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WEATHER
ON
EARTH
CHAPTER 1 Vocabulary • Use examples to determine word meaning: What does the word element mean in this book? Let’s look for clues for the meaning of this word on page 6. (Answer: components; Clues/evidence: air temperature; cloud cover; rain; snow; other forms of precipitation; humidity; air pressure; wind)
Find It! Level 1 Comprehension • Identify facts and details: Most solar energy is in the form of _____ and _____ light. (visible; invisible, page 9) • Identify facts and details: Without the greenhouse effect, the average temperature of Earth would be much _____ than it is now. (colder, page 11)
LEVEL W/60
Look Closer! Level 2 Comprehension Fahrenheit
Celsius
?
°F
°C
water freezes
?
0°C
water boils
212°F
?
• Identify cause and effect: Places farther from the equator receive less solar energy. Explain why. (because the same amount of sunlight is spread across a larger area, page 12) • Represent text in a different way: Present the outline on chart paper or on your whiteboard. Look at the outline created from information on page 13. What information belongs in the blanks? (unit expressions; 32°F; 100°C)
Prove It! Level 3 Comprehension • Support responses using text: Heat energy can be reflected and absorbed in many different places along its journey through Earth’s atmosphere. How can you tell? (Clouds, particles, and certain gases in the atmosphere reflect some of this energy back into space and also absorb some of the energy; the remaining energy passes through the atmosphere to Earth’s surface; here, some of it is reflected back into space, and some is absorbed and converted into heat; these “greenhouse gases” then radiate energy back to Earth’s surface, where it is absorbed, and the cycle continues, page 11) • Make inferences: What can you infer about energy particles during colder weather from the information on page 13? (Answer: energy particles move slower during colder weather; Clues/evidence: The more heat energy particles have, the faster they will move and the higher the temperature will be)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: The author uses the word however in the second line on page 10. Why does the author use this word? (to show a contrast from the first statement) • Evaluate author’s purpose: Why did the author include the sidebar on page 12? (to show readers how they can convert one temperature unit to another)
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CHAPTER 2 Vocabulary • Use direct definitions to determine word meaning: What does the word altitude mean in this book? Let’s look for clues for the meaning of this word on page 18. (Answer: height above sea level; Clues/evidence: elevation, or altitude, is height above sea level)
Find It! Level 1 Comprehension • Identify facts and details: Warm air can hold more water vapor than _____ air. (cold, page 20) • Identify facts and details: Clouds are classified by their _____ and the _____ of the base of the cloud. (appearance; altitude, page 22)
Look Closer! Level 2 Comprehension
temperature
• Represent text in a different way: Present the information web on chart paper or on your whiteboard. Look at the word web created from information on page 18. What information belongs in the blank? (factors that affect air pressure) • Compare and contrast: How are cirrus clouds different? (cirrus— accompany fair weather but may indicate a change of weather; cirrostratus—clouds are sheet-thin and usually cover the entire sky; cirrocumulus—appear in long rows and with ripples, usually seen in winter, and indicate fair but cold weather, pages 22–23)
M
?
M
M
elevation
water vapor
Prove It! Level 3 Comprehension • Make inferences: What can you infer about air close to oceans from the information on page 18? (Answer: it probably has more water vapor and is less dense; Clues/evidence: water vapor particles have less mass than particles of nitrogen or oxygen, so the more water vapor in the air, the less dense the air is; this means that air with a large amount of water vapor in it exerts less pressure than drier air) • Identify unstated main idea: Page 21 is mainly about . . . (Answer: how clouds form; Clues/evidence: some clouds form by convection; clouds can also form if air is forced upward)
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: Why did the author probably include the photos on pages 22 and 23? (to help the reader see the differences between cloud types) • Analyze text structure and organization: How does the author organize the first paragraph on page 24. (description and sequence of events)
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CHAPTERS 3 AND 4 Vocabulary • Use synonyms to determine word meaning: What does the word stationary mean in this book? Let’s look for clues for the meaning of this word on page 30. (remain in place)
Find It! Level 1 Comprehension • Identify facts and details: You will probably see _____ when two air masses collide. (clouds and precipitation, page 30) • Identify facts and details: The source of wind is _____ energy. (solar, page 32)
Look Closer! Level 2 Comprehension • Represent text in a different way: Present the sequence of events chart on chart paper or on your whiteboard. Look at the sequence of events chart created from information on page 30. What information belongs in the blank? (cold air pushes warm air upward) • Identify cause and effect: Global winds move diagonally because . . . (Earth spins on its axis, page 33)
Prove It! Level 3 Comprehension • Summarize information: Write a two- to three-sentence summary for pages 28–30. (Answer: an air mass is a large dome of moving air; air masses may form over land or water and have different temperatures and humidity depending on where they form; when air masses meet, fronts form and the weather changes; Clues/evidence: an air mass is a large dome of air; air masses move because changes in temperature cause changes in density of air pressure; a source region gives an air mass its two important characteristics—temperature and humidity; when two different air masses come together, they do not mix readily; instead, a front, or boundary, forms between air masses; fronts usually result in clouds and precipitation) • Draw conclusions: What can you conclude about gathering weather data? (Answer: weather data can be gathered in a number of different ways; Clues/evidence: at some weather stations, weather balloons are released at the same time; satellites travel high above Earth; they take detailed pictures and collect temperature data; many commercial aircraft carry instruments that collect, record, and transmit weather data; radar is used to see where precipitation is occurring, page 38)
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: The author uses the word still in the last paragraph on page 39. Why does the author use this word? (to make sure the reader understands that even with technology, forecasting weather is not easy) • Analyze text structure and organization: What text structure does the author use on page 34? (descriptive)
cold air mass meets warm air mass
M
cold air wedges under warm air
M
?
M
cumulus clouds form producing brief, heavy showers and thunderstorms M
clear, blue skies and cooler temperatures follow
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TIPS FOR ANSWERING TEXT-DEPENDENT QUESTIONS
Vocabulary
Reread and look for clues to help you define the unfamiliar word. Can you find a synonym, a definition, text clues, or picture clues?
Find It! Level 1 Comprehension
The answers are right in the text. Reread to locate facts and details to answer the questions.
Look Closer! Level 2 Comprehension
The answers are in the text, but you may need to look in more than one place to find them.
Prove It! Level 3 Comprehension
You’ll have to be a detective. You won’t find the exact answers to these questions, but you will find clues and evidence to support your inferences and conclusions.
Take It Apart! Level 4 Comprehension
As you reread, ask yourself, “How did the author organize the information? Why did he or she write the book?”
PRIME SCIENCE Set A ©2010 Benchmark Education Company, LLC. All rights reserved. This card may be photocopied for classroom use only. Based on the Comprehension Through Deductive Reasoning Model developed by Margaret Kilgo.