LAND BIOMES LAND BIOMES
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Page 1
LAND BIOMES CHAPTER 1 Vocabulary • Use direct definitions to determine word meaning: What does the word latitude mean in this book? Let’s look for clues for the meaning of this word on page 10. (distance from the equator)
Find It! Level 1 Comprehension • Identify facts and details: The ocean changes temperature very _____. (slowly, page 13) • Identify facts and details: Communities _____ as you move up a mountainside. (change, page 14)
Look Closer! Level 2 Comprehension
LEVEL W/60
CAUSE ? M
M
EFFECT
EFFECT
Death Valley
Mojave Desert M
EFFECT Sonoran Desert
• Identify sequence of events: Moist air rising over mountains cools and drops its moisture as rain and snow. What happens to this body of air next? (the air travels to the far side of the mountain and becomes dry, page 13) • Represent text in a different way: Present the cause-and-effect chart on chart paper or on your whiteboard. Look at the cause-and-effect chart created from information on page 13. What information belongs in the blank? (rain shadow effect)
Prove It! Level 3 Comprehension • Draw conclusions: What can you conclude about climate from the information in Chapter 1? (Answer: climate depends on many factors; Clues/evidence: climate depends partly on a location’s latitude; land and water features also influence climate; altitude has an effect on climate, too, pages 10–14) • Support responses using text: Which sentences on page 8 suggest that animals in certain climates could not live in other climates? (the thick fur and layer of fat on a polar bear are adaptations to the cold climate of the far north; living things in hot climates have adaptations that help them stay cool; places with harsh winters have plants and animals with a different set of adaptations)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: The author uses specific words to show a contrast on page 8. Identify the words. (on the other hand) • Evaluate author’s purpose: Why did the author include the information on page 9? (to explain the climograph to readers)
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Page 2
CHAPTER 2 Vocabulary • Use direct definitions to determine word meaning: What does the word estivation mean in this book? Let’s look for clues for the meaning of this word on page 24. (hibernating in the summer)
Find It! Level 1 Comprehension • Identify facts and details: The tundra has long _____ and harsh _____. (winters; wind, page 17) • Identify facts and details: Wangari Maathai started a grassroots organization called the _____. (Green Belt Movement, page 22) Temperate Rain Forest
Tropical Rain Forest hot every day thousands of species of plants and animals
Both rain forests lots of rain very tall trees plants and animals adapt to their environment
mild winters— cool, foggy summers
?
Look Closer! Level 2 Comprehension • Identify cause and effect: Tundra plants grow very quickly because . . . (the warm season is short, page 17) • 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 22–23. What information belongs in the blank? (fewer species than in a tropical rain forest)
Prove It! Level 3 Comprehension • Support responses using text: It is not easy to find fresh food in the grasslands. How can you tell? (some grassland animals store food and others move from place to place to find fresh grass, page 21) • Use graphic features to interpret information: You are visiting a biome in winter that is rainy and cool. Where are you? (Answer: temperate rain forest; Clues/evidence: rainy or foggy all year, cool winter and warm summer, page 26)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: How does the author structure pages 24–25? (compare and contrast) • Evaluate author’s purpose: Why did the author include the chart on page 26? (to provide the most important information from the chapter in one place)
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Page 3
CHAPTER 3 Vocabulary • Use descriptions to determine word meaning: What does the word resort mean in this book? Let’s look for clues for the meaning of this word on page 38. (Answer: a place to vacation; Clues/evidence: DCR includes a resort where tourists can enjoy the desert scenery and wildlife; tourists can take horseback, camel, and driving tours on designated roads)
Find It! Level 1 Comprehension • Identify facts and details: Every _____ you take affects natural communities. (action, page 31) • Identify facts and details: Environmental scientists look at the big picture of _____. (ecology, page 36)
Look Closer! Level 2 Comprehension Intentional Effects—hunting white-tailed deer M
• Identify cause and effect: Elk hunting can change redwood forests because . . . (elk eat seedlings of other kinds of trees; if elk are not available to eat tree seedlings, then young redwood trees are overshadowed by maples and other species, page 33) • Represent text in a different way: Present the word web on chart paper or on your whiteboard. Look at the word web created from information on pages 30–34. What information belongs in the blank? (off-road vehicles damage delicate soils; people spread wildlife diseases from one place to another)
How People Affect Natural Communities
Prove It! Level 3 Comprehension • Make inferences: What can you infer about diseases from the information on page 33? (Answer: diseases travel from one place to another; Clues/evidence: humans have carried this frog and its fungal disease all over the world) • Connect, compare, and contrast ideas and themes: What is an important theme in Chapter 3? (Answer: we can change how we affect Earth’s biomes; Clues/evidence: one way to prevent the destruction of biomes is to set limits on human behavior; an important part of conservation is setting aside wildlife parks and preserves; successful conservation efforts help people as well as wildlife, pages 36–39)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: What are the two main sections for Chapter 3? (How People Affect Natural Communities, Conservation) • Evaluate author’s purpose: Why did the author probably include the information on page 38? (to show how desert conservation can have a positive impact)
M
Accidental Effects—?
M
Global Warming— burning coal, petroleum, and forests
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Page 4
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.
5/7/10
4:16 PM
Page 1
LAND BIOMES CHAPTER 1 Vocabulary • Use direct definitions to determine word meaning: What does the word latitude mean in this book? Let’s look for clues for the meaning of this word on page 10. (distance from the equator)
Find It! Level 1 Comprehension • Identify facts and details: The ocean changes temperature very _____. (slowly, page 13) • Identify facts and details: Communities _____ as you move up a mountainside. (change, page 14)
Look Closer! Level 2 Comprehension
LEVEL W/60
CAUSE ? M
M
EFFECT
EFFECT
Death Valley
Mojave Desert M
EFFECT Sonoran Desert
• Identify sequence of events: Moist air rising over mountains cools and drops its moisture as rain and snow. What happens to this body of air next? (the air travels to the far side of the mountain and becomes dry, page 13) • Represent text in a different way: Present the cause-and-effect chart on chart paper or on your whiteboard. Look at the cause-and-effect chart created from information on page 13. What information belongs in the blank? (rain shadow effect)
Prove It! Level 3 Comprehension • Draw conclusions: What can you conclude about climate from the information in Chapter 1? (Answer: climate depends on many factors; Clues/evidence: climate depends partly on a location’s latitude; land and water features also influence climate; altitude has an effect on climate, too, pages 10–14) • Support responses using text: Which sentences on page 8 suggest that animals in certain climates could not live in other climates? (the thick fur and layer of fat on a polar bear are adaptations to the cold climate of the far north; living things in hot climates have adaptations that help them stay cool; places with harsh winters have plants and animals with a different set of adaptations)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: The author uses specific words to show a contrast on page 8. Identify the words. (on the other hand) • Evaluate author’s purpose: Why did the author include the information on page 9? (to explain the climograph to readers)
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5/7/10
4:16 PM
Page 2
CHAPTER 2 Vocabulary • Use direct definitions to determine word meaning: What does the word estivation mean in this book? Let’s look for clues for the meaning of this word on page 24. (hibernating in the summer)
Find It! Level 1 Comprehension • Identify facts and details: The tundra has long _____ and harsh _____. (winters; wind, page 17) • Identify facts and details: Wangari Maathai started a grassroots organization called the _____. (Green Belt Movement, page 22) Temperate Rain Forest
Tropical Rain Forest hot every day thousands of species of plants and animals
Both rain forests lots of rain very tall trees plants and animals adapt to their environment
mild winters— cool, foggy summers
?
Look Closer! Level 2 Comprehension • Identify cause and effect: Tundra plants grow very quickly because . . . (the warm season is short, page 17) • 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 22–23. What information belongs in the blank? (fewer species than in a tropical rain forest)
Prove It! Level 3 Comprehension • Support responses using text: It is not easy to find fresh food in the grasslands. How can you tell? (some grassland animals store food and others move from place to place to find fresh grass, page 21) • Use graphic features to interpret information: You are visiting a biome in winter that is rainy and cool. Where are you? (Answer: temperate rain forest; Clues/evidence: rainy or foggy all year, cool winter and warm summer, page 26)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: How does the author structure pages 24–25? (compare and contrast) • Evaluate author’s purpose: Why did the author include the chart on page 26? (to provide the most important information from the chapter in one place)
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5/7/10
4:16 PM
Page 3
CHAPTER 3 Vocabulary • Use descriptions to determine word meaning: What does the word resort mean in this book? Let’s look for clues for the meaning of this word on page 38. (Answer: a place to vacation; Clues/evidence: DCR includes a resort where tourists can enjoy the desert scenery and wildlife; tourists can take horseback, camel, and driving tours on designated roads)
Find It! Level 1 Comprehension • Identify facts and details: Every _____ you take affects natural communities. (action, page 31) • Identify facts and details: Environmental scientists look at the big picture of _____. (ecology, page 36)
Look Closer! Level 2 Comprehension Intentional Effects—hunting white-tailed deer M
• Identify cause and effect: Elk hunting can change redwood forests because . . . (elk eat seedlings of other kinds of trees; if elk are not available to eat tree seedlings, then young redwood trees are overshadowed by maples and other species, page 33) • Represent text in a different way: Present the word web on chart paper or on your whiteboard. Look at the word web created from information on pages 30–34. What information belongs in the blank? (off-road vehicles damage delicate soils; people spread wildlife diseases from one place to another)
How People Affect Natural Communities
Prove It! Level 3 Comprehension • Make inferences: What can you infer about diseases from the information on page 33? (Answer: diseases travel from one place to another; Clues/evidence: humans have carried this frog and its fungal disease all over the world) • Connect, compare, and contrast ideas and themes: What is an important theme in Chapter 3? (Answer: we can change how we affect Earth’s biomes; Clues/evidence: one way to prevent the destruction of biomes is to set limits on human behavior; an important part of conservation is setting aside wildlife parks and preserves; successful conservation efforts help people as well as wildlife, pages 36–39)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: What are the two main sections for Chapter 3? (How People Affect Natural Communities, Conservation) • Evaluate author’s purpose: Why did the author probably include the information on page 38? (to show how desert conservation can have a positive impact)
M
Accidental Effects—?
M
Global Warming— burning coal, petroleum, and forests
Y05799_LandBio.qxd:gr4 lost cities NAV
5/7/10
4:16 PM
Page 4
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.
