Common Core Support Coach Foundational Mathematics 6 Answers

Georgia Common Core Support Coach, CCGPS Edition, Target: Reading Comprehension, Grade 8

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Georgia Common Core Support Coach, CCGPS Edition, Target: Reading Comprehension, Grade 8

1. 1. First Edition This book is printed on paper containing a minimum of 10% post-consumer waste. www.triumphlearning.com Phone: (800) 338-6519 • Fax: (866) 805-5723 • E-mail: customerservice@triumphlearning.com Target 8 FirstEdition Target DevelopedExclusivelyfortheCCSS Reading Comprehension 8 > Biographies > Dramas > Historical Fiction > Historical Texts > Memoirs > Persuasive Nonfiction > Poetry > Primary and Secondary Sources > Science Fiction > Science Texts > Short Stories > Technical Texts Focus on Master the skills and strategies you need to comprehend complex texts! TARGET ReadingComprehension Reading Comprehension T135GA ISBN-13: 978-1-62362-044-8 9 7 8 1 6 2 3 6 2 0 4 4 8 9 0 0 0 0 GEORGIA GEORGIA
2. 2. Contents Fiction Lesson 1: Fiction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Across the Stars, Part I  Sequence • Plot Elements. . . . . . . . . . . . . . 8 Across the Stars, Part II  Make Predictions • Differences in Points of View . . . . . . . . . . . . . . . . . . 16 Read on Your Own  The History of Disaster. . . . . . . . . . . . . . . . . 24 Lesson 2: Traditional Literature. . . . . . . . . . . . . . . . . . . . . . . . 31 The Turnip  Draw Inferences • Analyze Theme . . . . . . . . . . . . . . . . . . 34 Thunderbird / The Power of Rain  Ask and Answer Questions • Setting. . . . . . . . . . . . . . . . . . . . . . . . . . 42 Read on Your Own  The Three Wishes  . . . . . . . . . . . . . . . . . . . . . 52 Lesson 3: Drama  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 The Setup, Scene 1  Summarize • Dramatic Structure  . . . . . . . . . . . 62 The Setup, Scenes 2 and 3  Compare and Contrast • Characterization  . . . . . . . . . . . . . . . . . . . . . 70 Read on Your Own Animal Shelter  . . . . . . . . . . . . . . . . . . . . . . . . . 78 Lesson 4: Poetry  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 The War God's Horse Song / The Tyger / Sea Fever  Visualize • Word Choice and Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Paul Revere's Ride / Remember  Paraphrase • Poetic Structure: Narrative and Sonnet . . . . . . . . . . . . . . 96 Read on Your Own  Sonnet 29 / The Listeners  . . . . . . . . . . . . . 106 RL.8.3, RL.8.4, RL.8.6, RL.8.10, L.8.4.a, L.8.4.d, L.8.5.a, L.8.5.c RL.8.1, RL.8.2, RL.8.9, RL.8.10, L.8.4.b RL.8.2, RL.8.3, RL.8.10, L.8.4, L.8.4.c, L.8.4.d RL.8.4, RL.8.5, RL.8.10, L.8.5 Common Core Georgia Performance Standards (CCGPS) 2 CC13_ELA_G8_SE_FM_TOC.indd 2 4/29/13 2:33 PM
3. 3. Nonfiction Lesson 5: Literary Nonfiction. . . . . . . . . . . . . . . . . . . . . . . . . 111 Saving the Sun  Main Ideas and Details • Word Choice and Tone . . . . . 114 An Extraordinary Imagination  Summarize • Author's Point of View. . . . . . . . . . . . . . . . . . . . . . . . . . 122 Read on Your Own  Keeping America Wild. . . . . . . . . . . . . . . . . 130 Lesson 6: Historical Texts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 The Great Influenza Pandemic of 1918  Draw Inferences • Fact, Opinion, and Reasoned Judgment. . . . . . . . . . 140 Hairstory  Compare and Contrast • Text Structures. . . . . . . . . . . . . . 148 Read on Your Own  Nuclear Disasters . . . . . . . . . . . . . . . . . . . . . 156 Lesson 7: Scientific Texts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 The Great Pacific Garbage Patch  Summarize • Types of Evidence. . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 Tracking Forest Fires  Paragraph Structure • Evaluate Evidence . . . . . . . . . . . . . . . . . . . . . . 174 Read on Your Own  Toys in Space!. . . . . . . . . . . . . . . . . . . . . . . . . 184 Lesson 8: Technical Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191 Canned Heat: How to Build a Solar Heater  Sequence • Author's Purpose. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194 Driving Greener  Ask and Answer Questions • Graphics and Visuals  .202 Read on Your Own  Death-Defying Dive. . . . . . . . . . . . . . . . . . . 212 Lesson 9: Persuasive Nonfiction. . . . . . . . . . . . . . . . . . . . . . . 219 Newspapers vs. the Internet  Make Predictions • Evaluate Author's Argument. . . . . . . . . . . . . . . . . 222 Fighting for Keiko / Freedom Isn't Free  Identify Author's Purpose • Argument and Counterargument . . . . . . . 230 Read on Your Own  Trolleys vs. Big Oil. . . . . . . . . . . . . . . . . . . . . 240 RI.8.2, RI.8.4, RI.8.6, RI.8.10, L.8.4.a, L.8.4.d, L.8.5.c RI.8.1, RI.8.3, RI.8.8, RI.8.9, RI.8.10, L.8.4.c, L.8.4.d, L.8.6, RH.6-8.4, RH.6-8.5, RH.6-8.8 RI.8.2, RI.8.5, RI.8.8, RI.8.10, L.8.4.c, L.8.5, L.8.6, RH.6-8.5, RST.6-8.1, RST.6-8.2, RST.6-8.5, RST.6-8.8 RI.8.4, RI.8.6, RI.8.7, RI.8.8, RI.8.10, L.8.6, RH.6-8.6, RST.6-8.4, RST.6-8.6, RST.6-8.7 Common Core Georgia Performance Standards (CCGPS) RL.8.4, RI.8.4, RI.8.6, RI.8.8, RI.8.9, RI.8.10, L.8.5.a, RH.6-8.6 3 Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLC CC13_ELA_G8_SE_FM_TOC.indd 3 4/29/13 2:33 PM [AZ layer: run back x2]
4. 4. Lesson 10: Primary and Secondary Sources . . . . . . . . . . . . 247 Mars Attacks  Main Idea and Details • Primary Sources. . . . . . . . . . . . . . . . . . . . . . 250 Panic on the Airwaves  Draw Inferences • Secondary Sources. . . . . . . . . . . . . . . . . . . . . . . . 258 Read on Your Own  A Walk on the Moon / Apollo Has Landed. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273 Tools Graphic Organizers and Close Reading Worksheets Lesson 1: Fiction Across the Stars, Part I. . . . . . . . . . . . . . . 281 Across the Stars, Part II. . . . . . . . . . . . . . 283 Lesson 2: Traditional Literature The Turnip. . . . . . . . . . . . . . . . . . . . . . . . . 285 Thunderbird / The Power of Rain. . . . . . . . . . . . . . . . 287 Lesson 3: Drama The Setup, Scene 1. . . . . . . . . . . . . . . . . . 289 The Setup, Scenes 2 and 3. . . . . . . . . . . . 291 Lesson 4: Poetry The War God's Horse Song / The Tyger / Sea Fever. . . . . . . . . . . . . 293 Paul Revere's Ride / Remember. . . . . . . . . . . . . . . . . . . . . . 295 Lesson 5: Literary Nonfiction Saving the Sun. . . . . . . . . . . . . . . . . . . . . . 297 An Extraordinary Imagination. . . . . . . . 299 Lesson 6: Historical Texts The Great Influenza Pandemic of 1918 . . . . . . . . . . . . . . . . 301 Hairstory. . . . . . . . . . . . . . . . . . . . . . . . . . 303 Lesson 7: Scientific Texts The Great Pacific Garbage Patch. . . . . . . . . . . . . . . . . . . 305 Tracking Forest Fires. . . . . . . . . . . . . . . . 307 Lesson 8: Technical Texts Canned Heat: How to Build a Solar Heater . . . . . . . . . . . . . . 309 Driving Greener. . . . . . . . . . . . . . . . . . . . 311 Lesson 9: Persuasive Nonfiction Newspapers vs. the Internet. . . . . . . . . . 313 Fighting for Keiko / Freedom Isn't Free . . . . . . . . . . . . . . . 315 Lesson 10: Primary and Secondary Sources Mars Attacks. . . . . . . . . . . . . . . . . . . . . . . 317 Panic on the Airwaves. . . . . . . . . . . . . . . 319 RI.8.1, RI.8.10, L.8.4.c, L.8.4.d, L.8.5.b, RH.6-8.1, RH.6-8.2, RH.6-8.9 Common Core Georgia Performance Standards (CCGPS) 4 Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLC CC13_ELA_G8_SE_FM_TOC.indd 4 4/29/13 2:33 PM
5. 5. Skills Focus The Great Pacific Garbage Patch Summarize Types of Evidence Tracking Forest Fires Paragraph Structure Evaluate Evidence Scientific textsprovide factual information about science- related topics. They can describe a natural event, such as the causes and effects of a hurricane, or explain a process, such as how a plant photosynthesizes. Scientific texts can appear in magazines, newspapers, books and textbooks, print or online encyclopedias, or on Web sites. Their goal is to educate and inform you about your world. What information might you want to learn about the kiwi, pictured here? Scientific Texts Lesson 7 Scientific Texts 163 Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLC CC13_ELA_G8_SE_L07_163-190.indd 163 5/1/13 2:53 PM
6. 6. Practice the Skill First Read Summarize When you summarize a selection, you take its big ideas and put them in your own words. To summarize a text, first, read the whole selection. Then, think about the main idea and locate the information that supports that idea. Decide which details best support the main idea. Once you have done that, restate what you've read in your own words. Because it restates only the main idea and important details, a summary will be much shorter than the original selection. Your summary should be objective, meaning that it should not include your own opinions on the topic. For example, a summary of a scientific text about nuclear energy should not include whether you are for or against it. If the author has included his or her opinions and they are important to the main idea, you should include them in your summary. Try It Read the paragraph below. The kiwi, native to New Zealand, is one of the most unique birds known to us. It is flightless and has only tiny stumps where wings should be. These stumps are hidden under the strange, long, fine feathers that resemble fur or hair. Kiwis lay the largest eggs in relation to their body size of any bird species known. Unfortunately, most species of kiwi are highly endangered due to the destruction of their habitat. Discuss Summarize the paragraph. Underline its main idea. Double underline two important supporting details. As you read, record your answers to questions about summarizing on the Close Reading Worksheet on page 305. 164 Lesson 7 • Scientific Texts Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLC CC13_ELA_G8_SE_L07_163-190.indd 164 5/1/13 2:53 PM
7. 7. Practice the Skill Second Read Types of Evidence Scientific texts are filled with information and evidence that support the main ideas presented. Some types of evidence are more reliable and valuable than others. As you read, consider the type of evidence being presented. Types of evidence can include the following: • Examples: specific instances that illustrate a general idea • Research and survey results: information gathered through scientific investigation • Statistics: information in number form • Case studies: long-term studies of a single person, thing, group, or event • Expert opinions: judgments by someone who has researched the specific topic being discussed and is considered to be an authority on the subject • Anecdotes: short, personal stories that illustrate an idea • Direct quotations: the exact words someone has said, enclosed in quotation marks Try It Read the paragraph below. The platypus doesn't have teeth. Instead, it scoops up pebbles from the river bottom with its bill and uses them to "chew" its food. A platypus forages for food for up to twelve hours per day. Each dive to the river bottom can last twenty to forty seconds, and the animal then rests on the surface to chew for about ten seconds. In the course of an hour, a platypus can make up to seventy-five dives to look for food. Discuss Look at the types of evidence in the paragraph. Circle all the statistics. Is this type of evidence the best way to support the ideas presented? Why or why not? As you read, complete the Types of Evidence Chart on page 306. The Great Pacific Garbage Patch 165 Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLC CC13_ELA_G8_SE_L07_163-190.indd 165 5/1/13 2:53 PM
8. 8. What unusual thing did Captain Moore see? Circle the direct quotation in the selection. Categorize and record your answer on the Types of Evidence Chart. Based on the text, in which hemisphere is the garbage patch located? How do you know?  Summarize the description of a gyre. In 1997, Captain Charles Moore made a huge discovery in the Pacific Ocean. He had been sailing in a race in Japan and decided to take a less-traveled route home to the United States. He sailed through an area called the North Pacific Gyre, which is between Japan and the U.S. mainland. The National Oceanic and Atmospheric Administration (NOAA) defines a gyre as a "circular feature of ocean currents that spiral around a central point." In the Northern Hemisphere, gyres spiral clockwise, and in the Southern Hemisphere, they spiral counterclockwise. Gyres absorb everything that gets caught in their currents. They normally pick up things like driftwood and seaweed. But the North Pacific Gyre has picked up something else. As Captain Moore sailed through the North Pacific Gyre, he observed something unusual. "Every time I came on deck to survey the horizon, I saw a soap bottle, bottle cap, or shard of plastic waste bobbing by. Here I was in the middle of the ocean, and there was nowhere I could go to avoid the plastic," he said. Captain Moore had discovered the Great Pacific Garbage Patch. The Great Pacific Garbage Patch is composed of two separate clockwise-rotating patches. One is the Eastern Pacific Garbage Patch, between Hawaii and California, and the other is the Western Pacific Garbage Patch, off the coast of Japan. 1 2 3 4 5 The Great Pacific Garbage Patch Purpose for Reading Read along with your teacher. Each time, read for a different purpose. First Read Focus on summarizing the ideas. Second Read Focus on identifying types of evidence. Third Read Focus on thinking critically about the selection. 166 Lesson 7 • Scientific Texts Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLC CC13_ELA_G8_SE_L07_163-190.indd 166 5/1/13 2:53 PM
9. 9. Garbage Garbage patch Ocean current Summarize what happens to plastic when it ends up in the oceans. Measuring the Great Pacific Garbage Patch is difficult. It doesn't appear as a blanket of trash on the surface of the ocean—at least not everywhere. Satellite photos and surveys from planes do not reveal the true size of the garbage patch. Scientists instead have to use water samples taken from several depths. Some now estimate that the Great Pacific Garbage Patch is twice the size of Texas. In addition to spreading out across the ocean, the patch reaches hundreds of feet below the surface of the ocean, filling the pelagic zone1 with trash. It's not just any trash that ends up in the garbage patch. Most of it is plastic. Ten percent of the 260 million tons of plastic produced each year ends up in the oceans. Of that, 80 percent starts out on land, getting washed into streams and rivers and eventually out to sea. The other 20 percent of the trash is dumped from cruise ships, fishing vessels, and oil-drilling platforms, or is the result of natural disasters like the 2011 earthquake and tsunami in Japan. Shipping containers that fall off the decks of cargo ships can be an "interesting" source of plastic debris. Some notable spills include 33,000 Nike® sneakers, 34,000 hockey gloves, and 29,000 rubber ducks. When these accidents are reported, oceanographers get to work. By tracking where spilled items, like rubber ducks, eventually wash ashore, these scientists have learned a great deal about ocean currents. Scientists classify plastic as anything that contains artificial or human-made chemical compounds. Unlike paper or animal products, plastic is not biodegradable, meaning there is no natural process that breaks it down. Instead, it is photodegradable, which means it breaks into smaller and smaller pieces as a result of exposure to light, until the pieces eventually become microscopic in size. 6 7 8 9 How much plastic produced each year ends up in the oceans? Circle the statistic that supports your answer. Categorize and record your answer on the Types of Evidence Chart. 1 pelagic zone the part of the ocean not close to the bottom or the shore The North Pacific Gyre spins clockwise between Japan and the United States. Trash accumulates in the Western and Eastern Pacific Garbage Patches, known collectively as the Great Pacific Garbage Patch. The Great Pacific Garbage Patch 167 Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLC CC13_ELA_G8_SE_L07_163-190.indd 167 5/1/13 2:53 PM
10. 10. What animal population has been harmed by plastic pollution? Circle the sentence that contains the example. Categorize and record your answer on the Types of Evidence Chart. In some areas of the patch, there is so much plastic in the water that researchers say it looks like "plastic confetti." These tiny pieces of plastic are called microplastics or nurdles. Scientist who have analyzed nurdles from the Great Pacific Garbage Patch have found concentrations of PCB (polychlorinated biphenyls) that are 100,000 to 1,000,000 times that which occurs in plastic-free seawater. Because of the water currents that form gyres, marine life collects in the centers, just as trash does. These areas of the ocean are teeming with life, from microscopic plankton to whales, and everything in between. Scientists have evaluated water samples from some areas of the garbage patch and found that there is more plastic in the water than plankton. Estimates are that 1,000,000 seabirds and 100,000 seals, sea lions, whales, dolphins, and turtles die each year from ingesting trash. Nurdles look and move in the currents just like plankton and get eaten by marine life that eats plankton. The plastic can harm animals even when they don't eat it. Plastic bags and abandoned fishing nets can snare and injure sea turtles and other marine life. Some populations of wildlife are declining dramatically because of plastic pollution. One example is the albatross that nest on Midway Atoll, an island that has been designated as a marine sanctuary. Midway Atoll is two thousand miles away from the nearest continent. However, it is in the path of the garbage patch, and ocean-borne refuse poses a major threat to its marine birds. Albatross are huge seabirds that spot their prey from the air and swoop down to catch them. They then go back to their nests and regurgitate, or bring up, what they've eaten for their chicks. Unfortunately, from the air, floating bits of plastic look a lot like fish. The albatross eat the trash and take it back to their chicks. According to wildlife experts, tens of thousands of albatross chicks on Midway Atoll die each year of starvation, choking, and internal bleeding as a result of being fed plastic. 10 11 12 13 14 Underline the details that explain how albatross chicks die from plastic poisoning. Albatross and chicks on Midway Atoll What is one way the garbage patch will harm humans?  168 Lesson 7 • Scientific Texts CC13_ELA_G8_SE_L07_163-190.indd 168 5/1/13 2:53 PM
11. 11. In 2009, NOAA formed the Marine Debris Program to study the garbage patch, calculate its impact on marine life, and research methods of cleaning it. NOAA's goal is to combine rigorous scientific surveys with visual observation from volunteers at sea. They have gained the assistance of sailors participating in the Transpacific Yacht Race and the Pacific Cup to map the patch's location, photograph it, and collect water samples. To measure the extent of pollution in the water, scientists drag a special "manta net" behind a boat. It measures the volume of water and collects tiny pieces of plastic in a fine mesh net. Once the researchers have their water samples, they analyze them to find the amounts of plastic toxins in them. They also examine any dead fish, birds, or other marine life for plastic toxicity. Research, government, and environmental groups are studying different methods of cleaning up the plastic. In Hawaii, volunteers regularly sweep the beaches, picking up all the marine debris they can. The trash is then taken to a landfill and disposed of. Hawaii has also launched a program that scoops abandoned fishing nets out of the ocean. The nets are taken to a special facility that incinerates them. The steam from incineration powers turbines that create energy. It's one excellent, but tiny, dent in a huge problem. A possible cleanup solution is to drag nets behind ships and scoop up all of the trash. While this might work for any debris on or close to the surface, the plan has some serious drawbacks. First, the size of the area to be cleaned is so vast that it would take a fleet of ships working for years to cover it all. Then, there's the pollution that would be created by sending all of those ships to sea. Finally, what would happen to the trash after it is collected? There is no landfill big enough to handle that amount of garbage. 15 16 17 18 19 Summarize why scooping up the trash would not provide a solution to the problem. What are scientists from the Marine Debris Program researching? Circle what they're studying and hoping to find. The Great Pacific Garbage Patch 169 CC13_ELA_G8_SE_L07_163-190.indd 169 5/1/13 2:53 PM
12. 12. Connect How can practicing the "3Rs" for plastic help your local environment? Cite textual evidence to support your ideas. In addition to the size of the area to be cleaned and extra pollution caused by dragging nets through the ocean, there is the further damage such projects could cause the marine ecosystem. Because marine life tends to concentrate in the same areas as marine debris, dragging nets through the water would mean scooping up fish, seabirds, seaweed, and plankton from the ocean, along with the trash. Most researchers agree that the best course of action is to monitor the Great Pacific Garbage Patch and stop it from growing any bigger. Captain Moore, one of the first to recognize the problem, has formed a research group that is doing just that. Scientists collect water samples and track the movement of the trash. Members of the group also provide education and outreach efforts aimed at spreading the word about the problem. To stop the Great Pacific Garbage Patch from growing and to prevent any others from forming, there needs to be a worldwide effort to halt the flow of bottles, toothbrushes, shoes, bags, and all other forms of plastic into the oceans. Governments must encourage their countries to shift away from petroleum-based products—plastics—and toward ones made out of biodegradable materials. You can help, too. Practice the "3Rs" whenever possible. Reduce, reuse, and recycle. It may not seem like a lot, but buying fewer plastic products is a good start. Use refillable water bottles instead of disposable ones. Remind your parents to use reusable bags at stores instead of single-use bags. And try getting into the habit of recycling what remaining plastic you must use. These actions can make a small difference in your own local impact. But that effort, if repeated by millions of people like you, will add up to a huge difference globally. 20 21 22 23 Complete the Types of Evidence Chart by filling in any boxes with additional evidence from the selection. If any types of evidence aren't used, write none in the box. Summarize ways to stop the garbage patch from getting bigger. 170 Lesson 7 • Scientific Texts CC13_ELA_G8_SE_L07_163-190.indd 170 5/1/13 2:53 PM
13. 13. Vocabulary: Nuances in Academic Vocabulary Have you ever noticed that certain words pop up over and over in different classes at school? Words like analyze, explain, and evaluate are academic vocabulary—words used in schools or texts to describe the thinking skills people use when they read about a subject. Because these words represent necessary skills that you will need to master and demonstrate throughout your school career, it's important that you understand the words and their nuances of meaning. A nuance is a small but important shade of meaning in a word. To understand a word's nuance, ask yourself, What does this word mean? How is it different from other words that are like it? Try It Read this sentence from "The Great Pacific Garbage Patch." Some now estimate that the Great Pacific Garbage Patch is twice the size of Texas. Discuss What does estimate mean? What are other words similar to estimate? How is estimate different from these words? Find the following words in the selection. Read the sentence that contains each word. Write down a definition and at least one synonym—a word with a similar meaning. Explain how the vocabulary word differs from its synonym. 1. analyzed, p. 168 2. evaluated, p. 168 3. calculate, p. 169 The Great Pacific Garbage Patch 171 Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLC CC13_ELA_G8_SE_L07_163-190.indd 171 5/1/13 2:53 PM
14. 14. Practice the Skill First Read Paragraph Structure By paying attention to how a paragraph is organized, you can often get clues to its important ideas. In general, the first sentence of a paragraph contains its main idea in a topic sentence. It doesn't contain details, but instead introduces the overall idea of the paragraph. The sentences that follow the topic sentence contain specific details that support, or explain, the main idea. These sentences are called supporting sentences. In longer paragraphs, supporting sentences are sometimes followed by a concluding sentence, which restates the main idea of the paragraph. Just as sentences in a paragraph support the paragraph's main idea, paragraphs in a longer text also work together to support the larger idea the text expresses. Authors might link their paragraphs by presenting a sequence of events or steps in a process, by comparing and contrasting important ideas, or by showing how causes create certain effects. It is important to note that not every paragraph begins with a topic sentence. Sometimes the topic sentence comes at the end—the concluding sentence will be the topic sentence. And sometimes there is no topic sentence at all; you have to read the whole paragraph in order to determine its main idea. Try It Read the paragraph below, and think about its structure. Brown recluse spiders like to hide away from people and animals. They prefer small, dark places for their nests. Outdoors, their homes are under rocks and inside dead tree trunks. Inside houses, they will live anywhere dark and quiet. This can include storage boxes, corners of closets, and heating vents. Like their name implies, these spiders like to stay hidden from the world in these out-of-the-way places. Discuss What is the main idea of the paragraph? Underline the topic sentence. What details support the main idea? Double underline the supporting sentences. How do the supporting details develop the key idea in the paragraph? As you read, record your answers to questions about paragraph structure on the Close Reading Worksheet on page 307. 172 Lesson 7 • Scientific Texts Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLC CC13_ELA_G8_SE_L07_163-190.indd 172 5/1/13 2:53 PM
15. 15. Practice the Skill Second Read Evaluate Evidence It's easy to think of science as a set of fixed, proven facts. Much of it is, but most of what scientists study is still unknown, and authors of scientific texts are presenting their theories and ideas about a topic. To support these theories, scientific texts are filled with evidence, such as statistics, expert opinions, and anecdotes. When you read these texts, you should evaluate, or decide, whether the evidence successfully supports the author's ideas. To evaluate evidence, ask yourself these three questions. • Is it reliable? The evidence should come from a trustworthy source. • Is it credible? The evidence should be believable. • Is it sufficient? There should be enough evidence to support ideas. Try It Read the paragraph below, and think about the types of evidence. Last week's tornado destroyed four homes and one grocery store. Eyewitnesses to the twister said it touched down west of town and moved slowly to the southeast. One resident told reporters, "We saw it land back behind the mall. Then it spun its way down through our neighborhood. It jumped over the high school before hitting the grocery store." Meteorologists with the National Weather Service tracked the storm on radar and said that it travelled southeast at about ten miles an hour. Their data show the tornado was on the ground for five miles. Fortunately, no one was injured in the storm. Discuss Circle the evidence presented about the tornado. Is the evidence reliable, credible, and sufficient? Discuss why or why not. As you read, complete the Evaluating Evidence Chart on page 308. Tracking Forest Fires 173 Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLC CC13_ELA_G8_SE_L07_163-190.indd 173 5/1/13 2:53 PM
16. 16. Circle the evidence that two different approaches are necessary. Is it reliable, credible, and sufficient? Write your answers on the Evaluating Evidence Chart. Underline the topic sentence of paragraph 3. How does the main idea of this paragraph develop the concept indicated by the title of the selection? Large and unpredictable fires impact human life on a global scale. Every year, fire destroys millions of hectares of vegetation throughout the world. When you consider that a single hectare equals about 2.5 acres of land, you can see that's a lot of destruction. Annually in the United States alone, more than 100,000 forest fires burn at least five million acres. If they are not contained, these fires can destroy everything in their path, from large areas of national parkland right down to entire communities. A tragic number of people are killed by wildfires every year, so it's not surprising that research into fires— and forest fires in particular—has become a serious worldwide effort. This research falls into two basic categories, which line up with the two basic causes of wildfires: human beings and nature itself. Two Approaches to Fire Research Given the two basic categories of forest fires, it makes sense that the approach to fire research and fire management would be two- pronged. The first prong has been called the biophysical paradigm,1 which focuses primarily on fires caused by nature, mostly those ignited by lightning. The second prong focuses on the eco-cultural paradigm, or the fires caused by human actions. Several scientific studies have shown this dual approach to be necessary because of large fires that show both natural and human causes. The international scientific community shares a network of resources to research forest fires. However, before any work can be done, one question must be asked and answered, and virtually any fire researcher can answer this "burning" question in his or her sleep: What is fire? 1 2 3 4 Forest FiresTracking Purpose for Reading Read along with your teacher. Each time, read for a different purpose. First Read Focus on paragraph structure. Second Read Focus on evaluating evidence. Third Read Focus on evaluating the selection critically. 1 paradigm a typical example or pattern; a model 174 Lesson 7 • Scientific Texts Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLC CC13_ELA_G8_SE_L07_163-190.indd 174 5/1/13 2:53 PM
17. 17. OXYGEN + FUEL • shrubs • underbrush • grassland • trees • buildings + HEAT • intense sunlight • lightning • sparks • matches • cigarette butts • campfires • fallen power lines = FIRE What Is Fire? In western mythology and astrology, fire has long been associated with three other common aspects of the natural world. The ancients wrote about these four as a group, referring to them as the four elements—earth, water, air, and fire. But science quickly extinguishes the idea that fire is anything like the other three. Earth, water, and air are matter. They are substances with an atomic structure, all composed of millions of atoms. Under the right conditions, matter can change form. Water, for instance, can become ice or steam. Fire, however, is completely different. You can see it, you can smell it, and you can certainly feel its effects if you're not careful. But instead of being a material substance with a molecular makeup, fire is actually one stage in a chemical reaction. It is not matter, but rather what happens when matter changes its form. Beginnings of a Blaze It takes two substances to begin the chemical reaction that leads to fire: oxygen and fuel. Add heat to ignite the fuel, and you've got a fire. The graphic below shows how these components react to create fire. 5 6 7 8 Look at the graphic. How can fallen power lines contribute to causing a fire? Tracking Forest Fires 175 Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLC CC13_ELA_G8_SE_L07_163-190.indd 175 5/1/13 2:54 PM
18. 18. The Human Factor Fire researchers use the collective term "wildland fires" to refer to uncontrolled fires that occur in the countryside or in a wilderness area. Today, wildland fires are an ever-increasing threat to human life, livelihood, and property. Ironically, according to the United Nations Environment Programme (UNEP), human activities are responsible for about 90 percent of all fires around the world. People set off nearly all of the world's fires, which in turn have a direct effect on human life. One research focus is on the impact of changing vegetation conditions, since vegetation is fuel. In many cases, people have altered the nature of the vegetation, and such changes often create greater potential for wildland fires. For example, reducing forests for farming and clear cut logging2 can be disastrous. When thick forests are cut down, the canopy shade is destroyed. This causes the drying out of once-moist, lush woodlands. Along with these unnaturally dry conditions, human carelessness is always a risk. Forests left vulnerable like this are prone to massive, quick-spreading wildfires. 9 10 Circle evidence that humans cause nearly all wildland fires. Is it reliable, credible, and sufficient? Write your answers on the Evaluating Evidence Chart. What are some examples of human carelessness that can cause wildland fires? 2 clear cut logging the practice of harvesting all trees in an area 176 Lesson 7 • Scientific Texts CC13_ELA_G8_SE_L07_163-190.indd 176 5/1/13 2:54 PM
19. 19. Explain how paragraph 12 is structured to explain the cause of forest fires. El Niño and Climate Cycles Other research is being done on the relationship between fire and climate change, including changing weather patterns. El Niño is one climate pattern that can have a destructive effect. Scientists at NASA have discovered that every three to seven years, the balance among global weather conditions becomes almost catastrophically disrupted by a phenomenon known as El Niño, Spanish for "the little boy." During El Niño, which tends to occur in December and January, the delicate balance between ocean currents, atmospheric temperatures, wind, and other factors simply breaks down. When this happens, the trade winds—winds that circle the globe in a predictable pattern—become weak. This, in turn, disrupts the normal functioning of the oceans, which can result in violent storms, flooding, hurricanes, even droughts. And droughts cause forest fire conditions. 11 12 Circle evidence that shows El Niño is responsible for forest fires. Is it reliable, credible, and sufficient? Write your answers on the Evaluating Evidence Chart. Clear cut forest Tracking Forest Fires 177 Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLC CC13_ELA_G8_SE_L07_163-190.indd 177 5/1/13 2:54 PM
20. 20. Fighting Fire with Fire In the United States, the U.S. Forest Service is the primary force behind forest fire control. The agency monitors forest fires, coordinates firefighting efforts, works with local officials, and educates the public on fire prevention. The Forest Service maintains records on each forest fire that occurs in the United States each year, including where and when the fire took place, the number of acres burned, and the extent of property damage. After a fire has receded, the Forest Service sends people in to investigate the cause of the blaze. When the Forest Service first began more than a hundred years ago, its policy was to put out every forest fire that burned. But doing so created even more fires, often much larger ones. This is because, in reality, forests benefit from fire in numerous ways, relying on regular blazes to stay healthy and to promote a diverse ecosystem. On the positive side, forest fires burn out the underbrush and leaves that can choke seedlings. They can eliminate invasive species and insects that are harmful to the forest ecology. Forest fires take out dead trees, which creates room for new growth. They also destroy treetops, allowing sunlight to reach the forest floor. Now with a good grasp of these facts, Forest Service officials set prescribed fires on purpose, and firefighters monitor them closely to ensure they don't get out of control. Such "controlled" fires are set only under very specific conditions, ideally on cool, humid days with no wind. The Forest Service allows these fires to burn themselves out, so in most cases, firefighters will only intervene to protect people and property. 13 14 15 16 Why do you think the Forest Service originally put out every forest fire? Circle the evidence that explains why forest fires can be beneficial. 178 Lesson 7 • Scientific Texts Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLC CC13_ELA_G8_SE_L07_163-190.indd 178 5/1/13 2:54 PM
21. 21. 36,000 km22,300 miles CC13_ELA_G8_CH7_art03 Tracking Forest Fires 6.9 in. x 2.3 in. First Proof 1.22.13 GOES maintain a constant orbit 22,300 miles above the equator. POES pass over both the North and South Poles about fourteen times a day while Earth rotates 500 miles below. All-Seeing Satellite Eyes Tracking fires is a vital job. Knowing where a fire has broken out and where it might be heading can save lives and property as well as billions of dollars. In the twenty-first century, fire tracking has become a high-tech science, and at the modern-day heart of finding and following fires is satellite technology. The Forest Service and firefighters alike could not do without NOAA. One of NOAA's stated missions is "To understand and predict changes in climate, weather, oceans, and coasts." It uses environmental satellite systems not only to forecast weather but also to look out for and report on forest fires. Two NOAA satellite systems watch over the United States and the world. They are the Geostationary Operational Environmental Satellites (GOES) and the Polar Operational Environmental Satellites (POES). GOES satellites capture photographic images every fifteen minutes, tracking serious weather threats and watching for anything that could escalate into real trouble. POES pick up environmental data of all kinds. While they are critical to climate research and weather forecasting, they can also predict where fires might easily break out, based on weather conditions. Both POES and GOES work constantly to detect forest fires in progress. The satellites transmit images and data on the size, direction, and precise locations of these fires. 17 18 19 20 21 What is the main idea of the section "All-Seeing Satellite Eyes"? Underline the topic sentence.What details show that GOES and POES help track fires? Circle evidence that fire tracking has become high tech. Is it reliable, credible, and sufficient? Write your answers on the Evaluating Evidence Chart. Tracking Forest Fires 179 Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLC CC13_ELA_G8_SE_L07_163-190.indd 179 5/1/13 2:55 PM
22. 22. Where There's Smoke, There's Fire Another aspect of NOAA's fire watching is its Hazard Mapping System (HMS). This system tracks the plumes of smoke that come from forest fires. HMS follows the smoke trails of every wildfire in North America. Meteorologists assess the movement of the smoke on computer screens. The smoke from a powerful blaze can travel thousands of miles from its source. It often travels into populated areas, destroying the air quality and, in some cases, endangering lives. Armed with the up-to-the-minute and highly accurate data that NOAA provides, those battling fires on the ground have a tremendous advantage. Such an overview helps firefighters create a strategy to deal with out-of-control wildfires. By knowing in advance what is coming, people in general can be better prepared. Thanks to modern science working on all fronts to track and control wildfires, the threat the fires pose can often be greatly diminished. 22 23 Does the selection provide enough reliable, credible, and sufficient evidence to support the main points? Explain why or why not. Complete the Evaluating Evidence Chart. Evaluate Is it worth it to spend millions of dollars on high- tech equipment to track fires?Why or why not? This global fire map shows worldwide fire activity occurring over a ten-day period. 180 Lesson 7 • Scientific Texts Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLC CC13_ELA_G8_SE_L07_163-190.indd 180 5/1/13 2:55 PM
23. 23. Vocabulary: Using a Thesaurus Good writers use a variety of words to describe events. Sometimes they run out of ways to describe a particular item or instance. In those cases, they can turn to a thesaurus to find synonyms, or similar words, for the word they want to replace. A thesaurus is an online tool or print book that provides lists of words that can be used in place of one another. Try It Read the sentence below. Based on the context, brainstorm a definition for the word catastrophically. Then, look at the sample thesaurus entry for the word catastrophic. Scientists at NASA have discovered that every three to seven years, the balance among global weather conditions becomes almost catastrophically disrupted by a phenomenon known as El Niño, Spanish for "the little boy." catastrophic calamitous, cataclysmic, disastrous, fatal, ruinous, tragic Discuss Which word(s) from the thesaurus entry might best fit in the sentence? Below are words from the selection you just read. For each word, consult a thesaurus and provide three words that mean the same thing. 1. virtually, p. 174 2. extinguishes, p. 175 3. prevention, p. 178 4. diverse, p. 178 Tracking Forest Fires 181 Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLC CC13_ELA_G8_SE_L07_163-190.indd 181 5/1/13 2:55 PM
24. 24. Respond to Text: Evaluating Evidence "Tracking Forest Fires" is a scientific text that provides factual information about forest fires. The article includes several kinds of evidence, including statistics, expert opinions, research, and case studies. Try It Think about the types of evidence presented in "Tracking Forest Fires." Discuss How did the author's use of evidence affect your understanding of the topic? Which pieces of evidence were most convincing? Could the article have been more effective if more or different types of evidence were used? On Your Own Write a paragraph in which you evaluate the types of evidence the author used to support the idea that scientists, researchers, and firefighters are doing a good job of fighting and tracking fires. Which types of evidence would have made the article easier to understand? Was the evidence used reliable enough? Was the evidence sufficient? Support your conclusions with details from the selection. Use the guide on the next page to help you write your response. Checklist for a Good Response A good paragraph ✔ summarizes the types of evidence offered. ✔ gives specific examples of effective evidence. ✔ explains which additional types of evidence could have been used. ✔ explains whether the evidence was reliable and sufficient. ✔ includes a clearly stated main idea, supporting details, and concluding sentence. 182 Lesson 7 • Scientific Texts Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLC CC13_ELA_G8_SE_L07_163-190.indd 182 5/1/13 2:55 PM
25. 25. How Evidence Affected My Reading 1. Topic Sentence Include this information in the topic sentence: "Tracking Forest Fires" used these types of evidence to support its main ideas: 1. 2. 3. This evidence (was / was not) effective. 2. Detail Sentences Tell what types of evidence were presented and how effective they were in supporting the author's ideas. Type of Evidence Is It Effective? Why or Why Not? 3. Concluding Sentence Your concluding sentence should restate how effective the use of evidence was in the article. On a separate sheet of paper, write your paragraph. Tracking Forest Fires 183 Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLC CC13_ELA_G8_SE_L07_163-190.indd 183 5/1/13 2:55 PM
26. 26. Critical Thinking Think of reasons why it might be easier and less expensive to launch into near space. Summarize Double underline details that you would include in a summary of paragraph 4. One pair of details has been underlined for you. For thirty years, NASA flew space shuttle missions. The shuttles carried astronauts into space to conduct experiments, repair telescopes, and build the International Space Station. The shuttle program ended in 2011. All of the shuttles have now been moved to their permanent homes at museums around the country. However, the end of the shuttle program doesn't mean the end of space exploration or travel. American astronauts are still aboard the International Space Station. They get there and back by riding on the Russian Soyuz spacecraft. Private companies are now entering the space race. In 2012, an American company called SpaceX launched a supply ship that docked with the International Space Station. But it doesn't take rocket scientists to launch things into space, or at least into near space. Scientists define near space as the area between 60,000 and 328,000 feet above Earth. At these altitudes, the air pressure is so low that there is nearly a vacuum. Temperatures there drop to sixty degrees below zero or more. Because it is easier and less expensive than launching things into orbit, NASA sends equipment to near space to test its reliability in the cold and in the vacuum of space. Weather balloons are large latex balloons measuring about five feet across or more when inflated. The balloons are thicker and more durable than the ones from party stores. Researchers launch weather balloons from more than eight hundred locations around the world each day to study weather conditions. 1 2 3 4 5 Toys in Space! Read on Your Own Read the selection independently three times, using the skills you have learned. Then answer the Comprehension Check questions. First Read Practice the first-read skills you learned in this lesson. Second Read Practice the second-read skills you learned in this lesson. Third Read Think critically about the selection. 184 Lesson 7 • Scientific Texts Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLC CC13_ELA_G8_SE_L07_163-190.indd 184 5/1/13 2:55 PM
27. 27. thermosphere mesosphere stratosphere troposphere thermosphere mesosphere stratosphere troposphere thermosphere mesosphere stratosphere troposphere Types of Evidence Circle the facts scientists know about Earth's atmosphere. Scientists fill the balloons with helium, which weighs less than air. This causes the weather balloons to float up. As they rise, the air pressure outside the balloons drops compared to the pressure inside, allowing the balloons to expand. Depending on the size of the balloon and the amount of helium used, weather balloons can expand up to five times their original size. And, with enough helium, weather balloons can float to near space. Scientists have identified separate layers of Earth's atmosphere by using special instruments suspended from the balloons. These instruments can measure the thermal characteristics, chemical composition, movement, and density of the air above us. The troposphere is the layer closest to Earth. It extends four to six miles above the ground. The second layer is the stratosphere, and it extends from the edge of the troposphere to about thirty-one miles up. The next layer is the mesosphere, which extends up fifty-six miles, or 90,000 feet. Weather balloons can soar to about 100,000 feet above Earth, into the mesosphere, before they burst. That's three times higher than passenger planes fly. At this altitude, the blackness of space and the curvature of Earth are visible. As the balloons rise, they expand to between twenty to twenty-five feet. Once the air pressure in the balloon gets too great, the balloon pops. The attached instruments fall back to Earth, slowed by small parachutes. These days, high school students and ordinary moms and dads are launching all sorts of packages into near space using weather balloons. Notable things that have been launched include a toy train, a toy action figure, and an MIT1 acceptance letter. 6 7 8 9 10 1 MIT Massachusetts Institute of Technology, a university with a strong emphasis on scientific, engineering, and technological education and research Layers of the atmosphere Toys in Space! 185 Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLC CC13_ELA_G8_SE_L07_163-190.indd 185 5/1/13 2:55 PM
28. 28. A B C D E CC13_ELA_G8_CH7_art02 Weather Balloon 6.5 in. x 3.4 in. First Proof A Balloon B Radar Reflector C Parachute D Cameras or other instruments E Cooler or other enclosure Paragraph Structure Underline the topic sentence of paragraph 14. Double underline the supporting sentences. Think about how this paragraph contributes to the selection as a whole. Critical Thinking Think about why the FAA requires payloads to weigh less than four pounds. Sending a package into space can be a weekend project for an amateur scientist. The most important piece of equipment is the weather balloon itself. They are available for purchase online and come in different shapes and sizes. The larger the balloon, the more helium it can hold. The more helium it can hold, the higher it can go. Adding a radar reflector helps make the balloon visible to aircraft. Building a package to carry the payload, or cargo, is a crucial part of the plan. Federal Aviation Administration (FAA) requirements state that a weather balloon payload must weigh less than four pounds. The payload must also have a high degree of breakability. This is just in case it ends up in the path of a passing plane. A payload that breaks up will do less damage to the plane upon collision. In addition to being light, the package must be able to withstand extreme temperatures and the fall back to Earth. Most people use lightweight Styrofoam drink coolers to carry their payloads. Many spray-paint them with neon colors for visibility and cut holes in the sides for cameras. People who want pictures of specific items in space build platforms on the outside of the coolers for the cargo and cameras. Because near space is so cold, people who send up weather balloons often include chemical hand warmers intended for people's pockets. These small pouches generate enough heat to keep cameras and GPS equipment from freezing over. They stay warm for the entire trip to space and back. 11 12 13 14 186 Lesson 7 • Scientific Texts Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLC CC13_ELA_G8_SE_L07_163-190.indd 186 5/1/13 2:55 PM
29. 29. Summarize Think about how you would summarize the processes involved in sending objects into near space. Critical Thinking Think about why a person might temporarily lose track of a balloon during its trip. To help the payload fall back to Earth safely and to ensure no one gets hit by a plummeting cooler, the weather balloon package needs to include a small nylon parachute. These can be made at home or ordered online. The parachute is built to deploy after the weather balloon pops and the payload begins falling. To record the trip, amateur scientists attach small cameras to the coolers. They use still cameras that snap pictures at regular intervals or video cameras with a two-hour recording time. The cameras can capture the balloons' ascent into space and descent to Earth. People who have launched things like toy trains have set the cameras so that they get pictures of their favorite item against the curve of Earth. In order to retrieve their equipment, people who launch weather balloon packages include some sort of GPS-enabled device to help them track down the payloads on the ground. A cell phone with GPS is the best option. Special programs allow an amateur scientist to track the GPS signal as the balloon ascends for as long as it remains in range of cell phone signals. When the package falls back to Earth, the cell phone towers will pick up the signal again and transmit the package's final location. Mapping programs will allow the person to determine the package's general location based on the GPS readings. 15 16 17 A man sends a weather ballooon into the air. Toys in Space! 187 Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLC CC13_ELA_G8_SE_L07_163-190.indd 187 5/1/13 2:55 PM
30. 30. Travelling to near space takes longer than the trip back. The trip up takes about an hour. The return trip is much faster, only about twenty minutes. Balloons often drift dozens of miles during the ascent. In addition to tracking payloads with GPS, balloon owners can plot likely landing places online. Web sites exist that factor in wind speed and direction and weather conditions in order to predict likely landing spots. When launching a balloon, it is important to think about landing sites. It is crucial not to launch a balloon from a location where winds can blow it into an airport or city. It's best to launch from a site where the balloon will land in an empty field. Two Canadian teenagers almost learned this lesson the hard way. When they plotted the likely landing spot for their package, they discovered that the balloon would drift across the border with the United States. Not wanting to start an international incident, the boys had to map alternate launch sites until they found one that would allow their package to fall back to Earth in Canada. Launching weather balloons has become so popular that there are now clubs of amateurs who work together to send up payloads. The clubs also provide how-to information and tutorials for people who want to launch their own weather balloons. Looking for a good science fair project? Want to take a one-of-a- kind picture of your favorite action figure or stuffed animal? Consider launching your own package into space. 18 19 20 21 22 Critical Thinking Consider why a person would want the payload to land in an empty field. Evaluate Evidence Think about whether the evidence regarding the time it takes to get to and from near space is credible or not. 188 Lesson 7 • Scientific Texts Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLC CC13_ELA_G8_SE_L07_163-190.indd 188 5/1/13 2:55 PM
31. 31. Comprehension Check 1. How is paragraph 17 structured to explain methods for tracking a weather balloon? 2. Which detail about weather balloons could be left out of a summary of paragraph 6? They are made of latex. They measure about five feet across. They are thicker and more durable than party balloons. They are launched daily from more than eight hundred locations. 3. Give an example of a type of direct quotation or statistic that could be added to the selection to strengthen its support. Direct quotation: Statistic: 4. Summarize the information about payloads in paragraph 12. Toys in Space! 189 Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLC CC13_ELA_G8_SE_L07_163-190.indd 189 5/1/13 2:55 PM
32. 32. 5. Evaluate the evidence about why it's important to know where a payload is going to land. Explain your answers. reliable: credible: sufficient: 6. Why would someone send an MIT acceptance letter into near space? 7. The word transmit is used in paragraph 17. List two synonyms that would be found in a thesaurus and could be substituted in the paragraph. 8. Read this sentence from the selection. These instruments can measure the thermal characteristics, chemical composition, movement, and density of the air above us. Write a definition and a synonym for the word measure. Explain how the vocabulary word differs from its synonym. 190 Lesson 7 • Scientific Texts Duplicatinganypartofthisbookisprohibitedbylaw.©2014TriumphLearning,LLC CC13_ELA_G8_SE_L07_163-190.indd 190 5/1/13 2:55 PM

Common Core Support Coach Foundational Mathematics 6 Answers

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