Instructor’s Manual Reading for Today 2: Insights for Today 4th Edition Lorraine C. Smith, Nancy Nici Mare with Carol N. Goff
Contents
Teaching Notes
2
Answer Key
18
Chapter Tests
47
Chapter Tests Answer Key
60
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Insights for Today Teaching Notes Unit 1: Today’s Travelers Chapter 1
p. 2–19
A Family Sees America Together Audio CD, Tracks 1 and 2 An American family travels across the country in a van. They want to see all 50 states and meet the different people of the United States. Prereading Preparation p. 2 Before the students open their books, write the chapter title on the board. Using the culture notes below, introduce the reading by providing some background about how American families take vacations each year. Then have the students open their books to page 2 and look at the photograph. Since this is the first chapter of the book, do the Prereading questions as a whole class activity. For questions 3 and 4, write all student answers on the board. Then tell the students that after they have read the passage, you will go back and see whose prediction was the most accurate. This kind of prediction activity helps motivate students, as they like to find out if their answer was correct. Culture Notes Many American families travel in the United States by car during their children’s summer vacation from school. However, one year the Graham family of Wichita, Kansas, did something that most Americans don’t do. Mr. and Mrs. Graham sold their home and their businesses, took their daughter out of school for the year, bought a large van, and traveled across the United States with their two children. They had to arrange for home schooling for Courtney, becoming her teachers and being responsible for her education for that year. Not many people are willing to risk selling their homes and leaving their jobs for an entire year in order to see the country with their family. The Grahams, however, believed that they and their children would have a unique experience by visiting all 50 U.S. states. The Grahams wanted their children to learn about the United States firsthand and to meet many other Americans during their trip. The family began and ended their trip on July 4th, which is Independence Day in the United States. Another Look: Courtney’s Texas: Big History, Big Cities, Big Hearts p. 12 Courtney writes in her journal about the friendly people and interesting places they visited in Texas. Tell the students that they are going to read an entry from Courtney’s journal, which she wrote after visiting Texas. Have them look at the map of Texas before they begin to read. Use the culture notes below to give the students more information about the history of Texas, specifically that it was once part of Mexico. Tell them about the famous battle that took place at the Alamo in 1836, when Texas was trying to become independent.
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Culture Notes The state we now know as Texas was claimed by many different nations before it became a part of the United States of America. In 1821, Mexico won its independence from Spain, and Texas was at that point a part of Mexico. There were many Anglo-American settlers in the region, and the U.S. made several attempts to purchase Texas from Mexico. A revolt movement developed, the most famous battle of which occurred at the Alamo Mission, occupied by Texan soldiers. American General Sam Houston did not believe there were enough soldiers to defend the fort and ordered it to be destroyed. Colonel James Bowie disregarded those orders and attempted to bring in reinforcements and hold the fort. The Mexican army attacked, and most or all of the Texan soldiers were killed. Eventually Texas won its independence, and the Alamo has become the most popular tourist destination in the state. Follow-Up Activities After students complete the activities in the book, give them an opportunity to design their own year-long trip. Where would they go? What would they like to see?
Chapter 2
p. 20–37
Volunteer Vacations Audio CD, Tracks 3 and 4 Although most people take vacations to have fun and relax, others volunteer to help people in need. Volunteer programs build houses, help scientists do research, and provide education and health care. Prereading Preparation p. 20 Some students may be unfamiliar with the concept of volunteering, so it would be useful to give some examples. My friend Charlie volunteers to help the elderly with their taxes. He doesn’t get paid in money, but he gets a good feeling from being useful. Point out that volunteers help people without pay. They volunteer by choice and of their own free will; no one makes them do it. Your examples will help the class fill in the graphic organizer on page 20. Reproduce this chart on the board to accommodate all student ideas. This chapter deals with volunteer vacations, but a lot of volunteer activity goes on within the communities where people live. Note that students can volunteer too. For question 5, the motives for volunteering are similar whether in a foreign country on holiday or at home in your own community. Culture Notes In many places, people give some of their extra time to help other people. Sometimes these volunteers do this independently, but more often they work through an organization that coordinates the volunteers so people in need can benefit most from those who are willing to offer their time, skills, and services. Some of these organizations have become very well known internationally. For example, Doctors without Borders—known throughout the world as Médecins sans Frontières—received a Nobel Peace Prize in 1999. The organization coordinates the work of doctors, nurses, and other health specialists in more than 80 countries. Volunteers provide medical help to disaster areas in organizations such as the International Red Cross and Red Crescent. 3
Closer to home, many volunteer organizations provide a wide range of services. Big Brothers and Big Sisters are adults who help children and teenagers who need a good role model. For example, if a boy is fatherless, Big Brothers may find a man who is willing to spend time to mentor him. This volunteer would do some of the activities a father would normally do with a son. Other community volunteers help recent immigrants get used to life in the United States. Still other volunteers work with older people who need help in order to remain independent and live comfortably. In quite a few schools and colleges, students are expected to provide some community service as volunteers. A typical project would involve college students spending several hours a week tutoring students in an elementary school or working on environmental projects to benefit the whole community. In some universities, peer tutors who are good students offer to coach students who need extra help in certain subjects. Check to see if peer tutoring is available at your institution. Another Look: Who Volunteers? p. 31 Canada has a long tradition of volunteerism, including the founding of National Volunteer Week in 1943. Ask students if they know anyone who volunteers, or if they have ever volunteered. Allow time for discussion before reading the selection. Ask how common volunteering is in the students’ countries. See culture notes below for more on global volunteerism. Culture Notes Rates of volunteerism vary from nation to nation, but recent years have seen tremendous growth in numbers of organizations and volunteers. The Internet has had a profound impact on this growth, as people can easily access thousands of volunteer opportunities around the world. Follow-Up Activities p. 33 Find out more about National Volunteer Week. Enter the words in a search engine such as Google or Yahoo. When does it happen in your area? Check http://www.worldvolunteerweb.org/, the United Nations’ Web site, for information about International Volunteer Day and how it is celebrated around the world. Unit 1 Internet Resources As an additional or introductory activity to the Internet, have students type “volunteer vacations” in a search engine and explore some of the many links. Ask students to do this in pairs and have each pair come to class ready to report on a volunteer vacation that would be suitable for them.
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Unit 2: Family Life Chapter 3
p. 40–61
How Alike Are Identical Twins? Audio CD, Tracks 5 and 6 Identical twins are not very common. Scientists study them to understand their differences and similarities. Prereading Preparation p. 40 Before the students open their books, write the title of the chapter on the board. Underline the word “twin” and ask students the meaning. If they are unsure, or when they have given some answers, have them open their books to page 40 and look at the photograph. The first Prereading question can be done as a class. Try to elicit the meaning of “identical” by describing the two people as looking exactly the same. As a group, ask the students the second question. Write some answers on the board. After the students have completed the reading, check back to see if they were correct in guessing what the passage was about. Allow the students time to answer the third Prereading question individually. Then, as a class, review the answers. You can make a chart on the board listing the sentences that are true about identical twins and those that are not. For example: True statements about identical twins—a, c, e, g. Culture Notes Researchers in the areas of medicine and psychology are interested in studying identical twins, especially those who were raised apart. The purpose of this research is to try to understand the influence of environment and nature on a person’s personality. The “nature versus nurture” debate is a controversial topic in the United States today. People look to research to help clarify this issue. Another Look: Diary of a Triplet Father p. 54 This father has triplets! In his diary, he describes his busy life with his three children. Write the title of the second reading on the board before the students read the passage. Ask the students, “What are triplets?” “What is a ‘triplet father’?” Have the students look at the photograph on page 55 to be sure they understand what “triplet” means before they read. Culture Notes This father writes in his journal about raising his triplets. Multiple births are becoming more common in the United States because of medical advances such as fertility drugs. This father of three describes his children’s accomplishments from birth to age five, and talks about how they adjust to each other and to their family. Most people understand the work involved in caring for one baby, but this father gives his perspective on caring for the needs of three babies at once. Follow-Up Activities p. 57 For both Activities 1 and 2 in Exercise J, the students can write their lists of questions on the board when they are finished. As a group, decide which ten questions are the best for each activity.
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Chapter 4
p. 62–86
The Search for Happiness through Adoption Audio CD, Tracks 7 and 8 People adopt children for different reasons. However, they all love their adopted children, and want a happy life together. Prereading Preparation p. 62 Write the title of the chapter on the board and underline the word “Adoption.” Then ask the students to open their texts and look at the picture on the opening page of Chapter 4. Ask the students to describe the people in the picture. Specifically, try to elicit that one of the children does not look like the adults. Then ask if they think that child is an “adopted” child. Ask them to read question number 2 and think about the answer. Be sure that everyone agrees that the correct answer is (b). Questions number 3 and 4 may be done in pairs, or as a whole group activity. After the students have worked together with one or two classmates on question number 5, have some students write their answers on the board. Reasons why people adopt a child may include the following: they are not married, they cannot have children of their own, they want to help a child that needs them, etc. Reasons why people give up a child for adoption may include the following: they are not married, they are very poor, they cannot take care of a child, etc. Before the students read the article, you can give the students some background information on adoption in the United States using information from the following culture notes. Culture Notes In the United States, couples who are unable to have children of their own often adopt. In the United States, being adopted is not considered shameful, and most children know from the time they are very young that they have been adopted. Many Americans adopt children of different races and from different countries, or from different cultures within the United States. This passage describes the feelings of adopted children and adoptive parents concerning the question of whether or not adopted children should know or look for their biological parents. Currently, adoption records are often sealed in the United States. This makes it very difficult, but not impossible, for adoptees to search for their biological parents. There are agencies that will try to reunite adoptees with one or both birth parents, if all parties are in agreement. Another Look: Diary of an Adoptive Mother p. 77 A woman is adopting a child from another country. In her diary, she writes about her feelings, her hopes, and her dreams. Before the students read, use the culture notes below to tell them about international adoptions. Culture Notes Some Americans adopt children from other countries. This adoptive mother is trying to adopt a child from Russia. In her diary, she talks about how difficult the process is, and her feelings about adopting a child. Often, in an international adoption such as this one, the adoptive parents do not know exactly how long the process may take. They also may not know exactly when the child will arrive, in part because of the differences in bureaucratic procedures between the United States and the country the child is coming from.
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Follow-Up Activities p. 80 The chart in Exercise J, Activity 1 shows adoptions by age of adoptees that took place in the United States in 2002. The chart divides that number into the number of children adopted from within the United States, and the number of children adopted from other countries. Before the students complete the exercise, ask them simple questions to be sure that they understand the chart (for example, “Did Americans adopt a higher percentage of children under the age of one from within the U.S. or internationally?” and/or “At what age were a higher percentage of adoptees from within the U.S.?” The questions which follow the chart may be done individually, in pairs, or in small groups. When the students are finished, ask them to write their answers on the board. Answers to 1 (b) - (4) may include the following: It is hard to adopt American children in the United States, or They may want to raise a child from a different culture, etc. Unit 2 Internet Resources For a Chapter 4 Internet activity, have students use a search engine and type in the key words “adoption” or “international adoption.” Have students find interesting sites on adoption, or perhaps find some stories about families who adopt. Is adoption expensive? What countries can people adopt children from? What kinds of children are available for adoption? ______________________________________________________________________________
Unit 3: Technology in Our Everyday Lives Chapter 5
p. 88–107
Robots: The Face of the Future Audio CD, Tracks 9 and 10 People have been fascinated by the idea of robots even before they were first widely developed over fifty years ago. ASIMO is a modern robot that actually looks like a person, and can do some extraordinary things. Prereading Preparation p. 88 Use the culture notes below to introduce the prereading activities. Before students open their books, ask them, “What do you think makes something human or not human?” List some ideas on the board. Then ask if anyone has ever seen a robot. “What did it look like? What did it do?” Then have students open their books and look at the picture at the beginning of the chapter. Have students complete question 1 in their books, and then offer their ideas as you write them on the board. Questions 2 and 3 can be answered as a class. For question 4, continue the opening discussion, allowing other students to share their experiences. Then have students individually write their responses to question 5, and have volunteers share their lists. After the prereading activities have been completed, use the culture notes below to introduce the reading. Culture Notes Ever since machines first started performing the work of humans, we have had a new angle to consider in the debate on what is human. Science fiction literature has explored the
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question by developing “androids,” or very humanlike robots. The popular American TV series Star Trek: Next Generation included an android, Mr. Data, as a main character. Another Look: An Unusual Teacher p. 101 A scientist’s invention is helping out in a sixth-grade classroom in Japan. Before reading the passage, ask students if they think robots can replace teachers. Why or why not? Have them read the passage, and then ask if they have changed their minds. Use the culture notes below for further discussion ideas. Culture Notes According to a World Robotics survey in 2007, Asia has roughly 50 percent of the world’s robots, compared to 32 percent in Europe and 16 percent in North America. Different cultures have different attitudes towards robots, and how they should be used. Japan is one of the world’s leaders in robotics development, and the Japanese generally view robots as having a highly positive impact on society. However, in the West, the perspective is more cautious. Many Western cultures see robots as a threat to human culture. These cultural viewpoints will likely continue to evolve as advancements in robotics bring forth more issues to consider. Follow-Up Activities p. 103 Divide the class into two groups. Assign Exercise J, question 2 to one group, and question 3 to the other. Have each side prepare to debate the question of whether it is a good idea to have robots teach children. Allow each side to present their case within a limited time, and then have each side ask the other group questions to challenge their position. The instructor can declare a winner or a draw. ______________________________________________________________________________
Chapter 6
p.108–128
A New Way to Go Audio CD, Tracks 11 and 12 Electric scooters like the Segway are an efficient and economical way of traveling short distances. Dean Kamen, the inventor of the Segway, has also developed several other machines to help people. Prereading Preparation p.108 Although many students will not have seen a Segway yet, they are probably familiar with popular push scooters. Get a discussion going by asking about ways to quickly move around a city: walking, by bicycle, by motorcycle, by public transportation. What are some of the advantages and disadvantages of each? Make two columns on the board for each type of transport and list them as they are mentioned. Then ask if these same features apply in a more rural setting such as a town or village in the mountains that doesn’t have many good roads. In which situation would you be more likely to drive than walk or take public transport? Why? Would weather be a factor? Explain. Culture Notes For many years, children have enjoyed scooters, two-wheeled devices with handlebars and a flat platform on which you can stand. These are propelled by kicking or pushing with one 8
leg while the other leg stands on the platform. Once you get up to speed, you can rest the pushing leg on the platform too while you coast along, trying to keep your balance. In recent years, scooters have made a comeback with high-tech versions that are very light and run smoothly. Moving on a scooter is much faster and uses much less energy than walking, so people find them useful for traveling short distances. Although they were primarily used by children in the past, today some adults commute on scooters in the city. For the last 50 years, the term scooter has also been used for motor scooters, motorized vehicles similar to but less powerful than motorcycles. Also called mopeds, these scooters became a popular means of transport in warm countries where people could use them year-round. Vespas and Lambrettas are still common in Italy, Spain, and Southeast Asia, where they provide economical transportation. Recently, electric scooters have come on the market. Unlike gasoline motored scooters, they can be recharged and don’t cause pollution. Typically, they travel at 10 to 15 miles per hour and can travel about 15 miles before needing to be recharged. Like all scooters, they are faster than walking and more economical to operate than a car. Some of the same technology led to three- and four-wheel scooters that are primarily used to give handicapped people mobility. They are sometimes available in large grocery or department stores for customer use. Another Look: Young Inventors p. 120 Many organizations hold competitions to encourage young people to think innovatively and challenge their imaginations to come up with useful new inventions. Ask students, “What are some reasons that people invent things?” List their responses on the board, which may include: because there is a need, to try to make money, to express creativity, etc. Then to introduce the reading, ask, “How old do you have to be to invent something useful?” Have students write down their answer before reading and see if they guess as young as fifth grade. Follow-Up Activities p. 123 Have the class do a survey of how students get to or around campus. Be sure to include scooters on the list. Also ask how long it takes and how much it costs. How handicap-accessible is your campus? If someone in your class needed to use a motorized wheelchair, could it be done easily? Have students investigate how user-friendly your campus is. Perhaps they could make a map of routes that have taken wheelchairs into account. Unit 3 Internet Resources Recently, 6,000 Segways were recalled by the manufacturer because they tipped over when the batteries ran low. At about the same time, Segways were featured in the news because more police departments and airport personnel started to use them. Have students learn to find current news about a topic by typing the keyword “Segway” into http://news.google.com/ and then clicking on “news.” You might want to divide the class in half: one half looks for good news and the other half for bad news. Both groups will then report to the class on what they find. ______________________________________________________________________________
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Unit 4: Healthy Living Chapter 7
p.130–149
Improving Lives with Pet Therapy Audio CD, Tracks 13 and 14 Dogs have long been “man’s best friend.” Now, there is research showing that pets can actually improve your health and well-being. Pet therapy is one way people without a pet in their home can benefit from the love of an animal friend. Prereading Preparation p. 130 Write the title of the chapter on the board. Ask students what the word “therapy” means. What do they think “pet therapy” is? Before students open their books, ask how pets are viewed in their country. Use the culture notes below to begin discussion. Have students open their books to page 130 and complete the chart in question 1 with one or two partners. Did anyone mention a pet in their responses? Have them look at the photograph and ask how they think the man is feeling, and why. Then have students complete question 2 as a class, with a show of hands. Ask a few students to give their reasons for liking dogs and/or cats. Students may complete questions 3 and 4 in pairs or small groups. Then ask each pair or group to give one of their responses for question 4 and write them on the board. Culture Notes In American culture, dogs and cats are common as household pets, and are even viewed as a part of the family, but not all cultures view them similarly. In China, only recently have dogs become kept more commonly as pets. In many places dog meat is still eaten. In general, Muslims do not keep dogs as pets, as they are viewed as unclean. Latin American cultures embrace dogs as pets, and often keep birds, as well. Cats began their position of distinction in ancient Egypt, where they were revered and even worshipped. They also were quite useful, keeping vermin out of granaries and homes. While cats are common as pets in many cultures around the world, they also have historically been a source of food, and still are in some Asian cultures. Whether an animal is a beloved pet or a food source depends on the perspective and history of each culture. Another Look: A New Way to Relieve Student Stress p. 143 The University of Wisconsin is applying the idea of pet therapy to their students during final exam week. Before the students begin to read, ask how they relieve the stress of student life. List some ideas on the board. Then ask, “What are some study tips you have learned, especially when preparing for exams?” List them on the board as well. Do they think pets could play a role in helping them to handle stress? Read the article about the program at the University of Wisconsin, and then ask, “Do you think having the dogs brought to the library made students more interested in listening to the other study tips? Why?” Culture Notes Many American universities have developed extensive student support services to help students perform the best that they can. These services range from tutoring to mentoring to study skills workshops, and more. The “canine counselors” at the University of Wisconsin is one of the more innovative examples.
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Follow-Up Activities p. 145 Exercise J, activity 2 could be completed as a poster. Have students work in pairs to research the information a new pet owner would need on how to care for a particular type of pet or specific breed of dog. They can design a poster including needs for food, exercise, training, living space, and costs. Have students display their posters around the room, and allow time for them to read each others’ work.
Chapter 8
p. 150–174
A Healthy Diet for Everyone Audio CD, Tracks 15 and 16 What food is good for you? Some food can help you stay healthy, but some food can make you sick. Do you know which kinds of food to eat? Prereading Preparation p. 150 Write the chapter title on the board. Ask the students, “What is a healthy diet?” Then ask them to open the book, look at the photographs on page 150, and describe the two meals. Then ask, “Which meal is healthier?” and “Why?” After the students have finished Question 2 in pairs or small groups, have a few students write their answers on the board under the headings “Food That Is Healthy” and “Food That Is Not Healthy.” After the students have finished the reading, you can go back to this exercise to see if their answers are in agreement with the information in the passage. Questions 3 and 4 may be done as a whole class or in pairs, depending on how much time you have. Answers for both questions can also be written on the board. Some responses for healthy food suggestions in Question 4 may include: eat more fruits and vegetables, eat less fat, eat more fish, eat fewer desserts, etc. The reading itself may be introduced using information from the culture notes below. If available, bring in some food packages that have nutrition information on the labels. Culture Notes The United States Department of Agriculture (USDA) sets guidelines to help Americans plan a healthy diet. Doctors believe that diets high in fat and low in fruits, vegetables, and grains cause illnesses such as cancer and heart disease. In the United States, the Food Guide Pyramid is printed on some packaging, along with nutritional information about the food product itself. People in other countries who eat less fat and more fruits, vegetables, and grains have lower rates of cancer and heart disease, but when they come to the United States and change their diet, their risk of developing these diseases increases. Another Look: Why Do I Eat When I’m Not Hungry? p. 165 Sometimes people eat for other reasons besides hunger. However, there are steps you can take to avoid eating when you’re not hungry. To introduce the second reading, ask the students, “Why do you eat?” to elicit the response, “Because I’m hungry.” Then ask, “Do you sometimes eat when you are not hungry? Why?” Use the culture notes below for more information.
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Culture Notes Sometimes people eat when they’re not hungry, for example, when they’re bored, or when they watch TV. Because many people are concerned about diet and health, the writer offers some suggestions for what people can do instead of eating. Follow-Up Activities p. 168 Before the students begin Exercise J, Activity 1, be sure that they understand the food pyramid by asking general comprehension questions such as, “How many servings of (vegetables, meat, fruit, etc.) should you eat every day?” Then follow with questions such as “What is a serving of (milk, fruit, fish, etc.)?” The students’ answers will help you determine if they are ready to begin the task. Unit 4 Internet Resources Have students search the Internet using the key words “unusual pets” to find information on pets other than the most common animals (dogs, cats, birds, fish). Have students compile and share their lists of the most unusual animals kept as pets around the world. Alternatively, have students go to the USDA Web site (www.usda.gov) and research child nutrition programs. What kinds of programs are being implemented in an effort to build good eating habits early in life? Or, ask students to research statistics related to nutrition in the U.S. and present their findings. ______________________________________________________________________________
Unit 5: International Scientists Chapter 9
p. 176–196
Alfred Nobel: A Man of Peace Audio CD, Tracks 17 and 18 The world remembers Alfred Nobel for different reasons. He wanted to be remembered as a peaceful man. Prereading Preparation p. 176 Write the title of the chapter on the board and ask the students to open their books to page 176. Have them look at the photograph at the bottom of the page and read Question 1. Ask the students what they think the correct answer is and write their answers on the board. After the students have finished the reading, you can go back to this question to see how many students chose the best answer, (a). Question 2 may be done alone or in pairs. Answers may include: he was very rich, he was European, he invented dynamite/explosives, he established the Nobel Prize, etc. These answers may also be written on the board. Any incorrect guesses may be corrected after the students read the passage. Question 3 may be done as a whole group activity. Answers here may include: reasons Alfred Nobel established the Nobel Prize, Alfred Nobel’s life, etc. The reading itself may be introduced using the following culture notes as background information.
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Culture Notes Alfred Nobel was a famous scientist who invented dynamite. He hoped that dynamite would help countries build tunnels, bridges, dams, buildings, etc. more safely. Before Nobel invented dynamite, people generally used gunpowder, which was not as powerful. For a brief time between the use of gunpowder and Nobel’s invention of dynamite, people used nitroglycerine, which was very volatile (unstable) and, therefore, dangerous. Since dynamite was much safer than nitroglycerine and more powerful than gunpowder, it saved many lives. Even so, as a result of his invention, Nobel was thought of as a man of violence. In order to change his reputation, he decided that after his death his great wealth would be distributed to leaders in different fields, by establishing the Nobel Prize. Another Look: Choosing Nobel Prize Winners p. 189 It is a great honor to win a Nobel Prize. Different groups decide who the winners will be. Nobel Prize winners receive something else, too. This reading may be introduced by asking, “Who chooses or decides Nobel Prize winners?” or “How are Nobel Prize winners chosen?” Also, “Do people receive Nobel Prizes every year?” or “Are Nobel Prizes given out every year?” You can also use the following culture notes to introduce the reading using background information. Culture Notes The Nobel Prize winner for each category (for example, peace, chemistry, literature, etc.) is chosen by a separate committee. The procedure was established by Alfred Nobel. The members of each committee must agree unanimously on who the winner will be. If they cannot agree, no prize is given in that category for that year. Nobel Prize winners also receive a cash award and a plaque. Follow-Up Activities p. 191 For Exercise J, Activity 1, allow students time to discuss and decide upon their choice for a new Nobel Prize category. When all the groups are finished, they can take turns writing their new category on the board and giving a reason for their decision. At the end, have the students vote on the best new Nobel Prize category. For Activity 2, use the same procedure as suggested for Activity 1. When the groups are finished, have a member of each write the group’s decision on the board. They can also give a reason why they want to eliminate that particular category. Again, at the end have the students vote to decide which Nobel Prize category should be eliminated.
Chapter 10
p. 197–220
Marie Curie: A Twentieth-Century Woman Audio CD, Tracks 19 and 20 This great scientist was a very modern woman. She was the first woman to receive the Nobel Prize. Prereading Preparation p. 197 The Prereading questions can be done in pairs or as a whole group activity. In either case, allow the students time to complete questions 1, 2, and 3 before reviewing the answers. Then 13
write the answers on the board. If the students do not agree on the answer, you can do the following. For question 1, for example, write the number of students who believe the answer is (1), (2), or (3). After the students have finished reading the passage, go back to the board to see how many students “guessed” the correct answer, (2). This procedure can be done with any question when students disagree on an answer. You can also give some background information to the students before they begin to read the passage using the culture notes below. Culture Notes In the time that Marie Curie lived, women scientists were very uncommon. Marie Curie worked hard, alone at first, then later with her husband, at isolating the chemical elements radium and polonium (which she named in honor of her mother country, Poland). Although Marie Curie received two Nobel Prizes for her work, she was denied admission to the French Academy of Sciences because she was a woman. Sadly, constant exposure to radium caused her to become very sick and eventually die. Another Look: Irene Curie p. 212 The daughter of the famous scientist continued her mother’s work, and she also won a Nobel Prize. Ask if anyone can guess who Irene Curie is. Possible responses may include: Marie’s sister, daughter, cousin, etc. Use the culture notes below to introduce the second reading to the class. Culture Notes Irene was the older of Marie Curie’s two daughters. Part of her education was done by Marie Curie herself, who was unhappy with the schools in Paris at that time. Irene worked with her mother, and then with her husband, Frederic, who changed his own last name, Joliet, to JolietCurie. Irene and her husband won a Nobel Prize in 1935 for their work in synthesizing new radioactive elements. In 1938, Irene’s younger sister Eve wrote a famous biography of their mother. Follow-Up Activities p. 215 After the students have finished Exercise J, Activity 3, have a student from each small group write the group’s five discoveries on the board. Then, as a class, vote on which five discoveries (chosen from all) were the most important. Responses might include: oil, gold, fire, penicillin, etc. Unit 5 Internet Resources Alfred Nobel’s invention of dynamite changed the nineteenth century as well as the course of the twentieth century. Marie Curie and Albert Einstein both helped to change science and research in the twentieth century. What other discoveries did scientists make in the twentieth century? Have students enter the key words “twentieth century” or “twenty-first century” and the words “discoveries” or “inventions” in a search engine. Have students share findings with the class. Make a list of the discoveries or inventions on the board for possible student research. Discuss difficult or new vocabulary. Note: Students may come across health-related “miracle cures” or discoveries on Web sites that are not approved by medical professionals. You might find this a good opportunity to discuss what makes a reliable Web site. _____________________________________________________________________________ 14
Unit 6: The Earth’s Resources and Dangers Chapter 11
p. 222–245
Oil as an Important World Resource Audio CD, Tracks 21, 22, and 23 Oil is one of the world’s most useful natural resources. People use it in many different ways. Prereading Preparation p. 222 Write the title of the chapter on the board and ask the students, “What is oil?” to be sure that everyone understands. Then, have students look at the illustration at the bottom of the page. Tell them that this picture shows how oil is formed. After students have finished reading the passage on pages 224 and 225, ask them to write on the board other uses for oil for both of the categories that they learned about in the passage. You can give them more background information about the reading using information from the culture notes below. Question 1 can be done in pairs. Have the students write their answers for both categories (“Transportation” and “Home”) on the board. Then ask students to read the paragraph, “The Formation of Oil” on page 223, and complete the flowchart. When most students are finished, have someone draw the flowchart on the board and let the students compare their answers. Culture Notes Oil is used by people all over the world in many more ways besides heating their homes. Petroleum (oil) products, called petrochemicals, are used for everything from cosmetics to toys. Although for the time being there is enough oil for everyone, researchers are studying alternative energy sources, such as wind power, hydroelectric power, geothermal power, and nuclear power. Another Look: The Do It Homestead p. 237 The Collins family of Utah uses only solar energy. They run their home and their farm using energy from the sun. Ask the students if they know about other kinds of energy sources. Try to elicit “solar energy.” You can ask, “Do many people or businesses use solar energy? Why or why not?” Then, introduce the second reading using the culture notes below for background information. Culture Notes Solar energy is not widely used in the United States, although it is becoming much more popular as the technology is becoming more available and more affordable. The Collins family experimented with alternative energy sources until they settled on energy from the sun. Their goal was to become energy self-sufficient. Now, they write newspaper columns and teach an Internet course on solar energy to educate other Americans about this alternative energy source. Follow-Up Activities p.240 Before the students begin Exercise J, Activity 2 on page 241, ask them general questions about the graph to make sure they understand, such as, “What does this graph tell us?” or “What does this graph measure?” Then, have the students work alone or in pairs to answer the questions.
15
Chapter 12
p. 246–271
How Earthquakes Occur Audio CD, Tracks 24, 25, and 26 Earthquakes can be deadly, and scientists cannot predict them. We should understand them and learn how to protect ourselves when an earthquake occurs. Prereading Preparation p. 246 Write the title on the board and ask, “What is an earthquake?” to be sure that everyone understands. Questions 1 and 2 may be done as a whole group activity. Ask the students to read the paragraph “How Earthquakes Occur” and complete the flowchart. They may also use the illustration to help them complete the flowchart. When they are finished, have some students draw the completed flowchart on the board and check their answers. Before they begin the reading “How Earthquakes Occur,” use the culture notes below to give the students background information about earthquakes. You can also ask some general questions, such as, “Are there many earthquakes in the world?” “How do we know when an earthquake occurs in another country?” “Do many people die in earthquakes?” “How?” Culture Notes Earthquakes occur when the plates of the earth move in different directions. They can cause terrible destruction and death. Builders are making structures stronger in order to withstand the great forces of an earthquake. An increase in the number of earthquake measuring stations around the world gives us more information about earthquakes and where and how they happen. About 10,000 people die each year as a result of earthquakes. According to one study, between 1926 to 1950, earthquakes caused 350,000 deaths, and property damage losses of over 10 billion dollars. As cities around the world become larger, scientists predict that there will be even greater losses of life and property despite improved methods of detection and better warning systems. Another Look: A Survivor’s Story p. 261 An elderly woman who lived through the Kobe, Japan, earthquake describes this frightening event. Ask the students, “What do you think happens if you are in your home and there is an earthquake?” Then use the culture notes below to introduce the reading.
Culture Notes The Kobe earthquake of 1995 was extremely damaging. Hundreds of people were killed, buildings were destroyed, and businesses were devastated. This elderly woman survived the Kobe earthquake and describes what happened and her feelings about it. Follow-Up Activities p. 263 Before students begin Exercise J, Activity 1, ask them general questions to be sure that they understand the list. For example, “When was the earthquake in New Guinea?” “How many people died?”, etc. This activity should be done in pairs or in small groups. For Activities 3 and 4, the students should be encouraged to give reasons for their decisions. In Activity 3, they might explain why they moved the bed, etc. In Activity 4, question 4, for example, the students should state why you should not take the elevator during an earthquake. A possible response might be, “No, you should not take the elevator because it might not work and you could get stuck inside.” 16
Unit 6 Internet Resources After reading Chapter 12, have students enter the key word “earthquake” and the name of a country in an Internet search engine to research where earthquakes take place in countries of interest. You could also have them enter “earthquake” and the word “preparedness” to research earthquake safety. What information can you find that tells us about earthquakes and their dangers? How can we be better prepared for earthquakes? Where have large earthquakes happened this year?
17
Insights for Today Answer Key Unit 1: Today’s Travelers Chapter 1: A Family Sees America Together Prereading Preparation 1. c 2. b
p. 2
A. Fact-Finding Exercise p. 4 1. True 2. False—The Graham family met many friendly, helpful people. 3. False—Marlene wrote reports about their trip every day. 4. True 5. True B. Skimming and Scanning Exercise PART 1 Main Idea: b
p. 5
PART 2 Adult or child? Craig: adult Marlene: adult Courtney: child Collier: child What did he or she do before the trip? Craig: had a real estate business Marlene: owned a small newspaper Courtney: attended school Collier: We don’t know. What did he or she do during the trip? Craig: We don’t know. He probably drove the van. Marlene: Wrote reports about the family’s trip and put her writing on the Internet. Courtney: Kept a journal of her life on the road, and put her writing on the Internet. Collier: We don’t know. What did he or she say after the trip? Craig: Craig said that they all had a wonderful trip. Courtney: Courtney said that she missed her friends at school, but also enjoyed the trip very much. C. Reading Analysis 1. a. 1 b. 2 c. 1 2. a. 1 b. 1 c. 2 3. b 4. c 5. a. 1 b. 2
p. 6-7
18
D. Dictionary Skills 1. a. 2 b. 3 2. a. 1 b. 1
p. 7-8 3. a. 1 b. 1
E. Word Forms p. 8-9 1. interviewed (v.), interviews (n.) 2. plans (n.), planned (v.) 3. report (n.), reported (v.) 4. work (n.), worked (v.) 5. visits (n.), visited (v.) F. Vocabulary in Context p. 10 1. interview 2. travel 3. instead 4. plans 5. whole 6. helpful 7. owns 8. unusual G. Think About It p. 11 1. Answers will vary. Possible answers are: People wanted to know about the trip the Graham family took because it was an unusual trip and they were curious about it. People wanted to read about their trip and write to them. People wanted to meet them. People wanted to read about different places in the United States. 2. Answers will vary. Possible answers: Her teachers were probably not angry because Courtney learned so much about her own country, and she met a lot of people. H. Questions for Another Look p. 13 1. a. 1 b. 1 2. They visited the capitol building. Photographers from the ABC television station in Austin met the Grahams at the capitol and took some photographs of them looking around. 3. a, c, e, f 4. a I. Topics for Discussion and Writing Answers will vary.
p. 14
J. Follow-Up Activities 1. Answers will vary. 2. a. Route follows states in the order mentioned. b. 1, 3, 5
p. 14-15
19
K. Word Search
p. 16
L. Crossword Puzzle Across Answers 4. at 6. publish 7. unusual 19. yet 21. interview 25. dream
p. 17-18 8. have 27. nice
Down Answers 1. up 2. classmates 3. is 5. travel 15. experience 16. but 18. Internet
10. journal 28. put
12. birthplace
17. business
7. us 9. no 11. across 13. instead 14. at 20. yes 22. to 23. van 24. we 26. me
M. Grammar Cloze Quiz p. 19 1. her 2. She 3. they 4. her or their 5. their 6. they 7. her 8. she 9. They 10. their _____________________________________________________________________________
Chapter 2: Volunteer Vacations Prereading Preparation p. 20-21 1. Answers will vary, but may include “People who help” or “People who work without receiving money.” 2. Answers will vary. 3. Building a house 4. Answers will vary. 5. Answers will vary, but may include “Because they want to make a difference” or “Because they enjoy helping people.”
20
A. Fact-Finding Exercise p. 23 1. False—Volunteer vacations are fun and helpful. 2. True 3. True 4. False—Earthwatch gets volunteers to help scientists do research in many places around the world. 5. True 6. False— Volunteers are not paid. 7. True 8. False—Volunteer vacations are usually for only two weeks. B. Skimming and Scanning Exercise PART 1 Main Idea: b
p. 24
PART 2 Habitat for Humanity What do they do? Build homes for the poor Where do they work? In the United States and all over the world How long is a volunteer vacation? Two weeks How much does it cost? About $1,200 Earthwatch What do they do? Get volunteers to help scientists do research in many places Where do they work? Around the world How long is a volunteer vacation? Two weeks How much does it cost? About $1,800 without airfare Cross-Cultural Solutions What do they do? Help to bring health care and education to many people Where do they work? China, Ghana, India, Peru, and Russia How long is a volunteer vacation? About three weeks How much does it cost? Prices begin at $1,900 without airfare C. Reading Analysis 1. a. 1 b. 2 2. c 3. a 4. b 5. b 6. a. 3 b. 1
p. 25-26
D. Dictionary Skills 1. a. 1 b. 1 2. a. 1 b. 1
p. 26-27
E. Word Forms p. 27-28 1. education (n.), educate (v.) 2. locate (v.), locations (n.) 3. construction (n.), construct (v.) 4. organization (n.), organizes (v.) 5. doesn’t solve (v.), solutions (n.) F. Vocabulary in Context p. 29 1. dormitory 2. former 3. volunteer 4. construct 5. vacation 6. healthy 7. skill 8. research G. Think About It Answers will vary.
p. 30
H. Another Look p. 31-32 1. b 2. a 3. Volunteer Canada, an organization in Canada 4. 1. Senior citizens: Have a lot of free time 2. College graduates: Can get skills and experience before they find a job 3. New immigrants: Get work experience and can improve their English and French skills 21
I. Topics for Discussion and Writing Answers will vary.
p. 33
J. Follow-Up Activities Answers will vary.
p. 33
K. Word Search
p. 34
L. Crossword Puzzle Across Answers 1. construct 5. vacation 8. research 13. education 14. volunteers
p. 35-36
Down Answers 2. skills 3. countries
4. manatee
M. Grammar Cloze Quiz 1. a 2. A 3. the 4. an 13. the 14. A 15. an
5. a
9. former
6. location
6. the/a 7. an
10. solution
7. dormitory
8. the
9. The
11.organizations
12. airfare
10. the
p. 36-37 11. a 12. the
Unit 1 Discussion Answers will vary. 22
Unit 2: Family life Chapter 3: How Alike Are Identical Twins? Prereading Preparation 1. Answers will vary. 2. Answers will vary. 3. a, c, e, g
p. 40
A. Fact-Finding Exercise p. 42-43 1. True 2. False—They never lived together. 3. False—Scientists understand twins better when they study twins who grew up separately. 4. False—John and Buell Fuller were not separated at birth and they grew up together. 5. True 6. True B. Skimming and Scanning Exercise PART 1 Main Idea: c
p. 43-44
PART 2 1. Names: Twins who grew up together: John and Buell Fuller Twins who grew up apart: Jim Springer and Jim Lewis 2. Similarities between them: John and Buell Fuller wear identical clothes and work together. They both like to confuse people. Jim Springer and Jim Lewis were both married twice. Their first wives were both named Linda, and their second wives were both named Betty. Both twins named their first sons James Allan, drove Chevrolets, and had dogs named Toy. 3. a. The University of Minnesota studies twins who did not grow up together. b. They studied 350 sets of identical twins. c. These twins were studied so scientists could understand the connection between environment and biology. 4. Personality characteristics such as friendliness, shyness, and fears may be inherited. C. Reading Analysis p. 44-48 1. a. 3 b. 2 c. 1 2. a 3. b 4. b 5. a. Jim Springer and Jim Lewis b. 1 6. a. 2 b. 2 7. a. sets b. environment c. 4 8. a. friendliness, shyness, fears b. the phrase “such as” indicates examples will follow c. 2 9. a. Extrasensory Perception: the ability to feel something that people cannot feel with the five senses. b. There is a number after ESP that means the reader should look at the bottom of the page for an explanation. c. 2 10. a. identical twin brothers b. 2 11. sure D. Dictionary Skills 1. a. 1 b. 2 2. a. 3 b. 1
p. 48-49 3. a. 2 b. 2
E. Word Forms p. 50-52 PART 1 1. close (adj.), closeness (n.) 2. sure (adj.), sureness (n.) 3. openness (n.), open (adj.) 4. friendly (adj.), friendliness (n.) 5. shyness (n.), shy (adj.)
23
PART 2 1. influence (n.), influence (v.) 2. fears (n.), fears (v.) 3. doesn’t work (v.), work (n.) 4. telephone (n.), telephones (v.) 5. experiences (v.), experiences (n.) F. Vocabulary in Context p. 52-53 1. coincidence 2. both 3. concentrate 4. close 5. uncertain 6. identical 7. environment 8. curious G. Think About It p. 53-54 1. Identical twins who did not grow up together are the same biologically, but had a different environment. If there are similarities between them, they are probably inherited. 2. Answers will vary. H. Questions for Another Look Birth to Six Months 3. The parents wrote down feeding times and how much each baby ate. 5. The parents wrote down diaper changes. 9. The parents marked all toys, clothes, and bottles with a different color.
p. 56
Six Months to Four Years 2. The triplets had their own language. 4. It was hard for the parents to get used to all the equipment. 7. The triplets touch and taste everything. 8. The triplets had their own names for each other. 10. Each triplet wants what the other one has. School Age 1. The triplets each went to different kindergarten classes. 6. Homework lasted a long time because they had different assignments. 11. Homework time became easier in second grade because the triplets needed less help. I. Topics for Discussion and Writing Answers will vary.
p. 57
J. Follow-Up Activities Answers will vary.
p. 57
24
K. Word Search
p. 58
L. Crossword Puzzle
p. 59-60
Across Answers 1. before 5. coincidence 9. both 11. curious 12. among 17. inherited 19. identical 21. uncertain 23. researchers 27. behind
13. on 14. down 16. at 24. below 26. under
Down Answers 2. over 3. with 4. personality 5. close 6. concentrate 7. environment 8. separate 10.against 15. between 18. influence 20. similar 22. from 25. out 27. by M. Grammar Cloze Quiz 1. they 2. them 3. They 4. they 5. they 6. his 10. Their 11. their 12. their 13. they 14. them
7. him
p. 61 8. he or they 9. them
______________________________________________________________________________
Chapter 4: The Search for Happiness through Adoption Prereading Preparation 1. Answers will vary. 2. b 3. Answers will vary. 4. c 5. Answers will vary.
p. 62-63
25
A. Fact-Finding Exercise p.65-66 1. True 2. False—Some people adopt babies of different races. 3. False—Most adopted children know they are adopted. 4. False—It is difficult for adopted children to find their birth parents. 5. True 6. False—He does not want to look for her. 7. True B. Skimming and Scanning Exercise PART 1 Main Idea: a
p. 66-67
PART 2: Child Care Experts: I don’t know. Jake: No. “Maybe she (my biological mother) would be awful and I would be disappointed.” Carla: I don’t know. Carla has mixed feelings. Maybe her biological mother has a whole new way of life and doesn’t want to know about her past. Sue: Yes. Adopted children need to know where they come from and about their medical history. C. Reading Analysis p. 67-71 1. a. 1 b. 2 c. 2 d. 3 2. a 3. a. 1 b. 2 c. 3 d. 2 4. a 5. a. 1 b. birth parents and natural parents c. 1 d. 2 e. documents f. 2 g. 3 6. a. 1 b. 1 7. a. 3 b. 1 8. a. 3 b. 1 c. 2 9. a. 2 b. 1 c. 1 D. Dictionary Skills 1. a. 1 b. 2 2. a. 1 b. 1
p. 72-73 3. a. 2 b. 1
E. Word Forms p. 73-75 PART 1 1. plans (n.), plans (v.) 2. care (n.), care (v.) 3. records (n.), does not record (v.) 4. search (v.), search (n.) 5. worries (n.), does not worry (v.) PART 2 1. decides (v.), decisions (n.) 2. does not react (v.), reactions (n.) 3. does not protect (v.), protection (n.) 4. adopts (v.), adoption (n.) 5. does not inform (v.), information (n.) F. Vocabulary in Context 1. infants 2. in fact 3. confidential 7. decided 8. adopted
4. worthwhile
5. even though
p. 76 6. protected
G. Think About It Answers will vary.
p. 77
H. Questions for Another Look 1. The writer is the adoptive mother.
p. 79 2. c
3. b 4. b 5. a
I. Topics for Discussion and Writing Answers will vary.
p. 79-80
J. Follow-Up Activities 1. a. 1. 40% 2. 3% 3. 45% 4. 55% b. 1. 17,438 2. 2004 3. 1998 4. Answers will vary. 2. Answers will vary. 3. Answers will vary.
p. 80-82
26
K. Word Search
p. 83
L. Crossword Puzzle
p. 84-85
Across Answers 1. its 5. Adopt 7. reaction 18. adoptees 19. sealed
8. Naturally 21. couple
Down Answers 1. infants 2. decide 3. his 11. search 13. birth parents
4. confidential 14. documents
12. beforehand 22. their
15. race 23. very
6. our 9. yes 10. worthwhile 17. her 20. your 21. care
M. Grammar Cloze Quiz 1. their 2. them 3. They 4. I 5. I 6. my 7. I 11. Her 12. my 13. I 14. She 15. she 16. her 20. I 21. her 22. my 23. she 24. me 25. I Unit 2 Discussion. 1.–2. Answers will vary.
16. now
p. 86 8. I 9. I 17. she 18. I
10. she 19. I
p. 86
27
Unit 3: Technology in Our Everyday Lives Chapter 5: Robots: The Face of the Future Prereading Preparation Answers will vary.
p. 88-89
A. Fact-Finding Exercise p. 90-91 1. False—ASIMO can conduct an orchestra. 2. True 3. False—Most robots look like machines. 4. True 5. False—People over 65 years old do not work. 6. True 7. True B. Skimming and Scanning Exercise PART 1 Main Idea: a
p. 91-92
PART 2 Places where people use robots: Home. What they do there: They wash, sweep, and vacuum the floor. They help take care of senior citizens, and do some of their work. Factories. What they do there: They do uninteresting jobs, such as packaging food or assembling cars. They do dangerous work, too. Other places. What they do there: They can conduct an orchestra at a concert. On a field, they can kick a soccer ball. C. Reading Analysis 1. a. 2 b. 3 c. 3 2. a. 3 b. 3 3. a. 1 b. 2 c. 3 4. b 5. b D. Dictionary Skills 1. a. (v.) 3 b. 1 2. a. 1 b. 3
p. 92-94 6. a. 2 b. 1 7. b 8. c p. 95
3. a. 1 b. 2
E. Word Forms p. 96-98 PART 1 1. amazement (n.), amazed (v.) 2. developed (v.), developments (n.) 3. equipment (n.), equipped (v.) 4. didn’t replace (v.), replacement (n.) 5. announced (v.), announcements (n.) PART 2 1. designs (v.), designs (n.) 2. packages (v.), package (n.) 3. don’t work (v.), work (n.) 4. guides (n.), guide (v.) 5. shapes (n.), shape (v.) F. Vocabulary in Context p. 98-99 1. announced 2. replace 3. equipped 4. assemble 5. recognize 6. amazed 7. design 8. senior citizens G. Think About It Answers will vary.
p. 99-100
28
H. Questions for Another Look 1. a. Sava can call the attendance list. b. Sava can ask students to “Please be quiet.” c. Sava can look sad, angry, surprised, or scared. 2. b 3. Answers will vary.
p. 102
I. Topics for Discussion and Writing Answers will vary.
p. 102
J. Follow-Up Activities Answers will vary.
p. 103
K. Word Search
p. 104
L. Crossword Puzzle Across Answers 1. up 5. conduct 6. was 9. senior 17. assemble 21. recognize 22. me
p. 105-106
Down Answers 2. packaging 3. shaped 4. equipment 12. work 13. replace 16. robot M. Grammar Cloze Quiz 1. in 2. of 3. In 4. of 5. In
10. factories 23. go
14. announcement 15. no 24. he 25. designed
7. development 18. single
6.of 7. over 8. of
9. of
8. Boy 11. concert 19. are 20. home
10. in 11. by
p. 107 12. of 29
Chapter 6: A New Way to Go Prereading Preparation 1. One person 2–5. Answers will vary. 6. b 7. Answers will vary.
p. 108-109
A. Fact-Finding Exercise p. 111 1. False—It uses only ten cents of electricity a day. 2. True 3. True 4. False—Electric scooters are useful for short distances. 5. True 6. False—The new wheelchair is helpful for doctors and patients. 7. False—The Segway scooter travels 15 miles per hour. B. Skimming and Scanning Exercise PART 1 Main Idea: c
p. 112
PART 2 Segway What is the invention? Segway Who is it helpful for? Post office workers and police officers Why is it helpful? They are cheaper than cars and faster than walking. Wheelchair What is the invention? Wheelchair Who is it helpful for? People who cannot walk Why is it helpful? It can climb curbs, “walk” up stairs, travel over rocks and sand, and raise itself up. C. Reading Analysis p. 113-114 1. b 2. a. 1 b. to the left, forward, any way 3. a. 1 b. 2 4. 1. They only use a little electricity. 2. They do not cause air pollution. 5. a. 3 b. 1 6. c 7. a D. Dictionary Skills 1. a. 1 b. 1 2. a. 1 b. 1
p. 114-115
E. Word Forms p. 115-117 PART 1 1. does not work (v.), work (n.) 2. travels (v.), Travel (n.) 3. control (v.), control (n.) 4. help (n.), helps (v.) 5. causes (n.), do not cause (v.) PART 2 1. inventions (n.), invent (v.) 2. do not pollute (v.), pollution (n.) 3. discusses (v.), discussion (n.) 4. add (v.), additions (n.) 5. direct (v.), directions (n.) F. Vocabulary in Context p. 118 1. encourage 2. uses 3. control 4. patients 5. directions 6. invented 7. device 8. pollution G. Think About It Answers will vary.
p. 119-120
30
H. Questions for Another Look 1. Inventor’s Name: + Jonathan Edwards * Ryan Patterson # Michael Torrey > Jonathan Ioviero
p. 122
Invention: + Step Ramp * Sign Language Translator # Miniature Hydroelectric Power Plant > “Light Searcher” What does it do? + Stairs that flatten down into a ramp * Translates sign language into words on a small computer screen # Uses water to charge batteries > Finds lights that are on in an empty room and turns the lights off Who can use it? + People who need to move heavy objects up stairs, people in wheelchairs * People who are deaf # People who use batteries > People who are concerned about the environment 2. Answers will vary. I. Topics for Discussion and Writing Answers will vary.
p. 122
J. Follow-Up Activities Answers will vary.
p. 123
31
K. Word Search
p. 124
L. Crossword Puzzle Across Answers 3. post office 4. difficult 5. backwards 13. useful 16. discuss 18. patients
p. 125-126
Down Answers 1. left 2. pollution 15.cheap 17. skin
4. doctors
M. Grammar Cloze Quiz 1. in 2. to 3. with 4. by Unit 3 Discussion Answers will vary.
5. brakes
5. through
8. invent 9. school 10. raise
6. cities 7. police
6. up
7. over
11. states
8. up
9. on
12. environment
14. pounds
p. 127 10. up p. 128
______________________________________________________________________________
32
Unit 4: Healthy Living Chapter 7: Improving Lives with Pet Therapy Prereading Preparation Answers will vary.
p. 130-131
A. Fact-Finding Exercise p. 133 1. False—People who have pets often feel healthier than people who don’t have pets. 2.False- Snowball is a six-year-old cat. 3. True. 4. True. 5. False—Volunteers from “Paws to Read” bring dogs to schools and libraries. 6. True. B. Skimming and Scanning Exercise PART 1 Main Idea: b
p. 134
PART 2 1. Name of the group: CENSHARE (Center to Study Human/Animal Relationships and Environments) Group’s purpose: CENSHARE researches how pets affect people. Result: The researchers found that pet owners often have low rates of heart disease, and don’t have high blood pressure. The researchers also found that some people actually lower their blood pressure by watching fish in a tank, or by listening to the sounds of birds. 2. Name of the group: Paws and Hearts Group’s purpose: It is a volunteer organization that brings animals to nursing homes, hospitals, and senior centers. Result: The patients feel calmer, and have less physical pain. 3. Name of the group: Paws to Read Group’s purpose: Volunteers bring dogs to schools and libraries so children can sit with the dogs and read stories to them. Result: Reading to the dogs often improves the children’s reading skills as well as their selfconfidence. Then the children feel more sure of themselves and can read aloud more easily and clearly. C. Reading Analysis p. 134-136 1. a. 1 b. 1 c. 3 d. 2 2. a. 1 b. 2 3. a. 2 b. 1 c. 3 d. 5 4. a. 1 b. 3 c. more sure of themselves D. Dictionary Skills 1. a. 1 b. 3 2. a. 2 b. 2
p. 137 3. a. 1 b. 3
E. Word Forms p. 138-140 PART 1 1. stressful (adj.), stress (n.) 2. painful (adj.), pain (n.) 3. help (n.), helpful (adj.) 4. powerful (adj.), power (n.) 5. use (n.), useful (adj.)
33
PART 2 1. answers (v.), answer (n.) 2. volunteers (n.), don’t volunteer (v.) 3. visits (n.), visit (v.) 4. need (n.), don’t need (v.) 5. returns (v.), return (n.) F. Vocabulary in Context 1. aloud 2. For instance 7. stressful 8. powerful
3. instead
4. effective
5. self-confidence
G. Think About It Answers will vary.
p. 140-141 6. therapy
p. 141-142
H. Questions for Another Look p. 143-144 1. It’s a stressful week for the students because they are preparing for their final exams. 2. The dogs help the students to feel less stress. 3. a. The counselor advised the students to take short study breaks. b. The counselors advised the students to get enough sleep and not to drink a lot of coffee. c. The counselor advised the students, “Try not to worry so much.” (Another possible answer: The counselor advised the students, “Ask your friends and family for their assistance.”) 4. a I. Topics for Discussion and Writing Answers will vary. J. Follow-Up Activities 1. a. dog/cat b. dog/cat c. cat K. Word Search
p. 144
p. 145 d. dog
2. Answers will vary. p. 146
34
L. Crossword Puzzle
p. 147-148
Across Answers 2. effective 4. answer 5. adults 15. stress 17. blood 20. return
7. have 8. calm 9. very 21. volunteer 24. powerful
Down Answers 1. research 3. instance 6. useful 18. owner 19. did 22. therapy
11. visit 23. well
M. Grammar Cloze Quiz 1. In 2. to 3. of 4. on (or in) 11. by 12. to 13. of
5. on (or in)
13. painful 25. need
6. of
7. of
10. fact 12. up 25. nursing 27. instead
14. no 26. pet
8. on
16. schools 28. so p. 149 9. by 10. in
_____________________________________________________________________________
Chapter 8: A Healthy Diet for Everyone Prereading Preparation p. 150-151 1. Answers will vary. 2. Answers will vary, but should use chart. 3. Answers will vary. 4. Answers will vary. A. Fact-Finding Exercise p. 153 1. True 2. True 3. True 4. False—Most Japanese eat a lot of grains. 5. False—There is a low rate of cancer and heart disease in Japan. 6. True 7. False—It is very important for children to have a healthy diet. 8. False—Children usually eat the same food as their parents. 9. False— Doctors believe that eating fruits and vegetables can prevent disease. B. Skimming and Scanning Exercise PART 1 Main Idea: a
p. 154-155
PART 2 Answers will vary, but should include the following: American Diet: A lot of red meat, high fat, small amounts of fruits, vegetables, and grains. Effects of Diet on Health: Americans have a high rate of cancer and heart disease. Japanese Diet: Very little meat, a lot of fish, fruits, vegetables, and grains. Effects of Diet on Health: Japanese in Japan have the lowest rate of cancer and heart disease. USDA Diet Recommendation: Using the food pyramid as a guide, eat a lot of fruits, vegetables, and grains, and a smaller amount of red meat and oils. C. Reading Analysis p. 156-159 1. a. 1 b. 3 2. a. type b. 1 c. 1 3. a. The United States Department of Agriculture b. The information is at the bottom of the page c. footnote d. 1. meat (beef, fish, chicken) e. 1 2. dairy (milk, yogurt, cheese) 3. grains (bread, cereal, rice) 4. fruit (apples, oranges, etc.) 5. vegetables (carrots, broccoli, etc.) 6. fat, oils 4. a. 2 b. 1 c. 1 5. a. 2 b. 1 c. 2 d. hamburgers and ice cream e. 3 6. a. 1 b. 3 c. 2 7. a. 3 b. 1 8. a. 2 b. 1 9. a. 2 b. 1 c. 3 d. 2
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D. Dictionary Skills 1. a. 2 b. 2 2. a. 1 b. 1
p. 160 3. a. 1 b. 2
E. Word Forms p. 161-163 PART 1 1. improvements (n.), improve (v.) 2. does not agree (v.), agreement (n.) 3. encourages (v.), encouragement (n.) 4. develop (v.), development (n.) 5. do not enjoy (v.), enjoyment (n.) PART 2 1. does not research (v.), research (n.) 2. increases (v.), increase (n.) 3. taste (n.), do not taste (v.) 4. changes (n.), does not change (v.) 5. causes (n.), causes (v.) F. Vocabulary in Context p. 163-164 1. Not surprisingly 2. Unfortunately 3. In contrast 4. prevent 5. In fact 6. suggest 7. In order to 8. confuse G. Think About It Answers will vary.
p. 164-165
H. Questions for Another Look p. 166-167 1. b 2. a. I’m bored. b. It tastes good. c. I have a lot of stress. d. TV makes me want to eat. e. I’m really thirsty. 3. Answers will vary, but may include: Take a walk, exercise, read a book, drink water. I. Topics for Discussion and Writing Answers will vary.
p. 167
J. Follow-Up Activities Answers will vary.
p. 168-171
36
K. Word Search
p. 171
L. Crossword Puzzle
p. 172-173
Across Answers 4. research 5. consequently 7. no 10. off 11. moreover 12. healthy 14. prevent 17. up 19. improvements 20. yes 22. disease 23. top Down Answers 1. is 2. daily 3. kind 15. dairy 16. confused
5. Cancer 6. unfortunately 18. are 21. meat 22. diet
8. or
10. Fruit
13. grains
13. groups
M. Grammar Cloze Quiz p. 174 1. too much, a lot of, large amounts of 2. a lot of, too much, large amounts of 3. a small amount of, fewer 4. a high rate of 5. a lot of, large amounts of, more 6. very little, a small amount of, less 7. a very low rate of, less 8. more 9. less 10. fewer Unit 4 Discussion Answers will vary.
p. 174
______________________________________________________________________________
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Unit 5: International Scientists Chapter 9: Alfred Nobel: A Man of Peace Prereading Preparation 1. a 2. Answers will vary.
p. 176-177 3. Answers will vary.
A. Fact-Finding Exercise p. 179 1. False—Alfred Nobel did not want people to remember him as the “Dynamite King.” Or, Alfred Nobel wanted people to remember him as a man of peace. 2. False—Alfred Nobel died in 1896. 3. True 4. True 5. False—Men and women can receive a Nobel Prize. 6. False—In 1895, Andree planned an expedition to the North Pole. B. Skimming and Scanning Exercise PART 1 Main Idea: c
p. 179-180
PART 2 Accomplishment: He invented dynamite. Reason: He invented dynamite to save lives. Many countries needed a safe, powerful explosive to build railroads, tunnels, dams, and roads. Result: People thought he was “The Dynamite King” and a salesman of death. Accomplishment: He established the Nobel Prize. Reason: He wanted to find the best way for people to use his fortune after his death. He wanted to honor leaders in different fields. Result: People remember him as a man of peace. C. Reading Analysis p. 180-182 1. a. 2 b. 1 c. 2 2. b 3. c 4. c 5. a. 2 b. 1 c. 3 6. c 7. a. It is a legal paper that states how a person wishes his or her possessions to be distributed after his or her death. b. There is a number after Last Will and Testament that means the reader should look at the bottom of the page for an explanation. c. footnote 8. a. 2 b. physics, chemistry, medicine, literature 9. error D. Dictionary Skills 1. a. 1 (adjective) b. 3 2. a. 2 (verb)
p. 183-184 b. 1 3. a. 1 (noun) b. 2 4. a. 1 (verb) b. 2
E. Word Forms p. 185-186 PART 1 1. instructed (v.), instructions (n.) 2. invented (v.), inventions (n.) 3. construction (n.), did not construct (v.) 4. inspired (v.), inspiration (n.) 5. did not continue (v.), continuation (n.) PART 2 1. announced (v.), announcement (n.) 2. did not excite (v.), excitement (n.) 3. amazed (v.), amazement (n.) 4. statements (n.), stated (v.) 5. establishment (n.), did not establish (v.) F. Vocabulary in Context p. 187 1. field 2. However 3. fortune 4. amaze 5. mistake 6. disturb 7. all the same 8. honor G. Think About It Answers will vary.
p. 188
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H. Questions for Another Look p. 190 1. False 2. Answers will vary, but should include a reference to World War II, which interrupted the awarding of Nobel Prizes. 3. No prize is given out for that field that year. 4. Answers will vary, but may include the following: The awards are given for recent contributions and are not awarded for contributions of years past. I. Topics for Discussion and Writing Answers will vary.
p. 191
J. Follow-Up Activities Answers will vary.
p. 191-192
K. Word Search
p. 193
L. Crossword Puzzle
p. 194-195
Across Answers 1. we 2. his 4. nationality 12. explosive 16. award
5. remember 17. violence
7. our 9. Dynamite 11. weapons 19. fortune 21. mistake
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Down Answers 1. will 2. headline 3. invent 14. sure 15. construct 18. he
6. my 8. upset 20. him
M. Grammar Cloze Quiz 1. read 2. was 3. had 4. thought 10. wrote 11. was 12. were 13. read
9. dangerous
5. made 6. were 14. became
10. field
7. read
13. peace
p. 196 8. had 9. knew
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Chapter 10: Marie Curie: Nobel Prize Winner Prereading Preparation p. 197-198 1. a. 2 b. 3 c. 1 2. Answers will vary, but should include b, c, or d. 3. Answers will vary. A. Fact-Finding Exercise p. 200 1. True 2. False—Marie Curie was born in Poland. 3. False—Marie Curie went to the Sorbonne in Paris. 4. True 5. True 6. True 7. False—She was the first woman to receive the Nobel Prize. 8. True 9. False—She did not want to earn a lot of money. B. Skimming and Scanning Exercise PART 1 Main Idea: b
p. 201
PART 2 1. 1891—Curie went to Paris to begin her education. 2. 1893—Curie passed her physics examination, first in her class. 3. 1895—Curie married Pierre. 4. 1898—The Curies discovered two new elements that gave off radiation. 5. 1903—Curie became the first woman to receive a doctor of science degree from the Sorbonne. 6. 1903—Curie became the first woman to receive the Nobel Prize for physics. 7. 1906—Pierre Curie died. 8. 1910—Curie isolated radium. 9. 1911—Curie received the Nobel Prize for chemistry. 10.1934—Marie Curie died. C. Reading Analysis p. 202-205 1. a. 4 b. 3 c. 1 2. a. 2 b. 1 c. 3 3. b 4. a. 2 b. 1 c. 1 5. a. 2 b. 3 6. a. They are invisible, high-energy forms of light that can pass through many solid objects. b. There is a number after X-ray that means the reader should look at the bottom of the page for an explanation. c. footnote 7. a. 1 b. 3 8. a 9. polonium and radium 10. a 11. a. 1 b. 2 c. 2 d. 1 12. b 13. a. 2 b. 3 D. Dictionary Skills 1. a. 2 b. 2 2. a. 2 b. 1
p. 206-207 3. a. 1 b. 3
4. a. 1 b. 2
40
E. Word Forms p. 208-209 PART 1 1. occurrences (n.), did not occur (v.) 2. existence (n.), existed (v.) 3. did not persevere (v.), perseverance (n.) 4. assistance (n.), assisted (v.) 5. did not assure (v.), assurances (n.) PART 2 1. great (adj.), greatness (n.) 2. happiness (n.), happy (adj.) 3. short (adj.), shortness (n.) 4. near (adj.), nearness (n.) 5. ill (adj.), illnesses (n.) F. Vocabulary in Context p. 210 1. In spite of 2. perseverance 3. occurred 4. constant 5. once 6. tragic 7. assured 8. exposure G. Think About It Answers will vary.
p. 211
H. Questions for Another Look p. 213 1. Irene studied along with nine other students in their own school. Marie Curie was one of her teachers. 2. Irene met her husband at the Curie Institute, where she worked. 3. b 4. Answers may include: They both won Nobel Prizes. They both worked very hard. They both believed that family life was very important. They both died of exposure to radiation. I. Topics for Discussion and Writing Answers will vary.
p. 214
J. Follow-Up Activities Answers will vary.
p. 215
K. Word Search
p. 216
41
L. Crossword Puzzle Across Answers 6. tragic 8. unfortunately 11. support 12. me 13. discovery 18. hit 20. elements 22. no 23. Exposure 26. finally
p. 217-218
14. put
Down Answers 1. accomplishment 2. interruption 3. gone 4. run 5. perseverance 9. radioactive 10. lost 15. lent 16. dangerous 19. One 21. shown
17. illness
7. award 24. up 25. all
M. Grammar Cloze Quiz p. 219 1. her 2. she 3. her 4. her 5. she 6. she 7. her 8. she 9. her 10. her 11. she 12. He 13. they 14. They 15. their 16. They 17. They 18. their 19. his 20. her 21. He 22. she Unit 5 Discussion Answers will vary.
p. 220
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Unit 6: The Earth’s Resources and Dangers Chapter 11: Oil as an Important World Resource Prereading Preparation p. 222 1. Answers will vary, but may include: Transportation: cars, airplanes; and Home: heating, lighting. 2. (1) Plants and animals lived and died. (2) When they died, they were covered by mud. (3) Bacteria broke down the organic remains. (4) Over thousands of years, more plants and animals died and were covered by more mud. (5) The heat and pressure changed the organic material into oil and natural gas. A. Fact-Finding Exercise p. 225-226 1. True 2. False—Crude oil needs to be cleaned. 3. True 4. False—Kerosene is lighter than asphalt. Or, asphalt is heavier than kerosene. 5. True 6. False—Petrochemicals have many medical uses. 7. True B. Skimming and Scanning Exercise PART 1 Main Idea: c
p. 226-227
PART 2 Uses of Petroleum Housing: natural gas to heat our homes and to cook with; furniture; furniture fabrics; carpeting; paint and wallpaper Clothing: clothes are made from synthetic fibers such as rayon, nylon, polyester, Orlon, Dacron, and acetate; clothing is even made from used plastic containers Personal Uses: shampoo; lipstick; hand lotion Medical Uses: vitamins; some prescription drugs; aspirin and synthetic pain relievers such as acetaminophen; cold medicines and drugs that help some people breathe more easily Transportation: asphalt to pave roads and parking lots 42
Other Uses: lubricating oil to grease machines and other objects with moving parts; plastic containers; detergent for washing dishes and cleaning clothes; children’s toys; gasoline, kerosene, and diesel oil provide fuel for cars, motorcycles, trucks, airplanes, and ships; car and truck bodies are made of hundreds of pounds of petrochemical products; tires are synthetic rubber; seat covers are vinyl; traffic lights, road signs, and the painted lines on roads are petrochemical products. C. Reading Analysis p. 228-230 1. a. oil b. 2 c. 3 d. water 2. a. 2 b. 3 c. clean d. There is a comma and the phrase “or” after the word “clean” which indicates that a synonym is coming up. 3. a. petroleum products b. 3 4. a. wool, cotton, and wood b. 1 5. a. 2 b. 1 6. a. 3 b. 1 7. b 8. a. 3 b. 2 D. Dictionary Skills p. 231-232 1. a. 1 b. 2 2. a. 1 (adjective) b. 1 3. a. 1 b. 3 4. a. 3 (adjective) b. 1 5. a. 2 b. 2 E. Word Forms p. 233-235 PART 1 1. does not produce (v.), production (n.) 2. prescriptions (n.), don’t prescribe (v.) 3. don’t transport (v.), transportation (n.) 4. lubricates (v.), lubrication (n.) 5. add (v.), addition (n.) PART 2 1. grease (n.), greases (v.) 2. don’t heat (v.), heat (n.) 3. processes (n.), process (v.) 4. fuel (v.), fuel (n.) 5. supply (v.), supply (n.) F. Vocabulary in Context p. 235-236 1. fuel 2. substance 3. impure 4. process 5. adequate 6. synthetic 7. as well as 8. Next to G. Think About It p. 236-237 1. Answers will vary. Possible answers are: coal for heating and power; water for drinking, cooking, and for hydroelectric power; lumber (wood) for heating and building; minerals, such as iron, copper, gold for pipes and machinery. 2. Answers will vary. One possible answer is that people had to cut down trees for wood-burning stoves to heat their homes and for cooking. 3. Answers will vary. Other sources of energy are hydroelectric power, solar energy, wind power, and nuclear energy, for example. H. Questions for Another Look p. 238-239 1. The Collinses run their home and farm on solar energy. 2. b 3. Answers will vary. The article states that some people want to use energy sources that are safer for the environment. Other people may want to save money. Other people may not want to be dependent on power companies. 4. Charlie and Fran understand that if they wanted to get anything done, they had to “DO IT” themselves. 5. d I. Topics for Discussion and Writing Answers will vary.
p. 239
J. Follow-Up Activities 1. Answers will vary. 2. a. the Middle East b. Europe c. North America d. 3
p. 240-241
43
K. Word Search
p. 242
L. Crossword Puzzle
p. 243-244
Across Answers 1. lipstick 4. key 6. run 7. lubricate 17. test 18. detergent 19. too 24. substance 25. win 26. wash Down Answers 2. impure 3. is 14. petroleum 26. we
11. synthetic 20. for 27. yet
13. say 14. Petrochemicals 21. grease 23. asphalt 28. toys
4. Kerosene 5. plastic 8. boy 9. can 15. hydrocarbons 16. cars 19. top
M. Grammar Cloze Quiz 1. were 2. are 3. are 4. is 5. are
10. lightest 20. fibers
12. he 22. refine
p. 245 6. is
7. was
8. are
9. is 10. are
______________________________________________________________________________
Chapter 12: How Earthquakes Occur Prereading Preparation p. 246 1. Answers will vary. Most earthquakes occur in Japan, China, the west coasts of North and South America, and the Middle East, but they can occur everywhere. 2. The Earth’s plates slide over hot, melted rock. The plates move slowly in different directions. The difference in motion causes the rocks to break. This is an earthquake. Earthquakes happen in different ways. (1) In some areas 44
of the Earth, the plates move apart. (2) Earthquakes also take place inside plates throughout the world. (3) In other places, plates push directly against each other, and one plate moves down under the other plate. (4) The plates are sliding past one another in other regions of the world. A. Fact-Finding Exercise p. 249 1. True 2. False—More people were killed in the Kobe earthquake. 3. False—The number of earthquakes has decreased. 4. True 5. True 6. False—We can protect ourselves from earthquakes. B. Skimming and Scanning Exercise PART 1 Main Idea: a
p. 250
PART 2 Northridge Number of injuries: 5,000 Number of deaths: 61 Cost of damage: millions of dollars Kobe Number of injuries: many thousands Number of deaths: 5,500 Cost of damage: $150 billion U.S. dollars Ways to reduce the possibility of earthquake damage: Design structures such as buildings, dams, and bridges that can resist earthquakes. C. Reading Analysis p. 251-254 1. a. 1 b. 2 c. 2 d. 1 e. 2, 3, 5, 6 2. b 3. a. 3 b. 2 4. a. It locates and measures earthquakes. b. 1 5. a. 2 b. 3 c. 1 6. a. 3 b. 3 c. 2 7. a. 3 b. 2 D. Dictionary Skills 1. a. 1 (noun) b. 1
2. a. 1 (verb)
b. 3
3. a. 4 (noun)
b. 3
p. 254-256 4. a. 2 (verb) b. 2
E. Word Forms p. 257-259 PART 1 1. move (v.), movement (n.) 2. place (v.), placements (n.) 3. announcements (n.), don’t announce (v.) 4. measure (v.), measurements (n.) 5. requirement (n.), require (v.) PART 2 1. fear (n.), fears (v.) 2. changes (n.), don’t change (v.) 3. breaks (v.), break (n.) 4. damage (n.), damage (v.) 5. designs (n.), doesn’t design (v.) F. Vocabulary in Context p. 259-260 1. In reality 2. requirement 3. survive 4. calculate 5. predict 6. surface 7. statistics 8. As a result G. Think About It p. 260 1. Answers will vary. Possible answers include: people like where they live and are willing to risk experiencing an earthquake. Perhaps they have no choice; they cannot live anywhere else. 2. Answers will vary.
45
3. Answers will vary. Other natural disasters include tornadoes (cyclones), hurricanes (typhoons), floods, tidal waves (tsunamis). H. Questions for Another Look p. 262 1. b 2. Because the earth was moving, the ground was breaking, and buildings were falling. 3. All the windows were broken and the roof had fallen in. In the kitchen, most of the dishes lay in small pieces all across the floor. 4. They will probably continue to live in Kobe because they love the city and don’t want to leave it. I. Topics for Discussion and Writing Answers will vary.
p. 262
J. Follow-Up Activities 1.
p. 262-266
2. a. Sumatra-Andaman Islands b. Sumatra-Andaman Islands c. So many people were killed there because of the high intensity of the earthquake. d. Answers will vary, but may include: The intensity of the earthquake, the number of people living there, the location of the earthquake, etc. 3. b. Answers will vary. They may include: take the mirror off the wall over the bed; remove heavy objects from the bookshelves next to the window; move the bed away from the window; move the chest of drawers further away from the bedroom door; take the lamp off the top of the chest of drawers; take the heavy picture off the wall next to the window. 4. a. Yes b. No c. Yes d. No e. Yes f. Yes g. Yes h. No i. No j. Yes 46
K. Word Search
p. 267
L. Crossword Puzzle
p. 268-269
Across Answers 6. undetectable 8. instead 19. predict 22. structures
11. ranks 23. state
14. on 26. can
15. estimated 17. earthquake 18. for 27. survive 28. why
Down Answers 1. sun 2. seismograph 3. act 4. damage 5. add 7. yes 9. statistics 10. decreased 12. slid 13. injuries 16. threat 20. intensity 21. surface 22. so 24. have 25. are M. Grammar Cloze Quiz 1. The 2. a 3. The 4. the 5. The 11. An 12. the 13. the 14. the 15. the Unit 6 Discussion Answers will vary.
6. a 7. an 8. The 9. The 16. The 17. the 18. the 19. a
p. 270 10. an 20. the p. 271
47
Insights for Today Chapter Tests
48
Name___________________________________________
Date____________________
Chapter 1 Test—A Family Sees America Together Information Recall Read the passage on page 3 again. Then answer the following questions. Do not look back at the passage. 1. Describe the Graham family. ______________________________________________________________________________ ______________________________________________________________________________ 2. What did the Graham family do? ______________________________________________________________________________ ______________________________________________________________________________ 3. Where did the Graham family go? ______________________________________________________________________________ ______________________________________________________________________________ 4. How long did the trip take? ______________________________________________________________________________ ______________________________________________________________________________ 5. How did American school children follow the Grahams’ trip? ______________________________________________________________________________ ______________________________________________________________________________ Vocabulary Cloze Complete the passage with words from the list. Use each word only once. experiences friendly
homes school
signed states
together trip
unusual work
The Graham family of Wichita, Kansas, did something very (1) ______________last year. Mr. and Mrs. Graham did not go to (2) ______________, and their children did not go to (3) ______________. Instead, Craig and Marlene Graham and their children, Courtney, 12, and Collier, 4, traveled (4) ______________ in a van and drove across America for a whole year. The Graham family started their (5) ______________ on July 4. They visited big cities and small towns in all the 50 (6) ______________. The Grahams had many wonderful (7) ______________. Many people were very (8) ______________ and helpful to them. Some people invited the Graham family to stay in their (9) ______________ with them. Everyone (10) ______________ their “guest book.” PHOTOCOPIABLE. Copyright © Heinle, a part of Cengage Learning.
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Name___________________________________________
Date____________________
Chapter 2 Test—Volunteer Vacations Information Recall Read the questions first. Then read the passage on pages 21 and 31 again. Close your book and answer the questions without looking at the passage. 1. What is a volunteer? ______________________________________________________________________________ ______________________________________________________________________________ 2. How long is a volunteer vacation? ______________________________________________________________________________ ______________________________________________________________________________ 3. Name three volunteer organizations and tell what they do. ______________________________________________________________________________ ______________________________________________________________________________ 4. How many people take part in National Volunteer Week each year? ______________________________________________________________________________ ______________________________________________________________________________ 5. What kinds of people volunteer and why? ______________________________________________________________________________ ______________________________________________________________________________ Vocabulary Cloze Complete the passage with words from the list. Use each word only once. former dormitories
volunteer locations
construct skill
citizens immigrants
relax begin
research need
When most people go on vacation, they want to (1) ______________ and have fun. Some people want more from their vacation so they (2) ______________ to help with projects. Perhaps they have useful training or a special (3) ______________ that they can use to help other people. In other cases, they learn as they go along. Organizations like Habitat for Humanity build houses for poor people. Many people working together can (4) ______________ houses more quickly than a few people working alone. For ten years, the (5) ______________ President of the United States, Jimmy Carter, has given a week of his time to help Habitat for Humanity in several different (6) ______________ throughout the world. In other countries, vacation volunteers help out with scientific (7) ______________. They often work on environmental projects. Costs for a two-week vacation (8) _____________at $1,800 because instead of hotels, volunteers stay in (9) ______________. Of course the lowest cost volunteer vacation is in your own town or city. There are many people who would like some help. Perhaps you could help (10) ______________ who have recently arrived from other countries to learn English. PHOTOCOPIABLE. Copyright © Heinle, a part of Cengage Learning.
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Name___________________________________________
Date____________________
Chapter 3 Test—How Alike Are Identical Twins? Information Recall Read the passage on page 41 again. Then answer the following questions. Do not look back at the passage. 1. How do the Fuller brothers confuse people? Why? ______________________________________________________________________________ 2. How are Jim Springer and Jim Lewis similar? ______________________________________________________________________________ 3. a. Who did the researchers at the University of Minnesota study? ______________________________________________________________________________ b. Why? ______________________________________________________________________________ c. What did the researchers discover? ______________________________________________________________________________ 4. What kind of ESP experience did Donald and Louis Keith have? ______________________________________________________________________________ Vocabulary Cloze Complete the passage with words from the list. Use each word only once. close concentrating
environment identical
influences inherited
instance personality
similarities together
Scientists want to know what (1) ______________ personality. They study pairs of (2) ______________ twins who grew up in different surroundings, like Jim Springer and Jim Lewis. These twins help scientists understand the connection between (3) ______________ and biology. Researchers at the University of Minnesota studied 350 sets of identical twins who did not grow up (4) ______________. They discovered many (5) ______________ in their personalities. Scientists believe that (6) ______________ characteristics such as friendliness, shyness, and fear are not a result of environment. These characteristics are (7) ______________. Some pairs of identical twins say that they have ESP experiences. For (8) ______________, some twins say that they can feel when their twin is in pain or in trouble. Twins also seem to be closer and more open to each other’s thoughts and feelings than other brothers and sisters. For example, Donald and Louis Keith are (9) ______________ in this way. The Keiths are identical twins. Donald says that by (10) ______________ very hard, he can make Louis telephone him. PHOTOCOPIABLE. Copyright © Heinle, a part of Cengage Learning.
51
Name___________________________________________
Date____________________
Chapter 4 Test—The Search for Happiness through Adoption Information Recall Read the passage on page 63 again. Then answer the following questions. Do not look back at the passage. 1. Do all people adopt the same type of children? Explain your answer. ______________________________________________________________________________ ______________________________________________________________________________ 2. Is it easy for adoptees to find their birth parents? Why or why not? ______________________________________________________________________________ ______________________________________________________________________________ 3. Does Jake want to find his biological mother? Why or why not? ______________________________________________________________________________ ______________________________________________________________________________ 4. Does Carla want to find her biological mother? Why or why not? ______________________________________________________________________________ ______________________________________________________________________________ 5. Does Sue think it’s a good idea for adoptees to find their birth parents? Why or why not? ______________________________________________________________________________ ______________________________________________________________________________ Vocabulary Cloze Complete the passage with words from the list. Use each word only once. adopted decision
even fact
however past
information mixed
protect sealed
Most adopted children know that they are (1) ______________. Psychologists and child care experts generally think this is a good idea. (2) ______________, many adopted children, or adoptees, have very little (3) ______________ about their biological mother and father. As a matter of (4) ______________, it is often very difficult for adoptees to find out about their birthparents because the birth records of most adoptees are usually (5) ______________. The information is confidential, so no one can see it. Sealed documents (6) ______________ both adoptees and their natural parents. The (7) ______________ to search for birthparents is a difficult one to make. Most adoptees, like Carla, have (8) ______________ feelings about finding their biological parents. (9) ______________ though adoptees do not know about their (10) ______________ or their natural parents, they do know that their adoptive parents want them, love them, and will care for them. PHOTOCOPIABLE. Copyright © Heinle, a part of Cengage Learning.
52
Name___________________________________________
Date____________________
Chapter 5 Test—Robots: The Face of the Future Information Recall Read the passage on page 89 again. Then answer the following questions. Do not look back at the passage. 1. What is ASIMO? What can it do? ______________________________________________________________________________ ______________________________________________________________________________ 2. What jobs did scientists first develop robots to do? ______________________________________________________________________________ ______________________________________________________________________________ 3. How is ASIMO different from the earliest robots? ______________________________________________________________________________ ______________________________________________________________________________ 4. What is one reason Japan is interested in developing robots? ______________________________________________________________________________ ______________________________________________________________________________ 5. What tasks does the robot developed by the American company iRobot do? ______________________________________________________________________________ ______________________________________________________________________________ Vocabulary Cloze Complete the passage with words from the list. Use each word only once. assembling climb
developing factories
help person
recognize robots
senior sweep
Scientists began (1) ______________ robots over 50 years ago. The first jobs robots were used for were in (2) ______________, doing uninteresting, repetitive jobs such as (3) ______________ cars or packaging food. They also often did dangerous jobs. These (4) ______________ looked like machines, not people, but today there is a robot named ASIMO, who looks more like a (5) ______________. ASIMO can kick a ball, run, and (6) _____________ stairs. It is also has the ability to (7) ______________ and remember people. In Japan, they are developing robots very quickly. Over 20 percent of their population is over 65, and these robots will be able to do some of their work, as well as help care for these (8) ______________ citizens. An American company, iRobot, has developed a robot that can even (9) ______________ you around the house. For example, it can (10) ______________, wash, or vacuum your floor! PHOTOCOPIABLE. Copyright © Heinle, a part of Cengage Learning.
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Name___________________________________________
Date____________________
Chapter 6 Test—A New Way to Go Information Recall Read the questions first. Then read the passages on pages 109 and 120 again. Close your book and answer the questions without looking at the passages. 1. What is a Segway? Describe it. ______________________________________________________________________________ ______________________________________________________________________________ 2. What are some advantages of Segways? ______________________________________________________________________________ ______________________________________________________________________________ 3. Name two other devices that Dean Kamen has invented. ______________________________________________________________________________ ______________________________________________________________________________ 4. Why are there contests for young inventors? ______________________________________________________________________________ ______________________________________________________________________________ 5. Name two student inventions that save energy. ______________________________________________________________________________ ______________________________________________________________________________ Vocabulary Cloze Complete the passage with words from the list. Use each word only once. invention devices
usefully curbs
patients direction
forwards helpful
pollute discuss
invented backwards
Inventors create new things, but they aren’t just interested in making something new. Inventors like Dean Kamen create (1) ______________ that are (2) ______________ to people in solving problems in their everyday lives. For example, he (3) ______________ a special machine to give medicine to sick (4) ______________ in hospitals. He also figured out how to make a wheelchair that could climb (5) ______________ on the edges of streets. This wheelchair can also walk up stairs and rise up to the height of a standing person. Policemen and postal workers would say that Kamen’s best (6) ______________ is the Segway, an electrical scooter. The Segway can go both straight ahead or (7) ______________ and also (8) ______________. When the rider wants to change (9) ______________, all he or she has to do is lean left or right and them machine’s computers understand which way to turn. Best of all, since the Segway is electric and can be recharged, it doesn’t (10) ______________ the air. One policeman said it’s a “clean, mean machine.” He thinks it’s a great way to do his job. PHOTOCOPIABLE. Copyright © Heinle, a part of Cengage Learning.
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Name__________________________________________Date____________________ Chapter 7 Test—Improving Lives with Pet Therapy Information Recall Read the passage on page 131 again. Then answer the following questions. Do not look back at the passage. 1. In what ways does having a pet affect a person’s health and emotional well-being? ______________________________________________________________________________ ______________________________________________________________________________ 2. What kinds of pets can have this effect? ______________________________________________________________________________ ______________________________________________________________________________ 3. Why do researchers think having a pet has this effect? ______________________________________________________________________________ ______________________________________________________________________________ 4. What is “Paws and Hearts,” and what do they do? ______________________________________________________________________________ ______________________________________________________________________________ 5. What is “Paws to Read,” and what do they do? ______________________________________________________________________________ ______________________________________________________________________________ Vocabulary Cloze Complete the passage with words from the list. Use each word only once. animal disease
founded healthier
hospitals improved
listening lonely
pressure therapy
Research shows that having a pet can help make you (1) ______________ and happier. Research by CENSHARE (Center to Study Human/(2) ______________ Relationships and Environments) shows that people with pets often feel calmer and less (3) ______________, and have lower rates of heart (4) ______________ and high blood pressure. Calming activities like watching fish in a tank or (5) ______________ to the sounds of birds can even lower a person’s blood (6) ______________. The group “Paws and Hearts” was (7) ______________ by Richard Waxman to enable people in nursing homes, (8) ______________, and senior centers to visit with loving dogs. This is known as “pet (9) ______________,” and it has many of the same benefits as having a pet in your home. “Paws to Read” is another program that brings dogs to schools and libraries so children can read to them, resulting in (10) ______________ self-confidence and reading skills. PHOTOCOPIABLE. Copyright © Heinle, a part of Cengage Learning.
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Name___________________________________________
Date____________________
Chapter 8 Test—A Healthy Diet for Everyone Information Recall Read the passage on page 151 again. Then answer the following questions. Do not look back at the passage. 1. Do Americans have a high rate of cancer and heart disease? Why or why not? ______________________________________________________________________________ ______________________________________________________________________________ 2. Do the Japanese have a high rate of cancer and heart disease? Why or why not? ______________________________________________________________________________ ______________________________________________________________________________ 3. What sometimes happens when Japanese people move to the United States? Why does this happen? ______________________________________________________________________________ ______________________________________________________________________________ 4. What is happening to the disease rates in Cuba, Mauritius, and Hungary? Why is this happening? ______________________________________________________________________________ ______________________________________________________________________________ 5. What effects can eating fruits and vegetables have on some diseases? What effects can eating meat have? ______________________________________________________________________________ ______________________________________________________________________________ Vocabulary Cloze Complete the passage with words from the list. Use each word only once. advise affects
develop fruit
habits hand
healthy instance
parents prevent
A healthy diet is important for children as well as adults. When adults have poor eating (1) ______________, their children usually do, too. After all, children eat the same way as their parents. When (2) ______________ eat healthy food, the children will learn to enjoy it, too. Then they will (3) ______________ good eating habits. Doctors (4) ______________ parents to give their children healthier snacks such as (5) ______________, vegetables, and juice. Everyone wants to live a long, (6) ______________ life. We know that the food we eat (7) ______________ us in different ways. For (8) ______________, doctors believe that fruit and vegetables can actually (9) ______________ many different diseases. On the other (10) ______________, animal fat can cause disease. By improving our diet, we can enjoy many years of healthy living. PHOTOCOPIABLE. Copyright © Heinle, a part of Cengage Learning.
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Name___________________________________________ Date____________________ Chapter 9 Test—Alfred Nobel: A Man of Peace Information Recall Read the passage on page 177 again. Then answer the following questions. Do not look back at the passage. 1. When Alfred Nobel read the newspaper on April 13, 1888, why did he become upset? ______________________________________________________________________________ ______________________________________________________________________________ 2. How did Nobel become rich? ______________________________________________________________________________ ______________________________________________________________________________ 3. What were some uses of dynamite? ______________________________________________________________________________ ______________________________________________________________________________ 4. Did Nobel believe that dynamite could stop wars? Why or why not? ______________________________________________________________________________ ______________________________________________________________________________ 5. How did Nobel decide what he wanted people to do with his fortune after his death? ______________________________________________________________________________ ______________________________________________________________________________ Vocabulary Cloze Complete the passage with words from the list. Use each word only once. announced dangerous
disturbed explosive
headline mistake
nationality peace
violence words
The (1) ______________ in the newspaper (2) ______________ the death of Alfred Nobel on April 13, 1888. The reporter called him “The Dynamite King,” because he had invented this powerful (3) ______________. In fact, Alfred Nobel’s dynamite business had made him a very rich man. The newspaper story also gave Alfred Nobel’s age, (4) ______________, and other information about his business. However, the (5) ______________ “The Dynamite King” were all that the 55-year-old Swedish man read. Alfred Nobel sadly put down the newspaper. No, he wasn’t dead—his brother Ludwig had died the day before, and the French newspaper had made a (6) ______________. All the same, Alfred Nobel was very (7) ______________. Was this the way the world was going to remember him? He did not like that idea at all. He had spent his life working for (8) ______________ in the world. He hated (9) ______________ and war. He had invented dynamite to save lives—lives that were lost because other explosives were (10) ______________ to use. He wanted people to remember him as a man of peace. PHOTOCOPIABLE. Copyright © Heinle, a part of Cengage Learning.
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Name___________________________________________
Date____________________
Chapter 10 Test—Marie Curie: A Twentieth-Century Woman Information Recall Read the passage on page 198 again. Then answer the following questions. Do not look back at the passage. 1. How old was Marie Curie when she went to study in Paris? Why did she start her education so late? ______________________________________________________________________________ ______________________________________________________________________________ 2. Where did Marie Curie meet her husband? How were Marie and Pierre similar? ______________________________________________________________________________ ______________________________________________________________________________ 3. What scientific research did the Curies do? ______________________________________________________________________________ ______________________________________________________________________________ 4. What elements did the Curies discover? What did they receive as a result of their discovery? ______________________________________________________________________________ ______________________________________________________________________________ 5. What was the biggest accomplishment of Marie Curie’s life? What were some others? ______________________________________________________________________________ ______________________________________________________________________________ Vocabulary Cloze Complete the passage with words from the list. Use each word only once. accident accomplishment
closely exposure
field health
heartbroken illness
occurred perseverance
The Curies continued to work (1) ______________ together until a tragic event (2) ______________. On a rainy day in April, 1906, Pierre was killed in a street (3) ______________. Marie was (4) ______________, but she continued working. Then, in 1910, she isolated radium. It was the biggest (5) ______________ of Marie Curie’s career. Over the years, Marie’s constant (6) ______________ to radiation continued to destroy her (7) ______________. She died on July 4, 1934, from an (8) ______________ caused by her life’s work: radium. Marie Curie’s life had been one of hard work, (9) ______________, and self sacrifice. Professionally, she made important discoveries and achieved greatness in her (10) ______________. PHOTOCOPIABLE. Copyright © Heinle, a part of Cengage Learning.
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Name___________________________________________ Date____________________ Chapter 11 Test—Oil as an Important World Resource Information Recall Read the passage on page 224 again. Then answer the following questions. Do not look back at the passage. 1. Why is oil a valuable natural resource? ______________________________________________________________________________ ______________________________________________________________________________ 2. When oil is first taken from the ground, it has to be refined. Why? ______________________________________________________________________________ ______________________________________________________________________________ 3. What are two uses for natural gas? ______________________________________________________________________________ ______________________________________________________________________________ 4. How is life different today with oil than it was in the past without oil? ______________________________________________________________________________ ______________________________________________________________________________ 5. What are some petrochemical products that we use every day? ______________________________________________________________________________ ______________________________________________________________________________ Vocabulary Cloze Complete the passage with words from the list. Use each word only once.
clean essential
fact ground
heat impure
modern products
resource separates
We may not realize it, but oil is an (1) ______________ part of our everyday lives. Oil, which is usually called petroleum, is a valuable world (2) ______________ because of the many useful (3) ______________ that are manufactured from it. In (4) ______________, petroleum is the most important substance we use in (5) ______________ society, next to food. When petroleum first comes out of the (6) ______________, it is called crude oil. This oil is (7) ______________. In other words, it is dirty, and people need to (8) ______________, or refine, it. First, the oil goes into a furnace to (9) ______________ it. When the oil is heated, it (10) ______________ into lighter and heavier parts. PHOTOCOPIABLE. Copyright © Heinle, a part of Cengage Learning.
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Name___________________________________________ Date____________________ Chapter 12 Test—How Earthquakes Occur Information Recall Read the passage on page 246 again. Then answer the following questions. Do not look back at the passage. 1. This passage describes two terrible earthquakes. In what city or region and country did each earthquake occur? ______________________________________________________________________________ ______________________________________________________________________________ 2. Are there more earthquakes today than there were in the past?
Yes / No
3. Why do we have more information now about where earthquakes occur? ______________________________________________________________________________ ______________________________________________________________________________ 4. Can scientists predict earthquakes?
Yes / No
5. What can people do to protect against possible earthquake damage? ______________________________________________________________________________ ______________________________________________________________________________ Vocabulary Cloze Complete the passage with words from the list. Use each word only once. additional because
communication decreased
ever earthquakes
locate reality
undetectable wonder
Earthquake statistics are very frightening. Many people (1) ______________ if the number of earthquakes is increasing. In (2) ______________, the number of earthquakes has actually (3) ______________ in recent years. However, (4) ______________ of improved world (5) ______________, people receive more news and information than (6) ______________ before. For example, in the last 20 years, we have been able to (7) ______________ more earthquakes yearly because there are more seismograph, or earthquake measuring, stations in the world. These (8) ______________ stations help seismological centers to locate many small (9) ______________ which were (10) ______________ years ago. PHOTOCOPIABLE. Copyright © Heinle, a part of Cengage Learning.
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Insights for Today Chapter Tests Answer Key Chapter 1 Test—A Family Sees America Together Information Recall Answers will vary, and may include: 1. The Graham family includes father and mother, Craig and Marlene, and their two children, Courtney, age 12, and Collier, age 4. 2. The Graham family quit their jobs, sold their house, and took a trip across the country in a van for a year, home schooling their children along the way. 3. The Graham family visited all fifty states in the U.S. 4. The trip took one year. 5. American school children followed the Grahams on their Web site, where the family posted information and stories from their trip. Vocabulary Cloze 1. unusual 2. work 3. school 4. together 5. trip 6. states 7. experiences 8. friendly 9. homes 10. signed Chapter 2 Test—Volunteer Vacations Information Recall Answers will vary, and may include: 1. A volunteer is someone who helps others without being paid. 2. A volunteer vacation is usually two to three weeks. 3. Habitat for Humanity: volunteers build homes for people who cannot afford them. Earthwatch: volunteers help scientists do research to benefit the planet. Cross-Cultural Solutions: volunteers help bring health care and education to many people. 4. About six million people participate in National Volunteer Week. 5. All kinds of people volunteer: senior citizens, because they have time after retirement; college graduates, to gain skills and experience; recent immigrants, to help improve their language skills and help them find jobs. Vocabulary Cloze 1. relax 2. volunteer 3. skill 4. construct 5. former 6. locations 7. research 8. begin 9. dormitories 10. immigrants Chapter 3 Test—How Alike Are Identical Twins? Information Recall Answers will vary, and may include: 1. The Fuller twins like to tell people they are the other brother. They think it is funny that people can’t tell them apart.
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2. They each married twice, and their wives had the same names. They named their sons the same first and middle name, drove the same kind of car, and had dogs with the same name. 3. a. The university studied 350 sets of identical twins who did not grow up together. b. They wanted to see whether personality characteristics are inherited or are a result of environment. c. They discovered many similarities in the twins’ personalities. 4. Donald can make Louis call him by concentrating very hard. Vocabulary Cloze 1. influences 2. identical 3. environment 4. together 5. similarities 6. personality 7. inherited 8. instance 9. close 10. concentrating Chapter 4 Test—The Search for Happiness through Adoption Information Recall Answers will vary, and may include: 1. No. Some people adopt infants, while others adopt older children. Some people adopt children of the same race or ethnicity, while others adopt children of a different race or ethnicity than their own. 2. No. It is not easy for adoptees to find their birth parents because the records are usually confidential. This protects both adoptees and the birth parents. 3. Jake does not want to find his birth mother because he does not want to be disappointed. 4. Carla is unsure about finding her birth mother because she doesn’t know what her reaction might be. 5. Sue believes adopted children should find their birth parents when they’re ready in order to feel more complete, to learn about where they came from, and to find out about their medical history. Vocabulary Cloze 1. adopted 2. However 3. information 4. fact 5. sealed 6. protect 7. decision 8. mixed 9. Even 10. past Chapter 5 Test—Robots: The Face of the Future Information Recall Answers will vary, and may include: 1. ASIMO is a robot that looks like a person, and can kick a ball, run, climb stairs, and even conduct an orchestra. 2. Scientists first developed robots to do uninteresting jobs in factories, or dangerous jobs. 3. ASIMO is able to remember and recognize people, and it looks like a person. 4. Japan wants to develop robots to take over some of the work of the many older people in their society who are no longer able to work, and also to help take care of the growing number of senior citizens. 5. It can sweep, wash, or vacuum your floors. Vocabulary Cloze 1. developing 2. factories 3. assembling 4. robots 5. person 6. climb 7. recognize 8. senior 9. help 10. sweep
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Chapter 6 Test—A New Way to Go Information Recall Answers will vary, and may include: 1. The Segway is an electric scooter that you control with your body movements. 2. They are cheaper than cars, and faster than walking. They use very little energy, and they can help some workers do their work more easily. 3. He has invented a method of giving medicine through the skin, and a new kind of wheelchair that can climb stairs and travel over different kinds of terrain. 4. Contests for young inventors encourage students to use their imagination. 5. The Miniature Hydroelectric Power Plant, which powers batteries with running water, and the Light Searcher, which seeks out and turns off unused lights. Vocabulary Cloze 1. devices 2. helpful 3. invented 4. patients 5. curbs 6. invention 7. backwards 8. forwards 9. direction 10. pollute Chapter 7 Test—Improving Lives with Pet Therapy Information Recall Answers will vary, and may include: 1. People with pets are often less lonely, happier, and have lower rates of heart disease and high blood pressure. 2. Dogs, cats, fish, birds, and any kind of pet can have these effects. 3. Researchers think that having a pet to care for is relaxing and calming, and provides love and companionship. 4. Paws and Hearts is a program that takes dogs to nursing homes, hospitals, and senior centers so older people can visit with and make friends with a loving pet. 5. Paws to Read is a program that brings dogs to schools and libraries so children can read to them, building their self-confidence and reading skills. Vocabulary Cloze 1. healthier 2. animal 3. lonely 4. disease 5. listening 6. pressure 7. founded 8. hospitals 9. therapy 10. improved Chapter 8 Test—A Healthy Diet for Everyone Information Recall Answers will vary, and may include: 1. Yes, Americans have a high rate of heart disease and cancer because they eat a lot of meat and fewer grains, fruits, and vegetables. 2. No, the Japanese have a low rate of heart disease and cancer because they eat a lot of grains and very little meat. 3. When Japanese people move to the U.S. their rates of disease increase because their diet changes, becoming more similar to that of other Americans. 4. People in Cuba, Mauritius, and Hungary are eating more dairy products and meat, and their disease rates are increasing. 5. Eating fruits and vegetables can help prevent some diseases, while eating too much meat can increase the occurrence of disease.
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Vocabulary Cloze 1. habits 2. parents 3. develop 4. advise 5. fruit 6. healthy 7. affects 8. instance 9. prevent 10. hand Chapter 9 Test—Alfred Nobel: A Man of Peace Information Recall Answers will vary, and may include: 1. He was upset because the newspaper headline referred to him as “The Dynamite King,” and he did not want to be remembered only for his invention of dynamite because he worked very hard to promote peace. 2. Nobel invented dynamite, and it made him very rich because it had many important uses. 3. Dynamite could be used to blast through rock to build tunnels and railroads, and to construct buildings, dams, and roads. 4. Yes, Nobel believed that if all countries had the same powerful weapons, such as dynamite, they would see how impossible war was and peace would result. 5. He was inspired by the adventurer Andree’s trip to the North Pole, and decided to leave his money to be given as awards to leaders in the fields of science, literature, and world peace. Vocabulary Cloze 1. headline 2. announced 3. explosive 4. nationality 5. words 6. mistake 7. disturbed 8. peace 9. violence 10. dangerous Chapter 10 Test—Marie Curie: A Twentieth-Century Woman Information Recall Answers will vary, and may include: 1. Marie Curie was 23 when she went to study in Paris. She began her studies later because she spent six years supporting her sister while she was in medical school. 2. She met Pierre at the university in Paris. They both felt science was more important to them than money or material comfort. 3. They researched radioactive elements. 4. The Curies discovered polonium and radium. They won the Nobel Prize for their discoveries. 5. Marie Curie’s greatest accomplishments were her discoveries of radioactive elements, being the first woman to receive a doctor of science degree from the Sorbonne, winning the Nobel Prize, and her happy family life. Vocabulary Cloze 1. closely 2. occurred 3. accident 4. heartbroken 5. accomplishment 6. exposure 7. health 8. illness 9. perseverance 10. field Chapter 11 Test—Oil as an Important World Resource Information Recall Answers will vary, and may include: 1. Oil is a valuable natural resource because there are many useful products made from it. 2. It has to be refined because when it first comes out of the ground it is dirty and not able to be used for fuel or other products. 3. We use natural gas to heat our homes and to cook with. 64
4. We have many more options for heating, transportation, materials for clothing, and even medicines than before we used oil products. 5. Some petrochemical products we use every day are medicines, gasoline, fabrics, cars, road signs, paint, and many more. Vocabulary Cloze 1. essential 2. resource 3. products 4. fact 5. modern 6. ground 7. impure 8. clean 9. heat 10. separates Chapter 12 Test—How Earthquakes Occur Information Recall Answers will vary, and may include: 1. One earthquake occurred in Northridge, California (the San Fernando Valley region), and the other in Kobe, Japan. 2. No. 3. We have more information now about where earthquakes occur because of improvements in worldwide communication. 4. No. 5. People are trying to design buildings and other structures that will resist earthquake damage. Also, people can take steps at home and in the workplace to protect against earthquake damage by being prepared. Vocabulary Cloze 1. wonder 2. reality 3. decreased 4. because 5. communication 6. ever 7. locate 8. additional 9. earthquakes 10. undetectable
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