Visit Science World at SCHOLASTIC.COM/SCIENCEWORLD for more resources. To register, use the access code

VOL. 72, NO. 3 ISSN 1041-1410

TEACHER’S GUIDESUPPLEMENT TO SCIENCE WORLD

ISSUE DATES 9/7 9/21 10/12 10/26 11/16 12/7 1/11 2/1 2/29 3/21 4/18 5/9

Kristen Kohli, a teacher at Estrella Foothills High School in Goodyear, Arizona, says:

I really like the graphs and infographics that appear in each issue of Science World. We use them for analysis and discussion either in small groups or as a whole-class discussion.

One technique I find particularly useful is to give the students a couple minutes to jot down key information from the graphics. They then discuss their observations with a partner while I wander the room and eavesdrop.

Then we have a class discussion, and I can call on particular groups to share important details that I overheard.

TEACHER TO TEACHER Tips for using Science World in the classroom

FEATURES

NEXT GENERATION

SCIENCE STANDARDS

NATIONAL SCIENCE

EDUCATION STANDARDS

COMMON CORE STATE STANDARDS

ONLINE MATERIALS

scholastic.com /scienceworld

HEAD TO HEAD, P. 8 Lexile 1040L

PS2.A: Forces and motion

Grades 5-8: Motions and forcesGrades 9-12: Motions and forces

Writing Standards1. Write arguments to support claims in an analysis of substantive topics or texts, using evidence.

• Concussions video• Writing arguments• Paired text activity• Integrating visuals• Hands-on activity

BATTLING THE BUGS, P. 12 Lexile 1030L

ETS1.B: Developing possible solutions

Grades 5-8: Science and technology in societyGrades 9-12: Science and technology in local, national, and global challenges

Reading Informational Text8. Delineate and evaluate the specific claims in a text, including the relevance and sufficiency of the evidence.

• Mosquito video• Evaluating arguments• Paired text activities• Integrating visuals

activity

TAKING ON WORLD HUNGER, P. 14 Lexile 1040L

LS2.B: Cycles of matter and energy transfer in ecosystems

Grades 5-8: Environ- mental survival needsGrades 9-12: Matter, energy, and organization in living systems

Reading Informational Text1. Cite specific textual evidence to support conclusions from the text.

• Crop research video• Analyzing-data activity• Textual evidence

activities• Hands-on activity

QUAKE PROOF, P. 20 Lexile 1090L

ESS3.B: Natural hazards

Grades 5-8: Natural hazardsGrades 9-12: Natural and human-induced hazards

Literacy in Science2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text.

• Quake Safe Home video

• Facts vs. opinion activity • Paired-texts activity• Textual evidence activity• Integrating visuals activity

DON’T FORGET If you’re prompted to

register online to access your materials, all you need

is your access code

SPECIAL ENGINEERING ISSUESCHOLASTIC.COM/SCIENCEWORLD

Students can use STEM to change the world! That’s why we’ve devoted this issue to stories of teen innovators and inventors. Find out about a teen who invented a football helmet to monitor concussions, a team of Irish high-schoolers who developed a way to grow crops in nutrient-deficient soil, a student who’s created a device that could control mosquito populations without pesticides, and three middle school students who designed a bamboo home that could withstand earthquake forces.

We hope that reading about these teens’ innovations will inspire your students to take action through scientific research and engineering. We’d love to hear stories about your student inventors or researchers. Just e-mail scienceworld@scholastic.com

Patricia Janes, Editorial Director

P.S.: Have comments or questions for us? Just e-mail scienceworld@scholastic.com.

DOWNLOAD SKILLS SHEETS!

At least 16 with each issue

T2 l Science World TEACHER’S GUIDE l OCTOBER 12, 2015

LESSON PLANS

DIGITAL ISSUE KEY:MASK TOOL

DIGITAL STICKY NOTES

TEXT HIGHLIGHTER

DRAWING TOOL

VIDEO PLAYERGAMESHOW ALL

PAGES POP-UPHOME

PAGE 8 Lexile 1040L

HEAD TO HEAD

OBJECTIVE Learn how a teen created two different devices to help detect concussions in young athletes.

LESSON1. Before reading, ask students: What is a concussion? (a traumatic brain injury caused by a hard blow) What types of athletes are most at risk for getting a concussion? (football players, boxers, hockey players, etc.)

2. Have students turn to page 8 of their magazines and read the article silently.

3. When everyone has finished, discuss what they learned. Why are concussions potentially more dangerous than other injuries? (They may not be immediately detected; undetected concussions can leave people vulnerable to more serious injury.) How could Braeden’s devices help protect athletes?

4. Ask students if they think that football is too dangerous for kids to play. Teens’ brains are still developing. Discuss whether young players should be better protected from head injuries. Would devices like Braeden’s be enough to help?

5. Go to scholastic.com/scienceworld. Print out the skills sheet “Is It Safe to Play?” by clicking on the skills sheets button on page 8 of the digital edition. Have students complete the activity independently. Then hold a classroom debate on the topic.

NEXT GENERATION SCIENCE STANDARDSPS2.A: Forces and MotionNATIONAL SCIENCE EDUCATION STANDARDSGrades 5-8: Motions and forcesGrades 9-12: Motions and forcesCOMMON CORE STATE STANDARDSWriting Standards: 1. Write arguments to support claims in an analysis of substantive topics or texts, using relevant and sufficient evidence.

STANDARDS

• VIDEO EXTRA: Watch a video about concussions in football at scholastic.com/scienceworld

• Learn more about concussions: www.brainfacts.org /diseases-disorders/injury/articles/2012 /hard-knocks-the-science-of-concussions/

• Read about some of the technology that is making football helmets safer: www.smithsonianmag.com/innovation /football-tech-to-protect-players-71220231/

• Visit this site to watch several videos about the different roles of science in football: www.nbclearn.com/portal/site/learn /science-of-nfl-football

RESOURCES

DISCUSSION Discuss dangers of other youth sports. Brainstorm ways athletes could be better protected.

ASSESSMENT PACKAGEAssessments are tailored to different science disciplines and the Common Core State Standards. You can find this entire assessment package by going online to scholastic.com/scienceworld and opening the digital edition. Simply click on the skills sheets button found on page 8.

BIOLOGY/COMMON CORE: WRITING ARGUMENTSIS IT SAFE TO PLAY?Should football players be better protected against brain injury? Students will learn more about the risks and be guided in writing an opinion essay with this skills sheet.

CHEMISTRY: COMPARE AND CONTRASTBRAIN MESSENGERSHave students use this chart-analyzing activity to learn about the chemical neurotransmitters that help cells in the brain communicate.

PHYSICS: DESIGNING SOLUTIONSEGG HELMETHave students act as helmet engineers to design gear that can protect an egg from the force of an impact.

EARTH SCIENCE: AUTHOR’S PURPOSEGROUNDBREAKING GAMEStudents will find out just how powerful the forces in football are with this reading-comprehension skills sheet. It discusses how a stadium full of fans created an earthquake.

SCHOLASTIC.COM/SCIENCEWORLD

SCHOLASTIC.COM/SCIENCEWORLD Science World TEACHER’S GUIDE l OCTOBER 12, 2015 l T3

LESSON PLANSPAGE 12 Lexile 1030L

BATTLING THE BUGS

OBJECTIVE Learn how a teen created a device that uses sound to attract and trap disease-carrying mosquitoes.

LESSON 1. Turn to page 12 in the digital edition at scholastic.com/scienceworld and have students do the same in their magazines. Read the headline and subheading aloud.

2. Ask the class about the dangers of mosquitoes. (They can carry diseases like dengue fever and malaria.) How do people protect themselves against the insects? (insect repellent; insecticides that kill mosquitoes; screens on windows; etc.) What are some limitations of these solutions? (Repellents aren’t 100 percent effective; insecticides are toxic; window screens aren’t common in poor countries; etc.)

3. Read the introduction aloud as a class. Before continuing to the section “Make Some Noise,” ask

students to brainstorm their own ideas for ways to control mosquitoes. Record their ideas on a digital sticky note.

4. Continue reading the article together. As you read, discuss the advantages and limitations of Shantanu’s creation. How does it compare with the students’ ideas?

5. Print out the skills sheet “What’s the Best Solution?” by clicking on the skills sheets button on page 12 of the digital edition. Have students complete the activity with a partner.

NEXT GENERATION SCIENCE STANDARDSETS1.B: Developing possible solutionsNATIONAL SCIENCE EDUCATION STANDARDSGrades 5-8: Science and technology in societyGrades 9-12: Science and technology in local, national, and global challengesCOMMON CORE STATE STANDARDSReading Informational Text: 8. Delineate and evaluate the specific claims in a text, including the relevance and sufficiency of the evidence.

STANDARDS

RESOURCES• VIDEO EXTRA: Watch a video about mosquitoes at:

scholastic.com/scienceworld • Learn how mosquitoes transmit dengue fever to humans:

www.nature.com/scitable/topicpage /dengue-transmission-22399758

• Find out more about insects and investigate potential mosquito breeding spots in your area: www.clemson.edu /psapublishing/pages/4H/4HMan165.pdf

DISCUSSION Print out the skills sheet “Live or Die?” by clicking on the skills sheets button on page 12 of the digital edition and have students complete the activity. Conduct a classroom debate on whether or not people should try to eliminate mosquitoes completely.

ASSESSMENT PACKAGEAssessments are tailored to different science disciplines and the Common Core State Standards. You can find this entire assessment package by going online to scholastic.com/scienceworld and opening the digital edition. Simply click on the skills sheets button found on page 12.

BIOLOGY/COMMON CORE: EVALUATING ARGUMENTS WHAT’S THE BEST SOLUTION?Have students use this graphic organizer to analyze different proposals for the control of mosquito populations.

CHEMISTRY: PAIRED TEXTSMOSQUITO MAGNETSWith this critical reading skills sheet, students will learn what attracts mosquitoes to people.

PHYSICS: PAIRED TEXTSGOOD VIBRATIONSHave students read this paired passage to learn more about how sound waves are created.

EARTH SCIENCE/COMMON CORE: EVALUATING ARGUMENTS

LIVE OR DIE?Should mosquitoes be wiped out? Students will analyze arguments on both sides of the debate and write an opinion essay on the topic.

T4 l Science World TEACHER’S GUIDE l OCTOBER 12, 2015 SCHOLASTIC.COM/SCIENCEWORLD

LESSON PLANSLESSON PLANS

DIGITAL ISSUE KEY:MASK TOOL

DIGITAL STICKY NOTES

TEXT HIGHLIGHTER

DRAWING TOOL

VIDEO PLAYERGAMESHOW ALL

PAGES POP-UPHOME

PAGE 14 Lexile 1040L

TAKING ON WORLD HUNGER

OBJECTIVE Learn about an experiment by three teens that showed that adding bacteria to grain crops can help the plants grow.

LESSON1. Before reading, discuss how scientists conduct research. Ask students: What are some of the practices involved in scientific inquiry? (asking questions, planning and carrying out investigations, analyzing data, constructing explanations, and communicating information)

2. Go to scholastic.com/scienceworld and open the digital edition of the magazine to page 14. Have students do the same in their magazines. Divide the class into small groups.

3. Ask students to read the article in their groups and gather evidence about how the teens applied the practices.

4. After everyone has finished, reconvene as a class and discuss the results. Record answers on the classroom board, including additional details, such as the variables tested in the experiment and the type of data collected.

DISCUSSION Have students use the Internet to research Norman Borlaug and the Green Revolution. Then convene as a class and discuss Borlaug’s innovations in growing wheat. What similarities do students see between Borlaug’s work and

NEXT GENERATION SCIENCE STANDARDSLS2.B: Cycles of matter and energy transfer in ecosystemsNATIONAL SCIENCE EDUCATION STANDARDSGrades 5-8: Environmental survival needsGrades 9-12: Matter, energy, and organization in living systemsCOMMON CORE STATE STANDARDSReading Informational Text: 1. Cite specific textual evidence to support conclusions from the text.

STANDARDS

• VIDEO EXTRA: Watch a video about growing crops at: scholastic.com/scienceworld

• Check out this site for helpful visual aids to teach about world hunger: www.wfp.org/students-and-teachers/teachers /blog/nine-infographics-will-help-you-teach-hunger

• Find out more about wheat, including how it is grown and used: www.kfb.org/Assets/uploads/kaileypdfs /WheatFunFactGuide.pdf

RESOURCES

that of the teen scientists in the article? (For example, both worked to increase the growth of grain crops.)

ASSESSMENT PACKAGEAssessments are tailored to different science disciplines and the Common Core State Standards. You can find this entire assessment package by going online to scholastic.com/scienceworld and opening the digital edition. Simply click on the skills sheets button found on page 15.

BIOLOGY: ANALYZING DATASPROUTING SEEDSStudents will analyze how different water conditions affect the growth of seeds with this simple hands-on activity.

CHEMISTRY/COMMON CORE: TEXTUAL EVIDENCEFIND THE EVIDENCEHave students complete this skills sheet to help them learn how to identify supporting evidence from a text.

PHYSICS: CARRYING OUT INVESTIGATIONSNUTRIENT TRANSPORTTry this experiment with your students to learn how evaporation and capillary action help water and nutrients move through plants.

EARTH SCIENCE: INTEGRATING VISUAL INFORMATIONTHE NITROGEN CYCLEStudents will learn about how nitrogen moves through the environment with this diagram-analyzing skills sheet.

Science World TEACHER’S GUIDE l OCTOBER 12, 2015 l T5SCHOLASTIC.COM/SCIENCEWORLD

LESSON PLANSPAGE 20 Lexile 1090L

QUAKE PROOF

OBJECTIVE Learn how three students used bamboo to create an inexpensive house that can withstand an earthquake.

LESSON 1. Ask students: Has anyone experienced an earthquake? What was it like? Or what do they think it would feel like? What causes the motions in an earthquake? (Traveling waves vibrate the ground as they move.)

2. Use a slinky to give a classroom demonstration of earthquake waves. During each part of the demonstration, observe how the slinky moves. Discuss how damaging you think these waves would be.Demonstration: Tie one end of a slinky to a solid object 6 feet away. A) Pull the slinky toward you and push it away horizontally. This represents P-waves, the fastest waves in an earthquake. B) Shake your end of the slinky up and down vertically. This represents S-waves, which travel more slowly. Explain that P- and S-waves are called body waves that move through rock in all directions away from the earthquake’s focus. C) Move your hand in a circular motion while holding the slinky that is still tied by one end. This represents a Rayleigh wave, which moves only along Earth’s surface away from an epicenter.

3. Have students open their magazines to page 20 and read the article “Quake Proof” silently.

4. After everyone is finished, ask them to reconsider the slinky demonstration. Discuss why they think the design of the “Quake Safe House” withstands the motions of the different earthquake waves better than other structures.

NEXT GENERATION SCIENCE STANDARDSESS3.B: Natural hazardsNATIONAL SCIENCE EDUCATION STANDARDSGrades 5-8: Natural hazardsGrades 9-12: Natural and human-induced hazardsCOMMON CORE STATE STANDARDSLiteracy in Science: 2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text.

STANDARDS

RESOURCES• VIDEO EXTRA: Watch a video about earthquakes at:

scholastic.com/scienceworld • Check out this interactive site to see if you can build a quake-

proof building: http://mceer.buffalo.edu/connected _teaching/simulation.html

• How many earthquakes happen in a given day? Go to this live quake tracker to find out: http://earthquake.usgs.gov /earthquakes/

(The house’s strength and flexibility allows it to withstand different strengths of seismic waves that move Earth’s surface.)

DISCUSSION Ask students how damaging they think an earthquake the size of the one in Haiti would be if it were to happen in the U.S. What factors could affect the extent of destruction?

ASSESSMENT PACKAGEAssessments are tailored to different science disciplines and the Common Core State Standards. You can find this entire assessment package by going online to scholastic.com/scienceworld and opening the digital edition. Simply click on the skills sheets button found on page 20.

BIOLOGY: PAIRED TEXTSBAMBOO BENEFITSStudents will learn more about the biological structures in bamboo that give it strength with this reading-comprehension skills sheet.

CHEMISTRY: PAIRED TEXTSCHEMICAL ALERTSHave students hone reading skills with this paired text about a possible new type of earthquake warning system.

ENGINEERING/COMMON CORE: TEXTUAL EVIDENCESTABLE SOLUTIONStudents will analyze the text to determine how the teens used the engineering design process to create their quake-proof house.

EARTH SCIENCE: INTEGRATING VISUAL INFORMATIONPLATE MOVEMENTSThis diagram-analyzing skills sheet introduces students to the different types of tectonic plate interactions that lead to earthquakes.

T6 l Science World TEACHER’S GUIDE l OCTOBER 12, 2015 SCHOLASTIC.COM/SCIENCEWORLD

CHECK FOR UNDERSTANDING

Permission granted by Science World to reproduce for classroom use only. ©2015 by Scholastic Inc.

Name: ®

ANS

WER

S O

N T

8

HEAD TO HEAD, Page 8DIRECTIONS: Fill in the blanks in the following sentences. Use the words in the word bank below.

1. A(n) ______________________ can occur when a force causes the brain to move around in the skull.

2. Brain cells create waves of ______________________ when they communicate.

3. Doctors may test a person’s __________________ __________________ to help determine if he or she has a concussion.

4. A person who has a concussion should ______________________.

5. Further testing needs to be done on Braeden’s impact sensor device to determine the correct __________________ ______________________.

6. A(n) ______________________ can be used to measure a person’s brain activity.

7. It can be difficult to ______________________ a concussion.

8. EEGs use ______________________ to measure brain activity.

9. Braeden found that a person with a concussion has a lower ______________________ of brain waves than normal.

10. The high school sport with the highest number of concussions for girls is ______________________.

apexconcussiondiagnoseelectricity

electrodeselectroencephalogramfootballforce threshold

forebrainfrequencyreaction time rest

runshocksoccertemperature

BATTLING BUGS, Page 12DIRECTIONS: Read each statement and decide whether it is true (T) or false (F). Write your response in the space provided.

_______ 1. Mosquitoes are responsible for more than half a million human deaths each year.

_______ 2. Shantanu thinks the best way to control mosquitoes is with insecticides.

_______ 3. Only female mosquitoes feed on blood.

_______ 4. A single sound frequency attracts all male mosquitoes.

_______ 5. Dengue fever is currently present on every continent.

Science World TEACHER’S GUIDE l OCTOBER 12, 2015 l T7SCHOLASTIC.COM/SCIENCEWORLD

®

CHECK FOR UNDERSTANDING

Permission granted by Science World to reproduce for classroom use only. ©2015 by Scholastic Inc.

Name: ®

ANS

WER

S O

N T

8

QUAKE PROOF, Page 20DIRECTIONS: Answer the following questions in complete sentences.

1. What is the epicenter of an earthquake? _______________________________________________________________________

______________________________________________________________________________________________________________

2. According to the article, what led to most of the destruction of buildings in Haiti? _________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

3. Why are Pringles designed the way they are? __________________________________________________________________

______________________________________________________________________________________________________________

4. What are two benefits of using bamboo instead of concrete to construct buildings to withstand earthquakes? _______

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

5. What evidence suggests that the students’ bamboo house is a better design than one made of unreinforced concrete?

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

TAKING ON WORLD HUNGER, Page 14DIRECTIONS: Match each item in the left-hand column below with its definition or description in the right-hand column.

______ 1. nodules a. a diverse group of microscopic organisms, most of which are harmless or beneficial, although a few can cause disease

______ 2. rhizobia b. process by which a seed sprouts

______ 3. bacteria c. raw material that root bacteria capture from the atmosphere

______ 4. Streptococcus pyogenes d. a group of crop plants that includes barley and wheat

______ 5. ecologist e. a beneficial relationship between two organisms

______ 6. nitrogen gas f. a nutrient that root bacteria produce, which helps plants grow

______ 7. ammonia g. a microorganism that causes strep throat

______ 8. mutualism h. a scientist who studies how organisms interact with one another and their environment

______ 9. grains i. a type of microorganism that normally lives on the roots of bean and pea plants

______ 10. germination j. bumps of the roots of plants

ANSWERS

SC

HO L A STI C R

E

CY C L

ES

SC

HO L A STI C S

C

HO L A STI C S

C

HO L A STI C S

C

HO L A STI C

CONTAINS

A MINIMUM

OF 10% POST-

CONSUMER

FIBER

WHO SEES WHAT? p. 24ANALYZE IT: Dog: 4, Bee: 1, Snake: 2, Cat: 3

CHECK FOR UNDERSTANDING, T6-T7HEAD TO HEAD1. concussion2. electricity3. reaction time4. rest5. force threshold6. electroencephalogram7. diagnose8. electrodes9. frequency10. soccer

BATTLING THE BUGS1. T2. F3. T4. F5. F

TAKING ON WORLD HUNGER1. j2. i3. a4. g5. h6. c7. f8. e9. d10. b

QUAKE PROOF1. The epicenter is the area on Earth’s surface directly above where tectonic plates grind against each other.2. The houses in Haiti were made of inexpensive materials that couldn’t withstand an earthquake, such as unreinforced concrete.3. Pringles are curved because supercomputers determined that it is a strong shape. That prevents breakage during transport.4. Bamboo costs as little as one tenth the cost of concrete and grows in the Caribbean. Bamboo is a strong material.5. The teens’ bamboo design survived the tests on the shake table without any failure. The structures made of unreinforced concrete all failed at their joints.

T8 l Science World TEACHER’S GUIDE l OCTOBER 12, 2015

POSTAL INFORMATION: SCIENCE WORLD (ISSN 1041-1410; in Canada, 2-c no. 55948) is published 12 times during the school year; biweekly September, October, March; monthly November, December, January, February, April, May; 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 SCIENCE WORLD, 2931 East McCarty St., P.O. Box 3710, Jefferson City, MO 65102-3710.

Go Online!Find all print and online answers at: scholastic.com /scienceworld/keys You’ll also find an interactive digital edition, online science news, videos, games, skills sheets, online resources, a searchable archive, and more at scholastic.com/scienceworld.If you’re prompted to register online to access your materials, all you need is your access code

TEACH THE SCIENCE BEHIND CLIMATE CHANGE. GRADES 6-8.SCHOLASTIC.COM/CLIMATESCIENCE