Read • Reflect • Respond: Book 1 - Ages 9-10 by Teacher Superstore

RIC-6283 4.7/986

READ • REFLECT • RESPOND (Book 1) This compiled and revised edition published under licence by R.I.C. Publications® 2009 © 2006 Saddleback Publishing Inc. All rights reserved. First published SADDLEBACK PUBLISHING, INC. Three Watson Irvine, CA 92618-2767 Copyright© Joanne Suter and Janice Greene 2006 ISBN 978-1-74126-812-6 RIC–6283

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Titles available in this series:

READ • REFLECT • RESPOND (Book 1) READ • REFLECT • RESPOND (Book 2)

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This master may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of this master for the purposes of reproduction.

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READ • REFLECT • RESPOND CONTENTS A note to the teacher.................................................................................. v Lesson 1 — ‘Sharks never sleep’ and other shark facts............................................................... 2–3 Lesson 2 — Heroes from history: The Buffalo Soldiers.............................................................. 4–5 Lesson 3 — Phew! What’s that smell?...................................................................................... 6–7 Lesson 4 — (To be titled by student.)....................................................................................... 8–9

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Lesson 5 — The ends of the earth: The North and South Poles.............................................. 10–11 Lesson 6 — Through rain‚ snow‚ sleet and hail … . .............................................................. 12–13 Lesson 7 — Some very peculiar patents............................................................................... 14–15

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Lesson 8 — The truth about dogs........................................................................................ 16–17 Lesson 9 — Happy birthday, Pac-Man™............................................................................... 18–19

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Lesson 10 — Rachael Scdoris................................................................................................ 20–21 Lesson 11 — Blood-red moon............................................................................................... 22–23 Lesson 12 — Blood: The lifestream of your body................................................................... 24–25 Lesson 13 — Samurai warriors.............................................................................................. 26–27 Lesson 14 — How animals breathe........................................................................................ 28–29 Lesson 15 — (To be titled by student.)................................................................................... 30–31 Lesson 16 — How to ride a bus … and more!........................................................................ 32–33

Lesson 17 — The Trojan Horse.............................................................................................. 34–35 Lesson 18 — Chimp art........................................................................................................ 36–37 Lesson 19 — Angels on Earth: Clara Barton and Florence Nightingale..................................... 38–39 Lesson 20 — A nutrition update............................................................................................ 40–41 Lesson 21 — Dinners long ago............................................................................................. 42–43 Lesson 22 — Two pirates...................................................................................................... 44–45

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Lesson 23 — Movie bloopers................................................................................................ 46–47

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Lesson 24 — Jobs in Victorian Britain.................................................................................... 48–49 Lesson 25 — Letters to the editor.......................................................................................... 50–51 Lesson 26 — Different times‚ different homes........................................................................ 52–53

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Lesson 27 — A backstage dresser at a fashion show................................................................ 54–55

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Lesson 28 — Get your sleep!................................................................................................. 56–57 Lesson 29 — Mary‚ Queen of Scots........................................................................................ 58–59 Lesson 30 — Introduction to gaming..................................................................................... 60–61 Lesson 31 — Tomato sauce................................................................................................... 62–63 Lesson 32 — Hyperactive Bob............................................................................................... 64–65 Lesson 33 — The amazing microwave oven............................................................................ 66–67 Lesson 34 — Seesaw science................................................................................................. 68–69 Lesson 35 — Cars with ‘feelings’............................................................................................ 70–71 Lesson 36 — Some facts about kissing................................................................................... 72–73 Lesson 37 — Dangerous animals........................................................................................... 74–75 Lesson 38 — How to survive an earthquake........................................................................... 76–77 Super lesson The Olympics: Mirror of the world..................................................................... 78–81 Answers............................................................................................. 82–89

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Read • Reflect • Respond iii

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READ • REFLECT • RESPOND

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A note to the teacher The Read • respect • respond series has been specially designed to improve the comprehension skills of students working at or just below standard-stream ability. The very short, high-interest reading selections are both manageable and appealing—even to students who say they don’t like to read. Furthermore, the exercises that follow get right to the point. After exploring their own experience, opinions and prior knowledge, students are asked to respond to a variety of traditional comprehension questions and to think critically about the material they just read.

The brevity of each lesson is intended to promote a ‘can do’ attitude and reinforce a sense of accomplishment. Experience has proven that students steadily gain confidence through many such small successes. You can extend the effectiveness of the Read • respect • respond lessons in several ways:

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• Provide students with an opportunity to develop their oral reading skills by having them take turns reading the selections aloud to the class or a small group. • Improve critical-thinking skills by using the ‘Reflect’ questions as a springboard for class or small-group discussion.

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• Make a group activity of the ‘Look it up in a reference source’ questions. This enables your least-apt students to practise reference skills with the support of their peers.

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Read • Reflect • Respond v

READ • REFLECT • RESPOND READ:

lesson 1

Do you know these interesting facts about sharks?

‘Sharks never sleep’ and other shark facts • Sharks are ancient creatures. Earlier types of sharks existed around some 400 million years ago! Even before dinosaurs roamed the Earth, sharks hunted the seas.

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• Sharks are survival machines. They’re well-designed to stay alive. They have the strongest jaws on the planet. Unlike other animals, both their upper and lower jaws move. If a shark loses a tooth, it’s no problem. Why? Another tooth moves forward from a back-up row. During its lifetime, one shark may grow and use more than 20 000 teeth! Sharks can feed on nearly any creature in the sea. The only animals that see sharks as food are other sharks, whales and human beings!

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shark’s brain is at work smelling things. It can smell one drop of blood in the sea. Humans use their noses for smelling and breathing, but a shark’s nose is only for smell. Sharks see things in colour. They can make out a light 10 times dimmer than any light we can see. And sharks have two bonus senses. A line of sensors from the head to the tail pick up vibrations. They can sense an injured fish quivering in the distance. Another sense lets sharks ‘feel’ electricity. A shark can sense electric pulses from a beating heart.

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Think about sharks.

1. Circle the four adjectives that describe sharks.

2. Sometimes the word ‘shark’ is used to describe a person. What traits might such a person have?

flexible

watchful

motherly

sleepy

ancient

vegetarian

alert

soft

furry

2 Read • Reflect • Respond

• No need for a wake-up call! Some types of sharks must swim constantly in order to breathe. Sharks go from periods of strong activity to times of calmer rest. But it is true that sharks are everwatchful. They never sleep.

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• Seven super senses! Sharks have the same well-known five senses humans do: sight, hearing, smell, taste and touch. But there are differences. Two-thirds of a

REFLECT:

Newborn pups fend for themselves. In some species, the strongest pup eats its brothers and sisters. This improves its own chances of survival.

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• No bones about it! Instead of bone, a shark’s body has cartilage—hard, bendable stuff like the material in human ears. This makes the shark flexible. Tough shark ‘skin’ has hard, razor-sharp scales.

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READ • REFLECT • RESPOND RESPOND:

‘Sharks never sleep’ and other shark facts lesson 1

Circle a letter, fill in the blanks or write the answer.

Identify a main idea

Match synonyms

1. Which is a main idea of this reading?

flexible

(a) stay alive

vibrations

(b) alert

(a) Sharks are well-equipped to survive.

(b) Sharks have lots of teeth.

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survive

11.

watchful

(d) quiverings

Make comparisons

12. List three ways a shark’s body is different from a human’s body.

•

Recall details

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2. Write one detail from the reading that supports the main idea you selected.

10.

3. Sharks have been around:

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4. Besides the well-known five senses‚ a shark can also sense:

• •

(b) outcomes of future events.

•

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(a) are over-protective.

(b) ignore their offspring.

(a) tadpole.

(b) cub.

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7. Sharks never: (a) give birth. (b) eat.

14. Are human swimmers usually in great danger from sharks? (Give details to explain and support your answer.)

6. A baby shark is called a:

13. Name three species of shark.

(a) weather and seasonal changes.

5. When it comes to caring for their young‚ sharks:

Look it up in a reference source

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lesson 2

Learn about the USA’s first African-American troops.

Heroes from history: The Buffalo Soldiers In 1888, some unfamiliar American soldiers galloped their horses across the Great Plains. All of these men had dark hair and skin. They were known as the Buffalo Soldiers.

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Many white troops and civilians looked down on the Buffalo Soldiers. But the allblack units performed well, even in the face of prejudice. The motto of the 9th Cavalry was ‘We can! We will!’ The Buffalo Soldiers scouted dangerous regions. They battled hostile Native Americans and made peace with many tribes. They captured outlaws and mapped uncharted lands. They delivered mail, built telegraph lines and protected forts, railways and wagon trains.

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Earlier that century, many African Americans had fought for the northern states in the United States' Civil War. They’d helped to end slavery. After the 1994 Buffalo Soldier’s war, in July 1866, commemorative stamp the US army formed the 9th and 10th Cavalries. Each unit was made up entirely of African-American soldiers. White officers commanded these troops.

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Americans called these men ‘Buffalo Soldiers’, a term of respect.

Several Buffalo Soldiers received Medals © R. I . C.Pu b l i c a t i o n s of Honour. The 9th and 10th Cavalries hadr fewer deserters than other army •f orr evi ew pu p o s e s o n l y • units. These brave men led the way for

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4 Read • Reflect • Respond

The story of the Buffalo Soldiers didn’t end in the Wild West, however. All-black units served in the US armed forces into the 20th century. But not until 1992 were these troops honoured officially. Since then, new monuments and movies have paid tribute to these heroes from history.

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Think about the Buffalo Soldiers and their role on the American western frontier.

1. Think about life on the American frontier. Then name two difficult or dangerous things about that life.

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On the plains and in the south-west, Native Americans watched these soldiers carefully. They admired their courage in the face of danger. Like the buffalo that the Native Americans held sacred, these soldiers were dark, fierce, strong and full of energy. That’s why the Native

settlers and helped shape America’s Wild West.

2. What‚ in your opinion‚ makes a person a hero? R.I.C. Publications® www.ricpublications.com.au

READ • REFLECT • RESPOND

Heroes from history: The Buffalo Soldiers lesson 2

3. What is the Medal of Honour? (Check a reference source for help.) Why might a soldier be awarded this medal?

RESPOND:

Circle a letter or word(s), fill in the blanks or write the answer.

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Build your vocabulary

Recall details

2. What nickname did the Native Americans give the 9th and 10th Cavalry?

3. Why did the Native Americans give them that nickname?

8. The Native Americans thought the buffalo were sacred or (scarce/holy). 9. The Native Americans respected or (admired/disliked) the Buffalo Soldiers. 10. The Buffalo Soldiers fought against hostile or (friendly/unfriendly) Native Americans.

1i 1. Many white soldiers © R. I . C.Publ c at i on s (admired/looked down on) the black soldiers because of prejudice. •f orr evi ew pur po sesonl y•

4. What were three jobs done by the 9th and 10th Cavalry?

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12. Because very few black soldiers (ran away from their duties/were paid for their work)‚ the 9th and 10th Cavalries had few deserters.

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Look it up in a reference source

13. Cathay Williams was the only female to serve as a Buffalo Soldier. Do some research about her. Then write a few sentences telling her story.

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5. What was the motto of the 9th Cavalry?

7. Cavalry soldiers (rode horseback/travelled on foot).

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1. How were the men of the 9th and 10th Cavalry different from soldiers of other army units?

Recognise the author’s purpose

6. Why do you think the author wrote this article?

(a) To give credit to some of history’s lesser-known heroes.

(b) To create myths about life in the Old West.

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Read • Reflect • Respond 5

READ • REFLECT • RESPOND READ:

lesson 3

Learn more about your sense of smell—one of the human senses.

Phew! What’s that smell?

You open the refrigerator door. Phew! What’s that awful odour? Your sense of smell is warning you that food has spoiled!

The olfactory system

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The human sense of smell is very sensitive. It is not, however, as highly developed in humans as in most animals. Many animals use their sense of smell as their first line of protection. Their nose tells them when an enemy is near. And it leads them to food.

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A human nose has two holes called nostrils. Inside each nostril are nerve cells. They pick up the odour first. Then they pass it to the olfactory nerve, which leads to the brain. At that moment we smell the smell!

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an animal’s brain than a human’s. • A specific odour may seem strong when we first sense it. After about three minutes, however, we usually stop noticing it.

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Smells come to us as very tiny particles in the air called molecules. When you breathe, the molecules go into your nose. Take a moment. Sniff the air. Breathe in those molecules! What odours do you smell?

• Many ‘tastes’ are really blends of smells and tastes. Is it an onion or an apple? If you hold your nose after taking a bite, it’s hard to tell.

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Think about different smells.

1. Name an aroma‚ such as that of strawberries‚ that reminds you of something pleasant. 2. Name an odour that reminds you of something unpleasant. 3. Certain smells can warn of danger. List three smells that may mean that danger is near. 6 Read • Reflect • Respond

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READ • REFLECT • RESPOND 4. Sniff the air. List some of the odours you smell.

5. After a few minutes‚ you usually stop noticing an odour. How might that be a good thing? How might that be bad?

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RESPOND:

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Circle a letter or word(s), fill in the blanks or write the answer.

7. Strong odours can affect what we (taste/see).

Build your vocabulary 1. The air is filled with that carry odours.

8. Your food might have a different taste if you (closed your eyes/plugged your nose).

2. You breathe odours in through the

3. The

nerve carries

the smell to the

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Think about parts and wholes

9. The following sentences describe how your sense of smell works. Number them in the order in which they happen.

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Phew! What’s that smell? lesson 3

(a) The odour is carried to your brain.

4. Many parts of your body work together to make your sense of smell work. List three main parts of your whole ‘smelling system’.

(b) You breathe in odour molecules.

(d) Nerve cells sense the odour.

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Recall details 5. Human beings have a (stronger/weaker) sense of smell than most animals. 6. We normally stop noticing a specific odour after experiencing it for several (minutes/hours). R.I.C. Publications® www.ricpublications.com.au

Look it up in a reference source 10. Where is an insect’s sense organ for smell? 11. Anosmia is an olfactory disorder. What is the primary symptom of this disorder? Read • Reflect • Respond 7

READ • REFLECT • RESPOND READ:

lesson 4

Why are camels sometimes called ‘ships of the desert’?

Title:

food and water, its hump returns to normal. And as for food, a camel will eat just about anything! A very hungry camel will eat tents, ropes or even saddle straps! Grasses and grains are more healthful, of course.

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Dry winds blow sand as a train of camels trudges across the vast desert. The desert people depend on camels. These remarkable beasts serve as pack animals on long, hot journeys. Desert travellers pack their gear against the hump on a camel’s back. This hump is the camel’s most distinct feature. Camels are, in fact, the only animals with humps. People often think the hump is filled with water. But it is not a storage depot for liquid. Actually, it’s a mound of fat. The fat mound helps the camel survive on desert crossings. A camel’s hump can weigh up to 40 kilograms. When food or water becomes scarce, the camel’s body draws on the reserves of fat in its hump. This allows the camel to survive for weeks without eating or drinking.

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REFLECT:

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Think about camels.

1. Circle the title that would best fit this article. Then write the title above the reading. The dry desert lands Hey, Mr Camel! What’s in that hump? The daily life of a camel 8 Read • Reflect • Respond

The most commonly seen camels have one hump. These are the desert-dwellers of Africa and Arabia. Two-humped camels are found mainly in the deserts of Asia. They are shorter and heavier than onehumped camels. Their long, thick hair helps them withstand the region’s great heat and extreme cold.

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As the camel’s body uses the fat, the hump shrinks. Eventually, it may get so empty and small that it flops onto the camel’s side! The size of the hump is a sign of the camel’s health. A camel rancher explained, ‘It’s time to worry when a hump starts to tip. That means the animal needs food!’ Once a camel gets

2. Explain why you chose that title. R.I.C. Publications® www.ricpublications.com.au

READ • REFLECT • RESPOND 3. Write the names of three other ‘pack animals’.

RESPOND:

sandy

wooded

hot

damp

seaside

(a) noticeable. (b) ugly.

2. The camel’s hump is a depot. A depot is a kind of: (a) storehouse. (b) tumour.

3. A camel’s hump helps it survive. To survive is to:

9. A camel with a very small‚ floppy hump is probably (hungry/young). 10. Camels can go for weeks without (food/sleep).

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dry

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1. A camel’s hump is its most distinct feature. The word distinct means:

4. Describe a place where camels live. Circle three descriptive adjectives.

Circle a letter or word(s), fill in the blanks or write the answer.

Build your vocabulary

(To be titled by student.) lesson 4

11. Camels are (picky/greedy) eaters. 12. The most commonly seen camels have (one hump/two humps). Look it up in a reference source

3. t How does a camel keep desert (c) P stay alive. © R. I . C. u bl i c 1a i on s sand out of its nose? 4. The camel is a desert dweller. The word dweller •f orr evi ew pur po sesonl y• means: (a) run.

(b) see well.

(a) traveller.

(b) animal.

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5. The deserts of Asia experience extreme heat and cold. Extreme means: (a) slight.

(b) very great. (c) moist.

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Identify the main idea

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6. This reading is mainly about:

(a) different types of camels.

(b) camels' humps.

Recall details 7. As the camel uses up stored fat‚ its hump (grows/shrinks). 8. A very large hump may weigh (four/forty) kilograms.

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14. What protects a camel’s eyes from the blowing sand?

Read • Reflect • Respond 9

READ • REFLECT • RESPOND READ:

lesson 5

How is the North Pole different from the South Pole?

The ends of the Earth: The North and South Poles

annual temperature there is –46 °C. Winter lows have hit –82 °C. Why is the North Pole warmer than the South Pole? The North Pole sits over water that never freezes solid. Ocean currents warm the region from below the surface. At both poles, winter brings six months of nightAsia North America Pacific time. The dark Atlantic Ocean Ocean Africa months have South America Indian their own Australia Ocean special beauty —stars shine 24 Antarctica hours a day. South Pole

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Ocean The Arctic Ocean covers the region that includes the North Pole. There is no land beneath the thick polar ice cap. Unlike the North Pole, the South Pole is solid land. In fact, it is part of the continent of Antarctica.

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Travel as far north as possible and you will reach the North Pole. Nothing is north of the North Pole. Travel as far south as possible and you’ll reach the South Pole. Nothing is south of the South Pole. Found on opposite ends of the world, the poles have North Pole some very different Europe features.

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REFLECT:

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Think about the North and South Poles.

1. Circle the four adjectives that describe both the North and South Poles. hot

frozen

tropical

fertile

cold

empty

crowded

barren

10 Read • Reflect • Respond

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Seasons happen at opposite times at the poles. Average summer temperatures at the North Pole rise to 0 °C. In winter, temperatures plunge to –34 °C. But the South Pole gets much colder! The average

birds live along Antarctica’s coast. But there’s no animal life at the South Pole itself. Because this pole is inland and high, the climate is simply too cold! Polar bears, walruses and whales inhabit the Arctic region. But there are no penguins! Penguins are found only in the southern half of the world.

2. Which pole is closer to Europe? 3. Which pole is closer to Australia? R.I.C. Publications® www.ricpublications.com.au

READ • REFLECT • RESPOND

The ends of the Earth: The North and South Poles lesson 5

4. What is the coldest place you’ve ever visited? How cold was it? How was daily life different in the cold?

RESPOND: Recall details

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Circle a letter or word(s), fill in the blanks or write the answer. Build your vocabulary

2. Because it is so cold at the South Pole, there is no (summer/animal life). 3. Both poles are (dark/cold) six months a year. Make comparisons

(b) a network of waterways and land masses.

8. Ocean currents warm the North Pole. A current is:

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5. List two ways the North Pole and South Pole are different.

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9. Both poles have a cold climate. Climate is the:

•

(a) a large country or nation.

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4. List two ways the North Pole and South Pole are alike. •

7. The South Pole is on the continent of Antarctica. A continent is:

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1. The North Pole is really (a land mass/an ice cap).

(a) type of animal life found in a place.

(b) usual weather conditions in a place.

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Draw conclusions 6. Explain why Arctic polar bears don’t eat penguins. R.I.C. Publications® www.ricpublications.com.au

10. Penguins inhabit Antarctica. To inhabit a place is to:

(a) live there.

(b) die there.

Look it up in a dictionary 11. (a) The word ‘pole’ originally comes from what language? (b) How was the word spelled in that

language? Read • Reflect • Respond 11

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lesson 6

Compare four types of moisture that fall from the sky.

Through rain, snow, sleet and hail …

around them. Then, strong air currents pull them skyward, where the water freezes again. Winds may carry drops of hail, called hailstones, up and down many times. As they grow, the hailstones become too heavy to float, so they fall. Hail melts much more quickly than sleet.

Water from the clouds is called precipitation. When clouds become heavy, raindrops fall. Large raindrops fall faster than smaller ones.

Unlike sleet or hail, snow is already frozen when it leaves the clouds. What happens if the temperature near the ground is above freezing? The snow turns into rain. But snowflakes fall if the air near the groud stays at or below freezing.

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When the temperature plunges below zero degrees, precipitation freezes. Then moisture falls as sleet, hail or snow. Some drops begin as rain but pass through cold air closer to the Earth. These drops freeze when they hit an object such as dust in the air or a powerline. Then the precipitation turns into tiny white pellets called sleet. Sleet can make roads slippery and dangerous.

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Ever heard someone say, ‘It’s raining cats and dogs’? Of course, it doesn’t mean that dogs and cats are falling from the sky. It just means that it is raining very heavily. But it is not only rain that falls from the sky. There is also snow, sleet and hail.

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Sometimes rain falls through layers of cold and warm air. Up high, cold air freezes the drops. As the frozen drops fall, warmer air and water collects

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Snowflakes come in many shapes and sizes, but every snowflake has six arms.

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Think about the weather in your region.

1. Circle four forms of moisture that can fall from the sky.

2. What kind of moisture is most common where you live?

rain

heat

sleet

cold

hail

snow

clouds

wind

12 Read • Reflect • Respond

Why do you think that is the case? (Hint: In what region of your country do you live?) R.I.C. Publications® www.ricpublications.com.au

READ • REFLECT • RESPOND

Through rain, snow, sleet and hail … lesson 6

3. Name a place where: it often snows

it never snows

it seldom rains.

RESPOND:

Circle a letter or word(s), fill in the blanks or write the answer.

Make comparisons

r o e t s Bo r e p ok u S 7. A hailstone is:

1. How is rain different from other forms of precipitation? (a) It is frozen.

(b) It is not frozen.

(a) an ice-coated rock.

(b) a very hard snowball.

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Draw conclusions

(a) big ones

(b) frozen ones

8. A spring thunderstorm is under way. Precipitation passes through layers of cold and warm air. This precipitation is likely to fall as …

2. Which raindrops fall fastest?

© R. I . C.Publ c at i onsnear the ground is very‚ i 9. The temperature very cold. Rain falls from the clouds and (a) It • fallsf too the ground. passes freezing air layers. This r r evi ew pur po sethrough son l y•

3. How is snow different from sleet and hail?

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4. Why is hail less dangerous than sleet?

precipitation hits the ground as …

(b) It freezes in the air.

(a) It is softer. (b) It melts faster.

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5. Precipitation is:

10. Grab your umbrella! The air is quite warm‚ but there are heavy‚ dark clouds overhead. is likely to fall.

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Build your vocabulary

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(a) water from the clouds.

(b) very cold weather.

11. It’s freezing cold up high in the air and down low near the ground! Precipitation coming out of the clouds will fall as …

6. Temperature is:

(a) the amount of moisture in the air.

(b) the measure of warmth or cold.

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lesson 7

Necessity is the mother of invention. Or is it?

‘Would you want to buy one of these?’ Some very peculiar patents

and protect the dog’s ears. The tubes hold the ears away from the dog’s mouth and food as it eats’.

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Bird owners may also appreciate the inventor of the bird diaper. (Its purpose needs no explanation.)

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A patent is an official permit issued by the government. It grants people or companies special rights. It says that they can be the only ones to make or sell a new invention. A patent protects an idea from copycats. Most products we use—from the yoyo to the dishwasher—are protected by patents. Some other patented products are much less familiar.

In the 1990s, a person invented the toe puppet. Its patent protects the design for a ‘puppet to be mounted on a single human toe … The movement of the toe causes the figure to move to and fro’. Now‚ that’s an unusual form of fun!

Patent No. 4 233 942 © R. I . C.Publ i c at i ons Parents might want to invest in the •f orr evi ew pu r p o s e s o n l y • portable automobile partition. It’s a see-

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What would you like to patent? Put on your own thinking cap. You might come up with a brainchild of your own!

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And how about the ear protector for long-eared dogs? According to the inventor, these special tubes ‘contain

REFLECT:

through divider designed to separate children in the backseat and prevent fighting. If that’s not enough, a deluxe, solid-colour model prevents kids from making faces at each other.

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You’ve probably never heard of the gravity-powered shoe air conditioner. It’s a tiny heating and cooling system built into the heel of a shoe. How is the device powered? By the pressure created from walking. This inventor was apparently quite an engineer!

Think about inventors and their inventions.

1. Look around the room. Name an important or useful invention you can see. (A computer would be an example.) Tell why you chose this invention. 14 Read • Reflect • Respond

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Some very peculiar patents lesson 7

2. Complete the following sentence.

I’d like to invent a device that would

3. Choose which invention mentioned in the reading sounds like a fairly good idea? Which one sounds like a very silly idea? Explain your choices.

Good idea:

Silly idea:

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RESPOND:

Circle a letter or word(s), fill in the blanks or write the answer.

Recall details

Recognise the author’s tone

1. What is a patent?

6. The tone of this reading is:

(a) an invention

(a) informal‚ light and friendly.

(b) an official document

(b) formal and serious.

(b) to advertise a new product

i (c) scientific © R. I . C.Publ c at i onand sscholarly. 2. What is the purpose of a patent? •f orr evi ew pur p oyour sevocabulary sonl y• Build (a) to protect an inventor’s idea

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(a) the inventor (b) a store

4. What is the purpose of the gravitypowered shoe air conditioner?

(a) to heat a cold shoe

(b) to cool a hot shoe

5. Who would most likely purchase the portable automobile partition? (a) an animal lover

(b) a parent

8. Someone patented the yoyo. In that sentence‚ the word ‘patented’ is used as a (noun/verb).

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3. Who issues a patent?

7. A patent protects an idea from copycats. In that sentence‚ the word ‘patent’ is used as a (noun/verb).

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Look it up in a dictionary

9. A copycat is someone who

10. Gravity is

11. The purpose of a partition is to

12. The meaning of brainchild is

. Read • Reflect • Respond 15

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lesson 8

Compare ‘fact vs. fiction’ as you read about dogs.

The truth about dogs

• Myth: One dog year equals seven human years.

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A dog’s size and breed affects its aging. Samson, a St Bernard, ages faster than Bitsy, a toy poodle. A 10-year-old dog of a giant breed is roughly equivalent to a 78-year-old human. In contrast, a 10-year-old dog of a small breed may be as lively as a 56-year-old.

• Myth: A dog’s mouth is cleaner than a human’s. Dog saliva does indeed kill some germs. A pup, however, has its own unique ‘doggy germs’. These could be a danger—especially to little children or elderly people.

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Dogs do age much faster than people. But there’s no exact formula to compare aging. Experts believe that a dog’s first year equals about 16 human years. Think about it: In just one year, a dog becomes a teenager! Then the sevenyear theory goes into effect for awhile. By the age of two, typical dogs compare to humans in their twenties. By the age of three, a pup is pushing 30.

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someone wearing the same colours as the postal worker, she wildly begged for treats.

• Myth: It’s cruel to keep a dog inside while you’re away. Dogs prefer to be left outside to play. Indoor dogs think of the house as their den. They feel safe inside. Many pups will bark and dig if they’re left outside too long. When they’re alone for many hours, most dogs prefer a cozy nest to the great outdoors.

• Myth: Dogs are colourblind.

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REFLECT:

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It’s true that dogs don’t see colours just as people do. For example, green may look more like yellow to a dog. But dogs don’t live in a world of grey. Some experts believe that dogs see certain shades of blue and purple even more clearly than people do. Do you need proof? A husky named Sitka loved the mail carrier who carried biscuits along with the mail. Whenever Sitka met

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Think about the dogs you know.

1. (a) Name three breeds of very large dogs.

(b) Name three breeds of very small dogs.

•

16 Read • Reflect • Respond

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The truth about dogs lesson 8

2. Answer the following questions about a dog you know.

• About how old is the dog?

• Describe the dog’s appearance. What colour‚ size and shape is it?

• In human years‚ about how old do you think the dog is?

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3. Some people claim that dogs understand human language. Do you think that’s true or a myth? Give reasons for your answer.

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RESPOND:

Circle a letter or word, fill in the blanks or write the answer.

Build your vocabulary

10.

1. A m is a tale told over and over again for many years.

Dogs have some germs that are different from human germs.

11.

Dogs always prefer the outdoors to the indoors.

2. A poodle is a type of dog. A Siamese is a type of cat. An animal’s type is its

3. A g is a tiny living thing that causes disease. It can only be seen through a microscope.

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4. A wild animal‚ such as a bear or wolf‚

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makes its home in a

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5. To make a high-pitched‚ complaining cry is to

Look it up in a reference source

13. Name three wild members of the dog family.

Recall details: True or false?

One dog year always equals exactly seven human years.

Dogs may see certain colours more clearly than human beings do.

Dogs can not see the colour blue.

a terrier.

A dog’s mouth is germ-free.

a hound.

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14. Name a breed of dog that is:

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lesson 9

Do you like to play computer games? Have you ever played Pac-Man™?

Happy birthday, Pac-Man™ In May 2005, the world’s most famous computer game character turned 25. But age isn’t stopping little yellow Pac-Man™! Copies of the original game and updated versions are still selling around the world.

As the story goes, a brainstorm struck Iwatani at dinner. After taking a first slice of pizza, he studied the pie. It looked like a head with a big, open mouth! Iwatani pictured it racing through a maze, eating things. Then, of course, technology wasn’t what it is today. Iwatani couldn’t make a character as detailed as a pizza. So PacMan™ became a yellow circle with a wedge as a mouth. His name came from the Japanese word pakupaku. That means ‘to flap one’s mouth open and closed’.

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Early in the history of computer games, game creator Toru Iwatani was looking for a fresh idea. He wanted something that looked like a cartoon. He hoped it would appeal to adults as well as to young people.

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The game is simple to learn. It takes only a four-position joystick to guide Pac-Man™. He goes through a maze gobbling up dots and avoiding ‘ghosts’. These are colourful figures that look like upside-down sacks with eyes. If a ghost touches Pac-Man™, he dies and the game is over. With each level, the ghosts speed up and play gets harder.

Pac-Man™ was the first computer game to name its characters. Besides the hero, there are the ghosts: Blinky, Pinky, Inky and Clyde. With its familiar characters and catchy music, Pac-Man™ quickly became the hottest arcade game in history. The yellow fellow soon showed up on T-shirts, coffee mugs, cereals and board games. In 1982, a Ms PacMan™ game came out. The lovely lady looks like PacMan™, but she also sports lipstick, a red bow and a beauty mark.

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REFLECT:

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Record keepers believe that the Pac-Man™ game was played more the 10 billion times in the 20th century.

Think about computer games.

1. Do you play computer games? If so‚ which one is your favourite? What do you like about it? 18 Read • Reflect • Respond

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Happy birthday, Pac-Man™ lesson 9

2. Have you ever played Pac-Man™? Do you like the game? Tell why or why not. 3. Compare one of the new games to Pac-Man™. Think about subject matter‚ graphics‚ difficulty and about the audiences they appeal to.

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Circle a letter or word(s), fill in the blanks or write the answer.

Recall details 1. In 2005‚ how many years old was the Pac-Man™ game? (a) 100

(b) 5

2. What sparked the idea for Pac-Man™? (a) a scary movie

(b) a partly-eaten pizza

3. The name ‘Pac-Man’ comes from what language?

(a) French

(b) Greek

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4. Who is Clyde?

(a) ghosts

(b) dots

Build your vocabulary

8. Toru Iwatani had a brainstorm, or a (headache/sudden brilliant idea).

7. What can ‘kill’ Pac-Man?

Draw conclusions

(a) a ghost in the game

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(b) the inventor of

10. Moving along a (straight roadway/series of winding paths)‚ Pac-Man™ gobbles his way through a maze.

Pac-Man™

11. Give two reasons why you think the game of Pac-Man™ became so popular.

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5. How was games?

Pac-Man™

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•

different from earlier

(a) It was harder.

(b) It was more violent.

6. The Pac-Man™ game was meant to appeal to whom?

(a) young men

(b) children

•

Look it up in a reference source 12. Pong™ and Space invaders™ were among the earliest computer games. Describe one of these games.

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lesson 10

This girl has what it takes to succeed!

Rachael Scdoris:

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Suppose a blind person wants to become a sled dog racer. Is that a realistic goal or just a fantasy? Young Rachael Scdoris, of the American state of Oregon, decided that her chances were good. Even though she’s been legally blind since birth, she knew she could be a champ.

permitted to carry a two-way radio and talk to another musher. He would run a team ahead of hers. He’d warn of hazards like hanging branches, broken ice and moose on the trail. In addition to the hazard of ice on the trail, these were dangers her very limited vision might miss.

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Rachael’s Iditarod adventure gained world attention. Her team raced through the early checkpoints. About three-fourths of the way to the finish line, Rachael dropped out of the race. But it wasn’t because of her visual challenges. She ‘scratched’ the race because some of her dogs were ill. For Rachael, her team’s well-being always comes first!

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Rachael grew up around sled dogs and mushers (sled dog drivers). At age 11, she began racing. Throughout her teens, she trained and cared for dog teams. At 15, she became the youngest athlete to complete a 800-kilometre course. Rachael didn’t think of herself as a ‘handicapped’ athlete. She competed against and beat some of the top racers.

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After a long debate, the Iditarod committee allowed Rachael to compete. She was

REFLECT:

Think about Rachael Scdoris and others who overcome a physical challenge.

1. Which of the following do you think would make a good subtitle for this reading?

(a) Winning is everything!

(b) Anything is possible!

20 Read • Reflect • Respond

Rachael’s 2005 Iditarod run inspired people. It gave them courage to meet their own challenges. The Women’s Sports Foundation named her one of the top women athletes. Today, Rachael Scdoris operates sled dog tours in Oregon. And at the same time, she’s training and planning for the next Iditarod.

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At 20, Rachael took on her biggest challenge. She entered the 2005 Iditarod Trail Sled Dog Race, which is billed as the world’s ‘last great race’. The challenging 1900-kilometre race course runs from Anchorage to Nome, in snowy Alaska, USA.

2. Write two qualities a physicallychallenged athlete must have. • •

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READ • REFLECT • RESPOND

Rachael Scdoris lesson 10

3. Name another sport in which human and animal athletes compete as a team.

RESPOND:

Circle a letter or word(s), fill in the blanks or write the answer.

Put events in order

Build your vocabulary

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1. The following sentences are details from the reading. Number them in chronological order. (a) Rachael Scdoris is allowed to race in the 2005 Iditarod.

(b) Rachael becomes the youngest musher to complete a 800-kilometre course.

(d) Rachael trains for the 2005 Iditarod.

8. A sled dog driver is also called a

9. A is a discussion of the different opinions of an issue.

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debate checkpoint musher scratch inspire

10. A is a place to stop and check in along a route. 11. To from a race means to withdraw from it.

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3. Rachael makes her home in (Alaska/ Oregon).

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4. The Iditarod is a sled dog race in (Alaska/Oregon).

them.

Make a judgment

a musher

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2. Rachael Scdoris is (hard of hearing/ legally blind).

from Oregon

young

a pet owner

legally blind

a tour guide

13. Rachael’s success as a sled dog racer is especially remarkable because she is (circle two answers):

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5. During her Iditarod run‚ Rachael had help (spotting hazards along the trail/ taking care of her sick dogs).

6. Rachael was honoured as one of the top (blind athletes/women athletes). 7. Rachael plans to (retire from sled dog racing/enter the next Iditarod).

Look it up on the Internet

14. Find websites that feature interviews with Rachael Scdoris. Write something interesting Rachael said in an interview.

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lesson 11

Why does the moon change colour? Read on to find out.

Blood-red moon there may be several. In 2000, for example, there were two. In other years—such as 2009—there may be none. When they do happen, they can be seen over an entire hemisphere at once.

A lunar eclipse happens when the moon passes through Earth’s shadow. During a partial eclipse, only the edge of the shadow hides the moon. During a total eclipse, the entire moon hides behind the darkest part of the shadow.

Why does the moon take on a colourful glow in a total eclipse? Because the Earth’s atmosphere bends sunlight and the rays go into the shadow.

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A full moon is its usual pale, white colour. Then something curious happens. The moon turns a brilliant red-orange! Like a giant blood orange, it glows fat and round. This is because of a total eclipse of the moon.

Pure white sunlight is actually made up of many colours. Particles and gases in the Earth’s atmosphere filter out and scatter the blue in the light. The remaining light is deep red or orange. A blood-red moon is created when the moon reflects the red-orange light back towards Earth.

A lunar eclipse occurs only when the moon is full. Although the moon orbits Earth every 29.5 days, it doesn’t pass through Earth’s shadow every time it goes around. That’s why total lunar eclipses are somewhat rare. In one year,

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REFLECT:

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sun

Think about the moon in the night sky.

1. Circle three words that describe a lunar eclipse. dangerous

white

red-orange

night-time

daytime crescent-shaped 22 Read • Reflect • Respond

A ray of ‘white’ sunlight

Earth

Red light strikes the moon.

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Blue light is scattered.

round

2. (a) Have you ever experienced an eclipse of the moon

or sun?

(b) If you answered ‘Yes’‚ describe the experience. R.I.C. Publications® www.ricpublications.com.au

READ • REFLECT • RESPOND

Blood-red moon lesson 11

3. There will be a total eclipse of the moon visible from the Southern Hemishere on 10 December 2011. How old will you be then? Where do you think you might be living? Would you like to view the eclipse? Why or why not?

RESPOND:

Circle a letter or word(s), fill in the blanks or write the answer.

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1. Why could an eclipsed moon be described as being blood-red?

Build your vocabulary

Recall details

2. How many days does it take for the moon to orbit Earth?

(a) 7

(b) 29.5

What causes a lunar eclipse? (a) Earth’s shadow hides the moon. (b) The planet Mars hides the moon. (c) The moon hides Earth.

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Use the illustration in the reading to help you answer these questions. 4. What colour is pure sunlight?

(a) blue

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(b) red

(a) The light bounces back to the sun. (b) All light is blocked. (c) Blue light is filtered out.

6. What colour is the light that continues towards the moon?

(a) blue

heavenly body/the dark shape cast by something as it cuts off light). 10. Earth’s atmosphere bends light rays. • The word ‘atmosphere’ means the (air and gases around a planet/stars in the sky).

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5. What happens when a ray of sunlight hits Earth’s atmosphere?

8. A total lunar eclipse occurred in 2009. • The word ‘lunar’ means ‘having to do with (Earth/the moon)’. • An eclipse is the (exploration of/ darkening and hiding of) the sun or the moon.

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(b) Why a lunar eclipse creates a redorange coloured Moon. (c) Why there are full moons‚ halfmoons and crescent moons.

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Recognise a main idea

(b) red

7. What does the illustration explain? (a) The difference between a solar and lunar eclipse. R.I.C. Publications® www.ricpublications.com.au

11. The moon orbits Earth. • To orbit something is to (shine light on/circle around) it. 12. In a partial eclipse‚ only the edge of the shadow hides the moon. • The word ‘partial’ means (not complete/complete).

Look it up in a reference source 13. Write one fact about the moon or a lunar eclipse that is not included in the reading. Read • Reflect • Respond 23

READ • REFLECT • RESPOND READ:

lesson 12

Do you know these basic facts about blood?

Blood: The lifestream of your body help, too. The liver and the intestines; for example, supply blood with food and keep it in healthy working order.

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The amount of blood in a body depends on the person’s size. A 73-kilogram adult has almost five litres of blood. An 36-kilogram child has only about 2.4 litres. The volume of blood in a healthy person remains nearly the same at all times. This stability is important. A sharp decrease in volume from uncontrolled bleeding could result in death.

Human blood can be divided into four main groups or types—A, B, AB and O. Around the world, about 40 per cent of the population has type O blood. About 40 per cent has type A blood and some 14 per cent has type B blood. Only six per cent has type AB blood.

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Blood makes up 7–8 per cent of your body weight. It carries oxygen and food to all your body’s parts through a vast network of blood vessels. And blood does more than just carry food and oxygen! It fights disease and germs and also helps the body get rid of waste.

Many organs of the body collaborate to keep blood functioning. The heart pumps blood through the body. The lungs supply it with oxygen and the kidneys keep it pure and free of poisons. Other organs

REFLECT:

very careful to match the donor’s blood type with the patient’s. Otherwise, the patient could suffer a dangerous reaction. Combining certain blood groups causes substances in the blood to ‘clump’, or stick together. And clumping can block small blood vessels and cause serious illness or even death.

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Laid end to end, the blood vessels in the human body would total over 160 000 kilometres in length.

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Think about your inner body.

1. Circle the words that could be used to describe blood.

2. Circle the words that name organs of the human body.

solid

vital

synthetic

liquid

skin

blood

hair

stomach

red

toxic

transparent

gritty

toenails

knuckles

heart

teeth

24 Read • Reflect • Respond

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READ • REFLECT • RESPOND RESPOND:

Blood: The lifestream of your body lesson 12

Circle a letter or word(s), fill in the blanks or write the answer.

Recall details (Write T for true or F for false.)

Activate prior knowledge

13. The major blood vessels in the body are called:

(a) ligaments and tendons.

(b) arteries and veins.

Uncontrolled bleeding increases blood volume.

Draw conclusions

Blood helps the body resist disease.

14. A nurse at a blood bank draws 500 mL of blood from each donor. How many donors would it take to collect three litres of blood?

Build your vocabulary (Complete words from the reading.)

(a) 12

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Most people in the world have either type O or type A blood.

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Blood keeps the kidneys free of poisons.

(b) 6

15. What percentage of people in the world do not have type AB blood?

5. To c is to work together to accomplish something.

6. A system of interconnected lines or other

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7. V are tubes in the body through which fluids flow.

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8. A t is the transfer of blood from a healthy donor to someone else’s bloodstream. Match synonyms transports

provides

(a) lungs

(b) stomach

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things is called a

the blood’s supply of oxygen?

Look it up in a reference source

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depends

9. relies /

_______________________

10. supply /

_______________________

11. fights /

_______________________

12. carries /

_______________________

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17. Anaemia is a blood condition that causes people to become pale and weak. Describe this condition and explain its cause. Read • Reflect • Respond 25

READ • REFLECT • RESPOND READ:

lesson 13

Could you live the life of a samurai warrior?

Samurai warriors dishonoured himself was expected to end his own life. Each samurai carried both a long sword and a short one. If necessary, he would use the short sword to end his own life. The samurai could also fight without weapons. He was highly trained in martial arts.

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The warriors were called samurai (SAM-oo-rye). That word means ‘those who serve’. The samurai could be compared to the knights of Europe. Like knights, they enjoyed a high social status. They were also heavily armed and well trained for war. On the battlefield, they wore elaborate suits of armour.

Japanese society greatly respected the samurai. Being one was more than just a job. It was a social class as well. The warriors and their families lived in fine houses near the warlord’s castle.

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Stretch your imagination back some 800 years to the island nation of Japan. You’ve landed in a time when an emperor ruled from the imperial capital. Although he lived in splendour, the emperor was only the formal ruler. The real power was held by a military leader, or shogun. The shogun granted land to local warlords. Each warlord protected his region with an army of highly trained warriors. These armies battled for power.

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REFLECT:

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Think about samurai warriors and the history of Japan.

1. Circle words that could describe a samurai. uneducated

well-educated

loyal

fearful

follower

warrior

admired

looked down upon

proud

ashamed

brave

pacifist

26 Read • Reflect • Respond

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The samurai lived by a code of honour known as bushido (BOO-shee-doh). Meaning ‘the way of the warrior’, bushido demanded fierce loyalty to the warlord. It called for honour and bravery. Most importantly, it stated that a warrior must not fear death. In fact, a samurai who

The position of samurai was often inherited. A boy would be ‘born’ a samurai because his father had been one. (Women were not allowed to be samurai.) Only samurai could carry swords. If a boy played with a wooden sword, everyone knew he was a samurai. A young samurai learned to do more than only fight. He learned to read and write, and he studied literature. To learn to tolerate pain, he walked barefoot in snow. All day, every day, he followed strict rules. Living as a samurai was not easy!

2. Name two things about being a samurai that you think would be good. • • R.I.C. Publications® www.ricpublications.com.au

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Samurai warriors lesson 13

3. Name two things about being a samurai that you think would be bad.

•

RESPOND:

Circle a letter or word(s), fill in the blanks or write the answer. 9. What was the main job of the samurai?

Match word and meaning

(a) To guard the emperor.

(b) To fight for their local warlord.

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emperor

shogun

warlord

samurai

(a) The powerful head of a region of traditional Japan.

(b) A person who rules an entire group of countries.

(d) A local ruler who controls a military force.

10. Which would cause a samurai to take his own life?

(a) killing another human being

(b) displaying fear in battle

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•

11. Where did the samurai families live?

(a) in tents on the battlefield

(b) in the village with the peasants

‘samurai’?

•

‘bushido’?

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6. What is the meaning of the word

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•

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7. Circle three requirements of bushido. honour

wealth

beauty

loyalty

(a) the samurai

(b) the emperor

bravery

Look it up in a reference source

gentleness

13. Japanese karate is still a popular martial art. Learn something about karate. Write one or two facts below.

8. Who had the real power of government in traditional Japan?

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12. Explain two ways that samurai warriors were like European knights.

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lesson 14

Take a deep breath and read on.

How animals breathe What do all animals—including Fish live underwater. They do not get humans—have in common? One trait we oxygen through the air. In fact, if they are share is our need for oxygen. out of water for too long, We can’t live without it! All they will die from a lack of Mammals animals have body parts that oxygen. Gills are the do the job of bringing in breathing organs of fish and oxygen. many other water-dwelling animals. As water flows into Human beings belong to the a fish’s body, it passes animal class called mammals. through its gills. The gills Mammals are warm-blooded Mammals breathe through their absorb oxygen from the noses and mouths. The air goes and have a backbone. Female to their lungs. The lungs take water. Blood vessels in the the oxygen from the air. mammals have glands that gills transport the oxygen produce milk for feeding their Fish throughout the body. young. Mammals breathe air into their bodies through What about whales? Because their noses and mouths. they’re fish-shaped Special organs, the lungs, swimmers, people often take in oxygen from that air. think they breathe through gills. But whales, in fact, are Insects, who are members of The gills are a fish’s breathing not fish. Just like other organ. another class of animal, have mammals, a whale will no lungs. They breathe Insects drown if it’s underwater too through small holes called long. When a whale is spiracles. These openings are underwater, it closes its in the sides of their bodies. nostrils and mouth and holds Spiracles lead into branching its breath! air tubes. These tubes take Insects breathe through holes in the sides of their bodies. oxygen from the air and carry it to the bloodstream.

r o e t s Bo r e p ok u S TRACHEA

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MOUTH, NOSE, NOSTRILS AND NASAL CAVITY

LUNGS

GILLS

REFLECT:

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TRACHEAL TUBES

WATER FLOW

AIR SACS

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Think about how animals breathe.

1. Human beings take in air through their noses. What other job does a nose do?

3. Name another animal that breathes the way a grasshopper does.

2. Name another animal that breathes the way human beings do.

4. Circle four animals that are fish.

28 Read • Reflect • Respond

trout

seal

salmon

carp

guppy

sea otter

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READ • REFLECT • RESPOND RESPOND:

How animals breathe lesson 14

Circle a letter or word, fill in the blanks or write the answer.

Recall details

Build your vocabulary

1. All mammals are blooded.

4. Fish have breathing organs called .

5. According to the reading‚ all animals need:

11. The heart is a part of the body that has a special purpose and is an

1i 3. Aa puff of air taken © R. I . C.Publ c t i o n s in or let out is a . b (b) air. •f orr evi ew pur p osesonl y • (a) love.

Look it up in a reference source

Use the diagrams in the reading

14. How does each of the following animals get oxygen?

(b) nose and mouth.

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A dolphin:

6. A human being takes air into the body through his or her:

(a) lungs.

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An eel:

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10. A v is one of the body’s many tubes through which blood flows.

12. To take air in and let it out is to

Recognise a main idea

is a colourless‚ odourless gas that animals need to stay alive.

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3. Insects breathe through small holes

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2. In mammals‚ the take oxygen from the air.

called

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7. Gills help water animals:

A bird:

(a) protect their young.

(b) get oxygen from air.

A bee:

8. Three different classes of animals are:

(a) human beings‚ cows and whales.

(b) mammals‚ insects and fish.

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A pig:

Read • Reflect • Respond 29

READ • REFLECT • RESPOND READ:

lesson 15

What would you see if you visited Death Valley?

Title:

In spring, a little rain falls. Then colourful wildflowers carpet the valley. Higher areas have more moisture. Juniper trees and pines live on slopes that rise from the valley floor. In winter, snow blankets the surrounding peaks.

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Part of the Mohave Desert, Death Valley is a land of extremes. It is one of Earth’s hottest regions. In summer, average temperatures top 38 degrees Celsius. The valley’s lowest point is Badwater Basin. At 85.5 metres below sea level, Badwater is the lowest spot in the Western Hemisphere. Death Valley is also the driest place in North America. Why? Surrounding mountain ranges block rain storms. On an average, less than five centimetres of rain falls each year.

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Death Valley! The name suggests a gloomy, lifeless place. But it’s not so! Located in east-central California, in the United States, Death Valley National Park is an amazing place. It is among the world’s most unusual settings and is one of the most interesting.

Some animals, like lizards, thrive in Death Valley’s heat. But other desert dwellers, like coyotes, foxes and bobcats, only come forth when the hot sun goes down.

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of pack animals used in California’s gold rush. The greedy burros left little food for native wildlife, so most of them have been removed from the park.

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Despite the harsh climate, life abounds in the valley. More than 1000 kinds of plants grow there. They’ve adapted to the arid land. Seeking moisture, some grow their roots deep. Others store water in leaves and stems.

Few large animals live in the park. Small

With searing heat and record-breaking dryness, Death Valley earns a visitor’s respect. All who spend time there are likely to say, ‘There’s nothing else like this on Earth!’

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Think about Death Valley, California, USA, and hot desert life.

1. Circle three adjectives that describe Death Valley.

2. Circle four items a visitor to Death Valley would most likely need.

humid

rain-soaked

dry

umbrella

raincoat

water bottle

unusual

lifeless

mild

tuxedo

sunscreen

flippers

hot

gloomy

icy

sunglasses

galoshes

visored hat

30 Read • Reflect • Respond

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READ • REFLECT • RESPOND 3. Where’s the hottest place you’ve ever been? How hot was it?

RESPOND: Make comparisons

4. Which title best fits this article? Circle the letter. Write the title above the article.

(a) The history of Death Valley

(b) Deserts of the world

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Circle a letter or word(s), fill in the blanks or write the answer. 7. List three animals living in Death Valley.

•

places.

•

2. Badwater Basin is the

l W H

point in the

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1. When it comes to temperature‚ Death Valley is one of the world’s

(To be titled by student.) lesson 15

Use the map in the reading

8. Death Valley is in (eastern/western) California. .

9. Death Valley is on the (Pacific Ocean/ Nevada border).

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Recall details

4. Name two features that allow some Death Valley plants to live with little water. •

•

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Build your vocabulary

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3. Having so little rainfall‚ Death Valley is

12. A gloomy places gives off a (steamy/sad) feeling. 13. A (herd/colony) is a number of large animals living together.

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5. Name two kinds of trees found on slopes around Death Valley. • • 6. What animal was brought in by gold miners? •

14. Healthy animals and plants that continue to grow well are said to (survive/thrive). Look it up in a reference source 15. Write a fact about Death Valley that is not mentioned in the reading.

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Read • Reflect • Respond 31

READ • REFLECT • RESPOND READ:

lesson 16

Don’t have your own wheels? Not a problem!

How to ride a bus … and more! How do you ride the bus? That’s easy! You get on, pay your fare and sit down. What’s the big deal?

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Most city bus systems have a website. You can look online for bus routes and schedules, as well as for fare information. Automatic ‘trip planners’ let users type in their starting point, destination and preferred time schedule. Then the service helps them plan their itineraries. It suggests the best bus route, bus stops, and departure and arrival times.

City transport is accessible to almost everyone. Reduced fares are usually offered to seniors and riders with disabilities. Ramps and lifts provide access to wheelchair passengers and others who can’t climb steps easily. There’s usually a special easy-seating area near the front of the bus. Working animals, such as seeingeye dogs, are usually welcome. Bus schedules are also available in large print or as audio for riders who need them.

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Actually, taking full advantage of a city bus system is a big deal! Lots of information is available to help you make the most of your public transport system. Where can you find it?

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If you don’t have access to a computer, a phone number is very useful. A local phone book may also list some information. Most libraries, post offices, banks and shopping centres provide free bus schedules and route maps.

GROVE CITY RAPID TRANSIT

Route 63: Weekday schedule to Grove City Park Main and Fisher

Stirling and Lake

14, 22, 32, 78, 80

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Balcatta and Clark

Grove City Park 16, 28, 37, 50

6.48 am

6.53 am

7.00 am

7.12 am

7.30 am

7.35 am

7.42 am

7.54 am

9.15 am

9.20 am

9.27 am

9.39 am

10.25 am

10.30 am

10.37 am

10.49 am

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Town Centre Square

7.30 am 8.12 am

9.57 am

11.01 am

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How to read the bus schedule:

• Reading from top to bottom tells you the departure time at each scheduled stop. • To figure out how long it takes to get from point to point along the route, read the times from left to right. • Numbers listed in italics under the stop points show transfer lines.

REFLECT:

Think about your local bus system.

1. What’s the name of your local bus company? 2. Other than buses‚ are there more public transport options in your city or town? What are they? (Examples could be trains‚ ferries‚ light rail or trams.) 32 Read • Reflect • Respond

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READ • REFLECT • RESPOND 3. What are some of the benefits and disadvantages of travelling by bus?

4. Think about your city or town. List three popular destination points that might appear on a bus route map. •

•

RESPOND:

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Circle a letter or word(s), fill in the blanks or write the answer.

Identify main ideas

(a) Reading a bus schedule is easy.

(b) City bus systems have a lot to offer everyone.

2. What’s the main purpose of a bus schedule? (a) To trace the route of a certain bus line.

6. What are two other ways a person might get a bus route schedule? • •

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1. What’s the main idea of the reading?

How to ride a bus … and more! lesson 16

Build your vocabulary

7. At a transfer point‚ a rider can (buy a weekly pass/change to a different bus route).

© R. I . C.Publ i cat i ons 8. An itinerary is a (large city bus/trip plan). 9. o As destination isn thel (place a person is •f orr evi ew pur p e s o y • Recall details going to/starting point of a trip). (b) To tell what time a bus reaches each stop along the route.

3. Circle three items of information you can find on a bus schedule. How long it takes to get from one stop to the next.

Which stops are transfer points.

If the bus is running on time that day.

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When a bus arrives at certain stops.

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Use the schedule

11. It takes bus #63 minutes to travel from Town Centre Square to Main and Fisher.

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4. Describe two ways public transport companies help riders with disabilities. •

10. The departure time is the time a bus (leaves/arrives).

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5. List three public places a bus rider might pick up a printed schedule. •

12. A rider who catches bus #63 at Stirling and Lake at 9.27 will get to Grove City Park at

13. A rider who misses the 7.30 am bus at Town Centre Square will have to wait

minutes for the next one.

14. A rider can transfer from line #63 to line #19 at the

stop.

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Read • Reflect • Respond 33

READ • REFLECT • RESPOND READ:

lesson 17

Have you ever heard someone say, ‘Beware of Greeks bearing gifts’?

The Trojan Horse

ships. Yet, all the while, they were building a huge, hollow, wooden horse.

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That’s when trouble began. The world’s most beautiful woman was Helen of Troy. Unfortunately, she was already married to Menelaus, the king of Sparta. But Paris took Aphrodite up on her promise. He claimed Helen as his own and carried her off to Troy. To reclaim his wife, Menelaus and an army of Greek warriors sailed for Troy.

One night, the Greeks pulled the horse to the gates of Troy. Then some of the soldiers boarded the ships and sailed away. At dawn, the Trojans rejoiced when they saw that their enemy’s ships were gone. Then they saw the giant wooden horse at the gate.

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This Greek myth begins with a handsome Trojan named Paris. He’d made the mistake of angering the goddesses, Hera and Athena. Luckily, however, he was in the good graces of the goddess Aphrodite. She promised him the most beautiful woman in the world.

‘It’s a peace offering!’ someone exclaimed.

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Think about Greek mythology and the tale of the Trojan Horse.

1. The tale of the Trojan Horse is about: (a) a famous trick. (b) an evil king. (c) a new invention. 34 Read • Reflect • Respond

The Trojans should have listened to the skeptical citizen. Instead, they pulled the ‘gift’ inside the gates. That night, as the Trojans slept, a secret door in the horse swung open. Soldiers climbed out, crept to the wall and unlocked the gates. The Greek army poured into the city. Six hours later, Troy was in ruins!

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Nine years of war followed. Finally, the Greeks surrounded the city of Troy—but they couldn’t get inside its walls. The Greek soldiers had an idea. They pretended to give up and retreat to their

Others were more wary. ‘I don’t trust our enemies’, one citizen said. ‘Beware of Greeks bearing gifts!’

2. The ancient Greeks believed 3. that: (a) gods and goddesses had human-like personalities. (b) there was only one true god. (c) good people could become godlike.

You might say ‘Beware of Greeks bearing gifts’ when: (a) your best friend gives you a birthday present. (b) someone who dislikes you brings you a gift. (c) a shop assistant gives you a discount on a purchase. R.I.C. Publications® www.ricpublications.com.au

READ • REFLECT • RESPOND RESPOND:

The Trojan Horse lesson 17

Circle a letter or word(s), fill in the blanks or write the answer.

Recall details

Build your vocabulary

1. Paris came from the city of

8. ‘Beware of Greeks bearing gifts’ is an old adage.

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was said to be the most beautiful woman in the world.

4. The Trojan War lasted for years.

9. An Ancient Greek myth describes the fall of a city called Troy.

10. The Greek soldiers pretended to retreat to their ships.

5. Greek soldiers hid in a giant‚ wooden

• Two other words for ‘myth’ are (legend/oath/story).

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3. Menelaus was Helen’s

• Two other words for ‘adage’ are (summary/saying/proverb).

• Two other words for ‘retreat’ are (withdraw/leave/advance).

11. The Trojans should have listened to the skeptical citizen.

6. The war ended in the destruction of the

Draw a conclusion

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7. Number the events to show the order in which they happened.

12. The saying‚ ‘Beware of Greeks bearing gifts’, warns you to

Paris steals Helen and takes her to Troy.

The Greek soldiers leave a wooden horse at the gates of Troy.

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Put details in order

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A goddess promises Paris the most beautiful woman in the world.

Look it up in a reference source 13. Write a fact about ancient Troy that is not mentioned in the reading.

Menelaus gathers an army and sails to Troy.

Soldiers climb out of the wooden horse.

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Read • Reflect • Respond 35

READ • REFLECT • RESPOND READ:

lesson 18

Give a chimp a paintbrush … and who knows what might happen?

Chimp art

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Congo’s works could be described as ‘modern’ or ‘abstract’ art. Some critics wrote that they’re nothing more than scribbles. Others complimented his ‘bold strokes’. Clearly, Congo has had admirers— including Pablo Picasso! The great artist is said to have framed and hung a ‘Congo original’ in his own studio!

chimp’s paintings as a lark. He described Congo’s work as ‘brightly coloured with bold brushstrokes’. Together, the three paintings were expected to sell for around $1500. Congo’s art was the hit of the auction! When the bidding closed, an American had purchased the chimp’s paintings for more than $25 000!

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In the 1950s, animal expert Desmond Morris encouraged a chimpanzee named Congo to paint. Morris wanted to know if a chimp could ‘create order through art’. By the time Congo was two, he’d stopped eating the brushes and actually begun to paint!

Before he died at the age of 10, Congo had created about 400 artworks. Considering the recent sales price, art dealers are sure to be looking for more Congo originals!

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In 2005, three of Congo’s artworks were offered for sale at a London art auction. Congo’s paintings appeared alongside those of some famous human artists! The sale’s art director said he included the

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Think about ‘modern’ art and this most unusual artist.

1. Some people think all abstract art looks like animal scratchings. What is your opinion of modern art? 36 Read • Reflect • Respond

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READ • REFLECT • RESPOND

Chimp art lesson 18

2. Why might someone want to own a chimp painting? 3. Do you think chimpanzees are intelligent animals? Give reasons and/or examples to support your answer.

r o e t s Bo r RESPOND: pe ok u S

Circle a letter or word(s), fill in the blanks or write the answer. 6. An auction is a:

1. The reading is about:

(a) the surprising interest in Congo’s paintings.

(b) how to teach a chimpanzee to paint.

(a) group meeting where people give opinions about things.

(b) public sale where things are sold to the highest bidder.

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Identify the main idea

7. To bid on something is to:

(a) offer a purchase price for it.

(a) ignoring his trainer

(b) eating paintbrushes

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3. What type of art did Congo create?

(a) landscapes

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(b) abstracts

(b) advertise it in the newspaper.

value after the artist dies. Does Congo’s story support that idea? Why or why not?

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4. At the auction‚ Congo’s paintings sold for:

9. Why might a painting become more valuable after the artist’s death?

(a) less than expected.

(b) a little more than expected.

Look it up in a reference source

Build your vocabulary 5. Abstract art is:

(a) formed with designs‚ and is not actually like a real thing. (b) as clearly realistic as a photograph.

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10. Check out some paintings by Pablo Picasso. Give your opinion of his work. Read • Reflect • Respond 37

READ • REFLECT • RESPOND READ:

lesson 19

Do you have the right stuff? These two amazing women surely did!

Angels on Earth: Clara Barton and Florence Nightingale aid to disaster victims. On her return home, she worked to create the American Red Cross. She became its first president.

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American Clara Barton began nursing during the American Civil War. Horrified by the suffering of wounded soldiers, she volunteered to go to the front lines. Soon she was nicknamed the ‘angel of the battlefield’ for the way she tended the injured. She soon became Superintendent of Union Nurses. At war’s end, she organised searches for missing soldiers. Because of her work, more than 12 000 Civil War soldiers came to rest in marked graves.

Meanwhile, an English nurse was doing similar work. As a child, Florence Nightingale had begun care-giving by tending ‘sick’ dolls. Later, she nursed ailing family members. When England went to war, she took her nursing skills to the battlefields of Clara Barton Turkey. The military soon made her ‘Lady-in-Chief’ of nurses.

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It takes a special person to be a good nurse. Nursing requires compassion, selflessness, and physical and emotional strength. The occupation has an honourable past. Two of history’s most famous nurses are Clara Barton and Florence Nightingale. Both women lived and worked in the 19th century. Barton was born in 1821 and died in 1912. Nightingale lived from 1820 to 1910.

Florence made nightly hospital rounds. She carried a lantern from bed to bed, whispering comforting words to the wounded men. Grateful soldiers called her the ‘Lady with the Lamp’.

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Think about the work of nurses.

1. List three places a nurse might work. • • • 38 Read • Reflect • Respond

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With Nightingale in charge, hospital death rates dropped from 40% to 2%. Florence Florence Nightingale became an authority Nightingale on nursing methods. The United States asked for her advice when Civil War hospitals were first set up. Later, Barton visited Europe. There, she saw the International Red Cross providing

2. Why would someone choose to become a nurse? List three reasons. • • • R.I.C. Publications® www.ricpublications.com.au

READ • REFLECT • RESPOND

Angels on Earth: Clara Barton and Florence Nightingale lesson 19

3. What would a nurse today have in common with the two women described in the reading? 4. Tell about a time a nurse helped you or someone you know.

RESPOND:

Build your vocabulary

1. Name two things that Clara Barton and Florence Nightingale had in common. •

•

2. Name one difference between the two women.

5. A nurse is unusually selfless. ‘Selfless’ means:

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Make comparisons

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Circle a letter or word(s), fill in the blanks or write the answer.

(a) self-confident‚ sure of oneself.

(b) unselfish‚ giving of oneself.

6. Nursing has an honourable past. ‘Honourable’ means:

(a) worthy of admiration and praise. © R . I . C . P u b l i cat i ons (b) difficult and full of problems. f orr evi ew pur p ses onl y • ailing family 7. o Florence Nightingale nursed Recognise • sequence

Barton began a search for missing Civil War soldiers.

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Barton volunteered to be a battlefield nurse.

members. ‘Ailing’ means: (a) old.

(b) sick.

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3. Number these events to show the order in which they happened.

8. Florence became a legend. A legend is a person who:

(a) does a good job.

(b) is well-known for being remarkable.

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Barton became the first president of the American Red Cross.

4. Number these events to show the order in which they happened.

9. Nightingale was an authority on nursing. An authority is: (a) an expert.

(b) a skilled soldier.

Nightingale carried a lamp on night-time hospital rounds.

Draw a conclusion

Nightingale became a military nurse.

10. Why would Barton and Nightingale be described as ‘angels on Earth’?

Nightingale cared for sick cousins and aunts.

R.I.C. Publications® www.ricpublications.com.au

(a) because they died in battle.

(b) because they generously helped others. Read • Reflect • Respond 39

READ • REFLECT • RESPOND READ:

lesson 20

A new approach to healthy living.

A nutrition update Vegetables and legumes • 6 cups of cooked vegetables, dried beans or lentils; or • 4 potatoes; or • 7 cups of salad vegetables. • Vary your vegetables. • Eat more dark-green vegies.

Fruits • 3 medium pieces of fruit; or • 7 small pieces of fruit. • Avoid sugary fruit juices.

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Grains • 4 slices of bread; or • 6 cups of cereal; or • 5 cups of rice, pasta or noodles. • Look for ‘wholegrain’ products. Exercise • Exercise for at least 30 min. each day.

Recommendations are for an average teenage diet. Individual needs may vary.

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Dairy products • 4 slices of cheese; or • 600 g of yoghurt; or • 650 mL of fresh milk. • Think low-fat!

Meat • 140–200 g of cooked meat; or • 3 eggs • Think lean/skin-free!

important, though, to include some foods © R. I . C.Pu beach l i c at i ons from group. There areo differences between the old and •f orr evi ew pu r p s e s o n l y • new approaches. The old method included

Did you notice that the foods in the largest section of the graph make up the largest part of a recommended daily diet? In other words, to eat healthily, choose more foods from the larger sections of the graph and fewer from the smaller sections. It’s

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foods with high levels of fats, oils and/or sugar. Now this category isn’t even included! Also, it used to be recommended that people eat specific amounts of ‘servings’ per day. But, since ideas about serving sizes differ, the new approach is more specific. It describes actual portions. The suggestion that people be active each day has also been included.

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We’re all familiar with the old method of arranging what we eat into different food groups, based on what is or isn’t healthy and how much we should eat of each. However, this has now been changed to reflect the latest research about having a balanced diet. So, how does the new plan (shown below) differ from the old one?

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Think about the new food suggestions and your own diet.

1. Compare the suggestions to your own diet. First‚ fill in the recommended amount. Then compare your own intake. Daily recommendation

About how much do you eat in a day?

Grains Vegetables and legumes 40 Read • Reflect • Respond

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READ • REFLECT • RESPOND Daily recommendation

A nutrition update lesson 20 About how much do you eat in a day?

Fruits Dairy products Meat 2. If you wanted to eat more healthily‚ what one dietary change would you make?

RESPOND:

Make a comparison

1. The graph shows the largest part of a good daily diet coming from which group?

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Recall details

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Circle a letter or word(s), fill in the blanks or write the answer.

5. What are two differences between the old approach and the new one? •

(a) vegetables and legumes

•

that the smallest portion come from which group?

(a) grains

(b) dairy products

7. Would it be healthier to drink a lot of apple juice or eat fresh apples?

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6. Would it be healthier to eat light-green iceberg lettuce or dark-green spinach?

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3. The graph advises people to do what?

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(a) Eat every two hours

(b) Think low-fat!

4. Which is NOT mentioned in the update?

(a) chocolate

(b) fruit juice

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8. Would it be better to drink cream‚ whole milk or low-fat milk?

9. Which would be a healthier choice—white bread or wholegrain bread? 10. A person who doesn’t eat red meat could get needed protein from what other source?

Read • Reflect • Respond 41

READ • REFLECT • RESPOND READ:

lesson 21

Pass the mice, please.

Dinners long ago In medieval times, wealthy people served their guests a wide assortment of foods. A banquet usually had three courses, plus dessert. The first course might feature a whole baby pig, eggs in cream sauce or eel pie. The second course would be roast meat. This might be deer, ox, chicken, peacock, swan, or boar’s head. A typical third course might be liver dumplings or frumenty (wheat with eggs, stock and milk). Dessert would likely be a fruit tart or cherry pudding. Wine, mead and ale would be served as well.

hours. People ate while reclining on couches and were served by slaves. From time to time, slaves also brought bowls of water. Why? So guests could wash their hands after each course. This was a good idea, since the dinner guests ate with their fingers! Spoons were sometimes used, but as yet there was no such thing as a fork.

and the most important guests sat at a high table facing the room. These elite guests were given a spoon and napkin. Before they ate, servants tasted the guests’ food to make sure it wasn’t poisoned.

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From 1700 to 2500 years ago, wealthy Romans enjoyed a variety of foods. At a dinner party, people were served three courses. The first course might include salad and eggs. Or the ‘starter’ course might be stuffed dormice (a dormouse is a type of mouse) and bread. The main course was usually meat. A boar’s head might be served, or chicken, roast peacock, lobster or fish. Some popular items for dessert were fruit, fruit tarts and cakes made with honey. Wine was served with water and sometimes flavoured with honey.

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© R. I . C.Publ i cat i ons Roman dinner parties began in the late Seated at long tables, guests usually •usually f or r ev i ew pu r p ose s on l y • afternoon. They lasted many shared dishes with each other. The host

Medieval people mostly ate with their fingers and washed their hands between courses. After dining, they often threw bones and scraps of food on the floor for the host’s dogs to eat.

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Well-mannered guests burped after eating to show they’d enjoyed the meal.

REFLECT:

Think about people’s eating habits today.

1. Name three foods that people are likely to eat when celebrating. Then name three foods that people are likely to eat day-to-day. Celebratory:

42 Read • Reflect • Respond

Day-to-day:

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READ • REFLECT • RESPOND 2. Name three customs that were once considered good manners but would now be very impolite.

Dinners long ago lesson 21

3. List five foods mentioned in the reading that you’re not likely to see on a restaurant menu today.

•

RESPOND:

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Circle a letter or word(s), fill in the blanks or write the answer.

Build your vocabulary

(a) attaching.

(b) squeezing.

(d) belting.

2. A wide assortment also means:

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Teac he r

1. Belching is the same as:

6. What customs were not shared by Ancient Romans and medieval diners?

(a) a variety.

(b) spread out.

(d) fully occupied.

Recall details © R. I . C.Publ i ca t i ons 7. At a medieval dinner‚ a servant might be (a) rude. phony. •f or(c) r e vi ew pur p o sesto:onl y• expected

3. Someone who is well-mannered is said to be:

(b) polite.

(d) sincere.

4. Ale is:

(a) a malt beer.

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(b) a type of bird. (c) honey-flavoured water.

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(d) a kind of dessert.

Compare and contast

(a) throw bones to the dogs.

(b) wash his or her hands.

8. At a Roman dinner party‚ guests:

(a) shared dishes with other guests.

(b) ate dinner while lying down.

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5. What customs were shared by Ancient Romans and medieval diners?

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Look it up in a reference source 9. What is mead? 10. What is stock?

11. Which major food group is not included in the medieval banquet?

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Read • Reflect • Respond 43

READ • REFLECT • RESPOND READ:

lesson 22

Aye, maties! No quarter given on these ships.

Two pirates Blackbeard

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Teach was an excellent privateer. He was so successful that he was made captain of a captured pirate ship. Instead of continuing as a privateer, though, he decided to become a pirate. He called himself Blackbeard.

Captain Kidd

William Kidd was born in Scotland in 1645. Unlike Blackbeard, Kidd never wanted to become a pirate.

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Blackbeard was born in England in the late 1600s. His real name was Edward Teach. Teach started out as a privateer. People hired privateers to capture pirate ships. As a reward, they were given some of the pirates’ loot.

his mission—and the two men finally met in a swordfight. Blackbeard nearly killed Maynard. But, at the last moment, one of Maynard’s men cut the pirate’s throat and Blackbeard was dead.

In 1695, Kidd was hired as a privateer. But after a year, he’d failed to catch a single pirate ship. Although his heart wasn’t in it, he let his crew attack and loot a ship. But then the crew wanted to loot another ship. Furious, Kidd refused. He was so angry that he hit one crewman with a bucket. The man died the next day. Now Kidd was afraid that his men would mutiny, so he let them capture and loot yet another ship.

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Until 1717, Blackbeard attacked ships off the coast of America. Then a privateer named Lt Robert Maynard was hired to hunt him down. Maynard accomplished

REFLECT:

Soon afterward, Kidd came upon a real pirate ship. But when he ordered his crew to attack, they refused! Some of them even joined the pirates. Captain Kidd gave up and sailed home. Once he reached Scotland, he went on trial for the crimes of murder and piracy on the high seas. Kidd was hanged in 1701.

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looking man. His eyes were fierce. His huge beard was woven into two long braids which hung over his ears.

Think about ships and sailing long ago.

1. What happens when there’s a mutiny on a ship? 2. In what ways would it be easier to rob a ship than a bank? Explain your thinking. 44 Read • Reflect • Respond

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READ • REFLECT • RESPOND RESPOND:

Two pirates lesson 22

Circle a letter or word(s), fill in the blanks or write the answer.

Identify parts of speech

8. Was Teach or Kidd the best privateer?

1. Privateers were given some of the pirate’s loot.

In that sentence, the word ‘loot’ is a (verb/noun).

9. Who had a poor relationship with his crew, Teach or Kidd?

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2. Finally‚ Kidd let his crew attack and loot a ship.

10. For what crimes was Kidd hanged?

Draw conclusions

Predicting outcomes

3. Allowing Teach to command his own ship was:

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In that sentence, the word ‘loot’ is a (verb/noun).

(a) a reward.

11. Suppose Kidd had found a pirate ship right away. What problem might he have avoided?

(b) a big mistake.

(b) The savage pirate.

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5. Would Blackbeard have been so effective as a pirate if he didn’t look fierce?

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6. Why do you think Kidd let his men attack the first ship?

by one of Maynard’s men. Is it likely he would have lived to be an old man?

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Look it up in a reference source

13. What was Captain Kidd’s treasure?

14. What did the governor of South Carolina‚ USA‚ allow Blackbeard to do?

Recall details

7. Where did Blackbeard attack ships?

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Read • Reflect • Respond 45

READ • REFLECT • RESPOND READ:

lesson 23

Is there such a thing as a ‘perfect’ movie?

Movie bloopers With several hundred scenes to shoot, it’s almost impossible to make a flawless movie. Here are just a few errors in some well-known movies:

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• In the 1959 movie North by northwest, a woman pulls out a gun in a cafeteria. A young boy in the room isn’t watching her. So why does he cover his ears just before the shot rings out?

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• In 1977’s Star wars (reissued in 1997 as Star wars IV: A new hope), a group of stormtroopers hurries through a door. One of the troopers clearly whacks his head on the upper part of the door. But the moviemakers insist this isn’t a

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• The 1997 blockbuster Titanic was about the sinking of the actual ship in 1912. But a close-up of the ship’s captain reveals that he’s wearing contact lenses. No-one wore contacts in 1912. They hadn’t been invented!

• The famed chariot race in the 1959 movie epic Ben-Hur takes place in Rome’s Coliseum. But if you look in the distance behind the Coliseum, you can see a red sports car driving by.

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• The 2001 movie Lord of the rings: The fellowship of the ring has several bloopers. In one of them, the wizard, Gandalf, is seen kicking the wire that lights up his staff.

REFLECT:

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blooper, but really a joke. Also, you can read the inscription ‘Made in England’ on a long needle used for interrogating a prisoner.

errors in continuity. One of them occurs during a police attack. The hero, Neo, is handed a gun—a Sig Sauer. A few moments later, though, the gun he’s holding is a Glock. • In the 1933 movie The invisible man, the main character is only invisible when he’s naked. But his footprints in the snow show that he was wearing shoes!

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Think about movies you’ve seen recently.

1. Not long ago‚ the only way to watch a movie was to go to a theatre. Name another way people can watch movies today. 2. Stuntmen and women perform actions that would be difficult or dangerous for big stars to do. Why are fewer stunt people used in movies today? Hint: Think about new technology. 46 Read • Reflect • Respond

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READ • REFLECT • RESPOND RESPOND:

Movie bloopers lesson 23

Circle a letter or word(s), fill in the blanks or write the answer.

Build your vocabulary 1. Draw a line from the italicised word to its definition. blockbuster flawless inscription

r o e t s Bo r e p ok u S a big hit

(a) was filled with a deadly drug.

writing

perfect obviously

(b) contained a drug that made people talk.

Use context clues

2. ‘Continuity’ means using:

(a) the same details in every scene.

(b) an incorrect weapon.

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interrogation clearly

questioning

6. After reading about Star wars: A new hope‚ you can conclude that the needle used for interrogation:

7. After reading about The matrix‚ which of the following would you conclude is a continuity error?

(a) Lord of the rings: Gandalf kicking an electrical wire

(b) The invisible man: The invisible man leaving shoe prints in the snow

3. A ‘blooper’ is:

Look it up in a reference source 8. What is a gaffer?

4. After reading about The invisible man‚ you can conclude that:

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Draw conclusions

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(a) when the invisible man wore shoes‚ people couldn’t see them.

(b) the invisible man walked around naked all the time.

5. After reading about Ben-Hur‚ you can conclude that:

(a) there were no chariots in Ancient Rome.

(b) there were no cars in Ancient Rome.

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9. What does a key grip do?

Read • Reflect • Respond 47

READ • REFLECT • RESPOND READ:

lesson 24

If you had lived 200 years ago, what job would you be doing?

Jobs in Victorian Britain

In the 1800s, there were many jobs that don’t exist today. Here are just a few of them:

• A pieman sold all sorts of pies. Some were made of fruit, such as apple, gooseberry or currants. Some were meat or fish—often beef, mutton or eel. Occasionally, people were suspicious about what sort of meat went into the seller’s pies. Sometimes, passers-by would jeer at a pieman, calling out ‘Miaow’ and ‘Bow-wow’.

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• A cheapjack sold small, inexpensive hardware items and objects such as knife sharpeners. Cheapjacks were usually good talkers. Everyone who passed by listened to their lively sales pitch. They were a common sight at fairs.

• A ratcatcher was a poor person who earned good money by ridding a house of rats. Sometimes he or she used arsenic to poison rats. But usually he or she would use a ferret and a terrier. The ferret would chase the rodents out of their holes, where the terrier could kill them.

• A barrowman sold fruit, vegetables and fish. He sold his wares from a stall or a cart on wheels. If his ‘store’ was on wheels, he walked along the streets. As he walked, he called out flattering descriptions of his products.

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REFLECT:

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Think about modern life and jobs.

1. People still worry about what might be in our food. Give an example of today’s concerns about food.

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stall or cart, so they sold only what they could carry. Orange girls, for example, sold oranges. Other poor people sold bootlaces or laces for corsets. A few street sellers had stalls or carts with warmers for coffee, hot pudding or fish.

2. Many of today’s jobs might not exist in the future. Why?

48 Read • Reflect • Respond

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READ • REFLECT • RESPOND RESPOND:

Jobs in Victorian Britain lesson 24

Circle a letter or word(s), fill in the blanks or write the answer.

Build your vocabulary 1. If you jeer at people‚ you:

8. What sort of person might enjoy being a ratcatcher?

(a) call out to them.

(b) swear at them.

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2. Mutton is: (a) a large‚ curly mustache.

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(b) the meat of an adult sheep.

3. If you have wares‚ you have:

(a) lots of hardware.

(b) things to sell.

10. Why did a ratcatcher need a ferret? Why not just send a dog after the rat?

4. A terrier is a:

Another way to say it 11. A ‘common sight’ is:

5. A stall is a:

(a) booth display of things for sale.

(a) something you see often.

(b) a small cart on wheels.

(b) something you seldom observe.

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6. A ferret is a:

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9. What were people implying when they jeered at the pieman?

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12. ‘Ridding a house of rats’ means:

(a) type of rat-killing poison.

(a) plugging up rat holes.

(b) long‚ thin animal related to a weasel.

(b) feeding rats to ferrets.

Draw conclusions

Look it up in a reference source

7. What sort of person would not make a good cheapjack?

13. The word ‘Victorian’ refers to the reign of Queen Victoria. For how long was she England’s queen?

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Read • Reflect • Respond 49

READ • REFLECT • RESPOND READ:

lesson 25

Compare two reactions to a deadly attack.

Letters to the editor Letter 1

Letter 2

Title:

Editor:

r o e t s Bo r e p ok u S Editor:

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I know there are many fans of pit bulls out there. They insist it’s the owners, not the dogs, who are to blame. They’re wrong—terribly wrong! Pit bulls are bred to be aggressive. How many unprovoked labrador retrievers have ever attacked anyone?

I can not believe all the hysteria over pit bulls. Yes, what happened was certainly a tragedy. But the fault clearly lies with the owner. He had obviously been encouraging his dog to behave aggressively.

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Just last year, there was a fatal attack by a pit bull. Now another young life has been cut short by this deadly breed! When do we say enough is enough? The mayor should put a ban on ownership of these dangerous animals. We can not risk the lives of our children and families any longer.

My pit, Jessie, has never harmed anyone in her entire life! In fact, every single pit I know is gentle and loving.

Must people believe every hysterical © R. I . C.Pu bl i ca t i o ns dog story about pits? A professional trainer said that the worst bite he ever •f orr evi ew pu r po s es onl y • received was from a standard poodle.

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I sincerely hope the mayor will take immediate action before another tragedy takes place in our city.

REFLECT:

Any dog can be provoked—pits included. But it is knowledgeable, responsible pet owners that are needed—not the condemnation of all pits because of a single tragedy.

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No matter how sweet and friendly pit bulls seem to be, they can turn on you at any time. With their size and strength, they’re excellent killing machines.

I’ve yet to hear the rally to eliminate poodles.

I sincerely hope our mayor will not be swept up in this anti-pit hysteria.

Think about letters to the editor.

1. Above each letter‚ write an appropriate title. 2. Where do you find letters to the editor? 3. Why do you think people write letters to the editor? 50 Read • Reflect • Respond

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READ • REFLECT • RESPOND RESPOND:

Letters to the editor lesson 25

Circle a letter or word(s), fill in the blanks or write the answer.

Build your vocabulary

Another way to say it

Recognise the antonyms (words with opposite meanings).

8. ‘I can’t believe all the hysteria about pit bulls.’

1. hysterical

3. unprovoked

(a) reasonable

(b) insane

2. ban

(a) I can’t understand why people don’t like pit bulls.

(b) People aren’t thinking reasonably about pit bulls.

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(a) angered

(b) innocent

4. aggressive

(a) forbid

(a) friendly

(b) allow

(b) sweet

Recognise the main idea

9. ‘Another young life cut short by a pit bull attack!’

(a) Yet again‚ a young person has been killed by a pit bull.

(b) Life is too short for people to be attacked by pit bulls.

5. What event inspired both letters? (a) The mayor said people were not allowed to own pit bulls.

(c) Pit bulls attack only young people. © R. I . C.Publ i cat i ons 10. ‘We must not condemn all pit bulls.’ (b) A • young person made ae pitw bull p f o r r e v i u r p osesonl y• (a) We must not believe all pit bulls are angry. (c) A young person was killed by a pit bull.

dangerous.

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(b) We must not put pit bulls to death.

Compare and contrast

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6. Describe two significant differences between Letter 1 and Letter 2. •

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Fact or opinion? Write F or O.

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People can be hysterical about pit bulls.

12.

No-one should own these dangerous animals.

13.

My pit‚ Jessie‚ has never harmed anyone.

• 7. On what do both letters agree? R.I.C. Publications® www.ricpublications.com.au

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lesson 26

Homes have changed a lot in 80 years.

Different times, different homes

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Teac he r

In the 1930s, middle-class people lived in houses with several rooms. These homes had water taps, electricity and large windows to let in plenty of light and air. People also had machines that made housework easier, such as vacuum cleaners, gas and electric stoves and small refrigerators. Electric boilers quickly heated water for washing dishes and clothes. People who could afford them even had washing machines and telephones.

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In the 1850s, many people moved from rural to urban areas. They migrated to cities to work in factories. Most of these people lived in large buildings. Often, a whole family lived in a single, crowded room. They used coal for cooking and heating their rooms. Light came from candles or gas lamps. People got water from pumps in the street and lugged it home in buckets. Almost all chores were done by hand—not machines. Clothes were washed by hand. Floors were swept with a broom. Rugs were beaten with a paddle to remove the dust.

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Gramophones (that had to be wound up before they could operate) played records. Radios, too, had now become widely available.

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For entertainment, most people read. Sometimes they played guessing games such as charades.

REFLECT:

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Think about homes in today’s world.

1. Name four electronic devices we use for entertainment today. •

•

52 Read • Reflect • Respond

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READ • REFLECT • RESPOND RESPOND:

Different times, different homes lesson 26

Circle a letter or word(s), fill in the blanks or write the answer. 10. If you owned a refrigerator‚ you:

Build your vocabulary 1. They migrated to cities to work in factories. Migrated means:

(a) wandered without direction.

(b) moved from one area to settle in another.

(a) could store all your food in one place.

(b) wouldn’t need to buy food every day.

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11. In the 1850s‚ if you wanted to take a warm bath‚ you had to:

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2. Sometimes they played charades. Charades means:

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(a) telepathic card tricks.

(a) heat up water on the stove.

(b) an indoor version of hide and seek.

(b) take a bath at the pump.

Recall details

12. Since clothes dryers hadn’t yet been invented:

4. In the 1850s‚ where did people get their drinking water from?

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5. What did electric boilers do?

(a) clothes dried as people wore them.

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Match synonyms 6.

lugged

chores

tap

13. In the 1850s‚ how could people listen to music?

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3. Name one 1850s form of entertainment that still exists today.

(a) They attended concerts or made their own music.

o c . che e r o t r s super (a) tasks

(b) spigot

(b) Until the gramophone was invented‚ they didn’t listen to music.

Look it up in a reference source

Make inferences

14. Who was the monarch of Great Britain in 1850? In 1930?

9. Why were houses in the 1930s safer than those in the 1850s?

In 1850:

In 1930:

(a) Coal was used to heat the houses.

(b) Electricity took the place of candles.

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Read • Reflect • Respond 53

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lesson 27

Do you dream of a career in fashion?

A backstage dresser at a fashion show It’s a big New York show. Dozens of famous designers are bringing out their latest fashions. The backstage is as crowded as a locker room. The air is thick with tension.

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Marlena and the model hustle to the entrance of the catwalk. Marlena has just enough time to tie the black satin bow at the back of the dress.

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Marlena, a dresser, takes a deep breath. The model is waiting in her underwear. Marlena grabs the brandnew high heels. Using the points of her scissors, she quickly scores the soles so they won’t be slippery. But when she slips the shoes on the model’s feet, the shoes are loose. From her oversize bumbag, Marlena grabs some pads and tucks them into the heels of the shoes.

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Then Marlena lightly runs a lint brush over the dress. Suddenly, a sweaty young man hurries up to her. ‘Now!’ he hisses.

As the music swells, the model walks out to a burst of applause. Marlena smiles. This was her first big show—a step up the ladder. It will look good on her résumé.

After the show, Marlena will return to her tiny studio apartment. It’s all she can afford on a low-paying dresser’s salary.

Carefully, Marlena drapes the black dress over the model and zips up the back. The wide straps are loose on the shoulders! Marlena whips double-sided tape from the bumbag. She tapes the straps snugly to the model’s shoulders.

Tomorrow, Marlena will visit several modeling agencies and show them her portfolio of hairstyles. She’ll let them know that she’s looking for a job. Maybe one of those modeling agencies will say ‘Yes’. If not this time, maybe next time!

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REFLECT:

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her dream is to have a career as a highfashion hairstylist right here in New York City—the Big Apple.

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Next, Marlena drops a scarf over the model’s head. This is to protect her hair and make-up as the dress goes over her head.

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How much do you know about New York City?

1. New York City is a city in which country? 2. Do you think you’d like to live in New York City? Why or why not? 54 Read • Reflect • Respond

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READ • REFLECT • RESPOND RESPOND:

A backstage dresser at a fashion show lesson 27

Circle a letter or word(s), fill in the blanks or write the answer.

Identify the main idea

7. What is Marlena’s dream job?

1. What is the main idea of this reading?

(a) Dressers like Marlena use a lot of equipment.

(b) Marlena hopes to be a high-fashion hairstylist.

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8. Why is Marlena working as a low-paid dresser?

Another way to say it

2. Marlena scores the soles of the shoes.

9. ‘The air is thick with tension’ means:

‘Scores means’:

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Build your vocabulary

(a) people are nervous and excited.

(a) scratches up.

(b) the air conditioner is broken.

(b) writes numbers on.

10. For Marlena‚ ‘a step up the ladder’ means:

3. Marlena will show her portfolio of hairstyles.

(b) education history.

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tapes

Draw conclusions

4. Which three verbs make it clear that Marlena must work fast? drapes

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(a) names of salons where she’s worked.

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11. What might have happened if Marlena hadn’t scored the model’s shoes?

o c . che e r o t r s super smiles

tucks

grabs

scans

5. Which four adjectives best describe the atmosphere backstage? disastrous

crowded

bustling

hurried

oversized

leisurely

boring

tense

12. Why do Marlena and the model have to prepare very quickly?

Recall details.

6. What colour is the satin bow?

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Read • Reflect • Respond 55

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lesson 28

Sleep—an important break from consciousness.

Get your sleep!

such long periods, you can become paranoid. For example, you might imagine that people are planning to hurt you.

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• Normally, you change your position about 30 times before you wake up in the morning. Insomniacs, though, change position about 100 times a night.

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Sleep, of course, is a time of rest. During sleep, you’re not aware of your surroundings. Your muscles relax and your heartbeat and breathing slow down. During a typical eight-hour period of sleep, you dream many times. Dreaming periods occur every 90 to 100 minutes. Each period lasts from five to 30 minutes.

• Many studies have shown that afternoon naps are beneficial.

Sleep restores energy to the body— especially to the brain and the nervous system. Scientists don’t know exactly how this happens. In fact, there are many things we don’t yet know about sleep. But here are a few things we do know:

• Do animals dream? Scientists have found evidence of dreaming in every animal—except the echidna!

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• When you’re sleep deprived, you lose energy. You may make mistakes and get angry more easily. If you go without sleep for more than 48 hours, you begin to hallucinate. This means that you see things that aren’t there! The record time for going without sleep is 11 days. How does that make you feel? If you go without sleep for

REFLECT:

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Think about sleep, a big part of your life.

1. You’ve seen sleeping people or animals. What do you notice about them? 2. How do you feel when you’ve had plenty of sleep? How do you feel if you haven’t? Plenty of sleep:

56 Read • Reflect • Respond

Not enough sleep: R.I.C. Publications® www.ricpublications.com.au

READ • REFLECT • RESPOND RESPOND:

Get your sleep! lesson 28

Circle a letter or word(s), fill in the blanks or write the answer.

Build your vocabulary

Summarise

1. Someone who is sleep deprived is:

10. After a sleepless night‚ your state of

(a) not getting enough sleep.

(b) getting too much sleep.

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2. Someone who is paranoid:

(a) places too much trust in others.

(b) is unreasonably suspicious of others.

3. Insomniacs are people who:

Draw conclusions

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mind would be

11. If you’re sleep deprived‚ it’s:

(a) dream too much.

(a) not safe to watch TV.

(b) hardly move during sleep.

(b) not smart to drive a vehicle.

(b) sleeping is a waste of time.

Recall details

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5. How often do people dream in a night?

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7. Circle three things that happen during sleep. heart slows down

13. While sleeping‚ you probably wouldn’t:

(a) change your position.

(b) notice someone in the room.

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6. How long do dreams last?

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1i 2. Ifa you’ve gone several days without © R. I . C.Publ c t i o n s sleep‚ you might think: (a) harmful. •f rr evi ew pur p se son l yagainst • you. o (a) everyone’s plotting (b) good foro you.

4. If something is beneficial‚ it is:

fingers twitch

hair stops growing

muscles relax

breathing slows down

eyes roll back

Look it up in a reference source 14. What is sleep apnoea?

8. Sleepers normally change position about (58/5/30) times a night.

9. Afternoon naps are (lazy/beneficial/ unhealthy).

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lesson 29

Queen Mary led a full, but tragic, life.

Mary, Queen of Scots

turned against her. She raised an army against them, but her soldiers were defeated. Mary was forced to step down from the throne and was sent to prison. Her son, James, who was only a baby, was crowned king—James VI.

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In 1561, Mary, raised as a loyal Roman Catholic, returned to Scotland. She found that Scotland was becoming a Protestant country. She married her Catholic cousin, Henry Stewart, who was known as Lord Darnley. The marriage alarmed powerful Protestant leaders. They revolted against Mary and Lord Darnley. But Mary, who joined her soldiers on the battlefield, stopped the revolt quickly.

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Born in 1542, Mary became the queen of Scotland before she was one week old. At age five, she was sent to France to attend school. At 15, she married the French crown prince. Soon after the marriage, the prince became Francis II, King of France. Unfortunately, he died only 17 months later.

With the help of a few brave friends, Mary escaped from prison. She rallied a large force behind her and, once again, engaged the Scottish nobles in battle. But again, she was defeated. At this point Mary decided to leave Scotland. She went to England to beg for support from her cousin, Queen Elizabeth I.

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In 1567, Lord Darnley was murdered. Most people believed the Earl of Bothwell, a great favourite of Mary’s, was behind the murder. Three months after Darnley was killed, Mary married Bothwell. Outraged, the Scottish nobles

who was next in line for the throne of England. She feared that Mary would try to overthrow her. Instead of helping her, Elizabeth had her imprisoned. Mary spent the next 19 years in prison. Then she was implicated in a plot to assassinate Elizabeth. On 8 February 1587, Elizabeth had Mary beheaded.

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Think about leading a country.

1. In Mary’s time‚ a country’s leader was determined by birth. Many modern countries choose their leaders by election. Which method do you think is best? Why? 58 Read • Reflect • Respond

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Mary, Queen of Scots lesson 29

2. List two changes you would like to make if you were the leader of your country. • •

RESPOND:

Circle a letter or word(s), fill in the blanks or write the answer.

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Build your vocabulary overthrow revolt

Put details in order

outraged implicate

alarmed rally

they’re

2. People when they rise up against established authority. 3. To a government is to take away its power.

Mary is forced to step down from her throne.

Darnley is killed‚ probably by Bothwell.

Mary’s French husband‚ Francis II‚ dies.

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1. When people are extremely angry‚

10. Number the events to show the order in which they happened.

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6. To imply involvement. Recall details

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7. How many times did Mary marry?

Mary escapes prison and flees to

Mary marries Lord Darnley.

Draw conclusions someone is to

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5. Another word for ‘frightened’ is

11. Circle three words that could describe Mary.

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determined

religious

bold

fearful

victorious

8. How many people were murdered?

Look it up in a reference source

9. Which two people were Mary’s cousins?

12. Who was James Stuart‚ Earl of Moray?

(a) Francis II

(b) Elizabeth I

13. How did Darnley die?

(d) Darnley

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lesson 30

Want to create your own computer games? Take a class!

Introduction to gaming

Teac he r

Did you know that you can study computer gaming at university? Courses offered include animation, game development and computer music. Universities around the world offer courses in computer games.

Back then, that was just about all a company needed to develop new games. Today, game design is more complicated. The development of one game can cost over $75 million and require over 500 workers! As such, companies have many positions to fill.

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Do you want to be a computer game developer or designer? City University London, Britain, offers a degree in Computer Science with Games Technology. At Monash University, Melbourne, Australia, you can get a Bachelor in Information Technology that includes study in computer graphics and game technology. Students from universities like these will supply the growing demand for game developers. The computer game industry is booming! That’s why game companies are hungry for new workers with new ideas. They need the skills and tastes of young people who’ve grown up with computer games.

Some people don’t view computer gaming as a serious subject. They feel that courses on computer games shouldn’t be taught at university. But many universities insist that the gaming industry needs technically proficient workers. And one of a university’s jobs is to supply what the working world needs.

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Jason Della Rocca is executive director of the International Game Developers Association. He says that in the early days of gaming, one developer could teach a handful of workers what to do.

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Think about computer games and movies.

1. How are movies and computer games similar? How are they different? Similar:

60 Read • Reflect • Respond

Different:

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READ • REFLECT • RESPOND RESPOND:

Introduction to gaming lesson 30

Circle a letter or word(s), fill in the blanks or write the answer.

Build your vocabulary

Fact or opinion? Write F or O.

1. What is technology?

Computer games aren’t a serious subject to study at university.

Universities around the world offer courses studying computer games.

10.

Developing a single game might require over 500 workers.

11.

Supplying new workers is a university’s main job.

(a) using science for practical purposes (b) manufacturing machines to make goods (c) programming computers in colleges

2. What is a design?

(a) a painting or drawing in a book (b) fancy lettering and artwork (c) a drawing or plan to serve as a guide

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3. Animation is the process of:

(a) making drawings that move. (b) creating different moves for game characters. (c) drawing on computers.

(b) proof of qualification. (c) a doctor’s prescription.

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Identify the main ideas

12. What two main points does the author make?

(a) City University London offers a degree in gaming.

i (b) Many © R. I . C.Publ c at i ouniversities ns offer courses in computer game development. 4. A degree is: f orr i ew pur p se onl y• o (c) Thes computer game industry needs (a) an• application fore av job.

(a) falling apart. (b) growing quickly. (c) losing money.

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(a) eager. (b) open. (c) not ready.

7. One developer could teach a handful of workers. Handful means:

(d) Universities should not offer courses in computer gaming.

Draw a conclusion

13. Why do companies need the skills and tastes of young people?

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6. Companies are hungry for new workers. Hungry means:

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5. The computer game industry is booming. Booming means:

many new workers.

(a) five. (b) a lot. (c) a few.

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Look it up in a reference source 14. List several jobs/careers available in the computer game development industry. Read • Reflect • Respond 61

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lesson 31

Some facts about that red stuff in a bottle.

Tomato sauce

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The first sauce (also known as ‘ketchup’) wasn’t made of tomatoes. Ke-tsiap was invented by the Chinese in the 1690s. It was a sauce made of pickled fish and spices. European explorers discovered ke-tsiap in Malaysia. The sauce first became popular in England. However, its popularity quickly spread to England's other colonies.

Tomato sauce wasn’t made until the 1700s. Why? Until then, people thought those bright red globes were poisonous! Tomatoes are related to the belladonna and nightshade plants—both toxic. Many people believed that tomatoes weren’t safe to eat. However, John Gerard, a British surgeon, loved tomatoes. Eventually other bold folks tried them, too. Seeing that tomatoes didn’t kill anyone, more and more people began to enjoy them. Today, of course, tomatoes are the main ingredient in the sauce.

REFLECT:

had to be boiled for hours to become thick. It also had to be stirred constantly so it wouldn’t burn. In 1875, Henry J Heinz came to the rescue with bottled tomato sauce. ‘Precooked tomato sauce’, he said, ‘is a blessed relief for Mother and the other women in the household’. The H J Heinz Company® now sells 650 million bottles of tomato sauce annually.

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In 1801, the first recipe for tomato sauce

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Think about tomato sauce and other condiments.

1. Tomato sauce is a condiment—something used to enhance the flavour of food. Circle nine items below that are also condiments. lettuce pickle relish mayonnaise

soy sauce mustard horseradish

tartar sauce ice-cream honey

salsa tortilla chips wholemeal bread

hot dogs milk chutney

2. What is your favourite condiment? 62 Read • Reflect • Respond

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READ • REFLECT • RESPOND RESPOND:

Tomato sauce lesson 31

Circle a letter or word(s), fill in the blanks or write the answer.

Recall details

Fact or opinion? Write F or O.

1. The first sauce (ke-tsiap) was:

Everyone hated making homemade tomato sauce.

People once thought that tomatoes were unsafe to eat.

(a) a thin and watery liquid.

(b) unsafe for people to eat.

2. Tomatoes are:

Make comparisons

(a) related to poisonous plants.

(b) poisonous only when cooked.

8. Explain two differences between ke-tsiap and the tomato sauce sold today. •

3. Making homemade tomato sauce requires:

(a) using precooked tomatoes.

(b) adding Henry J Heinz’s spices.

(a) light and informal.

(b) formal and serious.

•

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Draw conclusions © R. I . C.Pub l i cat i ons 9. An ad claimed that bottled tomato sauce Recognise the author’s tone was ‘a e blessed relief for Mother and the • f o r r e v i e w p u r p o s s o n l y • 4. The tone of the reading is: other women in the household’. What does

Put details in order

Look it up in a reference source

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5. Number the events to show the order in which they happened.

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this suggest about the men in the household?

People spent hours making homemade tomato sauce.

Ke-tsiap‚ made of fish and spices‚ was invented.

Tomato sauce became popular in the colonies.

People began enjoying tomatoes.

Henry J Heinz began selling bottled tomato sauce.

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10. From what is mustard, another popular condiment‚ made of?

11. Read the label on a bottle of tomato sauce or another condiment. List the ingredients. Write the main ingredients on the lines below. Hint: The main ingredient is listed first. Read • Reflect • Respond 63

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lesson 32

This device makes fast food even faster!

Hyperactive Bob

shows up. If cooks grill too few burgers, customers end up waiting. If they grill too many, a lot of burgers may end up in the bin.

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'Bob' instantly alerts workers as new customers arrive. Restaurants like using the system. Much less food is wasted. Cooks and other employees find that Bob takes a lot of stress out of their jobs. Waiting times for customers have been cut by a minute or more. And, as they say in business, ‘time is money’!

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Imagine pulling into a fast-food restaurant car park. As you park, a camera on the roof zooms in on your car. A computer compares your car to other cars of the same shape and size. The computer’s memory stores orders from people with cars like yours. Based on those past orders, the computer decides what you probably want to eat. Your order flashes on the screen. By the time you’ve entered the restaurant, your food is being cooked. Sound far-fetched? A simpler version of this technology is already being used. Its name? Hyperactive Bob. Right now, Hyperactive Bob is used in many American restaurants to show workers how many customers to expect.

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Hyperactive Bob helps solve fast-food restaurants’ biggest headache. Think about it. Cooks are never sure how many people are going to show up or what they’ll order. Fast food isn’t fast unless it’s cooked before the customer

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Think about fast-food restaurants and other businesses.

1. For what purpose are cameras usually used in businesses? 2. Recently‚ fast-food restaurants have put less-fattening items on their menus. Name two of those items. 64 Read • Reflect • Respond

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Hyperactive Bob lesson 32

3. How would you feel about having a camera recording all of your daily activities?

RESPOND:

Circle a letter or word(s), fill in the blanks or write the answer.

Build your vocabulary

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1. A far-fetched idea: (a) comes from a distant place.

(b) is hard to understand.

2. A simpler version is a: (a) particular form of something.

(b) machine with fewer parts.

3. Some synonyms for stress are: (a) worry‚ concern‚ fear.

(b) deserve more money.

8. The phrase ‘time is money’ means: (a) people lose money if they work too fast.

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7. When employees’ jobs are less stressful‚ they will: (a) eat more while on the job.

(b) the less time you work‚ the less you earn.

Recall details © R. I . C.Publ i ca t i ons 9. Hyperactive Bob is the name of a (fast •f o rr e i ew pur p o sesonl y• 4. A computer’s memory isv the: employee/computer system).

(a) design of the keyboard.

(b) ability to produce graphics.

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Draw conclusions

10. Fast food must be cooked (before/after) the customer arrives.

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(b) strain‚ pressure‚ tension.

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11. If restaurants make too little food‚ people end up (waiting/dieting). 12. A simple version of Hyperactive Bob is being (developed/used).

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5. Compared to a sports car‚ a mini-van appearing at the drive-through window means: (a) a bigger food order.

13. It can be (stressful/wasteful) for a cook to get too many orders at once.

(b) disagreements about what to order.

14. Hyperactive Bob records people (coming to/leaving) a restaurant.

Look it up in a reference source

6. If customers wait a long time for fast food‚ they might: (a) end up ordering more food.

15. ‘In-n-Out Burger’ was the first drivethrough restaurant. Where and in what year was it opened?

(b) go somewhere else next time.

Where?

What year?

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lesson 33

These ovens cook food from the inside out.

The amazing microwave oven

Microwave ovens use microwaves— electromagnetic waves. When a microwave hits a molecule, a change takes place. The molecule turns until its charge lines up with the charge of the microwave.

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Inside the oven, microwaves bounce around at an amazing speed. Each changes its direction millions of times per second. The molecules in the chicken turn around at the same great speed. Those zooming molecules create friction—the energy produced when objects rub against each other. Friction creates heat. It’s that heat that cooks the chicken— from the inside out.

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Before there were microwave ovens, food was always heated from the outside in. Think, for example, of how a roast chicken is cooked in a regular oven. The heat must travel from the skin all the way into the middle of its body. In contrast, microwave ovens cook food from the inside out.

Many foods are mostly made of water and fats—which are made of molecules. These are tiny particles that can only be seen through a microscope. The atoms within molecules are charged with positive or negative electricity. A positive charge is at one end of each molecule. At the other end is a negative charge.

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Each charge pulls towards its opposite. Negative charges pull towards positive charges, and positive charges pull towards negative charges. This is how the molecules line up and stay together: positive to negative and negative to positive. A chicken is made up of countless molecules, all lined up in this way.

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Think about the food we eat.

1. Name two precooked foods that are sold packaged.

2. Name two foods that are usually eaten raw. 66 Read • Reflect • Respond

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The amazing microwave oven lesson 33

3. List three foods you would usually heat or cook … in a microwave oven:

RESPOND:

in a regular oven:

Circle a letter or word(s), fill in the blanks or write the answer.

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Recall details (Write T for true or F for false.)

11. What causes friction?

Teac he r

Regular ovens cook food from the inside out.

When hit by microwaves‚ molecules quickly melt.

Atoms in molecules are charged with electricity.

Molecules moving at great speed create friction.

Friction creates light‚ which cooks our food.

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Build your vocabulary © R. I . C.Publ i ca t i ons 13. Molecules are (telepathic/microscopic). • f o r r e v i e w p u r p osesonl y• A molecule has a different charge at each end.

12. How do molecules line up?

Positive charges line up with negative charges.

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Write the answer

14. To contrast two things is to point out the (differences/similarities). Draw a conclusion

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15. Soup heated in a microwave oven is very hot. But the cup that holds the soup is cool enough to hold. Why? (Hint: What’s the difference between a cup and food?)

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9. How does a regular oven bake a pie?

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Most foods we eat contain water and fats.

10. What happens to molecules when they’re hit by microwaves?

Look it up in a reference source

16. The milk we buy has been pre-heated. Why?

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lesson 34

A seesaw is a type of simple machine.

Seesaw science

A seesaw is a lever. A lever is a simple machine that uses little energy to lift objects. A light person is able to lift a much heavier one using a seesaw.

Suppose a 100-kilogram person and a 50-kilogram person sit on a seesaw. The 100-kilogram person weighs twice as much as the 50-kilogram person. How can the board be balanced? The 100-kilogram person must sit twice as close to the fulcrum as the 50-kilogram person.

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The main part of a seesaw is a board attached to a stand at a point called the fulcrum. The fulcrum supports the board and is the point where the board hinges.

There are many types of levers. A wheelbarrow is a different kind of lever than a seesaw. In a wheelbarrow, the fulcrum is the wheel. The weight, or load, is shared between the fulcrum and the force. The force is the person lifting the wheelbarrow's handles.

Here’s what happens when someone sits at one end of a seesaw. That person’s weight provides the force to lift the person at the other end.

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If both people weigh the same, the force is equal. That means the board will balance. If one person is heavier than the other, the board will not balance. The heavier person will sink to the ground. To balance the board, the force must be even. There are two ways to do this. First, the heavier person could move closer to the fulcrum. Or, the fulcrum itself could be moved.

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Think about the machines you see everyday.

1. Name five machines that you use everyday when at home. •

•

68 Read • Reflect • Respond

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READ • REFLECT • RESPOND

Seesaw science lesson 34

2. Circle four machines that require constant energy from you to keep operating. dishwasher

scissors

handsaw

food processor

shovel

potato peeler

electric fan

clothes dryer

RESPOND: Make inferences

Circle a letter or word(s), fill in the blanks or write the answer.

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The part of a lever that is the support is called the ‘load’.

12.

Unless both people weigh the same‚ a seesaw can’t move.

13.

A seesaw can not be balanced by moving the fulcrum.

14.

A seesaw can be balanced if the heavier person moves closer to the fulcrum.

1. Circle three examples of levers. shoehorn

corkscrew

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axe

crowbar

hammer claw

ice-cream scoop

2. Is a screwdriver a lever? Does a screwdriver become a lever when it’s used to lift the lid off a can of paint?

Match synonyms

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11.

repositioned hoisted equal © R. I . C.Publ i cat i ons 3. A f is any push or pull • f o r r evi ew pur p osesonl y• on an object. 15. even / Build your vocabulary

is the support

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is any device 5. A m that can change the speed‚ direction or amount of a force.

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is a simple machine 6. A l made of a bar that turns on a support.

16. lifted / 17. type / 18. moved /

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4. A f on which a lever rests.

kind

Look it up in a reference source

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19. Name three other simple machines. •

Recall details (Write T for true or F for false.)

•

A lightweight person can lift a heavy person on a seesaw.

To balance a seesaw‚ the weight must be the same at both ends.

20. Who invented the ‘assembly line’ approach to car manufacturing?

The fulcrum of the wheelbarrow is its long handles.

10.

A wheelbarrow is one of many simple machines we use.

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•

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lesson 35

Express yourself—with a car.

Cars with ‘feelings’

actions. It responds with a very ‘angry’ look. Now the headlights appear to be slanted at a 45-degree angle. The ‘eyebrow’ lights slope downward, as if the car is frowning. All the bonnet lights glow red. Flashing ‘angry lights’ at a careless driver is supposed to make you feel better.

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The car uses bonnet designs that light up to show moods ranging from happy to sad. The designs include several colours; for example: yellow is happy, blue is sad and red is angry. The bonnet designs resemble faces. They have ‘eyebrows’ and even ‘eyes’ that shed ‘tears’.

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Can you believe it? Someday you may be able to drive an ‘expressive’ car— one that shows your feelings. It’s true. Four Japanese engineers have designed a car that conveys ‘emotions’.

The engineers say their invention enables you to express yourself through your car. Some people argue we’re already close enough to our cars.

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Here’s how it works: TIRED Suppose another driver (light blue) swerves in front of you. You take your foot off the pedal and press down on the brakes. As you quickly steer out of the other car’s way, your car records all these

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SAD (dark blue)

Do you think it’s a good idea to let other drivers know how we feel? Maybe ANGRY a car that ‘frowns’ and (red) shows ‘tears’ really is the way to go. Or maybe we don’t really need ‘angry lights’ to show other drivers what we think of them. What’s your opinion?

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HAPPY (yellow)

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Think about cars and their owners.

1. In your opinion‚ what’s the worst driving habit a person can have? 2. How do people show their personality through their cars? Give several examples. 70 Read • Reflect • Respond

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Cars with ‘feelings’ lesson 35

3. How do you think you would react to an ‘angry’ car driving behind you?

RESPOND:

Circle a letter or word(s), fill in the blanks or write the answer.

Build your vocabulary

Give an example

1. Something that’s expressive is:

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(a) extremely fast-moving.

(b) full of meaning or feelings.

2. A driver who swerves:

(a) jumps ahead quickly.

(b) deliberately tries to hit you.

3. Headlights that resemble angry eyes:

Recall details (Write T for true or F for false.) 8.

‘Expressive’ cars are now available at dealerships.

The car drives automatically if you’re very angry.

(a) look like angry eyes.

(b) are extremely large.

4. Something that slopes is:

(b) slanted.

12.

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with different ‘looks’.

Identify synonyms

Identify the author’s attitude

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5. The author of the reading thinks that ‘expressive’ cars:

(a) would cost too much.

(b) are a fanciful idea.

Identify emotions (Circle four examples.) 6.

determination resentment belief fear

If someone cuts you off‚ the bonnet lights turn yellow.

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(a) upright.

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7. When might you want to flash another driver a ‘happy face’?

surprise intelligence joy fatigue

creation reacts emotions furious

13. feelings /

14. invention / 15. angry /

16. responds / Look it up in a reference source 17. In what decade were airbags first commercially available?

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lesson 36

The custom of kissing has been around for quite some time.

Some facts about kissing

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Teac he r

If you want to be scientific, here’s what happens when you kiss someone. Some 26 calories are burned during a oneminute long kiss. The two people also exchange more than 250 colonies of bacteria. Luckily, most of them are beneficial.

In the Dark Ages (476 ce – 1000 ce), types of kisses showed your social status. If you kissed people on the mouth, you were equal to them. If people were socially superior to you, you kissed them on the hand, knee or foot. People who were inferior kissed you.

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Today, there are many different customs to do with kissing. The normal greeting in Europe is to kiss both cheeks. Eskimos, Polynesians and Malaysians rub noses instead of touching lips. In Hollywood, the usual greeting is to kiss the air beside each cheek.

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During London’s Great Plague of 1665, people were afraid to greet each other with kisses. Instead, they bowed, curtsied, waved or tipped their hats. Some of these customs still prevail in modern times.

Not every kiss is affectionate. In the movie The Godfather: Part II, Michael Corleone kisses his brother, who has betrayed him. But this is ‘the kiss of death’. It means that Michael will soon have his brother killed.

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Think about kissing and other social customs.

1. Name a movie that has a memorable kissing scene‚ or a song that mentions kissing. 2. Name a form of greeting that’s not mentioned in the reading. 72 Read • Reflect • Respond

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Some facts about kissing lesson 36

3. Suppose a woman was introduced to the Queen of England. What is the traditional way for her to greet the Queen?

RESPOND:

Circle a letter or word(s), fill in the blanks or write the answer. 7. Kissing showed your social status.

Recall details 1. Why were people afraid to kiss during the Great Plague?

(a) where you ranked compared to others

(b) whether or not you were popular

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2. During the Middle Ages‚ what did it mean if someone kissed your knee?

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8. Michael Corleone gave his brother the kiss of death.

(a) He gave his brother a deadly disease.

Draw conclusions

3. During the plague‚ what other form of greeting did people probably avoid besides kissing?

(b) He indicated that his brother would be killed.

(Complete words from the reading.)

4. Why might Hollywood ‘air-kissers’ want to avoid kissing each other’s cheeks?

9. hostile /

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Build your vocabulary

11.

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5. In the Dark Ages‚ kissing was a serious business.

(a) People were more serious then.

(b) Kissing spread disease.

6. People exchange bacteria during a kiss.

(a) Bacteria travel from one person’s mouth to another’s.

(b) Beneficial bacteria trade places during a kiss.

12.

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10.

a superior / i u rare / similar / d harmful / b

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13.

Look it up in a reference source. 14. Write the dictionary definition of the word ‘colonies’, as in ‘colonies of bacteria’. Read • Reflect • Respond 73

READ • REFLECT • RESPOND READ:

lesson 37

How to deal with two dangerous animals.

Dangerous animals Title 1:

Title 2:

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Crocodiles are very good at stalking their prey and can attack suddenly, without notice. If you are visiting an area that saltwater crocodiles inhabit, be cautious. First of all, avoid swimming in any pond, river or creek unless you know for certain that it is safe. In Australia and other countries, signs are usually placed in such places to warn tourists of the possible danger. In areas where there aren’t any warnings, still check with the locals if it is safe to swim before doing so.

The best way to protect yourself from bears is to avoid them. If you are hiking, make noise. Bears don’t like surprises. If you are cooking, clean up after yourself and change your clothes.

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Attacks by saltwater crocodiles occur more often than you may think, though mostly to livestock and wild animals. However, attacks on humans do occur. Dozens of attacks are reported each year throughout South-East Asia and northern Australia.

If you’re in a car, stay there—with the windows up. Bears sometimes tear cars apart if they smell food inside.

Bears are most dangerous when they’re defending food or cubs. But bears that have become accustomed to eating human food are also very dangerous.

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REFLECT:

if you don’t fight. Don’t try to climb a tree. Why? Bears can climb trees, too. If a bear does attack, FIGHT BACK! Wave your arms. Yell and scream in a deep voice. Hit, scratch and kick. If possible, aim for its eyes and nose.

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active at dusk or dawn. If camping or walking near any crocodile-infested water, stay away from the water’s edge and, if camping in the same area for a couple of days, avoid going back to the same spot day after day. Crocodiles learn the routine of their prey and will wait for you to return. Also, always be sure to avoid leaving scraps of food that may attract the crocs. If fishing, do not clean the fish in an area where the smell will attract a crocodile’s attention. Finally, if you do see a crocodile, RUN!

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Think about other types of danger.

1. Write an interesting title for each reading. 2. Do you think there are more dangers in a city or in the countryside?

3. If you encounter a person who might hurt you‚ what can you do to save yourself?

74 Read • Reflect • Respond

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READ • REFLECT • RESPOND RESPOND:

Dangerous animals lesson 37

Circle a letter or word(s), fill in the blanks or write the answer.

Build your vocabulary

Make comparisons

1. When you stalk something, you are (attracted to/avoiding) it.

9. Name one behaviour that’s bad advice if you meet a bear‚ but good advice if you meet a crocodile.

2. The time of day when it starts to become dark is called (dusk/dawn).

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3. You (encounter/embrace) something when you meet with it.

Make inferences.

5. From the words ‘crocodiles learn the routine of their prey’‚ you can infer that:

(a) crocodiles are fairly smart.

(b) crocodiles avoid their prey.

10. Name one action you should do to avoid both bears and crocodiles.

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4. To an animal‚ its food is its (habitat/prey).

Recognise synonyms

1i 1. i defend © R. I . C.Publ cat o ns (a) daybreak cautious (b) protect 12. • f o r r e v i e w p u r p o s e s o n l y • (a) bears hate food smells.

6. From ‘don’t wear clothes you’ve cooked in’, you can infer that:

(b) bears will be attracted to the smell of food.

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7. From ‘aim for its eyes and nose’‚ you can infer that:

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13.

dawn

14.

tear

(d) careful

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Look it up in a reference source

15. Name three actions St John Ambulance Australia recommend if you find someone bitten by a venomous snake?

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(a) bears have little sense of smell.

(b) bears’ eyes and noses are very sensitive.

8. From the name ‘saltwater crocodile’‚ you can infer that:

(a) crocodiles cry salty tears.

(b) they prefer to swim than walk.

•

• •

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Read • Reflect • Respond 75

READ • REFLECT • RESPOND READ:

lesson 38

In a disaster, knowledge is power!

How to survive an earthquake help. Never move a seriously injured person unless he or she is in danger. Cover the person with a blanket if you have one.

If you’re inside, stay there. If you run outside, you could get hit by breaking glass or other falling objects. Get under a sturdy desk or table. (If you can, first shove the desk or table into a doorway.) Keep away from fireplaces, appliances or heavy furniture.

Check your home for gas leaks. If you see broken pipes or smell gas, turn off the gas at the main valve. If you think there might be a leak, don’t use matches, lighters, appliances or electrical equipment. They could create a spark and ignite the gas. The result could be an explosion or fire.

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Suppose you’re standing still, but you suddenly feel as if you’re moving. Then you notice that the curtains are swaying. It’s an earthquake!

Be careful when you open closets and © R. I . C.Pu bl i cat i ons cupboards. Heavy items may have shifted the quake. They could tumble out •f orr evi ew pduring u r p osesonl y• and fall on you as soon as the door is

If you’re outside, head into the open. Stay away from buildings, powerlines, big signs—or anything else that might fall on you.

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Beware of powerlines. Don’t touch any powerlines that have fallen down. Also, stay away from any objects that are in contact with them. Be prepared for aftershocks! Another quake, even a larger one, may be on its way. Aftershocks can continue for several days.

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When the quake stops, deal with any injuries. If you or anyone around you is injured, apply first aid. Then try to get

REFLECT:

opened.

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What if you’re in a car? Stop in a safe place. Carefully pull over to the side of the road. Stay away from trees and light posts. Don’t stop under a bridge or overpass. Wait until the shaking stops before you get out of the car.

Think about nature and how it can affect us.

1. Has the weather ever affected your life? It might have been anything from a flooded home to a rained-out football game. Write a short description of the event. 76 Read • Reflect • Respond

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READ • REFLECT • RESPOND

How to survive an earthquake lesson 38

2. Suppose a natural disaster (earthquake‚ cyclone‚ flood etc.) forced you to leave your home. List six things you would take with you to survive the next few days. •

•

RESPOND:

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Circle a letter or word(s), fill in the blanks or write the answer.

Build your vocabulary

1. To come in contact with something is to (avoid/touch) it.

8. If you are near a window when an earthquake hits‚ what should you do?

(b) Look out the window so you can see what’s going on.

3. If you deal with something‚ you (handle it/avoid it).

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2. During a quake‚ objects may have shifted (moved/stayed put).

(a) Stay near the window so you can jump out quickly.

4. Something that sways moves (back and forth/up and down).

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5. Something that ignites (loses power/ catches on fire).

9. Why is a doorway a good place to stand during an earthquake?

(b) Doorways are sturdy and will protect you.

6. Why is the kitchen a dangerous place to be during an earthquake?

(a) Kitchen appliances could tip over and injure you.

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Draw conclusions (More than one answer may be correct.)

10. Why could it be dangerous to stand near a chimney?

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(b) Broken gas pipes could cause dangerous leaks.

7. Imagine being in the mountains when a quake hits. What dangers might you face?

(a) becoming confused and losing your memory

(b) getting hit by falling rocks and trees

(a) You could be hit by falling bricks or stones.

(b) There is no danger. It’s completely safe to stand near a chimney.

Look it up in a reference source 11. The San Francisco earthquake of 1906 is often called ‘the big one’. What was its approximate rating on the Richter scale?

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Read • Reflect • Respond 77

READ • REFLECT • RESPOND READ:

Super

lesson

The Olympics are about much more than just sport.

The Olympics: Mirror of the world It was 1896, in Greece, that the first Modern Olympic Games were held. There were 241 competitors—all men— from 14 countries. Most of the nonGreek competitors were university students on summer holidays.

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Friction between some nations darkened many of the games. In 1936, Germany hosted the Olympics. The USA and Spain threatened to boycot the Games to protest Hitler’s anti-Jewish policies. In the end, Spain did boycot the Games but the USA decided to participate. Several African Americans, including the great Jesse Owens, won medals. But Hitler refused to recognise them. He hated not only Jews, but black people, too.

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Since then, the Olympic Games have become more complicated. They have been a battleground for disputes between nations. Sometimes they’ve been unfair. For years, the Olympics discriminated against women and enabled only wealthy men to participate. And in spite of testing, drug use has now cast a long shadow over the Games. Every Olympiad (four years), the games seem to grow more commerical. Over time, the Olympics have held a mirror to our world—reflecting its problems and, sometimes, its progress.

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athletic scholarships.

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The Olympics also banned professional athletes. Only amateur athletes could compete—in other words, only those who could afford to pay for their own training. Nations found ways to get around this. Some countries, such as Russia, simply gave money to their amateur athletes. Often they were paid for jobs they never performed. Other nations supported athletes in the form of 78 Read • Reflect • Respond

In 1960, the games were shown on television for the first time. Suddenly, the Olympics had an audience of many millions of people. So a protest by two American sprinters, Tommy Smith and John Carlos, was seen all over the world. As they were about to receive their medals, they raised their fists in the air. This was meant to protest racial inequality.

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In the 1900 Games, women were allowed to participate for the first time. But they could only compete in long skirts. For years, it was thought that running was too strenuous for women. But as the world slowly changed, so did the Games. Gradually, more and more events became open to women.

not held in 1940 and 1944. They began again in 1948.

In 1972, the world witnessed a tragedy. Palestinian terrorists kidnapped 11 Israeli athletes. The police attacked when they tried to escape with their hostages. At the end of the battle, every Israeli athlete was dead, along with three of the terrorists. Yet, in spite of some protests, the 1972 Games went on as scheduled. R.I.C. Publications® www.ricpublications.com.au

READ • REFLECT • RESPOND In 1980, 61 countries boycotted the Games, held in Moscow, Russia (then the USSR). This was to protest Russia’s invasion of Afghanistan. The countries included Japan, Malaysia, Egypt and the USA. Not surprisingly, Russia won the most medals that year.

to randomly test athletes for drug use. But finding absolute proof of drug use is extremely difficult. In 1992, the sun shone on the Olympics. For once, there was no friction among the countries. And South Africa was welcomed back to the games. For years, that country had been banned for excluding black South Africans from its teams. But in 1992, South Africa competed with a multiracial team.

In 1988, professional athletes were finally welcomed to the games. But that year the Olympics also saw its first major drug scandal. Ten athletes were disqualified after testing positive for drug use. One was Ben Johnson, a Canadian sprinter, who was stripped of his gold medal. Olympic officials have continued

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In 1984, rules about commercialising the Games were relaxed. The five-ring Olympic logo quickly appeared on everything from soft drink cans to tyres.

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The Olympics: Mirror of the world Super lesson

The next Olympics will be held in London, Great Britain, in 2012. Who knows what sort of changes we’ll be likely to see?

1. The Olympic Games are an international event. Name one national sporting event that happens in your country.

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2. Do you think athletes should be allowed to use performance-enhancing drugs? Why or why not?

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3. What do you like best about watching sport on TV?

What do you like best about watching sport live?

4. Name your favourite sport to play or watch. Why do you prefer it to any other? Or‚ if you don’t like sports‚ explain why. R.I.C. Publications® www.ricpublications.com.au

Read • Reflect • Respond 79

READ • REFLECT • RESPOND RESPOND:

The Olympics: Mirror of the world Super lesson

Circle a letter or word(s), fill in the blanks or write the answer. 7. A strenuous race:

Identify the main idea 1. Which sentence sums up the main idea of the reading?

(a) The Olympics have been full of conflict.

(b) The Olympics reflect the world’s history.

(a) is exhausting for runners.

(b) attracts few participants.

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Recall details

8. All athletes in the 1896 Olympics were (amateurs/professionals).

2. When people on different teams compete‚ they:

10. The Olympics once (excluded/welcomed) South Africa for banning black athletes.

(a) strive against each other for a prize.

(b) join others in a great celebration.

(b) for pleasure‚ rather than money.

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Build your vocabulary

9. In the 1900 Games‚ women could compete but only if they wore long (pants/skirts).

11. In 1984‚ the Games became more (competitive/commercialised).

12. 1960‚ television brought the Games to © R. I . C.Pu bIn(millions/hundreds) l i cat i ons of people. 3. Amateurs compete in a sport: •f o rforr e i ew pu p o1936 ses on l y • to 13. r In the Games‚ Hitler refused (a) only if they’re paid it. v

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Draw conclusions 14. After 11 Israeli athletes were killed‚ the 1972 Games went on in spite of protests. Why were there protests?

(a) paid for by advertisers.

(b) cheered by the audience.

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5. If you boycott an event‚ you:

(a) send young boys to compete.

(b) try to win more medals than anyone else.

6. There is friction among nations that:

(a) compete.

(b) disagree.

80 Read • Reflect • Respond

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4. A sporting event becomes commercial when it is:

recognise (American/black) winners.

15. For years‚ only amateurs could compete in the Games. Why was this unfair to poor athletes? R.I.C. Publications® www.ricpublications.com.au

READ • REFLECT • RESPOND 16. Think about what happened in previous Games. Then think about conflict among nations today. What could possibly happen in London? More than one answer is correct.

The Olympics: Mirror of the world Super lesson

Put details in order 20. Number the events to show the order in which they happened.

South Africa was welcomed back to the Games.

(a) Women could be excluded from competing.

(b) Terrorists could disrupt the Games.

Palestinian terrorists kidnapped 11 Israeli athletes.

(d) One or several countries could boycott the Games.

Women were allowed to compete in the Games.

The Olympics were first broadcast on television.

Sixty-one nations boycotted the Olympics.

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(e) Some athletes could protest at the Games.

(f) Only amateur athletes could participate.

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Look it up in a reference source

Interpret figurative language

21. Write three facts about any one of the © R . I . C . P u b l i c at i ons following: 17. Drug use cast a long shadow over the Games. s • the Olympic Committee •f o rr e vi ew pur po eInternational sonl y• (a) made the games seem dim and dark (b) was a problem from the beginning

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18. The Olympics have held a mirror to our world.

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(a) reflected our world

• a famous Olympic athlete. •

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(b) brightened our world (c) held our world high

Compare and contrast

• the Olympic Games in ancient times

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19. List two major differences between the 1988 Olympics and the 1896 Games.

•

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Read • Reflect • Respond 81

READ • REFLECT • RESPOND Lesson 1 ‘Sharks never sleep’ and other shark facts

13.

(pp. 2–3)

born into slavery; changed her name to William Cathay and, pretending to be a man, joined US Infantry; discharged when discovered she was a woman; died at the age of 82 after a long and independent life

possible facts included in answer:

Lesson 3 Phew! What’s that smell?

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Lesson 2 Heroes from history: The Buffalo Soldiers

(pp. 6–7)

Reflect: 1.–2. Answers will vary. 3. possible answers: smoke, gas, sulfur, ammonia, rot, putrefaction 4.–5. Answers will vary. Respond: 1. molecules 2. nostrils 3. olfactory, brain 4. nostrils, nerve cells, olfactory nerve 5. weaker 6. minutes 7. taste 8. plugged your nose 9. (a) 4 (b) 2 (c) 1 (d) 3 10. in its antennae 11. complete loss of ability to smell

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Reflect: 1. circle: flexible, watchful, alert, ancient 2. possible answers: dangerous, fast, aggressive Respond: 1. (a) 2. possible answers: teeth replace themselves, sharp senses, extra senses, flexible body, tough skin 3. (b) 4. (c) 5. (b) 6. (c) 7. (c) 8. (c) 9. (d) 10. (a) 11. (b) 12. possible answers: both jaws move, skin has sharp scales, all cartilage rather than bone, don’t tend for their young, never sleep, extra senses 13. possible answers: hammerhead, thresher, great white, tiger, blue, bull, mako, nurse, milk 14. sample answer: No. Sharks rarely attack humans. There is an average of only 100 shark attacks per year worldwide. On average, only about 10 result in death.

Answers

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82 Read • Reflect • Respond

Reflect: 1. circle: Hey, Mr Camel! What’s in that hump? 2. sample answer: The main idea of the reading is to explain the structure and purpose of a camel’s hump. 3. possible answers: donkey, horse, ox, llama 4. circle: dry, sandy, hot Respond: 1. (a) 2. (a) 3. (c) 4. (c) 5. (b) 6. (b) 7. shrinks 8. forty 9. hungry 10. food 11. greedy 12. one hump 13. sample answer: It can close its nostrils. 14. sample answer: A camel has very thin extra eyelids it can see through. It can close these eyelids and continue to travel in sandstorms.

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Reflect: 1. possible answers: hostile tribes, outlaws, harsh landscape and climate, no utilities 2. Answers will vary. 3. possible answers: what is the medal of honour? It is the highest award for valour in action against an enemy force which can be bestowed upon an individual serving in the armed services of the United States. why might a soldier be awarded this medal? For an extraordinary act of bravery that saves the life of one or more soldiers. Respond: 1. All of them were African Americans. 2. Buffalo Soldiers 3. possible answer: Like buffalo, they were fierce, strong and full of energy. 4. possible answers: fought hostile tribes; made peace with tribes; captured outlaws; mapped uncharted land; delivered mail; built telegraph lines; protected forts, railways and wagon trains 5. ‘We can! We will!’ 6. (a) 7. rode horseback 8. holy 9. admired 10. unfriendly 11. looked down on 12. ran away from their duties

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Lesson 5 The ends of the Earth: The North and South Poles (pp. 10–11) Reflect: 1. circle: cold, frozen, empty, barren 2. North Pole 3. South Pole 4. Answers will vary. R.I.C. Publications® www.ricpublications.com.au

READ • REFLECT • RESPOND

Answers

Respond: 1. myth 2. breed 3. germ 4. den 5. whine 6. F 7. T 8. F 9. F 10. T 11. F 12. The author writes about Sitka, the husky who begs from anyone dressed in blue. 13. possible answers: wolf, coyote, fox, dingo, jackal 14. possible answers: • terrier: Norwich, Skye, bull-, Jack Russell, Scottish, American pitbull, Staffordshire, Boston, Yorkshire, cairn, Welsh, rat, Airedale • hound: Afghan, beagle, foxhound, basenji, basset, bloodhound, Dachshund, greyhound, Rhodesian ridgeback

Lesson 6 Through rain, snow …

Reflect: 1.–3. Answers will vary. Respond:

r o e t s Bo r e p ok u S (pp. 12–13)

Reflect: 1. circle: rain, sleet, hail, snow 2.–3. Answers will vary. Respond: 1. (b) 2. (a) 3. (c) 4. (b) 5. (a) 7. (c) 8. hail 9. sleet 10. Rain

Lesson 9 Happy birthday, Pac-Man™

1. 7. 9. 10. 11.

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Respond: 1. an ice cap 2. animal life 3. dark 4. possible answers: • both very cold • both have six months of night-time in winter 5. possible answers: • The North Pole is an ice cap, while the South Pole is solid land. • Seasons come at opposite times. • The South Pole has penguins, but the North Pole does not. 6. possible answer: Arctic polar bears don’t eat penguins because there are no penguins at the North Pole. 7. (c) 8. (a) 9. (b) 10. (a) 11. Latin, polus

(pp. 18–19)

(c) 2. (b) 3. (c) 4. (a) 5. (c) 6. (c) (a) 8. sudden brilliant idea triangular series of winding paths possible answers: simple to learn; characters have names; catchy music; challenging at higher levels; appeals to all ages and both genders 12. possible answers: • pong™: like playing ping-pong or tennis on a screen; try to hit the ball past your opponent’s paddle to get a point • space invaders™: try to save Earth from alien invaders; shoot them down with ground-based lasers; game over when laser base hit three times

Lesson 7 Some very peculiar patents

6. (b) 11. snow

(pp. 14–15)

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Reflect: 1.–3. Answers will vary. Respond: 1. (b) 2. (a) 3. (c) 4. (c) 5. (b) 6. (a) 7. noun 8. verb 9. sample answer: copies or imitates others. 10. sample answer: a force that draws things to the centre of the Earth. 11. sample answer: divide or separate things. 12. sample answer: a clever idea or plan.

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Lesson 8 The truth about dogs

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Reflect: 1. possible answers: large dogs: great dane, Saint Bernard, newfoundland, rottweiler, alsatian small dogs: chihuahua, Pomeranian, pug, Pekinese, spaniel, teacup poodle 2.–3. Answers will vary. R.I.C. Publications® www.ricpublications.com.au

Lesson 10 Rachael Scdoris

(pp. 20–21)

Reflect: 1. (b) 2. possible answers: courage, determination, confidence 3. possible answers: horseracing, horse jumping, field day trials, dog shows, agility courses, hunting Respond: 1. (a) 3 (b) 2. (c) 1 (d) 4 2. legally blind 3. Oregon 4. Alaska 5. spotting hazards along the trail 6. women athletes 7. enter the next Iditarod Read • Reflect • Respond 83

READ • REFLECT • RESPOND 8. musher 9. debate 11. scratch 12. inspire 13. circle: young, legally blind 14. Answers will vary.

Lesson 11 Blood-red moon

10. checkpoint

(pp. 22–23)

Respond: 1. (b) 2. (d) 3. (a) 4. (c) 5. those who serve 6. the way of the warrior 7. circle: honour, bravery, loyalty 8. (c) 9. (b) 10. (b) 11. (c) 12. possible answers: high social status, well-trained for battle, heavily armed, elaborate armor, lived by code of honour 13. Answers will vary.

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Lesson 12 Blood: The lifestream of your body

Lesson 14 How animals breathe

(pp. 28–29)

Reflect: 1. Helps with smell. 2. possible answers: dog, cat, bear, elephant 3. possible answers: ant, bee 4. circle: trout, salmon, carp, guppy Respond: 1. warm- 2. lungs 3. spiracles 4. gills 5. (c) 6. (b) 7. (c) 8. (b) 9. Oxygen 10. blood vessel 11. organ 12. breathe 13. breath 14. possible answers: eel: absorbs oxygen through its skin dolphin: through blowhole at top of head bird: through their nostrils (called nares) bee: through spiracles pig: through their noses, like humans

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Reflect: 1. circle: red-orange, night-time, round 2.–3. Answers will vary. Respond: 1. possible answer: Because it often is red-orange coloured. 2. (b) 3. (a) 4. (c) 5. (c) 6. (b) 7. (b) 8. the moon, darkening and hiding of 9. the dark shape cast by something as it cuts off light 10. air and gases around a planet 11. circle around 12. not complete 13. Answers will vary.

Answers

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Lesson 13 Samurai warriors

(pp. 30–31)

Reflect: 1. circle: dry, unusual, hot 2. circle: water bottle, sunscreen, sunglasses, visored hat 3. Answers will vary. 4. (c) Respond: 1. hottest 2. lowest, Western Hemisphere 3. driest, North America 4. possible answers: deep roots; leaves and stems that store water 5. possible answers: juniper, pines 6. burros 7. possible answers: lizards, coyotes, foxes, bobcats, rabbits, rodents, bighorn sheep

o c . che e r o t r s super (pp. 26–27)

Reflect: 1. circle: well-educated, loyal, warrior, admired, proud, brave 2. possible answers: respected, fine home, educated, skilled, adventure-filled life 3. possible answers: strict life, dangerous life, might have to kill someone or oneself, face hardship, answer to the warlord, experience pain during training 84 Read • Reflect • Respond

Lesson 15 (To be titled by student)

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Reflect: 1. circle: vital, liquid, red 2. circle: skin, stomach, heart Respond: 1. F 2. T 3. F 4. T 5. collaborate 6. network 7. Vessels 8. transfusion 9. depends 10. provide 11. attacks 12. transports 13. b 14. b 15. c 16. a 17. sample answer: Anemia is a shortage of red blood cells or hemoglobin, which is necessary to carry oxygen. This condition is caused by poor nutrition.

R.I.C. Publications® www.ricpublications.com.au

READ • REFLECT • RESPOND 8. eastern 10. east 13. herd

9. Nevada border 11. west 12. sad 14. thrive 15. Answers will vary.

Lesson 16 How to ride a bus … and more!

(pp. 32–33)

possible answer:

No new canvases, so limited

supply 10. Answers will vary.

Lesson 19 Angels on Earth: Clara Barton and Florence Nightingale

(pp. 38–39)

Reflect: 1.–4. Answers will vary. Respond: 1. possible answers: lived in same era; both were wartime nurses; both had nicknames; both became head of nurses; both were dedicated to their work; both became legends. 2. possible answer: Barton was American and Nightingale was English. 3. sequence: 2, 1, 3 4. sequence: 3, 2, 1 5. (b) 6. (a) 7. (b) 8. (b) 9. (a) 10. (b)

r o e t s Bo r e p ok u S Lesson 20 A nutrition update

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Reflect: 1.–4. Answers will vary. Respond: 1. (b) 2. (b) 3. circle: When a bus arrives at certain stops. How long it takes to get from one stop to the next. Which stops are transfer points. 4. possible answers: ramps and lifts, easy-seating section, allow working animals, large-print and audio schedules 5. possible answers: library, post office, bank, shopping centre 6. possible answers: website, telephone call, phone book 7. change to a different bus route 8. trip plan 9. place a person is going to 10. leaves 11. five 12. 9.57 am 13. 105 14. Stirling & Lake

Answers

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Reflect: 1. (a) 2. (a) 3. (b) Respond: 1. Troy 2. Helen 3. husband 4. nine 5. horse 6. Troy 7. sequence: 2, 4, 1, 3, 5 8. saying, proverb 9. legend, story 10. withdraw, leave 11. suspicious, doubting 12. possible answer: … be suspicious of gifts coming

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from unlikely sources. 13. Answers will vary.

Reflect: 1. Following are answers to ‘daily recommendations’. Student amounts will vary. grains: 4 slices of bread; or 6 cups of cereal; or 5 cups of rice/pasta/noodles vegetables and legumes: 6 cups of cook vegetables; or 4 potatoes; or 7 cups of salad vegetables fruits: 3 medium pieces; or 7 small pieces dairy products: 4 slices of cheese; or 600g yoghurt; or 650 mL fresh milk meat: 140–200g of cooked meat; or 3 eggs 2. Answers will vary. Respond:

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Lesson 17 The Trojan Horse

(pp. 40–41)

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Lesson 18 Chimp art

(pp. 36–37)

Reflect: 1.–3. Answers will vary. Respond: 1. (a) 2. (b) 3. (b) 4. (c) 5. (a) 6. (b) 7. (a) 8. possible answer: Yes. Congo’s paintings sold for a surprising sum after his death. R.I.C. Publications® www.ricpublications.com.au

1. (a) 2. (c) 3. (b) 4. (a) 5. possible answers: • There is no category including fats, oils, and/or sugars. • Portions are described in actual portions rather than servings. • An exercise recommendation has been added. 6. dark-green spinach 7. eat fresh apples 8. low-fat milk 9. wholegrain bread 10. eggs

Read • Reflect • Respond 85

READ • REFLECT • RESPOND Lesson 21 Dinners long ago

(pp. 42–43)

(pp. 46–47)

Reflect: 1. possible answer: on television, DVD, VHS, cable television and MP3 player 2. possible answer: Moviemakers often use computergenerated special effects instead of actual stuntwomen and men. Respond: 1. blockbuster = a big hit flawless = perfect inscription = writing interrogation = questioning clearly = obviously 2. (a) 3. (b) 4. (c) 5. (b) 6. (b) 7. (b) 8. a lighting expert on a movie set 9. moves scenery and sets up where a camera shot will go

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Reflect: 1. The crew takes command of the ship from the captain. 2. Answers will vary. Respond: 1. noun 2. verb 3. (c) 4. (a) 5. possible answer: Probably not. In the pirate business, it helps to look intimidating. 6. possible answer: They hadn’t caught any pirate ships, so they wouldn’t be paid. 7. off the coast of America 8. Teach/Blackbeard 9. Kidd 10. piracy and murder 11. possible answer: He might not have had trouble with his crew. 12. possible answer: Probably not. His lifestyle was very dangerous. 13. In return for a delay in his execution, Kidd offered to reveal the whereabouts of his hidden treasure. His offer was refused. No treasure has ever been found.

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86 Read • Reflect • Respond

Reflect: 1. possible answers: pesticides and other unhealthy chemicals; harmful fats and sugars; genetically engineered products 2. possible answer: They might be replaced by new technology. Respond: 1. (c) 2. (b) 3. (b) 4. (a) 5. (a) 6. (b) 7. possible answer: a shy person, or someone who didn’t like to talk 8. possible answer: someone who liked excitement,

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Lesson 22 Two pirates

Lesson 23 Movie bloopers

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Reflect: 1. Answers will vary. 2. possible answers: burping, throwing food on the floor, eating while lying down, eating with one’s fingers 3. possible answers: mead, frumenty, eel pie, boar’s head, peacock, swan, dormice Respond: 1. (c) 2. (a) 3. (b) 4. (a) 5. possible answers: Both ate mainly with their fingers and washed their hands after each course. 6. possible answers: Romans burped to show their appreciation and ate while lying down. Some medieval diners had tasters and they threw bones and food to dogs. 7. (c) 8. (b) 9. an alcoholic drink made with honey, water, malt and yeast 10. broth made from simmered vegetables, meat or fish, often used as a basis for gravy, sauce or soup 11. vegetables

14. He let Blackbeard set up bases on the South Carolina coast from which to attack ships.

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working with animals and killing rats 9. possible answer: that his pies contained cat or dog meat 10. possible answer: The ferret could fit inside a rat hole. 11. (a) 12. (c) 13. 64 years

Lesson 25 Letters to the editor

(pp. 50–51)

Reflect: 1. Answers will vary. 2. possible answer: in newspapers and magazines, both online and in print R.I.C. Publications® www.ricpublications.com.au

READ • REFLECT • RESPOND They want to express their views on certain subjects. Respond: 1. (a) 2. (b) 3. (a) 4. (c) 5. (c) 6. possible answers: • whether or not there should be a ban on pit bulls • whether or not pit bulls are inherently a dangerous breed • whether the dog itself or the irresponsible owner is responsible for the attack 7. What happened was a tragedy. 8. (b) 9. (a) 10. (a) 11. O 12. O 13. F possible answer:

7. heart slows down, breathing slows down, muscles relax 8. 30 9. beneficial 10. Answers will vary. 11. (b) 12. (a) 13. (b) 14. episodes during sleep where a person periodically stops breathing for a short time— perhaps up to 10 seconds

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Lesson 26 Different times, different homes

(pp. 52–53)

Reflect: 1. possible answers: TV, computers, DVD and CD players, MP3 players, computer games Respond: 1. (b) 2. (c) 3. reading or charades 4. from pumps in the street 5. heated water quickly 6. (c) 7. (a) 8. (b) 9. (b) 10. (b) 11. (a) 12. (c) 13. (a) 14. 1850: Queen Victoria, 1930: George V

Lesson 29 Mary, Queen of Scots

(pp. 58–59)

Reflect: Answers will vary. Respond: 1. outraged 2. revolt 3. overthrow 4. rally 5. alarmed 6. implicate 7. 3 8. 1 9. Elizabeth I, Darnley 10. sequence: 4, 3, 1, 5, 6, 2 11. circle: determined, bold, religious 12. Mary’s half-brother. 13. He was strangled and then his house was blown up to cover the murder.

Lesson 30 Introduction to gaming

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Reflect: 1. United States of America 2. Answers will very. Respond: 1. (b) 2. (a) 3. (c) 4. whips, hustle, grabs 5. hurried, crowded, bustling, tense 6. black 7. a hairstylist in a high-fashion New York modelling agency 8. as a step towards her goal 9. (a) 10. (b) 11. The model might have slipped on the runway. 12. It’s almost time for the model to walk down the runway.

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Lesson 27 A backstage dresser at a fashion show

(pp. 60–61)

Reflect: Answers will vary. Respond: 1. (a) 2. (c) 3. (a) 4. (b) 5. (b) 6. (a) 7. (c) 8. O 9. F 10. F 11. O 12. (b), (c) 13. possible answer: They’ve grown up playing games, so they’re the real experts. They’ll make games that will sell. 14. possible answers: designer (game, environment, characters, stories, sound), artist (environment, character, texture, graphic, FX, technical), programmer (game, AI, UI, animation, environment, visual effects), tester, animator, modeller, writer, composer, digital cinematographer, scripter, game boss

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Lesson 28 Get your sleep! Reflect: Answers will vary. Respond: 1. (a) 2. (b) 3. (c) 4. (b) 5. every 90–100 minutes R.I.C. Publications® www.ricpublications.com.au

(pp. 56–57)

6. 5–30 minutes

Lesson 31 Tomato sauce

(pp. 62–63)

Reflect: 1. circle: salsa, mustard, honey, soy sauce, mayonnaise, tartar sauce, pickle relish, horseradish, chutney 2. Answers will vary. Respond: 1. (c) 2. (a) 3. (c) 4. (a) 5. sequence: 4, 1, 3, 2, 5 Read • Reflect • Respond 87

READ • REFLECT • RESPOND 2. circle: scissors, handsaw, shovel, potato peeler Respond: 1. circle: shoehorn, crowbar, hammer claw 2. no, yes 3. force 4. fulcrum 5. machine 6. lever 7. T 8. F 9. F 10. T 11. F 12. F 13. F 14. T 15. equal 16. hoisted 17. kind 18. repositioned 19. possible answers: pulley, screw, wedge, wheel and axle 20. Henry Ford

Lesson 32 Hyperactive Bob

Lesson 35 Cars with ‘feelings’

r o e t s Bo r e p ok u S (pp. 64–65)

Reflect: 1. possible answer: to prevent theft 2. possible answers: salads, fruit, yogurt 3. Answers will vary. Respond: 1. (c) 2. (a) 3. (b) 4. (c) 5. (a) 7. (c) 8. (c) 9. computer system 10. before 11. waiting 12. used 13. stressful 14. coming to 15. where: Los Angeles, USA; when: 1948

6. (b)

(pp. 70–71)

Reflect: Answers will vary. Respond: 1. (b) 2. (c) 3. (a) 4. (b) 5. (b) 6. circle: surprise, resentment, joy, fear 7. Answers will vary, but perhaps when a driver allows you to go ahead of him or her. 8. F 9. F 10. T 11. T 12. F 13. emotions 14. creation 15. furious 16. reacts 17. 1980s

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6. O 7. F 8. possible answers: • Ke-tsiap was made with pickled fish and spices, while the main ingredient in today’s sauce is tomatoes. • Today’s tomato sauce is pre-cooked and bottled. 9. possible answer: Men weren’t involved in making tomato sauce. 10. mustard seeds, water, vinegar, spices 11. Answers will vary.

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Reflect: Answers will vary. Respond: 1. T 2. F 3. F 4. T 5. T 6. T 7. F 8. T 9. It heats the pie from the outside to the inside. 10. The molecules turn so their charges line up with the microwave’s charges. 11. Friction is caused when objects rub against each other. 12. The positive charges line up with negative charges, and the negative charges line up with the positive. 13. microscopic 14. differences 15. possible answer: The cup has no water and fat, so

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its molecules are not affected by the microwave. 16. To kill harmful bacteria.

Lesson 34 Seesaw science Reflect: 1. Answers will vary. 88 Read • Reflect • Respond

Reflect: 1. Answers will vary. 2. possible answers: slapping hands, shaking hands, smiling, saying ‘Hello’ 3. curtsy Respond: 1. They were afraid they might catch the plague. 2. You were socially superior to the person. 3. possible answer: shaking hands

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Lesson 33 The amazing microwave oven

(pp. 68–69)

4. 5. 9. 12. 14.

to protect their make-up (c) 6. (a) 7. (a) 8. (b) affectionate 10. inferior 11. usual different 13. beneficial a group of animals or plants living and growing together possible answer:

Lesson 37 Dangerous animals

(pp. 74–75)

Reflect: Answers will vary. Respond: 1. avoiding 2. dusk 3. encounter 4. prey 5. (a) 6. (b) 7. (b) 8. (c) R.I.C. Publications® www.ricpublications.com.au

READ • REFLECT • RESPOND 9. 10. 11. 15.

lying down; being still and quiet possible answers: avoiding them; clean up after cooking (b) 12. (d) 13. (a) 14. (c) • Check for signs of life. • Calm the victim. • Apply immobilisation bandage. • Call for medical help. possible answers:

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Lesson 38 How to survive an earthquake

(pp. 76–77)

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Super lesson The Olympics: Mirror of the world

(pp. 78–81)

Reflect: 1.–2. Answers will vary. 3. possible answers: watching on tv: close-up views, replays, more comfortable seating watching live: more exciting, fun to be with other fans 4. Answers will vary. Respond: 1. (b) 2. (a) 3. (b) 4. (a) 5. (c) 6. (b) 7. (a) 8. amateurs 9. skirts 10. excluded 11. commercialised 12. millions 13. black 14. possible answers: Many felt it was inappropriate to continue the Games after such a tragedy. 15. possible answers: Poorer athletes had to work to

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Reflect: Answers will vary. Respond: 1. touch 2. moved 3. handle it 4. back and forth 5. catches fire 6. (a), (b), (c) 7. (b) 8. (c) 9. (b) 10. (a) 11. approx. 8.3

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16. 19. 20. 21.

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support themselves. Richer athletes didn’t have to worry about making money, so they could devote full-time to training. (b), (d), (e) 17. (c) 18. (a) possible answers: In the 1988 Games: • there were many more nations participating • they admitted professional athletes • the events were shown on TV • Ben Johnson lost his gold medal after testing positive for steroids. sequence: 5, 3, 1, 2, 4 Answers will vary.

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Read • Reflect • Respond 89