Comprehension: Ages 8-10

Middle

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COMPREHENSION Middle

Foreword Comprehension is a very important part of the language program. Many children can indicate an ability to read written text, however the accurate comprehension of the text is even more important.

This series of blackline masters takes comprehension in isolation, and provides a range of text and questioning forms that will provide variety to the classroom language program.

Contents Page 2 3 4-5 6-7 8-9 10-11 12-13 14-15 16-17 18-19 20-21 22-23 24-25 26-27 28-29 30-31 32-33 34-35 36-37 38

Teacher Information Teacher Information - example lesson development Sound Water What is the Environment?

The Great Barrier Reef Marine Turtles Butterfly or Moth?

Weather The Frilled Lizard Car Market Pasta Jewellery Today's Weather Forecast David and Goliath Warm Winter Muffins Farming School Rules The Mosquito Blood Answers

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Teacher Information Introduction The comprehension series of blackline masters has been written to provide teachers and students with comprehension activities that cater for a variety of questioning techniques and use a range of text is not always found in reading programs. The text in these activities varies from newspaper extracts to advertisements to recipes. All of the text is the type of reading children will have to comprehend as they become more independent and take on greater responsibilities.

Activities are spread over two pages to enable students to answer questions adequately and to provide room for more creative comprehension activities. It is recommended teachers photocopy these activities 'back-to-back'.

Questions asked require the student to use skills that cover both the literal and inferential aspects of comprehension. The chart below describes the different types of questioning techniques that have been used and the question guide at the back of this book gives further information regarding the specific questions in each comprehension activity. Answers are provided, although answers will vary with evaluative and appreciative forms of questions.

Levels of Comprehension

Question Types

Modern approaches to teaching comprehension recognize the need for children to be able to comprehend more than in a literal form: and now look to develop the child's ability to make inferences from the text and then also form opinions from their reading. The main levels of comprehension are explained below.

Within each level of comprehension there is opportunity to ask different types of questions. The ability to recognize these question types will help both the teacher and student to focus on what is being asked.

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Literal L: questions require a specific literal answer where all information is provided in the text.

Inferential I: questions require inferences be made based on partial information is provided in the text.

Evaluative Eval: questions require the student to make a judgement based on information in the text and their own opinion/s.

Main Idea Students are asked to study the text and state the main idea intended by the author in a specified paragraph/section. e.g. The main idea of paragraph 2?

Cause and effect Students need to show how actions lead to reactions throughout the text. e.g. What did the bears do when they found Goldilocks asleep in the bed?

Sequencing

Appreciative App: questions asked require the student to show an understanding and appreciation of the authors intent and any messages that are contained.

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Students are required to retrieve specific information from the text. e.g. How many boys went to the park?

Students need to order the text so the plot or information is in correct sequence and makes sense to the reader. e.g. Write the events in the correct time order.

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Teacher Information example lesson development The following is a lesson development using one of the pages in this book. It is an example of how the activity could be introduced, developed and extended.

Activity

Sound: pages 4 and 5

Introductory Work As with most reading activities, children will actively participate if they are motivated by the topic they are reading. As a result of this the topics in this book have been selected for their interest levels. In addition the teacher can motivate by introducing and talking about the topic of sound, supporting this discussion with pictures.

The teacher also needs to provide children with strategies to handle the tasks involved.

These include reading the passage several times, interspersed with reading the questions, so that when the child sets about answering the questions he/she has a good understanding of the text and the questions.

Children should also be encouraged to be able support their answers if required.

Completing the Worksheets

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The following is a suggestion for the development and extension of this activity.

Sound

Name:

4. Children answer questions and write the answers in spaces provided. Ensure that children provide as much detail as they can to explain and justify their answers.

There are very few times when a person cannot hear a single sound. Sound is made

by the quick movement of an object. This quick movement is called 'vibration'. Hitting a

drum causes the drum skin to vibrate. This vibration then causes the air around the drum

to vibrate. If a person is standing close enough, this vibrating air will cause tiny bones in his

1. Children read through the passage, individually, in pairs or as a class group.

or her ear to vibrate. This vibration is sent to the brain along nerves and as a result we hear.

There are some sounds that humans cannot hear. An example of this is ultrasound, which is sound too high for humans to hear. Ultrasound is used by doctors to relieve pain and explore parts of the human body. Sonar, which is used by submarines, is also a form of ultrasound. Animals such as bats and porpoises also use ultrasound to help them locate objects and other animals around them.

Sometimes people lose the ability to hear. This can be caused by diseases such as ear infections; they may have been born deaf; they may have damaged their ears in

5. Answer the questions as a group or individually. Discuss reasons for correct and incorrect answers.

other ways; or, simply through age, the sense of hearing has been lost.

1.

What causes sound?

2.

What animals use sonar?

3.

What causes the small bones in our ears to vibrate?

Sound 5.

2. Read the questions, so that children understand what is required.

Name:

Put these statements in order. (a) we hear (b) a quick movement (c) tiny bones in our ear vibrate

4. What is the main idea of paragraph three?

(d) a vibration occurs (e) air around the object vibrates (f) 6.

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Comprehension - Middle

the vibration is sent to the brain along nerves

How is ultrasound used?

7.

3. Children read the passage again with the questions in mind.

Note: back-to-back photocopying will reduce the amount of paper used.

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Make a 'string' telephone. How do you think it works?

8.

What problems do deaf people face?

9.

Can you suggest any solutions to these problems. How could you help?

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Extension

6. Discuss with the whole class any problem questions and also how there can be more than one correct answer to some questions.

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The extension of this activity can occur in two main directions.

1. Follow the topic of sound into other subject areas and allow it to develop into an across the curriculum theme.

2. Continue the activities in this book to further develop comprehension skills.

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Sound There are very few times when a person cannot hear a single sound. Sound is made by the quick movement of an object. This quick movement is called 'vibration'. Hitting a drum causes the drum skin to vibrate. This vibration then causes the air around the drum to vibrate. If a person is standing close enough, this vibrating air will cause tiny bones in his or her ear to vibrate. This vibration is sent to the brain along nerves and as a result we hear.

There are some sounds that humans cannot hear. An example of this is ultrasound, which is sound too high for humans to hear. Ultrasound is used by doctors to relieve pain and explore parts of the human body. Sonar, which is used by submarines, is also a form of ultrasound. Animals such as bats and porpoises also use ultrasound to help them locate objects and other animals around them.

Sometimes people lose the ability to hear. This can be caused by diseases such as ear infections; they may have been born deaf; they may have damaged their ears in other ways; or, simply through age, the sense of hearing has been lost.

1.

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What causes sound?

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•f orr evi ew pur posesonl y• What causes the small bones in our ears to vibrate?

4. What is the main idea of paragraph three?

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Sound 5.

Put these statements in order. (a) we hear (b) a quick movement (c) tiny bones in our ear vibrate (d) a vibration occurs (e) air around the object vibrates (f)

6.

the vibration is sent to the brain along nerves

How is ultrasound used?

7.

Make a 'string' telephone. How do you think it works?

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What problems do deaf people face?

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Can you suggest any solutions to these problems. How could you help?

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Water Water is an extremely important part of our world. No animal or plant could survive without it. Without it the world would be as barren as the moon. We are lucky the world has so much water, so that both animals and plants can live. In fact, water makes up the major part of plants and animals.

The human body is 75 per cent water and a grape is nearly 100 per cent water. Water can be found almost anywhere in the world and in many different forms.

Water makes up ice, snow and hail in colder countries.

These are known as the solid forms of water.

The rain that falls is known as the liquid form of water, and the water we don't see (water vapour) makes the clouds. Unfortunately all three of these forms of water have been polluted by humans all over the world.

1.

How much of our body is made of water?

2.

In what parts of the world would you not find water?

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3.

What is the main idea of paragraph one?

4.

What are the solid forms of water?

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Water 5.

What causes rain?

6.

What type of water can't you see?

7.

How do humans pollute water?

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Make a list of things around your home that use or need water.

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What Is the Environment?

Everything on the planet Earth is part of the world environment. In this environment we find plants, animals, soil, water, living and non-living things.

Humans are as much a part of the environment as the insects. You are part of the environment. A simple way to describe the environment is to say that 'it is everything that surrounds us'.

1.

What makes up the world environment?

2.

Do insects share your environment?

3.

What causes the classroom environment to work?

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C.Publ i cat i ons The world environment has many • f oTormake r ev ew pur posesonl y• different parts. it i easy to talk about and understand, we can divide the world environment into many small environments. Your classroom is an environment. Inside your classroom environment there are children, a teacher, books, furniture, pictures, pens and pencils, blackboards and many other things. Each item has an important part to play in making the classroom an environment that works well. Without any of these people or things, the classroom environment would not work as well as it did before. It may not be able to work at all.

The world environment is the same as the classroom environment. It is made up of many different things and each thing has an important part to play in making it work. If some things are taken away, it does not work as well.

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4.

What is the main idea of paragraph two?

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What Is the Environment?

5.

7.

Have these changes helped or hurt the world environment? Explain your answer.

8.

What could you do to help your local environment?

Make a list of the ten most important items or people in your classroom environment.

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6.

What human activities have caused changes to the world environment?

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The Great Barrier Reef The Great Barrier Reef is the largest coral reef in the world. It is nearly two thousand kilometres long and stretches along most of the north-eastern coastline of Australia.

Although the reef is so large, it is actually made of very small coral polyps and algae.

The 'hard' part of the reef is made from the skeletons of these small creatures.

Coral polyps are not, as they look, members of the plant family but are really small animals that have poisonous tentacles. These animals feed on plankton and when they die their skeletons remain.

1.

What is the 'hard part' of the Barrier Reef?

2.

What do coral polyps feed on?

3.

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C.Publ i cat i ons What is o ther main idea of paragraph one?

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4.

What caused the Barrier Reef to form?

5.

How do coral polyps protect themselves?

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The Great Barrier Reef 6.

How long is the north-eastern coast of Australia?

7.

What is the 'soft part' of the Barrier Reef made of?

8.

Draw a picture of an underwater barrier reef seascape.

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Marine Turtles A turtle is a member of the reptile family. It is covered by scales or plates, it is coldblooded and breathes air. The outstanding feature of the turtle is its hard shell. This shell can be up to a metre long and is made from rib bones covered with plates or scales.

The turtle cannot pull its head into its shell like the tortoise, which is a close relative. There are seven types of marine turtle in the world, but most live in the warm tropical oceans where they feed on algae and sea grasses.

Turtles will spend nearly all their time in the water, but the female will crawl onto a beach to lay her rubberydigs a hole in the sand and lays The eggs are covered with weeks later. Unfortunately, survive their trip back to are easy prey for birds

shelled eggs. The female Š R. I .

C.Publ i cat i o shundred eggs in it. upn to two sand and hatch about eight most the young turtles never •f orr evi ew pur pos e sofo n l y• the water. They and other animals.

1.

To which animal group does the turtle belong?

2.

What prevents most young turtles from reaching the water?

3.

What do turtles feed on?

4.

What is the main idea of paragraph three?

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Marine Turtles 5.

What are two features of the turtle that make it a reptile?

6.

Why does a turtle come onto a beach?

7.

Place these statements into their correct order. (a) The eggs hatch about eight weeks later. (b) Most of the young turtles never survive the trip. (c) The female crawls onto the beach to lay her eggs. (d) Turtles spend nearly all their lives in the water. (e) The eggs are covered with sand.

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Butterfly or Moth?

When was the last time you saw a butterfly? Are you sure it was a butterfly? Some people say a butterfly is brightly coloured and a moth has dull colouring; this is not always true. What is true is that: 1.

2.

3.

generally, moths fly around at night; butterflies close their wings and then hold them above their heads when they land; and moths leave their wings stretched out when they land.

When you see butterflies in a display or photograph they always appear with their wings spread out, but this is normally how only moths rest.

1.

How do butterflies place their wings after they land?

2.

What is the main difference between moths and butterflies?

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The major difference between these two insects can be found in the way they make their cocoons. Moths make them from silk and butterflies by hardening their skin. Despite their differences, both animals are closely related. Next time you think you see a butterfly, you might be correct.

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3.

What is the main idea of the last paragraph?

4.

What is the moth cocoon made from?

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Butterfly or Moth?

5.

When do moths usually fly?

8.

Draw pictures of a moth and a butterfly in their landing positions.

Butterfly

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6.

Moths have dull colouring. True or false?

7.

What is the main idea of paragraph one?

Moth

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Weather One of the few things in today's world that treats people equally is the weather. The weather is one thing all people have in common and which they will talk about.

This is because the weather is something that affects all people, no matter where they are or what they are doing. Our plans for the future, whether a coming holiday or simply walking to school tomorrow, will always be influenced greatly by the weather conditions.

The weather, simply explained, is 'the condition of the air in a particular place at a particular time'. The weather is capable of change from minute to minute, from hour to hour, from day to day and from month to month. Despite this sometimes

rapid change, it is generally accepted that the weather in a particular part of the world will have a similar pattern from year to year. This pattern is called the 'climate' of the area.

The study of weather is called meteorology. This is a very complicated study that relies on the accurate collection of information such as temperature, rainfall, wind speed and air pressure. When this information is recorded and added to even more accurate information such as satellite photographs, the meteorologist is able to forecast the weather to help people plan their lives.

2.

Why is the weather so important?

3.

What information do people use to study the weather?

4.

What is the main idea of paragraph one?

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1.

What is the study of the weather called?

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Weather

7.l Describe the weather in your © R. I .

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5.

What is the cause of weather?

6.

What is climate?

8.

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What modern development helps us to forecast the weather?

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The Frilled Lizard The frilled lizard is a famous Australian lizard. It is a spectacular lizard to see because of its ability to raise the 'frills' that surround its neck.

These famous frills are normally folded away.

When the frilled lizard is surprised or frightened, it raises the 'frills' in a display to scare off any dangerous predators. As the frills are raised, the lizard also opens its mouth very wide to add to the threatening and spectacular display.

The frilled lizard, which grows up to one metre long, is found in the northern parts of Australia and drier parts of New Guinea. It is classed as an 'arboreal' animal because it is capable of climbing trees from where it can spot its food, which is mainly grasshoppers and other small insects.

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1.

Why is the frilled lizard so named?

2.

Where is the frilled lizard found?

3.

How does the lizard scare away any dangerous predators?

4.

What causes the frilled lizard to raise its 'frills'?

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The Frilled Lizard 5.

What is the main idea of the last paragraph?

6.

What does the word 'arboreal' mean?

7.

Make a list of other Australian animals you know about.

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Car Market SPORTS SEDAN 1992. Low kilometre vehicle with brilliant polar white finish and blue cloth interior. Fitted with air-cond., auto., sun vis. An absolute bargain at $15 895. Smiths Autos Phone Jim on 2 346 615 FAMILY AUTO SEDAN 1991. Genuine low kilometres in immac. cond., bucket seats, cloth trim, air-cond., radial tyres, tow bar, lic. to Aug. 98. First to see will buy at $11 550.

Southside Vehicles : ph 45 04 345

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LIFTBACK Powered by the super efficient 2.0 litre engine and five speed man. trans. Features factory air, power steer, alloy wheels, am/fm radio and tape deck. Excellent value in this proven performer at $26 500.

Johnson Cars: ph 3 425 876 ask for Fred Johnson.

1.

What powers the Liftback?

2.

Who do you think might own Johnson Cars?

3.

Which car do you think has travelled the most kilometres?

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Car Market 4.

List the cars in order of their price from the lowest to the highest.

5.

What is the main idea of the Sports Sedan advertisement?

6.

Where was the air-conditioning for the Liftback installed?

7.

What are the main selling points of the Sports Sedan advertisement?

8.

Draw your favourite motor car and write an advertisement for it.

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Pasta Jewellery Pasta, as well as tasting very nice, can have many other uses. One of these is making jewellery. Pasta comes in different shapes and sizes and many of the different varieties have a hole running through the middle.

To make jewellery you need to collect as many different pasta shapes as possible and use string or fishing line to thread the pasta into necklaces, bangles and bracelets. You can use all of one type of pasta or mix them up into patterns. Some useful pasta varieties are macaroni, cannelloni and rigatoni.

1.

What do you need to collect to make pasta jewellery?

2.

What are some of the varieties of pasta?

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What other uses are there for pasta?

4.

What is the effect of decorating your pasta jewellery?

Decorating your pasta jewellery can make it even more attractive. To do this you can use felt pens to colour the pasta a beautiful 'rainbow of colours'.

Another method is to use food colouring to dye your pasta before you make the jewellery.

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Pasta Jewellery 5.

What do you think 'a rainbow of colours' means?

6.

Describe another way of colouring your pasta.

8.

Design four different pieces of pasta jewellery and draw them below.

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7.

What is the main idea of paragraph three?

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Today's Weather Forecast In the state of Southern Amelia the weather forecast for the next two days is as follows.

In the north there will be scattered late thunderstorms after a warm day with light easterly winds. The estimated minimum is 15 degrees and the estimated maximum is 32 degrees. The outlook is for continuing fine weather with slightly warmer temperatures.

In the east it will be fine and hot with an estimated minimum of 19 degrees and an estimated maximum of 36 degrees. There is a high fire danger current and the outlook is for continuing hot conditions.

In the south there will be a coastal shower or two in the morning, clearing to a fine day with an estimated minimum of 13 degrees and an estimated maximum of 19 degrees. The outlook is for warmer conditions.

In the west there will be south-east winds between ten and fifteen knots with a late afternoon sea-breeze. Estimated minimum is 15 degrees and the estimated maximum is 30 degrees. The outlook is for continuing fine conditions.

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For further weather information please telephone 2425 367.

1.

What is the name of the state for which this weather forecast is written?

2.

What will the speed of the winds be in the west?

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Today's Weather Forecast 3.

What do you think is the biggest danger in the east?

4.

Where will the showers fall in the south?

5.

Use lines to match up the weather with the area. [a] Minimum of 13 degrees

[a] West

[b] Afternoon sea-breeze

[b] South

[c] Scattered late thunderstorms

[c] North

[d] Maximum of 36 degrees

[d] East

6.

What season do you think it is?

7.

How long is the forecast for?

8.

What do weather forecasters use to help them predict the weather?

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David and Goliath

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here once was a Philistine warrior called Goliath. His strength was such that his enemies feared him greatly. There was a war between the Israelites and the Philistines and Goliath was the Philistines' greatest weapon. Israel had sent out its bravest and strongest warriors only to see them slain by the giant Goliath. King Saul of Israel had promised his daughter's hand in marriage and great riches to any person who could defeat Goliath, but none dared to try.

A

young man named David and his brothers came to the camp of King Saul and were saddened to hear of their plight. He went to the King and, much to the horror of his brothers, offered to fight the huge Philistine. The King was puzzled that such a young man, with no fighting experience, would offer his life so freely. However, David explained that he had killed many wild beasts while herding his flocks and that he would be honoured to fight for the king.

E

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accepted David's offer and gave him the finest armour and swords to assist him. David declined the offer of help and went to face Goliath armed only with a staff and a shepherd's sling.

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hen Goliath saw the young boy approach he at first laughed loudly and then became insulted that such a young boy had been sent to do battle with him.

He hurled insults at David, who replied that he had God on his side and that would be enough to defeat Goliath.

T

his made Goliath so angry he charged at David, who nimbly stepped out of the way to allow Goliath to run past. The giant lumbered past and David quickly loaded his sling. As Goliath turned to face David he was hit between the eyes by the pebble slung from David's slingshot.

T

he blow was so accurate that Goliath was killed and fell to the ground with an earth-trembling crunch. Seeing the great giant felled, King Saul's army raced across the plain and easily defeated the Philistines. David was taken before King Saul as the hero of the people and greatly rewarded for his bravery and faith.

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David and Goliath 1.

To which group of people did Goliath belong?

2.

Who was the King of Israel?

3.

What was David's job?

4.

Write down the main idea of the last paragraph.

5.

Why do you think that David didn't use the armour and swords offered to him?

6.

Why did David try to kill Goliath?

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Warm Winter Muffins INGREDIENTS :

6 muffins, buttered 4 eggs, hard boiled 6 cheese slices 6 slices of ham or bacon paprika seasoning

INSTRUCTIONS : This delightful snack serves six and is ideal to warm up the cold winter nights.

Arrange the muffins on an ovenproof dish. On each muffin put a slice of ham or bacon, arrange slices of hard boiled egg, sprinkle with seasoning and top with a slice of cheese. Dust with paprika and bake in a hot oven (250 degrees °C) for 5 to 7 minutes, until the cheese is hot and bubbly.

Serve immediately and chase away the winter cold.

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© R. I .

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•f orr evi ew pur posesonl y• How many people does this snack serve?

What causes the cheese to bubble?

4.

What is the main idea of the instructions paragraph?

5.

What do you think '. . . chase away the winter cold' means?

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Warm Winter Muffins 6.

Rearrange these phrases in their correct order without looking back at the recipe. [a] dust with paprika [b] serve immediately [c] arrange the muffins on the dish [d] sprinkle with seasoning [e] top with a slice of cheese

7.

Describe your favourite meal from another country.

8.

Write a recipe for your favourite cooked snack.

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Draw a picture of your snack.

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Farming Farming is a very important part of our lives.

Without farming we would not be able to have the large amounts of food that are needed for the people living in the cities.

A long time ago, humans had to find their own food. This was done by hunting other animals or collecting wild fruit and vegetables. When humans started to group together in communities, it became the job of some people to be the farmers.

These people had to grow crops and raise animals to supply food for the rest of the community, who were doing other jobs.

Farming is very important to our communities, but it can also be very damaging to the environment. To grow crops, farmers need large areas of land to plant the seeds. For this to happen, the natural trees and plants must be cut down.

When we cut down trees we kill them, and also take away the homes of many animals and birds that live there. These animals and birds will often die as they have nowhere else to go.

The bigger and bigger our communities get, the more and more food we need to provide. To provide more food we need to have more farms, and more and more of the environment is destroyed.

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1. How did early humans get their food?

2. What has helped farmers to grow large amounts of food?

Today, farmers are a very small group in the community because they can produce large amounts of food with the help of machines, and thus do not need a lot of people to help them.

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Farming

3.

5.

How does farming cause damage to the environment?

6.

Would you like to become a farmer?

Why?

What different types of food do farmers grow or produce?

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Why are today's farmers a small group in the community?

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School Rules A.

Care of grounds (a) Eat food only where there are bins. (b) Show plants respect. (c) Use paths where possible. (d) Report any damage to a teacher.

B.

Safety (a) (b) (c) (d) (e) (f) (g)

C.

1.

Walk around buildings.

Areas near buildings are quiet areas.

Show extra care on wet days.

No contact sports to be played.

East end of field is only for junior students.

No jewellery to be worn at physical education lessons.

Bicycles to be walked through school grounds.

Leaving school (a) No students may leave the school. (b) Sick students must ask the teacher for permission to go home. (c) Permission notes from parents must be brought by students who want to go home for lunch.

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C.Publ i cat i ons Why must food be eaten near bins?

•f orr evi ew pur posesonl y•

2.

What does 'show plants respect' mean?

3.

Why can't students leave school during play times?

4.

What types of activities can be done in areas near buildings?

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School Rules 5.

What is the purpose of rule 1(c)?

6.

Are the playing areas separated?

7.

When must jewellery not be worn?

8.

Add some more rules to this list.

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The Mosquito 'Bzzzzzzzz' is a sound often heard around the world. It is the unwelcome noise of mosquitoes. But not all mosquitoes make this high-pitched buzzing sound - only the female of the species.

Not only is the female responsible for the buzz, she is the only one who bites. She looks for a drink of blood after mating.

The male doesn't drink blood, but lives on liquids produced by flowers and other plants.

1.

Do all mosquitoes 'bzzzzzz'?

2.

Do all mosquitoes bite?

3.

Why do mosquitoes bite?

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Why are mosquitoes always found near water?

•f orr evi ew pur p osesonl y• Mosquitoes are always found near water, as their eggs must be kept moist for a day or so.

When the eggs hatch, they are in a larval stage of their life cycle. From there they develop into pupae and then hatch into fully-developed adults.

5.

What dangerous disease do mosquitoes spread?

Mosquitoes can be a problem in most coastal areas of the world, particularly near tropical regions. In some parts of the tropics, mosquitoes can spread a dangerous disease called malaria. This disease may be fatal without proper medical care and in fact many soldiers in World War II died from malaria.

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The Mosquito 6.

Explain the term 'life-cycle'.

7.

Number in order and label these diagrams of the mosquito life-cycle.

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Blood Blood is the liquid that flows through our bodies, providing us with life. Without blood animals would not be able to survive. Blood is the 'highway' that carries food and oxygen throughout our body supplying the body cells. The blood is supplied by a complex range of arteries, veins and capillaries which wind their way throughout the body.

This system is much like a system of waterways where small streams become bigger streams and then feed into rivers which converge into even bigger rivers.

The heart is the centre of this amazing system. The heart is responsible for supplying oxygen and removing waste products.

It pumps constantly, supplying the needs of the body.

Once the blood delivers the oxygen and food it then carries waste products such as carbon dioxide away from the cells.

Blood also performs the following tasks: • fights infection • keeps our temperature steady • carries chemicals that help many of our body functions.

When we cut ourselves we bleed. Blood carries substances that prevent the blood from flowing out of our body, by repairing blood vessels.

Blood is red in colour. When it is carrying fresh oxygen from the heart it is a bright red colour. Once it has delivered the oxygen and collects waste products it loses its brightness and becomes a dull red.

1.

Give a description of what blood does for our bodies.

2.

Describe how blood is supplied to our bodies.

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Blood 3.

Find the meaning of these words: vein

converge

substance

4.

What prevents the blood running from our body when we are cut?

5.

Do you think other animals have a similar system of blood supply to humans?

Explain.

6.

Is all blood the same colour? Explain.

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Answers Pages 4 and 5 Sound 1. L-C.E. The quick movement of an object.

2. L-D Bats and porpoises.

3. I-D Vibrating air.

4. L-M.I. How people lose the ability to hear.

5. L-S (b), (d), (e), (c), (f) and (a).

6. L-D Used by doctors to relieve pain and explore parts of the human body.

7. Eval Answers will vary.

8. Eval Answers will vary.

9. App Answers will vary.

Pages 6 and 7 Water 1. L-D 75% 2. I-D Answers will vary.

3. L-M.I. The importance of water.

4. L-D Ice, snow and hail.

5. I-C.E. Answers will vary.

6. I-D Water vapour.

7. I-D Answers will vary.

8. Eval Answers will vary.

Pages 8 and 9

What Is the Environment?

1. L-D Everything: plants, animals, soil etc.

2. I-D Yes, insects share our environment.

3. L-C.E. All the items or people in it.

4. I-M.I. It uses the small environment of our classroom to explain the meaning of the world environment.

5. Eval Answers will vary.

6. Eval Answers will vary.

7. Eval Answers will vary.

8. App Answers will vary.

stretched out and butterflies should have wings closed and above their heads.

Pages 16 and 17 Weather 1. L-D Meteorology.

2. L-D Because it affects all people no matter where they are or what they do.

3. L-D Information such as temperature, rainfall, wind speed and air pressure.

4. L-M.I. The importance of the weather.

5. L-C.E. Changes in the air.

6. L-D The pattern of the weather.

7. Eval. Answers will vary.

8. L-D Satellites.

Pages 18 and 19 The Frilled Lizard 1. L-D Because it can raise the frills around its neck.

2. L-D Northern parts of Australia and drier parts of New Guinea.

3. L-D Raising its frills and opening its mouth.

4. L-C.E. When it is surprised or frightened.

5. L-M.I. Where it is found and its feeding habits.

6. I-D Tree climbing.

7. I-D Answers will vary.

Pages 20 and 21 Car Market 1. L-D The super efficient 2 litre engine.

2. L-D Fred Johnson.

3. I-D Liftback.

4. L-S Family Auto Sedan, Sports Sedan and Liftback.

5. L-M.I. An absolute bargain.

6. I-D In the factory.

7. I-D Answers will vary.

8. Eval. Answers will vary.

5. I-D 6. L-S 7. Eval.

8. Eval.

Answers will vary. (c), (d), (a), (e) and (b).

Answers will vary.

Answers will vary.

Pages 30 and 31 Farming 1. L-D By hunting animals or collecting fruit or vegetables.

2. I-C.E. Because they have machinery to help them.

3. I-D Answers will vary.

4. I-D Fewer people are needed to run farms because of modern machinery.

5. Eval. Answers will vary.

6. App. Answers will vary.

Pages 32 and 33 School Rules 1. I-C.E. So food scraps can be placed in them easily.

2. I-D Look after and do not damage them.

3. I-C.E. Road safety and 'stranger danger', but answers will vary.

4. L-D Quiet activities and no games.

5. I-D Protect plants and lawns from wear.

6. L-D Yes, junior on east end of oval.

7. L-D During sport and physical education.

8. Eval. Answers will vary.

Pages 34 and 35 The Mosquito 1. L-D Only the female of the species.

2. L-D Only the female of the species.

3. I-D The female requires a drink of blood after she mates.

4. L-D The eggs must be kept moist.

5. L-D Malaria.

6. I-M.I. The development from the young to the adult of the species.

7. I - S Eggs, larva, pupae & adult.

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Pages 10 and 11 The Great Barrier Reef 1. L-D The skeletons of coral polyps.

2. L-D Plankton.

3. L-M.I. The length and size of the Great Barrier Reef.

4. L-C.E. The coral polyps dying and leaving their skeletons.

5. I-D Poisonous tentacles.

6. I-D Approx. 2 000 km.

7. I-D The living coral polyps and algae.

8. Eval. Answers will vary.

Pages 22 and 23 Pasta Jewellery 1. L-D As many different shapes as possible.

2. L-D Macaroni, cannelloni and rigatoni.

3. I-D Cooking and eating.

4. L-C.E. Makes it more attractive.

5. I-D Answers will vary.

6. L-D By using food colouring.

7. L-M.I. How to decorate the pasta jewellery.

8. App Answers will vary.

Pages 12 and 13 Marine Turtles 1. L-D Reptiles.

2. I-D Eaten by birds and other animals.

3. L-D Algae and sea grasses.

4. L-M.I. The laying and hatching of turtle eggs.

5. I-D Covered by scales and are cold-blooded.

6. L-C.E. The need to lay eggs.

7. L-S (d), (c), (e), (a) and (b).

Pages 24 and 25 Today's Weather Forecast 1. L-D Southern Amelia.

2. L-D Ten to fifteen knots.

3. I-D A fire may break out.

4. L-D On the coast.

5. L-S (a-b), (b-a), (c-c) and (d-d).

6. I-D Summer.

7. L-D Two days.

8. I-D Answers will vary.

Pages 14 and 15 Butterfly or Moth?

1. L-D Closed and above their heads.

2. L-D The way they make their cocoons.

3. L-M.I. The differences between moths and butterflies.

4. L-D Silk.

5. L-D At night.

6. L-D True.

7. L-M.I. The confusion of recognizing butterflies and moths.

8. L-D Moths should have wings

Pages 26 and 27 David and Goliath 1. L-D The Philistines.

2. L-D King Saul.

3. I-D A shepherd.

4. L-M.I. The death of Goliath.

5. Eval. Answers will vary.

6. L-C.E. To help King Saul control Goliath and his army.

Pages 28 and 29 Warm Winter Muffins 1. L-D 6.

2. I-D At least six.

3. I-C.E. The hot oven.

4. L-M.I. How to cook the muffins.

Pages 36 and 37 Blood 1. L-M.I. Blood is responsible for carrying oxygen and food to the bodies cells and then removing waste such as carbon dioxide.

2. L-D Through a system of arteries, veins and capillaries, controlled by the heart.

3. I-D Refer to dictionary.

4. L-D The ability of products in the blood to mend breaks in veins.

5. I-M.I. Opinions will vary but should be confirmed by the teacher with the fact that all animals have blood systems.

6. I-M.I. No. Fresh blood full of oxygen is bright red, however blood that is carrying waste is a dull red.

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