energy resources energy resources amazonaws com
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ENERGY RESOURCES CHAPTER 1 Vocabulary • Use synonyms to determine word meaning: What does the term solar energy mean in this book? Let’s look for clues to the meaning of this term on page 8. (Answer: sunlight; Clues/evidence: sunlight, or solar energy, is a renewable resource that nature replaces in a short period of time)
Find It! Level 1 Comprehension
LEVEL V/60
• Identify facts and details: What happens each time energy changes form? (some of it turns into heat, page 7) • Identify facts and details: ____ energy is the potential energy stored in atoms. (nuclear, page 8)
Look Closer! Level 2 Comprehension people must collect or extract the energy resources
M
?
M
people must use technology to convert the potential energy in an energy resource to useful energy
• Represent text in a different way: Present the sequence-of-events chart on chart paper or on your whiteboard. Look at the sequenceof-events chart created with information from pages 10–11. What information belongs in the blank? (pipelines, trucks, ships, and trains must transport energy resources) • Identify cause and effect: Because more Europeans were burning wood, . . . (it became more and more scarce, page 12)
Prove It! Level 3 Comprehension • Draw conclusions: What can you conclude about extracting or collecting energy resources from pages 10–11? (Answer: it is timeconsuming; Clues/evidence: people must collect, or extract, the energy resources; people build dams, pumps, and solar cells; pipelines, trucks, ships, and trains must transport energy resources to places where they will be processed or used; people must use technology to convert the potential energy in an energy resource to useful work) • Summarize information: Write a one-sentence summary for pages 12–13. (Answer: though people usually choose energy sources based on money, other factors are currently being considered; Clues/ evidence: the cost of using an energy resource goes beyond money; energy choices also affect national safety, people’s health and happiness, and the environment; people also want clean energy resources that won’t pollute the air and water with their wastes; air pollution is causing the air and water to gradually warm; scientists around the world are exploring ways to reduce global climate change)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: The author uses a specific word to show a contrast on page 10. Identify the word. (however) • Evaluate author’s purpose: Why did the author include a question on page 12? (to get the reader’s attention and to show that an answer will follow)
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CHAPTERS 2 AND 3 Vocabulary • Use synonyms to determine word meaning: What does the word refined mean in this book? Let’s look for clues for the meaning of this word on page 21. (Answer: separated; Clues/evidence: this mixture is refined, or separated, to make gasoline, plastic ingredients, tar, asphalt, fertilizers, kerosene, food additives, and many other products)
Find It! Level 1 Comprehension • Identify facts and details: Where is the most coal found in the United States? (Kentucky, Pennsylvania, Texas, West Virginia, and Wyoming, page 19) • Identify facts and details: Exposure to radiation can cause . . . (burns, cancer, or death, page 30) • Identify facts and details: The limited supply and environmental hazards of petroleum are forcing the world to look for ____. (alternatives, page 22) burning petroleum products produces air pollution
Look Closer! Level 2 Comprehension
M
environmental costs of petroleum
M
?
M
ships and pipelines can leak and spill into the oceans
• Identify cause and effect: The United States buys petroleum from other countries because . . . (our petroleum deposits are not large enough to meet our needs, page 21) • Represent text in a different way: Present the web on chart paper or on your whiteboard. Look at the web created with information from page 22. What information belongs in the blank? (drilling for oil could seriously disrupt the local wildlife)
Prove It! Level 3 Comprehension • Draw conclusions: Look at the time lines on page 18. What can you conclude about the two processes? (Answer: making coal is very similar to making petroleum and natural gas; Clues/evidence: things died, buried under something else, heat and pressure) • Connect, compare, and contrast ideas and themes: An important theme in Chapter 2 is that . . . (Answer: nonrenewable fossil fuels have positive and negative impacts; Clues/evidence: as an energy resource, coal has many advantages; coal use also has serious limitations; natural gas is another plentiful and inexpensive energy resource; despite its advantages, natural gas use creates some problems; people around the world use more petroleum than any other energy resource; the environmental costs of petroleum use can be very high)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: How does the author organize Chapter 2? (advantages and disadvantages) • Evaluate author’s purpose: The author included the chart on page 22 to . . . (provide the most important information from the chapter in one place)
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CHAPTER 4 Vocabulary • Use synonyms to determine word meaning: What does the word turbines mean in this book? Let’s look for clues for the meaning of this word on pages 36–38. (Answer: something that spins and generates power; Clues/evidence: dams collect water and use it to spin turbines that generate electricity; costs less to build wind turbines than hydroelectric dams; steam turns a turbine to make electricity)
Find It! Level 1 Comprehension • Identify facts and details: Biomass is a renewable resource because its energy comes from . . . (the sun, page 39) • Identify facts and details: Solar power costs more today than electricity generated from . . . (burning fossil fuels, page 35)
Look Closer! Level 2 Comprehension • Represent text in a different way: Present the Venn diagram on chart paper or on your whiteboard. Look at the Venn diagram created from information on pages 36–37. What information belongs in the blank? (major environmental impact for land and wildlife) • Identify cause and effect: How do dams and their construction cause problems for the environment? (making a concrete dam releases a lot of carbon dioxide; dams flood the areas behind and reduce water flow downstream, page 36)
Prove It! Level 3 Comprehension • Make inferences: What can you infer about the following sentence from page 37: “Wind power works best when combined with other energy resources.” (Answer: wind power will not replace any one power source; Clues/evidence: wind power is unpredictable) • Support responses using text: Which sentences on page 39 suggest that people are hoping to convert inexpensive sources of biomass, such as grass clippings or cornstalks, into biofuels? (“It is difficult to convert grass clippings or cornstalks into biofuels. Many scientists are working on this problem.”)
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: The author probably included a question on page 35 to . . . (intrigue the reader) • Analyze text structure and organization: What words does the author use on page 37 to show description? (in addition)
Wind Energy
Water Energy harnesses water
Both
predictable renewable ?
no pollution
harnesses wind not predictable
minor environmental impact
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Page 1
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.
5/25/10
10:11 AM
Page 2
ENERGY RESOURCES CHAPTER 1 Vocabulary • Use synonyms to determine word meaning: What does the term solar energy mean in this book? Let’s look for clues to the meaning of this term on page 8. (Answer: sunlight; Clues/evidence: sunlight, or solar energy, is a renewable resource that nature replaces in a short period of time)
Find It! Level 1 Comprehension
LEVEL V/60
• Identify facts and details: What happens each time energy changes form? (some of it turns into heat, page 7) • Identify facts and details: ____ energy is the potential energy stored in atoms. (nuclear, page 8)
Look Closer! Level 2 Comprehension people must collect or extract the energy resources
M
?
M
people must use technology to convert the potential energy in an energy resource to useful energy
• Represent text in a different way: Present the sequence-of-events chart on chart paper or on your whiteboard. Look at the sequenceof-events chart created with information from pages 10–11. What information belongs in the blank? (pipelines, trucks, ships, and trains must transport energy resources) • Identify cause and effect: Because more Europeans were burning wood, . . . (it became more and more scarce, page 12)
Prove It! Level 3 Comprehension • Draw conclusions: What can you conclude about extracting or collecting energy resources from pages 10–11? (Answer: it is timeconsuming; Clues/evidence: people must collect, or extract, the energy resources; people build dams, pumps, and solar cells; pipelines, trucks, ships, and trains must transport energy resources to places where they will be processed or used; people must use technology to convert the potential energy in an energy resource to useful work) • Summarize information: Write a one-sentence summary for pages 12–13. (Answer: though people usually choose energy sources based on money, other factors are currently being considered; Clues/ evidence: the cost of using an energy resource goes beyond money; energy choices also affect national safety, people’s health and happiness, and the environment; people also want clean energy resources that won’t pollute the air and water with their wastes; air pollution is causing the air and water to gradually warm; scientists around the world are exploring ways to reduce global climate change)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: The author uses a specific word to show a contrast on page 10. Identify the word. (however) • Evaluate author’s purpose: Why did the author include a question on page 12? (to get the reader’s attention and to show that an answer will follow)
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10:11 AM
Page 3
CHAPTERS 2 AND 3 Vocabulary • Use synonyms to determine word meaning: What does the word refined mean in this book? Let’s look for clues for the meaning of this word on page 21. (Answer: separated; Clues/evidence: this mixture is refined, or separated, to make gasoline, plastic ingredients, tar, asphalt, fertilizers, kerosene, food additives, and many other products)
Find It! Level 1 Comprehension • Identify facts and details: Where is the most coal found in the United States? (Kentucky, Pennsylvania, Texas, West Virginia, and Wyoming, page 19) • Identify facts and details: Exposure to radiation can cause . . . (burns, cancer, or death, page 30) • Identify facts and details: The limited supply and environmental hazards of petroleum are forcing the world to look for ____. (alternatives, page 22) burning petroleum products produces air pollution
Look Closer! Level 2 Comprehension
M
environmental costs of petroleum
M
?
M
ships and pipelines can leak and spill into the oceans
• Identify cause and effect: The United States buys petroleum from other countries because . . . (our petroleum deposits are not large enough to meet our needs, page 21) • Represent text in a different way: Present the web on chart paper or on your whiteboard. Look at the web created with information from page 22. What information belongs in the blank? (drilling for oil could seriously disrupt the local wildlife)
Prove It! Level 3 Comprehension • Draw conclusions: Look at the time lines on page 18. What can you conclude about the two processes? (Answer: making coal is very similar to making petroleum and natural gas; Clues/evidence: things died, buried under something else, heat and pressure) • Connect, compare, and contrast ideas and themes: An important theme in Chapter 2 is that . . . (Answer: nonrenewable fossil fuels have positive and negative impacts; Clues/evidence: as an energy resource, coal has many advantages; coal use also has serious limitations; natural gas is another plentiful and inexpensive energy resource; despite its advantages, natural gas use creates some problems; people around the world use more petroleum than any other energy resource; the environmental costs of petroleum use can be very high)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: How does the author organize Chapter 2? (advantages and disadvantages) • Evaluate author’s purpose: The author included the chart on page 22 to . . . (provide the most important information from the chapter in one place)
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10:11 AM
Page 4
CHAPTER 4 Vocabulary • Use synonyms to determine word meaning: What does the word turbines mean in this book? Let’s look for clues for the meaning of this word on pages 36–38. (Answer: something that spins and generates power; Clues/evidence: dams collect water and use it to spin turbines that generate electricity; costs less to build wind turbines than hydroelectric dams; steam turns a turbine to make electricity)
Find It! Level 1 Comprehension • Identify facts and details: Biomass is a renewable resource because its energy comes from . . . (the sun, page 39) • Identify facts and details: Solar power costs more today than electricity generated from . . . (burning fossil fuels, page 35)
Look Closer! Level 2 Comprehension • Represent text in a different way: Present the Venn diagram on chart paper or on your whiteboard. Look at the Venn diagram created from information on pages 36–37. What information belongs in the blank? (major environmental impact for land and wildlife) • Identify cause and effect: How do dams and their construction cause problems for the environment? (making a concrete dam releases a lot of carbon dioxide; dams flood the areas behind and reduce water flow downstream, page 36)
Prove It! Level 3 Comprehension • Make inferences: What can you infer about the following sentence from page 37: “Wind power works best when combined with other energy resources.” (Answer: wind power will not replace any one power source; Clues/evidence: wind power is unpredictable) • Support responses using text: Which sentences on page 39 suggest that people are hoping to convert inexpensive sources of biomass, such as grass clippings or cornstalks, into biofuels? (“It is difficult to convert grass clippings or cornstalks into biofuels. Many scientists are working on this problem.”)
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: The author probably included a question on page 35 to . . . (intrigue the reader) • Analyze text structure and organization: What words does the author use on page 37 to show description? (in addition)
Wind Energy
Water Energy harnesses water
Both
predictable renewable ?
no pollution
harnesses wind not predictable
minor environmental impact
Y05795_EnrgyRes.qxd:gr4 lost cities NAV
5/25/10
10:11 AM
Page 1
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.
