And explanations are especially valuable for the classroom because of, rather than in spite of, the fact that there often are competing explanations offered for the same phenomenon—for example, the recent gradual rise in the mean surface temperature on Earth. Deciding on the best explanation is a matter of argument that is resolved by how well any given explanation fits with all available data, how much it simplifies what would seem to be complex, and whether it produces a sense of understanding.
Because scientists achieve their own understanding by building theories and theory-based explanations with the aid of models and representations and by drawing on data and evidence, students should also develop some facility in constructing model- or evidence-based explanations.
This is an essential step in building their own understanding of phenomena, in gaining greater appreciation of the explanatory power of the scientific theories that they are learning about in class, and in acquiring greater insight into how scientists operate.
In engineering, the goal is a design rather than an explanation. The process of developing a design is iterative and systematic, as is the process of developing an explanation or a theory in science. These elements include specifying constraints and criteria for desired qualities of the solution, developing a design plan, producing and testing models or prototypes, selecting among alternative design features to optimize the achievement of design criteria, and refining design ideas based on the performance of a prototype or simulation.
Early in their science education, students need opportunities to engage in constructing and critiquing explanations. Using their measurements of how one factor does or does not affect. For example, in investigating the conditions under which plants grow fastest, they may notice that the plants die when kept in the dark and seek to develop an explanation for this finding.
They should be encouraged to revisit their initial ideas and produce more complete explanations that account for more of their observations. By the middle grades, students recognize that many of the explanations of science rely on models or representations of entities that are too small to see or too large to visualize.
In the later stages of their education, students should also progress to using mathematics or simulations to construct an explanation for a phenomenon. In some ways, children are natural engineers. They spontaneously build sand castles, dollhouses, and hamster enclosures, and they use a variety of tools and materials for their own playful purposes. Thus a common elementary school activity is to challenge children to use tools and materials provided in class to solve a specific challenge, such as constructing a bridge from paper and tape and testing it until failure occurs.
Furthermore, design activities should not be limited just to structural engineering but should also include projects that reflect other areas of engineering, such as the need to design a traffic pattern for the school parking lot or a layout for planting a school garden box.
In middle school, it is especially beneficial to engage students in engineering design projects in which they are expected to apply what they have recently learned in science—for example, using their now-familiar concepts of ecology to solve problems related to a school garden. Middle school students should also. At the high school level, students can undertake more complex engineering design projects related to major local, national or global issues.
Whether they concern new theories, proposed explanations of phenomena, novel solutions to technological problems, or fresh interpretations of old data, scientists and engineers use reasoning and argumentation to make their case. In science, the production of knowledge is dependent on a process of reasoning that requires a scientist to make a justified claim about the world. Their arguments can be based on deductions from premises, on inductive generalizations of existing patterns, or on inferences about the best possible explanation.
Argumentation is also needed to resolve questions involving, for example, the best experimental design, the most appropriate techniques of data analysis, or the best interpretation of a given data set.
In short, science is replete with arguments that take place both informally, in lab meetings and symposia, and formally, in peer review. Over time, ideas that survive critical examination even in the light of new data attain consensual acceptance in the community, and by this process of discourse and argument science maintains its objectivity and progress [ 28 ].
Becoming a critical consumer of science is fostered by opportunities to use critique and evaluation to judge the merits of any scientifically based argument. In engineering, reasoning and argument are essential to finding the best possible solution to a problem. At an early design stage, competing ideas must be compared and possibly combined to achieve an initial design, and the choices are made through argumentation about the merits of the various ideas pertinent to the design goals.
At a later stage in the design process, engineers test their potential solution, collect data, and modify their design in an iterative manner. The results of such efforts are often presented as evidence to argue about the strengths and weaknesses of a particular design.
Although the forms of argumentation are similar, the criteria employed in engineering are often quite different from those of science. For example, engineers might use cost-benefit analysis, an analysis of risk, an appeal to aesthetics, or predictions about market reception to justify why one design is better than another—or why an entirely different course of action should be followed.
The study of science and engineering should produce a sense of the process of argument necessary for advancing and defending a new idea or an explanation of a phenomenon and the norms for conducting such arguments. In that spirit, students should argue for the explanations they construct, defend their interpretations of the associated data, and advocate for the designs they propose. Meanwhile, they should learn how to evaluate critically the scientific arguments of others and present counterarguments.
Constructing and critiquing arguments are both a core process of science and one that supports science education, as research suggests that interaction with others is the most cognitively effective way of learning [ ]. Young students can begin by constructing an argument for their own interpretation of the phenomena they observe and of any data they collect. They need instructional support to go beyond simply making claims—that is, to include reasons or references to evidence and to begin to distinguish evidence from opinion.
As they grow in their ability to construct scientific arguments, students can draw on a wider range of reasons or evidence, so that their arguments become more sophisticated. In addition, they should be expected to discern what aspects of the evidence are potentially significant for supporting or refuting a particular argument. Students should begin learning to critique by asking questions about their own findings and those of others. Later, they should be expected to identify possible weaknesses in either data or an argument and explain why their criticism is justified.
As they become more adept at arguing and critiquing, they should be introduced to the language needed to talk about argument, such as claim, reason, data, etc. Exploration of historical episodes in science can provide opportunities for students to identify the ideas, evidence, and arguments of professional scientists.
In so doing, they should be encouraged to recognize the criteria used to judge claims for new knowledge and the formal means by which scientific ideas are evaluated today. In particular, they should see how the practice of peer review and independent verification of claimed experimental results help to maintain objectivity and trust in science.
Being literate in science and engineering requires the ability to read and understand their literatures [ 34 ]. Science and engineering are ways of knowing that are represented and communicated by words, diagrams, charts, graphs, images, symbols, and mathematics [ 35 ].
Even when students have developed grade-level-appropriate reading skills, reading in science is often challenging to students for three reasons. First, the jargon of science texts is essentially unfamiliar; together with their often extensive use of, for example, the passive voice and complex sentence structure, many find these texts inaccessible [ 37 ]. Second, science texts must be read so as to extract information accurately. Because the precise meaning of each word or clause may be important, such texts require a mode of reading that is quite different from reading a novel or even a newspaper.
Third, science texts are multimodal [ 38 ], using a mix of words, diagrams, charts, symbols, and mathematics to communicate. Thus understanding science texts requires much more than simply knowing the meanings of technical terms. Communicating in written or spoken form is another fundamental practice of science; it requires scientists to describe observations precisely, clarify their thinking, and justify their arguments.
Science simply cannot advance if scientists are unable to communicate their findings clearly and persuasively. Communication occurs in a variety of formal venues, including peer-reviewed journals, books, conference presentations, and carefully constructed websites; it occurs as well through informal means, such as discussions, email messages, phone calls, and blogs.
New technologies have extended communicative practices, enabling multidisciplinary collaborations across the globe that place even more emphasis on reading and writing. Increasingly, too, scientists are required to engage in dialogues with lay audiences about their work, which requires especially good communication skills.
Being a critical consumer of science and the products of engineering, whether as a lay citizen or a practicing scientist or an engineer, also requires the ability to read or view reports about science in the press or on the Internet and to recognize the salient science, identify sources of error and methodological flaws, and distinguish observations from inferences, arguments from explanations, and claims from evidence.
All of these are constructs learned from engaging in a critical discourse around texts. Engineering proceeds in a similar manner because engineers need to communicate ideas and find and exchange information—for example, about new techniques or new uses of existing tools and materials. As in science, engineering communication involves not just written and spoken language; many engineering ideas are best communicated through sketches, diagrams, graphs, models, and products.
Also in wide use are handbooks, specific to particular engineering fields, that provide detailed information, often in tabular form, on how best to formulate design solutions to commonly encountered engineering tasks. As such, every science or engineering lesson is in part a language lesson, particularly reading and producing the genres of texts that are intrinsic to science and engineering. Students need sustained practice and support to develop the ability to extract the meaning of scientific text from books, media reports, and other forms of scientific communication because the form of this text is initially unfamiliar—expository rather than narrative, often linguistically dense, and reliant on precise logical flows.
Students should be able to interpret meaning from text, to produce text in which written language and diagrams are used to express scientific ideas, and to engage in extended discussion about those ideas. From the very start of their science education, students should be asked to engage in the communication of science, especially regarding the investigations they are conducting and the observations they are making.
Careful description of observations and clear statement of ideas, with the ability to both refine a statement in response to questions and to ask questions of others to achieve clarification of what is being said begin at the earliest grades. Beginning in upper elementary and middle school, the ability to interpret written materials becomes more important. Early work on reading science texts should also include explicit instruction and practice in interpreting tables, diagrams, and charts and coordinating information conveyed by them with information in written text.
Throughout their science education, students are continually introduced to new terms, and the meanings of those terms can be learned only through opportunities to use and apply them in their specific contexts. It follows that to master the reading of scientific material, students need opportunities to engage with such text and to identify its major features; they cannot be expected simply to apply reading skills learned elsewhere to master this unfamiliar genre effectively.
Students should write accounts of their work, using journals to record observations, thoughts, ideas, and models. They should be encouraged to create diagrams and to represent data and observations with plots and tables, as well as with written text, in these journals. They should also begin to produce reports or posters that present their work to others. As students begin to read and write more texts, the particular genres of scientific text—a report of an investigation, an explanation with supporting argumentation, an experimental procedure—will need to be introduced and their purpose explored.
Furthermore, students should have opportunities to engage in discussion about observations and explanations and to make oral presentations of their results and conclusions as well as to engage in appropriate discourse with other students by asking questions and discussing issues raised in such presentations. In high school, these practices should be further developed by providing students with more complex texts and a wider range of text materials, such as technical reports or scientific literature on the Internet.
Moreover, students need opportunities to read and discuss general media reports with a critical eye and to read appropriate samples of adapted primary literature [ 40 ] to begin seeing how science is communicated by science practitioners. In engineering, students likewise need opportunities to communicate ideas using appropriate combinations of sketches, models, and language. They should also create drawings to test concepts and communicate detailed plans; explain and critique models of various sorts, including scale models and prototypes; and present the results of simulations, not only regarding the planning and development stages but also to make compelling presentations of their ultimate solutions.
Understanding how science has achieved this success and the techniques that it uses is an essential part of any science education.
Although there is no universal agreement about teaching the nature of science, there is a strong consensus about characteristics of the scientific enterprise that should be understood by an educated citizen [ ]. For example, the notion that there is a single scientific method of observation, hypothesis, deduction, and conclusion—a myth perpetuated to this day by many textbooks—is fundamentally wrong [ 44 ].
Scientists do use deductive reasoning, but they also search for patterns, classify different objects, make generalizations from repeated observations, and engage in a process of making inferences as to what might be the best explanation.
Thus the picture of scientific reasoning is richer, more complex, and more diverse than the image of a linear and unitary scientific method would suggest [ 45 ]. What engages all scientists, however, is a process of critique and argumentation. The ideas that survive this process of review and criticism are the ones that become well established in the scientific community.
Our view is that the opportunity for students to learn the basic set of practices outlined in this chapter is also an opportunity to have them stand back and reflect on how these practices contribute to the accumulation of scientific knowledge.
For example, students need to see that the construction of models is a major means of acquiring new understanding; that these models identify key features and are akin to a map, rather than a literal representation of reality [ 13 ]; and that the great achievement of science is a core set of explanatory theories that have wide application [ 46 ]. Understanding how science functions requires a synthesis of content knowledge, procedural knowledge, and epistemic knowledge.
Procedural knowledge refers to the methods that scientists use to ensure that their findings are valid and reliable. It includes an understanding of the importance and appropriate use of controls, double-blind trials, and other procedures such as methods to reduce error used by science.
As such, much of it is specific to the domain. Epistemic knowledge is knowledge of the constructs and values that are intrinsic to science. Students need to understand what is meant, for example, by an observation, a hypothesis, an inference, a model, a theory, or a claim and be able to readily distinguish between them.
An education in science should show that new scientific ideas are acts of imagination, commonly created these days through collaborative efforts of groups of scientists whose critiques and arguments are fundamental to establishing which ideas are worthy of pursuing further. Ideas often survive because they are coherent with what is already known, and they either explain the unexplained, explain more observations, or explain in a simpler and more elegant manner.
Thus any new idea is initially tentative, but over time, as it survives repeated testing, it can acquire the status of a fact—a piece of knowledge that is unquestioned and uncontested, such as the existence of atoms.
Scientists use the resulting theories and the models that represent them to explain and predict causal relationships. When the theory is well tested, its predictions are reliable, permitting the application of science to technologies and a wide variety of policy decisions. In other words, science is not a miscellany of facts but a coherent body of knowledge that has been hard won and that serves as a powerful tool. Engagement in modeling and in critical and evidence-based argumentation invites and encourages students to reflect on the status of their own knowledge and their understanding of how science works.
And as they involve themselves in the practices of science and come to appreciate its basic nature, their level of sophistication in understanding how any given practice contributes to the scientific enterprise can continue to develop across all grade levels. Layton, D. DeBoer, G. New York: Teachers College Press. Driver, R. Buckingham, England: Open University Press. Schwab, J. The Teaching of Science as Enquiry. Florman, S. The Existential Pleasures of Engineering.
New York: St. Petroski, H. Collins, H. Cambridge, England: Cambridge University Press. Pickering, A. Chicago: University of Chicago Press. Latour, B. Longino, H. The Fate of Knowledge. Bazerman, C. Shaping Written Knowledge. Madison: University of Wisconsin Press.
Nercessian, N. Model-based reasoning in scientific practice. Duschl and R. Grandy Eds. Rotterdam, the Netherlands: Sense. Visualization and cognition: Drawing things together. Lynch and S. Woolgar Eds. Lehrer, R. Cultivating model-based reasoning in science education. Sawyer Ed. Giere, R. Understanding Scientific Reasoning. Belmont, CA: Thomson Wadsworth. Millar, R. Beyond processes.
Studies in Science Education, 14 , Abd-El-Khalick, F. Inquiry in science education: International perspectives. Include details of what ingredients to use, too. Endangered Animals. Write a research report on animals that are in danger of being harmed or lost. Gather information from multiple print and digital sources; quote or paraphrase the data to avoid plagiarism. Book Report 6. Which book did you read recently? Write the title and author's name. Besides providing a summary, describe the story setting and main events.
Do let us know more about your favorite part in it. Write a story about what happened next. An excellent opportunity for grade 6 kids to express themselves through writing. Air pollution is a major concern, and many believe the best way to address this is to ensure as many people use public transport as possible.
Write if you agree. Provide reasons and examples. Riding a Bike. It's important for children to learn how to ride a bike because it not only helps them move out independently, it also makes them more responsible.
In this 6th grade pdf, write how to ride a bike. This printable writing prompt asks kids to prepare a research report on Niagara Falls.
Provide the basic bibliographic information of the sources you use. Find the similarities. Find the differences. Conclude and describe. Inferring: Go beyond the available information to identify what may reasonably be true. Identify what is known. Identify similar situations or important knowledge. Make a reasonable guess based on 1 and 2. Other Basic Piagetian Concepts Natural scientists. Children are natural scientists.
They have an innate curiosity about the world and come to know about it by testing and trying things. Like a scientist doing experiments and conducting research, children try to make sense of their environment. For example, a young child will poke at a caterpillar on the sidewalk to see what happens and will try to handle nearly any reachable object.
Within reason this natural desire to explore should be encouraged, especially at the sensorimotor and preoperational levels where children are coming to know physical reality. Piaget - 6 Organization. Organization is the natural, ongoing process of organizing information into mental file cabinets which Piaget called schemata -- others refer to schemes or schema singular form.
We use these mental file cabinets schemata to make sense of new information see Chapter For example, Bobby has a schema related to frogs based on his experiences of trying to catch frogs in the pond in back of his house. When it is time to learn about frogs in his 2nd grade science class, he is able to understand this information quickly and accurately because his frog schema is already fairly well developed. As we learn more, our schemata become more organized and complex and, in turn, our thinking becomes more sophisticated.
Since we use our existing schemata to interpret new information, the larger our schematic filing system i. Assimilation occurs when we encounter new information that corresponds with our existing schemata. For example, in his 2nd grade science class, Bobby learns that frogs hibernate during the winter. This new information fits within and expands his current frog schema. Assimilation occurs as this new information is used to expand his existing schema. Accommodation occurs when we encounter new information that either does not fit current schemata or where no schema related to this new information currently exists.
For example, as Bobby gets older he learns that animals today look much different than they did a million years ago. He encounters the theory of evolution for the first time. This conflicts with his current thinking and creates a state of cognitive dissonance or disequilibrium. Accommodation occurs when Bobby creates a new schema that incorporates this new information. In this case Bobby had to restructure some basic beliefs. Equilibration is the motivating force behind all learning.
Simply put, it is the constant striving for balance between new information and existing schemata. Because of our innate curiosity we constantly encounter new information or phenomena. Encountering novel information or phenomena creates disequilibrium, a very dissatisfying mental state that people seek to alter either by 1 processing new information and putting it into an existing schema assimilation or 2 by creating new accommodating schema.
After the new information has been assimilated or accommodated we again begin to search for new interests and phenomena to investigate, and the cycle of learning continues. Change in thinking. According to Piaget, changes in our thinking occur because of internal changes in the way our brains grow and mature.
Thus Piaget believed that thinking develops from inside out, that is, from physical changes in the developing brain and its related cognitive functions. What follows is another theory of cognitive development that focuses mostly on the external influences to cognitive development. As children interact with others, as they hear the words around them, and as they observe the interactions of others they internalize language patterns.
These gradually evolve into thought patterns or ways of thinking. The same thing happens as children are immersed in a particular culture with its vast array of symbols, values, and ways of viewing reality. Through this immersion they gradually take on the thought patterns of their culture. Hence, the name: sociocultural theory. You may notice that young children often repeat everything you say. This is an important part of their cognitive development.
According to Vygotsky, thinking begins on a social level and is then internalized. So what you say to young children and how you say it is important. He described three stages of speech development First stage: social or external speech. At this stage birth to approximately age three , thinking is not related to speech at all.
Instead, thinking is primarily in the form of images, emotions, and impressions. If I call off a party, I it. Then write your choice on the line provided. Then write the distribute document fragile word in the space provided. Pay special attention to the word in boldface. A person might emerge from a scuffle 7. A temporary problem is one that a. Someone who has blundered would 8. A solitary tree would probably 9. When a teacher distributes a test a. A continuous loud noise might Which of the following is usually a.
Which of the following is a document? Someone who has been rejected a. If I cancel my piano lesson, Which is a creature of myth?
I play very well. I repair the piano. I arrive late. If you look up veteran in a dictionary, experience: T o has a lot of he respected so veteran of his ccer player is you will find an entry with numbers sport. Read this sentence: My favorite baseball player was a ten-year veteran of the team.
You can tell from the definitions that the sentence illustrates meaning 2 of veteran. Look at the chart to find other examples of multiple-meaning words. Using the part of speech can help you choose the word. Then write the number of the meaning. Be sure to put on your before you go out in the snow. Our classroom is kept at a temperature. Our school has a fire at least once a month. Use the multiple- meaning word in boldface. Think of the multiple meanings for each word below.
Then use one of the words in a sentence. Ask your partner to tell what the word means. In this sentence, like a bolt of lightning is a simile. A simile compares two unlike things using the word like or as. In the sentence from the passage, the simile like a bolt of lightning compares the way Eagle flew to a bolt of lightning. Since a bolt of lightning is known for how quickly it can strike, saying that Eagle flew like a bolt of lightning means that Eagle flew very quickly. Write the number of the sentence next to the simile.
The sisters are identical twins. They are. My brother and I can never agree on anything. Our like two peas in a pod. I am very talkative, but my best friend is. Pay attention to the simile in boldface.
When I am as hungry as a bear, I. I think my grandmother is as sweet as honey because. The student driver looked like a deer caught in the headlights when. After gym, I moved like a snail because. I felt like a fish out of water during my first. Sybil Ludington? Thanks to a very famous poem, almost began to burn the homes and workplaces of numerous patriots in Danbury. The name who lost control of his soldiers and allowed of Sybil Ludington, however, is probably them to hurt innocent citizens.
Yet like Revere, Ludington made an A messenger quickly rode out from Danbury impressive midnight ride to warn American with news of the attack. His destination was patriots—those fighting for independence—of the mill of Colonel Henry Ludington in nearby an approaching British army. New York State. After hearing the news, Danbury, Connecticut, not too far from where Ludington quickly agreed to help, but his sixteen-year-old Sybil Ludington lived. The men were spread out for miles.
Who would Continental Army, as the army of the Americans alert them? The messenger from Danbury did not know rough unmarked trails could be misleading. Ludington himself Sybil never lost her way though, galloping from had to stay at home to assemble his soldiers as farm to village and calling out the news.
In all, they arrived. Along the way, she had to avoid or perhaps Ludington asked her to go. Either British spies and soldiers. According to one way, it was a shrewd choice. No one could account, she even used a type of gun called a dispute that Sybil was a skillful rider, and she musket to scare away some outlaws who preyed knew the local roads well. Also, as the oldest of on travelers at night.
Sybil had a productive ride that night! Sending Sybil was a decision that would be easy When she arrived back home at dawn, more to justify. Under Colonel off on her mission. It was after P. By now, the British had burned and abandoned Danbury and were marching inland. Later, at the Battle of Ridgefield, the patriots fought the British invaders, who eventually retreated to their boats on Long Island Sound.
Even General George Washington sent his congratulations for a job well done. Like so many other patriots, Sybil Ludington had come to the aid of her country.
Write the word An adjective adj. Then describes a noun or pronoun. A violent or sudden attack is called a n. When I carefully make a plan, I am preparing my. People who change their religion are to the new religion. To give reasons for what you do is to your actions. Some advertisements can be if they leave out key details or make false claims. The most wicked character in the story is the. A vegetarian cookbook might give recipes for rice dishes and fruit salads.
To give up on something is to it. Another word for an argument or quarrel is a. A n person is one who gets a lot done. The Grand Canyon is a n sight. To be clever and practical is to be.
Then write the dispute impressive justify word in the space provided. The Trojans brought the horse inside the city walls. The best-known alchemists are those who practiced in Europe during the Middle Ages. In fact, it was not until the s that scientists proved that base metals cannot be turned into gold.
During the Middle Ages, for example, alchemists were responsible for the discovery of mineral acids. A person who has been abandoned 7. On a productive day you would a. If you convert a room, you 8. If your friends are numerous, a. You might expect a villain to 9. Misleading information should a. A really impressive baseball team would When I justify my claims, a.
I take them back. I lose them. I defend them. I get sued. Which might stop an assault? A shrewd person would probably a. A winning strategy involves The best way to end a dispute is to a. Read the sentences and explanations below to learn about three types of context clues. Definition The house has an extensive yard, covering a large area.
The words covering a large area define extensive. Example I like condiments such as ketchup, mustard, and relish on a burger. Restatement Very few plants grow well in arid, or dry, places. The synonym dry explains the meaning of arid. Write the meaning of the boldface word on the line. Then underline the words that helped you figure out its meaning. I was elated, totally thrilled, when I won the bike race.
The pesky mosquitoes were causing trouble and annoying our guests. One day, I want to design garments such as dresses, suits, and skirts.
The lost hiker was bewildered, unsure about which of the two paths to take. Add context clues so that a reader can figure out the meaning of the boldface word in the sentence.
I use different measuring devices. The popular singer shuns photographers. Make up a sentence using a unit word. The sentence should provide good context clues. Ask a partner to name the word and the clue to its meaning.
Sybil ran into several obstacles as she rode through the night, but she continued on until she accomplished her mission. A proverb or adage is a short, well-known expression or saying that states an obvious truth or gives advice. It means that if you are determined to do something, you will figure out a way to make it happen. Decide which proverb best expresses a truth about the situation described. Write the number of the sentence next to the proverb.
No matter how many things the child had, he always The early bird gets the thought his friends had more than he did. I continued to look for my notebook long after my Leave no stone unturned. The grass is always 4. It always amazes me how much my sister is like my greener on the other side of mother. Then write a sentence to tell what the proverb means. Nothing ventured, nothing gained. Home is where the heart is.
Haste makes waste. Monarchs begin their long migration. Th e Fl i g h t of the M o n a r c h Magazine Article T hey are the only butterflies known to migrate, or travel, at a particular time of year. Some fly as far as 3, miles to reach Monarchs tend to migrate south in large groups, but weaker ones often straggle far behind. At night, the butterflies roost together their winter homes. They are also among the in tall fir, cedar, and pine trees. Monarchs most vivid of all insects.
Their bright orange, usually cover from fifty to one hundred miles a white, and black bodies can be seen flashing day, and it can take them up to two months to brilliantly in the sunlight. Their name is also complete the trip.
Monarchs must be When the first cold winds of autumn blow, cautious and try to avoid danger. Many birds monarch butterflies in the United States begin feed on monarchs, too. Some butterflies run their long migration south. They cannot into obstacles, such as cars and trucks.
Others postpone this flight, or their bodies might just weaken and die from the strain of the freeze. Monarchs in the eastern states migrate difficult flight.
For monarchs west The bluffs and peaks of the Sierra Madre, of the Rocky Mountains, the winter destination a mountain range in Mexico, make an ideal is southern California. Wh e n i ts ches wide n a rc h i s 3 —12 to 4 in mo haven for the monarchs. The fir forests there provide the right temperature and humidity.
The butterflies gather in a few small areas in colonies that consist of millions and millions of individuals. A single tree might be home for more than ten thousand of the insects. The High in the mou ntains of Mexic monarchs are not active at this time.
Like bears, monarchs wait o o, ut the winter. To help preserve the monarchs, the Mexican government has taken steps to protect We must be clear when describing the their winter home. For example, logging, migration of monarchs. The butterflies that flew or the cutting down of trees, is prohibited.
Only their Environmentalists despise this illegal activity, offspring will begin the return flight in spring. Also, as Also, since most monarchs live only six weeks, the forest thins, the butterflies are more likely it takes about three generations of monarchs to get wet and freeze during winter rainstorms. When the warm days of March arrive, the The females of each generation will deposit eggs monarchs wake up and flutter down from their along the route.
Once grown, the new generation trees. After mating, the females lay their eggs. The eggs, which look like miniature pearls, Fortunately, the generation of monarchs hatch as caterpillars in about four days.
After that is alive in early autumn lives much two weeks, each caterpillar transforms itself longer—about seven months. So those into a chrysalis, an egglike pod. Ten days later, butterflies have time to make the long flight the adult monarch emerges.
In this way, monarchs have populated large areas and lived on throughout the years. A picture so brilliant and bold that it seems alive might be called.
A sundae of ice cream and your choice of toppings. Something that blocks our way might be called a n. Hikers who stray from a trail or fall behind are guilty of. To try to fool others by acting very confident is to. If you doing a chore, you will just have to do it later. Walking on a decaying log that bridges a stream could be. To hate or to dislike something strongly is to it. Another name for king is. Boats seek a safe where they can drop anchor for of the training course.
A tiny copy of a full-sized object is known as a. To avoid unnecessary risk is to act in a way. Then write the despise haven miniature word in the space provided.
The site of the battle was Lexington, Massachusetts. A homograph is a word with the same spelling as another word but with a different meaning and word origin. Sometimes the two words also have different pronunciations. For these reasons, homographs have separate entries in a dictionary. The word bluff page 28 is a homograph. A bluff is a steep, high cliff or bank.
The small number after each boldface word indicates that the word has a separate dictionary entry. Then write the number of the homograph whose meaning is illustrated. From my window, I could hear the made by the truck traffic. Cactus plants need little water and can grow well in the. We used wooden beams to up the sagging old fence. People are often forced to their homes during a flood. The professional tennis player has a custom-made. I like to walk along the and look for shells. I would drop my tennis and quickly the tennis court if a swarm of bees flew near me.
In the , the film crew had to up the tent after the sudden sandstorm. Write a sentence that includes a pair of homographs. Example: I went down to the basement to get my warm down coat out of storage. Then answer the questions on page Moments later, a loud called The Courser.
Stormy was no ordinary cry split the air. The worried villagers rushed captain. He ate stew from a rowboat, and he to the bluff overlooking the beach. They were slept in the mainsail. In one adventure, Stormy The locals put the giant baby in a cart and was sailing his ship through the English hauled him into town. Stormy grew to love the sea.
He loved Expecting a tight fit, Stormy told the crew to swimming in the deep, even treacherous, soap the sides of the ship. Although it slipped water, and he rode sea monsters for fun. He through, the huge ship scraped the Dover was fearless. Once, he even turned an old cliffs, leaving behind a thick layer of soap. These cliffs have been pure white ever since. Stormy grew to be 36 feet tall, and Cape While some may say Stormy is just a myth, Cod became too small for him.
There from the soap. In this passage, the meaning of 5. In this passage, the meaning of bluff is abandoning is a to deceive or trick. The meaning of solitary is 6. Impressive most nearly means a friendly. Alfred Bulltop Stormalong spent most 7. Another word for treacherous is 8. The author most likely wrote this a tiring.
Write Your Own Think about other American myths and legends that you know. On a separate sheet of paper, write to retell a story about another famous character. Use at least three words from Units 1—3. There are thirty wagons in our group and sixty California? Everyone who emigrates wonders this, for the hours drag slowly. The bumping wagon bruises my bones, so usually I walk. We began with much laughter, but a My feet are sore, but the prairie flowers are mishap quickly spoiled the mood.
While beautiful, and I would not see them so well crossing the Missouri River, two wagons were from the wagon. I thought it must be full of smoke, but May 15 The oxen plod on, slowly and then we heard the buzzing and knew it was a steadily.
How I wish they moved at a more swarm of grasshoppers in flight. There were aggressive pace! When it rains, we barely more of them than anyone could imagine.
The cover two miles in a day. Oregon-California Trail turning day to night. We did all we could to my name will forever be associated with this keep the pests off our faces until, mercifully, landmark on the trail leading west. July 6 We took a cutoff and got lost.
At June 3 Hurrah! Today, we reached the last, we are heading the right way, but the oxen Platte River. After weeks of dusty travel, how need water. Once we thought we saw a stream, luxurious to sit in the water. The taste of fish is but it was a mirage—a trick of sunlight that indeed a welcome change after salted pork.
If deceived us. The August 6 It seemed like there would be no wide span of a desert and the tall masses of a end to the wind and dust. Seven of our wagons mountain range await us. Hot water puffed and spurted emigrants have cut their names into the granite high into the air, leaving a trail of rainbows.
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