Editor
Eric Migliaccio
Managing Editor
Ina Massler Levin, M.A.
Editor-in-Chief
Sharon Coan, M.S. Ed.
Illustrator
Bruce Hedges
Cover Artist
Brenda DiAntonis
Art Coordinator
Kevin Barnes
Imaging
Rosa C. See
Product Manager
Phil Garcia
Publisher
Mary D. Smith, M.S. Ed.
Author
Debra J. Housel, M.S. Ed.
Teacher Created Resources, Inc.
6421 Industry Way
Westminster, CA 92683
www.teachercreated.com
ISBN: 978-0-7439-3386-5
©2003 Teacher Created Resources, Inc.
Reprinted, 20
Made in U.S.A.
The classroom teacher may reproduce copies of materials in this book for classroom use only.
The reproduction of any part for an entire school or school system is strictly prohibited. No
part of this publication may be transmitted, stored, or recorded in any form without written
permission from the publisher.
Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Meeting Standards and Benchmarks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
How to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Achievement Graph. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Practice Passages
The Battle Against Germs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Volatile Volcanoes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Science Passages
The Father of Genetics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Why Do Animals Act the Way They Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
The Water Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Your Remarkable Body . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Sun Storms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Diamonds: The Gems from Deep in the Earth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Geography Passages
Brr! The Ice Ages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Look Out for Lightning! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Fire Fuels the Cycle of Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
The Census Counts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Terrifying Tsunamis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Lake Erie’s Struggle to Survive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
History Passages
The California Gold Rush . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
The Battle of Midway . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
The Berlin Wall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Let There be Light! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Satellites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Mexico: Past and Present . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
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Science Passages
Science Standard: Understands the scientific enterprise
Benchmark: Knows that throughout history, many scientific innovators
have had difficulty breaking through accepted ideas of their time to reach
conclusions that are now considered common knowledge
The Father of Genetics
In 1822 Gregor Mendel was born on a farm in Austria.
His father encouraged Mendel’s fascination with plants.
He knew that his son was intelligent, and he wanted him
to have a good education. So he sent Mendel to high
school. At that time few people attended high school,
and those who did lived there. However, since his father
could not pay the full tuition, Mendel received no food.
He always felt hungry, but he survived because the other
students gave him the scraps from their plates.
As an adult Mendel became a monk and continued his
studies. He tended the gardens at the monastery where
he and the other monks lived. He did experiments with pea plants for eight years. He
wanted to prove that parents passed characteristics to their offspring. Over time he
found that plants have genes. Genes carry codes for features from one generation to the
next. Around 1860 Mendel discovered recessive and dominant genes. Dominant genes
showed up the most often in offspring. Recessive genes only showed up occasionally
and only when both parents carried the gene for the trait.
How did he figure this out? He bred a tall pea plant with a short pea plant. Every one
of the first generation of four pea plants was tall. This meant that tall was the dominant
gene. Yet in the next generation of four pea plants, one plant was very short. The
recessive short genes it received from both of its parent plants had made it short.
Eager to share his finding with others, he wrote a paper. No one paid any attention to it.
During his lifetime no one cared about what he had discovered. At the time of his death,
he still felt frustrated because his knowledge went unrecognized.
Finally, his important discovery was recognized in 1990. We now know that both plants
and animals have genes and that genes play a major role in how we look, how we act,
and whether or not we are apt to get certain diseases. Today, Gregor Mendel is called
the “Father of Genetics.”
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Science Passages
The Father of Genetics (cont.)
Comprehension Questions
1. Scientists acknowledged Mendel’s discovery about genetics worldwide
a before his death.
b more than 100 years after he figured it out.
c during the 19th century.
d just last year.
2. On a historical timeline, what happened second?
a Mendel learned how parents pass genes to offspring.
b Mendel became a monk.
c Mendel conducted extensive plant experiments.
d Mendel wrote a paper to share his discoveries.
3. Mendel found out that when both parents carry a recessive gene,
a there is a strong chance that their child will inherit the trait.
b there is some chance that their child will inherit the trait.
c there is no chance that their child will inherit the trait.
d their child will definitely inherit the trait.
4. Which is an example of tuition?
a finishing a school project on time
b knowing something is going to happen before it happens
c buying food in a restaurant
d spending money on school courses
5. How do you think Mendel felt about the students who gave him their scraps?
a overjoyed
c
grateful
b annoyed
d disgusted
6. Picture Mendel writing the paper about his findings. What is he using?
a a quill pen
c
a ball-point pen
b a word processor
d a marker
7. Should scientists continue to study genetics? Explain.
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Science Passages
Science Standard: Understands the genetic basis for the transfer of
biological characteristics from one generation to the next
Benchmark: Knows that the characteristics of an organism can be
described in terms of a combination of traits; some traits are inherited and
others result from interactions with the environment
Why Do Animals Act
the Way They Do?
All animal behavior comes from instincts, learning, or reasoning. Instinctive behavior
comes from reflexes and the urge to survive and reproduce. Every newborn has reflexes.
Reflexes happen automatically, without conscious thought. If you pick up something
that’s very hot, you will immediately drop it. You don’t have to think about it, and no
one has to tell you to do it. In fact, the pain message doesn’t even make it to your brain
before you react. Your spinal cord triggers your reflex reaction to pain.
Every animal wants to stay alive. When an animal feels fear, it fights or flees.
Depending on the enemy, the animal will fight or run away. To protect her pups, a
mother walrus will attack a polar bear. A squirrel will run up a tree to elude a fox.
Species would die off without the urge to reproduce. This instinct causes animals to
mate. Some animals, like birds, also have an instinct to care for their young. Birds sit
on their eggs until they hatch. They bring food to the babies, and they chase away
predators that approach the nest. Mammals take care of their young, too.
Unlike instincts, learning comes from experience. Learning helps a species to survive.
For example, if a heron finds a good spot to catch frogs, it will repeatedly return to the
same place. Animals learn through imitation, too. Birds learn to fly by watching their
parents. Lions and other predators teach their babies how to hunt for food.
All animals have instincts and many animals
can learn, but few can reason. Animals that
can reason can think about what to do the
first time they encounter a situation. A
seeing-eye dog knows how to guide a blind
person safely down a sidewalk, but it must
use reason to figure out what to do in a new,
unusual situation. For example, the dog
must decide what to do when it comes to a
car that’s completely blocking the sidewalk.
So far, scientists have discovered that
humans, dogs, chimpanzees, porpoises, and
dolphins can reason.
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Science Passages
Why Do Animals Act
the Way They Do? (cont.)
Comprehension Questions
1. Which animal can reason?
a cats
c
lions
b herons
d dolphins
2. Read all of the statements. Decide what happens third.
a The polar bear goes away.
b The polar bear tries to snatch the infant.
c The mother walrus attacks the polar bear with her tusks.
d A polar bear sees a baby walrus.
3. What’s an example of a human reflex?
a giggling
c
scratching
b sneezing
d sleeping
4. A synonym for elude is
a escape.
c
trick.
b attack.
d scare.
5. Based on the animals that we know can reason, which of these animals can also probably
reason?
a opossums
c
squirrels
b wolves
d barracudas
6. Picture an animal wandering into traffic on a busy street. What is the animal most apt to
do?
a leap up on a car
b sit still and hope the cars don’t hit it
c run away from the cars
d play dead by laying flat in the road
7. Since it’s against the urge to survive, why do you think that whales sometimes beach
themselves? Explain.
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