teacher s guide - higher ed ebooks & digital … · 2016-12-04 · pages 4–6 of this...

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Physical Science

930L

Reykjavik, Iceland

Curitiba, Brazil

Portland, Oregon, United States

Freiburg, Germany

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Teacher’s Guide

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Contents

Going Green

Literacy Overview � � � � � � � � � � � � � � � � � � � � � � � � 2

Science Background � � � � � � � � � � � � � � � � � � � � � � � 4

Portland, Oregon, United States� � � � � � � � � � � � � � � � 7

Curitiba, Brazil � � � � � � � � � � � � � � � � � � � � � � � � � � 9

Freiburg, Germany � � � � � � � � � � � � � � � � � � � � � � 11

Reykjavik, Iceland � � � � � � � � � � � � � � � � � � � � � � � 13

Discuss � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 15

Research & Share � � � � � � � � � � � � � � � � � � � � � � � 17

Correlation � � � � � � � � � � � � � � � � � � � � � � � � � � � 19

Glossary


Physical Science

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Curitiba, Brazil

Portland, Oregon, United StatesFreiburg, Germany

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Literacy Overview

CONTENT GOALStudents will read four selections in Going Green. They will learn how four different cities strive for sustainable living by using green engineering, renewable energy resources, and recycling�

COMPREHENSION GOALRemind students that as thinking-intensive readers they must listen to their inner voice to monitor and repair comprehension as they read� Find opportunities to model and teach active thinking strategies to help students access content� You may want to focus on the following strategies for Going Green.

• Summarize and Synthesize: Readers synthesize and summarize information to see the bigger picture� They piece together the parts to come up with the whole� They integrate new information with what they already know to get a more complete understanding of the ideas in the text�

• Determine Importance: Readers need to sift out the most important information in a text� They must distinguish the important information from the interesting details to answer questions and arrive at main ideas�

Reading Selections• Portland, Oregon, United States (science article)

• Curitiba, Brazil (science article)

• Freiburg, Germany (science article)

• Reykjavik, Iceland (science article)


Physical Science

930LReykjavik,

IcelandCuritiba, Brazil


Freiburg, Germany


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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS

CC.5.RInfo.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CC.5.RInfo.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

CC.5.RInfo.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

CC.5.RInfo.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

CC.5.RInfo.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

CC.5.RInfo.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Writing Standards (page 17)

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ACTIVATE & BUILD BACKGROUNDDraw the graphic organizer shown above� Direct students’ attention to the cover of Going Green and read the title� Ask: What are some “going green” things people can do? Write students’ responses in the graphic organizer�

Model for students by thinking aloud� You might say: People sometimes use the word green to refer to the environment. “Going green” means caring for the environment. In this cover photo we can see plants growing on the roof of a building in the middle of a city. I’ve seen other photos of rooftop gardens. They may include vegetables, or they may just be nice green spaces for people to enjoy. Either way, I’ve read that rooftop gardens are a good example of going green. And it’s not only because they are green but also because they keep buildings cooler inside without having to use energy for air conditioners. They also keep water from running off the roofs and picking up dirt and other pollutants.

Explain that “going green” refers to changes people make so they live and work in a way that is good for the environment� You might say: This book is about changes cities have made in order to provide a way of living in the

community that is better for the environment and people’s health. Those changes involve such things as building design, energy sources, and reusable materials.

Ask students to Turn and Talk about other steps they think people or communities might take when “going green�”

Students can then Share their ideas with the class, including what “going green” means to them�

You may want to return to the graphic organizer to add more information after students read each selection�

BUILD SCIENCE BACKGROUNDPages 4–6 of this teacher’s guide address how certain science concepts relate to each selection in Going Green. This information will provide you with science background knowledge as you plan your teaching for this book�

Help students access background knowledge related to the science concepts� Support the concepts of renewable resource and recycling in ways that are familiar to your students�

• renewable resource: With students, draw up a list of natural resources that people use to produce power (e�g�, sunlight, wind, water, oil, coal) and to build or make things (e�g�, trees/wood, metals, cotton)� Ask students which resources might get used up someday and which will always be able to be replaced�

• recycling: Hold up an item made of metal, glass, paper, rubber, or plastic� Ask: What can be done with this item instead of throwing it away? Lead students to conclude that almost any item they might throw away could be recycled, or used to make a new object or for a new purpose�

The NG Ladders on-level eBook for Going Green is available in .pdf format. Project the eBook on your interactive whiteboard, or have students listen to or read it on tablets or other mobile devices.

What are some “going green” things people

can do?


Physical Science

930L

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Curitiba, Brazil

Portland, Oregon, United States Freiburg,

GermanyOC_SE59441_5P_EN_CVROL 1-2

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Science concepts are a critical part of each selection in Going Green. These pages will help you build content knowledge so that you may more effectively have discussions with students as they read each selection in the book�

The following big idea science concepts apply to several selections in the book�

• Recycling (student book, pp� 3, 16) is the use of materials in an old object to make a new object� Some commonly recycled materials and items include glass, plastics, paper, aluminum, steel, batteries, tires, and oil� Recycling some items, such as those made of glass and aluminum, involves melting the item and reusing the material� Other items, such as tires and some plastics, will not melt� Recycling them requires either using the item for another purpose, such as burning tires for fuel, or chopping the item into small pieces and then using the pieces in the construction of other items�

A broader definition of recycling includes composting and recycling of yard waste� A typical home composting setup is a bin or pile in which are placed leftover grass clippings, fruit and vegetable scraps, dead leaves, and other organic material� Some food scraps, such as dairy products, fats, and meat, should not be included because they attract pests and flies� With proper treatment, the organic material will decompose into compost that can be used to enrich and fertilize soil�

• A renewable resource (student book, pp� 19, 27) is a resource that is always being replaced and will not run out� Wind, sunlight, and water are examples of renewable resources� A geothermal renewable resource is a hot underground reservoir that is usable as a source of thermal energy by pumping either hot water or steam to the surface� Biomass is a renewable resource made of organic material, such as wood or vegetable matter, that is usable as a fuel�

Pages 5–6 in this teacher’s guide describe how the science concepts above relate to each selection� Additional science background information is given for each selection�

Science Background


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A FRAMEWORK FOR K–12 SCIENCE EDUCATION

Core Idea PS3: Energy PS3.A: Definitions of Energy What is energy?

Core Idea ESS3: Earth and Human Activity ESS3.A: Natural Resources How do humans depend on Earth’s resources? ESS3.C: Human Impacts on Earth Systems How do humans change the planet?

Core Idea ETS1: Engineering Design How do engineers solve problems?

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PORTLAND, OREGON, UNITED STATESStudent Book, pp� 2–9 Teacher’s Guide, pp� 7–8

In this selection, students will read about sustainable practices taken by the city of Portland, Oregon� They will learn about recycling (student book, p� 3), green engineering, a rain garden, and eco-friendly transportation systems�

Sustainable practices are methods used by individuals, businesses, and communities that meet today’s needs while protecting ecosystems, water sources, air, land, and the climate for future generations� In the United States, the Environmental Protection Agency oversees this effort�

Green engineering is the development of any product or process from start to finish in a way that has minimal environmental impact� The methods used for green engineering vary, but industries strive to develop products in such a way that both their production and their use conserve natural resources and avoid waste�

A primary goal of sustainable development and green engineering is to reduce the carbon footprint of a city or a business� A carbon footprint is the amount of harmful gases—such as carbon dioxide—that a city, business, household, or individual produces� Web sites exist that allow people to calculate their individual carbon footprint as a result of their use of cars, home energy, and other lifestyle choices� Burning fossil fuels increases a carbon footprint because it emits harmful gases, including carbon dioxide and other greenhouse gases that contribute to climate change� Portland and other environmentally focused cities reduce their carbon footprint by taking actions that result in decreased use of fossil fuels� These actions include decreasing the use of cars in the city and encouraging energy-efficient homes and businesses�

CURITIBA, BRAzILStudent Book, pp� 10–17 Teacher’s Guide, pp� 9–10

In this selection, students will read about ways the city of Curitiba, Brazil, balances the needs of the city with protection of the environment� They will learn about the city’s emphasis on parks, commuting, and recycling (student book, p� 16)�

An important step that Curitiba takes in preserving natural resources is devoting one-fifth of the city’s area to green space, including parks, gardens, and tree-lined streets� Green space produces a pleasant place to live in and visit, but it also has economic and environmental benefits� The trees, grass, and ponds in a park provide a low-cost way to manage storm water by using it to irrigate plants� Green space also reduces air pollution� The large number of cars and factories in a city emit pollutants, including carbon dioxide� Plants act as a carbon sink by using the carbon dioxide in photosynthesis and releasing oxygen� Parks even help cool a city� Paved areas absorb the energy of sunlight and heat the overlying air� This effect increases the temperature of cities significantly� Parks, however, are naturally cooler� Cool winds form as the less dense warm air rises, allowing the denser cool air over parks to flow throughout the city�

Curitiba also focuses heavily on recycling� Glass is one of the easiest materials to recycle because it can be melted and reused again and again� Manufacturers first crush the glass and then melt the crushed recycled glass, called cullet, along with other materials to form new glass�

In the United States, plastic items include a number code from 1 to 7 to identify the type of plastic� Items labeled 1 or 2 usually can be recycled, but there may be restrictions� Some communities tell people to “check for the neck” to determine whether a plastic is recyclable� The type of plastic used for containers without a neck is slightly different and in some communities cannot be recycled�

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FREIBURG, GERMANyStudent Book, pp� 18–23 Teacher’s Guide, pp� 11–12

In this selection, students will learn that Freiburg, Germany, is known throughout the world as “Solar City” because of its focus on the use of solar energy, a type of renewable resource (student book, p� 19)�

Radiant energy is energy that travels outward by waves from a source� It can travel through matter, such as light traveling through window glass, or it can travel through empty space� Radiant energy from the sun is called solar energy� Light energy is also radiant energy�

Sunlight travels outward in straight lines from the sun� The rays spread apart as they move away from the sun, but Earth is so far from the sun that the rays are essentially parallel� Earth’s curved surface, however, causes the rays to strike at different angles� Only the points directly “under” the sun receive light rays that are exactly perpendicular to the surface� Away from these points, the light spreads out, and the rate of energy transfer to the surface decreases�

Solar panels receive the greatest rate of solar energy transfer when they point directly toward the sun� However, because Earth is tilted on its axis at a constant angle as it revolves around the sun, the angle at which the sun strikes each point on Earth varies throughout the year� The Northern Hemisphere tilts away from the sun in the winter� Solar panels, therefore, tilt south to receive the most energy from the sun� The exact angle of the tilt depends on latitude and the placement of the solar panel�

Solar panels include a type of material called a semiconductor that can absorb energy from the light that strikes it� The energy produces the photoelectric effect in which a current of electricity flows through the material when the solar panel is part of an electrical circuit� If the circuit connects to a home circuit, for example, the electrical energy can be used to warm the home or power appliances� The entire process therefore involves the transfer of solar energy to the solar panel, as well as the transformation of solar energy to electrical energy to thermal energy (heat)�

REyKJAVIK, ICELANDStudent Book, pp� 24–31 Teacher’s Guide, pp� 13–14

In this selection, students will learn how the geology of Iceland allowed its capital city, Reykjavik, to become famous for its use of clean energy� Students will read about hydroelectric and geothermal power plants�

At a hydroelectric plant, water from a reservoir falls through a pipe because of the force of gravity� The pipe directs the water onto the blades of a turbine� The force of the water spins the blades� The potential energy stored in the water changes to kinetic energy (energy of motion) as the water falls, and the kinetic energy of the water transfers to the blades� A shaft attached to the turbine is also attached to an electrical generator� When the blades of the turbine spin, the shaft causes coils of wire to spin within a ring of magnets inside the electrical generator� The motion of the wire coils near the magnets produces a current of electricity in the wire� In this way, kinetic energy from the falling water ultimately changes to electrical energy in the wire�

Geothermal plants use a similar method to produce electricity� The primary difference is the water source� Studies have shown that Earth’s core, or central region, may be as hot as 6,000ºC (10,832ºF), as hot as the sun’s surface� This heat continuously moves out toward Earth’s surface� Geothermal power plants take advantage of the hot underground temperatures as a renewable resource (student book, p� 27)� A geothermal power plant taps the thermal energy stored either in reservoirs of hot water or in regions of hot rock deep within Earth’s crust� There are several types of geothermal power plants� Some plants pump water to the surface from underground reservoirs hotter than about 360ºC (680ºF)� Other plants draw hot steam from underground sources� Either the water or the steam can spin a turbine attached to an electrical generator�

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Summary “Portland, Oregon, United States” is a science article that describes how the city uses public policy and modern technology to implement green solutions that are low-impact and conserve natural resources while preserving the natural beauty of the city�

BUILD BACKGROUND FOR THE GENREHave students turn and talk about the types of things they might find in a science article� Then have them share their ideas with the class� Explain that “Portland, Oregon, United States” is a science article with the following elements:

• It uses facts, details, examples, and evidence to present information about a science topic�

• The text is organized using headings and has specialized vocabulary�• Facts and information are presented through photos and captions�

BUILD VOCABULARy & CONCEPTS• recycling • sustainable

Remind students that Using Context Clues is a strategy to infer the meaning of an unfamiliar word� They can “read around” the word, or read a few sentences before and after it, to make meaning from the context� Remind them to look at the photographs, too�

Another strategy to try is Using Background Knowledge. Ask students to turn and talk about what the word recycling means to them� Then have them read the word in context� As their ideas emerge, the class can begin to co-construct the meaning of the word through collaborative discussion� Follow the same steps with the word sustainable.

Point out other important words and terms in the selection, such as climate change, eco-friendly, and construction engineering, for which students may be able to use their background knowledge and context clues to determine the meaning�

READING OBJECTIVES• Explain the relationships and interactions

between ideas in a scientific text�

• Determine the meaning of words with prefixes�

SCIENCE OBJECTIVES• Understand what it means to conserve energy

and natural resources�

• Understand how humans can affect natural

resources�

• Describe how green engineering solutions can

reduce environmental impact�

Portland, Oregon, United States Science Article

Portland, Oregon, has plenty of natural beauty. The city straddles the banks of two huge rivers. Its skyline features an active volcano. It contains the largest urban forest in the United States. And it’s surrounded by millions of acres of forest and farmland.

Read to find out the impact of Portland’s local green solutions.

by Jennifer Boudart

Portland Oregon

Portland’s light rail and bus system are two reasons other cities are “green” with envy.

GENRE Science Article

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Portlanders don’t take this beauty for

granted. In 1971, Portland quickly

started enforcing a new state law.

People who turned in drink bottles

for recycling were given a refund.

Since then, Portland has also set up an

office for sustainable city planning,

or planning that conserves natural

resources. The city created a climate

change action plan to reduce the output

of carbon dioxide emissions. Carbon

dioxide is the gas mainly responsible for

climate change. The city also supports

carsharing with reserved parking spaces.

Carsharing is where people rent cars for

short trips around town. Portlanders

were among the first to ban plastic

shopping bags. And the city lends

homeowners money for green home

improvements. Portland is on several

“top cities” lists for its quality of living.

A big reason is because of its sustainable

efforts in transportation, recycling, and

energy efficiency.

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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.5.RInfo.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

CC.5.RInfo.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

A FRAMEWORK FOR K–12 SCIENCE EDUCATIONCore Idea PS3: Energy PS3.A: Definitions of Energy What is energy?

ESS3: Earth and Human Activity ESS3.C Human Impacts on Earth Systems How do humans change the planet?


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READThe content goal for Going Green is for students to learn how four different cities use green engineering, renewable energy resources, and recycling� Share that “Portland, Oregon, United States” explains how Portland implements, or carries out, green solutions� Point out the Read to find out statement at the top of page 2 in the student book: Read to find out the impact of Portland’s local green solutions.

Help students with the comprehension goal of accessing content by summarizing and synthesizing as they read� Model this strategy by using page 3� Say: This page gives many details about the city of Portland’s efforts to “go green”; for example, the city’s recycling and carsharing programs. I can pull together, or synthesize, these details to help me understand what the main idea is. And there are also clues to the main idea at the beginning and the end of the page. I’m going to synthesize those, along with the details, to summarize the main idea in my own words: Portland is a city that values its natural resources. The city has many programs that not only conserve natural resources but also improve the quality of life.

Before students begin reading, say: As you read, pay attention to the details, and look for other clues to the main ideas. Synthesize the information you’ve read and summarize the main ideas to better understand what you are reading.

TURN & TALKRevisit the Read to find out statement� Have students turn and talk about Portland’s local green solutions� To check understanding, have students turn and talk about the Check In question: How does the word sustainable apply to a city like Portland? (Possible response: Portland meets the needs of its citizens in a way that preserves the environment for future generations�)

Explain Relationships Tell students that they can understand an article better if they try to identify relationships between ideas� Draw students’ attention to the discussion of the Oregon Convention Center on

pages 4 and 5� Model how to explain relationships by saying: The designers of the Oregon Convention Center chose to use natural light to provide lighting for meeting rooms. This decision relates to saving energy because it decreases the need to turn on electric lights. Ask students to turn and talk with a partner about other examples on pages 4 and 5 that show relationships between a choice made by the designers of the Oregon Convention Center and saving energy� Suggest that students use photos, captions, and the text box in addition to the main text to search for their examples� Also remind students that not all information may be stated directly; they may have to make inferences� (Possible responses: The OCC gets much of its electricity from wind energy, which saves energy used by other sources, such as oil� Trains provide easy access to the OCC, which saves energy by decreasing the need for people to drive vehicles there�)

Determine Word Meaning Explain that one method of determining the meaning of any unfamiliar words is to consider prefixes, suffixes, and base words� Model by drawing students’ attention to the word embedded on page 6� Read aloud the sentence containing the word� Then say: The prefix em- means “in,” and a bed can be any flat surface where something comes to stay or rest. The sentence must mean the rails are placed in the flat roadway. Have students practice this strategy by determining the meaning of the name Depave on page 8� Ask them to turn and talk with a partner about how the prefix and the base word indicate the word’s meaning� (Possible response: The prefix de- means “to reverse the action of; to undo�” It indicates the opposite of the base word, so depave means the opposite of pave�)

WRITE & ASSESSYou may want to have students do a “quick write” to assess understanding� It’s always helpful to have students reflect on both the content and their thinking process�

• Which of Portland’s green designs do you find most impressive? Explain how it works.

• What surprised you most about Portland’s green solutions?

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Summary “Curitiba, Brazil” is a science article that describes ways in which Curitiba balances the needs of the city with protection of the environment� Students learn about the city’s emphasis on parks, commuting, and recycling�

BUILD BACKGROUND FOR THE GENREAsk students to describe the kinds of information they might expect to read in a science article� Tell them that “Curitiba, Brazil” is a science article with the following elements:


• It explains ideas and concepts by pointing out problem/solution relationships�

• It presents facts and information through photos and captions�

BUILD VOCABULARy & CONCEPTS• recycling • organic


Another strategy to try is Using Graphic Organizer Notes. Have students create a graphic organizer with four columns: Word, Inferred Meaning, Clue, and Sentence or Picture. Ask students to write recycling in the first column� Then invite them to turn and talk about what they infer the word means and write the inferred meaning in the second column� In the third column, have students write the clue in the text that helped them infer the meaning, and in the final column have them write a sentence or draw a picture that demonstrates their understanding of the word� Suggest students work with a partner and follow the same steps with the word organic.

You may want to point out other important words and terms in this selection, such as industry, environment, urban planning, and tax breaks. Suggest pairs follow the same steps with these and any words or terms that might be unfamiliar to students�

READING OBJECTIVES• Determine main ideas and summarize text�

• Identify text structure (problem/solution)�

SCIENCE OBJECTIVES• Understand how humans can affect natural

resources�

Curitiba, BrazilScience Article

GENRE Science Article Read to find out why Curitiba is well known for its green efforts.

by Jennifer Boudart

Curitibanos flock to Barigui Park. It offers walking trails, outdoor sports such as kayaking, lakeside dining, and many other activities.

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rom the sky, you would see that

this huge park marks the heart of

Curitiba (koo-re-TEE-buh), a city

located in southern Brazil. It’s named

Barigui Park, and it’s one of Curitiba’s

biggest and oldest parks. Barigui is just

one of more than 40 parks and forests in

Curitiba. Gardens, tree-lined streets, and

other smaller green spaces dot the city’s

neighborhoods and business districts, too.

Curitiba ranks high on just about every

list of the world’s greenest cities. Nearly

one-fifth of the city has been set aside for

green space. Curitiba is often called the

greenest city in Brazil. It’s known around

the world as a city that balances the needs

of people and industry with the need to

protect the environment.

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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.5.RInfo.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.


A FRAMEWORK FOR K–12 SCIENCE EDUCATIONCore Idea ESS3: Earth and Human Activity ESS3.C: Human Impacts on Earth Systems How do humans change the planet?

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READThe content goal for Going Green is for students to learn how four different cities use green engineering, renewable energy resources, and recycling� Share that “Curitiba, Brazil” describes how the city solved many of its problems and became more energy efficient at the same time� Point out the Read to find out statement at the top of page 10 in the student book: Read to find out why Curitiba is well known for its green efforts.

Help students with the comprehension goal of accessing content by summarizing and synthesizing� Model this strategy by reading page 11 aloud and saying: The first part of the paragraph mentions Barigui Park in Curitiba. As I continue reading, I find out there are many other green spaces in the city, including other parks, forests, and tree-lined streets. These are all details that let me know that Curitiba is a city that cares about its green spaces. I keep this thought in mind as I read on and synthesize other details that might help me summarize the main idea of this page. I find more details that support the main idea that Curitiba is a city that values its green spaces. I think that may even be one of the main ideas of the whole article. I bet the rest of the article will give me more detailed examples of how and why the city has created these green spaces.

Before students begin reading, say: As you read, pay attention to and synthesize the details because they will often help you understand and summarize the main ideas.

TURN & TALKRevisit the Read to find out statement� Have students turn and talk about why Curitiba is well known for its green efforts� (The city has many parks and forests, a good public transit system, and encourages people to recycle�) To check understanding, have students turn and talk about the Check In question: Which green action do you think was the smartest one? Why? (Possible response: Buying of Garbage program, because it solves the city’s problem of streets too narrow for the garbage trucks at the same time that it helps low-income people)

Determine Main Ideas and Summarize Encourage students to gain the most of what they read by identifying main ideas and summarizing� Model this skill by looking at pages 12 and 13 and then saying: Sometimes there are clues to main ideas at the beginning of a paragraph or a larger section of text. In this case, the first sentence hints at the main idea, which is that Curitiba began going green in the 1970s as a thoughtful response to the city’s rapid growth. As I read the rest of the text on pages 12 and 13, I find details that tell more about the city’s thoughtful green planning as the city grew. Have pairs turn and talk to determine the main idea(s) of another section of text in the selection� Ask them to summarize the main idea(s) in their own words�

Describe Text Structure Explain that one way the writer presents ideas is by identifying a problem the city of Curitiba had and then describing the solution� Model by pointing out a place in the text where this occurs and reminding students why it is important to understand text structure� Say: One type of text structure used in this article is problem/solution. This helps us understand why Curitiba’s city leaders made certain decisions. For example, on page 14 I read that in the 1970s, they wanted to install public transportation, but they didn’t have enough time nor money to build a subway. That was a problem. The solution was to turn some streets into bus-only streets. Have pairs turn and talk about other examples of problem/solution text structure in this selection� (Possible response: Trash collection was a problem in Curitiba� The solution was to get the people involved through several different programs�)


• Why is recycling so important in Curitiba?• What do you still wonder about the green efforts in

Curitiba?

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Summary “Freiburg, Germany” is a science article that describes how the city of Freiburg, Germany, has successfully implemented the use of solar energy� Students read how solar panels convert energy from the sun to heat or electricity�

BUILD BACKGROUND FOR THE GENRELead students to an understanding of the elements of a science article� Explain that “Freiburg, Germany” is a science article that has the following elements:


• It explains ideas and concepts by pointing out cause/effect relationships�

• It presents facts and information through photos and captions as well as text�

BUILD VOCABULARy & CONCEPTS• renewable resource • thermal energy


Another strategy to try is Creating a Content Word Wall. Find a wall or area of the classroom to designate as the Content Word Wall� With students, select one of the terms� Then choose a volunteer to write the definition and another volunteer to draw an illustration of the term on a card—one term, definition, and illustration per card� Then place the card on the Content Word Wall� Students can refer to the wall as they encounter the term in text� Follow this same process for the remaining vocabulary�

Point out other important words in the selection, such as standards, maximize, and circulate. Encourage students to follow the same steps and add these words and any unfamiliar or challenging words to the Content Word Wall�

READING OBJECTIVES• Use evidence from a text to explain and make

inferences�

• Determine main ideas and summarize text�

• Explain the relationships and interactions

between ideas in a scientific text�

SCIENCE OBJECTIVES• Describe how humans use energy from

renewable resources�



Freiburg, GermanyScience Article

GENRE Science Article Read to find out how solar power shapes life in Freiburg, Germany.

Many buildings in Freiburg are topped with a gridwork of dark, shiny solar panels like the ones shown here.

by Judy Elgin Jensen

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he sun shines on Freiburg (FRY-berg) for about 1,800 hours

per year, making it the sunniest city in Germany. Plentiful sunshine does more than help plants grow in Freiburg. It literally fuels a way of life for the 230,000 people who live here.

Freiburg is one of the world’s leaders in solar energy use. This is the process by

which energy from the sun is converted to heat or electricity. Solar energy is considered a “green technology,” because it’s a renewable resource, or one that doesn’t get used up. Solar energy is also non-polluting. Hundreds of buildings throughout Freiburg run on solar energy because of the solar panels on their rooftops or walls.

Known around the world as “Solar City,” Freiburg is a destination for green-minded people. Freiburg offers solar tours that guide visitors to notable solar-powered buildings. For example, the train station features a tall solar tower with its south side covered in 240 solar panels. Parking meters use solar power, and so do swimming pools to heat water. The government works to make solar energy as affordable as possible to help increase the use of renewable energy. Plus, homeowners and businesses that produce more electricity than they use from their solar panels get credit from the city’s power company.

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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.5.RInfo.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.


CC.5.RInfo.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.


Core Idea ESS3: Earth and Human Activity ESS3.A: Natural Resources How do humans depend on Earth’s resources?


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READThe content goal for Going Green is for students to learn how four different cities use green engineering, renewable energy resources, and recycling� Share that “Freiburg, Germany” shows how the city became more energy efficient using solar power� Point out the Read to find out statement at the top of page 18 in the student book: Read to find out how solar power shapes life in Freiburg, Germany.

Help students with the comprehension goal of accessing content by determining importance� Model by looking at pages 18 and 19 and then saying: As I read the first paragraph on page 19, I find out that Freiburg is the sunniest city in Germany. I also see solar panels in the photo, and I see renewable resource in bold. As I read the last paragraph on page 19, I learn that Freiburg is called “Solar City.” These are all details that lead me to believe that solar energy is very important to the city of Freiburg.

Before students begin reading, say: As you read, use clues in the text and photos to help you determine which ideas in the text are most important.

TURN & TALKRevisit the Read to find out statement� Have students turn and talk about how solar power shapes life in Freiburg, Germany� To check understanding, have students turn and talk about the Check In question: What has helped solar power succeed in Freiburg? (Possible responses: Freiburg has a sunny location� Laws limit solar energy costs� The people are committed to green living�)

Make Inferences Explain that some ideas of a selection may not be stated explicitly, but readers can make inferences based on the information given� Model by using the sentence on page 19 that describes the solar panels on the train station tower� Say: This text says that the solar panels are on the south side of the tower, but it doesn’t say why. I know, however, that the sun shines from the southern skies on places in Earth’s Northern Hemisphere, like Freiburg. I can infer that the solar panels are on the south

side of the tower because they can collect more of the sun’s energy there. Have students re-read about the Heliotrope House on page 21� Ask: What can you infer about what it might feel like to live in the rotating Heliotrope House? Have students turn and talk about their inferences� (Possible response: You probably would not feel the house moving because the sun seems to move so slowly across the sky�)

Determine Main Ideas and Summarize Remind students that a paragraph’s main idea is sometimes contained in the first sentence� Model by focusing on the first paragraph on page 20� Say: The paragraph begins by saying the Vauban District is a solar success story. That’s the main point of the paragraph. What follows are details—explanations and examples—that support that main idea. I can combine the main idea and most important details to summarize—and more easily remember—what I read: Many houses in the Vauban District have solar roofs and produce more energy than they use, making this part of Freiburg a solar success story. Invite student pairs to choose another paragraph or section in the selection, identify its main idea(s), summarize, and then share their summaries with the class�

Explain Relationships Remind students that identifying relationships, such as causes and effects, in text can help them better understand what they’ve read� Model an example of a cause and effect: Because Freiburg is the sunniest city in Germany (cause), it makes sense that it has become one of the world’s leaders in solar energy use (effect). Have student pairs find and then turn and talk about other cause/effect relationships in the text�


• What green ideas used in Freiburg do you think could be used where you live? Explain your reasoning.

• What is your favorite part of the story of Freiburg, Germany?

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Summary “Reykjavik, Iceland” is a science article about how the geology of Iceland allowed its capital city to become famous for the use of clean energy� Students read about various clean energy sources and learn about hydroelectric and geothermal power plants�

BUILD BACKGROUND FOR THE GENRERemind students of the elements of a science article� Explain that “Reykjavik, Iceland“ is a science article that has the following elements:

• It explains ideas and concepts by pointing out problem/solution relationships�

• The text is organized using headings and has specialized vocabulary�• It presents facts and information through photos and captions as

well as text�

BUILD VOCABULARy & CONCEPTS• geothermal energy • renewable resources • hydroelectricity


Another helpful strategy is Creating an Online Image Bank. Select several images or diagrams from an Internet image site and project them as you present the term geothermal energy, giving students a chance to anchor the meaning of the term with the images� Use the same strategy for the terms renewable resources and hydroelectricity.

Have students identify other important words or terms in the selection, such as geysers, glaciers, generate, fossil fuels, and pollutants� Then have them create an online image bank or use context clues to determine the meaning of these words or terms�

READING OBJECTIVES• Use evidence from a text to explain and make

inferences�

• Determine main ideas and summarize text�

• Identify text structure (problem/solution)�

SCIENCE OBJECTIVES• Describe how humans use energy from

renewable resources�



Reykjavik, IcelandScience Article

Iceland. Just saying it makes you want to

shiver. This windswept, rugged country is

partly covered with thick sheets of ice called

glaciers that melt into cold-water rivers.

But the nation’s capital city of Reykjavik

(RAY-kyah-vik) is a hot topic in the world of

green energy. It’s all thanks to the unique

geology of this island nation. While frigid

features give Iceland its name, what’s

underneath is a whole different story.

GENRE Science Article Read to find out how Iceland’s geology is key to its green energy.


Strokkur geyser erupts every 8 minutes or so. It shoots water as high as 20 meters (65 feet).

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Iceland’s 35 active volcanoes are fueled

by geothermal energy, or heat from deep

within Earth. The geothermal energy heats

underground rock and the water trapped

within it. The water boils and steams as

it becomes superheated. Sometimes the

water moves to the surface and forms

hot springs or geysers. The energy in this

superheated water can be used for heat

and electricity.

Electricity can be generated from the

energy in moving water, too. About ten

percent of Iceland is covered in glaciers.

As the glaciers slowly melt, their waters

feed rivers across the nation. The flowing

water of the rivers is then used to

generate electricity. Hot and cold water

has made Reykjavik famous for clean, or

green, energy.

A hot spring called Blesi forms this pool and the one above . This one is brilliant blue and hot. It is around 45°C (about 115°F). The far one is almost clear, and boiling hot! It is around 100°C (212°F).

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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.5.RInfo.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.






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READThe content goal for Going Green is for students to learn how four different cities use green engineering, renewable energy resources, and recycling� Explain that “Reykjavik, Iceland” tells how Reykjavik has used its natural resources to supply clean energy� Point out the Read to find out statement at the top of page 24 in the student book: Read to find out how Iceland’s geology is key to its green energy.

Help students with the comprehension goal of accessing content by determining importance as they read� Model by looking at pages 24 and 25 and saying: As I read the first paragraph on page 24, I find out that even though Iceland’s surface is cold, underneath the surface it’s hot. I also notice steaming pools of water in the photo, and I see geothermal energy in bold, followed by the in-context definition “heat from deep within Earth.” As I continue reading on page 25, I learn that the energy in this superheated water can be used for heat and electricity. These are all details that lead me to believe that geothermal energy is very important to the city of Reykjavik.

Before students begin reading, say: As you read, use clues in the text and photos to help you determine which ideas in the text are most important.

TURN & TALKRevisit the Read to find out statement� Have students turn and talk about how Iceland’s geology is key to its green energy� (Possible response: Iceland has clean geothermal energy that heats underground water, which can be used for heat and electricity�) To check understanding, have students turn and talk about the Check In question: What are some of the green energy alternatives used in Reykjavik? (geothermal, energy from moving water, methane gas, hydrogen, and electricity)

Make Inferences Remind students that they can merge evidence from the text with their own knowledge to infer information that is not stated directly� Read aloud the

last paragraph on page 27� Model making an inference: The text says Iceland has been using clean energy sources for 50 years. I can infer this might be because people have made the best use of their abundance of renewable energy resources, such as geothermal energy. Have students turn and talk about other inferences they can make�

Determine Main Ideas and Summarize Remind students that it is important to distinguish main ideas from interesting details� Have students turn and talk about the paragraph on page 25 that discusses energy from moving water� Ask them to distinguish the details from the main idea� (Possible response: Detail—about 10 percent of Iceland is covered in glaciers; Main idea— Iceland’s rivers can be used to produce electricity�)

Describe Text Structure Point out that the writer of this selection sometimes describes a problem and then explains its solution� Pages 28–31 have many examples of this� Model by pointing out a place in the text where this occurs and reminding students why it is important to understand text structure� Say: In this selection, a problem/solution text structure helps us understand why the city of Reykjavik made certain decisions. In “Alternate Alleyways,” the writer states this problem: Reykjavik wants more people to bike, walk, and use buses. Then she describes the solution: The city will create more paths for bikers and walkers. Invite students to turn and talk about other examples of problems and solutions in this selection� (Possible response: The city needs to produce food locally in winter, so it uses geothermal energy to heat greenhouses�)


• How is Reykjavik taking advantage of its renewable natural resources to set up a green city?

• What more would you like to learn about this topic?

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Discuss

CONTENT & COMPREHENSION GOALSFoster a discussion about the four selections in Going Green. Have students compare and contrast the selections� Ask: What problems and solutions or causes and effects can you identify in the selections? (Possible responses are given in the chart�)

The four selections in Going Green are all science articles� Physical science concepts (renewable resource and recycling) thread through the selections� Guide a discussion about these science concepts�

What makes the selections especially interesting, though, is the interdisciplinary context—real-life stories and events that include not only physical science but also Earth science, technology, engineering, and current events� After you have explained what interdisciplinary means, have students turn and talk about the interdisciplinary nature of the selections� You might ask: How is reading Going Green different from reading a textbook about energy and renewable resources? Also ask them to consider differences in the ways the selections were written (such as genre and text structure) and how the writing style helps the science concepts come alive�

READING OBJECTIVES• Compare and contrast text structures�

• Write or speak about the topic by using

information from the four selections�

SCIENCE OBJECTIVES• Compare different green engineering solutions�


reduce environmental impact� Problem/Solution Cause/Effect

Portland, Oregon,

United States

plants filter pollutants/clean water released

Curitiba, Brazil

floods/parks include lakes to collect

water

Freiburg, Germany

sun shines on solar cells/cells produce

electricity

Reykjavik, Iceland

use less gasoline/develop hydrogen

and other renewable energy resources

Portland, Oregon, has

plenty of natural beauty.

The city straddles the

banks of two huge rivers.

Its skyline features an

active volcano. It contains

the largest urban forest

in the United States. And

it’s surrounded by millions

of acres of forest and

farmland.

Read to find out the impact of Portland’s local green solutions.

by Jennifer Boudart

Portland Oregon

Portland’s light rail and bus system are two

reasons other cities are “green” with envy.

GENRE Science Article

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GENRE Science ArticleRead to find out why Curitiba is well known for its green efforts.

by Jennifer Boudart

Curitibanos flock to Barigui Park. It offers walking

trails, outdoor sports such as kayaking, lakeside

dining, and many other activities.

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GENRE Science ArticleRead to find out how solar power shapes life in Freiburg, Germany.

Many buildings in Freiburg are topped

with a gridwork of dark, shiny solar

panels like the ones shown here.


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Iceland. Just saying it makes you want to

shiver. This windswept, rugged country is

partly covered with thick sheets of ice called

glaciers that melt into cold-water rivers.

But the nation’s capital city of Reykjavik

(RAY-kyah-vik) is a hot topic in the world of

green energy. It’s all thanks to the unique

geology of this island nation. While frigid

features give Iceland its name, what’s

underneath is a whole different story.

GENRE Science ArticleRead to find out how Iceland’s geology is key to its green energy.


Strokkur geyser erupts every 8 minutes or so.

It shoots water as high as 20 meters (65 feet).

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COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.5.RInfo.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

CC.5.RInfo.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

A FRAMEWORK FOR K–12 SCIENCE EDUCATIONCore Idea ESS3: Earth and Human Activity ESS3.A: Natural Resources How do humans depend on Earth’s resources?


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DISCUSSHave students collaboratively answer the questions on page 32 as you move about the room and listen in to support and scaffold student conversations and clarify misconceptions�

1. What connections can you make among the four pieces in Going Green? (Possible responses: All of the cities were able to make changes because they developed a long-term plan about ways to go green� The changes all depended on the involvement of the people living in the cities�)

2. Compare and contrast modes of green transportation in the four cities in this book. Which kind of transportation makes the most sense to you? Why? (Possible response: The goal of all modes of green transportation is to reduce the use of fossil fuels� Some cities focused on mass transit, such as light rail and buses, to reduce the number of cars� Other cities focused on changing their layouts to encourage bicycling and walking� I think mass transit is necessary to get to main parts of a city, but cities should encourage bicycling and walking as much as possible�)

3. Cite three examples of green methods cities or people use that were surprising to you. Explain why. (Possible response: I was surprised that cities can use parks to reduce pollution because I thought parks were just places to have fun� I was also surprised that Portland has so many kilometers of bike lanes because some cities do not encourage the use of bikes at all� I also found the Buying of Garbage program in Curitiba surprising because it sounds like a great program yet it seems unusual to buy garbage from people�)

4. What are some of the key points you might use from the four pieces to persuade others of the need for green construction methods or green transportation? (Possible response: I would explain the success Portland has in encouraging people to use bicycles� I would explain what green engineering is and why it is so important for future generations� I would describe how solar panels work and how they can save both money and the environment�)

5. What do you still wonder about sustainable, or green, living? What research could you do to find out more information? (Answers will vary, but students should describe one or two things they still wonder about and identify a variety of references, such as books and magazine articles, reliable Internet sites, and talking with experts�)

Discuss1. What connections can you make among the four pieces in

Going Green?

2. Compare and contrast modes of green transportation in the four cities in this book. Which kind of transportation makes the most

sense to you? Why? 3. Cite three examples of green methods cities or people use that were

surprising to you. Explain why.4. What are some of the key points you might use from the four pieces

to persuade others of the need for green construction methods or green transportation?

5. What do you still wonder about sustainable, or green, living? What research could you do to find out more information?

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Research & Share

In small groups or individually, offer students the chance to explore questions they have or ideas they still wonder about, based on their reading in Going Green. Use question 5 on the Discuss page of the student book as a springboard for student questions and ideas for further research�

EXPLOREEncourage students to express their curiosity in their own way� The questions students have matter� You might have students talk with peers, write about what they wonder, or create drawings based on what they learned from reading the different selections in Going Green. Guide them to immerse themselves in resources related to what they are most interested in learning more about� They might ask questions or make statements about their interests, for example:

• What are some other cities that are “going green,” and how are they doing it?

• How green is my community, and what are some ways it might “go greener”?

• How are manufacturing companies using green engineering in the development of their products?

GATHER INFORMATIONAfter students explore, they should arrive at a question that will drive their research� Students may want to read, listen to, and view information with their question in mind� Guide students to use resources, such as reliable Internet sites, texts and library books, and magazine articles, that address the question they posed� Collecting information may lead students to revise or narrow their question�

You may want students to follow a specific note taking system to keep track of their thinking and findings as they gather information� In addition to taking notes, ask students to make a list of their sources� You may want to model how to take notes by interacting with text, jotting down your thoughts in the margins or on sticky notes, and demonstrating how to summarize the most important information� Remind students that their question will drive their research and note taking�

OBJECTIVES• Ask questions based on reading Going Green�

• Research, document, and share information�


Physical Science

930LReykjavik,



Freiburg, Germany


8/12/13 10:51 AM

COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSCC.5.Write.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

CC.5.Write.8 recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

CC.5.Write.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

CC.5.Write.10 write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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ANALyzE & SyNTHESIzEGuide students to carefully and thoughtfully review their notes to determine the big ideas related to their question� As students prepare to use the information they’ve gathered to formulate an answer to their question, support them as they analyze and synthesize� Be sure they do the following:

• Revise any misconceptions�• Notice incongruities in their information�• Evaluate all the various pieces of information�• Pull together the most pertinent information that

addresses their question�

While analyzing and synthesizing their research, students may realize that the more they learn, the more they wonder� To help focus their thinking, students may want to talk with classmates or write in a research notebook� Remind them that just as in real-world scientific research, there may not be a final answer to the question they posed�

SHAREWhen students share their research, they become teachers, consider how their ideas were shaped by the investigation, and pose new questions� Students may express their knowledge by writing, speaking, creating a visual piece, or taking action in the community� The best culminating projects are ones with authentic purposes� For example, the student who is concerned about the local community going green can give a persuasive talk with posters, maps, and other visuals that explain bike routes that could be made, improvements to the recycling program, and ways to encourage the use of solar power�

When students are given the time to gather information about a topic that interests them, they will find unique and individual ways to share what they learned� Some options you can suggest might include the following:

• A brochure that encourages members of the community to “go green” and explains steps to take

• An oral presentation with visuals of green cities• eBooks with photos and text to share with other

students who are building background on the topic

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Correlation

Grade 5 Common Core State Standards for English Language Arts and A Framework for K–12 Science Education correlated to National Geographic Ladders Science

Common Core State Standards for English Language Arts, Grade 5Going Green Teacher’s Guide

Reading Standards for Informational Text

Key Ideas and Details 1. Quote accurately from a text when explaining what the text says explicitly and when drawing

inferences from the text.Pages 11–14

2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Pages 9–14

3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Pages 7–8, 11–12

Craft and Structure 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant

to a grade 5 topic or subject area. Pages 7–8

5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

Pages 9–10, 13–16

6. analyze multiple accounts of the same event or topic, noting important similarities and differences in the points of view they represent.

Integration of Knowledge and Ideas 7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an

answer to a question quickly or to solve a problem efficiently.

8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Pages 15–16

Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend informational texts, including history/social studies,

science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently

If the entire NG Ladders Science grade 5 program is used throughout the year, students will have had exposure to multiple genres, multiple levels, and appropriate scaffolding.

Writing Standards

Text Types and Purposes 1. write opinion pieces on topics or texts, supporting a point of view with reasons and information.

2. write informative/explanatory texts to examine a topic and convey ideas and information clearly.

3. write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

(cont. on p. 20)

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Notes

Production and Distribution of Writing 4. Produce clear and coherent writing in which the development and organization are appropriate to

task, purpose, and audience.

5. with guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. with some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

Research to Build and Present Knowledge 7. Conduct short research projects that use several sources to build knowledge through investigation of

different aspects of a topic.Pages 17–18

8. recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

Pages 17–18

9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Pages 17–18

Range of Writing 10. write routinely over extended time frames (time for research, reflection, and revision) and shorter

time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Pages 17–18

A Framework for K–12 Science EducationGoing Green Teacher’s Guide

Core Idea PS3: Energy PS3.A: Definitions of Energy What is energy?

Pages 4–8, 11–14


Pages 4–6, 11–14

Core Idea ESS3: Earth and Human Activity ESS3.C: Human Impacts on Earth Systems How do humans change the planet?

Pages 4–10

Core Idea ETS1: Engineering DesignHow do engineers solve problems?

Pages 4–14

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Glossary

ACKNOWLEDGMENTSGrateful acknowledgment is given to the authors, artists, photographers, museums, publishers, and agents for permission to reprint copyrighted material. Every effort has been made to secure the appropriate permission. If any omissions have been made or if corrections are required, please contact the Publisher.

Credits1, 2, 3, 4, 17 (bg) ©Diane Cook & Len Jenshel/National Geographic Stock. (bl) ©Craig Tuttle/Corbis. (cl) ©Marcelo Rudini/Alamy. (br) ©Bertrand Rieger/Hemis/Corbis. (cr) ©Caro/Alamy. 7 (bg) ©Andre Jenny Stock Connection Worldwide/Newscom. 9 (bg) ©Marcelo Rudini/Alamy. 11 ©Caro/Alamy. 13 (bg) ©Sebastian Wasek/Alamy. 16 (t) ©Bertrand Rieger/Hemis/Corbis. (r) ©Marcelo Rudini/Alamy. (l) ©Craig Tuttle/Corbis. (c) ©Caro/Alamy. All maps provided by Mapping Specialists.

Copyright © 2015 National Geographic Learning, Cengage Learning

ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the publisher.

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For permission to use material from this text or product, submit all requests online at cengage.com/permissions

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Physical Science The Sinking of the Titanic The World’s Ocean • The Savage Mountain Going Green

Earth Science The Disappearing Badlands Power Up • Earth’s Crazy Climate Exploring Above and Beyond

Life Science Swarm! • The Galápagos Islands African Savanna • Explorer Zoltan Takacs: Nature Has the Answers

Science

Content Consultants

Judith S. Lederman, Ph.D., Associate Professor and Director of Teacher Education, Illinois Institute of Technology

Randy L. Bell, Ph.D., Associate Dean and Professor, Oregon State University

Kathy Cabe Trundle, Ph.D., Associate Professor of Early Childhood Science Education, The Ohio State University

geothermal energy (noun) heat energy from within Earth

hydroelectricity (noun) electricity produced by the energy in moving water

organic (adjective) made from living matter

recycling (noun) the use of materials in an old object to make a new object

renewable resource (noun) a resource that is always being replaced and will not run out

sustainable (adjective) conserved to maintain a balance in nature

thermal energy (noun) the energy of heat

ISBN: 978-12853-5998-4

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