugh that if lightning were electricity ele ctricity,, it would be a attracted ttracted to metal so, he put a metal pole on the roof of his home and then attached a wire that ran down the side of the house to the ground. He added bells to the wire. Their ringing showed that the lightning rod had attracted lightning and kept it away from the house. Franklin wrote about his lightning rod in Poor Richard’s Almanack . Soon, many houses had these rods. Franklin’ss best-know Franklin’ best-known n experime experiment nt involv involved ed flying a kite in a sto m. He attached attach ed a key to the str string ing and fl flew ew the kite kite.. When lig lightnin htning g hit the ke , Franklin knew that he had proved that lightning was a form of electricity electricity.. Scientists all over the world were impressed by Franklin’s experiments and writings on electricity. electricity. In London, he received a medal for his work. The University of St. Andrews, in Scotland, acknowledged his discoveries, too. Both Yale Yale and Harva Harvard rd gave Franklin honorary degrees. Franklin was a generous and civic-minded person. He never patented any of his inventions. He wanted everyone to be able to use them without having to pay.
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Founding Father and Diplomat In the mid-1700s, Boston and Philadelphia were important cities in the American colonies. As a newspaper publisher and active citizen, Franklin was deeply involved in politics and current events. His many skills and talents made him an influential figure in the founding of the United State of America. Franklin took on many responsibilities in the colonies. When he was appointed Deputy Postmaster in 1753, he was in charge of postal routes, which made it possible for the mail to be delivered. At the Albany Congress, in 1754, Franklin proposed one of the first plans to unite the colonies in America. When Franklin was 50 years old, he became a diplomat. He began his political career as a colonial representative to Britain. He spent many years in London, representing various colonies. By 1774, Franklin began to have serious disagreements with the British government over colonial policies. After one o ne incident, British officials reprimanded Franklin. Franklin then returned to Philadelphia. There, he was put in charge of the mail system as Postmaster General. Franklin began working actively for independence. He was elected to the Second Continental Congress in 1775 and was part of the committee that wrote the Declaration of Independence. Independence.
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In 1776, Franklin signed the Declaration of Independence. Independence. Then, he was appointed ambassador to the court of Louis XVI of France. The French loved Franklin. He was witty witty,, charming, humble, and spoke s poke French perfectly. He persuaded them to sign the Treaty of Alliance in 1778, which promised French military support to the Americans in their fight against Britain. Later, he negotiated the peace treaty that made Later, the United States an independent country country.. He was at the signing of the Treaty of Paris in in 1783. He also participated in the Constitutional Convention and signed the Constitution of the United States . With the American Revolution behind him and the nation well organized, Franklin began to speak out against slavery. One of his last publications was an anti-slavery pamphlet. Franklin spent his next few years as president of Pennsylvania’ss Leadership Council. He retired at Pennsylvania’ the age of 80.
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Remembering Benjamin Franklin Franklin’s life was always about decisionFranklin’s making. Being an inventor inventor,, a sscientist, cientist, and an active citizen, he always tried to influence public decisions. This was a consequence of him making the right choices. He even developed his own method. He created what we now know as the T-chart . Whenever he had to evaluate a situation, he simply drew a T-chart on a sheet of paper and wrote the pros and cons. This way he could clearly see the big picture. Because of all of his contributions to mankind, people still remember him. He helped define and model what a good citizen should be. Motivation, cooperation, and volunteering were all in his essence.
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Story Report Date: Title:
Theme:
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1. Did you like the text? Color the bar.
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2. Write a brief summary. Use some of the key words below below..
inventor
writer
political leader
philosopher good citizen
3. Which was your favorite passage? Draw and write.
4. Do you like to read about important people? Why? Who would you like to read about?
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What else are you reading now? Write title, author, and genre.
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Summary 1. Look at the pictures and describe what happened in Benjamin Franklin’s life.
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Glossary apprentice: (n.) someone who has agreed to work for a skilled person for a particular period of time and often for low payment. bifocals: (n.) glasses with lenses that are divided into two parts. The upper half is for looking at things far away and the lower half is for reading or for looking at things that are near near..
currency: (n.) paper money in circulation. diplomat: (n.) an official official who whose se job is to represen representt his/her ow own n count y in a different country country.. insurance: (n.) an agreement in which you pay a company money and they pay your costs if you have an accident, injury injury,, etc. lightning: (n.) a flash of bright light in the sky that is produced by electricity moving between clouds or from clouds to the ground. patent: (v (v.) .) to get the official legal right to make or sell an invention printer: (n.) a person whose job is to print books, newspapers, and magazines. publish: (v (v.) .) to make information available to people, especially in a book, magazine, or newspaper newspaper.. stove: (n.) a piece of equipment that burns fuel or uses electricity in order to heat a place. vaccine: (n.) a substance that is usually injected into a person or animal to protect against a particular disease.
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Adapted by Jesica Graziano Illustrated by Beto Petiches
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A long time ago, in colonial times, American women didn’t have the same rights as men did. In the United States, they couldn’t vote or hold a public offic . They were expected to stay at home and be wives and mothers. However,, many women knew and felt that they were destined for great However things. They were confident and they fought for their rights. They joined the Congress and got involved in politics. During the Revolutionary War, while their husbands were off, they ran farms and businesses. They managed money and workers. Later, many of these women joined the fight for independence.
Taking a Stand In the years leading up to the war, the British government used taxes as a way to maintain control over the colonies. They made colonists pay taxes on everyday items, including tea, glass, and paper. Many colonial women decided to join men in taking a stand against British taxation. They boycotted English goods. They bought and used colonialmade paper and other items. Women stopped buying British clothes.
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In 1774, the women of Edenton, in North Carolina, made a bold move. They gathered to hear a declaration written by Penelope Barker Barker.. The document stated that women couldn’t drink tea from England or wear clothes made from British cloth. Fifty-one women signed signed the declaration. They used their real names, despite the risk of getting in trouble.
British newspapers mocked the women’s declaration. They printed cartoons of women wome n and called their meeting the “Edenton T Tea ea Party.” But they didn’t laugh for long. The declaration helped inspire even more colonists to boycott British goods. Britain received less and less money in taxes from America. When war broke out, Patriot women showed their support. They gathered supplies for the Patriot army. They rolled cartridges for the soldiers’ muskets. In Philadelphia, one group went door-to-door raising money for the Patriot cause. They gathered enough money to buy linen for 2,000 shirts. Then, they sewed the shirts and gave them to the Washington’s army.
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Risky Business Many women risked their lives to pass important messages to Patriot leaders during the war wa r. Some volunteered to carry messages from one American general to another. They ran through British-held territory to deliver warnings to American troops. In 1781, a 17-year-old girl named Emily Geiger offered to carry an important message for a Patriot general. General Nathanial Greene’s troops were outnumbered and he needed help from another Patriot army 100 miles away. Emily memorized the message before she left with General Greene’ss note. Greene’ After riding for two days, Emily was caught by British officers. They insisted that a woman searched s earched Emily’ Emily’ss clothing for a ssecret ecret message. Thinking fast, Emily ate the general’ general’ss note! The British found nothing and released her.. Emily cleverly headed away from the Patriot army so that the British her wouldn’t follow her. Then, she circled around and completed her journey. She delivered journey. her memorized message and saved General Greene’s army. Other women gathered information about the British to help the Patriot cause. Nancy Strong was a member of the Culper Spy Ring, in New York. She helped other Patriot agents pass secret messages to a spy known as Agent 725 . Nancy used her laundry as a secret code. A black petticoat on her clothesline meant that Agent 725 was was ready to collect a message. A certain number of handkerchiefs next to the petticoat indicated where Agent 725 was was waiting.
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A woman named Patience Wright was said to have worked as a spy in King George Ill’s court. Patience had moved to England, where she worked as a famous sculptor sculptor.. When she heard information that she thought would help the Patriots, she sent it to America. Some say she hid the messages inside her wax sculptures.
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Elizabeth Burgin also worked in secret to support the Revolution. She lived in New York City. The British were holding hundreds of captured American soldiers on ships in the New York Harbor. Elizabeth visited the soldiers and brought them food. She told them that she was trying to set them free, and whenever it was possible, she helped Patriot officers smuggle prisoners off the ships. Elizabeth helped free more than 200 prisoners. Then, the British realized what Elizabeth was doing. They offered a huge reward to anyone who could capture her. Elizabeth had to flee her home in New ork, taking only her children with her. Later, George Washington thanked her for helping the soldiers. The U.S. Congress paid Elizabeth a pension for her services to the country.
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On the Battlefield Molly Pitcher is an American legend. Her real last name wasn’t Pitcher. She was nicknamed Molly Pitcher because she carried pitchers of water to Patriot soldiers in the Revolutionary War. Soldiers were exhausted fighting in the heat of summer. Molly ran right through battles to give water to the men. She kept them strong so that they could continue fighting. Sometimes, Molly fought the enemy herself.
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Most experts agree that the story of Molly Pitcher is based on the actions of many real women. Historians have solid proof of several women who were heroines in battle. Some historians say that Mary Ludwig Hayes was the true Molly Pitcher.. She carried water to soldiers during the Pitcher Battle of Monmouth. When her husband was injured, Mary took his place at the cannon. After the war, the state of Pennsylvania awarded Mary a pension for her brave actions.
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Margaret Corbin served in the same regiment as Mary Hayes. Margaret wore a uniform like the male soldiers. At the Battle Ba ttle of Fort Washington, Margaret’ss husband was killed. She took his Margaret’ place on the firing line and was badly wounded in battle. British forces captured Margaret along with some of the other Patriot soldiers. After the British released Margaret, the Patriot army recognized recogn ized her a ass its first fe female male sold soldie ie . The army assigned her to guard duty at the forts in West Point, in New York. Later, she received pensions from state and federal governments for her service to the country.
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Women’s Activism A Around round the W World orld Elvia Carrillo Puerto, Mexico You have probably heard of women who fought for the right to vote and participate in politics in the 20th century. Did you know there was a woman like that in Mexico? Elvia Carrillo Puerto was a 20th-century socialist and a feminist activist. With other women, she raised campaigns against the use of drugs and alcoholism, among other social problems. She was named a Veteran of the Revolution. She became the first woman to be elected for a position in the local government in 1923, years before women could vote. She fought for that right, which became a reality in Mexico only in 1953.
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Malala Yousafzai, Pakistan She’s a young activist who fights for female education. Local Taliban, at times, prohibited girls from going to school. Malala’ss work grew fast and Malala’ soon found international recognition. She founded a nonprofit organization, the Malala Fund. In 2013, she spoke at the UN and asked for worldwide education. In 2014, she received the Nobel Peace Prize for her efforts to make education a universal right.
Abuelas De Plaza De Mayo, Argentina Between 1976 and 1983, the National Reorganization Process, enforced by the military dictatorship, committed terrible crimes. Many children disappeared or were born bo rn in captivity captivity,, so many mothers and grandmothers got organized to look for their missing children. With Wit h time, they made their fig fight ht visible. visible. Enriqu Enriqueta eta Estela Ba nes de Carlotto is the President of this association. In 2014, she finally found her grandson Rafael Correa.
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The world needs more women who fight for equal opportunities for men and women. This is called gender equality equality.. One of the objectives of the United Nations is to raise awareness on these matters. They want men and women to be treated equally at all times.
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Story Report Date: Title:
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1. Did you like the text? te xt? Color the bar.
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2. Write a brief summary. Use some of the key words below below..
rights
men and women
boycott
Elizabeth
Molly Pitcher Margaret Corbin Elvia Carrillo Puerto Malala Yousafzai Abuelas De Plaza De Mayo
3. Which was your favorite part? Draw and write.
4. If you were one of these women, what would you do to help? Give examples.
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What Is the Meaning of that Word? 1. Read these parts of the text and choose the correct option. Molly Pitcher is an American legend. Her real last name wasn’t Pitcher. She was nicknamed Molly Pitcher because she carried pitchers of water to Patriot Pa triot soldiers in the Revolutionary War. ar. 1.
What is a “pitcher”?
a. a legend
b. a container
c. a game
After the war, the state of Pennsylvania awarded Mary a pension for her brave actions. 2.
What does “awarded” mean?
a. asked
b. told
c. gave
British forces captured Margaret along with some of the other Patriot soldiers. After the British released Margaret, the Patriot army recognized recog nized h her er as its fir first st female sol soldie die . 3.
What does “released” mean?
a. asked
b. let go
c. divided
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Glossary activist: (n.) a person who believes strongly in political or social change and takes part in activities, such as public protests, to try to make this happen. cartridge: (n.) a small tube containing an explosive substance and a bullet for use in a gun. exhausted: (adj.) extremely tired. public office (n. phrase) a job in the government. sign: (v.) (v.) to write your name on a document. smuggle: (v.) (v.) to take things o orr people to or from a place secretly and often illegally. illegally.
tax: (n.) money paid to the government. volunteer: (n.) a person who does something, especially helping other people. warning: (n.) something that makes you understand there is a possible danger or problem. (v.) to injure (someone or ssomething) omething) wound: (v.) by cutting or breaking the skin.
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Visit
A to the
UK Written by Gary Van Hoose Adapted by Jesica Graziano
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Just Imagine Have you ever imagined going on a school trip to a place that’s very very,, very far away? What about getting on a plane and flying to the United Kingdom? Would Would you like to do that? Have you ever been across the Atlantic Ocean? Close your eyes and let your imagination fly! Pack your bags, take your passport and fasten your seatbelts! It’s time to fly
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The Mystery of Stonehenge Hello all! Welcome Welcome to this historical site. Today we’re going to learn lear n about something that took place thousands of years ago. Did you know that people were able to move these heavy rocks? They made a circle of enormous rocks in enormous in a large field field in southe n England. The circle is called Stonehenge.
Some of these rocks weighed as much as 40 tons, or 80,000 pounds. These rocks are almost 30 feet tall, as tall as a three-story house! The ground slopes in places, but the top of the rocks form a straight line. So, the people who placed them were able to align the top of every single rock. Large holes in the ground keep the rocks in place. Many of them stand perfectly upright. A few rocks were placed sideways on top of the other rocks. Stonehenge is one of the world’s greatest mysteries. Archaeologists believe that ancient people moved the rocks there almost 5,000 years ago. It’s clear that plenty of work went into building Stonehenge. Who were these workers? Why did they build this incredible structure? How did they move the rocks without using machines? These questions are still unanswered.
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Who Built Stonehenge? Let me ask you a question: Did you know about this place? Who do you believe built it? Since there’s still no answer to this question, many archaeologists, historians, and people in general have developed theories about the builders. One is that Merlin, the court wizard for the legendary King Arthur, built Stonehenge. Another is that the ancient Romans built the structure. A third theory is that a group of ancient people, called the Druids, built it. Nowadays, we know when Stonehenge was built. These findings have helped eliminate some theories. Stonehenge was built around 2600 bc, during the Neolithic era. Sometimes, this period in history is called the Stone Age. You have probably learned about it in your History lessons, right? This was certainly long before the time of King Arthur, the Romans, and the Druids. Can you imagine how people were like back then? There are no written records from that period. The houses disappeared long ago. Their farms are now modern buildings and roads. All that is left are relics, such as pieces of pottery, human bones, and some tools. Among some of the relics are deer antlers. Archaeologists think that the people who built Stonehenge may have used the antlers to dig holes in the ground for the stones. They can’t be certain. Archaeologists now know that most of the rocks in Stonehenge came from an area about 25 miles away.
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How Was Stonehenge Built? There are two major theories that explain how the rocks were brought to Stonehenge. One is that people rolled the rocks on tree trunks. They lined up tree trunks along the ground and rolled the rocks over them. Some scientists disagree with this theory. They believe that the rocks were too heavy for the roller system to work. Another idea is that people moved the rocks on a kind of track. They could have placed tree trunks parallel to each other on the ground. This might have created a sort of railroad track. The builders might have put animal fat on the track to grease it and make it slippery. Then, they might have slid the rocks along the track. These theories explain how the builders got the rocks to Stonehenge, but they don’t explain how the builders lifted the rocks into position. Some of the rocks rest on top of others, high in the air. How did they lift those rocks? Some scientists believe that hundreds of people used a
pulley system to lift the rocks. They also believe Stonehenge was built in stages. stages.
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Why Was Stonehenge Built? Other relics that archaeologists have found at Stonehenge are human bones and skulls. Some people think that Stonehenge was a tomb or a giant cemetery. Perhaps Stonehenge was built to honor the dead. Stonehenge might have been a kind of calendar.. The ssun calendar un rises directly over the top of one of the rocks at the summer solstice. The sun sets on the opposite side of the rocks at the winter solstice. Maybe, Stonehenge was used to keep track of the time of year.
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Buckingham Palace Stonehenge is not the only place to visit in the United Kingdom. In London, for instance, there are many other attractions. Buckingham Palace is one of them. It’s It’s where the Queen of England lives and where all administrative matters take place. Nowadays, many tourists visit the palace. They usually go early in the morning to get a good view of the Changing the Guard ceremony. It’s a ma ceremony. marvelous rvelous event. The Old Guard hands over responsibility for protecting Buckingham Palace and St. James’s Palace to the New Guard in front of everyone. You can see the troop movements, the Guards, and you can hear the Bands. And, of course, we’re heading that way!
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What is the London Eye? The London Eye is another attraction to visit. It’s an enormous observation Ferris wheel. It was built in 1999, and it’s also known as the Millennium Wheel . It’s 35 meters tall and it has 32 capsules that represent London’s 32
boroughs. They’re numbered 1 to 33, because there’ss no capsule 13. Superstition is everywhere there’ as you can see! It’s on the south bank of the River Thames. The ride takes around half an hour, and, once you get on it, you can see many sights, such as Westminster, Westminster, the Big Ben, and the River Thames, among many others.
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You can visit many places in the United Kingdom. You You can see places that were built ages ago, full of magic and theories about their origin, and places that are both old and modern at the same time. Now, open your eyes and share what you have Now, learned with all your friends and family. You’ve seen many things today, today, haven’t you? Why don’t we stop dreaming and begin planning a real journey? Who’s with me?
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Stonehenge changing of Guard
theories Buckingham Palace London Eye capsules wheel
3. Which was your favorite place in the UK? Draw and write.
4. Would you like to visit those places with your classmates? Why?
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Find in the Story 1. Find three facts about Stonehenge and write them.
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Glossary antler: (n.) a horn with parts like branches that grows on the head of a deer. borough: (n.) a town or a division of a large town.
capsule: (n.) the place where people get into when taking a London Eye ride. fasten: (v (v.) .) to attach a ttach one thing to another. pottery: (n.) objects (such as bowls, plates, etc.) that are made out of clay usually by hand and then baked at high temperatures so that they become hard. pulley: (n.) a piece of equipment for moving heavy objects up or down. record: (n.) information about someone or something that is stored. slippery: (adj.) having a surface smooth or wet enough to make holding onto, moving, or standing on difficult slope: (n.) ground that slants downward or upward. solstice: (n.) one of the two times during the year when the sun is farthest north or south of the equator equator.. theory: (n.) an idea or set of ideas that is intended to explain facts or events. track: (n.) a narrow path or road. troop: (n.) a group of soldiers. upright: (adj.) straight up or vertical.
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Adapted by Jesica Graziano
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The Gr Grand and Canyon Canyon We can only imagine the thoughts of the first peo people ple to see the Grand Canyon. Perhaps, they walked walked for days or weeks weeks across the flat desert. Then, without warning, the ground seemed to disappear in front of them. An enormous gap stretched many miles across. The emptiness was broken only by jagged cowers of red rock. Looking down, they saw a terrifying drop of 6,000 feet. The Colorado River at the bottom was a silver thread. In 1903, President Theodore Roosevelt gazed across the canyon. He declared, “The Grand Canyon fills me with owe. It is beyond comparison—beyond description. It’s absolutely unparalleled throughout the wide world...”
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President Roosevelt helped pass laws that created Grand Canyon National Park. Today Today,, people come from around the world to see it. It’s one of the Seven Natural Wonders of the world. The canyon stretches for 277 miles. It’s about a mile deep and about ten miles wide in most places. The canyon is more than just a spectacular sight. It’s a unique place for scientists to study s tudy the geological history of Earth. The beautiful bands of color in the canyon are layers of rock. The layers built up as the Colorado Plateau formed.
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Geologists come to the Grand Canyon to study its layers of rock. They look for clues that tell them what Earth was like long ago. For a geologist, a hike down into the Grand Canyon is like traveling back in time. The trip begins at the canyon rim. The tan top layer of rock is the newest layer. It’ It’ss called the Kaibab Limestone. Each step down into the canyon takes a geologist further back in time. A yellow stripe of Coconino sandstone lies 500 feet below the rim. It’s about 250 million years old. Further down, there are the canyon’s famous red cliffs. This layer is made of Redwall Limestone. It formed around 350 million years ago. Back then, the Colorado Plateau was the floor of a sea. The Redwall Limestone contains fossils of ancient sea creatures. At the very bottom of the canyon, there are black slabs of rock. These rocks are called Vishnu Schist . They’re about two billion years old. They’re some of the oldest exposed rocks on Earth. Geologists believe that the Vishnu Schist once formed the base of enormous mountains.
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The Grand Canyon is also a special place for studying life on Earth today. Different parts of the canyon have different climates. Some areas are hot and dry. Others are cool and wet. These differences cause an amazing variety of habitats. A hike from the floor of the Grand Canyon to its northern rim can seem like a journey from the deserts of Mexico to the forests of Canada.
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During the summer, the Sun heats the inner canyon. It feels like a furnace. Temperatures here reach over 115 °F °F.. Most o off the inner canyon is desert. Tough scrub bushes, such as sagebrush, dot the soil. Several Se veral types of cactus grow here as well. These plants store water in their thick stems. Desert animals, such as rattlesnakes and scorpions, escape the daytime heat by hiding in shadows and holes.
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On the canyon floo floo , a river cuts through through the dese desert. rt. Seven Seventeen teen speciess of fish swim in this par specie partt of the Colorad Colorado o Rive . Beavers and skunks scurry along the banks. People camping along the river often see ringtails. These small mammals are relatives of the raccoon. They visit campsites at night looking for scraps of food.
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In some spots, water springs from the dry canyon walls. It comes down from the plateau above. It seeps through cracks in the rock. Hanging gardens of delicate green plants, like ferns, grow around the cool, fresh water. water. Higher up in the canyon, the desert cools slightly slightly.. On the southern side, this desert extends all the way to the South Rim. Scattered pines, sagebrush, and grass cover the dry landscape. Mule deer and bighorn sheep graze among the rocks. Bobcats and coyotes prowl nearby.
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The canyon’s North Rim stands much higher than the South Rim. Its climate is much colder and wetter. In winter, winter, snow blocks the roads roa ds and closes campgrounds. Forests of ponderosa pines and blue spruce cover the ground with soft needles. Mountain lions hunt in the woods. Squirrels chatter in the treetops. This forest is the only home of the Kaibab squirrel. Kaibab squirrels are known for their unusual coloring. They have a black belly and a white tail.
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People have also made their homes in the Grand Canyon. Hunting and gathering tribes first occupied the region 12,000 years ago. Around 1,000 years ago, the Anasazi lived in the Grand Canyon. The Anasazi hunted deer, bighorn sheep, and other canyon animals. They T hey also farmed. They grew corn and beans. They carved granaries—storage rooms for grains—high in the Grand Canyon cliffs. The square doorways of the granaries can still be seen in the canyon walls. They sit almost 1,000 feet above abo ve the river.
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The Paiute lived to the north of the Grand Canyon. They visited the canyon’ss North Rim. The Hopi a canyon’ also lso lived nearby. They made religious journeys to the Grand Canyon. The Havasupai and Hualupai live in the southern section of the Grand Canyon. Much of the South Rim lies within Hualupai lands. The Hualupai and Havasupai control tourism in their portions of the canyon. The rest of the Grand Canyon is a U.S. national park. Today oday,, most of the people in the Grand Canyon are tourists. Almost five million tourists visit the canyon every year. Most come only to see the view from the rim. But nearly a million visitors brave the wilderness of the inner canyon. Some venture down the Colorado River in boats. Others hike into the canyon. Some people ride mules along steep paths. Tens Tens of thousands of people take helicopter tours for an aerial view of the canyon.
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All these tourism activities take their toll on the Grand Canyon. Campers and visitors pollute the land and water with their trash and waste. Car and bus exhausts pollute air. The noise from motorized boats bo ats and helicopters echoes from the canyon walls. Human activities outside the park also affect the Grand Canyon, such as the operation of huge coal-burning power plants and the Glen Canyon Dam. Fortunately, Fortunately, many people are working to improve the state of the Grand Canyon. The U.S. government, Native American leaders, and environmental groups are cooperating. Many laws have been passed to help keep the canyon clean.
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Sumidero Canyon It’ It’ss a national park located in Chiapas, Mexico. It formed at around the same time as the Grand Canyon by a crack in the area’s crust and the erosion caused by the Grijalva River. As in the Grand Canyon, a dam was also built in it, the Chicoasén Chicoasén Dam.. Deep in the canyon, there are rapids, waterfalls, beaches, Dam
springs, and a cofferdam. When you look at the canyon, you can see that it has vertical walls, which are deep and narrow.
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Much of the waste and sewage from Chiapa de Corzo, Berriózabal, and Chicoasén come into the Grijalva River, leading to water pollution. And this includes solid garbage, such as plastic containers. There isn’t much information about the canyon species, habitats, and water water flo flo . Most of its its vegetation vegetation is deciduo deciduous. us. Human Human activities like settlements, agriculture, and hunting affect wildlife. Some of the area’s endangered species are the spider monkey, the jaguarundi, the ocelot, the lowland paca, the monkey, white-tailed deer, the anteater, anteater, and the buzzard.
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Learning about natural wonders is amazing. The moment you see them, you can’t believe your eyes. There are not enough words to describe the atmosphere. However, when you see the effects e ffects our actions have on animal habitats, vegetation, and climate, you understand that we have to change some of our habits.
Visiting natural places is not only amazing a mazing but also makes us aware of things we have to be more careful about. We should reconnect with nature and work for it, not against it.
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Story Report Date: Title:
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the Grand canyon Theodore Roosevelt layers climate habitats the Sumidero Canyon vegetation pollution animals
3. Which was your favorite part? Draw and write.
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4. Which canyon would you like to visit? Why?
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What else are you reading now? Write title, author, and genre.
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Chained Stories 1. After reading A reading A Visit to the UK and and Natural Wonders , let’s chain them.! them.! Which historical places did you read about in A in A Visit to the UK and and Natural Wonders ? ,.,,- ,.,,-.,. .,.-;, -;,
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Which text was more interesting? Why? Draw the place you would like to visit.
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Glos loss sar ary y cliff: liff: (n.) a high a high area area of of rock rock with with a a very steep steep side, side, often often on on a coa a coasst. garb arba age: ge: (n.) w waste aste mate material rial or or unwante unwanted d thin things tth hat y yo ou throw throw away. away. gaze aze:: (v.) to to look look at some sometthing hing or so someon meonee for a a long long time, time, especia especially lly in su surpris rprisee or admi dmir r a ation. tion. granar gra nary y: (n. (n.)) a sto store re house house f or or gr ain.
inner: (a inner: (adj.) dj.) on th thee insi insid de or near the ccenter enter of of someth something. ing. jagged: jag ged: (adj. (adj.)) very very roug rough h and and sharp. sharp. layer: (n layer: (n.) .) a cover ing p piiece o off mat materia eriall or a a part that lies o ov ver or under anoth nother er.. pass: (v.) to to give give appr oval oval to som someth ethiing, eespeci specially ally by by vot voting tto o make make it law. law. rapids: (n.) a dang rapi angeerous rous part part of a r iver iver that f llows ows ve y fast becau because se it is steeep an ste and d sometim sometimes es narrow narrow.. rim: (n rim: (n..) the the oute outer r , often often cur cur ved ved or or cir cular, ular, edge edge of of someth something. ing. scrap of fo scr foo od: (n. (n. phr phr ase) ase) f ood ood leftov eftover; er; small small pieces pieces of of food food that that have have no not been eaten eaten and are u usuall sually y thro thrown wn away. away. slab: lab: (n.) a thic a thick k, fla flatt piec piecee of a soli a solid d sub subsstanc tancee, such such as stone stone,, wood, wood, meta met al, fo foo od, et etc., c., that that is usua suallly squ square or rec rectang tangu ular.
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Written by Melina Mitsotakis Illustrated by Carlos Higuera
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I woke to the buzz of my alarm clock. The clock blinked 4:15 a.m. as I reached over to turn off the alarm. After rubbing my eyes, I jumped out of bed. It was my 15th birthday and my father was finally going to let me drive the tractor. I was glad that my ten-year-old cousin, Marcus, had arrived the day before and was staying with us for a month. I’d have someone to help me with all of my chores around the farm. This This was Marcus’ Marcus’ss first extended extended stay on the fa m. I got dressed quickly. I knew that dad would be calling me soon to head out to the barn. It was going to be hot today, so we wanted to get started early. early. I came into the kitchen and found my mother already at work, as usual. She turned around and smiled at me. “Happy birthday, birthday, Andie!” she said, handing me a large glass of milk.
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My father came in from the yard with a basket of strawberries he had just picked from the garden.
Just as I was about to yell up the stairs, Marcus came down frowning.
“It’s the birthday girl! Are you “It’s ready to get out to the fields?” he asked.
“It’ss still dark out,” he griped. “It’
I had been begging him since I was 13 to let me drive the tractor tractor.. Most of my friends on nearby farms were already driving their family’s tractors, but dad insisted that I wasn’t old enough. “I can do just as well as they can,” I kept telling my father. “When you’re 15,” he always said. But today was that day and he hadn’t said anything about it yet. I couldn’t believe it. I stared at him, but he seemed not to read my mind. My eyes were eagerly calling for a tractor drive. I was puzzled. “Why don’t you call up to your cousin?” asked mom.
“Well, the Sun’s just about ready to “Well, rise,” said dad. “We start early so we don’t have to work during the heat of the day day.” .” Dad ffinish inished ed hi coffee. “Let’s get going, you two.” “What about breakfast?” Marcus asked. “The animals first,” I reminded him. “We’ll “We’ll eat afte afterr we’ve collected the eggs from the chickens, milked the cows, and sent the cows out to pasture. But don’t worry. Mom will have breakfast waiting for us when we’re done.” My mother smiled and winked at Marcus. Marcus nervously followed us out to the yard.
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We walked out to the henhouse first. e opened the door and let the chickens out into the fenced-in barnyard. As we threw the feed on the ground, the chickens gathered around and pecked at the kernels of corn and grain that we had spread around the yard. They even got so close to us that we thought they were going to peck our feet. W Wee all seemed to be dancing at the tune of corn jumps. Marcus was having a blast. “Why do you put the chickens in the henhouse at night?” Marcus asked. “To keep them safe from “To animals,” I answered.
“Well, couldn’t the animals get “Well, them during the day?” “A lot of wild animals are nocturnal, so they come out at night. During the day, the roosters and the dogs protect the chickens.” My attention turned back to the henhouse. “Come on. o n. Let’s collect the eggs while the hens are eating. We have to be quick, though. Hens don’t like it when someone takes their eggs.” We collected the rest o off the eggs that the hens had laid the day before, carefully placing them in the baskets so they wouldn’t break. W Wee took them into the house to give to my mother.
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“Can we have breakfast now?” asked Marcus. “Not yet. We have to help dad milk the cows,” I said as we headed toward the barn. “It takes about an hour to milk all 80 cows. And then, we send them out to pasture. After that, we can eat breakfast,” I told Marcus. “Do I have to milk the cows, too?” asked Marcus. “What if one tries to kick me or something?”
“We have machines to milk the “We cows. Come on, I’ll show you.” I took Marcus into the milking parlor and showed him the three stalls on either side of the parlor and the pit in the middle. “We bring in three cows at a time, “We wash them, and get them ready to be milked. We give them food so they don’t get too anxious while we milk them. We let them eat for a minute and then attach the milking machines to their udders.”
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“Their what?” “Their udders, where the milk comes out of. That’ T hat’ss where we attach the milking machine. While they milk the cows on this side of the parlor, we bring in cows from the other side of the parlor and get them ready to be milked.” “Where does the milk go?” asked Marcus. “See that room over there? It’s the milk house. There’s a huge tank in
there. The milk is pumped through hoses into the tank. The tank keeps the milk cool until the truck comes to pick it up every other day day.. Let’ss get these cows out to pasture.” Let’ Marcus and I led the first three cows out of the barn to the north pasture. The cows had eaten most of the grass in the east pasture, so we had to take them north. This rotational grazing gives the grass in each pasture time to grow back.
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After every cow had been milked, dad, Marcus, and I headed back to the house for breakfast. A pile of pancakes and a bowl of fresh strawberries sat on the kitchen table, and a pan of scrambled eggs, vegetables, and cheese sat on the stovetop. “Hungry?” my mother asked.
“Yeah!” Marcus exclaimed as he “Yeah!” dug into the stack of pancakes. “This is the best food I’ve ever tasted!” he said in between large mouthfuls of food. After breakfast, Marcus and I walked to my vegetable garden on the way to the fields
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“I’m growing squash and tomatoes. I hope to have some to enter in the county fair this year. I use only organic fertilizers, like compost.” “What’ss compost?” Marcus asked. “What’ “It’s basically old food and dead “It’s plants. We mixed compost and some cow manure into the soil before we planted the fruits and vegetables. The mixture helps plants grow really well. Let’s go find my dad.
Dad was at the other barn, attaching the hay baler and wagon to the tractor. “Are you ready, Marcus? We’ve got a lot of hay to bale today. Andie, do you think you can drive the tractor while Marcus helps me pile the bales on the wagon?” I could hardly hide my excitement. “Yes, I can. I’ll be really careful, “Yes, I promise.”
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Before we started, dad explained to Marcus that the hay was winter food for the cows, because, in the winter,, the cows couldn’t graze in winter the pastures. “We cut the hay last week and left “We it in the fi fields elds to d y. When the hay is dry, we bale it and bring it into the barn. Then, we store it and take it out in the winter for the cows to eat. It’s It’s going to be hot out there, so we all need to wear hats. Marcus, here’ here’ss one for you.” I got into the seat of the tractor. Dad watched me as I started the tractor and shifted it into gear. “It’s like you’ve been driving “It’s forever,, Andie!” It felt that wa forever way y to me, too, after so many years of riding with dad and helping him in the fields
We baled hay for about two hours. I drove the tractor, and Dad lifted the bales onto the wagon. Marcus tried to help, but I knew those bales were too heavy for him to lift by himself. They weigh about 40 or 50 pounds each. It was getting close to lunchtime, so dad signaled me to bring the tractor back to the barn. “Are you ready for lunch, Marcus?” asked dad. “I’m starving!” exclaimed Marcus. “I’ve never worked so hard! But I love it! Can I drive the tractor, uncle Bob?” “When you’re 15,” he said. “But for now, let’s go see what aunt Melanie has made us for lunch.”
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We sat on the porch for a while after lunch. Then, we went back out to the field to bale more hay. We worked for another two hours in the afternoon with the sun blazing down on us as we worked. Dad could see that Marcus was getting hot and tired, so he decided that we had worked enough for one day. “Andie, why don’t you take Marcus down to the lake for a dip? I think you have both worked enough for one day day.” .” Marcus and I headed to the house to change into our swimsuits. “What about uncle Bob? Is he swimming with us?” asked Marcus.
“Probably not. He has to bring the cows in for the afternoon milking.” “You have to milk the cows “You again?” asked Marcus. “The cows have to be milked at least twice a day. If we don’t milk them often, they won’t produce as much milk. That’s bad for us. And then I have to take some of our products to the food market. There, we sell our strawberries, eggs, and milk.” “I never knew that farming was so much work and so much fun,” said Marcus. “I can’t wait to do it all over again tomorrow!”
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Story Report Date: Title:
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1. Did you like the story? s tory? Color the bar bar..
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2. Write a brief summary. Use some of the key words in the box.
birthday cows
tractor milk
farm life
breakfast
eggs
market
swimming
fun
hay
3. Which was your favorite part? Draw and write.
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4. Would you like to live on a farm? fa rm? What would you like to do there?
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What else are you reading now? Write title, author, and genre.
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The Story and Me 1. Complete the table with information about the story and about you.
Paste a photo of you with your family
On the farm, everybody got up at about
We usually get up at .
., -.,.
Andie wanted to drive a For breakfast, they had
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.
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They had breakfast after
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After breakfast, they
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After work, they
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Marcus thinks farming is
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I want to
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For breakfast, I usually have
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I have breakfast after
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After breakfast, I
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In the afternoon, I usually
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I think farming is
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Glossary bale: (v (v.) .) to press together and tightly tie or wrap into a large bundle. barn: (n.) a large building on a farm where crops or animals are kept. chore: (n.) the regular or daily light work of a household or farm. fertilizer: (n.) substance used to make soil more fertile. grip: (v (v.) .) to complain with grumbling. manure: (n.) solid waste from animals that is used to make land fertile. milking parlor: (n. phrase) place where cows are milked and fed. nocturnal: (adj.) happening or active during the night, or relating to the night. pasture: (n.) an area of land with grass where animals can feed. peck: (v.) (v.) to strike sharply at something with the beak. starve: (v.) to be very hungry. udder: (n.) the bag-shaped part of a cow, goat, etc., which hangs below the belly and produces milk.
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Adapted by Jesica Graziano
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Have you ever met a burping sheep? Have you ever cured a sick banana? Have you ever spent your whole day thinking about dirt? You can if you become an agricultural scientist. Agricultural scientists search for ways to improve farming. They study many sciences including Biology,, Chemistry, Physics, and Mathematics. They Biology often combine several sciences to solve agricultural problems. Some agricultural scientists help farmers grow crops more effic efficientl ientl . Oth Others ers in invent vent n new ew ways to use farm goods. They also explore new methods of farming that protect animals, people, and the environment. Let’s put our boots on and start exploring this magnificent scientific worl
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Amazing Animals Do you love animals and science? You could study animal science! Animal scientists help keep farm animals healthy.. On large farms, hundreds healthy of animals live close together. together. When an animal gets sick, the disease can spread quickly to other animals. An epidemic is an outbreak of disease that spreads quickly quickly.. It can affect one small geographical area, but also countries or continents. Animal scientists also study the illnesses of farm animals. They develop vaccines—medicines that prevent disease. Scientists also help develop better food for animals to keep them stronger and healthier healthier..
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The green footprint measures the impact of humans on the environment. Experts usually look for new ways to protect natural resources. Many animal scientists help breed animals. They study animal genes, which are tiny packages of information. They tell cells what to do. Some genes tell te ll a cow’s body how to produce milk. Other genes tell a chicken’ chicken’ss body how to make eggs. The information in genes can be passed from one generation of animals to the next. Animal scientists help farmers breed cows that produce more milk. They help breed chickens that lay more eggs. They also help farmers breed disease-resisting animals.
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You might be surprised by some of the problems animal scientists solve. In Australia, animal scientists are working with burping sheep. Tiny organisms live in sheep’ sheep’ss digestive tracts. These organisms steal nutrients from the sheep’s food. They produce methane gas. They cause sheep to burp out the gas. Methane pollutes the air air.. Farm animals burp so much methane that it’s damaging Earth’ss atmosphere. This has a large Earth’ greenhouse effect, which doesn’t help global warming. Scientists have developed a vaccine to help eliminate the methane-producing organisms. They hope that vaccinated sheep will pollute the atmosphere less. They also hope sheep will get more nutrients from their food.
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Growing Opportunities Do you enjoy e njoy growing plants? You might like a career in crop science. Crop scientists study plants and how they grow. grow. They seek ways to make food crops more nutritious. They help create seeds that sprout reliably and investigate better ways to raise crops. Some crop scientists called plant pathologists specialize in plant health. They are like doctors for plants. They study how plant parts work and learn about diseases and organisms that can make them sick. They also study environmental factors that affect plants, such as pollution.
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There are many crop-growing processes that harm the soil. Coffee is one of them. Weird, huh? Coffee is so common! W Well, ell, to reduce the damage, scientists developed what is known as ecoagriculture. For coffee, this means using a shade-grown coffee technique that is ecological. It implies growing coffee plants under a canopy.
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These plantations can be found in many Latin American countries, such as Brazil, Mexico, Belize, and Guatemala. And they have a very positive biological effect, as they support the highest diversity of migratory birds, and native flora and fauna. In addition, the carbon gathered is kept in the trees (trunks, limbs, leaves, and roots) as opposed to being freed to the atmosphere and adding to global warming.
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Many crop scientists breed new types of plants. One problem they’re working on is drought, which appear when there’s a long period without rain. Crop scientists are developing plants that survive drought better. better. Farmers won’t have to water the new plants as often. They’ll save money and help save some of Earth’ Earth’ss freshwater resources.
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Creepy Crawly Career Do you think bugs are fascinating? Maybe, you’d like to be an agricultural entomologist. These scientists study insects that attack farm plants. Some entomologists in the Caribbean and the United States are working to save banana and palm crops. Tiny bugs called red palm mites are destroying banana and palm trees. As many as 100 million mites are found in one tree. Pests blow from one place to another with the wind. They’re spreading so fast that scientists are calling the problem a mite explosion. Some entomologists think another insect may be the solution. Lacewing flies eat mites. One scientist has found a plant oil that attracts lacewings. He hopes this information can be used to solve the problem. Some entomologists solve problems that affect farm animals. In the 1950s, cattle died from wounds caused by the the sscr crew ewwo worm rm ffll . This nasty pest laid its eggs under the animals’ skin. When the eggs hatched, worms burst out and the wounds became infected.
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Agricultural entomologists discovered a way to make male screwworm flies sterile. When female mated with the sterile males, the eggs they laid didn’t hatch. The scientists released thousands of sterile male screwworm flies. They mated with wild female female flies. Fewer and and fewer fewer screwwo screwwo m eggs hatched. Today, there are no more screwworm flies in North America.
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Dirty Work Do you like digging in the dirt? Soil science might be for you. Soil is one of Earth’s most important resources. Almost all food grows out of the soil. The plants you eat get their nutrients from soil. Meat and dairy foods are also linked to soil. The animals used for meat and milk eat plants. The nutrients in the soil pass from the ground to the plants, to animals, and to you. Soil scientists help farmers manage soil and protect this important resource. Most food crops grow in topsoil, the surface layer of the soil. Good topsoil is rich in nutrients. It holds just the right amount of water for many plants to grow. grow. Farming, however, is hard on the topsoil. Most farmers plow or till their fields before planting.
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This loosens the soil so il and gets rid of weeds. Loose soil, however, erodes quickly. quickly. Every year ye ar rain and irrigation wash almost two billion tons of topsoil off farms in the United States. Some soil scientists should use computers and Mathematics to help plan how farmers use their fields. Their plans help reduce soil loss Farming can also use up the nutrients in the soil. Soil scientists help farmers preserve soil nutrients. One method is to plant different crops each year. Different crops use different nutrients. Many crops strip nitrogen, an important nutrient, from the soil. Other crops, such as alfalfa and beans, replace the nitrogen.
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Clever inventors Do you like to invent things? Food scientists are agricultural scientists who invent better ways to make and preserve foods. One recent invention is lactosefree milk. Lactose is a chemical found in cow’s milk. Some people can’t digest it well. Milk products make them feel sick. Food scientists found a way to remove lactose from milk. Now, people can buy lactose-free milk, cheese, and even ice cream. Did you know that scientists also help celiacs? They have been working hard and now we can see products for celiacs in many stores. Celiacs can’t eat gluten. There are many gluten-free alternatives that make celiacs’ life easier. In the past, there wasn’t much information about this condition. Fortunately,, today, there are many gluten-free products. Scientists work for Fortunately all of us!
Out of this world Have you ever imagined an astronaut farming? Some do. Agricultural science is happening miles above Earth, on the International Space Station. Astronauts are growing wheat and other plants in a special greenhouse. Their studies will help plan long space journeys in the future. Astronauts that travel deep into space won’t be able to carry all the necessary food for their trip. They’ll need to grow food in their spacecraft.
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Big World, Great Needs On the one hand, demographic figures keep growing—there are more people on Earth than in the past, which means that more food is necessa necessary ry.. The greenhouse effect is also more visible. And this means more pollution and more needs. Scientists suggest that a good measure to fight global warming is consuming local products. If products don’t travel long distances, less fuel or energy is consumed, which leads to less pollution.
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Story Report Date: Title:
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Theme:
-,_ .. ,;;
Typee of text: Typ
;, ,.;,. ,,
1. Did you like the text? Color the bar.
0%
25%
50 %
75%
100%
2. Write a brief summary summar y. Use so some me of the key words below.
scientists
agriculture
green footprint
farmers
global warming
vaccines plants
3. Which was your favorite part? Draw and write.
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4. If you were a scientist, what would you like to study? Give examples.
5.
What else are you reading now? Write title, author, and genre.
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What Is the Meaning of that Word? 1. Read these parts of the text and choose the correct options. When an animal gets sick, the disease can spread quickly to other animals. 1.
What does “spread” mean?
a. pass
b. ask
c. can
Crop scientists study plants and a nd how they grow. They seek ways to make food crops more nutritious. 2.
What does “seek” mean?
a. believe
b. go
c. search
Do you like digging in the dirt? Soil science might be for you. 3.
What does “digging” mean?
a. excavating
b. going
c. searching
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Glossary breed: (v (v.) .) to reproduce; to keep animals for the purpose of producing young animals in a controlled way. burp: (v (v.) .) to allow air from the stomach to come out through the mouth in a noisy way. canopy: (n.) the highest layer of branches in a forest or on a tree. crop: (n.) a plant or plant product that is grown by farmers. demographic: (adj.) relating to demography (the study of populations). ecoagriculture: (n.) agriculture that supports production and biodiversity conservation in harmony. epidemic: (n.) an occurrence in which a disease spreads very quickly and affects a large number of people. global warming: (n. phrase) the recent increase in the world’s temperature that is believed to be caused by the increase of certain gases (such as carbon dioxide) in the atmosphere. green footprint: (n. phrase) measure of how much nature it takes to support people. greenhouse effect: (n. phrase) the gradual heating of the atmosphere cause by air pollution. hatch: (v.) (v.) to come out of an egg. mate: (v (v.) .) to come or bring together for breeding. pollution: (n.) damage caused to water, air, etc. by dirty or harmful substances. sprout: (v.) (v.) to produce new leaves, buds, etc.
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