interactions of matter interactions of matter
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INTERACTIONS
OF
MATTER
CHAPTER 1 Vocabulary • Use synonyms to determine word meaning: What does the term sodium chloride mean in this book? Let’s look for clues for the meaning of this word on page 10. (Answer: table salt; Clues/evidence: an ionic bond joins the ions to form the compound sodium chloride, or table salt)
Find It! Level 1 Comprehension • Identify facts and details: Atoms are made of _____, _____, and _____. (protons, neutrons, electrons, page 8) • Identify facts and details: Stable atoms are less likely to _____. (change, page 8)
LEVEL V/60
Look Closer! Level 2 Comprehension Sleet frozen raindrop no repeating pattern
in the air
• Represent text in a different way: Present the Venn diagram on chart paper or on your whiteboard. Look at the Venn diagram with information from the caption on page 11. What information belongs in the blank? (repeating pattern) • Identify cause and effect: What causes the properties of metals? (the arrangement of positive ions and negative electrons, page 13)
condensed ice
Prove It! Level 3 Comprehension
Snowflake Both water
water vapor
?
• Support responses using text: Ionic and covalent compounds have different properties. Which sentence on page 12 supports this statement? (“Unlike ionic compounds, covalent compounds do not conduct electricity when dissolved in water.”) • Draw conclusions: What can you conclude about metallic bonds? (Answer: they give metals their unique and useful properties; Clues/evidence: jewelry is often made from the metals silver, gold, and platinum; electrical wires are often made of the metal copper; the metal aluminum is used to make cans and foils; metals can be drawn into wires or hammered into sheets; they are also good conductors of heat and electricity, page 13)
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: Why did the author include the sidebar on page 12? (to show how a physical science topic can be connected to a life science topic) • Analyze text structure and organization: What cause-and-effect word does the author use on page 13? (because)
[b [s [le Sl Fr N [c Bo W [r Sn W ic ? [e
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CHAPTER 2 Vocabulary • Use direct definitions to determine word meaning: What does the word subscript mean in this book? Let’s look for clues for the meaning of this word on page 22. (the small number written to the bottom right of a chemical symbol; it indicates the number of atoms of that element in a molecule)
Find It! Level 1 Comprehension • Identify facts and details: What are the two types of properties for matter? (physical and chemical, page 18) • Identify facts and details: What does the law of conservation of mass state? (atoms are neither created nor destroyed during a chemical reaction, page 23)
Look Closer! Level 2 Comprehension
energy change
?
M
M
Chemical Reactions
M
precipitate
M
• Compare and contrast: How are physical and chemical properties different? (physical properties can be observed with your senses or determined through measurement; chemical properties are the ability of atoms to react and to change into a different substance, page 18) • Represent text in a different way: Present the information web on graph paper or on your whiteboard. Look at the web with information found on page 20. What information belongs in the blank? (gas change)
Prove It! Level 3 Comprehension • Support responses using text: Chemical reactions can be manipulated. How can you tell? Use information from the sidebar on page 20 to answer this question. (if you want to make fruits ripen faster, you can store then with fruits that are already ripe; you can also seal them in a bag to trap the ethylene gas) • Make inferences: What can you infer about chemical reactions from the first paragraph on page 22? (Answer: they are complicated; Clues/evidence: if you were to describe in words everything that occurs during a chemical reaction, you would need lots of time and lots of paper)
Take It Apart! Level 4 Comprehension color change
• Evaluate author’s purpose: Why does the author use graphics on pages 18 to 19? (to show the difference between a physical and chemical change) • Analyze text structure and organization: What text structures does the author use on page 23? (description and example)
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CHAPTERS 3 AND 4 Vocabulary • Use parentheses to determine word meaning: What does the word glucose mean in this book? Let’s look for clues for the meaning of this word on page 27. (Answer: a type of sugar; Clues/evidence: during photosynthesis, green plants combine water and carbon dioxide in the presence of sunlight to produce glucose [a type of sugar] and oxygen)
Find It! Level 1 Comprehension • Identify facts and details: What is a synthesis reaction? (two or more substances combine to form a single compound, page 27) • Identify facts and details: All _____ reactions are exothermic. (combustion, page 33)
Look Closer! Level 2 Comprehension • Represent text in a different way: Present the chart on chart paper or on your whiteboard. Look at the chart from information found on pages 28 to 30. What information belongs in the blank? (one element takes the place of another element in a compound) • Identify cause and effect: A cold pack works because . . . (the reactants in the cold pack, usually water and ammonium nitrate, combine when the pack is bent or shaken; as they react, they absorb heat from their surroundings, page 33)
Prove It! Level 3 Comprehension • Support responses using text: Energy is constant. How can you tell? (energy is neither created nor destroyed, page 34) • Make inferences: What can you infer about yeast from the caption on page 35? (Answer: yeast are alive; Clues/evidence: yeast digest sugars in the dough, page 35)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: Identify two cause-andeffect words that the author uses on page 36. (causes, so) • Evaluate author’s purpose: Why did the author include the science project on page 40? (to help readers understand reaction rate)
Reactions
Definition
decomposition reactions
a single compound breaks down to form two or more simpler substances
singlereplacement reactions
?
doublereplacement reactions
parts of two compounds switch places to form new substances
combustion reactions
a substance combines with oxygen
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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
10:16 AM
Page 2
INTERACTIONS
OF
MATTER
CHAPTER 1 Vocabulary • Use synonyms to determine word meaning: What does the term sodium chloride mean in this book? Let’s look for clues for the meaning of this word on page 10. (Answer: table salt; Clues/evidence: an ionic bond joins the ions to form the compound sodium chloride, or table salt)
Find It! Level 1 Comprehension • Identify facts and details: Atoms are made of _____, _____, and _____. (protons, neutrons, electrons, page 8) • Identify facts and details: Stable atoms are less likely to _____. (change, page 8)
LEVEL V/60
Look Closer! Level 2 Comprehension Sleet frozen raindrop no repeating pattern
in the air
• Represent text in a different way: Present the Venn diagram on chart paper or on your whiteboard. Look at the Venn diagram with information from the caption on page 11. What information belongs in the blank? (repeating pattern) • Identify cause and effect: What causes the properties of metals? (the arrangement of positive ions and negative electrons, page 13)
condensed ice
Prove It! Level 3 Comprehension
Snowflake Both water
water vapor
?
• Support responses using text: Ionic and covalent compounds have different properties. Which sentence on page 12 supports this statement? (“Unlike ionic compounds, covalent compounds do not conduct electricity when dissolved in water.”) • Draw conclusions: What can you conclude about metallic bonds? (Answer: they give metals their unique and useful properties; Clues/evidence: jewelry is often made from the metals silver, gold, and platinum; electrical wires are often made of the metal copper; the metal aluminum is used to make cans and foils; metals can be drawn into wires or hammered into sheets; they are also good conductors of heat and electricity, page 13)
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: Why did the author include the sidebar on page 12? (to show how a physical science topic can be connected to a life science topic) • Analyze text structure and organization: What cause-and-effect word does the author use on page 13? (because)
[b [s [le Sl Fr N [c Bo W [r Sn W ic ? [e
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Page 3
CHAPTER 2 Vocabulary • Use direct definitions to determine word meaning: What does the word subscript mean in this book? Let’s look for clues for the meaning of this word on page 22. (the small number written to the bottom right of a chemical symbol; it indicates the number of atoms of that element in a molecule)
Find It! Level 1 Comprehension • Identify facts and details: What are the two types of properties for matter? (physical and chemical, page 18) • Identify facts and details: What does the law of conservation of mass state? (atoms are neither created nor destroyed during a chemical reaction, page 23)
Look Closer! Level 2 Comprehension
energy change
?
M
M
Chemical Reactions
M
precipitate
M
• Compare and contrast: How are physical and chemical properties different? (physical properties can be observed with your senses or determined through measurement; chemical properties are the ability of atoms to react and to change into a different substance, page 18) • Represent text in a different way: Present the information web on graph paper or on your whiteboard. Look at the web with information found on page 20. What information belongs in the blank? (gas change)
Prove It! Level 3 Comprehension • Support responses using text: Chemical reactions can be manipulated. How can you tell? Use information from the sidebar on page 20 to answer this question. (if you want to make fruits ripen faster, you can store then with fruits that are already ripe; you can also seal them in a bag to trap the ethylene gas) • Make inferences: What can you infer about chemical reactions from the first paragraph on page 22? (Answer: they are complicated; Clues/evidence: if you were to describe in words everything that occurs during a chemical reaction, you would need lots of time and lots of paper)
Take It Apart! Level 4 Comprehension color change
• Evaluate author’s purpose: Why does the author use graphics on pages 18 to 19? (to show the difference between a physical and chemical change) • Analyze text structure and organization: What text structures does the author use on page 23? (description and example)
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10:16 AM
Page 4
CHAPTERS 3 AND 4 Vocabulary • Use parentheses to determine word meaning: What does the word glucose mean in this book? Let’s look for clues for the meaning of this word on page 27. (Answer: a type of sugar; Clues/evidence: during photosynthesis, green plants combine water and carbon dioxide in the presence of sunlight to produce glucose [a type of sugar] and oxygen)
Find It! Level 1 Comprehension • Identify facts and details: What is a synthesis reaction? (two or more substances combine to form a single compound, page 27) • Identify facts and details: All _____ reactions are exothermic. (combustion, page 33)
Look Closer! Level 2 Comprehension • Represent text in a different way: Present the chart on chart paper or on your whiteboard. Look at the chart from information found on pages 28 to 30. What information belongs in the blank? (one element takes the place of another element in a compound) • Identify cause and effect: A cold pack works because . . . (the reactants in the cold pack, usually water and ammonium nitrate, combine when the pack is bent or shaken; as they react, they absorb heat from their surroundings, page 33)
Prove It! Level 3 Comprehension • Support responses using text: Energy is constant. How can you tell? (energy is neither created nor destroyed, page 34) • Make inferences: What can you infer about yeast from the caption on page 35? (Answer: yeast are alive; Clues/evidence: yeast digest sugars in the dough, page 35)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: Identify two cause-andeffect words that the author uses on page 36. (causes, so) • Evaluate author’s purpose: Why did the author include the science project on page 40? (to help readers understand reaction rate)
Reactions
Definition
decomposition reactions
a single compound breaks down to form two or more simpler substances
singlereplacement reactions
?
doublereplacement reactions
parts of two compounds switch places to form new substances
combustion reactions
a substance combines with oxygen
Y05797_InterMat.qxd:gr4 lost cities NAV
5/25/10
10:15 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.
