earth science/common core: evaluating visuals

Name:

THINKING VISUALLY“The Big Melt” (p. 14) describes the disappearance of glaciers around the world. The article includes visual elements, such as photos, a map, and a graph, that provide additional information to support the text of the article. Reread the article and critically analyze the visual components. Then use the space below to describe the images and how they relate to the text.

Permission granted by Science World to reproduce for classroom use only. ©2013 by Scholastic Inc. DECEMBER 9, 2013

1. Opening Photos (p. 14-15) Describe the photos:

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________Explain how what you see in the photos relates to the article text:

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

2. Map (p. 16) Describe the map:

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________Explain how the map connects to information in the text:

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

3. Graph (p. 17) Describe the graph:

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________Explain how the information in the graph supports the article text:

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

4. Which visual element do you think best supports the central idea of the article? Explain your answer.

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

Permission granted by Science World to reproduce for classroom use only. ©2013 by Scholastic Inc. DECEMBER 9, 2013

biology: READING COMPREHENSION

Name:

LIfE ON ICEIn “The Big Melt” (p. 14), you learned that glaciers around the world are melting. Read the following passage to learn about the discovery of tiny organisms living on these sheets of ice. Then answer the questions that follow.

SurvIvINg oN IceThe frozen surface of a glacier may not seem like a comfy home. But scientists have recently

discovered a thriving ecosystem of organisms living on the massive sheets of ice.

The creatures were found living inside balls of moss that are blown around the surface of glaciers by wind. Dubbed “glacier mice” by scientists, the fluffy clumps form when moss grows around pebbles and dust lying on the ice surface.

Researchers examined 10 samples of glacier mice from a glacier in Iceland and were surprised to discover large groups of invertebrates—organisms without a backbone—living inside. The species included six-legged insectlike creatures called springtails, eight-legged tardigrades, and a type of worm called a nematode. A single mouse-sized ball contained as many as 73 springtails, 200 tardigrades, and 1,000 nematodes.

Scientists believe the moss protects the organisms from the extreme wind and cold. When they measured the temperature inside five glacier mice, it ranged from 2°C to 10°C (36°F to 50°F). That’s slightly warmer than the 0°C (32°F) ice. The mice also contain small amounts of water that could help the organisms survive.

QUESTIONS1. Scientists have found ____ living on glaciers.A miceB nematodesC tardigradesD both B and C

2. What is the maximum temperature researchers measured inside glacier mice?A 2°CB 10°CC 32°FD 46°F

3. Which of the following is NoT a reason scientists believe the glacier organisms can survive?A The temperatures are warmer inside the moss balls

than outside. B There is water inside the glacier mice.C Glacier mice protect the organisms from the wind.D The glacier is warmer than scientists originally thought.

4. Which of the following BeST describes the purpose of this passage?A to introduce readers to a newly discovered ecosystem

found living on glaciersB to encourage readers to visit glaciersC to explain how invertebrates are classifiedD to describe what the surface of a glacier looks like

5. Why do you think scientists were surprised to find organisms living on a glacier?

Permission granted by Science World to reproduce for classroom use only. ©2013 by Scholastic Inc. DECEMBER 9, 2013

CHEMISTRY: READING COMPREHENSION

Name:

fREED fROM THE ICEIn “The Big Melt” (p. 14), you read that glaciers around the world are disappearing. Read the following passage to learn how the melting ice could be releasing harmful chemicals into the environment. Then use complete sentences to answer the questions that follow.

ToXIc MeLTRoughly 95 percent of the world’s glaciers are shrinking. Scientists are warning about a

surprising impact of the melting ice: the release of pollutants into the environment.

When snow falls on glaciers, it carries with it pollutants from the atmosphere. These chemicals become locked in the ice. When the glaciers melt, the pollutants flow back into the environment. Scientists believe that today’s melting ice is releasing pollutants that have been locked up for decades.

In one study, scientists measured the levels of persistent organic pollutants (POPs) in the sediments of a mountain lake in Switzerland. This group of pollutants includes the pesticide DDT as well as dioxin, a byproduct of many manufacturing processes. These extremely toxic substances don’t break down easily and are stored in animal fat, which may then be consumed by humans.

Because POPs are dangerous and long-lasting, their use has been regulated and dramatically reduced since the 1970s. Despite these limits, POP levels in the alpine lake’s sediments have increased sharply since the 1990s. The researchers believe that increased melting of glaciers that supply water to the lake is causing this rise.

QUESTIONS1. How do pollutants get stored in glaciers?

2. What are two examples of persistent organic pollutants?

3. What is one way that humans could be exposed to POPs?

4. When did regulations start to limit the use of POPs?

5. What is the central idea of this passage?

Permission granted by Science World to reproduce for classroom use only. ©2013 by Scholastic Inc. DECEMBER 9, 2013

PHYSICS: HANDS-ON ACTIVITY

Name:

KEEP YOUR COOLIn “The Big Melt” (p. 14), you learned that scientists are trying to keep some glaciers from melting by covering them in special blankets. Try this hands-on activity to see which material best prevents ice from melting.

ANALYZE IT1. Which ice cube melted the most? The least?

2. Based on your observations, which of the materials you tested would make the best blanket to prevent a glacier from melting?

3. What properties of the material do you think help protect the ice?

PROCEDURE1. Place one ice cube in the middle of the piece of black construction paper. Fold the paper tightly around the ice cube and use a piece of tape to secure it. Place the wrapped ice cube on a paper plate.

2. Repeat Step 1 for each of the two other squares of material.

3. Place the last ice cube on a paper plate uncovered.

4. Set all four plates on a sunny windowsill.

5. After 20 minutes, gently unwrap the ice cubes. Observe how much each has melted. Which ice cube has melted the most? The least? Record your observations.

6. Gently rewrap the ice cubes and return to the windowsill.

7. Repeat Steps 5 and 6 two more times, so that the ice cubes sit for a total of 60 minutes.

PREDICTWhat type of material will slow ice melting the most?

MATERIALS1 square each, roughly 13 centimeters (5 inches) on a side, of black construction paper, aluminum foil, and plastic wrap • 4 large ice cubes • tape • 4 paper plates • sunny windowsill • watch or clock