Plant Genetics CTDR
33471-33617_A_CTDR.qxd:Nav A Gr5 CTDR cards
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PLANT GENETICS CHAPTERS 1 & 2 Vocabulary • Use context clues to determine meaning: What does the word genes mean in this book? Let’s find clues for the meaning of this word on page 5. (a special set of instructions within the nucleus of a cell)
Find It! Level 1 Comprehension • Identify facts and details: How did farming begin? (Someone saved some seeds from the wild grass and put them in the ground. p. 7)
Look Closer! Level 2 Comprehension LEVEL 44/T
Wheat grass fewer seeds smaller seeds
Wheat Both used to make flour
• Compare and contrast: How is wheat different from wild wheat grass? How are they the same? Use a Venn diagram for help in answering this question. (Wheat seeds are larger; wheat grass has fewer seeds that are smaller; both are used to make flour. pp. 8–9) • Identify cause and effect: Why are larger seeds better than smaller ones? (Larger seeds produce larger plants. p. 9)
large seeds
Prove It! Level 3 Comprehension • Draw conclusions: Information in Chapter 2 suggests that many of the fruits and vegetables we enjoy today... (Answer: began in the wild as plants; Clues/ Evidence: Farmers noticed that some of the wild plants made larger seeds, and these were picked to plant; scientists believe that someone decided to save seeds from wild plants and put them in the ground.) • Make inferences/Use graphic features to interpret information: Information on page 12 suggests that... (Answer: plants with the same origin may look very different; Clues/Evidence: examples of plants with the same origin—Brussels sprouts, cauliflower, cabbage, broccoli; these plants look different, are different colors and sizes)
Take It Apart! Level 4 Comprehension • Evaluate text structure and organization: What two organizational strategies does the author use on page 2? (compare and contrast/cause and effect)
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CHAPTER 3 Vocabulary • Use context clues to determine word meaning: What does the word dominant mean in this book? Let’s find clues for the meaning of this word on page 19. (stronger genes, opposite of recessive)
Find It! Level 1 Comprehension • Identify facts and details: When farmers tried to cross a tomato and a potato, the hybrid... (made roots like a tomato underground and stems like a potato above ground, p. 16)
Boysenberry
Tangelo Both
cross between a blackberry and a loganberry
hybrids fruits
cross between a grapefruit and a tangerine
Look Closer! Level 2 Comprehension • Compare and contrast: What do boysenberries and tangelos have in common? How are they different? Use a Venn diagram for help in answering this question. (Both are hybrids; a boysenberry is a cross between a blackberry and a loganberry; a tangelo is a cross between a grapefruit and a tangerine. pp. 14–15) • Identify cause and effect: Why was Mendel called the Father of Genetics? (He was the first to experiment with crossing plants, and he wrote the first book on plant genetics. pp. 17–18, 21–22)
Prove It! Level 3 Comprehension • Draw conclusions: From the information given about Gregor Mendel, one can conclude that he was... (Answer: careful and organized; Clues/Evidence: He made careful experiments, took complete notes, and recorded all his results. p. 17) • Identify main idea: Chapter 3 is mostly about... (Answer: crossing plants to create hybrids; Clues/Evidence: A tangerine was crossed with a grapefruit to make a tangelo, and a blackberry was crossed with a raspberry to make a loganberry.)
Take It Apart! Level 4 Comprehension • The author probably included the example of the potatomato plant to... (show that some experiments do not produce the desired outcomes, but all lead to discovery, p. 16) (Evaluate author’s purpose)
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CHAPTERS 4 & 5 Vocabulary • Use context clues to determine word meaning: What does golden rice mean in this book? Let’s find clues for the meaning of these words on page 28. (a hybrid produced by crossing carrots and white rice; provides Vitamin A for healthy eyes; will feed millions of people who do not get enough Vitamin A)
Find It! Level 1 Comprehension • Identify facts and details: What did James Watson and Francis Crick discover? (what DNA looks like and how it works, pp. 22–23) • Identify facts and details: DNA is composed of… (four kinds of molecules: adenine, thymine, cytosine, and guanine, p. 23)
Look Closer! Level 2 Comprehension • Identify cause and effect: What are some of the effects of mixing genes of different plants that people fear? Use a cause-and-effect chart for help in answering this question. (plants that might be dangerous, new plants that might upset the balance of nature, super weeds, p. 29)
Prove It! Level 3 Comprehension • Summarize information: The sentence that best summarizes the information on page 24 is... (Answer: It is the sequence, or order, of these four molecules on the strings of DNA that makes each gene special. Clues/Evidence: One section of a plant’s DNA string contains the gene for color, so if the molecules in that section are arranged one way, the plant has one color flowers, but if they are arranged another way, the plant might have another color.) • Make inferences: Information on page 24 suggests that changing the sequence of the molecules of DNA will… (Answer: change the characteristics of a plant; Clues/Evidence: An example is the section of DNA that contains the gene for color; one arranged AGACCC might have red flowers, but it they are arranged TGCTT, the color gene might have white flowers.) • Identify main idea: Chapter 5 is mostly about... (Answer: the plants of the future; Clues/Evidence: Scientists will be able to take genes from a cold-climate plant and place them in a warm-climate plant, then plants that are usually warm-climate plants could grow anywhere.)
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: The author probably included Chapter 5 to… (make the reader imagine the possibilities of the future) • Analyze text structure and organization: The author probably included the pictures of beads of page 23 to provide... (visual support for the information that DNA looks like two long strings of beads that are twisted)
gene mixing
M
superweeds
M
dangerous plants
M
plants that upset the balance of nature
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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 she/he write the book?”
Navigators Grade 5 Set A Copyright © 2011 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.
11/23/10
2:48 PM
Page 37
PLANT GENETICS CHAPTERS 1 & 2 Vocabulary • Use context clues to determine meaning: What does the word genes mean in this book? Let’s find clues for the meaning of this word on page 5. (a special set of instructions within the nucleus of a cell)
Find It! Level 1 Comprehension • Identify facts and details: How did farming begin? (Someone saved some seeds from the wild grass and put them in the ground. p. 7)
Look Closer! Level 2 Comprehension LEVEL 44/T
Wheat grass fewer seeds smaller seeds
Wheat Both used to make flour
• Compare and contrast: How is wheat different from wild wheat grass? How are they the same? Use a Venn diagram for help in answering this question. (Wheat seeds are larger; wheat grass has fewer seeds that are smaller; both are used to make flour. pp. 8–9) • Identify cause and effect: Why are larger seeds better than smaller ones? (Larger seeds produce larger plants. p. 9)
large seeds
Prove It! Level 3 Comprehension • Draw conclusions: Information in Chapter 2 suggests that many of the fruits and vegetables we enjoy today... (Answer: began in the wild as plants; Clues/ Evidence: Farmers noticed that some of the wild plants made larger seeds, and these were picked to plant; scientists believe that someone decided to save seeds from wild plants and put them in the ground.) • Make inferences/Use graphic features to interpret information: Information on page 12 suggests that... (Answer: plants with the same origin may look very different; Clues/Evidence: examples of plants with the same origin—Brussels sprouts, cauliflower, cabbage, broccoli; these plants look different, are different colors and sizes)
Take It Apart! Level 4 Comprehension • Evaluate text structure and organization: What two organizational strategies does the author use on page 2? (compare and contrast/cause and effect)
33471-33617_A_CTDR.qxd:Nav A Gr5 CTDR cards
11/23/10
2:48 PM
Page 38
CHAPTER 3 Vocabulary • Use context clues to determine word meaning: What does the word dominant mean in this book? Let’s find clues for the meaning of this word on page 19. (stronger genes, opposite of recessive)
Find It! Level 1 Comprehension • Identify facts and details: When farmers tried to cross a tomato and a potato, the hybrid... (made roots like a tomato underground and stems like a potato above ground, p. 16)
Boysenberry
Tangelo Both
cross between a blackberry and a loganberry
hybrids fruits
cross between a grapefruit and a tangerine
Look Closer! Level 2 Comprehension • Compare and contrast: What do boysenberries and tangelos have in common? How are they different? Use a Venn diagram for help in answering this question. (Both are hybrids; a boysenberry is a cross between a blackberry and a loganberry; a tangelo is a cross between a grapefruit and a tangerine. pp. 14–15) • Identify cause and effect: Why was Mendel called the Father of Genetics? (He was the first to experiment with crossing plants, and he wrote the first book on plant genetics. pp. 17–18, 21–22)
Prove It! Level 3 Comprehension • Draw conclusions: From the information given about Gregor Mendel, one can conclude that he was... (Answer: careful and organized; Clues/Evidence: He made careful experiments, took complete notes, and recorded all his results. p. 17) • Identify main idea: Chapter 3 is mostly about... (Answer: crossing plants to create hybrids; Clues/Evidence: A tangerine was crossed with a grapefruit to make a tangelo, and a blackberry was crossed with a raspberry to make a loganberry.)
Take It Apart! Level 4 Comprehension • The author probably included the example of the potatomato plant to... (show that some experiments do not produce the desired outcomes, but all lead to discovery, p. 16) (Evaluate author’s purpose)
33471-33617_A_CTDR.qxd:Nav A Gr5 CTDR cards
11/23/10
2:48 PM
Page 39
CHAPTERS 4 & 5 Vocabulary • Use context clues to determine word meaning: What does golden rice mean in this book? Let’s find clues for the meaning of these words on page 28. (a hybrid produced by crossing carrots and white rice; provides Vitamin A for healthy eyes; will feed millions of people who do not get enough Vitamin A)
Find It! Level 1 Comprehension • Identify facts and details: What did James Watson and Francis Crick discover? (what DNA looks like and how it works, pp. 22–23) • Identify facts and details: DNA is composed of… (four kinds of molecules: adenine, thymine, cytosine, and guanine, p. 23)
Look Closer! Level 2 Comprehension • Identify cause and effect: What are some of the effects of mixing genes of different plants that people fear? Use a cause-and-effect chart for help in answering this question. (plants that might be dangerous, new plants that might upset the balance of nature, super weeds, p. 29)
Prove It! Level 3 Comprehension • Summarize information: The sentence that best summarizes the information on page 24 is... (Answer: It is the sequence, or order, of these four molecules on the strings of DNA that makes each gene special. Clues/Evidence: One section of a plant’s DNA string contains the gene for color, so if the molecules in that section are arranged one way, the plant has one color flowers, but if they are arranged another way, the plant might have another color.) • Make inferences: Information on page 24 suggests that changing the sequence of the molecules of DNA will… (Answer: change the characteristics of a plant; Clues/Evidence: An example is the section of DNA that contains the gene for color; one arranged AGACCC might have red flowers, but it they are arranged TGCTT, the color gene might have white flowers.) • Identify main idea: Chapter 5 is mostly about... (Answer: the plants of the future; Clues/Evidence: Scientists will be able to take genes from a cold-climate plant and place them in a warm-climate plant, then plants that are usually warm-climate plants could grow anywhere.)
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: The author probably included Chapter 5 to… (make the reader imagine the possibilities of the future) • Analyze text structure and organization: The author probably included the pictures of beads of page 23 to provide... (visual support for the information that DNA looks like two long strings of beads that are twisted)
gene mixing
M
superweeds
M
dangerous plants
M
plants that upset the balance of nature
33471-33617_A_CTDR.qxd:Nav A Gr5 CTDR cards
11/23/10
2:48 PM
Page 40
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 she/he write the book?”
Navigators Grade 5 Set A Copyright © 2011 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.
