Letter From the Editor Earth Day Facts - Scholastic

Vol. 66 No. 7 ISSN 0736-055XAmerica's Leading News Source For Kids

America's Leading News Source For Kids


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Edition 2

A Supplement to Scholastic News

POSTAL INFORMATION: The Teacher’s Edition of SCHOLASTIC NEWS Edition 2 (ISSN 0736-055X) is published monthly during the school year, September, October, and January through May; bimonthly November/December (8 issues), by Scholastic Inc., 2931 East McCarty St., P.O. Box 3710, Jefferson City, MO 65102-3710. Periodical postage paid at Jefferson City, MO 65102, and at additional mailing offices. POSTMASTERS: Send notice of address changes to SCHOLASTIC NEWS Edition 2, 2931 East McCarty St., P.O. Box 3710, Jefferson City, MO 65102-3710. PUBLISHING INFORMATION: U.S. prices: $3.95 per school year (for 10+ subscriptions to the same address). A 9% shipping and handling charge will be added to the total subscription order. (For Canadian pricing, write our Canadian office, address below.) Address subscription correspondence to SCHOLASTIC NEWS Edition 2, 2931 East McCarty Street, P.O. Box 3710, Jefferson City, MO 65102-3710, or call our toll-free number 1-800-SCHOLASTIC. Communication relating to editorial matter should be addressed to Editor, SCHOLASTIC NEWS, 557 Broadway, New York, NY 10012. Canadian address: Scholastic-Tab Publications, Ltd., Richmond Hill, Ontario L4C 3G5. SCHOLASTIC, Scholastic News Editions 1&2, and associated designs are trademarks/registered trademarks of Scholastic Inc. Copyright ©2010 by Scholastic Inc. All Rights Reserved. Materials in this issue may not be reproduced in whole or in part, in any form or format without special permission from the publisher. Printed in the USA

Two Insects GrowCompare and contrast the life cycles of ladybugs and dragonflies.

Earth Day FactsLearn about ways in which people can care for the Earth.

Rain-Forest Animal RainbowLearn facts about six rain-forest animals, each a different color.

Meat-Eating Plants!Learn about three types of carnivorous plants.

Here’s What’s Inside:Letter From the Editor

Reading Skills Chart

Planning Calendar

Quick, easy discussion questions

Skills-building reproducible pages

Fast read-aloud facts

April 2010

2 SCHOLASTIC NEWS Edition 2 • April 2010

You can use our exciting new online features on your interactive whiteboard, on your classroom computer, or with a projector. You can also access these great resources from home. All of this will be free with your print subscription of Scholastic News. What a great deal!

Warm regards,




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April 2010 Edition 2

NEW Digital EDItIoNs

Laine Falk, [email protected]

Your April Scholastic News issues are now on our Web site, www.scholastic.com/sn2! They are up and ready to use with a projector or whiteboard. This is just a sneak peek at what’s to come next year. In September 2010, we are launching Scholastic News Interactive—FREE to subscribers only.

Scholastic News INtErActIvE september 2010l videos and slide shows that provide background

knowledge for each issue of Scholastic News.

l Digital issues that are written on TWO different reading levels (one below level) for differentiated instruction.

l Interactive student activities and quizzes that connect to the issues.

l Full-color maps, charts, and graphs that complement the issues.

l Highlighted vocabulary words with definitions.

l On-level skills pages that can be projected or printed.

l An archive that gives you access to past issues and activities.

Perfect for Your Whiteboard

comprehensionInferring •(Teacher’s Edition, page 9)Using interactive text features •(Teacher’s Edition, page 6)Using context clues •(Teacher’s Edition, page 11)

this Month’s reading skills Focus


BEForE rEADING

Activate Prior KnowledgeInvite children to tell what they know about insects.Ask, “What are some different kinds of bugs? What do you know about insects?” You can spark ideas by asking children what kinds of insects they’ve seen indoors and outdoors, what type of insect is their favorite, and so on. Then explain that in this issue, they will read about how two different insects grow.

DUrING rEADING

Draw ConclusionsPause the reading and invite children to draw conclusions about ladybug eggs.After reading the text in the first box on page 2, pause to let children examine the photo. Then reread the last sentence and ask, “Do the eggs in the photo look the same size as a period?” (no) “Why might the photo make them look bigger? Do you ever use a tool to make things look bigger? Why?” Lead children to see the connection between looking at a close-up photo and using a magnifying glass: Both help us see more details.

AFtEr rEADING

Compare and ContrastCompare the ladybug’s life cycle with that of a dragonfly.Draw a Venn diagram on the board, labeling one circle “Ladybug,” the other “Dragonfly,” and the intersection “Both.” Ask children to tell ways the ladybug grows differently from a dragonfly, and write facts about each insect in the diagram (for instance, you might write “sticks to a leaf ” in the Ladybug circle and “lives underwater” in the Dragonfly circle). Write ways the life cycles are the same in the Both section (for instance, “hatch from eggs”).

rEAD-ALoUD BAcKGroUND

Lucky LadybugsFarmers and gardeners like ladybugs. Aphids eat •garden plants. But ladybugs eat the aphids and keep the garden safe!Lots of cultures have legends about ladybugs •being lucky. Some people once thought that if you made a wish while holding a ladybug in your hand and then let it go, the direction in which it flew would show which direction your luck would come from. Ladybugs are a kind of beetle. In some places, •they are called lady beetles or ladybird beetles. Ladybugs have bright colors to warn other •animals: “Danger! Don’t eat me!” If an animal takes the chance and has a nibble, it will find out that ladybugs smell and taste awful!

Dazzling DragonfliesDragonflies don’t have to beat their wings the •same way at the same time, like most birds and insects do. They have two sets, so the front wings can go up while the back wings go down. A dragonfly can even fly backward!There are some interesting legends about •dragonflies too. Some people believed that dragonflies could heal hurt snakes, and in some places, people still call them “snake doctors.” Another funny name for a dragonfly is •“skeeter hawk,” but that one is based on the truth: Dragonflies really do eat mosquitoes, or “skeeters” for short!

More on MetamorphosisThere are other insects that go through •metamorphosis. One of the most famous is the caterpillar—it grows up to be a butterfly! Metamorphosis isn’t just for insects. Tadpoles •grow legs and lungs as they become frogs.

two Insects GrowOBJECTIVE: Learn about the life cycles of ladybugs and dragonflies.

STANDARDS: Science: Characteristics of organisms; life cycle of organisms

“A dragonfly can fly backward!”

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4 SCHOLASTIC NEWS Edition 2•April 2010

Name: ®

Reading Diagrams

Ladybug and DragonflyLook at the diagrams of a ladybug and a dragonfly. Then answer the questions below.

Ladybug Dragonfly

1. How many wings does the dragonfly have?

___________________________________________________________________

2. Which insect has wing covers?

___________________________________________________________________

3. What does the ladybug use its legs for?

___________________________________________________________________

___________________________________________________________________

4. How do the two insects use their antennas differently?

___________________________________________________________________

___________________________________________________________________

It has six legs. It uses its six legs to walk.

Antennas help it smell aphids to eat.

Two wing covers keep the wings safe.

It has six legs. It doesn’t ever walk. Its legs hold insects for it to eat.

Tiny antennas help tell it how fast the wind is blowing.

It has four wings.

It has two wings.


BEForE rEADING

Build BackgroundUse a globe to introduce or review the concepts about Earth Day.Display a globe and ask what it represents. (the Earth, our planet) Ask, “Can the Earth take care of itself, or do people need to help?” Point to different parts of the globe and ask, “Do people who live on this part of the Earth have to help take care of it? How about this part?” Lead children to see that we all share the Earth, so we all share the responsibility of taking care of it.

DUrING rEADING

Use Interactive Text FeaturesEncourage children to interact with the issue by taking the quiz.Explain that some magazine articles are written like a quiz. Readers answer questions to see how much they know about a topic. Tell children that this issue is written as a true-or-false quiz. Have children cover the answer for each question with their hands. Then read each statement aloud and have children respond as to whether a statement is true or false. Tell children to move their hands to check their answers.

AFtEr rEADING

Extend/EvaluateAsk additional true-or-false questions about taking care of the Earth.Continue the quiz orally by posing additional statements for children to evaluate. For instance, you might say, “To save energy, you should hang clothes up to dry instead of using a dryer. True or false?” (true) “If people are going to the same place, they should drive in the same car to save gas. True or false?” (true)

rEAD ALoUD BAcKGroUND

The Three R’s of Earth Day: Reduce, Reuse, and Recycle

To • reduce means to use less of something. When we use fewer things, we make less garbage. How is that good for the Earth? Garbage takes up space in landfills. Landfills are places where garbage is stacked up. Fewer landfills mean a cleaner Earth. To • reuse something means to use it again and again. For example, your parents might reuse fabric bags to carry home groceries from the store. You can use these bags over and over again.To • recycle means to use something old to make something new. Paper, plastic, metal, and glass containers should all go in the recycling bin. Then they can get taken to a factory to be made into new things.

Earth Day Every DayWhen you leave a room, turn off the lights. Also •turn off any televisions, computers, or video games that aren’t being used. You can save water is by turning off the faucet •while you brush your teeth. All you need is a little water to wet your toothbrush before you start and a little to rinse your mouth after you are done.If you can walk or ride your bike instead of •riding in a car, do it! It’s great for your body and for the Earth.

Earth Day CelebrationsPeople celebrate Earth Day every April all over •the world.Ways to celebrate include cleaning up parks, •planting trees and gardens, and even having parades and festivals.

Earth Day FactsOBJECTIVE: Learn about ways in which people can take care of

the Earth.

STANDARDS: Science: types of resources; changes in environment; Social Studies (NCSS): science, technology, and society; global connections

“remember, being green isn’t just for Earth Day!”

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Using a Picture Key

Kids Help the EarthLook at the chart. It shows how many children did things to help the Earth on Earth Day. Read the questions. Then fill in the bubbles for the correct answers.

How many more students picked up trash than turned off lights? O 1 O 9 O 2

1. Which thing did the greatest number of kids do? O recycled O saved water O picked up trash

2. Which thing did the fewest number of kids do? O recycled O planted a tree O turned off lights

3. How many kids recycled? O 3 O 9 O 6

4. How many kids turned off lights? O 8 O 4 O 2

Picked Up Trash

Recycled

Saved Water

Turned Off Lights

Planted a Tree

Kid Helpers Chart

= 2 children

Picture Key


BEForE rEADING

Activate Prior KnowledgeBrainstorm animals of many different colors.Make a chart on the board with the headings red, orange, yellow, green, blue, and purple. Ask children to brainstorm animals of every color. It’s OK if some of the columns remain blank; the idea is just to get them thinking about different kinds of animals and all of the colors they can be. When you are done, tell children that animals in the rain forest come in every color of the rainbow, and they are going to learn about them!

DUrING rEADING

InferPause to discuss the names of rain-forest animals.After reading page 2, point out the word strawberry in the heading. Ask, “Why do you think this is part of the frog’s name?” (The frog is red, like a strawberry.) After reading page 3, ask, “What do the words golden and lion have to do with this animal?” (Its fur is gold in color and looks like a lion’s mane.) Stop to point out other descriptive words in animals’ names, such as spike-headed, blue, and violet (a shade of purple).

AFtEr rEADING

Language Arts/OnomatopoeiaDiscuss the words in the issue that describe sounds.Return to page 4 and read the last sentence aloud, followed by the word in dark print. Ask: “What does this word mean?” Explain that gulp imitates the sound of swallowing. Then challenge children to find the other sound word in the book and tell what it imitates (on page 7, slurp, the sound of drinking). Help children brainstorm more of these types of words, such as crunch, chomp, and glug.


Fabulous FrogsPoison dart frogs can be red, blue, green, or •yellow. One poison dart frog is called a “blue jeans” frog. It’s red except for its blue legs.

Terrific TamarinsA tamarin is about the size of a squirrel. •Tamarins’ sounds are like birdcalls. •

Sneaky SnakesSome yellow eyelash vipers live in banana trees. •Their yellow color keeps them hidden next to the fruit. The snakes blend in so well that they’ve been sent across the world in crates of bananas by accident!

Interesting InsectsWhere did katydids get their name? When they •rub their wings together, it makes a noise. Some people think it sounds like someone saying, “Katy did, Katy did, Katy did!”

Beautiful ButterfliesThe undersides of the blue morpho butterfly’s •wings are brown. The undersides also have large spots that look like eyes. Enemies think they are the eyes of a bigger animal and get scared away!

Bright BirdsHummingbirds got their name from the sound •of their wings. They beat their wings so fast that it sounds like a hum.

More Colorful CrittersOne rain-forest bird called the scarlet macaw •has many of the colors of the rainbow—red, yellow, green, and blue—on its feathers. A toucan is a colorful rain-forest bird too. Its •bill is green, orange, yellow, and red.

rain-Forest Animal rainbowOBJECTIVE: Learn facts about rain-forest animals of six different colors.

STANDARDS: Science: Characteristics of organisms; organisms and environments; form and function

“one rain- forest bird has

many of the colors of the rainbow on

its feathers.”

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Comprehension

Reading Checkpoint: Rain-Forest Animal RainbowUse “Rain-Forest Animal Rainbow” to answer the questions. Remember to use complete sentences.

1. How does the poison dart frog tell enemies to stay away?

_____________________________________________________________________

_____________________________________________________________________

2. What is a predator?

_____________________________________________________________________

_____________________________________________________________________

3. What are a few things rain-forest animals eat or drink?

_____________________________________________________________________

_____________________________________________________________________

4. Which animal do you think is the most interesting? Why?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________


BEForE rEADING

AnalyzeUse the issue’s cover photo and title to analyze what it means to be a meat eater.Have children read the title of the issue before reading what the Magic School Bus characters have to say. Ask, “What does it mean to be a meat eater?” Explain that when something is a meat eater, it eats animals. In this case, meat-eating plants eat the meat of insects and small animals. Explain that some animals are also meat eaters because they eat the meat of other animals.

DUrING rEADING

Understanding Text FeaturesPause to discuss the purpose of labels and insets.After reading the blue box about the pitcher plant, point to the small picture in the circle. Explain that the smaller picture shows the same plant as the larger one, but from the inside. Next, point to the labels. Ask, “What are these? What do they tell you?” Elicit that labels tell what a picture shows. Finally, show children that the arrows point to certain parts of the picture. Have children follow the arrows to the insects.

AFtEr rEADING

Using Context CluesUse clues to find the meaning of the word nutrients. Ask, “What is a way to tell the meaning of a word you don’t know without using a dictionary?” Review that using context clues means looking at nearby sentences to find hints to the word’s meaning. Then reread the text about the Venus flytrap under Step 3. Challenge children to find the context clue for the word nutrients. (The last sentence gives the definition.)


Venus Flytrap FactsVenus flytraps grow in two states in our •country—North Carolina and South Carolina. It can take a week for a Venus flytrap to • digest, or break down, a meal. The trap stays closed until the plant gets the nutrients it needs. Then the leaves pop back open and the bug’s skeleton falls out!

Sundew FactsA sundew also takes a few days to finish a meal •such as a fly. How did the sundew get its name? The sticky •drops on it glitter like drops of dew in the sun.Some people like to keep sundews as •houseplants to get rid of bugs.

Pitcher Plant FactsSome pitcher plants are big enough to hold •as much as two gallons of liquid. How much is that? Picture the biggest jug of milk at the supermarket—times two! Little hairs grow on the inside walls of a pitcher •plant. They point down, making it even harder for an insect to climb out.

More Meat-Eating PlantsWhen an insect gets too close to a • bladderwort plant, it gets sucked in like dirt going into a vacuum cleaner. The leaves on a • waterwheel plant make a wheel shape, and it traps insects underwater. The trap of a • corkscrew plant is easy to enter, but it leads the insect farther and farther toward the middle of the plant—until it’s too far in to get back out!

Meat-Eating Plants!OBJECTIVE: Learn about three types of carnivorous plants.

STANDARDS: Science: characteristics of organisms; form and function

“A bladderwort plant sucks in insects like a

vacuum cleaner sucks in dirt.”

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Labeling a Bar Graph

A Plant GraphA scientist made a graph showing how many meat-eating plants she saw one day. Follow the directions to label the graph.

How many more sundews than pitcher plants did she see?

1. Label the graph to show 35 Venus flytraps.

2. Label the graph to show 50 sundews.

3. Label the graph to show 45 pitcher plants.

05101520253035404550

Num

ber

of

Plant

s

Type of Plant

Plant Graph

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Vocabulary

Meat-Eating Plants Crossword Use the words from the Word Bank to complete the sentences. Then fill in the crossword puzzle.

ACROSS

5. Plants need _________________ to stay strong and healthy.6. A_________________ plant has a pool of liquid inside it.

nutrientspitcherflytrapinsectssundewwater

Word Bank

DOWN

1. Meat-eating plants eat _________________ and small animals.2. A Venus _________________ catches insects between

its leaves.3. Most plants make their own food using sunlight,

_________________ , and nutrients from the soil. 4. The _________________ plant has sticky drops on it.

1.

5.

2.

3.

4.

6.


Directions: reading skills Practice testsTwo Reading Skills Practice Tests can be found on pages 13-16 of this Teacher’s Edition. You can print them and use them all at once, or have students do just two pages at a time. Directions for giving the tests and the answer key are below.

OBJECTIVES: To expose students to a standardized-test format; to assess students’ skills.

Reading Skills Practice Test #1A. Word-Match DictationThis section checks students’ abilities to distinguish homophones and other confusing words.

Say: I am going to read a sentence aloud. One word from the sentence is a word on your paper. You have three choices and each sounds similar to the others. Listen closely, and look carefully at your choices to find the word that fits the sentence. Let’s try the sample: The boy ate his dinner. ate. Fill in the bubble next to the word I read aloud: ate. Say: Listen carefully. Fill in the bubble next to the word I read aloud.1. I am going to buy a new computer. buy2. The wind blew the leaves. blew3. This is our classroom. our4. I am going to meet my friend. meet5. You should wear sneakers to gym class. wear

B. SynonymsThis section checks a student’s knowledge of synonyms.

Say: We are going to find words that mean the same as one another. Look at the bold word in the sample. (happy) Which word means the same as happy? (glad) Fill in the bubble next to glad. Now do the same for 1, 2, 3, 4, and 5.

C. AntonymsThis section checks a student’s knowledge of antonyms.

Say: We are going to find words that are opposites. Look at the bold word in the sample. (high) Which word means the opposite of high? (low) Fill in the bubble next to low. Now do the same for 1, 2, 3, 4, and 5.

D. Grammar, Usage, and MechanicsThis section checks a student’s ability to use correct punctuation, capitalization, and verb tenses.

Say: Look at the sample. We are going to choose the word that best fits in the blank. You have a

choice of three answers. Only one is correct. In the sample, cry with a period makes sense. Fill in the bubble next to cry with a period. Now, choose the bubble next to each correct answer.

Reading Skills Practice Test #2A. Reading ComprehensionThis section check a student’s ability to comprehend short nonfiction.

Say: Read the article. Then fill in the bubble next to the best answer to each question. You also will write a sentence about what you read.

B. Reading ComprehensionThis section checks a student’s ability to comprehend short nonfiction.

Say: Read the article. Then fill in the bubble next to the best answer to each question.

Answer Keys

Practice test #1

A. Word-Match DictationSAMPLE: ate1. buy 2. blew 3. our 4. meet 5. wearB. SynonymsSAMPLE: glad 1. large 2. angry 3. begin 4. enjoy 5. smallC. AntonymsSAMPLE: low 1. hot 2. light 3. slow 4. after 5. subtractD. Grammar, Usage, and MechanicsSAMPLE: cry. 1. me? 2. Mrs. Lopez. 3. March 23, 2003. 4. Florida.5. played 6. her 7. I 8. tallest 9. It’s 10. doesn’t

Practice test #2

E. Reading Comprehension1. a new spaceship 2. two-and-a-half hours 3. expensive 4. A New Spaceship 5. People will be able to see the Earth from space; People will be able to float around.F. Reading Comprehension1. 6 2. 2 cups 3. Put a piece across the top of each cup. 4. until mixture is frozen Brain Builder: Bowl


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Name: ®

1. 2.

3. 4. 5.

TO THE TEACHER: Answers and directions for administering the test are on page 12 of this Teacher’s Edition.

Reading Skills Practice Test #1Grade 2

A. Word-Match Dictation Fill in the bubble next to each word that fits in the sentence your teacher says out loud.

B. SynonymsFill in the bubble next to the word that means the same as the bold word.

C. AntonymsFill in the bubble next to the word that means the opposite of the bold word.

happy

Sample 1. 2.

3. 4. 5.

Sample

Sample 1. 2.

3. 4. 5.

O eight O ate

O at

O by

O bye

O buy

O blew

O blue

O blow

O where

O wearO were

O our O your O hour

O meet O met O meat

O angry

O funny

O nice

O new

O small O large

O glad

O sad

O old

O end

O begin

O young

O enjoy

O boring

O unhappy

O dark

O small O giant

O good

O sharp

O light

O cool O hot O snow

O left O nice

O low

O new

O rude

O slow

O math

O numbers

O subtract

start

big

like

mad

tiny

dark

addbefore

coldhigh

quickO start O after O again


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D. Grammar, Usage, and MechanicsRead each sentence. Fill in the bubble next to the choice that best fits in the blank.

Sample

6. That is _________ pencil. O he

O her O she

7. Jeff and ________ went to the park.

O me

O I O us

8. He is the _____________ boy in the class.

O tallest O more tall O taller

9. _____________ springtime. O It’s

O Its O Its’

10. He ____________ like ice cream.

O doesnt O doesnt’ O doesn’t

Babies _______________ O cry.

O cry! O cry?

1. Can you please help ________ O me?

O me! O me.

2. My teacher is _____________ O mrs. Lopez. O Mrs. Lopez. O Mrs Lopez.

3. He was born on ___________ O March 23 2003. O march 23, 2003. O March 23, 2003.

4. My friend lives in ___________ O Florida. O florida. O FLORIDA.

5. We _____________ baseball yesterday. O play O played O playing


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E. Reading ComprehensionRead the story. Then answer each question. Fill in the bubble next to the best answer.

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1. What is this story about? O a new airplane O a new spaceship O aliens

2. How much time will people spend in space? O two days O two hours O two-and-a-half hours

3. Which word tells about the tickets for the spaceship? O cheap O big O expensive

4. Which is the best title for this story? O A New Spaceship O Astronauts O Outer Space

5. Write one thing people will be able to do in the new spaceship.

There is a new spaceship. It is not just for astronauts. It is for other people too! How does it work? Next year, people will be able to buy a ticket, just like they do for an airplane ride. The tickets are very expensive. One ticket can cost as much as a house!

Then passengers will go into space for two-and-a-half hours. They will see what the Earth looks like from space. They will also feel what it’s like to float around!

Name: ®

Grade 2

TO THE TEACHER: Answers and directions for administering the test are on page 12 of this Teacher’s Edition.

Reading Skills Practice Test #2

Here is a drawing of the spaceship.


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F. Reading ComprehensionRead the recipe. Then, answer each question. Fill in the bubble next to the best answer.

What to Do to Make 6 Ice Pops:1. First, drain the juice out of the can of

crushed pineapple.

2. Next, mix all of the ingredients (crushed pineapple,

yogurt, and pineapple juice) in a bowl.

3. Then, pour some of the mixture into the paper cups.

4. After that, put a piece of plastic wrap across the top of

each cup.

5. Then, poke a hole in the plastic wrap using a wooden

craft stick. Stand the stick straight up in the center of

the cup.

6. Now, put the cups in the freezer until

the mixture is frozen.

7. Last, take off the plastic wrap. Peel off the paper cup, and

enjoy your pineapple ice pop!

What You Need:• 1/2 cup canned crushed

pineapple

• 2 cups plain yogurt

• 1 can pineapple juice

• Bowl

• Mixing spoon

• Six small

paper cups

• Plastic wrap

• Wooden

craft sticks

• Measuring cups

Pineapple Ice Pop Recipe

1. How many ice pops will this recipe make? O 6 O 2 O 10

2. How much yogurt do you need? O 1 can O 1/2 cup O 2 cups

3. What should you do with the plastic wrap? O Put it on the table. O Wrap it around the wooden craft sticks. O Put a piece across the top of each cup.

4. How long should you keep the cups in the freezer? O until mixture is frozen O for 2 hours O for 1 day

Which of the following is not an ingredient? O Bowl O Yogurt O Pineapple juice

Documents

Letter From the Editor Earth Day Facts - Scholastic