THE BTS EFFECT · Antarctic animals and what they eat. Then have them label and illustrate the food chain in the boxes provided. (Note: phytoplankton should be in the first box, whales

Customer service: 800-777-8600 Email the editors: [email protected] 1

t i m e f o r k i d s . c o m

A P R I L 2 0 2 0 ● A R T S A N D C U LT U R E ● V O L . 10 ● N O . 2 2 E D I T I O N 2

THE BTS EFFECTThe South Korean pop stars are inspiring

fans around the world to support good causes.t i m e f o r k i d s . c o m

New technology is making trains

faster than ever.

This passenger train in Shanghai, China, reaches speeds of 268 miles per hour.

A P R I L 2 0 2 0 ● T R A N S P O R T A T I O N ● V O L . 10 ● N O . 21 E D I T I O N 2


Scientists grew this beef patty in a lab. Lab-grown meat could be the food of the future.

A P R I L 2 0 2 0 ● N E W S ● V O L . 10 ● N O . 2 4 E D I T I O N 2


Find out why scientists are counting chinstrap penguins in Antarctica.

A P R I L 2 0 2 0 ● E A R T H D AY ● V O L . 10 ● N O . 2 3 E D I T I O N 2

Current EventsThemes

Lesson Type

Content Standards

Materials & Resources

EXTENSION ACTIVITY, PP. 4-5

TRANSPORTATIONLearn about a high-speed train that relies on magnets.

SCIENCE (NGSS)Engineering Design

Lesson Materials: Class set of this week’s magazine; class set of “Choose Your Route,” on page 6 of this guide; partner sets of magnets with labeled poles

Lesson Materials: Class set of this week’s magazine; class set of “A Story in Songs,” on page 7 of this guide

Lesson Materials: Class set of this week’s magazine; class set of “Dining in Antarctica,” on page 8 of this guide

Extension Activity: “Earth in 30 Years” activity (see below)

Lesson Materials: Class set of this week’s magazine; class set of “Making Meat,” on page 9 of this guide; Cultured Beef video at the bottom of this week’s story at timeforkids.com

Reading for Detail; Explaining Scientific Concepts

Analyzing Author’s Purpose; Analyzing Text Features

Identifying Cause and Effect; Making Connections

Reading for Detail; Explaining Scientific Concepts

ARTS AND CULTUREFans are inspired by a band’s charitable work.

SOCIAL STUDIES (NCSS)Culture

EARTH DAYRead about scientists who are taking a penguin census.

SCIENCE (NGSS)Earth and Human Activity

NEWSScientists have discovered how to create meat in a lab.

SOCIAL STUDIES (NCSS)Production, Distribution, and Consumption

TIME for Kids & TIME Edge Editor in Chief Andrea DelbancoCreative Director Drew WillisExecutive Editor Jaime JoyceCurriculum Director Stacy BienArt Director Stephen BlueSenior Editors Brian S. McGrath, Allison SingerAssociate Editors Candace Dipsey, Rebecca Katzman, Shay Maunz Writers Constance Gibbs, Rebecca MordechaiEditorial Assistants Ellen Nam, Karena PhanCopy Editors Mike DeCapite, Jordan Mamone

TIMEEditor in Chief Edward Felsenthal Chief Financial Officer Christopher Gaydos Chief Strategic Partnerships Editor Susanna Schrobsdorff Senior Operations Director Rosemarie IazzettaPremedia Manager Keith Aurelio Premedia Associate Susan VanOverImaging Coordinators Luis Batista, Ana Kaljaj

Check out the “Earth in 30 Years” activity that pairs with this month’s magazine Project Penguin. Students will consider humans’ impact on the Earth and create a representation of what the world might look like in the year 2050.

VOL. 10, NOS. 21–24APRIL 2020

E D I T I O N 2 T E A C H E R ’ S G U I D E

2

TEACHING THIS MONTH’S ISSUESExplore the ThemeGive partners two magnets that have their poles labeled as A and B. Ask partners to play with the magnets and to record their observations about how the poles react to each other. Then bring students back together to share their observations.

Tell them they’ll be reading about a train that uses magnets to move.

Read the TextHave students read the text independently or with a partner. Ask them to answer the following questions while reading: What is a maglev train? How does a maglev train work? You might want to hand out sticky notes that students can use to write their answers down or to flag where the answers appear. Move around the room and check for comprehension while students are working. Pick a student, or a pair of students, who are able to explain to the class how a maglev train works. Suggest that students use the opening magnet activity to demonstrate their explanation.

Respond to the TextBring the class back together and ask students why people are in support of maglev trains. Have them provide evidence that supports their answer. Then ask students where maglev trains are being tested or proposed.

Take a class poll to see who is in support of having a maglev train in the U.S. Have volunteers explain why or why not, using evidence from the text. Students can then complete the reproducible “Choose Your Route,” on page 6 of this guide, to learn more about building a maglev line between Baltimore and D.C. and solidify their opinion.

Explore the ThemeShow students the cover of this week’s magazine and ask them to share what they know about BTS or their music.

Read the TextRead pages 2 and 3 aloud. Then ask students to go back and underline BTS and BTS ARMY wherever

they appear. Have partners discuss who the two groups are and what is important about them.

Bring the class back together to discuss BTS and the BTS ARMY. Ask: How are these two groups related? Then ask the class to think about why the author wrote this text. Write the following sentence starter on the board: “The author wrote this to explain that BTS .” Have individuals, partners, or groups work together to complete the sentence on a sticky note. Have students post their sticky notes on the board. Read some correct responses aloud.

Respond to the TextTell students that when the editors at TFK plan a magazine, they think through each part, including the text, the pictures, and the design. Ask students if they can identify the design choice for the BTS article’s background. After hearing some ideas, let the class know that the art was inspired by the cover of a BTS mini-album, Map of the Soul: Persona, which is pink with the outline of a heart on it.

Have students consider that a lot of thought goes into creative decisions. This is true for all artists. Provide them with the reproducible “A Story in Songs,” on page 7 of this guide, and read the directions and explainer aloud. Then give stu-dents time to imagine their own BTS album based on what they learned in the magazine.


New technology is making trains

faster than ever.

This passenger train in Shanghai, China, reaches speeds of 268 miles per hour.

A P R I L 2 0 2 0 ● T R A N S P O R T A T I O N ● V O L . 10 ● N O . 21 E D I T I O N 2


A P R I L 2 0 2 0 ● A R T S A N D C U LT U R E ● V O L . 10 ● N O . 2 2 E D I T I O N 2

THE BTS EFFECTThe South Korean pop stars are inspiring

fans around the world to support good causes.

Common Core State StandardsRI.1, RI.3, RI.8, SL.1, SL.2

Power Words “Fast Forward,” pp. 2–3: friction, *maintenance, propel

Common Core State StandardsRI.1, RI.6, RI.7, SL.1

Power Words “Fan Favorites,” pp. 2-3: *charity, deed, empathy, *international

3

Explore the ThemeShow students the cover of the magazine and read the cover text. Ask: Why do you think scientists count penguins? Ask students to close their eyes and visualize the scene you will be describing. Read the first paragraph on page 2

aloud. Then have students open their eyes and show them the image on pages 2 and 3.

Pair students up and ask them to discuss the following: What is it like to count penguins? Can you think of a way to make counting penguins easier?

Read the TextHave partners read the rest of the text together, focusing on why scientists are counting penguins and the two methods of doing so. Bring students together to respond to the questions. Then ask them to explain the purpose of using drones to count penguins. How do drones make life easier for scientists?

Respond to the TextReread paragraph 4 of the text to the class. Ask: What do penguins tell scientists about krill? If there were not a lot of krill to eat, what would happen to the penguin population? Give students the reproducible “Dining in Antarctica,” on page 8 of this guide. Direct them to read about Antarctic animals and what they eat. Then have them label and illustrate the food chain in the boxes provided. (Note: phytoplankton should be in the first box, whales in the last.)

Bring the class together and have students share their answers to the Think and Discuss question. Then challenge them to explain how melting sea ice could affect the entire food chain.

Explore the ThemeShow students the cover of this week’s magazine and read the cover text aloud. Ask why scientists might be growing meat.

Show students the video Cultured Beef at the bottom of “Future Food” at timeforkids.com. Then give students the repro-

ducible “Making Meat,” on page 9 of this guide. Have them read the steps given for making cul-tured beef. Tell students you’ll be playing the video again, and they should number the steps as they watch. Play the video as many times as necessary for students to write down the steps.

Have partners or groups work together to cut and paste the steps in the correct order, then have students independently draw an illustration for two steps of their choice.

Read the TextHave students partner up to read the text. Bring the class together and ask students to identify the pros and cons of lab-grown meat. Ask: Based on what you learned, why do you think it is so expensive to make lab-grown meat?

Respond to the TextOn the board, make a T-chart with “I would try lab-grown meat” on one side and “I would not try lab-grown meat” on the other. Give students a sticky note on which to write their reasoning and let them stick it on the side of the chart they agree with.

Have a class discussion about which side has more support and why that is.


Find out why scientists are counting chinstrap penguins in Antarctica.

A P R I L 2 0 2 0 ● E A R T H D AY ● V O L . 10 ● N O . 2 3 E D I T I O N 2


Scientists grew this beef patty in a lab. Lab-grown meat could be the food of the future.

A P R I L 2 0 2 0 ● N E W S ● V O L . 10 ● N O . 2 4 E D I T I O N 2

Common Core State StandardsRI.1, RI.3, RI.7, SL.1, SL.2

Power Words “Counting Penguins,” pp. 2–3: census, climate change, *colony

Common Core State StandardsRI.1, RI.3, SL.1, SL.2

Power Words “Future Food,” pp. 2–3: cell, institute, *nutrient, *facility

ANSWER KEYNEWS ISSUE QUIZ 1. C 2. A 3. B 4. B 5. D 6. C7. Answers will vary but must include student’s opinion and at least one piece of evidence from the article.

EDITION 2 EXTENSION ACTIVITY VO L . 1 0 , N O S. 2 1 – 2 4 | A p r i l 2 0 2 0

Next Generation Science Standards (NGSS)Earth and Human Activity

Lesson OverviewStudents will consider what might happen to the world if people don’t work to protect it. Then they’ll analyze the drawings in “Kid’s-Eye View” before drawing their own picture of what Earth might look like in 30 years.

Materials• Coloring supplies• Craft supplies such as washi tape,

stickers, or colored paper (optional)• Class set of “Earth in 2050” resource,

on page 5 of this guide or under Teaching Resources at timeforkids.com

Earth Day Activity Prep Work1. Print a class set of “Earth in 2050” and gather

coloring materials and craft supplies as desired.

Lesson Flow1. Tell students that April 22 is Earth Day. This is the

50th anniversary of Earth Day. Ask students to share some things they can do to celebrate Earth Day.

2. Let students know that the theme of Earth Day 2020 is climate action. Ask them to consider what things are affected by climate change. (Some answers might include the oceans, weather patterns, food, animals, and habitats.)

3. Ask students to freewrite on a separate piece of paper about what might happen to the world if people do not protect it.

4. Then have students turn to page 4 of the Project Penguin issue. Read the text aloud and ask students

Earth in 30 Years

TFK

Extra!

to look closely at the five images of Earth that kids sent in. Have students partner up and explain what they notice and their reactions.

5. Provide students with a copy of the reproducible “Earth in 2050,” on page 5 of this guide. Allow them access to coloring materials and other materials of your choosing. Have students independently create their own representation of Earth in 30 years.

6. On the back, students should write an explanation about what their drawing shows and why they think it is representative of Earth in 2050.

7. You might wish to have a class show-and-share or a gallery walk, so students can see their peers’ work.

DiscussionBring the class back together and discuss the following: In 30 years, how old will you be? Will you want to be living on an Earth like the one you drew? What can you do to make sure you’ll still want to live on the Earth in 30 years?

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4 © 2020 TIME for Kids, timeforkids.com, Edition 2. This page may be photocopied for use with students. • April 2020

Name . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Date . . . . . . . . . . . . . . .

INTEGRATE INFORMATIONCCSS: RI.2.7Earth in 2050

Read “Kid’s-Eye View” (April 2020) to see what other kids think the world may look like in 30 years . Then draw your own picture below .

© 2020 TIME for Kids, timeforkids.com, Edition 2. This page may be photocopied for use with students. • April 2020 5

Write about it! On the back, explain your drawing .

Name Date


ANALYZE INFORMATIONCCSS: RI.2.7Choose Your Route

Read “Fast Forward” (April 2020), about maglev trains . There are already a few ways to get from Baltimore to Washington, D .C . Check them out below .

Baltimore, Maryland

Washington, District of Columbia

Bus50 minutes .................................$8

Acela Train 33 minutes ...............................$35

Northeast Regional Train 46 minutes .............................. $15

1 . Which one of these routes would you chose? Explain .

2 . Do you think it makes sense to build a maglev line from Baltimore to Washington, D .C .? Explain .

40 miles

Washington, D.C.

Baltimore

The planned maglev train will take about 15 minutes to get from Baltimore to Washington, D .C . Since it is not built yet, the price of a ticket is unknown . But is estimated to cost more than $50 .

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Name Date


MAKE CONNECTIONSCCSS: RI.2.9A Story in Songs

Read “Fan Favorites” (April 2020) . Then use what you learn to imagine a new album for BTS below .

Musicians use their albums to tell a story . BTS have a new album called Map of the Soul: 7 . It tells the story of their past seven years as a band . Some songs on the album are “Make It Right,” “My Time,” and “UGH!” The album tells the story of the boys finding out who they are . But the journey is not always easy .

1 .

2 .

3 .

4 .

5 .

Imagine a new BTS album based on what you learned in “Fan Favorites .”

COVER ART SONG TITLES

Explain the story behind your album .

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Name Date EXPLAIN EVENTS CCSS: RI.2.3


Making Meat Before reading “Future Food” (April 2020), learn about how meat is grown

in a lab . Cut and paste the steps in order . Then choose two to draw . Draw an arrow from the step you choose to its illustration . The first one is done for you .

Muscle tissue is taken from cows .Myotubes are placed in a ring . They grow into muscle tissue .

Muscle cells are separated from fat cells .

New muscle tissue is layered to create beef .

Separated muscle cells divide . They grow into myotubes .Muscle tissue is cut into small pieces .

STEPS ILLUSTRATIONS

CREATIO

N O

F ICON

S AND

ILLUSTR

ATION

S

Name Date

EDITION 2: NEWS ISSUE QUIZCOMPREHENSION QUIZ

A Better Burger? April 2020Use this month’s News issue of TIME for Kids Edition 2 to answer the questions . For each question, circle

the letter next to the best answer .

Article: “Cast a Spell”RI .2 .5 (Identify Problem and Solution)

5. What is the main problem in the movie Onward?A. Ian and Barley’s dad died . B. The brothers’ dad comes

back to life as a manticore .C. The brothers must fight a

villain with the body of a lion .

D. A spell brings back only half of their dad .

Article: “A Family Affair”RI .2 .1 (Read for Detail)

6. The main character in Grandma’s Gardens isA. Hillary Clinton .B. Chelsea Clinton .C. Grandma Dorothy .D. Zara Wierzbowski .

Article: “For the Record”RI .2 .1 (Read for Detail)

3. On February 12,A. satellites were launched

to help with Internet connectivity .

B. scientists announced that they found a giant turtle shell .

C. an ancient shrine was discovered in Rome .

D. the first-ever Kid of the Year show was announced .

Article: “Celebrating Kids”RI .2 .4 (Define Words and Phrases)

4. What is the meaning of air as used in the article?A. what we breatheB. to appear on TVC. empty spaceD. a device that cools a room

W .2 .1 (Opinion Writing)

Explain if you think scientists should continue making lab-grown meat . Provide reasons for your choice .

Article: “Future Food”RI .2 .2 (Identify Main Idea)

1. What could be another title for this article?A. “Cow-Free Meat”B. “Cellular Meat for Sale”C. “Harm-free Hamburgers”D. “Feeding the World”

Article: “Future Food”RI .2 .5 (Use Text Features)

2. The heading “Challenges Ahead” helps the reader understand thatA. Lab-grown meat is not ready

to be sold in stores yet . B. Lab-grown meat may help

feed a lot of people . C. Lab-grown meat is better for

the environment . D. Lab-grown meat uses less

land .


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Documents

THE BTS EFFECT · Antarctic animals and what they eat. Then have them label and illustrate the food chain in the boxes provided. (Note: phytoplankton should be in the first box, whales