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Lead Poisoning

Lead is a heavy metal and basic chemical element. Lead is also a poison. It can slow mental and physical growth and make you very sick. For these reasons, you should know where lead might show up in your environment so you can avoid contact with it! Lead in paint was greatly reduced in the 1950's. And later, in 1978, the addition of lead to paints was eliminated. Today, paints and gasolines with lead in them are no longer sold (with the exception that lead is still included in some artist's paints). But even though paint sold today is safe, there are still pre-1950 buildings with old lead paint around in our communities. The old paint flakes off, and the lead dust ends up on babies' hands and toys. And you know where babies put their hands and their toys! Even minor exposures to lead can cause nervous system disorders, lowered IQ’s, impaired memory and reaction times, and shortened attention spans. So it is very important to clean up areas where lead paint was once used and dust frequently to avoid the lead particles that accumulate in household dust. Lead poisoning is a serious problem! Childhood lead poisoning is still one of the most important health issues in the United States today. According to recent CDC estimates, 890,000 U.S. children age 1-5 have elevated blood lead levels, and more than one-fifth of African-American children living in housing built before 1946 have elevated blood lead levels. These figures reflect the major sources of lead exposure: deteriorated paint in older housing, and dust and soil that are contaminated with lead from old paint and from past emissions of leaded gasoline. And to complicate things, lead poisoning can be so subtle that the affected child may not show any clear physical signs. Therefore, the Centers for Disease Control and Prevention now recommends screening children in high risk areas or populations for lead exposures. These symptoms may or may not be present, and of course each of them can also be caused by many other common illnesses. But in cases where some of these symptoms are present for a long time, no other cause has been found, and there may have been some exposure to lead, then tests for test poisoning should be considered.

5

Science: Life Science

What is lead?

A. a heavy metal that's safe B. a chemical element used to treat poisoning C. a heavy metal that's a poison D. a type of paint used in homes

C

What does the text list?

A. sources of lead poisoning B. materials used in pipes and faucets that corrode C. ways lead poisoning can be treated D. basic chemical elements that make people sick

A

Lead can be very dangerous. What information from the text best supports this statement?

A. Before 1950, lead-based paint was used on the inside and outside of most homes. B. Lead can slow mental and physical growth and make you very sick. C. Lead can be found in different areas of our environment. D. Soil near heavily-used streets and roads may contain lead because lead used to be used in gasoline.

B

Based on the text, who is most at risk of getting lead poisoning?

A. a kid growing up in a home built after 1980 B. a kid who drinks water from a river by the mountains C. a kid growing up in a home built before 1950 D. a kid growing up in a home with new plumbing

C

What is the main idea of this text?

A. Before 1950, lead-based paint was used on the inside and outside of most homes. B. Lead poisoning can be so subtle that people who have it may not show any clear physical signs. C. Symptoms of lead poisoning can also be caused by many other common illnesses. D. Lead is a poison that can be found in different parts of our environment and can make people very sick.

D

Help Eliminate Waste

Waste, and how we choose to handle it, affects our world's environment—that's YOUR environment. The environment is everything around you including the air, water, land, plants, and man-made things. And since by now you probably know that you need a healthy environment for your own health and happiness, you can understand why effective waste management is so important to YOU and everyone else. The waste we create has to be carefully controlled to be sure that it does not harm your environment and your health. Waste is anything we throw away or get rid of, that doesn’t get used. You can help by learning about and practicing the three R's of waste management: Reduce, reuse, and recycle! Practicing all three of these activities every day is not only important for a healthy environment, but it can also be fun too. So let's take a minute right now to learn more about waste and waste management, so you can become a key player in making our world a safe and healthy place. Compact Fluorescent Lights Saving energy means less greenhouse gases will get into the air. NIEHS's "Worm Wigwams' Welcome Wiggle Waste Watchers Composting bins use worms to turn organic waste into usable mulch. Recycle Your recycling mission is not impossible! In fact, it is very simple: Don't throw away anything that can be recycled. Reduce Waste A key part of waste "reduction" is "conservation" -- using natural resources wisely, and using less than usual in order to avoid waste. Reuse You can "reuse" materials in their original form instead of throwing them away, or pass those materials on to others who could use them too! Vermicomposting Worms can turn our old food into plant food. It's called vermicomposting. Vermicomposting can be fun, but it is also good for our planet!

5

Science: Earth & Space Science

What is waste?

A. anything we get rid of that another person ends up reusing B. anything we throw away or get rid of, that doesn’t get used C. anything that we recycle or reuse D. the process of turning our old food into plant food

B

What does the text list?

A. ways we are harming the health of the environment B. different recycling missions people support C. ways we can use materials that are better for the environment D. the steps of vermicomposting

C

Animals can help us limit our waste. What information from the text best supports this statement?

A. Worms can turn our old food into plant food. B. You can "reuse" materials in their original form instead of throwing them away C. Saving energy means less greenhouse gases will get into the air. D. The environment is everything around you including the air, water, land, plants, and man-made things.

A

How can the impact of waste on our environment's health best be described?

A. The more waste we produce, the more our environment's health is harmed. B. The less waste we produce, the more our environment's health is harmed. C. The more waste we produce, the less our environment's health is harmed. D. The amount of waste we produce does not affect our environment's health.

A

What is the main idea of this text?

A. The environment is everything around you including the air, water, land, plants, and man-made things. B. Worms can turn our old food into plant food in a process called vermicomposting. Vermicomposting can be fun, but it is also good for our planet. C. We can limit our waste in different ways to help keep the environment healthy, including by reducing, reusing and recycling. D. We need a healthy environment not just for our own health and happiness, but also for the survivial and growth of the wildlife in our environment.

C

Experimentation

The world of science is one of constant experimentation. But what does that word, experimentation, actually mean? Experimentation is the act or process of trying out a new procedure, idea, or activity. The scientists at the National Institute of Environmental Health Sciences do a lot of "experimenting" to determine how things in our environment affect our bodies. Their experiments help us determine what role environmental exposures and/or our unique genetic structures play with regard to human health. Armed with such knowledge, they may be able to discover some way to prevent that from happening.

5

Science: Earth & Space Science, Life Science

What is experimentation?

A. the act or process of using old procedures, ideas, or activities B. the act or process of getting rid of old procedures, ideas, or activities C. the act or process of trying out different things that make us healthy D. the act or process of trying out a new procedure, idea, or activity

D

What does the text describe?

A. how the National Institute of Environmental Health Sciences was formed B. the experiments of the National Institute of Environmental Health Sciences C. environmental exposures that harm the health of people and animals D. genetic structures that impact the health of humans

B

Read the following sentences from the text. " The scientists at the National Institute of Environmental Health Sciences do a lot of "experimenting" to determine how things in our environment affect our bodies. Their experiments help us determine what role environmental exposures and/or our unique genetic structures play with regard to human health." Which conclusion about experiments does this information best support?

A. Experiments are dangerous. B. Experiments are expensive. C. Experiments can be helpful. D. Experiments are harmful.

C

Based on the text, what can be concluded about the impact of environmental exposures on human health?

A. Environmental exposures improve human health. B. Environmental exposures may be harmful to human health. C. Environmental exposures affect human health more than animal health. D. Environmental exposures don't cause a change in human health.

B

What is the main idea of this text?

A. Experimentation is the act or process of trying out a new procedure, idea, or activity. B. The scientists at the National Institute of Environmental Health Sciences run experiments to learn how things in our environment affect our bodies. C. Environmental exposures may be affecting human health in a variety of ways that scientists are just starting to understand. D. Human health is affected by different factors, including environmental exposures and genetic structures.

B

Science & Scientists

Science is a way of organizing what we already know and learning more by experiments. Scientists use the scientific method to learn about the world. There are a lot of different branches of science. Here are a few of the more common sciences: The different kinds of scientists are named for what they study. Biologists study biology. Zoologists study animals. So there are botanists, chemists, geologists, astronomers, and many more! Science is all about getting answers to questions - Scientists are curious - they want to know the answers. Then they want to share what they learn. What kind of scientist do you think you might like to be? Think about what interests you - is it volcanos? Then maybe you’d like to be a vulcanologist, a special kind of geologist. Is it grasshoppers and wasps? Then entomology is for you - that’s the study of insects. There’s more than a whole world of science, since you might even study things far beyond our earth, and be an astronomer.

5

Science: Earth & Space Science, Technology & Engineering, Physical Science, Life Science

Which branch of science studies the chemistry of living things?

A. zoology B. anthropology C. biochemistry D. physics

C

What does the text list?

A. the steps of the scientific method B. famous scientists C. different scientific discoveries D. different branches of science

D

Scientists are curious. What information from the text best supports this statement?

A. Scientists want to know answers to different questions. B. Different kinds of scientists are named for what they study. C. There are a lot of different branches of science. D. Chemistry is the study of the elements (like carbon) and their compounds (like carbon dioxide).

A

Based on the text, what is very important in every branch of science?

A. studying animals B. gathering information C. studying people D. having fun

B

What is the main idea of the text?

A. Scientists of different branches of science work on getting answers to different questions about the world. B. The different kinds of scientists are named for what they study. C. Astronomy is the study of stars, planets, moons, and everything in space. D. The scientific method helps scientists learn information about the world around us.

A

Reduce Waste

Reduce/Reduction: to make something smaller or use less, resulting in a smaller amount of waste. "Source reduction" is reducing waste before you purchase it, or by purchasing products that are not wasteful in their packaging or use. A key part of waste "reduction" is "conservation"—using natural resources wisely, and using less than usual in order avoid waste. You can practice reduction by selecting products that do not have to be added to landfills or the waste stream in general. This is really easy to do… Think BIG! Buying in "bulk" (a large amount that is not divided into separate containers) gives you the best "product to package" ratio. Many stores allow shoppers to scoop out the amount they need of bulk goods like nuts or coffee. This considerably reduces waste and packaging materials. Or you can buy in bulk by selecting bigger quantities in a single box or package—for example, buy the largest box of toothpaste, dishwasher detergent, or cereal, rather than a series of small boxes. This not only reduces the waste (from having to throw out the old containers) but it will also save you money. Packaging is expensive, so buying in larger volumes reduces the unit cost. Buy concentrates rather than diluted products—the result is less waste for disposal when it is empty. Use durable goods longer. Durable goods are sturdy things like furniture or household appliances that can (and should) be used for many years. You can save money and reduce waste by keeping these items longer and repairing them when they break, rather than buying new ones. Use durable items rather than disposable items whenever possible. For example, select reusable razors rather than the disposable one that you can only use a few times and then have to throw away. Say NO to junk mail! Call toll-free numbers in unwanted catalogs and ask to be removed from mailing lists. Whenever possible, use the Internet to obtain (and pay) bills, news, catalogs, stock reports and other information that usually comes to your house in a paper format. Reducing paper reduces waste. Start a garden. Food that you grow yourself does not have to be "processed" or "packaged", and no fossil fuels are needed to get it to the store and then to your house. Start a compost or vermiculture bin to transform your household garbage (food wastes, coffee grounds, etc. ), into a rich earth-like material that can be added to a garden to help plants grow. Grass, leaves, paper, and some other types of food can naturally decay and turn into compost, and that compost can then be put to good use in your garden. Replace lawns with mulched gardens that are just as pretty, but are better for our environment.

5

Science: Earth & Space Science

According to the text, what is reduction?

A. the practice of using more of something, resulting in a greater amount of waste B. the practice of growing your own food and making your own clothes C. the practice of buying products that have flashy and fun packaging D. the practice of using less of something, resulting in a smaller amount of waste

D

What argument does the author make in the text?

A. Reducing the amount of products and materials we use is hard but important. B. It's best to practice reduction in order to limit the amount of waste we produce. C. People should buy whatever products they want without worrying about how they are affecting the environment. D. People produce more waste today than they did hundreds of years ago.

B

People can reduce waste by making smarter buying decisions. What information from the text best supports this statement?

A. You can reduce waste by selecting products that are not wasteful in their packaging. B. When you buy one or two items at a store, carry them out in your hands; or take a reusable bag with you to carry the items you buy. C. Whenever possible, use the Internet to obtain (and pay) bills, news, catalogs, stock reports and other information that usually comes to your house in a paper format. D. Grass, leaves, paper, and some other types of food can naturally decay and turn into compost, and that compost can then be put to good use in your garden.

A

Based on the text, why is growing your own food a good way to reduce waste?

A. This food needs to be packaged and transported, so more energy and materials are spent. B. This food does not need to be packaged or transported, so less energy and fewer materials are spent. C. This food does not require other ingredients to be cooked, so less energy and fewer materials are spent. D. This food is more delicions, so people eat it all up and none of it is wasted.

B

What is the main idea of this text?

A. Buying in "bulk" (a large amount that is not divided into separate containers) gives you the best "product to package" ratio. B. There are a number of ways you can reduce the amount of products you use and the waste you create. C. If all the other people on the Earth used as much "stuff" as we do in the United States, there would need to be three to five times more space just to hold and sustain everybody. D. You can save money and reduce waste by keeping durable items longer and repairing them when they break, rather than buying new ones.

B

Read the following sentences from the text. " Start a compost or vermiculture bin to transform your household garbage (food wastes, coffee grounds, etc.), into a rich earth-like material that can be added to a garden to help plants grow. Grass, leaves, paper, and some other types of food can naturally decay and turn into compost, and that compost can then be put to good use in your garden." Based on the text, what does the word "transform" most nearly mean?

A. to reduce B. to increase C. to change D. to eliminate

C

Choose the answer that best completes the sentence below. You can practice reduction by selecting products that do not have to be added to landfills or the waste stream in general. _______, you can carry water in a reusable sports bottle instead of buying bottled water.

A. However B. In addition C. On the other hand D. For example

D

Spelling Science the British Way

Have you seen some different spelling in books or web pages from different countries? It may be wrong in the United States, but right in another country—even though it’s all English! In the United States, people spell some words in the American way. In England, Scotland, and Wales, people spell it the British way. And in countries like Canada, they spell some words the British way and other words more like the American way. Confused? Check out the table below to see some of the differences.

5

Science: Earth & Space Science, Physical Science, Life Science

What is the British spelling of the word "analyze"?

A. analyse B. anaelyze C. anaelyse D. anelyse

A

What does the table in the text list?

A. the American and French spelling of different words B. the American and British spelling of different words C. the Spanish and British spelling of different words D. the French and Italian spelling of different words

B

Read the following sentences from the text. " In the United States, people spell some words in the American way. In England, Scotland, and Wales, people spell it the British way. And in countries like Canada, they spell some words the British way and other words more like the American way. " What conclusion does this information about the spelling of words support?

A. The spelling of words is always the same across countries. B. The American spelling of words is easier than the British spelling. C. The British spelling of words is easier than the American spelling. D. The spelling of certain words varies across countries.

D

Why does the author list the following words at the beginning of the text: caesium, colour, litre, oesophagus?

A. to introduce the idea that what might seem like unusual spelling to a British reader is normal in other countries B. to introduce the idea that English words are always spelled the same no matter in what country they are used C. to introduce the idea that what might seem like unusual spelling to an American reader is normal in other countries D. to introduce the idea that people in England, Scotland, and Wales are better at spelling than people in America

C

What is the main idea of the text?

A. Some English words are spelled differently in different countries. B. In England, Scotland, and Wales, words are spelled in the British way. C. Tables can be effective in showing the differences between groups. D. Canada spells some words in the British way and others in the American way.

A

Compact Fluorescent Lights

CFLs have a coiled tube instead of the round bulb you see in old-style light bulbs (incandescent bulbs). They are like the long fluorescent light tubes you see in ceiling lights, but shrunk down and coiled up so they can replace incandescent bulbs. In a CFL, an electric current is driven through a tube containing argon gas and a small amount of mercury vapor. This makes invisible ultraviolet (UV) light. The UV light hits a coating on the inside of the tube, which then gives off visible light. CFLs use about 75 percent less energy than incandescent bulbs. Saving energy helps the environment. Using less energy means less greenhouse gases will get into the air. Safely using and disposing of CFLs is very important to protecting our health and environment. Recycle spent CFLs to prevent mercury getting into the environment. Towns, cities, and some stores collect CFLs for recycling. CFLs contain a small amount of mercury sealed in the glass tube. When a CFL bulb breaks, some of this mercury gets into the air as vapor. The broken bulb can release mercury vapor until it is cleaned up and removed. If a CFL gets broken, everyone needs to leave the room right away. Tell an adult about the broken CFL, so they can clean it up the right way.

5

Science: Earth & Space Science

What are CFLs?

A. an incandescent bulb B. a flashlight C. a type of car D. a fluorescent light bulb

D

What does the text describe?

A. the structure of CFLs B. how CFLs were first invented C. different products that use mercury D. how mercury vapor should be cleaned up and removed

A

Read the following sentences. " Safely using and disposing of CFLs is very important to protecting our health and environment. Recycle spent CFLs to prevent mercury getting into the environment." Which conclusion about mercury does this information best support?

A. Mercury helps keep us and our environment healthy. B. Mercury may be harmful to our health and environment. C. Mercury helps different species of wildlife survive and grow. D. Mercury is the most dangerous chemical element.

B

Based on the text, why might it be better to use CFLs than incandescent bulbs in our homes?

A. CFLs use more energy than incandescent bulbs. B. CFLs are cheaper to buy than incandescent bulbs. C. CFLs use less energy than incandescent bulbs. D. CFLs are easier to find in stores than incandescent bulbs.

C

What is the main idea of this text?

A. CFLs are fluorescent light bulbs that use less energy than incandescent bulbs and which need to be recycled to prevent mercury from getting into the environment. B. When a CFL bulb breaks, it can release mercury vapor until it is cleaned up and removed. C. CFLs are like the long fluorescent light tubes you see in ceiling lights, but shrunk down and coiled up so they can replace incandescent bulbs. D. Safely using and disposing of CFLs is very important to protecting our health and environment.

A

Scientific Method

A good scientist learns about the world by using the scientific method. The scientific method tests a hypothesis, which is an educated guess based on what information we already have. All fields of science use the scientific method as a framework to make observations, gather data, and draw conclusions. Here is a list of the steps of the scientific method: You can use the scientific method yourself!

5

Science: Earth & Space Science, Physical Science, Life Science

What is a hypothesis?

A. an idea that has been proven through a series of tests B. an educated guess based on what information we already have C. the process of gathering information in a scientifi study D. a guess made based on very little information

B

What does the text list?

A. the steps of the scientific method B. steps used to run an experiment C. important scientific theories D. how the scientific method was formed

A

Read the following sentence from the text. " All fields of science use the scientific method as a framework to make observations, gather data, and draw conclusions." What can be concluded about the scientific method based on this information?

A. The scientific method is unimportant in science. B. The scientific method has started to be used only recently. C. The scientific method is filled with problems. D. The scientific method is popular in science.

D

One of the steps of the scientific method is to state conclusions. What might these conclusions be about?

A. the scientific tools used in an experiment B. the effectiveness of the scientific method C. the lives of scientists D. the hypothesis being tested

D

What is the main idea of this text?

A. Analyzing results is an important step in the scientifc method. B. A hypothesis is an educated guess based on what information we already have. C. Scientists use the scientific method to test hypotheses and learn about our world. D. Scientists share results of their experiments with other scientists to help spread information.

C

Caretaking Our World's Water

When you think of water, what comes to mind? We drink it, clean with it, and cook with it. We spray it on our yards, gardens, and crops. We get food from it, use it for transportation, and play in it. Animals and plants need water to survive and grow, and some live in it, too. Water is part of our weather. It’s a simple fact: Life on Earth could not exist without water. It’s also a fact that clean fresh water is a limited resource. There’s a lot of water on our planet, but only a tiny amount of it is the fresh water that people, animals, and plants need. It is reused over and over again. It evaporates from rivers and lakes, forming clouds in the sky, then falling as rain or snow. Water from most homes flows to a water treatment plant where it is cleaned so we can use it again. But enough clean fresh water is often not available when and where it is needed because of pollution and droughts—long periods when there is very little rain or snow in a particular place. We can all take action every day to use less water and prevent water pollution. When we do that, we help ourselves, each other, and all the living things on Earth. In fact, people and other living things all share the same large habitat: Planet Earth. And just as people can cause problems on Earth, we are also very good at working individually and together to solve them. That’s the best way to make sure that all living things have a chance to be at home in a healthy habitat.

5

Science: Earth & Space Science, Life Science

According to the text, what do animals and plants need to survive and grow?

A. soil B. water C. shelter D. sunlight

B

What problem does the text describe?

A. Pollution has been damaging people's sources of food in different parts of the world. B. The Earth is warming up at a very quick rate, disrupting ecosystems. C. Enough clean fresh water is often not available when and where it is needed. D. Farmers don't have enough water to grow crops in some places.

C

Read the following sentences from the text. " We can all take action every day to use less water and prevent water pollution. When we do that, we help ourselves, each other, and all the living things on Earth." What can be concluded about people's impact on the supply of clean fresh water on Earth?

A. People can help increase the supply of clean fresh water. B. People only decrease the supply of clean fresh water. C. People don't affect the supply of clean fresh water. D. People have completely polluted the world's supply of clean fresh water.

A

What will decrease the supply of clean fresh water?

A. a lot of rain B. people carelessly using water C. people taking steps to clean water pollution D. people growing fewer crops

B

What is the main idea of this text?

A. Fresh water evaporates from rivers and lakes, forming clouds in the sky, then falling as rain or snow. B. Water from most homes flows to a water treatment plant where it is cleaned so we can use it again. C. People can cause problems on Earth, but we are also very good at working individually and together to solve them. D. Life on Earth needs water to survive, however, not enough clean water is available when and where it is needed.

D

Recycle

Recycle—don’t just toss everything in the trash. Lots of things (like cans, bottles, paper, and cardboard) can be remade into either the same kind of thing or new products. Making new items from recycled ones also takes less energy and fewer resources than making products from brand new materials. Just about anything in your home (or office or school, etc.) that cannot be reused CAN be recycled into something else. You'd be amazed what can be done with a recycled product! A recycled soda bottle, can be made into T-shirts, combs, or hundreds of other plastic goods that can be used for many years. Even your brand new computer case might be made from ordinary recycled plastics. And paper products can take on different forms as well; an old phone book or coloring book might become one of your school books or a notebook. Your recycling mission is not impossible! In fact, it is very simple: Don't throw away anything that can be recycled! Here is a list of things you may be able to recycle: Just ask your local recycling office (city, county, or state) about what can be recycled. Now isn't that easy? There is so much that YOU can do with very little effort. And the best part is you will probably save yourself a lot of money while you are at it!

5

Science: Earth & Space Science

The text provides a list of things you may be able to recycle. What is one of the items on the list?

A. food B. paper C. furniture D. clothing

B

What does the author try to persuade the reader to do?

A. The author tries to persuade the reader to throw out all objects that can be recycled. B. The author tries to persuade the reader to clean up trash in local neighborhoods. C. The author tries to persuade the reader to recycle all objects that can be recycled. D. The author tries to persuade the reader to turn soda bottles into plastic goods.

C

Objects can be recycled to make other kinds of products. What information from the text best supports this statement?

A. A recycled soda bottle, can be made into T-shirts, combs, or hundreds of other plastic goods that can be used for many years. B. Making new items from recycled ones also takes less energy and fewer resources than making products from brand new materials. C. Peopl can ask their local recycling office (city, county, or state) about what can be recycled. D. Just about anything in your home (or office or school, etc.) that cannot be reused CAN be recycled into something else.

A

Which product takes more energy to make?

A. a plastic comb made from a soda bottle B. a notebook made from an old coloring book C. a computer made from brand new materials D. a glass cup made from a glass jar

C

What is the main idea of this text?

A. A recycled soda bottle, can be made into T-shirts, combs, or other plastic goods. B. Lots of objects can be recycled to make either the same kind of thing or new products. C. Recycling takes very little effort and time. D. Local recycling offices are in charge of running recycling programs in cities and states.

B

The Importance of Being Alaska

Alaska is a gigantic peninsula. It has more than 47,000 miles of coastline where habitats from temperate rain forest to tundra meet seawaters rich with life. Alaska’s fish-filled waters and plentiful coastal nesting areas host … some 75 million seabirds. Of all the seabirds that breed in the U.S., 87% of them do so in and around Alaska. Melanie Smith understands Alaska’s importance more than most. “I’ve been a birder my whole life,” says the Audubon scientist. Melanie has seen firsthand how important Alaska’s waters are to seabirds. She recently spent three weeks on an icebreaker ship off the coast of Alaska. She kept count of all the birds and marine mammals she saw during the 5,000-mile voyage. Melanie will use the collected information to map out important areas for seabirds and other wildlife. That way we can be sure to protect these important Alaskan habitats.

5

Science: Earth & Space Science, Life Science

What is Alaska?

A. a gigantic country B. a gigantic peninsula C. a gigantic island D. a gigantic ocean

B

What does the text describe?

A. different species of seabirds B. how Alaskan habitats are being protected C. Melanie Smith's work on an icebreaker ship D. how Alaska's temperate rain forests differ from its tundra

C

Read the following sentences from the text. " Alaska is a gigantic peninsula. It has more than 47,000 miles of coastline where habitats from temperate rain forest to tundra meet seawaters rich with life. " What can be concluded about Alaska's land based on this information?

A. It is the same throughout the state. B. It is very diverse. C. It is completely frozen. D. It doesn't have healthy soil.

B

Why might it be important that Melanie Smith maps out important areas for seabirds and other wildlife?

A. So people can protect these areas, helping their wildlife survive. B. So people can sell these areas and make money. C. So people can clear out these areas and build homes. D. So people know where to hunt wildlife like seabirds.

A

What is the main idea of this text?

A. Melanie Smith will map out important areas for seabirds and other wildlife in Alaska. B. Alaska's waters and coastline are important to the survival of millions of seabirds. C. Alask has a coastline where habitats from temperate rain forest to tundra meet seawaters rich with life. D. More seabirds breed in Alaska than in any other state in America.

B

All About Autism

Autism is a group of conditions called autism spectrum disorders (ASDs). The brains of people with ASDs develop differently from other people’s brains. ASDs are a broad range of conditions that affect how people communicate and behave. These disorders affect each person differently. Doctors do not know what causes ASDs, but autism experts like Dr. Fred Volkmar of Yale University’s Child Study Center believe a person’s genes are involved. ASDs are diagnosed in boys about four times more often than they are in girls. Whatever the causes, those brain changes mean autistic people often experience the world differently from non-autistic people. Sometimes, autistic people have a harder time understanding other people’s words and actions. New social situations may cause some autistic people to feel stressed. They may be more sensitive to certain sensations, such as specific sounds, sights, and textures. Some autistic people repeat certain actions or words. Experts call these repetitive movements stimming because it “stimulates” the senses and helps people control their emotions or show excitement. Have you ever tapped your foot over and over again or jumped up and down when you were excited? These are examples of stimming. An autistic teenager named Emily describes herself this way: “I connect with adults better than kids my age,” she told the Autism Society. She says she doesn’t really like talking with kids her own age because she thinks her interests are so different from her peers’. “When I do talk, it’s about theater or the latest story I’ve written.” When he was 18 months old, Andy M.’s parents noticed he wasn't doing some things that were expected at his age. For example, Andy did not focus a lot on the world around him. Instead, he focused on lining up objects in a row. He also did not speak much, says his mother, Valerie M. Doctors later found out that Andy has autism. Andy’s parents made sure he got the support he needed. When he was in 6th grade, Andy said, “I love to watch the Baltimore Ravens, play the Wii, go bowling with my sister Sarah, and go to the Special Olympics. I play track and field in the spring, soccer in the fall, and basketball in the winter. I have many medals.” Andy enjoys talking about things he likes, just as Emily does. But sometimes, it is hard for Andy to answer questions at school that are not related to his favorite topics. It is also a challenge for him to focus and understand what he reads in school. He values having a specific daily routine and can get frustrated if there are too many changes to it. Andy has a great support system. He attends a school and sees therapists who help him communicate and listen. One therapist uses artwork to help him relax. Others are trained to help him learn social skills and ways to deal with frustration. At school, his teacher works in special ways to help him focus. Not all autistic children require the same kinds of help because everyone is unique. As special education teacher Pamela Miller puts it, “Autism comes in so many shapes, sizes, colors, and varieties.” Some autistic children do not speak, so teachers use pictures, sign language, or technological devices to help them learn to communicate. Sometimes, autistic people may need more personal space. They may also need a calm and comfortable environment to communicate. Pamela Miller says she figures out how to help each child by using her training and observing their unique needs. “You have to be a bit of a detective. You have to watch what each child likes, how they play, what makes them smile, what makes them upset.” Special education and therapy often help autistic children learn. These supports are very useful, especially when they begin early in life. Andy started receiving support when he was 18 months old. Without those services, “he would not be the kid he is today,” says his mom, Valerie. Andy hasn’t spent a lot of time thinking about a career yet, but he does know that he has many hopes for the future. Whatever he decides to do, his parents believe he can keep learning new skills and growing as a person. Many autistic people have a special way of looking at the world. Some may be very gifted in certain areas. For example, Temple Grandin is an autistic person who became a college professor and author. She has a very special connection to animals and is known for her work in animal science. She also speaks to others about her experience with autism. She has even created inventions to help other autistic people. A TV movie about her life won several awards, and Time magazine named her one of its “Heroes of 2010.” Autistic people are individuals with many great qualities. They may communicate or think differently than some others. Still, we can all learn from each other and create strong relationships with everyone around us!

5

Social Studies: Sports, Health & Safety

What are autism spectrum disorders?

A. organizations that helps students read and write better B. a broad range of conditions that affect how people communicate and behave C. inventions created by Temple Grandin that help other autistic people D. methods that therapists use to help patients improve their listening skills

B

What does the author list in the second paragraph of the section, What Is Autism?

A. different names of the genes that are thought to cause autism B. different types of behavioral therapy for autistic people C. differences in how autistic people experience the world D. different specialists studying autism at one research center

C

Read the following sentences from the text. “ Andy [who is autistic] has a great support system. He attends a school and sees therapists who help him communicate and listen. One therapist uses artwork to help him relax. Others are trained to help him learn social skills and ways to deal with frustration. At school, his teacher works in special ways to help him focus." What can you conclude based on this information?

A. Different forms of therapy can be helpful for some autistic people. B. Everyone with ASDs has a similar experience with communication. C. Students do not need to practice how to focus in class. D. Teachers should teach everyone in class using the exact same methods.

A

Pamela Miller is a special education teacher who believes “autism comes in so many shapes, sizes, colors, and varieties.” Based on this quote, why might it be important for other teachers to observe how autistic students behave and learn in class?

A. It can help teachers figure out how to best support autistic students since each person is unique and may require specific types of help. B. It can help teachers figure out which students should be getting the most homework that week. C. It can help teachers figure out which students have special connections to animals so they can become animal activists. D. It can help teachers figure out which students will win the athletic medals for track and field that year.

A

What is the main idea of this text?

A. Not all autistic children require the same kind of help, as some children might only communicate using sign language while others communicate with their words. B. Temple Grandin is a famous autistic person who became an animal activist, college professor, and author who has a TV movie about her life. C. Autism spectrum disorders affect how people communicate and behave, but since every person is unique, different people with autism may succeed with different kinds of supports. D. Andy is an autistic student with many different interests who sometimes finds it difficult to answer questions in school or change his routine quickly.

C

Seabirds: Feathered Ocean Travelers

Earth is a water-covered planet and all its oceans are home to seabirds. Seabirds come in different sizes and shapes, but all seabirds are especially equipped for oceanic life. Many have wings and feet that do double duty as fins and paddles. Waterproof feathers and salt-removing noses are adaptations to spending months far from land. Some seabirds have bones that hold up to the pressure of deep-water dives and beaks that can snag the slipperiest of fish. Puffins, albatrosses, terns, petrels, and other seabirds all depend on the ocean for food. Many seabirds migrate over marathon distances, traveling thousands of miles between ocean areas rich with food and their nesting colonies on land. They navigate the world’s seas, crisscrossing the borders and boundaries of nations. Seabird conservation is an international—and urgent—effort. Seabirds are the most threatened group of birds on Earth. Of the world’s 346 species, 28% are threatened with extinction. Safeguarding nesting sites isn’t enough. Marine areas where seabirds feed and live most of their lives need protection, too. Seabirds spend most of their lives on water, only coming on land to lay eggs and raise chicks. Seabird colonies are noisy, busy, smelly places full of life. The cliffy coasts and rocky islands off Maine and eastern Canada are a summertime destination for many seabirds. Puffins with clownish faces and beaks full of squirming fish waddle toward grass-lined burrows where chicks wait. Sleek black-headed murres sit on eggs balanced on rock ledges and cliff tops. But these birds don’t stay on land. Within months most will be gone, back to their real homes—the sea.

5

Science: Earth & Space Science, Life Science

According to the text, all of the Earth's oceans are home to what kind of animal?

A. seabirds B. dolphins C. sharks D. algae

A

What does the text describe?

A. differences among seabird species B. where seabirds travel C. what is threatening the lives of seabirds D. different ways fish have adapted to living in the ocean

B

Read the following sentences from the text. " Many have wings and feet that do double duty as fins and paddles. Waterproof feathers and salt-removing noses are adaptations to spending months far from land. Some seabirds have bones that hold up to the pressure of deep-water dives and beaks that can snag the slipperiest of fish." Which conclusion about seabirds does this information support?

A. Seabirds have a hard time surviving in ocean areas. B. Seabirds adapt more quickly to their environments than other kinds of birds. C. Seabirds are at risk of dying out. D. Seabirds are well-equipped for oceanic life.

D

Based on the text, what can be concluded about seabirds' nesting sites and the marine areas where they feed and spend most of their lives?

A. They face no threats. B. They face threats. C. They are extremely hot. D. They are extremely cold.

B

What is the main idea of this text?

A. The cliffy coasts and rocky islands off Maine and eastern Canada are a summertime destination for many seabirds. B. Some seabirds have bones that hold up to the pressure of deep-water dives and beaks that can snag the slipperiest of fish. C. Seabirds travel long distances across land (where they nest) and oceans (where they feed and spend most of their lives). D. Seabirds' nesting sites and the marine areas where they feed and live most of their lives need to be protected.

C

Snow Day Fever

Snow stuck to Ned’s window in bunches—like clumps of cotton in a washing machine’s lint trap. The sun was coming up slowly, and the sky had a strange reddish, purple tinge that could only mean one thing: a snow day. Ned eased open his window, coughing from the effort, and stuck a ruler into the powder. “Four inches,” he said. “Four!” As he said it, he heard cheers from downstairs. The school superintendent must have a ruler too, he thought. Jamie and Ellen were glued to the local news, and they must have just heard that school was canceled. What he wouldn’t give to be down there sharing in the good news. Ned pressed his knuckles to his forehead. It didn’t feel hot to him. He raided his closet and came out with all the heaviest clothes he could find. He tugged on two or three sweaters, a pair of sweatpants and snow pants, and as many hats as his head could hold. “I am going outside to play,” he said. “Oh no you’re not,” said his mother from the hallway. She sounded much more confident than he did, and he knew he couldn’t beat her. He felt too tired to even argue. He took off his hats and cast them on the floor, defeated. Ned’s school district got one snow day a year, if they were lucky. Usually it came in February after the worst of the winter weather was behind them. The weatherman would forecast two inches, the sky would probably provide only half an inch, and the superintendent would cancel class anyway. Ned’s mother said they were being timid, but Ned knew better. Those halfhearted snow days came out of pity for the children stuck in class. Even the superintendent was a child once, and he knew how important a snow day could be. It’s not often that the whole world decides to take a break, that even grown ups go out and play, that children are called crazy if all they want to do is stay inside. A snow day is a rare and beautiful thing, something special, something not to be missed. “Unless you have a temperature of 103 degrees.” “102.7, Mom. It’s only 102.7.” “I’m rounding up.” “That’s math class talk. I don’t have to go to school today. No math!” “Fine, no math. And no snow pants either. Get back in bed and eat your soup.” “Soup for breakfast?” “Soup for sick kids.” “I feel fine, Mom. Really! I can go out and play just for a little while.” “You don’t look fine. You’re clammy. You’re sweating.” “Probably because of all the soup I’ve had to eat!” “Eat up, Ned, and get some sleep. I’ll be back later. I’m taking Jamie and Ellen to the park.” Ned watched his little brother and sister squeeze into their snow gear and waddle out the front door. He choked down his soup, burning his tongue to spite his mother. He was angry. He was frustrated. He was…very, very tired. Ned woke up, his soup at his side, snow still falling outside his window. He wasn’t sweating. He wasn’t clammy. He was feeling pretty good! His hand shot out from under the blankets and jammed the electric thermometer into his mouth. After a few tense minutes, the answer came back: 99.8 degrees. Better. Much better! “Mom! My fever broke! Can I go outside now?” “When you get to 98.6 degrees, you can go outside.” Ned pulled on his pants, sweaters and hats. He waddled downstairs, the thermometer clutched in his hand. He crept into the kitchen, as sneaky as someone wearing four layers could be, and filled a glass with ice water. The thermometer beeped as it slid into the water. “You can see the thermometer, Mom!” he shouted. “I’m in the kitchen. Ninety-eight-point-six, right on the nose.” Ned heard his mother coming down the hall. The thermometer wasn’t finished taking a reading yet, but there wasn’t time to wait. He jammed it into his mouth just as she came around the door. It beeped, finished, and he handed it to her. “See?” he said. “Oh dear. Oh dear, Ned—we have to get you to the hospital!” “What?” The digital display told the story. Ned had a temperature of 48.7 degrees—cold enough to be legally dead. “Oh sweetheart, you must be the first kid ever who cheated to make his temperature lower.” Defeated, Ned started tugging off his hats, until he felt his mother’s hand stop him. “Let’s go outside,” she said. “For a lie that lousy, you deserve a fifteen-minute snowball fight.”

5

What does Ned conclude when he hears cheers from downstairs at the beginning of the story?

A. At least four inches of snow has fallen. B. School is canceled. C. School is not canceled. D. His mom will let him go outside.

B

What main problem does Ned face?

A. He can’t find enough warm clothes to play outside. B. He has a temperature of 98.6 degrees. C. He is sick with a fever, so his mother won’t let him play outside in the snow. D. His soup is so hot it burns his tongue.

C

Ned is desperate to play outside in the snow. What evidence from the text supports this conclusion?

A. “She sounded much more confident than he did, and he knew he couldn’t beat her.” B. “Ned’s mother said they were being timid, but Ned knew better.” C. “He wasn’t sweating. He wasn’t clammy. He was feeling pretty good!” D. “Oh sweetheart, you must be the first kid ever who cheated to make his temperature lower.”

D

Why does Ned’s mother finally let him play outside?

A. He promises to eat more soup and take a rest afterwards. B. She feels sorry for him. C. His temperature finally falls to 98.6 degrees. D. She takes him to the hospital, and he feels better.

B

What is the main idea of this text?

A. Ned is so sick that if he goes outside, his temperature could drop. B. Ned wants to have a snowball fight outside rather than go to math class. C. Ned tries to convince his mother he is well enough to play outside so that he won't miss the snow day. D. Ned is so excited about the snow day that he forgets he is sick with a fever.

C

Read these sentences from the text. He was angry. He was frustrated. He was... very, very tired. Why does the author include a pause in the last sentence?

A. to emphasize how tired Ned feels B. to emphasize how angry Ned feels C. to show how confused Ned is D. to show how quietly Ned is speaking

A

Choose the answer that best completes the sentence. _______ Ned’s fever is not completely gone, his mother lets him have a snowball fight outside.

A. On the contrary B. Even though C. Specifically D. For example

B

See, Feel, Grab, Stab!

Different wading birds have different techniques for getting food. Herons and egrets find food by sight, grabbing and sometimes stabbing fish, frogs, snakes, or other prey. Ibises use their sensitive curved bill to probe in the sand, mud, or grass until they touch prey. Then they grab it. Their diet includes crayfish, crabs, insects, worms, and snails. Wood Storks have a similar hunting technique, holding their large bill partly open in the water until they feel a fish, then snapping it shut to capture the prey. Roseate Spoonbills have an unusually-shaped bill. Instead of ending in a point, it is flared and flat at the end. They find food by holding their bill slightly open in the water and sweeping it from side to side. The bill snaps shut when it comes into contact with a fish, shrimp, crab, or other prey.

5

Science: Life Science

According to the text, which bird has an unusually-shaped bill?

A. Wood Storks B. Roseate Spoonbills C. Ibises D. Herons

B

What does the text list and describe?

A. the differences between herons and egrets B. different techniques different fish use to get food C. different techniques different wading birds use to get food D. different areas where wading birds live

C

Read the following sentences. " Ibises use their sensitive curved bill to probe in the sand, mud, or grass until they touch prey. Then they grab it. Their diet includes crayfish, crabs, insects, worms, and snails." What can be concluded about the bill of ibises based on this information?

A. It only helps ibises find food. B. It only helps ibises catch food. C. It helps ibises build their nests. D. It helps ibises both find and catch food.

D

Based on the text, Roseate Spoonills' way of getting food is most similar to which other wading bird?

A. herons B. egrets C. wood storks D. jack snipes

C

What is the main idea of this text?

A. Different wading birds have different techniques for getting food. B. Ibises use their sensitive curved bill to probe in the sand, mud, or grass until they touch prey. C. Rooseate Spoonbills find food by holding their bill slightly open in the water and sweeping it from side to side. D. Herons and egrets find food by sight, grabbing and sometimes stabbing their prey.

A

Wise, Not Wasteful

There would be no people, no animals of any kind, no plants. Water is not just for drinking. Lakes, rivers, and other bodies of water are also [habitats] for wildlife. How can we make sure there’s enough to go around for people and nature? Using water wisely, not wastefully, can help conserve it. This is especially important as climate change increases the possibility of drought. Simply turning off the tap while brushing your teeth saves almost two gallons of water. Do the math for your family! Can you think of other ways you and your family can save water? As you take a shower, think about what happens to the soapy water as it slips down the drain. It likely goes to a water treatment plant where it’s treated, cleaned, and released into a local river or lake. In this way water is constantly recycled. Earth’s water is never really used up. Still, with more people using more water every day, some places struggle to provide clean, drinkable water for everyone. And when cities and towns are running low, clean water for wildlife, wetlands, and other habitats becomes even scarcer. Water is a very important natural resource.

5

Social Studies: Sports, Health & Safety

According to the text, what would be impossible without water?

A. weather on different planets B. sunlight from the sun C. life on Earth D. creation of continents

C

What does the text describe?

A. ways water can be conserved and recycled B. how lakes and rivers get polluted C. cities that have run out of drinking water D. why climate change increases the possibility of drought

A

Read the following sentences from the text. " Simply turning off the tap while brushing your teeth saves almost two gallons of water. Do the math for your family!" What conclusion does this information support?

A. Turning off the tap while brushing teeth can teach a family to do math. B. Turning off the tap while brushing teeth is a very expensive thing for families to do. C. Turning off the tap while brushing teeth saves more water than taking quick showers. D. Turning off the tap while brushing teeth can be an effective way for a family to save water.

D

Why does clean water for wildlife, wetlands, and other habitats become even scarcer when cities and towns are running low on clean water?

A. The clean water is provided to the people in cities and towns. B. The clean water evaporates more quickly. C. The clean water is not taken to water treatment plants. D. The clean water is thrown away.

A

What is the main idea of this text?

A. Water people use in their homes goes to a water treatment plant where it’s treated, cleaned, and released into a local river or lake. B. When cities and towns are running low on clean water, clean water for wildlife, wetlands, and other habitats becomes even scarcer. C. There are many actions people can do to save water, and one way they can save water is by turning off the tap while they brush their teeth. D. Water is a very important natural resource, so we need to use it wisely to make sure there is enough for people and nature.

D

Using Fresh Water

Earth looks like a watery world from space. But most of Earth’s water is salty ocean water, not drinkable fresh water. If all Earth’s water fit into a gallon jug, about half a cup of it would be fresh water. And only six or so drops of it would come from rivers and lakes. The rest of the fresh water would be in ice caps, glaciers, and the atmosphere. Each person in the United States uses about 80-100 gallons of water a day at home. (Most of that water gets used up in the bathroom—flushing toilets and bathing.) How does that compare to others around the world? Europeans use 45-65 gallons per person every day. Africans use only 3-13 gallons. With limited freshwater resources on Earth and with some places experiencing severe drought, Americans should do more to reduce the amount of water we use.

5

Science: Earth & Space Science, Life Science

According to the text, what is most of the Earth's water?

A. polluted water B. fresh water C. salt ocean water D. warm water

C

The text compares the use of water in the United States with which two other places?

A. Europe and Africa B. Africa and Asia C. Europe and Asia D. Africa and Australia

A

Which statement does the first diagram of the Earth support?

A. Most of Earth’s water is salty ocean water, not drinkable fresh water. B. Americans use more water than European and Africans. C. Some of the Earth's fresh water is in rivers and lakes. D. Some places around the world are experiencing severe drought.

A

In the second image, there are three pitchers of water labeled, "Africa," "Europe" and "United States." Why is the pitcher labeled "Europe" bigger than the one labeled "Africa" but smaller than the one labeled "United States"?

A. Europeans use more water than Africans but less water than Americans. B. Europeans use more water than Americans but less water than Africans. C. Europeans use the same amount of water as Americans and Africans. D. Europeans use the same amount of water as Africans but less than Americans.

A

What is the main idea of this text?

A. Europeans use 45-65 gallons per person every day whereas Africans use only 3-13 gallons. B. Some of the Earth's fresh water comes from rivers and lakes but most is in ice caps, glaciers, and the atmosphere. C. Most of Earth's water is salty ocean water, not drinkable fresh water which Americans use more than Europeans and Africans. D. Most of the fresh water Americans use daily gets used up in the bathroom—flushing toilets and bathing.

C

What Are You Doing to Help Seabirds?

All seabirds depend on the ocean and coasts around the world, so anything that harms the ocean is a threat to seabirds. Here are two ways families everywhere—even ones who live far from the ocean—can help.

5

Social Studies: Sports, Health & Safety

According to the text, what animal depends on the ocean and coasts around the world?

A. polar bears B. flamingos C. crows D. seabirds

D

What does the text describe?

A. ways people can help seabirds B. how seabirds compare to other types of birds C. pieces of art that show seabirds D. groups of people that remove trash from rivers and creeks

A

Read the following sentences from the text. " Trash in rivers far inland can eventually end up in the ocean. The same is true for trash on beaches. Trash makes the ocean habitat unsafe for seabirds and other creatures that live there." Which conclusion does this information support?

A. Trash is a threat to seabirds. B. The amount of trash in our oceans is decreasing. C. Trash threatens other creatures more than seabirds. D. Trash does not collect on land.

A

Based on the text, which of the following is an example of people helping to protect seabirds?

A. people creating stories about how the moon affects our oceans B. people creating paintings showing seabirds in their habitat C. people dumping trash in areas that are close to the ocean D. people having parties and celebrations on beaches

B

What is the main idea of this text?

A. The more people know about seabirds, the more likely they are to protect the oceans and shores where seabirds live and nest. B. Speaking up for seabirds through art—paintings, drawings, skits, stories, and poems—is a great way to tell the world about the world of seabirds. C. People can help seabirds in different ways, including by creating art about seabirds and cleaning up trash from creeks, riverbanks, and beaches. D. Trash makes the ocean habitat unsafe for seabirds and other creatures that live there.

C

The Quest for Spices

In the Middle Ages, spices were highly desired in Europe. But most of the most desirable spices came from the islands of present-day Indonesia. At the time, Europeans referred to these islands as the Spice Islands. You might wonder why the Europeans didn’t just sail over to the Spice Islands and buy their spices. It wasn’t that simple. They did not yet know that the Atlantic Ocean went as far as the southern tip of Africa. Nor were their ships and navigational skills suited to such long voyages. And at the time, the exact location of the Spice Islands was a closely guarded secret. During the Middle Ages, the spice trade was controlled by Arab traders. They controlled the market not only for nutmeg and cloves from the Spice Islands, but also for ginger from China and cinnamon from India. For hundreds of years, from around 1100 until 1400, the Arabs managed to keep the location of the Spice Islands a secret. They even made up stories about how dangerous it was to sail to these islands. If you had been alive then you might have heard tales told by Arab traders of the fantastic monsters and hideous flesh-eating birds that guarded the Spice Islands. Stories like these were designed to help the Arab traders preserve their monopoly of the spice trade. How did the spice trade work? Arab traders sailed east to trading centers in India, Ceylon (now Sri Lanka), and the Spice Islands. After loading up their ships, they sailed west again. A typical trip took them around the Arabian Peninsula, into the Red Sea, and north to Egypt. There they sold the spices to merchants from Venice and other parts of Italy. The Arab traders made huge profits from this exchange. The Venetians did well, too. They negotiated with Arab traders to distribute spices throughout Europe. Europeans wanting to purchase spices had to deal with Venice. Once they had acquired the spices, the Venetian merchants could set whatever prices and taxes they pleased. This arrangement made Venice a very wealthy city. It also made the Venetians unpopular. Wealthy Europeans had become used to exotic goods from the Venetian marketplace. At the same time, they resented the high cost of doing business with Venetian merchants. Similarly, the Venetian merchants dreamed of a time when they would not have to deal with the Arab traders, but instead be able to deal directly with merchants in the Spice Islands. Eventually, with the Age of Exploration, this dream would come true.

5

Social Studies: Geography, Societies & Culture, World History

In the Middle Ages, where did most of the most desirable spices come from?

A. China B. India C. Spice Islands D. Venice

C

Europeans wanted spices but could not get them. What was the problem they faced?

A. They did not have the technology to make boats that would travel long enough to reach the Spice Islands B. Traders at the Spice Islands would only trade with Arabs because they were at war with Europe. C. They could not travel to the Spice Islands because they did not know where they were and thought it was dangerous. D. There were too many people who wanted spices so people used them up quicker than they would grow again.

C

Read the following sentences from the text. “For hundreds of years, from around 1100 until 1400, the Arabs managed to keep the location of the Spice Islands a secret. They even made up stories about how dangerous it was to sail to these islands….They sold the spices to merchants from Venice and other parts of Italy. The Arab traders made huge profits from this exchange….The Venetians did well, too. They negotiated with Arab traders to distribute spices throughout Europe. Europeans wanting to purchase spices had to deal with Venice. Once they had acquired the spices, the Venetian merchants could set whatever prices and taxes they pleased.” What conclusion can you draw from this evidence?

A. The Arabs and Venetians both tried to control who could sell spices so they could make more money. B. Arab and Venetian traders refused to trade anything with each other because of competition. C. Europeans preferred to buy spices from Venetian merchants because they offered better prices. D. Traders from the Spice Islands made their way to Europe and sold spices directly to Europeans.

A

According to the text, why were Europeans willing to pay high prices for spices?

A. They wanted to support Arab and Venetian traders. B. They wanted them and could not get them on their own. C. They knew that spices were difficult to grow and worth it. D. They wanted to make sure their restaurants had tasty food.

B

What is the main idea of this text?

A. During the Middle Ages, people got nutmeg and cloves from the Spice Islands, ginger from China, and cinnamon from India. B. During the Age of Exploration, Venetian merchants found the way to the Spice Islands and no longer had to deal with Arab traders for spices. C. It was very dangerous to travel to the Spice Islands because there were monsters and flesh-eating birds that guarded them. D. In the Middle Ages, Arab traders kept the location of the Spice Islands a secret so they could control the spice trade and sell spices to Europeans at high prices.

D

The Eagle and the Cactus

Between the years of 1325 and 1521 CE, a great civilization arose and thrived. They were the Aztec people, who lived in what is today central Mexico. According to legend, the Aztec were once a nomadic tribe. They wandered the land, setting up temporary homes here and there, fighting off attackers, and surviving on snakes and lizards. The legend says that one day, the god of the sun spoke to the people. The god told the Aztec people to look for a sign—an eagle with a snake in its beak perched on a cactus. On the spot where the eagle perched, the Aztec were to build a great city. The legend goes on to describe how the Aztec finally received the sign the god had told them about. The eagle appeared on a swampy island in Lake Texcoco (/tesh*koh*koh/). On that day, the Aztec’s wandering ended. They settled down and began building a city. The Aztec people called their new home Tenochtitlán (/tay*noch*tee*tlahn/), which means “the place of the prickly pear.” Even today the eagle and serpent are shown on the flag of Mexico.

5

Social Studies: Geography, Societies & Culture, World History

What sign did the god of the sun tell the Aztec people to look for?

A. a prickly cactus standing alone on a hill B. a large cluster of snakes and lizards in the desert C. an eagle with a snake in its beak perched on a cactus D. a swampy island in Lake Texcoco

C

What does this text describe?

A. This text describes the reason the Aztec people named their new home Tenochtitlán, or “the place of the prickly pear." B. This text describes the way an eagle and serpent are displayed on the flag of Mexico. C. This text describes the reason the Aztec people transitioned from being a nomadic tribe to being a great civilization. D. This text describes the types of food Aztec people ate when they were nomads and the types of food they ate after settling down.

C

The Aztec were once a nomadic tribe. What evidence from the text supports this statement?

A. The Aztec people called their new home Tenochtitlán (/tay*noch*tee*tlahn/), which means “the place of the prickly pear.” B. The Aztec wandered the land, setting up temporary homes here and there, fighting off attackers, and surviving on snakes and lizards. C. Between the years of 1325 and 1521 CE, a great civilization arose and thrived. They were the Aztec people, who lived in what is today central Mexico. D. The legend goes on to describe how the Aztec finally received the sign the god had told them about. The eagle appeared on a swampy island in Lake Texcoco.

B

Read these sentences from the text: The god told the Aztec people to look for a sign - an eagle with a snake in its beak perched on a cactus. On the spot where the eagle perched, the Aztec were to build a great city . . . Even today the eagle and serpent are shown on the flag of Mexico. Based on this information, what can you conclude about the flag of Mexico?

A. The sign from the Aztec legend influenced the design of the flag of Mexico. B. Mexico copied their flag design from a design that the Aztec used on their flag. C. The flag of Mexico has nothing to do with the Aztec legend. D. The flag was poorly designed because an eagle does not look good next to a serpent.

A

What is the main idea of this text?

A. The Aztec people were originally a tribe of nomads. They wandered the land and set up temporary homes here and there. They fought off attackers and survived on snakes and lizards. They lived like many of the other people during that time. B. The Aztec were once a nomadic tribe. One day, however, the god of the sun told the Aztec people that they were to settle down after seeing a specific sign. When they finally received this sign, the Aztec built a great city around this location. C. The Aztec people called the great civilization that they built Tenochtitlán (/tay*noch*tee*tlahn/), which means “the place of the prickly pear.” There was probably a lot of cactus in the area that they decided to settle down. D. From 1325 to 1521 CE the Aztec people built and cultivated a civilization in what is today known as central Mexico. Today the flag of Mexico is decorated with an eagle and a serpent, figures from an Aztec legend.

B

Way to Go, Wading Birds!

Wading birds have some very special hunting and feeding skills! The Reddish Egret sometimes shades the water with its wings as it wades to hunt for fish. This draws fish into the shadow and also helps the bird see better on a bright day, just as you see better when you shade your eyes with your hand. Great Blue Herons and other wading birds swallow their food whole. After catching a fish, a Great Blue Heron flips it until it can be swallowed headfirst. That way the fish’s sharp fin barbs don’t scratch the heron’s throat or get stuck. Green Herons stand very still or move slowly, stalking frogs and other prey. They have been observed dropping leaves, small twigs, berries, and even feathers onto the surface of the water as “bait” to lure fish. When a Wood Stork feels a fish with its bill, the bill automatically snaps shut. This reflex action happens in 25 milliseconds, and is considered to be one of the fastest reflex actions among vertebrates (animals with backbones). When looking for food, Snowy Egrets shake and swirl their bright yellow feet in shallow water, forcing fish, crayfish, worms, and other animals they eat out into the open.

5

Science: Life Science

According to the text, what kind of skills do wading birds have?

A. dancing and singing B. hunting and singing C. feeding and dancing D. hunting and feeding

D

What does the text list and describe?

A. differences among various wading birds B. how wading birds have adapted to their environments C. different ways wading birds hunt for food D. habitats where wading birds live

C

Read the following sentences from the text. " The Reddish Egret sometimes shades the water with its wings as it wades to hunt for fish. This draws fish into the shadow...Green Herons stand very still or move slowly, stalking frogs and other prey. They have been observed dropping leaves, small twigs, berries, and even feathers onto the surface of the water as 'bait' to lure fish." Which statement does this information support?

A. Some wading birds use sneaky ways to catch their prey. B. Wading birds are very strong. C. Wading birds are very weak. D. Wading birds are not very smart.

A

Snowy Egrets shake and swirl their bright yellow feet in shallow water, forcing fish, crayfish, worms, and other animals they eat out into the open. Why is this helpful for the Snowy Egrets?

A. They can run away to safety after seeing these animals out in the open. B. They can entertain themselves by watching the animals moving out in the open. C. They can more easily catch the animals that come out in the open. D. They can let land animals know that the animals in the water are out in the open.

C

What is the main idea of this text?

A. Wading birds have some very special hunting and feeding skills. B. Great Blue Herons and other wading birds swallow their food whole. C. When a Wood Stork feels a fish with its bill, the bill automatically snaps shut. D. Green Herons stand very still or move slowly, stalking frogs and other prey.

A

This Is How Orbits Work!

Isaac Newton was a great scientist and mathematician who lived more than 300 years ago. He understood and wrote about many of the laws of motion that we see at work every day. To explain how one body can orbit another, he asked his readers to imagine a cannon on top of a very, VERY tall mountain. (Our cannon is on a very tall, imaginary lifter that goes up and down, but it is the same idea. ) The cannon is loaded with gunpowder and fired. The cannonball follows a curve, falling faster and faster as a result of Earth's gravity, and hits the Earth at some distance away. What if we use more gunpowder? Here's what might happen: (Note that these amounts of gunpowder are just imaginary, not meant to be precise! Also, we are ignoring the fact that the air would cause drag on the cannonball and slow it down. ) Amount of Gunpowder What Happens 2 bags of gunpowder: Cannonball goes faster and gets farther before gravity pulls it back to Earth. 3 bags of gunpowder: Cannonball is going so fast that it falls all the way around the world. It is in orbit! 4 bags of gunpowder: Cannonball orbits Earth again, but goes even higher at the peak of its arc. 5 bags of gunpowder: Cannonball is going so fast it completely escapes Earth's gravity and heads out into space, maybe to an asteroid or Mars or Jupiter! The same thing happens when the Space Shuttle or a satellite is launched into orbit. The rocket boosts the spacecraft up to the height of a "very tall mountain" and also gives the spacecraft its forward speed, like the gunpowder gives the cannonball. So the spacecraft just falls all the way around the Earth, never hitting the surface. The curve of the spacecraft's path is about the same as the curve of Earth's surface. So astronauts orbiting Earth aren't really weightless, they are just falling … and falling, and falling! How orbits work depends on basic laws of physics, as Newton described them.

5

Science: Earth & Space Science, Physical Science

What did the mathematician and scientist Isaac Newton write about?

A. the laws and government of the United States B. the laws of motion that we see at work every day C. the rainforest and other habitats D. musical compositions and symphonies

B

Based on the table, what is the effect of adding more gunpowder to the cannonball?

A. The cannonball goes slower. B. The cannonball always goes into orbit. C. The cannonball goes faster. D. The cannonball won’t launch.

C

If an object launched from Earth is going fast enough, it will fall into orbit around the Earth. What information from the passage supports this conclusion?

A. “2 bags of gunpowder: Cannonball goes faster and gets farther before gravity pulls it back to Earth.” B. “The cannonball follows a curve, falling faster and faster as a result of Earth's gravity, and hits the Earth at some distance away.” C. “Note that these amounts of gunpowder are just imaginary, not meant to be precise!” D. “3 bags of gunpowder: Cannonball is going so fast that it falls all the way around the world. It is in orbit!”

D

What would a spacecraft need to do to break free of Earth’s gravity and go out into space?

A. The spacecraft would need to be really heavy. B. The spacecraft would need to go really fast. C. The spacecraft would need to be really small. D. The spacecraft would need at least 10 people on board.

B

What is the main idea of this passage?

A. Isaac Newton lived more than 300 years ago, and he developed mathematical and scientific theories. B. If a cannonball had five bags of gunpowder behind it, it would shoot out of orbit and head into space. C. Isaac Newton’s theory of motion explains how gravity can cause a body to fall into an orbit. D. When a satellite is launched into orbit, it must be launched at a very high speed from a tall mountain.

C

Harlem Renaissance: Visual Art

During the Harlem Renaissance, visual artists used artistic styles developed in Africa, such as African folk art, as creative inspiration. Ancient Egyptian art was especially influential. Artists often used imagery and iconography associated with this period. For example, mummies appeared in multiple artistic works during this movement. The most famous American artist was painter Aaron Douglas. Like the Egyptians, he painted geometric and two-dimensional profiles of human figures. His art also typically reflected a strong sense of religious belief. Another notable artist was sculptor Selma Burke. Her sculpture of President Franklin Delano Roosevelt became very famous and was later used to model his image on the dime. As a testament to how widespread the Harlem Renaissance was, most painters and sculptors did not live in New York. They lived in Paris! Ideas were still communicated across borders, however. Most artists showed their works in traveling exhibitions, which meant that American visual artists probably had the opportunity to see a few exhibitions of their Parisian peers. There were also international art contests that facilitated dialogue between artists from all over the globe.

3-5

Social Studies: World History, U.S. History

What was the Harlem Renaissance?

A. An Acient Egyptian visual art form that featured mummies. B. An art movement that began in New York and expanded internationally. C. A famous American painter that painted about racial pride. D. An international art contest that artists could attend from around the world.

B

What does this text describe?

A. This text describes the life of Aaron Douglas and how most of his art was influenced by Ancient Egyptian geometric and two-dimensional human profiles. B. This text describes the beginning of the Harlem Renaissance and how it stemmed from a new black cultural identity. C. This text describes the way Selma Burke scuplted Presient Franklin Delano and the difficulties she encountered during the process. D. This text describes the creative inspiration of the Harlem Renaissance, some famous artists from this time, and the worldwide impact of this movement.

D

The Harlem Renaissance was extremely widespread. What evidence in the text supports this conclusion?

A. "The most famous American artist was painter Aaron Douglas." B. " During the Harlem Renaissance, visual artists used artistic styles developed in Africa, such as African folk art, as creative inspiration." C. "There were also international art contests that facilitated dialogue between artists from all over the globe." D. "Mummies appeared in multiple artistic works during this movement."

C

Based on the text, what can be concluded about the Harlem Renaissance?

A. People from all over the world knew about the Harlem Renaissance. B. Only Americans knew about the Harlem Renaissance. C. Famous art was not created during the Harlem Renaissance. D. Artists did not communicate with each other during the Harlem Renaissance.

A

What is the main idea of this text?

A. The Harlem Renaissance's most famous American artist painter, Aaron Douglas, painted geometric and two-dimensional profiles of human figures. B. There were many international art contests during the Harlem Renaissance that helped facilitate diologue between artists form all over the globe. C. The Harlem Renaissance, inspired by African folk and Ancient Egyptian art, was a widespread artistic movement that reached many parts of the world. D. During the Harlem Renaissance, many mummies and other Ancient Egyptian imagery appeared in artists' work.

C

Earth's Atmosphere: The Mesosphere

The mesosphere lies between the thermosphere and the stratosphere. “Meso” means middle, and this is the highest layer of the atmosphere in which the gases are all mixed up rather than being layered by their mass. The mesosphere is 22 miles (35 kilometers) thick. The air is still thin, so you wouldn’t be able to breathe up in the mesosphere. But there is more gas in this layer than there is out in the thermosphere. Have you ever seen a meteor shower, where meteors burn up and streak across the sky? Some people call them shooting stars. Those meteors are burning up in the mesosphere. The meteors make it through the exosphere and thermosphere without much trouble because those layers don’t have much air. But when they hit the mesosphere, there are enough gases to cause friction and create heat.

5

Science: Earth & Space Science

What does the word “meso” mean?

A. below B. middle C. above D. high

B

How does the text describe the gases in the mesosphere?

A. The gases are all layered by their mass and there is a lot more air in the mesosphere than the stratosphere. B. The gases are mixed up rather than layered and there is more gas in the mesosphere than in the thermosphere. C. The gases are very thick and heavy, which cause meteors to form in this layer of the atmosphere. D. There are very few gases in the mesosphere compared to the amount of gases in the thermosphere.

B

Read the following sentences from the text. "Have you ever seen a meteor shower, where meteors burn up and streak across the sky? Some people call them shooting stars. Those meteors are burning up in the mesosphere. The meteors make it through the exosphere and thermosphere without much trouble because those layers don’t have much air. But when they hit the mesosphere, there are enough gases to cause friction and create heat.” What conclusion can you draw from this evidence?

A. The amount of air in the atmosphere has no effect on meteors. B. All meteor showers happen at the same time each year. C. Meteors look like they are burning up, but they actually do not change. D. The mesosphere has more gases than the exosphere and thermosphere.

D

What can you infer about the levels of gases in the mesosphere?

A. The mesosphere is similar to the stratosphere because both layers of Earth’s atmosphere have enough air and other gases to support living organisms. B. The mesosphere has very few gases and almost no air because when meteors enter this layer of Earth’s atmosphere, they are not affected at all. C. The mesosphere does not have enough air to support living things, but it contains enough to cause friction and heat when an object enters it. D. The gases in the mesosphere do not stay in this layer of Earth’s atmosphere for very long because they rise up and enter the thermosphere.

C

What is the main idea of this text?

A. The mesosphere is the layer of Earth’s atmosphere between the thermosphere and stratosphere which contains enough mixed gases to cause meteors to burn up. B. There are many layers of the Earth’s atmosphere, including the mesosphere, thermosphere, exosphere, and stratosphere that are all important for the survival of living things. C. Scientists study and measure which layer of Earth’s atmosphere causes meteors to burn up so they can better understand the types and amount of gases there are in each layer. D. Some people call meteor showers shooting stars, and they occur when many meteors enter the mesosphere and burn up because gases cause friction and create heat.

A

Earth's Atmosphere: The Troposphere

Closest to the surface of Earth, we have the troposphere. “Tropos” means change. This layer gets its name from the weather that is constantly changing and mixing up the gases in this part of our atmosphere. The troposphere is between 5 and 9 miles (8 and 14 kilometers) thick depending on where you are on Earth. It’s thinnest at the North and South Pole. This layer has the air we breathe and the clouds in the sky. The air is densest in this lowest layer. In fact, the troposphere contains three-quarters of the mass of the entire atmosphere. The air here is 78% nitrogen and 21% oxygen. The last 1% is made of argon, water vapor, and carbon dioxide. When you feel the wind on your face, see clouds in the sky, and watch a bird flap its wings in flight, you’re experiencing the troposphere. It’s a pretty nice layer to call home.

5

Science: Earth & Space Science

What is the troposphere?

A. the layer of the atmosphere closest to the surface of Earth’s moon B. the layer of the atmosphere out of reach from humans C. the layer of the atmosphere closest to the surface of the Earth D. the layer of the atmosphere farthest from the surface of the Earth

C

How does the text describe the weather in the troposphere?

A. below freezing all the time B. constantly changing C. raining and windy D. never changing

B

Read the following sentences from the text. “This layer has the air we breathe and the clouds in the sky…The air here is 78% nitrogen and 21% oxygen. The last 1% is made of argon, water vapor, and carbon dioxide. When you feel the wind on your face, see clouds in the sky, and watch a bird flap its wings in flight, you’re experiencing the troposphere. ” What conclusion can you draw from this evidence?

A. The gases in the troposphere are part of what humans breathe. B. Nitrogen is dangerous for humans because it is a toxic gas in the troposphere. C. It is always windy in the troposphere because there are many clouds. D. The most common gases in the troposphere are oxygen and water vapor.

A

What might happen if the Earth did not have the gases found in the troposphere?

A. Life on Earth would be different for humans and animals. B. More birds would be born because there would be more space. C. There would be more clouds in the sky so the sun would not shine. D. There would be more plants and animals on the Earth.

A

What is the main idea of this text?

A. Nitrogen and argon are necessary gases found in many layers of the Earth, including the troposphere. B. Weather on the surface of the Earth is constantly changing, which causes large storms to happen. C. A small part, 1%, of the troposphere is made of argon, water vapor, and carbon dioxide. D. The troposphere is the layer of Earth’s atmosphere closest to the surface of the Earth where all living things reside.

D

Amy Beach

This text and image are provided courtesy of the New York Philharmonic. Born: USA Lifespan: 1867-1944 20th Century Composer Amy Marcy Cheney Beach was the first American woman composer to write a symphony. She was trained as a pianist and made her debut with the Boston Symphony at 18. In 1892, the New Philharmonic and Boston's Handel and Haydn Society both performed works by a woman composer for the first time in their history. Both works were by Amy Beach. After her husband died in 1910, Beach resumed her performing career, playing her Piano Concerto and hearing her "Gaelic" Symphony performed. Eventually she settled in New York, where she wrote the opera Cabildo in 1932. Beach was a naturally gifted melodist and a believer in a "universal" style of composition, which made free use of European traditions. She was one of the first composers to receive all her training in the United States.

5

Arts: Music & Performing Arts

Who was Amy Beach?

A. She was the first female pianist at the Boston Symphony B. She was the founder of the Boston's Handel and Haydn Society. C. She was an opera singer based in Europe. D. She was the first American woman composer to write a symphony.

D

What does this text describe?

A. This text describes Amy Beach's relationship with her husband and her heartbreak after his death. B. This text describes Amy Beach's career as a composer and the many things she accomplished. C. This text describes the unique way Amy Beach's compositions did not follow European traditions. D. This text describes the unique musical training that Amy Beach received in America.

B

Amy Beach was the first women composer to accomplish many things. What evidence from the text supports this statement?

A. The New Philharmonic and Boston's Handel and Haydn Society both performed works by a woman composer for the first time in their history. Both works were by Amy Beach. B. After her husband tragically died in 1910, Amy Beach resumed her performing career, playing her Piano Concerto and hearing her "Gaelic" Symphony performed. C. Amy Beach settled in New York, where she wrote the opera Cabildo in 1932. She was a naturally gifted melodist and a believer in a "universal" style of composition. D. Amy Beach was trained as a pianist and made her debut with the Boston Symphony at 18.

A

Based on the information in this text, what can you conclude about Amy Beach?

A. She hated facing challenges. B. She received most of her training in Europe. C. She pushed many boundaries. D. She stopped composing after her husband's death.

C

What is the main idea of this text?

A. There was a time during Amy Beach's life when she did not perform. She resumed her performing career only after her husband died in 1910. B. Amy Beach was originally trained as a pianist. She expanded her training to continue as a composer. In her late age she both performed and composed. C. Amy Beach was born in 1867 and died in 1944. She was one of the first composers to receive all her training in the United States. Only later on were more composers trained in the U.S. D. Amy Beach was naturally gifted. She was the first American woman to write a symphony and the first woman composer to have her work performed by major symphonies.

D

Railroad Bridge, Argenteuil

This text and image are provided courtesy of the Philadelphia Museum of Art. A small sailboat drifts along the water in this tranquil scene. Warm, golden light brightens the bridge’s white pillars and the boat’s sail. Their reflections in the water add pink, yellow, and orange hues to the blue of the river. Along the top of the bridge, a train chugs along, letting out puffs of smoke that drift across the sky. A gentle wind pushes the boat across the calm river below. Claude Monet (clahd MOE-nay), the French artist who created this work of art, enjoyed painting the outdoors directly from observation. He appreciated the variety of colors in the sky, water, plants, and trees, especially those seen at sunrise and sunset. Notice the deep greens, blues, and purples in the grassy riverbank, and the blues and yellows in the train’s smoke. Monet had to work quickly to capture the color and light as he saw it, since both frequently change as time passes. Look closely and you’ll see the many short, quick brushstrokes that make up the grass, trees, water, and clouds. This style of painting is known as Impressionism. This painting shows the Seine River in the town of Argenteuil (ar-jen-TOY), located just outside Paris. Monet lived there when he painted this picture, so he didn’t have to travel far to observe this scenic spot. At that time, the railroad service was expanding, and it became easier for city dwellers to take weekend trips to the nearby countryside. Perhaps the tiny figures in the boat are enjoying time away from the faster pace of urban life.

6

Arts: Visual Arts

Which artist painted The Bridge at Argentuil?

A. Mary Cassatt B. Winslow Homer C. Edouard Manet D. Claude Monet

D

Which three topics does the text address?

A. The painting’s use of color, Impressionist brushstroke style, and the expansion of the railroad service B. The history of the Seine River, the founding of Argenteuil, and city life in France C. The founding of Impressionism, the popularity of sailing, and the personal life of Claude Monet D. Famous Impressionist painters, techniques for painting nature images, and the Paris art scene

A

Read this sentence from the text. "A gentle wind pushes the boat across the calm river below." What evidence from the painting supports the author’s suggestion that there is a gentle wind?

A. The brushstrokes are short and quick. B. The right side of the painting is full of shadows and varying shades of green. C. The boat’s sail is full while the water remains calm. D. The figures in the boat are far-off and tiny.

C

Based on the information in the text and the painting, how could the mood of the painting best be described?

A. Scary and threatening B. Calm and peaceful C. Wild and disturbing D. Exciting and fun

B

What is the main idea of the text?

A. Claude Monet's appreciation of natural light and color is reflected in his painting of a calm outdoor scene near a river in Argenteuil. B. Impressionist painters such as Claude Monet preferred depicting natural scenes over scenes of urban life. C. The railroad bridge over the Seine River at Argenteuil inspired many Impressionist painters. D. The Seine River was typically calm and tranquil, making it a popular location for sailing among the people who lived in Argenteuil.

A

Read these sentences from the text. “…the railroad service was expanding, and it became easier for city dwellers to take weekend trips to the nearby countryside. Perhaps the tiny figures in the boat are enjoying time away from the faster pace of urban life.” Why might the author have included this suggestion that the figures in the boat are taking relaxing time away from the city?

A. To highlight the importance of the Seine River to French industry B. To highlight the sense of calm in the painting C. To suggest that the growing railroad service negatively affected quality of life in France D. To suggest that Monet preferred painting images of nature

B

Choose the answer that best completes the sentence. Light and color change frequently throughout the day. ______, Monet had to work quickly to capture the color and light as he saw it.

A. Still B. Because C. Therefore D. However

C

The Big Break

Jeffrey had had his first starring role in kindergarten, playing a talking stone in a class play. From the moment that he heard the applause and took his bows, he knew he wanted to be an actor. He doodled his name as it would look on a marquee. In his mind, he rehearsed his acceptance speech to the Academy Awards. “I want to thank my agent…” he imagined himself saying to the crowd. By sixth grade, he was used to starring in school productions. He played Romeo in this year’s Junior Shakespeare Festival. His brother said he was probably the first Romeo in the history of theater to have braces. Jeffrey liked everything about acting—except for his brother’s comments about it. Brad was not interested in acting. Jeffrey dreamed of going to California or New York when he got older. Meanwhile, he read the “trades” at the library—the newspapers and magazines of the acting business. He couldn’t believe it when he saw that there was going to be an open casting call in his own Midwestern city. He begged his parents to take him, but they worked on Saturdays and they couldn’t take the day off. He was forced to ask his older brother, the critic. The part called for a boy who looked about 14. Jeffrey figured he could pass. Unlike Brad, Jeffrey looked older than his age. Brad, on the other hand, at 16 looked more like 14. The boys arrived early at the theater where the auditions were taking place. There were already over 200 kids there. Jeffrey picked up his application. Brad picked up one, too—“just for fun” he said. Each of them then studied the short script they’d been handed. Like all the other kids, they mouthed the words over and over. Some kids found quiet spaces to read their lines aloud, with all the right emotion. Jeffrey asked Brad to listen to his reading. “Okay, but you have to listen to mine, too.” “Deal,” Jeffrey answered. Then he read, and, as usual, he was good. Next, it was Brad’s turn. Jeffrey couldn’t believe what he was seeing and hearing. Why hadn’t Brad ever tried out for a play? Where had he gotten all this talent all of a sudden? He asked his brother, “Why haven’t you auditioned before?” “I was waiting for something big,” Brad replied.

6

Which is not a conflict in this story?

A. Jeffrey very much wants the part he and Brad are auditioning for. B. Brad may be more suitable for the part than Jeffrey. C. In the past, Brad has discouraged Jeffrey’s acting ambitions. D. Jeffrey played a talking stone in a kindergarten class play.

D

What is the suspense in this story?

A. Will Brad be willing to drive Jeffrey to the audition? B. Will Jeffrey learn his lines quick enough? C. Will Brad get the part that Jeffrey wants? D. Has Brad been critical of Jeffrey?

C

Jeffrey seems to be the kind of person who

A. knows what he wants and works hard to get it. B. doesn’t want to share his success with anyone else. C. always wants to look older than his real age. D. is too shy to just “be himself” with others.

A

Which plot details establish that acting is very important to Jeffrey?

A. From the moment in kindergarten when he heard the applause and took his bows, Jeffrey wanted to be an actor. B. Jeffrey read the newspapers and magazines of the acting business. C. Jeffrey liked everything about acting--except for his brother’s comments about it. D. All of the above.

D

Arms Race

Male animals are developing bigger weapons to fight for female attention. Sawfish with frightening blades jutting from their faces. Stag beetles whose horns almost match the length of their bodies. Fiddler crabs with claws so grossly oversize they equal half their body weights. Such strange features have fascinated University of Montana biologist Douglas Emlen since he started studying science. Many animals have tusks, claws, or horns. In some species, though, those weapons are hugely exaggerated. “They’re so bizarre,” Emlen says. “You look at them and think, ‘How can that thing possibly exist?’” Over years of research, he’s managed to find out. Getting The Girl Flashy features such as bright feathers and giant claws usually show up on males. That’s because such traits are almost always the product of sexual selection, says Emlen. They were shaped by competition for mates. In most species, females are the choosy ones. Some female birds are drawn to males with brightly colored tails, for example. So the male birds with the brightest tails stand the greatest chance of mating and passing on their colorful genes to their offspring. Over time, via sexual selection, males evolve ever-bolder tail feathers. That’s how the male peacock’s magnificent tail developed. Sexual selection is an example of natural selection. That’s the principle that animals with advantageous traits are more likely to survive and pass those traits to the next generation. Natural selection drives evolution. Female choice is only one kind of sexual selection. Another is male competition—males battling one another for access to females. Picture two elk duking it out with their antlers. Most exaggerated weapons are the product of that type of physical competition, Emlen says. The elk with the bigger antlers wins the fight and gets the girl. Over time, the offspring of victorious males evolve weapons that are more and more outrageous. Males with jumbo claws or massive horns almost always use them to battle males of their own species. Rarely are outsize weapons employed to take down prey or to fend off predators. “Predators have cool weapons too,” Emlen says. Think razor-sharp claws and teeth. “But they almost never get exaggerated.” Beetle Battle If oversize weapons are so useful, why don’t all animals have them? Emlen found an answer studying dung beetles—beetles that feed on animal droppings. Some species have prominent horns; others have no horns. Emlen realized that the species with horns had something in common. All of them dig tunnels where the females lay their eggs. In those species, males guard the tunnel entrances and fight one another for access. The male that wins the battle gets to mate with the female inside the tunnel. Over many generations, males have evolved horns to aid them in combat. In species that don’t dig tunnels, females are free to roam where they please. It’s almost impossible for males to guard the wandering ladies from other males, so they don’t compete in physical fights. No horns have evolved. Flies With Antlers Among certain dung beetles, tunnels are a limited resource worth fighting for. Something similar occurs among antlered flies, Emlen says. The tiny insects live in the tropical forests of New Guinea, where females lay their eggs in small holes in fallen logs. Good holes are in short supply, however. “Males find the holes, and they guard them,” Emlen says. They fight fierce battles for those holes—and for access to the females that nest inside. Over time, the males have evolved huge horns that look like bug-sized versions of deer antlers. Males that sport outsize weapons tend to live in places with limited resources, says Emlen. And those resources are usually in distinct locations that are easy to defend, such as cozy burrows or tasty sap-producing trees. Although big weapons are good for fighting, it takes a lot of energy for males to grow and maintain such heavy body parts. Within a given species, some males will be well nourished enough to develop huge claws or horns, Emlen explains. Males that aren’t as well fed may have no oversize features. “Weapons are extremely variable,” Emlen says. “A wimpy guy can’t produce a huge weapon.” So weapons can be a good indicator of health and vigor—a fact that some females have caught on to. They choose the guys with the biggest horns or claws. Female fiddler crabs, for instance, prefer to mate with males that have large claws. In some species, weapons are a factor in both types of sexual selection: female choice and male combat. Sometimes humongous weapons are so intimidating that males rarely fight at all. A puny-clawed crab will take one look at a crab with a colossal claw and know better than to pick a fight. He’s still a loser; he doesn’t get to mate and pass on his genes to another generation. But he escapes with his life and the prospect of winning a contest with an even smaller crab. Even if weapons are rarely used, they still have to function. When it comes to sexual selection, combat is a law of nature. “The only way to find out if someone is bluffing,” says Emlen, “is to challenge them.”

6

Science: Life Science

What weapons do stag beetles have?

A. claws B. blades C. tusks D. horns

D

Male animals are developing bigger weapons. All of the following are effects of this occurrence EXCEPT

A. they are competing in fights with females B. they pass their traits to the next generation C. they are more likely to survive D. they win more fights for female attention

A

Why did the author include the first paragraph (“Sawfish with frightening blades...”) in the passage?

A. to compare and contrast ocean animals and insects B. to give examples of animals with exaggerated weapons C. to describe the reason why male animals have weapons D. to persuade kids to become biologists when they grow up

B

Read this sentence from the passage: “Over time, the offspring of victorious males evolve weapons that are more and more outrageous.” In this sentence, the word offspring means

A. a family member B. an older competitor C. a leap of joy D. an animal’s young

D

The primary purpose of this passage is to describe

A. how natural selection is changing animal weaponry B. why many male animals that are well fed have larger weapons C. the interaction between the males and females of a species D. the strange features of fiddler crabs, dung beetles, and sawfish

A

The question below is an incomplete sentence. Choose the word that best completes the sentence. Antlered flies are tiny insects that live in the tropical forests ______ New Guinea.

A. of B. and C. or D. for

A

Water from the Air: Cloud Forests

In the Americas, Asia, and Africa, there’s a special kind of forest. It’s rare, beautiful, and incredibly important to the animals and plants living there, and the humans who live nearby. It’s called the cloud forest. Cloud forests, like the name implies, can be found in the clouds on the slopes of mountains. Because they are often shrouded in warm mist, cloud forests are very humid and wet places. But that’s what makes these forests so valuable. Like rainforests, cloud forests experience rainfall, but they also capture water straight from the air. Water condenses on the leaves of the plants (sort of like dew on the grass in the morning) and drips through the canopy to the floor. If you stand in a cloud forest, you’ll hear the constant drip of water, even if it’s not raining. The water captured is pure and unpolluted, and flows through the ground into streams and then rivers. Some people call cloud forests “water towers,” because they are so important for providing water to nearby villages and cities. In the capital of Honduras, Tegucigalpa, four out of 10 people get their water from La Tigre National Park. That’s about 340,000 people drinking cloud forest water! And there are a lot of other big cities that get some of their water from cloud forests, like Quito, Ecuador; Mexico City, Mexico; and Dar es Salaam, Tanzania. In Guatemala, most of the water comes from the Sierra de las Minas Biosphere Reserve. More than 60 permanent streams flow from the reserve downhill to settlements, villages, and cities. People drink the water, use it for cooking, and irrigate their farm fields with it. In Kenya, people rely on the water from cloud forests to provide electricity by harnessing the energy of rivers that flow from Mount Kenya. But it’s not just humans who rely on cloud forests. While they only make up 2.5 percent of the world’s forests, they are home to a stunning array of animals and plants. There are more species of hummingbirds in cloud forests than anywhere else in the world. Colorful birds, lizards, moss, and ferns live here; plus plants that grow on trees, called bromeliads. There’s even a bear called the spectacled bear, named for the markings on its face. It’s the only bear that lives in South America, and there are only a few thousand remaining because of habitat destruction and hunting. We don’t even know all of the plants, animals, and insects that live in cloud forests, yet we keep discovering new ones. In the 1990s, scientists discovered two bird species that only live in cloud forests. One is the Jocotoco Antpitta, or Grallaria ridgelyi, which lives in Ecuador in a small patch of cloud forest. Another is the Scarlet-banded Barbet, or Capito wallacei, which was discovered in Peru living on just one mountain. Scientists also discovered a new type of cow and barking deer in the cloud forests of Laos and Vietnam. As you can see, cloud forests are extremely special places. But they are also very fragile and face a wide array of threats. Local poor people clear the forest so that they can grow subsistence crops. They also hunt endangered and threatened animals for meat, and cut down trees to heat their homes and cook. Commercial farmers convert the land so that they can grow fruits, vegetables, and coffee beans. Cloud forests are cleared and turned into pasture for cattle. Building roads and gem mines also severely damages the cloud forests. Once cloud forests are cleared, the damage can be irreversible. The cloud cover, which is so essential to the growth of these forests, disperses. The soil degrades and erodes, washing down the mountain slopes. Many species vital to the ecosystem die off. What is left behind is a barren, dusty slope unsuitable for farming and unable to support animals, plants, or even people. You can think of cloud forests sort of like little habitat islands, bounded by other types of forests and habitats on all sides. Many species are unable to leave one patch to travel to another. Once one patch is completely cleared, many species of plants and animals can go extinct, without ever being seen or studied by people like us. Some of the plant species lost could have been a new medicine or edible crop. Scientists estimate that each year, 1.1 percent of the world’s total cloud forest land is cleared for logging and timber falling. But even more worrying is the threat of climate change. Cloud forests form at very specific altitudes and rely on certain temperatures to thrive. If world temperatures rise, cloud forests would have to move up to a higher altitude where the temperatures are cooler in order to adjust. Some cloud forests are on mountain peaks with nowhere to climb and would die out. Climate change could also lessen cloud cover, which cloud forests rely on to grow. Because of this, the rate of loss could double. As you can see, cloud forests are essential, providing water, food, and medicine to the people living in, around, and near them. So why would local people destroy them? To understand why, you have to put yourself in the shoes of a poor local farmer. Imagine that you have no electricity or gas to heat your home or cook your meals. You do not have an oven or stove, so you get wood from the forest to build a fire. You also need food, and you cannot find a job that pays enough to buy any. There might not be a grocery store anywhere nearby, either. Therefore, you clear some forest next to your home so that you can plant fruits, vegetables, and grains. You also hunt local animals to eat. You would probably be excited to have a road built through the forest to your village, so you can easily go to a nearby city, or reach a hospital if you or someone in your family has an emergency. If only a few people did these things, it might not be a problem. But the population is growing fast, and when thousands of people clear the forest and hunt animals, it becomes a crisis. Scientists fear we might lose cloud forests altogether, along with the water and other services they provide. To combat the problem, some governments have designated certain stretches of cloud forest as protected, and it’s illegal to clear or log them. This can help preserve cloud forests against mining companies and large commercial farmers. But it can be hard to enforce these rules against local populations. To work with local populations of people is more effective, providing them with other ways to get food and energy so that they can leave the cloud forests intact. It is also effective to educate the local population on how cloud forests provide fresh water and what happens when they are cleared. For example, in the indigenous community of Loma Alta in Ecuador, once the people understood that the cloud forest is necessary to provide water for farms at lower altitudes, they worked together successfully to protect it. Cloud forests are too valuable of a natural resource to lose. With laws to protect them, education, and economic support for local people, we might be able to save them—plus the animals and plants they support—before it’s too late.

6

Science: Earth & Space Science

What are cloud forests?

A. forests that are made out of clouds and float through the earth’s atmosphere B. forests of oak and maple trees found in the northeastern United States C. pine forests that live in cold climates without much animal life D. humid forests that live among clouds on mountain slopes

D

What does this article try to persuade the reader of?

A. Governments should not interfere with businesses. B. It is too late to save cloud forests. C. Protecting cloud forests is important. D. Commercial farming is more important than cloud forests.

C

The loss of cloud forests is harmful to the surrounding ecosystem. What evidence from the passage supports this statement?

A. When cloud forests are cleared away, the soil degrades and erodes. What is left behind is a dusty slope that is unable to support animals, plants, and people. B. Cloud forests live among the clouds on the slopes of mountains. They are often surrounded by warm mist, which makes them very humid and wet places. C. The Jocotoco Antpitta, or Grallaria ridgelyi , lives in Ecuador. The Scarlet-banded Barbet, or Capito wallacei , lives in Peru. Barking deer live in Laos and Vietnam. D. Commercial farmers sometimes clear cloud forests so that the land can be used as pasture for cattle. Other times, cloud forests are cleared to build roads.

A

Why might providing economic support to people living near cloud forests help save the forests?

A. People living near cloud forests would be less likely to care about protecting animals like the Jocotoco Antpitta and the Scarlet-banded Barbet. B. People living near cloud forests would be less likely to clear away parts of the forest to try to support themselves. C. People living near cloud forests would be more likely to buy cars and build roads through the forest to drive on. D. People living near cloud forests would be more likely to buy gems dug from the ground by mining companies.

B

What is this passage mainly about?

A. how people in Tegucigalpa, Quito, Mexico City, and Dar es Salaam get their water B. the history of the Sierra de las Minas Biosphere Reserve in Guatemala C. the mining companies and commercial farms that threaten cloud forests around the world D. cloud forests, the threats they face, and what can be done to save them

D

Read the following sentences: “It is also effective to educate the local population on how cloud forests provide fresh water and what happens when they are cleared. For example, in the indigenous community of Loma Alta in Ecuador, once the people understood that the cloud forest is necessary to provide water for farms at lower altitudes, they worked together successfully to protect it.” What does the word “local” mean?

A. shrinking slowly over a long period of time B. turning out differently from what was expected C. having to do with a particular place or area D. causing people to feel extremely happy

C

Choose the answer that best completes the sentence below. Cloud forests are home to unusual animals, _______ spectacled bears and barking deer.

A. previously B. such as C. as a result D. third

B

Music and Your Mind

New Orleans resident Ashton C., 13, likes to rock out. When he’s not practicing guitar or drums, he’s often listening to Led Zeppelin, AC/DC, or The Beatles. “I listen to the music over and over and just let it get into my system,” he says. Ashton is more right than he may know. Music really does get into our systems. It affects us physically—loud music can harm our ears, while soft music can help put us to sleep. And it affects us mentally—music can improve our moods. It can also help us memorize information. Think of the ABC song you learned as a child. There’s a good reason the alphabet was made into a song. Without the melodic cue, you would have had a much harder time remembering it. Why does music have such power over us? After all, it isn’t essential as food, water, and air are. We might enjoy it, but we don’t need music to live. Or do we? Music has been important to people as long as humankind has been around. Scientists have discovered ancient flutes made of animal bones that date to prehistoric times. Some researchers think early humans might have made music even before they developed language and speech. And music exists everywhere humans do, says Diana Deutsch, an expert in music and memory. “People have not found a culture where there isn’t music.” Likewise, you won’t find music where there aren’t people. Wait—are you wondering about birds? It’s true that birdsong sounds musical to our ears. But to the birds, the calls are simply their way of communicating. In general, all members of a given species make the same sounds. A robin speaks robin. A blackbird speaks blackbird. A sparrow doesn’t create its own tone, melody, or pitch. Those chirps, pretty as they are, aren’t music. Only humans make music—it is literally part of us. Our brains are hardwired for it. Scientists don’t know why. Perhaps it has to do with music’s ability to communicate emotion. Studies have shown that even infants as young as eight months old can tell “happy” music from “sad” music. Music has the power to affect the body. Listening to fast, upbeat songs can make a person’s heart rate and breathing rate speed up. That’s why fast music is perfect for a workout—as Sarah S., of Deerfield, Ill., knows. “If I have a basketball game, I’ll listen to music that will get me pumped up,” the 14-year-old says. Soothing music does the opposite. It brings down heart and breathing rates. Listening to gentle, slow music before bed helps people get a better night’s sleep. Music can even reduce pain and depression. As the ABC song shows, music is tied to memory. One study in China found that kids who took lessons on musical instruments did better on certain memory tests than kids who didn’t play instruments. And if the sound of an organ playing reminds you of that time your Uncle Mike took you to a big-league baseball game, you know how powerfully music can trigger memories—sometimes even long-lost ones. “What seems to happen is that a piece of familiar music serves as a sound track for a mental movie that starts playing in our head,” says Petr Janata. He is a scientist who studies music and the brain. “It calls back memories of a particular person or place, and you might all of a sudden see that person’s face in your mind’s eye.” Scientists are trying to solve the mystery of music’s power. They are working to piece together a picture of what happens in the brain when people listen to or play music. So far, they know there’s no one music center in our heads—music activates many areas of the brain. Right now, while your brain is still growing, music plays an important role. Catriona Morrison, a researcher with the University of Leeds in England, found that music leaves its most lasting impression on people around age 14. And the songs you listen to in your teens will probably influence the type of music you listen to for the rest of your life. Do songs ever get “stuck in your head”? Those tunes have a name: earworms. What makes certain jingles so catchy? Nobody knows for sure, but James Kellaris—also known as “Dr. Earworm”—is trying to find out. Kellaris is a researcher at the University of Cincinnati. He says that almost any song can become an earworm. But simple, repetitive, or surprising songs are the usual culprits. Kellaris says earworms are more likely to strike if you’re stressed or fatigued. So play some calming tunes and get a good night’s rest—or you might wake up with a tune such as Subway’s “$5 Footlong” song playing on an endless loop in your head! Kellaris says some songs, such as “Y.M.C.A.,” are common earworms. Sarah S. says she gets jingles from TV commercials stuck in her head. Ashton C. says the singer Lady Gaga is responsible for some of his worst earworms. Michael P., 12, of New Jersey gets tunes from Hannah Montana commercials lodged in his brain—and he hates that show. Clearly, earworms are all in the ear of the beholder!

6

What is something that only humans make?

A. sound B. music C. loud noise D. soft noise

B

What is an effect of listening to gentle, slow music before bed?

A. getting a better night's sleep B. falling asleep later than usual C. waking up early the next morning D. having pleasant, soothing dreams

A

Music has been around as long as humans have. What evidence in the article supports this statement?

A. "Scientists have discovered ancient flutes made of animal bones that date to prehistoric times." B. "In general, all members of a given species make the same sounds." C. "Studies have shown that even infants as young as eight months old can tell 'happy' music from 'sad' music." D. "Music has the power to affect the body."

A

What is an example of music affecting people mentally?

A. Music can make a person's heart rate speed up. B. Music can help people memorize information. C. Music can harm people's ears. D. Music can make a person's breathing rate slow down.

B

What is the main idea of this text?

A. All members of a given species make the same sounds. B. Listening to fast songs can make a person’s heart rate speed up. C. Music is connected to memory. D. Music affects people physically and mentally.

D

Read these sentences from the text. "Why does music have such power over us? After all, it isn’t essential as food, water, and air are. We might enjoy it, but we don’t need music to live. Or do we?" Based on these sentences, what does the word "essential" mean?

A. strong B. unimportant C. necessary D. enjoyable

C

Choose the answer that best completes the sentence. There’s no one music center in our heads. __________, music activates many areas of the brain.

A. In particular B. On the contrary C. Previously D. In the end

B

Sugar Added

Try this challenge. Go to your local grocery store, and pick out a loaf of bread. It can be white, whole wheat, or nine grain. Check out the list of ingredients. It's likely that you'll find this ingredient listed: high-fructose corn syrup. What's that? It's sugar! Consumers may not be aware that sugar is in many foods—such as that loaf of bread. So how can you be a sugar sleuth? Start by reading labels to find sugar lurking in soft drinks and processed foods. High-fructose corn syrup is one type of sweetener made from—you guessed it—corn. In fact, high-fructose corn syrup is the most common sweetener in the American diet. Wander through the supermarket, and you are likely to find high-fructose corn syrup listed as an ingredient on a huge variety of foods and drinks. It's in soft drinks, fruit drinks, salad dressings, ketchup, cookies, yogurt, bread, pickles … the list goes on and on. Sugars often hide behind unfamiliar names. When you're checking food labels, look for the suffix -ose in the ingredient list. That generally means sugar. There are currently no official recommendations for how much sugar we should or should not eat. But generally, a person who consumes a healthy diet of 2,000 calories a day should limit sugar to about 10 teaspoons per day. You can hit that limit by drinking a single can of cola. For many people, sipping soft drinks or other sugary drinks as an occasional treat instead of a daily beverage is an easy way to reduce sugar and calories. Americans drink a lot of sugary beverages. On average, Americans drink more than 600 12-ounce servings of soft drinks every year, according to the National Soft Drink Association. Guys in their teens and 20s drink the most—an average of almost 2 quarts (64 ounces) per day! The foods that tend to have the most added sugars are processed foods, which are manufactured to last a long time on the shelf. They include ingredients not only to help them last but also to taste good. High-fructose corn syrup, for example, helps foods have a long shelf life and taste sweet. Processed foods tend to be foods you can buy in a box, a bag, a bottle, or another container. They have fewer nutrients and more calories than whole foods. Many processed foods are labeled low fat. But check the labels: In order to make a low-fat product taste good, the manufacturer may add sugar to replace the fats that were taken away. By now, you may think that you should avoid sugar and processed foods altogether. Not so fast! Many processed foods are good for you, even if they do have added sugar. "Everything in moderation is really the goal," says Marcie Schneider, a pediatrician and member of the American Academy of Pediatrics' Committee on Nutrition. "The healthier the food that you can choose, the better." When possible, try to pick whole foods. Whole foods are fresh foods with few or no added ingredients. They maintain most of their original nutrients, so they are more nutritious than most processed foods. Whole foods include fresh fruits and vegetables, meat, eggs, beans, nuts, seeds, and some dairy products. If you do choose processed foods, read the labels so you know what you're eating. In the case of that loaf of bread, the best choice for good nutrition is a whole-grain loaf that is high in fiber. Before you choose, compare nutrition labels for a whole-grain and a white loaf of bread. Which has more fiber? Which has more sugar? Thirsty? You might be in the mood for a soft drink or an energy drink, and that's OK if your other food choices throughout the day have been fairly nutritious. But if you mainly drink soft drinks, consider other options. "In making a choice for a beverage, think: Will it give me more than just calories?" says Susan B. Klein, a nutrition and health field specialist with the Iowa State University Extension in Des Moines. Consider nutrients and other health benefits, such as the hydration you get from water. "Milk, for instance, is a wonderful source of calcium," adds Klein. Bottom line: You don't have to avoid sugar altogether. Just be aware of where sugar lurks and how much of it you're taking in. Once you know to look for added sugars, you can become a super sleuth when it comes to healthy eating. Corn is the top crop grown in the United States. Because there is so much corn available, high-fructose corn syrup is relatively inexpensive for manufacturers to use. High-fructose corn syrup is a liquid, so it is also an easy ingredient for food manufacturers to work with. Corn sweeteners are only one type of common sugar. Other sugars are made from sugarcane, sugar beets, or honey. "Our bodies can't tell the difference between a sugar that comes from corn or sugar that comes from honey or cane or beet," explains Susan B. Klein. She's a nutrition and health field specialist with the Iowa State University Extension. "The body takes the sugars in whatever form they come—whether it's lactose from milk or fructose from fruit—and converts it into glucose, which we then use for energy." Check your ingredient labels! All these words mean "sugar" in a different form. How many teaspoons of sugar are in common foods? Here's what we discovered by looking at labels in a grocery store.

6

Social Studies: Sports, Health & Safety

What is corn syrup?

A. a kind of bread B. a kind of soft drink C. a kind of sugar D. a kind of salad dressing

C

How does the author describe processed foods?

A. Processed foods tend to be fresh and have no added ingredients. B. Processed foods can be bought in a box, a bag, a bottle, or another container. C. Processed foods tend to maintain most of their original nutrients. D. Processed foods tend to have a short shelf life and taste bitter.

B

Read these sentences from the text. "The foods that tend to have the most added sugars are processed foods, which are manufactured to last a long time on the shelf. Processed foods tend to be foods you can buy in a box, a bag, a bottle, or another container. They have fewer nutrients and more calories than whole foods." Based on this evidence, what conclusion can you draw about whole foods?

A. Whole foods are often better for you than processed foods. B. Processed foods are often better for you than whole foods. C. Whole foods and processed foods are both always healthy. D. Whole foods and processed foods are both always unhealthy.

A

What is one example of processed food described in this text?

A. vegetables B. seeds C. bread D. eggs

C

What is the main idea of this text?

A. Eating only processed foods and drinks with added sugars every day can help you stay healthy. B. Eating only whole foods and unprocessed drinks with no added sugar is the only way to stay healthy. C. Ignoring how much sugar is in the food and drinks you consume can help you stay healthy. D. Being aware of how much sugar is in the food and drinks you consume can help you stay healthy.

D

Read these sentences from the text. "Be aware of where sugar lurks and how much of it you're taking in. Once you know to look for added sugars, you can become a super sleuth when it comes to healthy eating." Why might the author address the reader directly as "you" in this excerpt?

A. to encourage readers to follow his or her advice to look for added sugars B. to scold readers for not being aware of where sugar lurks C. to explain to readers that sugar is never easy to find D. to highlight the author's own awareness of where sugar lurks

A

Choose the answer that best completes the sentence. Sugars often hide behind unfamiliar names. When you're checking food labels, look for __________ in the ingredient list. That generally means sugar.

A. food labels B. the ingredient list C. sugars D. the suffix - ose

D

Why Do Things Look Darker When They Are Wet?

When light strikes an object, some of it penetrates the object, and some of it is reflected and reaches your eye. When an object is wet, more light penetrates the object, so less light is reflected. As a result, less light reaches your eye and so the wet object looks darker. Read on for a more detailed explanation. Fact 1. When light moves from air to water, some of the light reflects and some refracts. The reflected light "bounces" off the water, and the refracted light bends at the air/water boundary and passes through the water. Fact 2. When light strikes any object, some of the light is reflected and some is refracted and transmitted through or absorbed by the object. The relative amounts of which depend on the material properties of the object, its index of refraction. Fact 3. When a material gets wet and absorbs water, the material's index of refraction is effectively changed, making it so that more light penetrates and less light is reflected. The light that is reflected from an object is the light that we perceive. How light or dark an object appears depends on how much light that strikes an object reflects back to our eye. For an object whose material has an index of refraction close to that of air very little light is reflected. For an object whose material has an index of refraction different than air, most of the light that strikes it is reflected. When an object gets wet and absorbs water, its index of refraction effectively moves closer to that of air. When light strikes a wet object, therefore, less light is reflected than when it is dry. A pair of wet pants, a wet sidewalk, and a wet beach, therefore, reflects less light, and therefore looks darker. Steel, glass or plastic doesn't look darker when it is wet because it doesn't absorb any water, and therefore the same amount of light is reflected whether it is dry or wet.

6

Science: Physical Science

When light strikes an object, what happens to some of the light?

A. Some of the light turns into sound. B. Some of the light becomes brighter. C. Some of the light is reflected. D. Some of the light becomes less bright.

C

What is an effect of an object getting wet?

A. More light is reflected by the object. B. Less light penetrates the object. C. More light penetrates the object. D. The object looks lighter.

C

Read Fact 1 and look at the image next to it. When light moves from air to water, some of the light reflects and some refracts. The reflected light 'bounces' off the water, and the refracted light bends at the air/water boundary and passes through the water. Based on this information, what can you conclude about the image next to Fact 1?

A. The image shows light being refracted but not reflected by water. B. The image shows light being reflected but not refracted by water. C. The image shows light being reflected and refracted by water. D. The image shows light striking water from different directions.

C

Read Fact 2 and look at the image next to it. When light strikes any object, some of the light is reflected and some is refracted and transmitted through or absorbed by the object. The relative amounts of which depend on the material properties of the object, its index of refraction. Based on this information and the image next to it, what is a difference between jeans and a mirror?

A. Jeans refract less light than a mirror does. B. Jeans absorb less light than a mirror does. C. Jeans refract more light than a mirror does. D. Jeans reflect more light than a mirror does.

C

What is the main idea of this text?

A. Steel, glass, and plastic do not look darker when they are wet. ct. B. If an object is wet, it reflects less light and looks darker. C. When light strikes an object, some of it is reflected by the object. D. When light strikes an object, some of it penetrates the object.

B

Read these sentences from the text. When light moves from air to water, some of the light reflects and some refracts. The reflected light 'bounces' off the water, and the refracted light bends at the air/water boundary and passes through the water. What is the meaning of the word "refracts" as it is used here?

A. bounces B. reflects C. moves D. bends

D

Read these sentences from the text. When light strikes any object, some of the light is reflected and some is refracted and transmitted through or absorbed by the object. The relative amounts of which depend on the material properties of the object, its index of refraction. Which word does the pronoun "its" refer to?

A. material B. properties C. which D. object

D

Group Behavior

The word “social” means: “relating to society or its organization.” There is a special type of science that studies how human beings interact with each other and it is called “sociology.” Sociologists are scientists who study society and these complex interactions. One quality of our society that sociologists have looked closely at is humankind’s desire to be a part of different groups. Sociologists call this “group behavior.” Sociologists believe that group behavior began in humankind a long time ago. Thousands of years ago, people in small groups relied on each other to keep themselves safe. People did not have big homes made of concrete or brick to protect them from dangerous animals. Most people in the group would spend most of their day looking for food to survive. Eventually, people began traveling and working together to find more food. That way, they had access to more resources. They would also be able to more effectively battle animals that threatened them. Bigger quantities of food and a better sense of safety helped humans survive and prosper. As time went on, larger groups formed. People helped care for each other’s babies. Groups also provided companionship. People simply enjoyed being around other people. Usually, this sense of companionship grew when the group had a common purpose, such as hunting animals or defending territory. Members of a group felt proud of themselves when they accomplished something that benefitted the rest of the group. Some people also began to become leaders within their groups. These early leaders were respected and appreciated for their contributions. This marked the beginning of roles within a group. A “role” is another word for a job within a group. Individuals in a group created a purpose for themselves or were given one by the group’s leader. For example, some men in a group had the role of hunter. Other people in a group were in charge of building campfires. Others were religious or spiritual leaders. Group behavior also included the creation of “norms” and “values.” Norms are examples of what a group normally does over a period of time. Members of a group might all wake up at the same time and begin to carry out their various duties during the day, and repeat these activities daily. Values are the beliefs and principles that guide group behavior. Many early civilizations valued cooperation and respecting their elders. Many groups valued honesty and bravery. These values were very important in creating close-knit societies. Although groups provide connection and safety, there are negative effects of group behavior. Sometimes, members of a group might reject someone for being different or not aligning with the groups’ values. This person might feel isolated or have to leave the group. Other times, a group might discriminate against a “common enemy,” which is another group that has different norms or values. Individuals in groups may also feel scared to speak out if their beliefs or ideas go against the larger group. Sociologists study these qualities of different groups throughout the world. Group behavior is the basis for so much of what we see in our society today. For example, the creation of major organized religions are all products of group behavior. Cities, towns, and countries were built because groups of people developed shared norms and values. Group behavior has influenced almost everything humans have done since they first evolved on Earth.

6

Science: Life Science

What is group behavior?

A. humankind’s desire to study sociology B. humankind’s desire to be part of one group C. humankind’s desire to not be part of different groups D. humankind’s desire to be part of different groups

D

Being part of a group is an effect. What caused people to become part of a group a long time ago?

A. People wanted to get others to join their organized religion. B. People wanted to be able to better survive and prosper. C. People wanted to be alone and make their own decisions. D. People wanted to have homes made of concrete to protect themselves.

B

Read the following sentences. “Values are the beliefs and principles that guide group behavior. Many early civilizations valued cooperation and respecting their elders. Many groups valued honesty and bravery. These values were very important in creating close-knit societies.” What can you conclude based on this evidence?

A. Shared values helped a group stay united. B. Most groups did not have positive values. C. Values were the same in every group. D. Bravery was the most important value in all societies.

A

Based on the passage, what might the identity of a group be based on?

A. the group’s norms and values B. the group’s location C. the group’s “common enemy” D. the group’s size

A

What is the passage mostly about?

A. how to use group behavior to better interact with other people B. how to be accepted in a larger group C. how different groups interact with other groups D. how group behavior influences societies and people

D

Read the following sentences: “Eventually, people began traveling and working together to find more food. That way, they had access to more resources. They would also be able to more effectively battle animals that threatened them. Bigger quantities of food and a better sense of safety helped humans survive and prosper . ” Based on the passage, what does the word “prosper” most nearly mean?

A. move B. fight C. die out D. succeed

D

Choose the answer that best completes the sentence below. Values are the beliefs and principles that guide group behavior. __________, some groups might value honesty and bravery.

A. Otherwise B. Finally C. However D. For example

D

Children in the Shadows

“Quiet, and never tell anyone you are Jewish.” Renee Schwalb heard that a lot as a young girl. She heard it from her mother, who tried to keep Renee safe from the Nazi German soldiers who killed and enslaved European Jews during World War II (1939-1945). She heard it from Madame DeGelas, who hid Renee's family in a small apartment in Brussels, Belgium. She heard it again from the Catholic nuns who concealed Renee when it became too dangerous for her to live with Madame DeGelas. Finally, she heard it from the Protestant teachers who took Renee in until the Americans arrived and liberated Belgium. "[Everybody] told me Jewish was a bad word," Renee Schwalb, now Renee Fritz of Bloomfield, Connecticut, told Senior Edition. "They did it for my protection as well as theirs." Renee's story of being a Jewish kid growing up in war-torn Europe was part of an exhibit on display in the early 2000s at the United States Holocaust Memorial Museum in Washington, D.C. The exhibit "Life in Shadows: Hidden Children and the Holocaust" is no longer on display at the museum, but a transcript and photos of some of the exhibit’s displays can be found on the museum’s website as an online exhibition. The exhibition reveals the stories of Jewish children who escaped the Holocaust. The Holocaust refers to the killing of 6 million Jews and others whom the Nazis, led by Adolf Hitler, thought to be inferior. The Nazis killed about 1.5 million Jewish children. Thousands of Jewish children, however, survived by concealing their identities or hiding out in attics, cellars, barns, and sewers. Like Renee, many children found refuge with Christian families. Others sought safety in churches and orphanages. Some played a dangerous game of hide-and-seek with the Nazis, moving from place to place to avoid capture. The exhibition includes photos of many pieces of everyday life that tell extraordinary stories. For example, there is a photo of a sweater worn by 8-year-old Krystyna Chiger, who hid in the sewers for more than a year. Visitors to the site can also view a photo of a light-blue dress worn by Sabina Kagan when she hid from the Nazi death squads. Also in the exhibition is a photo of tiny "toy soldiers" Jurek Orlowski and his brother fashioned out of wood scraps. The brothers played with the soldiers in a flea-infested basement because they were afraid to go outside. To make sure that others know his story of survival, Leon Chameides, of West Hartford, Connecticut, donated several photos and an oral history to the museum. Just before the war, the Russian army forced Leon and his Jewish family to move from Poland to the Ukraine in the Soviet Union. When the Germans invaded the Soviet Union in 1941, Leon's father asked a priest to take care of Leon and his older brother. The priest separated the brothers, hoping that at least one would survive the war. Each went to a different monastery. At the monastery, Leon had to pretend to be a Christian. He changed his name and learned a new language. "I had to pretend I was someone else," Leon told Senior Edition. "That was an enormous burden to place on a 7-year-old." His brother also survived the Holocaust. Before the exhibit opened at the United States Holocaust Memorial Museum, Leon was looking forward to seeing it. As for Renee, she said people should visit the museum to learn about the Holocaust. Renee donated photographs and her mother's trunk to the exhibit. Madame DeGelas had kept the trunk and all its belongings, hoping to return it to Renee's family. "[Now] I get to do something for humanity," Renee said.

6

Social Studies: World History

Leon was forced to move from Poland to the Ukraine before he

A. played hide and seek with the Nazis. B. was separated from his family and put in a monastery. C. lived with Madame DeGelas. D. played toy soldiers with his brother in a basement.

B

Renee Schwalb heard the advice to “never tell anyone you’re Jewish” from people in this order:

A. Madame DeGelas, Catholic nuns, Protestand teachers, her mother B. her mother, Catholic nuns, Madame DeGelas, Protestant teachers C. her mother, Madame DeGelas, Catholic nuns, Protestant teachers D. her mother, Madame DeGelas, Protestant teachers, Catholic nuns

C

Based on the text, the Jewish children who survived the Holocaust did so mostly because of the kindness of

A. Christian families. B. nuns and monks. C. Protestant teachers. D. all of the above.

D

The exhibit “Life in Shadows: Hidden Children and the Holocaust” is no longer on display. But there is now an online exhibition featuring certain content from the exhibit “Life in Shadows: Hidden Children and the Holocaust.” What does this content include?

A. a transcript B. photo of a sweater worn by Krystyna Chiger C. photo of tiny “toy soldiers” made by Jurek Orlowski and his brother D. all of the above

D

Apples: The Health Benefits

You know that apples are juicy, sweet, and tasty. They are often thought of as a treat or dessert. But apples are an important part of your daily diet. Exciting research has shown that apples have the power to help keep you healthy! Scientists have also discovered that the more of them you eat, the healthier you can be. It's hard to believe that one fruit can pack such a punch. The truth is, many fruits and vegetables do. But lately scientists have been pretty excited about apple research. Eating apples has been shown to lower the risk of cancer, stroke, and heart disease. There really is truth to that old saying, "An apple a day keeps the doctor away." Here are some facts from research done throughout the world: Other studies showed that people who ate apples regularly had better lung function. Their risk of dying from a heart attack was lower too. Apples also help in digestion because they contain enzymes to help break down the food you eat. A fat-free food, one medium-size apple has only about 80 calories. They also have fiber--a medium-size apple has about 5 grams of fiber if you eat the skin too. Dietitians recommend we get from 20 to 25 grams of fiber per day. The type of fiber in apples is called pectin (PECK-tin). Studies in Italy, Ireland, France, Finland, and the United States proved that this type of fiber is what helps reduce cholesterol in the blood. And if that's not enough, munching on apples helps you clean your teeth and massages your gums for a healthy mouth. Can't brush your teeth after lunch? Eat an apple! What is the "magic" nutrient in apples? It's actually more than one nutrient. Apples are rich in phytonutrients (fy-toe-NEW-tree-ents), also called phytochemicals (fy-toe-KEM-ih-kulz). Phyto means they come from plants. So phytochemicals are natural chemicals found in plants. They are found in the flesh and the skin of apples, but are more highly concentrated in the skin. Apple juice is also rich in phytochemicals, but it doesn't have the benefit of fiber. Apples are loaded with vitamins and minerals, including potassium (puh-TASS-ee-um) and vitamin C. Phytochemicals are antioxidants (an-tee-OX-i-dents). They reduce or prevent cell and tissue damage from molecules in your body called free radicals. Free radicals form in the body every day as you breathe, eat, and exercise. These phytochemicals are important; one has been especially linked to a reduced risk of cancer and heart disease. Apples alone can certainly pack a nutritional punch. But together with other fruits, they can do even more. In a French study, scientists found that apples and oranges work well together, because the apples help the body use more of the vitamin C in the oranges. Your best bet is to eat lots of different fruits and vegetables each day. The recommended daily amount is at least five servings. An apple is one serving, so do try to eat at least one each day. Studies on apples are still being done. We already know a lot about their benefits. In the future, we'll know even more, including how to combine them with other foods for the maximum nutritional wallop. Until then, eat as much of this healthy grab-and-go food as you can! Here are two easy recipes that will make it even easier to eat an apple (or more) a day. 1. Cut an apple into very thin slices. 2. Spread peanut butter on slices of bread. 3. Place the apple slices on the peanut butter. 4. Add a slice of mozzarella cheese. 5. Sprinkle with cinnamon (optional). 6. Put the slices of bread together. 7. Eat your apple sandwich! 1 pint of frozen vanilla yogurt 1 quart naturally sweet apple cider Freshly ground nutmeg Let frozen yogurt soften at room temperature, or microwave it for 20 seconds. Put the yogurt and cider into a blender or food processor and blend until frothy and well mixed. Stir in nutmeg. Pour into tall glasses. Sprinkle nutmeg on top. Makes six 1-cup servings. See how many different kinds of apples you can pick out at the grocery store. Check off the ones you find on the list below. How many different kinds did you find? How many have you tried? Which is your favorite? How many different kinds did the class find? Braeburn Cameo Cortland Crispin Empire Fuji Gala Ginger Gold Golden Delicious Granny Smith Honeycrisp Ida Red Jonagold Jonathan McIntosh Pink Lady Red Delicious Rome Beauty Winesap York Imperial

6

Social Studies: Sports, Health & Safety

According to the text, what is a reason that apples are an important part of a healthy diet?

A. Apples contain vitamin K, which you can’t get from any other food. B. Apples have enzymes that help break down food. C. Apples clean your teeth so you never need to brush them. D. Apples have all of the fiber that a person needs in a day.

B

What is a way that the author asks the reader to analyze the list of apple types?

A. See how many kinds of apples grow in the reader’s state. B. See which kind of apples taste the best in homemade pie. C. See how many kinds of apples the reader can find in the store. D. See how many kinds of apples the reader can taste at school.

C

Apples can provide several different beneficial vitamins and minerals to the body when you eat them. What evidence from the text supports this conclusion?

A. “Researchers in Finland studied more than 9,000 men for 28 years and found that those who ate lots of apples had a low risk of stroke.” B. “Other studies showed that people who ate apples regularly had better lung function. Their risk of dying from a heart attack was lower too.” C. “Apples alone can certainly pack a nutritional punch. But together with other fruits, they can do even more.” D. “Apples are loaded with vitamins and minerals, including potassium (puh-TASS-ee-um) and vitamin C.”

D

If given the choice between eating a whole apple and drinking a glass of apple juice, which would be healthier?

A. the apple juice, because it tastes better B. the whole apple, because the skin contains fiber C. the apple juice, because it has phytochemicals D. the whole apple, because it is a fat-free food

B

What is the main idea of this text?

A. Apples are the best food in the world and should be eaten at every meal and snack. B. Apples come in over 50 types, each with unique benefits to your health. C. Apples keep doctors away, so people that eat them never worry about getting sick. D. Apples are an important part of a healthy diet and can prevent some diseases.

D

Read this sentence from the text. Other studies showed that people who ate apples regularly had better lung function . In the sentence, what does the word "function" mean?

A. sleep B. event C. food D. activity

D

Choose the word that best completes the sentence. Apples are an important part of your daily diet, ________ they should not be the only food you eat!

A. because B. when C. so D. but

D

The Holocaust

The Holocaust refers to the horrific time period from 1933 to 1945 when throughout Europe over six million Jewish men, women, and children were systematically killed by the Nazi government of Germany. This period is one of the most tragic chapters in human history. The Nazi government perceived the Jewish people as an inferior race and a threat to humanity. As a result, the Nazi government, led by Adolph Hitler, organized the mass murder of Jewish people. Their ultimate goal was to kill all Jewish people. Hitler became chancellor of Germany in 1933, representing the Nazi Party. He hated Jewish people. Soon after he became chancellor, the Nazi government made laws to limit the freedoms of Jewish people. The government also distributed anti-Semitic, or anti-Jewish, propaganda to the German people. Hitler believed that some groups of people were superior to other groups. He believed the Jewish people were not only a religious group; he defined them as a race. Hitler claimed that the Jewish people were a disease to humanity. The phrase “The Jewish Question” referred to the question of the role of the Jewish people in society. The Nazi government looked to its own anti-Semitic policies as an answer. The Nazis developed a plan for the extermination of all Jewish people. They called it “The Final Solution to the Jewish Question.” During World War II, the Nazis rounded up Jewish people who were still in Germany and Nazi-controlled territories. Some had already left or were in hiding, but many had decided to stay or had nowhere to go. Allies of Nazi Germany, including Italy and the unoccupied part of France, also rounded up Jewish people. This was one of the ways they contributed to the Nazi agenda. The Jewish people rounded up by the Nazis and their allies were sent to concentration camps. Most of the Jewish people were sent immediately to camps known as extermination camps, or death camps. The purpose of extermination camps was to kill all the people sent there. Some of the Jewish people were sent to labor camps. The people sent to the labor camps were treated inhumanely and forced to work hard hours. Many died because of the extremely harsh conditions or because of disease. Jewish people who were first sent to labor camps would often be sent to extermination camps as a final destination. By the middle of 1942, news about “The Final Solution” reached the Allied governments, including the American and British governments, but they were slow to act in response. Critics say that the governments did too little to save the Jewish people. United States President Franklin D. Roosevelt thought that the best method to stop the killings was to defeat the Nazis as quickly as possible. He focused on creating military strategies that would defeat the Nazis as opposed to establishing plans for directly saving the Jewish people. The American government as well as the European governments that made up the Allied governments have been condemned for not doing enough to protect the Jewish people from the cruelty of the Nazi government. As more and more people found out about the full scope of the Holocaust, they were shocked and horrified. It is important to remember the Holocaust and to study what happened. Only by understanding this bleak part of history can we hope to prevent such horror from happening again.

6

Social Studies: World History

How many Jewish men, women, and children were killed during World War II?

A. about six hundred B. over six million C. over sixty million D. less than six thousand

B

What does the text describe?

A. the cultural impact of the Jewish people throughout Europe B. key events that led to World War II C. Hitler’s rise to political power D. the Nazi government’s efforts to exterminate the Jewish people

D

Hitler hated Jewish people. What evidence from the text best supports the conclusion?

A. Hitler believed that the Jewish people were not only a religious group but also a race. B. Hitler claimed that the Jewish people were a disease to humanity. C. Hitler became chancellor of Germany in 1933, representing the Nazi party. D. People were horrified when they found out about the full scope of the Holocaust.

B

“The Jewish Question” referred to the question of the role of the Jewish people in society. What was the Nazi government’s answer to this question?

A. increase the role of the Jewish people in society B. eliminate the Jewish people from society so that they have no role C. limit the role of the Jewish people in society D. expand the role of the Jewish people in different areas of society

B

What is this text mostly about?

A. World War II B. Hitler's political power C. the Holocaust D. the Nazi government

C

Choose the answer that best completes the sentence. Hitler thought that some groups of people were superior to other groups. ________, he wanted a country of only those people he considered superior.

A. Therefore B. However C. On the other hand D. Initially

A

Shock Waves

Beds shook suddenly across New York City the night of Dec. 16, 1811, rousing people from their sleep. The cause of the rude awakening was an earthquake whose epicenter (point of origin) was halfway across the country near New Madrid, MO. The earthquake was one of a series in 1811 and 1812 that uprooted trees, triggered landslides, and toppled log cabins across the Midwest. Scientists have evidence that huge quakes also hit the same region around the years 1450 and 900. The cause of the New Madrid earthquakes has long mystified scientists. Have they now found an answer? Most earthquakes happen at the boundaries of tectonic plates. Tectonic plates are enormous pieces of Earth’s crust and upper mantle that fit together like pieces in a jigsaw puzzle. Wherever two plates meet, they either pull apart, press together, or slide past each other. Those movements cause large faults (cracks) to appear in the crust near the plate boundary. The ground on either side of a fault moves very gradually. But sometimes the two sides get hung up on each other, unable to move. Stress builds to a point at which the two sides eventually snap apart, sending shock waves through the ground. Those shock waves are better known as earthquakes. California is the country’s most quake-prone state. It lies atop a boundary where the Pacific Plate meets the North American Plate. Those plates are sliding past each other in opposite directions. That movement has created a lot of faults. The New Madrid faults are different. They lie in the center of the North American Plate, far from any plate boundary. Why would huge earthquakes occur there? Earth scientists have been asking that question since 1812. Now a team of researchers that includes Andrew Freed, a professor of earth sciences at Purdue University, has a theory. The New Madrid faults lie atop the Reelfoot Rift. A rift is a region where Earth’s crust is being pulled apart by the slow movement of tectonic plates. Hundreds of millions of years ago, tectonic forces almost pulled the North American Plate in two. For some reason, Freed says, that action stopped. The North American Plate is no longer cracking apart. But the Reelfoot Rift remains as evidence of that ancient upheaval. It’s a “dead rift,” says Freed, “a zone of weakness.” The New Madrid faults lie along that weak zone in the crust. But the presence of a weak zone doesn’t fully explain the New Madrid quakes. In California, stress builds up in the rocks because the two tectonic plates there are constantly in motion. How could so much stress build up such a long way from any plate boundaries? To find out, Freed and his colleagues studied the New Madrid faults for 10 years. They used Global Positioning System (GPS) sensors to track any tiny movements of the Earth’s crust. “It’s just like the GPS in your car or in your cell phone, but it’s a much more precise measurement,” Freed says. They expected to see the ground slowly twisting and turning, causing stress to build up in the rocks. That’s not what they found. “After 10 years, we realized there’s nothing happening,” he says. “No force is building up. So why do you get earthquakes?” The stress, Freed now believes, must have been left from geological processes that happened long ago. It had probably been stored underground for millions of years—until something let it out. Freed and his colleagues have an idea what that “something” was. During the last Ice Age, the northern half of North America was covered by an enormous ice sheet. Between 16,000 and 10,000 years ago that ice sheet melted, sending torrents of water down the Mississippi River. The river has carried bits of rock with it ever since. In time, says Freed, “it removed a lot of rock from the surface.” That removal was significant, he says, because the Reelfoot Rift lies right below the Mississippi River. The weight of the ground above the rift had been pressing down on the New Madrid faults, holding back the stored-up stress for millions of years. As the river washed away the ground, a huge weight was lifted from Earth’s crust. As that pressure eased, the faults slipped several times, triggering the New Madrid quakes. Finding solid proof for that theory is difficult, Freed says. Still, the theory goes a long way toward explaining earthquakes that happen in the middle of North America. There’s good reason to understand such a system. For one thing, Freed says, the Mississippi is still changing Earth’s crust. More earthquakes could strike the New Madrid area as more age-old stresses are released. Similar changes could be happening elsewhere. “We know there are other rifts under other river valleys around the country,” he says. Many of those places haven’t experienced earthquakes in recent history. If Freed’s theory is correct, other faults may be lying quietly, getting ready to rock.

6

Science: Earth & Space Science, Technology & Engineering

What are tectonic plates?

A. enormous earthquakes that uprooted trees and triggered landslides in the Midwest from 1811 to 1812 B. enormous pieces of Earth's crust and upper mantle that fit together like pieces in a jigsaw puzzle C. enormous shock waves caused by large cracks on the Earth moving together and snapping apart D. enormous sensors with which Freed and his colleagues would track any tiny movements of the Earth's crust

B

The formation of faults in Earth's crust is an effect. What causes faults to form in the crust?

A. Global Positioning System sensors B. beds shaking across New York City C. the movement of tectonic plates D. landslides across the Midwest

C

The New Madrid earthquakes did not happen in a place that is earthquake-prone, or likely to have earthquakes. What evidence in the text supports this conclusion?

A. The New Madrid faults lie far from any plate boundary. B. Faults are cracks in Earth's crust. C. The ground on either side of a fault moves very gradually. D. Tectonic plates fit together like pieces in a jigsaw puzzle.

A

Read these sentences from the text. "Freed and his colleagues studied the New Madrid faults for 10 years. "They expected to see the ground slowly twisting and turning, causing stress to build up in the rocks." Why did Freed and his colleagues expect to see the ground slowly twisting and turning?

A. because tectonic plates fit together like pieces in a jigsaw puzzle B. because most earthquakes happen at the boundaries of tectonic plates C. because California lies atop a boundary where the Pacific Plate meets the North American Plate, and is a common site for earthquakes D. because the movement of the ground on either side of a fault is usually what causes stress to build up in rocks, and the release of that stress is what causes earthquakes

D

What is the main idea of this passage?

A. Tectonic plates can cause large faults to appear in the crust near plate boundaries, and the movement of those plates is typically a cause of major earthquakes. B. California lies atop a boundary where the Pacific Plate meets the North American Plate, which is why it is the United States' most earthquake-prone area. C. The movement of the Mississippi River has caused a lot of damage in the Midwest, both through flooding and through other natural disasters. D. The cause of the New Madrid earthquakes was puzzling for a long time, but scientists now theorize they might have been caused by the release of pressure from the ground above the Reelfoot Rift.

D

To organize this text, the author divides it into sections with subheadings. Why might have the author given the subheading "High-Risk Zones" to the final section?

A. to argue that Freed's theory does not have solid proof and is at risk of being proven false B. to compare and contrast the earthquakes in the New Madrid area with the earthquakes in California C. to introduce the idea that if Freed's theory is confirmed, other areas could be at risk of earthquakes D. to show that places without a recent history of earthquakes aren't at risk for more earthquakes in the future

C

Choose the answer that best completes the sentence. Rifts under river valleys haven’t experienced earthquakes in recent history. __________, those faults may be lying quietly, getting ready to rock.

A. However B. Instead C. Namely D. Primarily

A

Cracking Up

A group of nomads got a shock several years ago in a desert in Ethiopia. A series of earthquakes rattled the ground one night, making a deafening noise. The next morning, the nomads discovered that a 3-foot cliff had risen from the ground behind them. The event wasn’t just any earthquake. It was one step in a geological process that is slowly building a new ocean in eastern Africa. Earth’s shell is made up of enormous pieces that fit together like those in a jigsaw puzzle. Called tectonic plates, the pieces are moving very slowly. Some plates are crashing together. Some are pulling apart. In the long course of Earth’s history, the movements of plates have created mountains, oceans, and continents. In eastern Africa, two large tectonic plates—the African Plate and the Arabian Plate—are pulling away from each other. “There’s true plate spreading going on there,” Cindy Ebinger, an Earth scientist at the University of Rochester in New York, told ScienceSpin. That’s not all. As the two plates pull apart, the African Plate is splitting into two pieces. One tectonic plate is becoming two plates. Recently, that tectonic activity has gotten dramatic. In 2005, the cracking of the African Plate triggered a volcanic eruption in Ethiopia. That was followed by a series of earthquakes—the same ones the nomads felt. The earthquakes occurred as magma (liquid rock) rose from deep within Earth, splitting the ground wide open. A series of crevices, some as wide as 10 feet, opened along a 35-mile stretch of desert in Ethiopia. Since then, the cracks have continued to grow. Africa’s tectonic activity has been going on for 30 million years. The spreading and cracking is what formed the Red Sea, as well as a deep depression known as the Great Rift Valley. The rift runs south from the bottom of the Red Sea through eastern Africa. As the two sides of the rift valley pull even farther apart, the entire area will someday fall below sea level. Eventually, water from the Red Sea will rush in to fill the rift, spawning a new body of water. A million years from now—possibly sooner—the Great Rift Valley will lie at the bottom of an ocean that divides Africa in two.

6

Science: Earth & Space Science

According to the text, what created mountains, oceans, and continents in Earth's history?

A. a series of earthquakes B. plates crashing together C. plates pulling apart D. the movements of plates

D

Based on the sequence of the geological process described in the text, when will the Great Rift Valley fill with water?

A. after 30 million years B. after the area falls below sea level C. after the area is flooded by rain D. never

B

Read this paragraph from the text. A group of nomads got a shock several years ago in a desert in Ethiopia. A series of earthquakes rattled the ground one night, making a deafening noise. The next morning, the nomads discovered that a 3-foot cliff had risen from the ground behind them. What can you conclude about earthquakes based on this information?

A. Earthquakes are always strong enough to create cracks or cliffs in the earth that weren’t there before. B. Earthquakes can sometimes cause disruptions so big in earth that they form new cliffs. C. Earthquakes typically only happen in the desert, so they rarely impact people in any serious way. D. When an earthquake occurs, it takes several days for a new cliff to appear.

B

Based on the text, how often are new oceans created?

A. whenever an earthquake happens B. every year C. very often, because tectonic plates move fast D. not often, because it takes millions of years

D

What is this text mostly about?

A. tectonic plates creating a new African ocean B. how nomads live in Ethiopia C. continents and how they are created D. how tectonic plates move under the ocean

A

Read this sentence from the text. A series of crevices , some as wide as 10 feet, opened along a 35-mile stretch of desert in Ethiopia. As used in the sentence, what are crevices?

A. liquid magma from volcanic eruptions B. shaking during earthquakes C. large cracks in the ground D. open spaces in the desert

C

Choose the word that best completes the sentence. One day the Great Rift Valley will become an ocean, _________ it falls below sea level.

A. after B. finally C. although D. before

A

Instrumental Talent

When Ruby Jane Smith was a teen, she dreamed of becoming a full-time musician, but people who heard her perform said she already sounded like a pro. At the time, she played the fiddle, her specialty, and 10 other musical instruments. In 2005, she won the Mississippi State Fiddler title after wowing judges with her talents. Within the next couple of years, Ruby Jane took a break from the stage to talk to WR News. WR News: Why do you love music? Ruby Jane Smith: It really brings people together. You can be sad and put on some music and be happy. WR News: How long have you been playing the fiddle? Ruby Jane: When I was 7, I went to a violin camp. After class, some of the older kids would play fiddle music. When I heard them play, I said to my mom, "That's the kind of music I want to play!" So we found a fiddle teacher, and I've been doing bluegrass/country music for three or four years now. WR News: How would you describe bluegrass music? Ruby Jane: Bluegrass is a lot like country, but it's faster. It's real upbeat and warm. WR News: What has been your favorite performance? Ruby Jane: One of my favorites was playing the Grand Ole Opry. It's actually one of the most comfortable stages I've ever been on. WR News: Do you ever get nervous before a show? Ruby Jane: I always get a little nervous. But it seems the moment I step onstage, all the nerves go away because I enjoy performing so much!

6

Arts: Music & Performing Arts

How many instruments does Ruby Jane play?

A. 13 B. 10 C. 11 D. 12

C

In this passage, how does Ruby Jane describe bluegrass music?

A. loud and nervous B. relaxing and quiet C. slow and sad D. upbeat and warm

D

After reading the passage, what can you conclude about Ruby Jane?

A. She wants to take a break from performing onstage. B. She loves playing the fiddle and performing. C. She likes playing music but doesn’t like performing. D. She would rather play the violin than the fiddle.

B

Read this sentence from the passage: “The teen from Columbus, Mississippi plays the fiddle, her specialty, and 10 other musical instruments.” In this sentence, the word specialty means

A. an exciting activity B. a special skill C. a type of instrument D. a special memory

B

Which statement supports the main idea of this passage?

A. Some people get nervous when being onstage. B. Ruby Jane is a young fiddler with talent. C. Music has the power to bring people together. D. Ruby Jane is a teen from Columbus, Mississippi.

B

The question below is an incomplete sentence. Choose the word that best completes the sentence. Country music is a lot like bluegrass, ________ it’s slower.

A. for B. but C. and D. or

B

A Liger's Tale

What do you get when you cross a male lion with a female tiger? A liger, of course! There are not a lot of ligers in the world, but one, named Hercules, made a big splash at Miami's Parrot Jungle Island in 2005. "It's not something you see every day," the animal's owner, Bhagavan Antle, told New York's Daily News. How did Hercules, who weighs more than 900 pounds, come to be? Back in 2002, his father, a lion, and his mother, a tiger, spotted each other at Antle's South Carolina animal preserve. It was love at first roar. "We have a big free-roaming area at the preserve," Antle told the New York Post. "Sometimes lions and tigers are allowed to go out there and, lo and behold, one particular lion fell in love with one particular tiger and we had babies." Four, to be exact: Hercules has three brothers—Vulcan, Zeus, and Sinbad. What do ligers look like? A liger usually has the faint stripes of a tiger and the yellow or sandy fur color of a lion. A liger grows to be bigger than both of its parents. When Hercules was three years old, he consumed 100 pounds of raw meat a day. He was able to run as fast as 50 miles per hour. Does Hercules roar like a tiger or a lion? He has his dad's voice, although he swims like his mom. Like most lions, his dad doesn't enjoy the water. There are no ligers in the wild. Several have been born in captivity, including in a zoo in Russia. That liger's name is Zita. Ligers are rare because tigers and lions don't usually get along. "Normally the lion will kill the tiger," Antle said.

6

Science: Life Science

What two animals make a liger?

A. a male lion and a female lion B. a male lion and a female tiger C. a male tiger and a female tiger D. a male leopard and a female tiger

B

The text describes the way a liger looks. According to the text, how does a liger look like both a tiger and a lion?

A. It has orange fur like a tiger and sharp claws like a lion. B. It has a tail like a tiger and a thick mane like a lion. C. It has stripes like a tiger and the fur color of a lion. D. It has the size of a tiger and a thick mane like a lion.

C

Read the following sentences from the text. ‘We have a big free-roaming area at the preserve,’ Antle told the New York Post . ‘Sometimes lions and tigers are allowed to go out there and, lo and behold, one particular lion fell in love with one particular tiger and we had babies.’….Ligers are rare because tigers and lions don't usually get along. "Normally the lion will kill the tiger," Antle said. What conclusion can you draw from this evidence?

A. Ligers are not common because there are very few lions left in the world. B. Ligers are only born when a tiger likes a lion, but not the other way around. C. The lion and tiger at Antle's preserve had a rare opportunity to get together. D. Ligers are common anywhere that both lions and tigers live.

C

Ligers are strong and powerful animals. What evidence from the text supports this conclusion?

A. "When Hercules was three years old, he consumed 100 pounds of raw meat a day. He was able to run as fast as 50 miles per hour." B. "There are no ligers in the wild. Several have been born in captivity, including in a zoo in Russia. That liger's name is Zita." C. "There are not a lot of ligers in the world, but one, named Hercules, made a big splash at Miami's Parrot Jungle Island in 2005." D. "Four, to be exact: Hercules has three brothers—Vulcan, Zeus, and Sinbad."

A

What is the main idea of this passage?

A. There is a big area at Antle's South Carolina animal preserve where lions and tigers sometimes roam together. B. There is one liger in the United States that is named Hercules and one in Russia that is named Zita. C. Since ligers are rare, people give interesting names to them like Hercules, Vulcan, Zeus, Sinbad, and Zita. D. Ligers, like Hercules, are a cross between a male lion and female tiger, are only born in captivity, and are very rare.

D

Read the following sentence from the text. “When Hercules was three years old, he consumed 100 pounds of raw meat a day.” As used in this sentence, what does the word “consumed” most closely mean?

A. saw B. ate C. threw D. cleaned

B

Choose the answer that best completes the sentence below. Tigers and lions don’t usually get along, _______ there are no ligers in the wild.

A. but B. so C. because D. finally

B

Not-So-Loony Toons

What is your favorite newspaper cartoon? "Peanuts"? "Garfield"? "Dilbert"? Although those cartoons might make you laugh, another kind of cartoon will make you laugh and think. It's called an editorial cartoon. Artists draw editorial cartoons to express their opinions about subjects in the news, such as elections or the war in Afghanistan. Cartoonists use a number of techniques, including symbolism, exaggeration, humor, and caricature (KAR-ih-kah-choor) to comment on news events. On June 30, 2004, more than one year after the U.S.-led invasion of Iraq, the United States transferred power in the war-torn country to a new Iraqi government. In one cartoon, artist Mike Thompson marked the moment by drawing a bald eagle tossing an unhatched egg marked "NEW IRAQI GOV'T" from a nest high on top of a cliff. "Fly!" the eagle yells as it tosses the egg into the air. A symbol is something that stands for something else. A symbol's effectiveness depends on whether the audience understands what the symbol depicts. What do you think the bald eagle symbolizes? Why did Thompson use an egg for the new Iraqi government? What do you think Thompson is saying about the transfer of power to the new Iraqi government? Cartoonists distort the characters in their cartoons. Such distortion is called exaggeration. In one cartoon, artist Gary Markstein uses exaggeration to illustrate the problem of illegal steroid use in sports. Steroids are drugs that help athletes become stronger and more muscular. At first glance, it seems as though a muscular baseball player is walking towards the dugout. But that's not the case--it's a batboy. What point is Markstein trying to make? Was he effective? By being funny, a cartoonist can draw lighthearted attention to a serious problem. In 2004, the economy went up and down, although President George W. Bush said that things were improving. In one cartoon, artist Marshall Ramsey drew the president taxiing an airplane toward trees labeled Election Day. The plane represented the economy. As the plane bounced to the end of the runway, a worried Bush was thinking, "C'mon…lift off!" Do you think the artist believed the economy would get off the ground before the election? Why or why not? Political cartoonists use a special form of exaggeration called caricature to distort the subject of a cartoon. An artist will often center on a person's looks, behavior, or dress in drawing a caricature. In one cartoon, artist Michael Ramirez draws two huge faces of former President Bill Clinton and his wife, who at the time was a former New York Senator, Hillary Clinton. Both gave rousing speeches at the Democratic National Convention of 2004. The Clintons look down at a small John Kerry, the 2004 Democratic presidential nominee. An aide says to Kerry, "Don't worry about the Clintons overshadowing you." Why did Ramirez make the Clintons so big? Why did he draw Kerry so small? What might be the cartoonist's view of the Democratic convention?

6

Social Studies: Civics & Government

Why do artists draw editorial cartoons?

A. to make it seem easier for kids to read long stories B. to teach readers about a new type of technology C. to express their opinions about subjects in the news D. to give directions on how to prepare a type of dessert

C

How does the text describe symbolism used in editorial cartoons?

A. Symbolism is when something is used to represent something else and its effectiveness depends on whether the audience understands it. B. Symbolism is when an artist draws a subject of a cartoon and distorts something like their looks, behavior, or dress. C. Symbolism is when there are a lot of thought bubbles for each character to show that they are thinking about many things at the same time. D. Symbolism is when you create a new logo for a business and that business uses it to advertise in different places.

A

Read the following sentences from the text. “By being funny, a cartoonist can draw lighthearted attention to a serious problem. In 2004, the economy went up and down, although President George W. Bush said that things were improving. In one cartoon, artist Marshall Ramsey drew the president taxiing an airplane toward trees labeled Election Day. The plane represented the economy. As the plane bounced to the end of the runway, a worried Bush was thinking, ‘C'mon…lift off!’” What conclusion can you draw from this evidence?

A. Editorial cartoonists drew a lot of cartoons about President George W. Bush. B. The plane in the cartoon represented a government plane named The Economy. C. The president used the cartoon to show people that the economy was improving. D. A cartoonist might use humor to get people to talk about something serious.

D

According to the text, how are exaggeration and caricature related?

A. Both are commonly used in advertisements to sell new products to people. B. Both use the subject of the cartoon in the title to draw attention to it. C. Both use only shapes so the audience has to guess the image and message. D. Both distort parts of the cartoon and caricature is a type of exaggeration.

D

What is the main idea of this text?

A. Editorial cartoons use different techniques to express opinions about subjects in the news, such as symbolism, exaggeration, humor, and caricature. B. Bill Clinton was once the President of the United States and his wife, Hillary Clinton, was once the senator of the state of New York. C. Gary Markstein is an editorial cartoonist who drew a cartoon of a baseball player to express his opinions on illegal steroid use in sports. D. More than one year after the United States invaded Iraq, the United States transferred power to a new Iraqi government.

A

Super Bowl

“Have you shot a 300?” Among serious bowlers, that’s the question. Scoring a 300 in bowling is the ultimate dream—12 strikes in a row, the perfect game. It’s like pitching a no-hitter in baseball. Michael and Darren Tang, brothers 13 and 16 years old from San Francisco, can each answer yes to the 300 question. Michael bowled his first perfect game when he was just 10 years old. Not long ago, the idea of a 10-year-old bowling a 300 game would have been laughable. A perfect bowling game used to be rare; in 1970, nonprofessional bowlers in the United States bowled 854 perfect games. Today, scores of 300 are much more common; last year, nonprofessionals bowled more than 52,000 perfect games. What accounts for that staggering increase? Technology. Step into your local bowling alley, and you might think you’ve been transported back to the 1950s. The air smells of hot dogs. There’s a jukebox in the corner. And there are those same silly shoes your parents and grandparents wore when they bowled. Don’t be fooled, though. Bowling is as high-tech a sport as any other. And the technological changes have been significant. They’re easy to miss, though, because they’re pretty much invisible. Few non-bowlers know that a thin layer of mineral oil is applied to the first two-thirds of a bowling lane. Oil reduces friction, the resistance of objects to sliding. The oil is applied mainly to protect the lanes from damage. But it also has a huge impact on the game because it affects the motion of the ball. In the 1970s, oil was sprayed on the lanes haphazardly, usually by hand. That made bowling more difficult. The balls moved erratically, skidding and veering unpredictably. Today, $40,000 machines apply oil to lanes in precise patterns. The perfection of machine-oiled lanes helps bowlers control the path of their balls, leading to more strikes, says Paul Ridenour, a research engineer at the United States Bowling Congress (USBC). He tests all the factors that can affect a bowling game and uses his findings to set the official standards for bowling equipment. Bowling balls have come a long way too. The “house balls” you use at the bowling alley are made with the same simple, solid plastic used in the 1970s. But competitive bowlers such as the Tang brothers prefer modern, multilayered balls made from additive-enhanced plastics with holes custom-drilled to suit hand size and bowling technique. If you could peel back the layers of a modern bowling ball, at the center you’d find a dense inner core. With weird shapes and names to match—names such as Nucleus and Orbiter—the cores are designed to alter the balls’ moment of inertia. Moment of inertia is a measure of how weight is distributed in an object. The distribution of weight in a modern bowling ball can give it “trick” properties, causing it to change speed and direction partway down the lane. In particular, the core can help a bowler perfect the single most important shot in bowling: the hook. Bowlers know that their best chance at knocking over all the pins is to hit the “pocket,” the space between the head pin and either of the two pins beside and behind it. Ideally, the ball should not hit the pocket straight on, but from the side, at an angle. How can you get a bowling ball to arrive at the pocket at an angle? Hook it. A bowler rolls a hook shot by giving it a strong sideways spin on launch. For the first half of the trip down the lane, the ball mainly skids on the oiled lane. But once it leaves the oiled part of the lane, the ball “breaks.” It encounters friction and begins to travel sideways, veering toward the pocket. A ball with a dense inner core can hook even more strongly. As it rolls down the lane, it gradually changes its orientation, putting a fresh section of ball in contact with the oily floor. That produces more friction when the ball reaches the dry part of the lane, allowing for a stronger hook. An ordinary ball collects oil on a single unchanging ring around its surface, which means less friction and less hook. Ridenour and his team made a surprising discovery recently. “We found that the single biggest influence on hook wasn’t the core, but the cover stock, the material covering the outside of the ball,” he says. The key factor to improving the hook turns out to be porosity, the roughness of a surface at the microscopic level. An extra-porous ball effectively has microscopic spikes on it, which help it gain the friction needed to hook even on an oily lane. “You really can’t feel the difference,” says Ridenour. “But you can see it when the ball hooks.” The USBC recently imposed new limits on bowling ball porosity to maintain the challenge of the game. “Somebody’s always going to want to build a better mousetrap,” says Ridenour. “Our job is to make sure that those mousetraps don’t give bowlers an unfair advantage.”

6

Social Studies: Sports, Health & Safety

According to the text, what is the score of a perfect bowling game?

A. 300 B. 854 C. 40,000 D. 52,000

A

What does the author describe in the section titled “Invisible Tech”?

A. how the construction of the bowling ball impacts the way it moves B. how being able to hook the ball in bowling is important for getting a strike C. how putting oil on bowling lanes has changed and impacted the sport of bowling D. how reducing pores on the surface of a bowling ball impacts the way it rolls

C

Read these sentences from the text. Not long ago, the idea of a 10-year-old bowling a 300 game would have been laughable. A perfect bowling game used to be rare; in 1970, nonprofessional bowlers in the United States bowled 854 perfect games. Today, scores of 300 are much more common; last year, nonprofessionals bowled more than 52,000 perfect games. What can you conclude based on this evidence?

A. There is no way to know why the number of perfect games bowled by nonprofessionals has increased since 1970. B. Since 1970, the popularity of bowling among children aged 10 and older has increased significantly. C. The number of bowling alleys built since 1970 has increased dramatically, allowing more and more people to take on bowling. D. It is unlikely that the difference in the number of perfect games bowled by nonprofessionals between 1970 and today can be explained by there being an increase in good bowlers.

D

Based on the text, which of the following bowling balls would a professional bowler want to use for a better “hook”?

A. a less porous ball with a dense inner core B. one made with light plastic C. an extra porous ball with a dense inner core D. an ordinary ball that doesn’t pick up oil

C

What is this text mostly about?

A. how to “hook” a bowling ball B. what type of gear a person needs to wear for bowling C. how technology has changed the game of bowling D. the best kind of bowling ball to buy to ensure a high score

C

Read this sentence from the text. It encounters friction and begins to travel sideways, veering toward the pocket. As used in the text, what does the word "veering" mean?

A. stopping B. slowing down C. continuing D. turning

D

Choose the word or phrase that best completes the sentence. Bowlers were able to better control the path of their bowling balls ________ machines began oiling lanes.

A. so B. after C. but D. because

B

Canine Courage

After airplanes destroyed the World Trade Center on September 11, 2001, veterinarian Cindy Otto arrived in New York City, New York, with a small army—dozens of dogs trained to find missing people. The search-and-rescue canines quickly went to work, nosing their way through seemingly endless piles of steel and concrete. The air was thick with smoke, dust, and dangerous toxins, or poisonous substances. Many human rescue workers wore masks, but the dogs worked without protective gear. They needed their noses free so they could sniff out victims. Even with masks, human rescue workers faced danger. Nearly 70 percent of the people who helped with the World Trade Center recovery efforts have reported new or worsened respiratory symptoms between 2002 and 2004. Problems include asthma, persistent coughs, wheezing, and chest pain. Otto feared that the dangerous rescue conditions would have similarly damaging health effects on canines such as Deja Vu, a German shepherd from Pennsylvania. "The environment was so awful, I couldn't imagine they wouldn't have problems," Otto told WR News. She organized a study to find out. More than five years later, Otto has surprising results: Many of the dogs remain healthy. In fact, the hardy animals are just as fit as search-and-rescue dogs that weren't involved in 9/11 recovery efforts. Deja Vu and her handler, Pat Thompson, helped search for victims in the debris, or rubble, at a New York landfill. Thompson was concerned about what her dog was breathing in and walking through at the site. But "Deja Vu has remained in good health since 9/11," Thompson is happy to report. Otto has three hypotheses, or theories, about why the dogs stayed healthy and the people didn't. First, she points out, the dogs spent less time at the recovery sites than human rescue workers did. Many of the people who now report breathing problems worked for months cleaning up after the attacks. The dogs in Otto's study were at the disaster sites an average of 10 days. Otto says dogs also are less susceptible, or vulnerable, to respiratory problems such as asthma. "When dogs have allergies, they tend to have skin problems," she explained. "But the owners haven't reported any skin problems." Another reason may be the dogs' superior snouts. Scientists say a dog's nose, which is longer than a human's nose, can better filter air that goes to the dog's lungs. Even though the people and the canines breathed the same air, fewer hazardous particles may have reached the dogs' lungs. Despite the surprising study results, the dogs aren't in the clear yet, Otto says. Some diseases take years to materialize, including mesothelioma, a type of cancer caused by asbestos exposure. Asbestos is hazardous material once used to insulate and fireproof buildings, including the World Trade Center. Some of the material was released into the air when the twin towers were destroyed. Mesothelioma can take about five years to develop in dogs. "The next couple of years are our critical period," Otto said. "If we don't find anything, it's pretty impressive." Learning how to keep the canines healthy is important, says Philip R. Fox, a veterinarian at the Animal Medical Center in New York City. "These animals are vital assets for state, local, and federal programs for disaster management," he told WR News. Trish Cartino's Australian shepherd Joey searched for victims at the Pentagon in Washington, D.C., the site of another 9/11 terrorist attack. "Search-and-rescue dogs like Joey are just doing what they love to do," Cartino says. "It's our responsibility to keep them safe." Search-and-rescue dogs aren't born with the ability to find missing people. They must train for at least 20 hours a week for about a year and a half to perfect their sniffing skills. Most rescue dogs are German shepherds or Labrador retrievers, but any canine can fit the bill—if it meets certain requirements. A pup must be able to search for a hidden toy for long periods, tirelessly pursue someone, and track a toy despite distractions. Inquisitiveness, trainability, and energy are also pluses. Veterinarian Cindy Otto says there are about 100 certified top-level search-and-rescue dogs in the United States. The canines are a precious resource, she says. "No piece of equipment can ever do the job that these dogs do," Otto told WR News.

6

Science: Life Science

What are hypotheses?

A. workers B. diseases C. landfills D. theories

D

In the passage, the author compares and contrasts rescue dogs with human workers. Which statement below is true?

A. Many human workers remain healthy after 9/11, but most rescue dogs became sick. B. Both rescue dogs and human workers remain healthy after the 9/11 recovery efforts. C. Many rescue dogs remained healthy after 9/11, but most human workers became sick. D. Both rescue dogs and human workers became sick after the 9/11 recovery efforts.

C

What can you conclude about veterinarian Cindy Otto after reading the passage?

A. She doesn’t like being a veterinarian or working with rescue dogs. B. She cares about rescue dogs and appreciates their work. C. She would rather be a medical doctor than a veterinarian. D. She thinks training rescue dogs is a waste of time.

B

Read this sentence from the passage: “‘These animals are vital assets for state, local, and federal programs for disaster management,’ he told WR News. ” In this sentence, the word vital means

A. friendly B. essential C. harmful D. unnecessary

B

Which statement supports the main idea of the passage?

A. German shepherds and Labrador retrievers are easy to train as rescue dogs. B. A dog’s nose is superior to a human’s nose in filtering air that goes to the lungs. C. Rescue dogs fared better than human workers after the 9/11 recovery efforts. D. Asbestos exposure is hazardous and can cause cancer in people and animals.

C

The question below is an incomplete sentence. Choose the word that best completes the sentence. Many human rescue workers wore masks ______ they were searching for survivors at the site of the World Trade Center collapse.

A. although B. and C. while D. until

C

A Constitution for Kids

Sometimes reading the U.S. Constitution can be confusing. Most people can’t tell their habeas corpus from their ex post facto. In 2003, Cathy Travis took the confusion out of the Constitution. Travis, who works as a congressional aide in Washington, D.C., wrote a book, Constitution Translated for Kids, that makes reading the Constitution as simple as saying "We the People." The 85-page book has the original text of the Constitution on one page and Travis’s translation on the facing page. For example, article 1, section 9, clause 3, of the Constitution reads: "No Bill of Attainder or ex post facto law shall be passed." Travis’s translation: "Criminal laws passed by Congress can be applied only from the time they are passed." Travis said she got the idea to write the book when Ross Perot ran for president in 1992 against George H. W. Bush and Bill Clinton. She became angry every time Perot made statements about the Constitution that she considered inaccurate. Travis said she took great care to make sure that her translation of the document was fair and accurate. Many aspects of the Constitution are open to debate. "The Constitution belongs to everyone. If you make it sound like the beliefs of one party or the other, you are doing a great disservice to everybody," Travis told the Austin-American Statesman.

6

Social Studies: Civics & Government

According to the text, what book did Cathy Travis write?

A. Habeas Corpus B. Ex Post Facto C. Constitution Translated for Kids D. Austin-American Statesman

C

Read these sentences from the text. Travis said she got the idea to write the book when Ross Perot ran for president in 1992 against George H. W. Bush and Bill Clinton. She became angry every time Perot made statements about the Constitution that she considered inaccurate. Which of the following describes the relationship between these two sentences?

A. The second sentence is the solution to the first. B. The sentences describe two steps in a process. C. The sentences show two sides of an argument. D. The first sentence gives the effect of the second.

D

Read these sentences from the text. For example, article 1, section 9, clause 3, of the Constitution reads: "No Bill of Attainder or ex post facto law shall be passed." Travis’s translation: "Criminal laws passed by Congress can be applied only from the time they are passed." What can you conclude about Travis’ translation based on this evidence?

A. The original Constitution should only be read by legal experts and scholars. B. The language of Travis’s translation is much simpler than the language of the original Constitution. C. Travis ignored parts of the original Constitution that she didn’t like in her translation. D. Travis disagrees with article 1, section 9 of the Constitution, so she decided to rewrite it.

B

What was the author trying to say to the reader by stating, “Most people can’t tell their habeas corpus from their ex post facto”?

A. that the Constitution can be confusing B. how English and Latin are so similar C. why more people need to go back to school D. that people should read more carefully

A

What is the main idea of this text?

A. Many sections of the Constitution are open to debate from either party. B. Being a congressional aide is a job that requires hard work and dedication. C. Cathy Travis wrote a book to make the Constitution easier to understand. D. The U.S. Constitution is a very important document to read.

C

Read these sentences from the text. She became angry every time Perot made statements about the Constitution that she considered inaccurate . Travis said she took great care to make sure that her translation of the document was fair and accurate. As used in the text, what does the word "inaccurate" mean?

A. truthful B. exact C. not correct D. disapproving

C

Choose the answer that best completes the sentence. ______ hearing Ross Perot’s statements about the U.S. Constitution, Cathy Travis became angry at what she considered inaccurate information.

A. Although B. Because C. After D. Before

C

Killing Fields

Desire Dontego was a brutal killer. For years, Dontego prowled the jungles of Africa in search of elephants to hunt. It was Dontego's job to kill two elephants on each trip to the forest. After slaying the beasts, Dontego and other poachers took the animals' meat and precious ivory, leaving only the skin. "I was known as the killing machine," he told a reporter. That all changed in the 1990s when Dontego heard an American conservationist talk about why poaching was not only illegal but also wrong. Although Dontego killed the elephants to feed his family, he felt guilty about being a poacher. Now Dontego works for an environmental group that wants to protect the elephants and end the ivory trade. According to Care for the Wild International, elephants need all the protection they can get. In 2005, the wildlife conservation group released a report stating that poachers slaughter between 6,000 and 12,000 elephants each year. Officials estimate that there are 400,000 to 500,000 elephants in Africa. The group said that Sudan had become the hub of Africa's ivory trade. Researchers found that ivory gifts, such as jewelry, were openly sold on the streets of Khartoum, the capital of Sudan. Esmond Martin, who conducted the study, said that most of the poachers were members of Sudan's military. When Care for the Wild International's report was released, trading in ivory was permitted in Sudan as long as the shopkeeper had a government license. The merchants could sell only old ivory, however. Old ivory was ivory carved before 1990. That was when an international treaty made the sale and importation of ivory illegal. However, most of the ivory sold in the bazaars was new ivory, carved after 1990. Martin said he counted more than 11,000 ivory items in 50 shops in Khartoum, where ivory was inexpensive. A ring could cost $2 and a pair of chopsticks, $13. Chinese citizens were the driving force behind the ivory trade, the report said. About 5,000 Chinese people were living and working in Sudan. They purchased about three-quarters of all ivory items in Sudan. Although the Chinese government tried to intercept illegal ivory imports, China was the largest importer of illegal ivory. Since 2017, China enacted a ban on the selling of any ivory. However, Sudan has not been the only African nation involved in the ivory trade. Merchants and poachers from the Democratic Republic of the Congo, Chad, and Kenya have done a robust business, too. Poaching had become so widespread in the Congo River Basin, an area consisting of six African countries, that governments and wildlife organizations had to institute a massive crackdown. In around 2006, police in Cameroon began raiding hotels, houses, and airports, hoping to stop the illegal ivory trade in that country. Some nations in the basin had also established protected areas for elephants and other endangered animals. In addition, wildlife groups hired former poachers, such as Dontego, to patrol the vast area. The crackdown seemed to work. "There has clearly been a change," said a coworker of Dontego. "Poaching in the region has gone down."

6

Science: Life Science

What do poachers do to elephants?

A. They help elephants find their family members in the wild. B. They become friends with them and put them in zoos. C. They protect them by making laws to stop ivory trading. D. They kill them to take their meat and ivory.

D

What effect did the international ivory trade have on elephant poaching in Sudan and other nearby countries?

A. Ivory was a valuable material in other countries, so poachers kept killing elephants to get more ivory. B. The international ivory trade disappeared in 1990, so poachers had to find new ways to sell their ivory. C. Ivory became less valuable in China but more valuable in other countries after 1990, so poachers started selling to other countries more. D. The international ivory trade was so unpopular that people stopped buying ivory around 1990.

A

Read the following sentences from the text. “In around 2006, police in Cameroon began raiding hotels, houses, and airports, hoping to stop the illegal ivory trade in that country. Some nations in the basin had also established protected areas for elephants and other endangered animals.” What can you conclude about governments’ efforts to stop elephant poaching from this information?

A. Governments had to use a combination of methods that would both stop ivory trading and protect elephants from being killed. B. Governments mostly focused on the issue of illegal hunting so that there wouldn’t be any new ivory to trade. C. Governments wanted to crack down on the ivory trade, but they had no idea where the traders were selling ivory. D. Governments refused to do anything to stop elephant poaching until they saw how few elephants were remaining in the African continent.

A

How would you describe the effects of Sudan’s law banning new ivory, or ivory from after 1990, from being carved?

A. The law did a good job of stopping the ivory trade but not of stopping poaching. B. Even though the law existed, people were still carving new ivory, so nothing changed. C. People in Sudan were very careful about only selling old ivory in public places. D. Old ivory became much more valuable than new ivory so people stopped poaching.

B

What is the main idea of this text?

A. Desire Dontego was an elephant poacher for many years, which meant that he and other poachers would kill elephants for their meat and their ivory, but after learning more about conservation, Dontego decided to stop being a poacher. B. The ivory trade in China was a large industry, and Chinese people living in Sudan were buying much of the ivory that was being sold in markets there before China enacted a ban on selling ivory in 2017. C. Poaching, or illegally killing, elephants for their ivory has become a huge problem in Sudan and other countries, so governments and wildlife organizations are working to protect elephants by stopping the ivory trade and protecting areas where elephants live. D. In Cameroon, one tactic that police used to try to stop elephants from being poached was raiding hotels, houses, and airports to try to catch people who were selling or buying ivory illegally.

C

Furry Friends

One afternoon last fall, Jacki, 11, of Poughkeepsie, N.Y., was stressing out while studying for a big science test the next day. "I was so nervous that I wasn't getting much done. So I went over to Crookshanks and Hermione, my two long-haired Persian cats, and I started petting them," she says. "They are so soft, and the look on their faces made me laugh. I relaxed right away, and then I went back to studying." Though this may sound like a tall tale from a cat-obsessed girl, it's not! Many scientific studies have shown that dogs, cats, rabbits, gerbils, snakes, lizards, fish, ferrets, and birds, among other pets, help relieve stress. They bring many other health (and happiness) benefits too. People might not know about the studies showing that pets make people feel great, but clearly they know something makes them love the furry, feathered, and scaly creatures. After all, there are 360 million pets in the United States—that's 50 million more pets than people! Scientists have done hundreds of studies on the perks of pet ownership. Their conclusion: As long as you're not someone who is scared of animals, owning a pet is one of the most enjoyable ways you can improve your health. "All types of pets—not just cats and dogs—have been shown to lower blood pressure, calm stress, and decrease heart rate," says Bonnie Beaver, a veterinarian and professor at Texas A&M University. "All of these results are important for overall health." People with pets tend to move more too—and the benefits of exercise are well known. Physical activity helps a person maintain a healthy weight and cardiovascular (the heart and blood vessel system in the body) health. So how does Fido keep a person's heart healthy? People who have dogs go for walks five times more often than people who don't have dogs. Chasing a kitten around the house gets a person moving too. Even playing with a gerbil or cleaning out an aquarium gets a person off the couch. The good news about Snazzy the snake and Bucky the bunny doesn't stop there! Simply put, pets make their people happy. "Having a pet often makes kids feel less lonely and isolated and more connected and happy," says Dr. Rachel Fleissner, a child and adolescent psychiatrist in Fargo, N.D. "This is because kids develop strong relationships with their pets. They become good friends." Jakob, 10, from Reno, Nev., loves that his cockatoo, Bobby, is always there waiting for him after school. "If I watch TV with him in the room, I don't even feel like I am by myself," he says. The fact that animals are extremely loyal pals is part of their appeal. They are always there for you, whether you get in a fight with your best friend, move to another house or state, or break your mom's favorite vase. Unlike humans, pets listen to you without judging. That is why so many pet owners—grown-ups and kids alike—talk to their pets about their day, their problems, what to wear to school today … anything. Gerbils and parakeets (and other pets) aren't critical of what you're saying. They won't be angry at you if you forget to unload the dishwasher. "Animals are also good at perceiving body language, and they'll often comfort their owners when [the owners are] sad," says Fleissner. This unconditional affection calms the pet owner. In fact, the ability of animals to comfort people is one of the reasons many doctors, including Fleissner, use therapy dogs in their practices. Therapy dogs are specially trained to soothe and cheer up people in hospitals, doctors' offices, or their own homes. "It's amazing how positive the results are," she says. It makes sense that people sometimes treat their own creatures like little humans when the pets make them feel so good. This is all fine, says Beaver, as long as people don't forget that the pets really are animals. Pet owners have to take care of their pets' health the way the animals take care of their owners'. So save the ice cream for your people friends, give pets attention and exercise, make sure their habitats are clean and their food is fresh, and then holler out: Long live the pets! Before you ask your parents for a buddy, have you thought of the things below? …you can still benefit from animals in the following ways:

6

Social Studies: School & Family Life, Sports, Health & Safety

According to the text, how many pets are there in the U.S.?

A. too many to count B. 360 million C. 50 million D. 10 million

B

What effect can pets have on people who are sad?

A. Pets can sometimes make people angry. B. Pets can surprise people. C. Pets can soothe and cheer people up. D. Pets have no effect on people who are sad.

C

Having pets can be good for your emotional health. What evidence from the text supports this conclusion?

A. “Unlike humans, pets listen to you without judging. That is why so many pet owners—grown-ups and kids alike—talk to their pets about their day, their problems, what to wear to school today . . . anything.” B. “People with pets tend to move more too—and the benefits of exercise are well known. Physical activity helps a person maintain a healthy weight and cardiovascular (the heart and blood vessel system in the body) health.” C. “It makes sense that people sometimes treat their own creatures like little humans when the pets make them feel so good. This is all fine, says Beaver, as long as people don't forget that the pets really are animals.” D. “People might not know about the studies showing that pets make people feel great, but clearly they know something makes them love the furry, feathered, and scaly creatures.”

A

What can be inferred from the text?

A. All people are allergic to pets. B. There are lots of things to think about before getting a pet. C. Pets are easy to take care of and do not require a lot of work. D. Everyone is ready to own a pet.

B

What is this text mostly about?

A. the positive effects of having a pet B. the best places to hike around in nature to see animals C. how to attract birds to your home with a birdfeeder D. types of pet allergies

A

Read these sentences from the text. Offer to help take care of a neighbor's pet. Many neighbors might be thrilled to know they can count on you when they're out of town, working late, or sick. As used in these sentences, what does the word "thrilled" mean?

A. worried B. disappointed C. very happy D. not satisfied

C

Choose the word that best completes the sentence. Before you get a pet, you should make sure you have enough room in your house _________ dogs and cats need extra space to move around.

A. because B. after C. but D. before

A

A Drop's Journey

What would people learn if they could follow a drop of water wherever it went? They would discover that the water exists permanently, cycling through different states of matter as it travels on its adventure through so many different aspects of the earth. Its journey might not be measured in years but could be measured in states of being—how many times the droplet finds itself to be part of a pool of water in a suburban back yard, locked up in a glacier, floating in a cloud, or part of a massive sea. Let’s examine how a tiny drop of water could make its way through so many different circumstances. Our drop of water is like any other drop of water—it is made of hydrogen and oxygen. In fact, each molecule of our water drop looks exactly the same: two hydrogen atoms linked up with one oxygen atom. This combination of hydrogen and oxygen is simply what makes water what it is. When we first see our little drop of water, it is part of a huge ocean, the biggest of all the oceans. This little drop of water lives at the bottom of the Pacific Ocean. Being part of the rumbling ocean means it is liquid, of course. It’s dark and cold at the bottom of the ocean, and relatively bleak. Every once in a while the water molecule is somehow consumed by a deep-sea dweller, and passes through its body until it eventually rejoins the ocean. As this happens, the little water drop may end up in a different part of the ocean where it is more shallow, and there is less pressure and more light, as some sunlight filters through. The water droplet continues to sway and move, sometimes finding itself pushed back down into the darkness, but in general moving up, higher and higher, until eventually one cool night, it hits the surface. All of a sudden, instead of water on every edge, the water droplet makes contact with the air. It’s resting right on top there, but of course, it stays closely connected to its other oceanic droplets. This tendency to stay connected to other liquid bits of water is what makes water pool together on a table, if you spill a glass. What could force it to abandon its rigid structure, though, is heat. As liquid water is heated, the individual droplets gain more and more energy. They gain so much energy that they start to bang around against each other with greater and greater force until all of a sudden—pow! The amount of energy the little drop contains is simply too much to be reined in. Instead, the droplet can no longer handle bouncing against its fellow water droplets, and it bursts right out of the body of water and goes straight up into the air. For our little droplet of water, this is exactly what happens the morning after it reaches the top of the ocean. The sun comes out early and throughout the day, and keeps on heating the little drop of water up, hotter and hotter until all of a sudden—pow! Our little droplet of water is lifted up and can no longer call the ocean home. The water droplet has evaporated, meaning it’s gained enough heat to transform from a liquid to a gas. In its new gas state, it is floating up above the ocean into the air. When this happens, all of the salt particles hanging on between water molecules fall, and are left behind. The salt is too heavy for the tiny water droplet to carry it into the sky, so down it stays, making sure the ocean remains salty, even as freshwater rivers run into it, thousands of miles away. The water droplet continues to rise all the way up, until it’s high enough that the air begins to cool down. It’s high up in the cool air—the same cool air that makes mountaintops so cool and frigid. And as it gets colder, the droplet of water loses more and more of its energy. It stops bouncing until it slows down dramatically and collides with other drops of water. Rather than separating again, they start to stick. They stick together, with drops of water encasing dust and other small particles that have made it so high up. They stick and continue picking up more and more droplets until they’ve created the beginnings of a cloud. High up in the sky, the cloud is carried by the wind, across an ocean and finally over the beach. Then it starts to get lower and lower as it collects more and more water droplets. Soon, enough water is gathered so that the cloud is so heavy that it can start to release some of its water droplets down and back onto the land in big wet drops of rain. Our water droplet falls from the cloud right onto the center of the Rockies, a place that is called the Continental Divide. The Continental Divide is so named because it represents a stark split across the entire North American continent. The Rocky Mountains are so high they act like a fold in a piece of paper propped up to be a nametag. On one side of the Rockies, all water landing there will trickle down and to the West, so that the droplets of water may eventually reach the Pacific Ocean. On the other side of the Rockies, all water landing there trickles down to the East, and it may eventually reach the Atlantic Ocean. Of course, most of the water will meander amongst the paths of rivers, lakes, bays and clouds on its journey. Our water droplet falls on the east side of the Continental Divide. Unfortunately, it lands in a small puddle hidden under the shade of a bigger rock. That means it ends up staying there for quite some time, never getting hot enough to pop back into the sky. Months pass, and it grows cold. The next time water falls from the sky, it comes as snow. Cold droplets of water have frozen into tiny solid flakes falling from the sky. It chills our water droplet in the puddle and as the snow packs on, eventually the new drifts meet with a glacier that exists at the top of this mountain. For many months, our water droplet is quiet and still—void of energy and not willing to move. It has crystallized and is joined to its fellow water droplets in a large sheet of frozen ice. The spring comes and the ice thaws. The water droplet heats up and melts, and as the rest of its snow chunk does, it finds itself propelled forward, trickling all the way down the mountain. This droplet still has so many possibilities—it may trickle all the way into the Atlantic Ocean. Perhaps it will stall and find itself flowing from a natural spring, where it could be collected and bottled, and sent to a grocery store to sit for months on a shelf until someone buys it. Or perhaps it will find its way to your closest lake, and as you dive in, you’ll encounter a tiny droplet that has traveled thousands of miles and through several states of being, just to swim next to you.

6

Science: Earth & Space Science

What is the water droplet made of?

A. oxygen and calcium B. hydrogen and oxygen C. lithium and oxygen D. sodium and hydrogen

B

Which of the following states of water are described in the passage?

A. liquid, gas, and solid B. liquid and gas only C. liquid and solid only D. gas only

A

The amount of heat energy in the water droplet determines whether the water droplet can transform from a liquid to a gas. Which evidence from the text supports this statement?

A. The water droplet loses its salt particles when it evaporates into the air. B. The water droplet gains more and more energy as the liquid water is heated. C. The water droplets bang against each other when they have a lot of heat energy. D. The water droplet evaporates when it has gained enough heat to transform from a liquid to a gas.

D

Where in the ocean does the water droplet need to be located in order to evaporate?

A. inside a deep-sea dweller B. in the middle of the ocean C. on the surface of the ocean D. at the bottom of the ocean

C

What is this passage mainly about?

A. how water crystallizes B. the different states of water C. the way water evaporates D. how water moves down a mountain

B

Read the following sentences: “And as it gets colder, the droplet of water loses more and more of its energy. It stops bouncing until it slows down dramatically and collides with other drops of water.” What does the word “dramatically” tell us about the way the water droplet slows down?

A. It takes a long time for the water droplet to slow down. B. The water droplet doesn’t slow down at all. C. The water droplet barely slows down. D. The water droplet slows down a lot.

D

Choose the answer that best completes the sentence below. The crystallized water droplet must melt __________ it can trickle down the mountain.

A. although B. after C. before D. never

C

On the Prowl

Scientists have "spotted" a new jungle cat. The previously unknown species of clouded leopard has been roaming the rain forests on the islands of Borneo and Sumatra in Southeast Asia. The secretive leopards are the latest of at least 52 new plant and animal species found in the rain forests on Borneo within the past few years. Scientists compared Borneo's clouded leopards with similar cats found on Southeast Asia's mainland. They paid special attention to the marks on the animals' skin. "The moment we started comparing the skins on the mainland clouded leopard and the leopard found on Borneo, it was clear we were comparing two different species," says scientist Andrew Kitchener. Unlike the mainland clouded leopard, the Borneo cat has a double dorsal (back) stripe and distinct spots within its small cloud markings. The Borneo leopard also has darker fur than that of the mainland species. The newly discovered leopard is Borneo's largest predator, or hunter. It can grow as large as a small panther and has the longest teeth relative to body size of any cat. There are about 5,000 to 11,000 Borneo clouded leopards living on Borneo, according to scientists. The Sumatra population is likely to be between 3,000 and 7,000. Habitat destruction threatens Borneo's wildcats. Scientists have called for increased conservation, or protection, of the rain forest habitat on Borneo—the world's third largest island. "Provided this forest can be preserved in the long term, you can expect more discoveries in the years to come," Olivier Van Bogaert from the World Wildlife Foundation told WR News.

6

Science: Life Science

In which habitat does the previously unknown species of clouded leopard live?

A. desert B. grassland C. rain forest D. polar land

C

The author compares and contrasts two different clouded leopard species – the newly discovered leopard and the mainland leopard. Which statement below is true?

A. Both species of clouded leopards have the same dark-colored fur with spots. B. The newly discovered leopard has darker fur than that of the mainland species. C. The mainland species has darker fur than that of the newly discovered leopard. D. Both species of clouded leopards have light-colored fur and double dorsal stripes.

B

Why does the author include the fourth paragraph (“There are about 5,000 to 11,000 Borneo clouded leopards…”) in the article?

A. to explain how long it took the scientists to count all of the leopards B. to list all of the places where jungle cats live in the world C. to describe the appearance of the newly discovered leopard D. to give an estimate of the newly discovered leopard population

D

Read this sentence from the passage: “Unlike the mainland clouded leopard, the Borneo cat has a double dorsal (back) stripe and distinct spots within its small cloud markings.” In this sentence, the word distinct means

A. extremely thoughtless B. the same as something else C. a small improvement D. different from all others

D

The primary purpose of this passage is to

A. explain why the newly discovered leopard is Borneo’s largest predator B. describe how scientists plan to protect the rain forest on Borneo C. describe a newly discovered leopard species in Indonesia D. persuade people to visit the islands of Borneo and Sumatra

C

The question below is an incomplete sentence. Choose the word that best completes the sentence. Scientists soon learned, _________, that the newly discovered leopard was a completely different species.

A. although B. but C. because D. however

D

What Is Heat?

Imagine an eleven-year-old boy named Paul. Now imagine Paul inside a wood cabin. He is shivering. It is cold outside, and inside the cabin it isn’t much warmer. Paul can hear the rain beating down on the roof. Every few minutes there would be a loud boom, and thunder would shake the cabin walls. Paul is happy to be inside the cabin, safe and dry with his family. “Let’s make this cabin warmer,” says his father. “Paul, help me build a fire.” Paul fetches the firewood and then watches as his father carefully stacks the logs in the shape of a pyramid. Paul’s father puts several small sticks of kindling in the bottom of the pyramid. The kindling would catch on fire much more quickly than the big logs. Paul’s father lights a match, and soon the logs crackle and burn in the fireplace, shooting off small sparks. The fire gives off some light, but it also gives off heat. Within 30 minutes the inside of the cabin is warm and toasty. Thanks to the radiation of heat from the fire, Paul isn’t shivering any more. Though all that Paul’s father did was light a match to start the fire, there was a complex set of interactions that had to occur for the fire to ignite and grow. There are three components needed for a fire to successfully burn: fuel, oxygen and a heat source. The matches were the heat source and the logs were the fuel. The oxygen supply came from the air around the fireplace. That’s why Paul’s father had to pile up the logs as a pyramid, with space in between them. If the logs had been too close together, there wouldn’t have been enough oxygen for the fire and it could have fizzled out. A wood fire can grow very quickly. That’s why it’s so important to be careful when lighting fires and to never leave them unsupervised. A wood fire, like the one in Paul’s fireplace, can reach temperatures over 1,000 degrees Fahrenheit. The hottest part of the fire is often the red glowing embers that are left in the fireplace once the wood has burned through. These embers can be as hot as 1,200-1,500 degrees Fahrenheit. Though fire is a common heat source, heat can come from many different sources. Heat can also be transferred from one object to another in a variety of ways. Scientists use the term “heat” to refer to the energy transferred when two objects or systems are at different temperatures. Heat naturally moves from warmer areas to cooler areas. Think of what happens if you leave a bowl of ice cream out in hot weather. At first, the ice cream is much cooler than the air around it. But if you go back in an hour, the ice cream has melted, and it is roughly the same temperature as the surrounding air. The heat from the air has moved to the ice cream. In this example, the air is the heat source, the place where the higher temperature is found. The ice cream is the heat sink, or the place to which the heat moves. Whenever there is a temperature difference in a system or a group of objects, the heat will naturally move from the heat source to the heat sink. How does heat transfer from one object to another? Heat transfers in three different ways: conduction, convection, and radiation. Conduction is the transfer of heat between two surfaces that are directly in contact with one another. When you burn yourself on a hot pan while making scrambled eggs, that’s an example of conduction. The heat is transferring from a very hot surface (the frying pan) to a cooler surface (your hand). Heat transfers through some materials better than others. Metals are especially good thermal conductors; that’s why pots and pans are made out of metal. Materials that are very slow to transfer heat are called thermal insulators. Some examples of materials that are thermal insulators include rubber and cork. Typically materials that are good thermal conductors – like gold, silver and copper – are also good conductors of electricity. The second way that heat can transfer is through convection. Convection is the transfer of heat through the movement of large amounts of a liquid or gas. An example of this is the storm outside Paul’s cabin. Thunder and lightning are caused when a large mass of hot air meets a large mass of cool air. Warm air tends to rise, and cool air tends to fall. The movement of these air masses and the transfer of energy that occurs are called convection. The third way heat transfer can occur is through a process called radiation. Radiation is when there is no material transferring the heat. Instead, the energy is carried by electromagnetic waves. Electromagnetic waves come in a wide variety of types: they can be infrared, visible light, UV, or radio waves. The hotter that the object is, the more infrared radiation (and heat) it gives off. The fire that Paul is looking at is radiating heat into the rest of the cabin. Another example of heat radiation is the sun. At the sun’s core the temperature is at least 10 million Kelvin, and on the surface of the sun, the temperature is about 6,000 Kelvin. Kelvin is a form of measurement of heat that scientists use, instead of measuring degrees in Fahrenheit or Celsius. What does 10 million Kelvin actually feel like? It’s about 30,000 times as hot as boiling water. All of that heat travels from the sun to the earth on electromagnetic waves. To reach the earth’s surface, the waves must travel through 93 million miles of our solar system. When the radiation arrives from the sun to the earth, it causes the ground to heat up. An object that is especially good at radiating heat is called a blackbody. The sun is a perfect example of a blackbody. The earth is also a blackbody – it doesn’t just absorb heat from the sun’s electromagnetic waves; the earth also radiates heat out into space. Some of the heat that the earth radiates is the same energy from the sun. Around 30% of the electromagnetic waves that arrive from the sun are bounced back into outer space by the earth. The rest of the electromagnetic energy is either absorbed by the earth’s atmosphere or heats the surface and oceans of the earth.

6

Science: Earth & Space Science, Physical Science

What do Paul and his father build in the cabin?

A. a radio B. a clock C. an engine D. a fire

D

What does this text explain?

A. This text explains what a wood cabin is and how to build one. B. This text explains what heat is and how it moves from one object to another. C. This text explains what UV radiation is and why it can be harmful to people. D. This text explains what oxygen is and how the human body uses it to survive.

B

Heat moves from warmer areas to cooler areas. What evidence from the text supports this statement?

A. Heat moves from the hot fire Paul and his father build to the cold air of the cabin. B. A wood fire can reach temperatures of more than 1,000 degrees Fahrenheit. C. After Paul fetches firewood, his father carefully stacks it in the shape of a pyramid. D. Ten million Kelvin is a temperature about 30,000 times as hot as boiling water.

A

What is an example of a heat source?

A. rubber B. oxygen C. thunder D. the sun

D

What is this text mainly about?

A. a wood cabin B. convection C. heat D. the relationship between a boy and his father

C

Read this sentence from the text. Heat can also be transferred from one object to another in a variety of ways. What does the word "transferred" mean?

A. broken B. trapped C. moved D. planned

C

Choose the answer that best completes the sentence below. Heat is transferred in three different ways, _________ conduction, convection, and radiation.

A. instead B. namely C. in conclusion D. meanwhile

B

All in a Day's Work

Ever think about what kind of work you’d like to do someday? If you think you would like helping people, health care is a terrific career to think about. Here is a look at just a few of the many interesting jobs in the field. Physical therapists help people manage and recover from all kinds of injuries and conditions. They have an expert understanding of how the body moves. Lev, in his fourth year of work after receiving his Doctor of Physical Therapy degree, has seen it all: spinal cord injuries, broken bones—the works. “It’s an amazing job,” he says, “but it’s also challenging. It’s always way more complicated than ‘OK, your shoulder hurts, let’s do some exercises.’ You’ve really got to think.” Physician assistants (PAs) practice medicine under the supervision of doctors. Conducting physical exams, interpreting tests, and writing prescriptions are all part of the job. McGrade has other responsibilities too. He visits patients before procedures and tells them what to expect. After surgery, he monitors their progress and makes sure that all is well. “Every day,” says McGrade, “there’s something new. There’s never a dull moment.” Blood service professionals are the link between blood donors and people who need blood to survive. They hold blood drives and then help get blood to where it is needed. Kish oversees up to 30 blood drives daily. A good day yields 750 pints of blood. How do you launch a career like hers? “Start by going to a blood drive with a parent who is donating blood,” she says. If it doesn’t make you queasy, it may be for you. Kish is a registered nurse, but you don’t need to be a nurse to do all the jobs in this field. Medical scientists conduct the research that leads to new medicines, treatments, and vaccines. Researchers spend long hours in labs or clinics and write papers about their findings for scientific journals. The field of vaccine research, says Fuchs, is wide open, especially when it comes to HIV, the virus that causes AIDS. “We’ve had some promising developments recently,” he says, “but it will still take time to find an effective vaccine.” The researchers of tomorrow, he notes, may be the ones to ultimately get it done. Doctors are highly trained medical specialists who spend their days diagnosing and treating all sorts of injuries and illnesses. Nurses provide routine, day-to-day care for patients who have already seen doctors. Doctors and nurses are in high demand and are projected to be even more so in the coming years. Francesca Jackson, 15, spent a week of her summer at the SCRUBS Health Career Exploration Camp at Bon Secours St. Francis Hospital in Charleston, S.C. Francesca wants to be an anesthesiologist—a doctor who helps patients sleep comfortably (and stay asleep!) during surgery. At the camp, she took classes in CPR and first aid, shadowed professionals on the job, and spent a lot of time in the hospital’s neonatology unit with newborn babies. “We got to put on gloves and touch a placenta,” an organ that nourishes babies before they are born, Francesca says. “That was so cool.” After the camp, she continued to volunteer in the pain management department of the hospital, where she works with anesthesiologists.

6

Social Studies: Sports, Health & Safety

According to the text, who is health care a terrific career for?

A. those who are creative B. those who like helping people C. those who are athletic D. those who like reading novels

B

What does the text provide a list of?

A. jobs at government agencies B. jobs in health care C. jobs at universities D. jobs in technology

B

Read the following sentences from the text. " Blood service professionals are the link between blood donors and people who need blood to survive. They hold blood drives and then help get blood to where it is needed. -Education required: certificate -Where they work: blood centers… Medical scientists conduct the research that leads to new medicines, treatments, and vaccines. Researchers spend long hours in labs or clinics and write papers about their findings for scientific journals. -Education required: M.D. or Ph.D. -Where they work: universities, private companies, government agencies” What conclusion can you draw from this evidence?

A. Most people make a lot of money in the health care field. B. Jobs in health care have different requirements and responsibilities. C. All professionals who work in health care work in hospitals. D. Technology will replace workers in the health care field in the future.

B

Why might the author have highlighted health care professions other than doctors and nurses?

A. to persuade the reader that other health care careers are better than doctors and nurses B. to demonstrate that the health care industry won't have doctors and nurses in the future C. to show that there are too many doctors and nurses in the health care industry D. to provide information about health care careers about which the reader may not have known

D

What is the main idea of this text?

A. Most health care careers require a M.D. B. There are many opportunities in the health care industry. C. Health care careers are in low demand. D. Physical therapists help people recover from injuries.

B

Read the following sentence from the text. “Doctors and nurses are in high demand and are projected to be even more so in the coming years.” As used in this sentence, what does the word “projected” most closely mean?

A. predicted B. analyzed C. researched D. recalled

A

Choose the answer that best completes the sentence below. There are many types of jobs in the health care industry, ________ physical therapists, physician assistants, blood collection specialists, and medical research scientists.

A. therefore B. such as C. as a result D. although

B

Taking Down the Green-Eyed Monster

Everyone feels twinges of jealousy sometimes. It can happen when a friend is wearing that really cool jacket you saw at the mall, sits with other friends at lunch, or gets picked for the all-star team and you don’t. “Jealousy is feeling bad when a friend does better than you or has something you want,” says Sylvia Rimm, a child psychologist at the Family Achievement Clinic in Cleveland. Although jealousy is a common human emotion, it’s important to learn how to handle it. “It’s not a good idea to go through life constantly comparing yourself to others,” adds Rimm. Being jealous about the time a friend spends with other people instead of you is a common form of jealousy. “Maybe your friend has to practice with a team every day after school instead of hanging out like you used to,” says Annie Fox. She’s a former teacher and author of the Middle School Confidential books. “Maybe your friend goes to a different school and is meeting new kids, or has a boyfriend or girlfriend for the first time.” Other times, jealousy stems from feelings that a friend, sibling, or classmate is smarter, better looking, more popular, or more athletic than you. It’s hard not to be jealous of all the attention and recognition the other person receives. That type of thinking turns everything into a competition. “I’ve worked with kids and teens who have said, ‘I just can’t be friends with that person—they are so successful at everything, and it makes me feel bad,’ ” says Rimm. Possessions can lead to jealousy among friends too. There’s nothing unusual about wanting the hottest fashions, the newest gaming system, the best birthday parties, and trips to Walt Disney World on school vacations. But the truth is, there are always going to be people who have more than you. So what can you do to feel better when jealous feelings get in the way of a friendship? Here are some ideas: Talk about it. Tell your friend how you feel. Let him or her know that you miss talking or spending time together. But try not to make the other person feel guilty, Fox says. And then be sure to listen with an open mind. Be understanding. Your friend may not have even realized you two were drifting apart. He or she may have just gotten too busy with other activities. At the same time, you may have to be more accepting of your friend’s hectic schedule or expanding social circle. Accept change. If your friend really is pulling back on the friendship, you have to accept that, as hard as it may be. Friendships evolve and change over time. Sometimes the person you played tag with in third grade doesn’t want to shoot baskets with you in sixth grade, and it’s not because of anything you did. Even the best of friends can grow apart. “Maybe you will come back together as friends down the road,” says Fox, “but for right now, you deserve to have friends who want to be with you as much as you want to be with them.” Be your best. Instead of trying to outperform your friend, simply focus on being the best you can be. “If you did your best at a tryout but didn’t make the team or get the part, it’s out of your control anyway,” says Patti Criswell, a clinical social worker at Child & Family Psychological Services in Kalamazoo, Mich. Remind yourself of other things that you do well. Do unto others. Ask yourself, “If the roles were reversed, what would I want a friend to do?” “You’d want your friend to congratulate you, cheer you on, and accept the decision graciously, not put you down or be mad at you,” says Criswell, who is the author of A Smart Girl’s Guide to Friendship Troubles. Note the ups, not the downs. Try keeping a gratitude journal or creating lists about the things in your life that you would never change. Writing can give you a new perspective. You may not have as many trendy outfits or video games as the kids next door. But maybe you have a great relationship with your siblings, or you love going to the library and reading new books. “If you can teach yourself to be thankful for a moment, a person, an experience, and what you do have,” says Criswell, “then you get in the habit of recognizing the goodness in your life instead of the things that don’t go exactly your way.” For those times when you do feel a green-eyed monster stirring within you, you can fight it off. Try pausing a moment. Take a deep breath and repeat something positive to yourself such as “All is well” or “I am fine.” It’s calming and reassuring, and it can help you get through a wave of jealousy. It’s just a fancy way of saying “jealousy.” People have used that phrase for at least 400 years. People also say they are “green with envy”—it means almost the same thing. Nobody’s sure exactly why the color green is linked to jealousy. It’s OK to be proud and happy when you win a class election, receive tickets to a big play-off game for your birthday, or get all A’s on your report card (again!). But it’s also a good idea to be aware that your successes can bring up feelings of jealousy in friends, classmates, brothers, and sisters. Here are some tips on being a gracious winner and a good friend:

6

Social Studies: School & Family Life

What is jealousy?

A. feeling good when a friend does worse than you or has something you don't want B. feeling bad when a friend does worse than you or has something you don't want C. feeling good when a friend does better than you or has something you want D. feeling bad when a friend does better than you or has something you want

D

To organize this text, the author divides it into sections with subheadings. What does the author list in the section with the subheading "Why Do We Feel This Way?"

A. ways to feel better when you're jealous of a friend B. ways to make your friends feel better if they are jealous of you C. ways to avoid over-the-top bragging and showing off D. ways to stay in touch with friends when you get busy

A

Read these sentences from the text. " When you're jealous about the time a friend spends with other people or other activities... Talk about it. Tell your friend how you feel. Let him or her know that you miss talking or spending time together." Based on this evidence, how can you handle feelings of jealousy?

A. by sharing possessions B. by avoiding over-the-top bragging C. by communicating D. by being understanding

C

Trying to understand what your friend is feeling and going through may help you handle feelings of jealousy. What evidence from the text supports this conclusion?

A. "Instead of trying to outperform your friend, simply focus on being the best you can be." B. "Ask yourself, 'If the roles were reversed, what would I want a friend to do?'" C. "Try keeping a gratitude journal or creating lists about the things in your life that you would never change." D. "But don’t show off with comments such as 'I’m the best!' [or] 'In your face!'"

B

What is this text mostly about?

A. understanding jealous feelings and how to handle them B. how to talk to friends when they spend time with other people or on other activities C. the history of jealousy and why it is called the "green-eyed monster" D. how to be a gracious winner and a good friend

A

Read these sentences from the text. "When you spend time with friends, make sure the conversation flows back and forth. Avoid getting stuck on the things happening in your life. Ask about what’s going on in your friends’ lives, and take note of their activities and accomplishments. Friendship should be a two-way street." What does the phrase "two-way street" mean in this excerpt?

A. a road on which cars can go both directions B. a relationship in which each person shares equally C. a bad feeling when a friend does better than you or has something you want D. a relationship in which only one person has an interest in the other

B

Read these sentences from the text. "It’s OK to be proud and happy when you win a class election, receive tickets to a big play-off game for your birthday, or get all A’s on your report card (again!). But it’s also a good idea to be aware that your successes can bring up feelings of jealousy in friends, classmates, brothers, and sisters." What word or phrase could replace "But" in the last sentence without changing its meaning?

A. Finally, B. Particularly, C. Instead, D. However,

D

Udderly Nutritious

“Milk is the best. It has so many vitamins and nutrients, and it comes in all shapes, flavors, and varieties,” says Josie D., seventeen. She ought to know a thing or two about it. She lives on a dairy farm where ice cream and other products are made and sold. She also holds a Dairy Princess title in Maryland, which she won in part because of her knowledge of dairy products. Her duties include visiting schools and talking to kids about one of her favorite topics: milk. “Everybody needs it,” she says. “The calcium in milk is essential for proper bone development.” Josie is right. Milk is a nutritional powerhouse. It has a whopping nine essential vitamins, minerals, and nutrients. Some of the most important ones include calcium and vitamin D for strong bones, potassium and vitamin B12 for a healthy nervous system, and protein for building muscles. “Plus,” she adds, “it’s absolutely delicious!” Not all milk (and products that come from milk), however, is created equal. Read on to learn some of the best ways to enjoy this healthy beverage. Does whole milk have more nutrients than skim milk? Not necessarily. What whole milk does have is more fat—about ten grams of fat per cup. Most teens need only around fifty grams of fat each day (it depends on your weight, your age, and how active you are). Skim milk has had most of the fat removed, or skimmed off, but it has the same nutritional benefits as whole milk. Most kids can switch to skim milk once they reach age two. Registered dietitian Bonnie Taub-Dix, author of Read It Before You Eat It, recommends drinking skim milk that has had extra calcium added. The key thing to remember is that you should get about 1,200 milligrams of calcium a day. That amounts to roughly four eight-ounce glasses of milk. Remember to read the label on the carton so that you know exactly how much calcium you’re getting. Is chocolate milk bad for me? Because of the extra sugar and calories in chocolate milk, most dietitians will tell you that it’s better to drink plain milk. But as registered dietitian Marilyn K. Tanner-Blasiar, an American Dietetic Association spokesperson, points out, “If that’s all you’ll drink, I would rather you get the many bountiful nutrients from milk than not drink it at all. But low-fat is definitely the way to go. And if you’re craving a chocolate bar, definitely go for the milk instead.” Instead of drinking chocolate milk straight from the carton, Taub-Dix suggests mixing some chocolate milk with plain milk to cut down on sugar while keeping the chocolaty flavor. Or make your own chocolate shake by combining white skim milk, a small amount of chocolate syrup, and ice in a blender. “It’s a great snack,” she says. My friend is lactose intolerant. What does that mean? People who are lactose intolerant lack the ability to digest lactose, a type of sugar that is a key component of milk. For those people, eating dairy can lead to upset stomachs, gas, and diarrhea. (Lactose intolerance is different from a milk protein allergy.) But being lactose intolerant doesn’t mean you have to give up milk completely. According to Taub-Dix, supplements such as Lactaid, taken before consuming milk, can help ease the symptoms. Tanner-Blasiar, who is lactose intolerant, says that when she runs out of Lactaid, she reaches for a milk substitute such as soy, rice, or almond milk. Those “milks,” from plants rather than animals, are also a good choice for vegans, who don’t eat animal products. If you choose nondairy milks, make sure they are fortified with calcium and vitamin D so that you are getting those nutrients. Taub-Dix points out that contrary to what you might think, most lactose intolerant people can actually enjoy cheese. That’s because even though cheese is made from milk, it’s low in lactose. One slice has only half a gram of it, while a cup of milk has eleven grams. I don’t like milk. Are there other healthy dairy products out there? Yes! Cheese, which is made from milk, is a fun and easy way to get calcium. But because cheese is so tasty, it’s easy to forget about fat and calories and get too much of a good thing. “Don’t go crazy and eat half a block of cheese,” Tanner-Blasiar cautions. One and a half slices of cheese have about the same amount of calcium as a cup of milk. Ice cream is another tasty milk product that just about everybody loves, but because it’s high in sugar, calories, and fat, you shouldn’t look to it for your daily calcium requirements. “Ice cream should be for a treat, not for every day,” says Tanner-Blasiar. Yogurt is made from milk that contains certain healthy bacteria, and it’s a great substitute for plain milk. Just 6 ounces of yogurt has a healthy 350 milligrams of calcium, and it’s generally low in fat. Even if you think you don’t have time for breakfast, Taub-Dix says, “yogurt is so easy to have on the way to school.” Because yogurt comes in many varieties, styles, and flavors, it’s hard to get bored with it. Take your pick from skyr, a yogurt from Iceland; labneh, a thick Middle Eastern type of yogurt; or Swiss-style yogurt, which is generally thinner and contains some type of fruit. Greek yogurt, which is available in most supermarkets, is higher in protein than most other yogurts. “It really keeps you going,” Taub-Dix says. If you don’t feel like eating yogurt, why not drink it? Kefir (ke-FIR), which you can find in the yogurt section of the grocery store, is similar to a liquid yogurt. It comes in many flavors, such as blueberry, strawberry, and vanilla. It has all the flavor of a smoothie and comes in a low-fat version. However you decide to enjoy milk or dairy products, the most important thing is to make sure that you’re getting enough calcium and nutrients in your diet, without adding too much fat. By keeping that in mind, you can enjoy the health benefits of milk for years to come. Take it from Josie’s sister Emmy, fifteen, who, like Josie, spreads the word about dairy through her volunteer work as a Dairy Maid. “I drank milk when I was little,” she says. “And you know what? I still do!”

6

Social Studies: Sports, Health & Safety

How many essential vitamins, minerals, and nutrients are found in milk?

A. twelve B. nine C. four D. ten

B

What does the author try to persuade the reader of?

A. the nutritional benefits of milk B. the health risks of a dairy-filled diet C. the dangers of eating chocolate D. the positive effects of volunteering

A

Read this sentence from the text. "Not all milk (and products that come from milk), however, is created equal." What evidence in the text supports this conclusion?

A. You should get about 1,200 milligrams of calcium a day. B. Most lactose intolerant people can actually enjoy cheese. C. Labneh is a thick Middle Eastern type of yogurt. D. Skim milk has had most of the fat removed, or skimmed off.

D

Read this sentence from the text. " Because of the extra sugar and calories in chocolate milk, most dietitians will tell you that it’s better to drink plain milk." What can you infer about sugar and calories?

A. You should not have too much sugar and calories. B. There is not enough sugar and calories in milk. C. Most people need more sugar and calories. D. Sugar and calories are only found in chocolate milk.

A

What is a main idea of this text?

A. Milk is a nutritional powerhouse with nine essential vitamins, minerals, and nutrients. B. Registered dietitian Bonnie Taub-Dix is the author of Read It Before You Eat It. C. Whole milk has more fat than skim milk. D. People who are lactose intolerant lack the ability to digest lactose, a type of sugar found in milk.

A

Read this sentence from the text. " If you choose nondairy milks, make sure they are fortified with calcium and vitamin D so that you are getting those nutrients." What does the word "fortified" mean here?

A. increased the nutritional value of B. separated from one another C. reduced by a large amount D. changed the taste of

A

Choose the answer that best completes the sentence. You might think lactose intolerant people cannot enjoy cheese, __________ cheese is low in lactose and has only half a gram of it per slice.

A. yet B. because C. since D. therefore

A

The National Guard

In many ways, in the United States, governors are like the president of a state. They sign bills into law, appoint judges, and serve as the head of the Executive Branch of government in their state; the same way the president is in charge of the Executive Branch of the U.S. government. One power a governor and the president share is particularly important: the ability to command troops. The president is in charge of the United States Armed Forces, which is made up of the Army, Navy, Air Force, Coast Guard, and Marine Corps. Governors are in charge of the National Guard. What makes the National Guard different from the U.S. Armed Forces? Although National Guard soldiers are just as well-trained as regular soldiers, they spend much less time in uniform. National Guard soldiers are ordinary men and women—bankers, grocers, teachers—who spend one weekend a month in training. Although they are usually not in uniform, the men and women of the National Guard are always ready to be called into action, responding to natural disasters, civil unrest, and even war itself. In some ways, the National Guard is older than the nation itself. The first organized militia was founded on December 13, 1636, in the Massachusetts Bay Colony, to secure the colony's borders against attack from the Pequot Indians. After the Revolutionary War ended in 1783, many people in the new country did not want to have what is called a standing army—an army that exists all the time, in war and peace. They feared that a central government may use a standing army to further expand its power. So the United States just had loosely organized state militias ready to be called into service when needed. In the several years to follow, there were a number of challenges that brought to light the ineffectiveness of the weak federal government, especially in times when the safety of the country’s people was threatened. In 1789, the United States Congress adopted the Constitution, which strengthened the federal government. A few weeks later, Congress legalized a standing army, the United States Military. However, states were still allowed to have militias. Toward the end of the Whiskey Rebellion that started in 1791 and ended in 1794, George Washington used state militias to end the protest over taxation. It took several laws to transform those state militias into the well-organized National Guard we have today. The 1903 Militia Act arranged for federal funding for state militias. The National Defense Act of 1916 explained how and why the National Guard could be called into action. The National Guard is most commonly deployed after a natural disaster, like a hurricane or earthquake. In 1927, the Great Mississippi Flood covered an area the size of New England with water. One thousand people were killed and more than 700,000 were forced out of their homes. Arkansas governor John E. Martineau called up the National Guard to help deal with the crisis. This marked the first time National Guard aircraft were used after a major natural disaster. Flying small planes, 60 National Guard pilots scoured the flooded area looking for survivors and distributing food, medicine, and supplies. Eighty years later, the National Guard's duties are largely the same. After Hurricane Katrina devastated New Orleans, the National Guard was there. Soldiers and airmen from all 50 states were deployed to Louisiana to help people the same way they did after the Great Flood of 1927. Over 50,000 National Guardsmen were involved in the recovery efforts. While those National Guardsmen were fighting the flood in Louisiana, other members of the National Guard were overseas involved in a different kind of battle. Even though they are not regular soldiers, the National Guard can be called up during times of war. National Guard units have served in every major American conflict, from the Civil War right up until today. During wartime, the Guard is no longer under a governor's control, but is instead commanded by the president. Calling in the National Guard can be the most important decision a governor ever makes. It may be as a response to a natural disaster affecting the state. Other times may include a response to a terrorist attack in the state or a riot that can no longer be contained by the local police. Whenever unrest threatens an American city, the National Guard is available to restore order and protect the home front. They may only train for one weekend each month, but the men and women of the National Guard are soldiers all the same.

6-7

Social Studies: Geography, Societies & Culture, Civics & Government, U.S. History

What makes the National Guard different from the Army, Navy, Air Force, and Marines?

A. They can assist in times of war. B. They can be called upon by the President of the United States. C. They spend much less time in uniform. D. They are prepared to help with natural disasters.

C

What does the author describe?

A. the history of the American Armed Forces B. examples of when the National Guard has been used C. the training National Guard soldiers receive D. how the National Guard is organized during times of war

B

The men and women of the National Guard are well-trained. What evidence from the passage best supports this conclusion?

A. National Guardsmen can be sent overseas during times of war. B. During wartime, the National Guard is under the President’s command. C. The National Defense Act describes when the National Guard can be called upon. D. The National Guard is made up of ordinary men and women.

A

The National Guard has always played an important role in America. What evidence from the text best supports this conclusion?

A. The first organized militia was founded on December 13, 1636. B. National Guard units have served in every major American conflict. C. Calling in the National Guard is an important decision for a governor. D. The Great Mississippi Flood was the first time National Guard aircrafts were used.

B

What is this passage mainly about?

A. the difference between the National Guard and the national Armed Forces B. the history of the National Guard C. the importance of the National Guard to America’s safety and security D. the duties of governors in their states

C

Read the following sentence: “Flying small planes, 60 National Guard pilots scoured the flooded area looking for survivors and distributing food, medicine, and supplies.” What does the word “scoured” most nearly mean?

A. searched B. set on fire C. left D. cleaned

A

Choose the answer that best completes the sentence below. When the Revolutionary War ended, the country created loosely organized militias that could be called upon in times of need, _______ The Whiskey Rebellion of 1791.

A. above all B. at last C. consequently D. such as

D

Westward Expansion - Introduction to Westward Expansion

In 1803, Thomas Jefferson bought a huge portion of land west of the Mississippi. He bought this land from France. The territory he bought was called the Louisiana Purchase. It more than doubled the size of the United States! The Louisiana Purchase cost 15 million dollars total. That amounts to about three cents an acre! The purchase included 828,000 square miles of land. The land Jefferson bought from the French was not empty. It had long been the homeland of many different Native tribes. These Native peoples had been on the land for generations. But the French, and then the United States, did not pay attention to the tribes' right to the land. Soon, white Americans would head west to explore the huge continent and the land that was new to them. The age of Westward Expansion was about to start. By the 1840s, Americans envisioned a nation that spread “from sea to shining sea.” They felt that it was their duty to spread out across the land. Their belief in young democracy was so strong that Americans wanted to spread it across the entire continent. They did not care about the Native peoples who had long since cultivated the area and called it home. To these Americans, exploring and cultivating the territory was the destiny of the young country and its citizens. Soon, the phrase “Manifest Destiny” was echoing in newspapers and political speeches. At the time, the west was the embodiment of American optimism. Many American adventurers would go west to seek their fortunes.

6

Social Studies: U.S. History

Who did Thomas Jefferson buy the Louisiana Purchase from?

A. France B. Spain C. Native tribes D. Mexico

A

How does the text describe the territory Thomas Jefferson bought west of the Mississippi?

A. a small portion of land where many white Americans lived B. a huge portion of land where many French people lived C. a huge portion of land where many different Native tribes lived D. an empty portion of land that American adventurers avoided

C

Read the following sentences from the text. “ To these Americans, exploring and cultivating the territory was the destiny of the young country and its citizens. Soon, the phrase 'Manifest Destiny ' was echoing in newspapers and political speeches. At the time, the west was the embodiment of American optimism . Many American adventurers would go west to seek their fortunes .” What conclusion can you draw from this evidence?

A. Most Americans wanted to keep the land bought in the Louisiana Purchase empty. B. The ideas of “Manifest Destiny” became very popular among many Americans. C. Politicians avoided speaking about Westward expansion since it was controversial. D. During this time, newspapers dropped in popularity as more people moved west.

B

Based on the text, why was the west considered the embodiment of American optimism in the 1840s?

A. The west was already fully developed and had many cities where Americans could work. B. The west did not have any dangers, making it a safe place for Americans to settle. C. The west represented new opportunities and adventure for many white Americans. D. The west had the same climate as the east, making it easy for settlers to adapt.

C

What is the main idea of the text?

A. The Louisiana Purchase doubled the size of the United States and began the era of Westward Expansion by white Americans who did not pay attention to the Native tribes already living there. B. Thomas Jefferson was the United States president who bought 828,000 square miles of land from the French in the Louisiana Purchase in 1803 and only spent three cents an acre on this huge territory. C. Many different Native American tribes lived in the territory bought by Thomas Jefferson from the French and each of these tribes had their own language, culture, identity, and religious practices. D. Many white Americans in the 1840s believed that the young United States democracy was very strong and shared these beliefs with others in political speeches and newspaper articles.

A

Read the following sentences. “ By the 1840s, Americans envisioned a nation that spread ‘ from sea to shining sea .’ They felt that it was their duty to spread out across the land. “ In this text, what does the phrase "from sea to shining sea" most closely mean?

A. across the continent B. up and down one coast C. along the bottom of the ocean D. across the entire world

A

Choose the answer that best completes the sentence below. Many American adventurers would go west ________ they could seek their fortune there.

A. but B. although C. so D. once

C

Louis Braille

Have you ever noticed when you step into an elevator that next to the buttons showing the floor numbers, there are small plates with a series of raised dots and bumps? Did you ever wonder what those bumps and dots mean and why they are there? When you run your fingers over those plates, you feel the ridges. When blind people touch them, they read the floor numbers. In a grid of six bumps, with two across and three down, a configuration of two raised bumps across the top and one down on the right side is the number 4; one dot on the top left side and two across the middle is the number 8. Who invented this elaborate setup of bumps and dots that comprise an entire alphabet and numerical system that allows blind people to read with their fingers? Was it a distinguished scientist, or a brilliant author, or perhaps a famous artist? Actually, this system, which is called braille, was created by a blind 12-year-old French boy and was named for him. Louis was not always blind. He became blind by accident. Louis Braille was born on January 4, 1809 in a small country village near Paris called Coupvray. His father was a leather worker who made harnesses and other leather goods. One day, when he was just three years old, Louis was in his father’s leather workshop. Like many young children, Louis enjoyed imitating his father. He was fiddling with an awl, a small tool with a round wooden handle and a sharp, pointed metal tip that is used to punch holes in leather. While he was playing, the awl slipped and poked Louis in the eye. A doctor treated the wound as best he could and patched the eye. But the eye became infected, and the infection spread to the other eye. Within a short time, young Louis was totally blind in both eyes. In those days, many blind people became beggars or performers in sideshows. But Louis’s parents refused to allow their son’s disability to get in the way of his studies or his life. Louis attended school like his brothers and sisters, relying on his creativity, intelligence, and drive to overcome obstacles. To help him navigate the village, his father made him canes. The local priest taught him to use his other senses to learn: his hearing to distinguish the calls of different birds, and his sense of smell to identify different plants and flowers. Louis was one of the brightest students in his school. In 1819, at age 10, Louis earned a scholarship to attend the Royal Institute for Blind Youth in Paris, the first school in the world devoted to blind children. For Louis, going to the school meant leaving his family and the village he knew well, where he felt safe. But Louis and his family knew the school offered him the best opportunity to get an education and lead a successful life. There he excelled in studying history, math, science, and grammar, but he proved especially gifted at music. Louis became an accomplished pianist and organist. He even got a paid job as an organist, playing in a small church near the institute. The students at the school learned most of their subjects by listening to lessons. But there were a few books that the school’s founder, a man named Valentin Hauy, had developed by printed raised, or embossed, letters. Reading that way was slow, and the books were large and heavy. But they were the only books available then for blind people. Louis Braille began to wonder: wasn’t there a better way to allow blind people to read? One day Louis learned about the work of a former French army captain named Charles Barbier. Captain Barbier had invented something called “night writing,” a code of 12 raised dots and dashes that allowed soldiers to communicate with one another at night without using lights that would alert the enemy to their location. The soldiers could “feel” the messages with their fingers, and keep safe. The code turned out to be too complex for the soldiers, but it inspired Louis Braille. Louis simplified the system, reduced the series of dots from twelve to six and eliminated the dashes. By the time he was 20, Louis published his first alphabet for the blind, a system he continued to work on and perfect. And how did Louis create the dots he used in his revolutionary new system? He used an awl. The very tool that caused his blindness became the instrument that brought the opportunity for reading to Louis and generations of blind people to this day. The world was slow to accept Louis Braille’s innovation. Indeed, during his lifetime, his method was not widely accepted. Louis Braille died at the young age of 43 from tuberculosis, a devastating respiratory disease. He was buried in his home village of Coupvray. In time, Braille’s method became accepted around the world. “Braille” alphabets were created in languages spanning the globe. Today, we find them not only on elevator plates, but also on computers and cell phones. And the name Louis Braille stands for innovation, courage, and determination.

6

Science: Technology & Engineering

What did Louis Braille invent?

A. “night writing,” a code that allows soldiers to communicate in the dark B. the modern piano and the organ C. the awl, a tool that is used to punch holes in leather D. an alphabet that allows blind people to read with their fingers

D

What does the author describe in the passage?

A. the founding of the Royal Institute for Blind Youth in Paris B. how Louis Braille overcame the challenges posed by his blindness C. the history of blind people in France D. how Valentin Hauy created the first book for the blind

B

Louis Braille did not let his blindness hold him back in life. What evidence from the text supports this statement?

A. “For Louis, going to the school meant leaving his family and the village he knew well, where he felt safe.” B. “To help him navigate the village, his father made him canes.” C. “Louis became an accomplished pianist and organist. He even got a paid job as an organist, playing in a small church near the institute.” D. “Louis Braille died at the young age of 43 from tuberculosis, a devastating respiratory disease.”

C

Based on the passage, what might be one reason that Louis proved to be a gifted musician?

A. Priests trained him to sing as a boy. B. He inherited musical talent from his father, who was also a musician. C. The Royal Institute for Blind Youth is a strong music school. D. He had to rely on his hearing after going blind.

D

What is this passage mostly about?

A. the invention of braille B. the use of the awl in leatherworking C. the Royal Institute for Blind Youth in Paris D. Captain Barbier and “night writing”

A

Read the following sentence: “Who invented this elaborate setup of bumps and dots that comprise an entire alphabet and numerical system that allows blind people to read with their fingers?” What does “elaborate” mean?

A. simple B. decorated C. complicated D. educated

C

Choose the answer that best completes the sentence below. ________, Louis Braille’s alphabet for the blind was not widely accepted, but today braille is used around the world.

A. Even though B. Initially C. As a result D. Certainly

B

Urban Farms

Many people wrongly think that cities don’t have farms and that fruits and vegetables are only grown in the country. Believe it or not, there are more and more urban farms popping up in cities all over the world. Alexandra Sullivan, a food systems researcher in New York City, studies urban agriculture. Urban agriculture is another name for farming and gardening in a city environment. Ms. Sullivan studies everything from tiny gardens in empty lots between buildings to bigger fields that have been planted and cultivated. According to Ms. Sullivan, “Urban agriculture has existed since cities have, across the world.” The number of humans living in urban areas, or cities, is increasing. The amount of people who want to garden in urban areas is also rising. Ms. Sullivan says, “In small gardens, on rooftops and indoors, city residents grow fruits, vegetables, grains, and herbs, and raise animals to produce dairy, eggs, honey, and meat. City residents use these foods as supplements [additions] to food produced by rural agriculture.” Even though some people who live in urban areas grow crops, urban residents still need to rely on food grown in rural areas. This is because a city doesn’t have enough space to grow enough food for everyone living in it. In New York City, urban farmers have come up with many different ways to grow their own produce, even though there isn’t a lot of room. For example, Brooklyn Grange is a farming operation that has two rooftop vegetable farms in New York City. All together, the farms are made up of 2.5 acres of rooftop space. This makes Brooklyn Grange one of the largest rooftop farming operations in the world. Brooklyn Grange grows tomatoes, lettuce, peppers, kale, chard, herbs, carrots, radishes, and beans. The farming company sells its vegetables to local residents and restaurants. And because the farms are on rooftops, they are specially adapted to their urban location. They use available space that is not needed for anything else. As more urban farmers find ways to grow food in cities, urban residents will be better able to get fresher ingredients for their meals.

6

Social Studies: Geography, Societies & Culture

What is urban agriculture?

A. farming and gardening in the country B. a term for cities that have farms C. farming and gardening in a city environment D. a method of growing food indoors

C

What does the passage describe?

A. how to grow potatoes and beans on a roof B. agriculture in urban environments C. the history of urban agriculture D. technology used in urban agriculture

B

Urban agriculture cannot serve as the only food source for a large city. What evidence from the passage supports this statement?

A. "This is because a city doesn’t have enough space to grow enough food for everyone living in it.” B. “In New York City, urban farmers have come up with many different ways to grow their own produce, even though there isn’t a lot of room.” C. “In small gardens, on rooftops and indoors, city residents grow fruits, vegetables, grains and herbs, and raise animals to produce dairy, eggs, honey and meat.” D. “Brooklyn Grange grows tomatoes, lettuce, peppers, kale, chard, herbs, carrots, radishes, and beans.”

A

Based on the text, what is a common challenge urban farmers face?

A. Growing produce during water shortages. B. Keeping urban farms safe from city residents. C. Fighting against cities’ laws that ban urban agriculture. D. Finding the right space to grow their produce.

D

What is this passage mostly about?

A. farming in city environments B. the advantages of urban agriculture C. how people can begin their own urban farm D. the rooftop gardens of Brooklyn Grange

A

Read the following sentence: “In New York City, urban farmers have come up with many different ways to grow their own produce , even though there isn’t a lot of room.” What does “produce” most nearly mean as used in this sentence?

A. foods grown in the country B. foods made with sugar C. fruits and vegetables D. desserts and drinks

C

Choose the answer that best completes the sentence below. The number of people living in urban environments is increasing. ________, the number of people in cities who want to start urban farms and gardens is increasing.

A. As a result B. In addition C. Initially D. However

B

Marine Biology

Frank had surfed for as long as he could remember. A tall and thin, but athletic guy, he grew up in the sleepy beach town of Montauk, New York, at the very tip of Long Island. His parents, who owned a popular seafood restaurant on Main Street, had first put him on a board at age three or four. Some of his first memories involved sliding down a wave in the sun, seated at the front of his dad’s longboard. During the winter, Montauk had great waves. In fact, they were considered some of the best on the East Coast of the United States. But the water was so cold, a wetsuit was required. And while the waves in the summer weren’t too bad, either, they were nothing compared to the waves in Southern California. As a boy, Frank and his friends subscribed to all the big surf magazines. They dreamed of surfing big waves on the North Shore of Oahu, Hawaii, or at Teahupo′o on the island of Tahiti. Their pal Clay, who moved to Montauk from Santa Barbara, California in middle school, filled their heads with stories of surfing in his hometown. “Sometimes the waves got as high as 20 feet!” he’d say, causing Frank and his surfing buddies to gasp. Clay, of course, had never actually surfed a 20-foot wave. But he had sat and watched as professional surfers paddled out, caught them, and rode them all the way to the shore. At only 13, Frank saved up enough from his weekly allowance to buy a plane ticket to Los Angeles. His uncle, Jim, lived near Malibu, a small beach town north of L.A. He drove Frank out to a famous surf break near his bungalow in the hills. Used to the small, easy waves of Montauk, Frank was intimidated by the booming surf. Standing on the beach, he could feel the pounding of the waves vibrating under his feet. He paddled out anyway. After a struggle, he finally made it into the line-up. The other surfers in the water stared at him warily. They could tell he wasn’t from California; his pale skin gave him away. But when Frank started paddling into a wave, they moved out of the way for him. “Let’s see what the kid can do,” one of them said. They all watched as Frank stood up. Almost as quickly, he was back in the water. The wave crashed over him, and sent Frank tumbling through the wake. Frank wasn’t discouraged. In fact, he was filled with optimism. As he gasped for air after the wipeout, he resolved to attend college in California. That way, whenever he wasn’t studying, he could drive out to the beach and surf waves like this. Eventually, he thought, he’d be able to handle them like Kelly Slater, the 11-time World Surfing Champion. Like anything, he thought, all it takes is practice. So when it came time to apply to college, Frank looked only at schools bordering the ocean on the West Coast. His parents, who didn’t like the idea of their son moving so far away, tried to convince him to stay closer to home. “Parts of southern New Jersey have great waves,” his dad said over pasta dinner one night. “And don't forget the swells at Rockaway Beach,” his mom added. “Ever since Hurricane Sandy, they’ve been getting bigger and bigger. If you went to New York University, Rockaway Beach is only 30 minutes away!” But Frank had made up his mind. He applied to the University of California at Santa Cruz, the University of California at Santa Barbara, and Pepperdine University, which was located just a short drive from his uncle Jim’s in Malibu. His grades and SAT scores were good enough that he was admitted to all three. He resorted to drawing straws. “Pepperdine it is!” he shouted, as his mom and dad looked on from the couch. As much as they didn’t want him to be so far from home, they understood his dedication to surfing. “Just remember: Studying before surfing,” his mom warned him. “Not everyone becomes a rich and famous professional surfer. You have to think about an actual career. After all, if you want to live near the beach when you’re older, you’re going to have to earn some money!” “I know, Mom,” Frank said, giving her a hug. He promised to surf only once he’d finished his homework. This proved harder than he had imagined. After growing up in the choppy, waist-high surf of Long Island, the curling blue barrels of Southern California were a big distraction from the hard, lonely work of studying Chemistry 101 and the history of the Civil War. His first month at Pepperdine, he spent every morning surfing at world-famous beaches like Leo Carrillo and El Matador. Pretty soon, he was spending every late afternoon surfing there, too. Due to the amount of time he spent in the ocean, he quickly befriended the local surfers from the area. A social, handsome guy as well as a talented surfer, Frank became popular in Malibu’s surfing community. While his college roommate made friends with other students, Frank found himself hanging out with people from town instead. Needless to say, his obsession with surfing didn’t help his grades. When the waves were good, Frank would skip class to go out and ride them. And the better he got, the more he wanted to be out there. “This is all I ever wanted out of life,” he told his new friends one night, as they roasted marshmallows around a bonfire on the beach. They smiled and nodded. They knew exactly what he meant. Several of them had dropped out of college to become what they called “full-time surfers.” Then one day he got a call from his advisor, a professor of marine biology, whose class Frank had skipped on many occasions. “I’m looking at your attendance record here, Frank, and it’s not pretty,” Professor Blankfein began. “Over the last month, you’ve missed more than half of your scheduled classes. From my conversations with your professors, you’re in danger of failing three out of four of your classes. Is there a problem I should know about?” Frank was silent on the other line. He didn’t know what to say. He was fully aware that he hadn’t been showing up to class. But the fact that he might flunk out of college in his first semester sent a chill through his body. It reminded him of the feeling of jumping into the sea in Montauk in mid-February. Having finally tasted the waves of Malibu, he certainly didn’t want to return to those meager, freezing waves. “I’m sorry, Professor Blankfein,” Frank said, at last. “I don't know what’s come over me. It’s just, the waves out here…I think I’ve become obsessed with them.” Frank heard his marine biology professor laugh on the other line. “I sympathize,” he said. “I grew up surfing in New Jersey. Why do you think I work at Pepperdine, in the field of marine biology? I created a career that allows me to be in the water as much as I want. If you’re serious about the ocean, you should start thinking about a career in marine biology.” Frank thanked his professor and hung up the phone. The thick marine biology textbook on his desk suddenly seemed full of possibility.

6

What does Frank like to do?

A. Frank likes to study. B. Frank likes going to seafood restaurants. C. Frank likes to surf. D. Frank likes taking the SAT.

C

What is the conflict that Frank has to deal with in college?

A. going surfing versus going to class B. studying chemistry versus studying history C. hanging out with his roommate versus hanging out with his friends D. talking to his advisor versus talking to his parents

A

Frank enjoys surfing. What evidence from the passage supports this statement?

A. Frank’s parents own a popular seafood restaurant in New York. B. Frank has an uncle named Jim who lives in a town north of L.A. C. Frank is worried that he might flunk out of college in his first semester. D. In his first month of college, Frank goes surfing every morning.

D

Why does the marine biology textbook seem full of possibility to Frank at the end of the story?

A. He realizes that a career in marine biology may allow him to spend his life around the ocean. B. He is easily distracted from the hard, lonely work of studying the history of the Civil War. C. He is a social, handsome guy who becomes popular in Malibu’s surfing community. D. When applying to college, Frank looks only at schools bordering the ocean on the West Coast.

A

What is this story mostly about?

A. what growing up in Montauk, New York is like B. a trip a young man takes to California when he is 13 C. a young man who is obsessed with surfing D. the steps involved in applying to college

C

Read the following sentence: “Needless to say, his obsession with surfing didn’t help his grades.” What does the word obsession mean?

A. homework B. weakness C. a very strong interest in something D. a very strong dislike of something

C

Choose the answer that best completes the sentence below. Frank keeps skipping class; ______, Professor Blankfein gives him a call.

A. for example B. as a result C. namely D. even though

B

Mayflower Myths

This article is provided courtesy of History.com The Mayflower brought the group of English settlers now known as the Pilgrims to North America. Leaving England in the fall of 1620, the Pilgrims were attempting to land near the mouth of the Hudson River, but instead ended up in Cape Cod Harbor. Plymouth, the colony established there by the Pilgrims in 1621, became the first permanent European settlement in New England. The story of the Pilgrims and their harvest feast has since become one of best-known in American history, but you may not know it as well as you think. Discover the facts behind these well-known Thanksgiving myths! MYTH: THE FIRST THANKSGIVING WAS IN 1621 AND THE PILGRIMS CELEBRATED IT EVERY YEAR THEREAFTER. Fact: The first feast wasn’t repeated, so it wasn’t the beginning of a tradition. In fact, the colonists didn’t even call the day Thanksgiving. To them, a thanksgiving was a religious holiday for which they would go to church and thank God for a specific event, such as the winning of a battle. On such a religious day, the types of recreational activities that the Pilgrims and Wampanoag participated in during the 1621 harvest feast–dancing, singing secular songs, playing games–wouldn’t have been allowed. The feast was a secular celebration, so it never would have been considered a thanksgiving in the pilgrims’ minds. DID YOU KNOW? The Mayflower was originally supposed to sail with a sister ship, the Speedwell, but it proved unseaworthy, and the Mayflower made the journey alone. MYTH: THE ORIGINAL THANKSGIVING FEAST TOOK PLACE ON THE FOURTH THURSDAY OF NOVEMBER. Fact: The original feast in 1621 occurred sometime between September 21 and November 11. Unlike our modern holiday, it was three days long. The event was based on English harvest festivals, which traditionally occurred around the 29th of September. After that first harvest was completed by the Plymouth colonists, Gov. William Bradford proclaimed a day of thanksgiving and prayer. In 1623 a day of fasting and prayer during a period of drought was changed to one of thanksgiving because the rain came during the prayers. Gradually the custom prevailed in New England of annually celebrating thanksgiving after the harvest. During the American Revolution, a yearly day of national thanksgiving was suggested by the Continental Congress. In 1817 New York State adopted Thanksgiving Day as an annual custom, and by the middle of the 19th century many other states had done the same. In 1863 President Abraham Lincoln appointed a day of thanksgiving as the last Thursday in November, which he may have correlated with the November 21, 1621, anchoring of the Mayflower at Cape Cod. Since then, each president has issued a Thanksgiving Day proclamation. President Franklin D. Roosevelt set the date for Thanksgiving to the fourth Thursday of November in 1939 (approved by Congress in 1941. ) MYTH: THE PILGRIMS WORE ONLY BLACK AND WHITE CLOTHING. THEY HAD BUCKLES ON THEIR HATS, GARMENTS, AND SHOES. Fact: Buckles did not come into fashion until later in the seventeenth century and black and white were commonly worn only on Sunday and formal occasions. Women typically dressed in red, earthy green, brown, blue, violet, and gray, while men wore clothing in white, beige, black, earthy green, and brown. MYTH: THE PILGRIMS BROUGHT FURNITURE WITH THEM ON THE MAYFLOWER. Fact: The only furniture that the Pilgrims brought on the Mayflower was chests and boxes. They constructed wooden furniture once they settled in Plymouth. MYTH: THE MAYFLOWER WAS HEADED FOR VIRGINIA, BUT DUE TO A NAVIGATIONAL MISTAKE IT ENDED UP IN CAPE COD MASSACHUSETTS. Fact: The Pilgrims were in fact planning to settle in Virginia, but not the modern-day state of Virginia. They were part of the Virginia Company, which had the rights to most of the eastern seaboard of the U.S. The Pilgrims had intended to go to the Hudson River region in New York State, which would have been considered “Northern Virginia,” but they landed in Cape Cod instead. Treacherous seas prevented them from venturing further south.

4-6

Social Studies: U.S. History

Where did the Pilgrims land when they came to North America?

A. Canada B. Virginia C. The Hudson River D. Cape Cod Harbor

D

What does the author list in this article?

A. the types of food at the first harvest feast B. the colors of clothing that Pilgrims wore C. the different cities where colonists settled D. the ways in which the Indians helped the Pilgrims

B

The Plymouth colonists had strong religious beliefs. What evidence in the text supports this conclusion?

A. “To them, a thanksgiving was a religious holiday in which they would go to church and thank God for a specific event, such as the winning of a battle.” B. "Gradually the custom prevailed in New England of annually celebrating thanksgiving after the harvest." C. “The pilgrims had intended to go to the Hudson River region in New York State, which would have been considered “Northern Virginia,” but they landed in Cape Cod instead.” D. “The original feast in 1621 occurred sometime between September 21 and November 11. Unlike our modern holiday, it was three days long.”

A

Based on the article as a whole, what is a myth?

A. something that people think is a lie, and that is a lie B. something that people believe to be true, and that is true C. something that people believe to be true, but that may not be true D. something that people think is a lie, but that is actually true

C

Which sentence from the text best states the article's main idea?

A. “The feast was a secular celebration, so it never would have been considered a thanksgiving in the pilgrims’ minds.” B. "The story of the Pilgrims and their harvest feast has since become one of best-known in American history, but you may not know it as well as you think.” C. "Gradually the custom prevailed in New England of annually celebrating thanksgiving after the harvest.” D. "Plymouth, the colony established there by the Pilgrims in 1621, became the first permanent European settlement in New England.”

B

Why might the author have chosen to use headings that start with “Myth:” throughout the entire article?

A. to hint that people today do not believe that Thanksgiving is important B. to show that people today think of the Pilgrims as imaginary heroes C. to help put the content of the article into groups based on the myth they address D. to prove that the statements in the headings are all completely true

C

Choose the answer that best completes this sentence. The pilgrims landed in Cape Cod instead of the Hudson River region ______ treacherous seas prevented them from venturing further south.

A. because B. although C. however D. for example

A

The Wonders of Flight

Maria gripped the handles of the airplane seat and squeezed her eyes shut. Engines fired up one by one, and the inside of the cabin soon filled with their powerful roar. Maria had put in earplugs to block out the noise, but some of it crept in anyway. She could sense the plane preparing for takeoff. Her mother, who sat next to her, reached out to stroke her hand, but she shook off this comforting touch. Maria did not want anyone, not even her own mother, to know just how terrified she was. Across the aisle, her older brother Luis sat with his arms loose and relaxed in his lap. He chatted with their father about the hot springs and majestic mountains they were going to see in Montana, where they were headed on vacation. Luis showed no signs of fear. Maria felt a sharp pang of jealousy at her brother’s courage. Wheels turned with greater and greater speed. Wind rushed over the frame of the plane and added to the deafening noise. Suddenly, with a jolt that made her stomach lurch, they were in the air. Beads of cold sweat trickled down Maria’s neck. All she wanted was to be back on solid ground. She hated the idea of being trapped in a flimsy aluminum and plastic tube, hurtling at 500 miles an hour through the skies. Every time she had flown on an airplane in the past, she had remained frozen in her seat for the entire flight, trembling and praying for a safe landing. This time, on her fourth trip, she had promised herself she would overcome this crippling fear. Instead of pulling down the window shade next to her, as she always did, she kept it open. Now she peered out the window cautiously, and couldn’t help but marvel at the receding landscape of New York City below her: the neat rows of apartment buildings, trees and skyscrapers that now seemed small enough to pluck with her fingers. Puffy white clouds drew closer and soon moved right through the airplane wing. Then Maria noticed the wing flapping like a fragile leaf in a strong gust of wind. She closed her eyes again. “We have now reached cruising altitude,” said the pilot. “You may remove your seatbelts.” Maria stayed put but ventured another glance out the window. It had been raining all night but seemed as though the sun would shine today. The sky now appeared as a beguiling mix of dark rainclouds and bright yellow light and little pockets of sky blue. Maria gazed in wonder at this close-up view of the skies. After a few moments, she saw what seemed to be a rainbow poking out of a cloud. As the plane moved along she could see it more clearly. It was the most beautiful rainbow she had ever seen. Its colors were vibrant and sharp, and it was in the shape of a full circle instead of the usual semicircle. For a minute she thought she was imagining this magnificent rainbow, but it did not go away when she blinked her eyes a few times. Forgetting her fears altogether, she exclaimed, “Look, Luis! Mom! Dad! A rainbow!” Luis and her parents got out of their seats and huddled around her window to take a look. “I have never seen anything like it in my forty-two years on this planet!” said her father. “A circular rainbow!” “Well spotted, Maria!” said her mother. Luis looked at her with a bit of envy for having made such an interesting discovery. But eventually, he too complimented Maria for finding the rainbow. “Very cool,” he said, appreciating the sight. Everyone else on the plane started to wonder what the buzz was about, and soon other passengers and even flight attendants wandered over to Maria’s side of the plane to gaze at the unusual rainbow. Maria’s fears of flying seemed to have vanished. She snapped off her seatbelt and stood up. “Does anybody know why it is a full circle?” she asked. “And why does a rainbow even appear? I’ve never quite understood it.” A slim young woman wearing wire-rimmed glasses happened to be sitting behind Maria. “That’s a very good question, young lady,” she said. “I’m Laura,” she said, holding out her hand. “I’m a physicist, and I study the way light travels from stars like the sun. Would you like me to explain to you a bit more about rainbows?” “Yes,” said Maria, nodding excitedly. She had just finished snapping pictures of the rainbow with her smartphone. “I know it has something to do with the way sunlight hits water particles in the air, right?” “Yes,” said Laura, “That’s exactly right. You only get a rainbow when sunlight hits fine particles of water—mist or fog, or even falling raindrops. Normally we only see sunlight as bright white or yellow in color, but when a ray of sunlight hits a water droplet suspended in the air, the sunray bends its path, bouncing off the water droplet in a completely different direction. As it bounces off, the sunray gets split up into all the different wavelengths of light that it is composed of: red, orange, yellow, green, blue, indigo, and violet. That’s when we see a rainbow.” “Interesting,” said Maria. “But why doesn’t sunlight form rainbows when it hits other particles, like human bodies for instance?” “Because sunlight, like all light, normally travels in straight lines, even when it comes into contact with other substances like human flesh, or a tree, or a piece of wood. Only when it hits water or some other transparent material, like glass, does the sunray bend. And only when it hits water does it bend in such a way that it gets broken up into all of its wavelengths of color, forming a rainbow.” Maria stared at Laura in awe. It was amazing that she knew how to explain the science behind that beautiful sight out the window. A group of people now huddled around Laura as she explained things. “What I really want to know is,” said Luis. “Why this rainbow is a circle? Can we get to that part now?” “Yes, of course,” said Laura, with a twinkle in her eye. “That’s easy to explain. Normally we view rainbows from the ground, and the surface of the earth breaks up the rainbow and stops us from seeing it as a whole. From high up in the air we can see the full effect because there is no land mass blocking off the other half of it. Maria was very, very lucky to have spotted a rainbow from an airplane window. It’s rare to see a full circle rainbow, and we might not have another chance for the rest of our lives. She’s made this a flight to remember for all of us.” Everyone on the plane erupted into applause. “Well done, young lady!” said an old man, patting her on the back before pulling out his camera to take photos. After a few more minutes the rainbow drifted out of view, but the joy of discovering it stayed with Maria for the rest of her flight. Now she would have a great story to tell her friends when she got home. Even when the plane hit a patch of turbulence and jolted around a bit in the air, Maria did not feel as afraid as she had before. She now appreciated that the airplane was a marvelous invention that had allowed her to see something rare and beautiful, something that she would never have seen on solid ground. When the plane touched down in Montana, she knew that thanks to the special rainbow she had been so lucky to see, she had solved her fears of flying.

6

Science: Earth & Space Science

Where does this story take place?

A. Montana B. New York City C. on an airplane D. in a helicopter

C

What main problem does Maria face?

A. She does not want to go on vacation. B. She is afraid of flying. C. She does not like her brother. D. She has never seen a rainbow.

B

Maria is trying to get over her fear of flying. Which details from the text support this statement?

A. Maria keeps her window shade open instead of closing it like she usually does. B. Maria stays in her seat with her seatbelt fastened. C. Maria wears earplugs to block out the noise. D. Maria spots a rainbow.

A

How does Maria feel about discovering the rare circular rainbow?

A. bored and uninterested B. jealous and annoyed C. scared and doubtful D. happy and excited

D

What is this passage mostly about?

A. Maria’s family vacation to Montana B. the beautiful mountains and hot springs of Montana C. how a rainbow helps Maria overcome her fear of flying D. the scientific study of light waves

C

Read the following sentences: “It had been raining all night but seemed as though the sun would shine today. The sky now appeared as a beguiling mix of dark rainclouds and bright yellow light and little pockets of sky blue. Maria gazed in wonder at this close-up view of the skies.” What does “beguiling” mean?

A. fascinating or attractive B. ugly or uninteresting C. bright or colorful D. strange or mysterious

A

Choose the answer that best completes the sentence below. Rainbows are usually shaped like a semicircle, _______ the rainbow Maria saw in the sky was a full circle.

A. thus B. also C. finally D. but

D

Down With It

Breck Parkman digs what the hippies were into back in the 1960s. He digs it quite literally. Parkman spent more than 30 years collecting the charred remains from the Burdell mansion—“the White House of Hippiedom.” The 22-room estate located south of San Francisco burned to the ground on Feb. 2, 1969. Broken plates, long-playing records (LPs), Monopoly pieces, and melted sneakers are some of the things Parkman has recovered from the site. Such items would be junk to most people. But Parkman is an archaeologist, a scientist who studies human development through excavation and examination of artifacts. Parkman’s work may be one of the most unusual, if not the grooviest, archaeological projects in the country. “It’s a very unique time capsule,” he said of the collection of materials he’s recovered. The hippie era dates to the mid-1960s. Parkman was in his teens then, living near Atlanta. “There were hippies in my area at the time, but their number was small, and I didn’t really know any of them,” he said. “When I moved to San Francisco in 1971, that’s when I met a number of hippies.” Hippies were primarily young people who embraced countercultural values. Some of those values included tolerance and acceptance, rejection of materialism, an emphasis on making art, Eastern spirituality, and eating healthy foods. By 1967, an estimated 300,000 Americans were hippies. Many others were “part-time” hippies, practicing the lifestyle for a night or two each weekend. The rise of the hippie subculture was one development in a very turbulent era of major social change, wars, riots, and assassinations. “The late ’60s were an emotional time—a traumatic time,” said Parkman. Much of what we know about hippies comes from written sources. In 1967, for example, Time magazine published a story titled, “The Hippies: Philosophy of a Subculture.” The article begins by proposing that hippies should be punished by their parents. It then describes many facets of hippie culture: a strict vegetarian diet, a strong opposition to the Vietnam War (1957–1975), and an “almost childish fascination in beads, blossoms and bells, blinding strobe lights and ear-shattering music.” Parkman discovered that Time’s portrait wasn't entirely true. Take music, for example. According to the Time piece, “Across the nation pulses the turned-on sound of psychedelic-rock groups: the Jefferson Airplane, The Doors, Dow Jones and the Industrials, Moby Grape.” Some rock groups, such as the Grateful Dead, actually performed at the Burdell mansion. However, many of the LPs that Parkman found in the mansion were recorded by performers from earlier generations—Frank Sinatra, Ella Fitzgerald, Judy Garland. Parkman also discovered that four of the six men who lived in the mansion were veterans of American wars. “This is the exact opposite of what you’d expect,” he said. Not all hippies were pacifists and draft dodgers, apparently. "Draft dodger" was a term used in the 1960s to describe a person who illegally avoided compulsory enrollment in the U.S. military. Not all were vegetarians, either. Parkman has collected about 30 pieces of bone from butchered cows and pigs from the mansion. The Burdell mansion was one of two sites where archaeologists sifted through the remains of a hippie commune (colony). The second site was the New Buffalo commune in Arroyo Hondo, N.M. “By examining what people ate, bought, built, and threw away, we are building a much richer picture of 1960s counterculture movements,” said Severin Fowles, an archaeologist from Columbia University who directed the project. Both Fowles and Parkman hoped their projects would cause people to reexamine their view of history. “There’s a temptation to sensationalize things,” Parkman said. “It’s unfortunate the media stereotypes hippies a certain way. “The hippie movement of the 1960s involved people from different walks of life. The only thing that truly united them was a deep belief that the mainstream culture was really messed up.” The work of Parkman and Fowles also challenges the popular image of archaeology. Most archaeologists are depicted studying ancient civilizations and working in exotic locations—the tomb of King Tut in Egypt, for example. Many archaeologists do excavate in such locations. The one characteristic that unifies all archaeologists, however, is the study of human development through artifacts—material remains. Historians, by contrast, tend to study written records—letters, diaries, newspapers, and the like. To Fowles, the hippie commune excavations represent “the archaeology of now.” In the past few decades, he said, archaeologists have begun paying more attention to the recent past and the present. For example, an English archaeologist examined a mobile home to find out what the artifacts revealed about its former occupants. “We need not only historians,” emphasized Fowles, but also “archaeologists to help us think about a time period and its legacy. [The Burdell excavation] is a superb example of how our understanding of archaeology is changing and making space for the study of more recent time periods.”

6

According to the passage, Breck Parkman’s archaeological dig is unusual for all of these reasons EXCEPT that

A. he has found popular music records B. he is collecting artifacts C. he is digging up things from only 50 years ago D. he is studying America’s hippie movement

B

How does the author tell us about these two digs?

A. He provides background, then discusses the digs’ discoveries and meaning. B. He talks about the digs’ problem, then explains how both of the archaeologists found solutions. C. He goes step by step through every event in each dig. D. He argues that this kind of ‘now archaeology’ is better than the regular kind.

A

Read the following sentence from the passage: “Both Fowles and Parkman hope their projects will cause people to reexamine their view of history.” What might you conclude from that sentence?

A. that both archaeologists think the present is much more interesting than the past B. that both archaeologists do not like history C. that both archaeologists believe that hippies were much more important than historians do D. that both archaeologists think their findings uncovered new information

D

Read the following sentence: “It then describes many facets of hippie culture: a strict vegetarian diet, a strong opposition to the Vietnam War (1957–1975), and an ‘almost childish fascination in beads, blossoms and bells, blinding strobe lights and ear-shattering music.’” In this sentence, the word facets means

A. photographs B. issues C. sides D. stories

C

The author’s purpose in writing this passage was to

A. describe the findings of an unusual kind of archaeological dig B. discuss the Burdell mansion C. compare and contrast the music of different periods D. explain the hippie movement

A

The question below is an incomplete sentence. Choose the word that best completes the sentence. The archaeologists are digging for artifacts from the 1960s and the hippie movement ________ they believe that sometimes artifacts can help us understand the recent past in ways that written documents cannot.

A. however B. finally C. because D. despite

C

Winter Workouts

Are you among the winter weary—the type for whom snow or ice or just plain cold spells an end to exercise and the start of a long hibernation? If so, you might want to listen to Gary Sforzo. He’s a professor of exercise and sports sciences at Ithaca College in upstate New York (where winter temperatures routinely drop into the teens and the record low is minus 21 degrees Fahrenheit), and he has studied people like you. He’s come to a conclusion: “Get out there,” he says. “Get out of your house. Just don’t slip on the ice.” Too cold? Too windy? Sforzo has no sympathy. “If you’re an otherwise regular exerciser,” he notes, “and you choose not to exercise in cold weather, you’ll potentially lose whatever benefits you gained during the rest of the year.” What feels cold, of course, depends on the individual. If you live in Southern California, a low in the 40s might seem freezing, and just going for a walk might feel like an adventure. If, on the other hand, you live in Vermont, as Brittany L., 16, and Libby G., 17, do, a winter day with temps in the 40s feels downright balmy. When it’s cold in Vermont, eyebrows grow icicles. And kids like Brittany and Libby go skiing. “Even when it’s freezing out,” says Brittany, “once you get to the top of the mountain”—after riding the lift or hiking up—“all you have to do is just let yourself go. It’s a blast.” Libby agrees, saying nothing quite compares to carving a tight turn down a steep ski slope. “It’s totally exhilarating.” Brittany and Libby, it should be noted, are top tier winter athletes. They both attend high school at Vermont’s Stratton Mountain School, a sports academy for skiers and snowboarders. And they were both nominated in 2012 to the U.S. Ski Team’s Alpine Development Team—a training program for potential future Olympians. In other words, the girls were well on their way to big-time skiing careers. So, that winter cold? Whatever. “As long as you put enough clothes on,” says Libby, “no matter what level you’re at, you can have a great time.” Brittany’s advice is similar. “If you’re having fun, you won’t even think about the cold.” Of course, you don’t need cold weather and the great outdoors to enjoy winter sports. In cold regions, frozen ponds and lakes provide great opportunities for skating, whether it’s figure skating, speed skating, or even a brisk game of ice hockey. Indoor rinks offer hockey and figure skating programs for teens at any level nationwide—even in Kissimmee, Fla., where the average high temperature in December is 73 degrees F. Figure skating is a great way to express yourself, not only athletically but also artistically, says 16-year-old Irena U., who trains at the Ice Factory in Kissimmee. “You get to try new things all the time,” she says. “You can really be creative.” Irena says she first tried skating during a family visit to Canada when she was four years old. As she got older, she hoped to compete year-round, work on landing her triple jumps, and one day compete on the national level. And yes, when she carried around her skates in the hot Florida sunshine, she did get funny looks. “They’re like, ‘How do you skate? There’s no ice here!’” Remember what Sforzo said about losing those hard-earned benefits that come only from exercise? If you like being active, there’s no reason you should stop in winter—no matter where you live. Instead, consider your options. If you like using gravity to set you in motion, and you live in a snowy area, try snowboarding or skiing, two great sports for building strong legs and lungs. If you’re a beginner, see whether you can borrow equipment from a friend or rent some. Most ski areas will have equipment for rental, and they’ll make sure the equipment fits you properly and you have all the safety gear you need. Cross-country skiers have it even easier. Once you have your gear (again, see whether you can borrow some at first), you may be able to ski just about anywhere. Many parks, golf courses, and athletic fields are open to cross-country skiers during the slow, snow-covered months. Not interested in skiing or snowboarding, but the white stuff outside makes it hard to do much else? All is not lost: Just strap on a pair of snowshoes! Tristan M. , 15, of Colorado Springs, Colo., tried it last winter when he joined his coaches and friends from the school track and cross-country teams for a cold-weather trip high into the mountains. “We hiked six miles out in snowshoes, carrying big backpacks, then we stayed the night in a hut and hiked back the next morning,” he recalls. “It was different than running, but it used the same muscles. It was challenging, but we had fun.” Another way to get out there during the winter requires no special equipment at all, and you can do it whether there’s snow or not. Just take a hike! Bring along a camera and a picnic lunch, and make a day of it. Who says you can only enjoy the outdoors when it’s sunny and 70 degrees? If there’s snow near you on January 7, you may be able to learn an all-new winter sport or two for free. Each year on Winter Trails Day, about 11,000 people try out snowshoeing and cross-country skiing at locations around the U.S. Find a Winter Trails Day event near you at www.wintertrails.org. Are you more interested in skiing or snowboarding? You’re in luck! January is Learn to Ski and Snowboard Month. You can take part in it at snow sport locations nationwide. Find out more about both of those sports, and how to get started, at www.skiandsnowboardmonth.org and www.winterfeelsgood.com. Think you’re ready for the cold? Here are a few tips for beginners: Dress warmly. But be sure to wear layers you can shed if you get too hot. Do a warm-up. Before you do anything strenuous, “get your heart rate and body temperature up,” recommends Ithaca College’s Gary Sforzo. So if you’re about to compete in a snowshoe race, for example, start with an easy 10-minute jog. Pick your day carefully. “If you’re looking to build a love for any sport, it starts on the good days,” says Eric Harlow, head women’s ski coach at Stratton Mountain School in Vermont. “Once you’re proficient and having fun, then the cold or rainy days won’t matter as much.” Once you start, don’t stop. “As long as you’re moving, there’s no fear of hypothermia,” says Sforzo. “It’s when a hiker stops for lunch, for example, and their body cools down, that it becomes dangerous.” Be safe. If you’re headed downhill on skis or a snowboard, wear a helmet, for instance. Check with those in the know to make sure you have the correct safety equipment for the activity you’re trying.

6

Social Studies: Sports, Health & Safety

According to the text, what can happen to you if you are a regular exerciser but choose not to exercise in cold weather?

A. You can shed layers of clothes if you get too hot. B. You can try out snowshoeing and cross-country skiing. C. You can express yourself athletically and artistically. D. You can potentially lose whatever benefits you gained.

D

Sometimes the cold can cause a problem by preventing people from exercising. What is a solution given in the text for this problem?

A. Go to a heated gym to workout. B. Go skiing or snowboarding. C. Go to Florida to exercise where it is warmer. D. Go to sleep until the cold weather is over.

B

An exercise schedule must be consistent to be effective. What evidence from the text supports this conclusion?

A. “'If you’re an otherwise regular exerciser,' he notes, 'and you choose not to exercise in cold weather, you’ll potentially lose whatever benefits you gained during the rest of the year.'” B. “If you like using gravity to set you in motion, and you live in a snowy area, try snowboarding or skiing, two great sports for building strong legs and lungs.” C. “Another way to get out there during the winter requires no special equipment at all, and you can do it whether there’s snow or not. Just take a hike! Bring along a camera and a picnic lunch, and make a day of it.” D. “What feels cold, of course, depends on the individual. If you live in Southern California, a low in the 40s might seem freezing, and just going for a walk might feel like an adventure.”

A

What is common among all the winter sports described in the text?

A. They are only enjoyed outdoors when it's cold. B. They are all enjoyed in the snow. C. They are enjoyed in outdoor or indoor cold environments. D. They can be enjoyed only with special equipment.

C

What is the main idea of the text?

A. The best winter sports are those that involve gravity, like downhill skiing or snowboarding. B. Just because it is cold in the winter doesn’t mean you should stop being active, and there are plenty of activities to choose from. C. Indoor skating rinks are a great place to get in shape during the summer because it doesn’t have to be cold outside. D. Winter Trails Day is the best time to get outside during winter because you won’t be alone.

B

Read this sentence from the text. Are you among the winter weary—the type for whom snow or ice or just plain cold spells an end to exercise and the start of a long hibernation ? As used in the sentence, what does the word "hibernation" mean?

A. exercise indoors B. training for the Olympics C. pretending you are a bear D. time being less active

D

Choose the word or phrase that best completes the sentence. You can have a great time in the cold, ________ you should remember to dress warmly in layers.

A. after B. but C. until D. because

B

Sun Burn?

You’ve heard the news: Earth is getting warmer. In the past century, the planet’s surface has warmed by 0.8 degrees Celsius (1.44 degrees Fahrenheit). Seventy-five percent of that rise in temperature has occurred during the past 35 years. Most scientists believe that greenhouse gases released by the burning of coal and oil—mostly carbon dioxide and methane—are largely to blame. But some people are skeptical. They say the sun might be turning up the heat. If so, they contend, trying to slow global warming by reducing greenhouse gas emissions is just a waste of time. Might they be right? Changes in Earth’s temperature can be related to changes in the sun’s brightness or total solar irradiance (TSI). TSI is the total amount of sunlight that reaches the top of Earth’s atmosphere. It’s measured by instruments called radiometers. The higher the TSI, the more solar energy that reaches Earth. TSI varies slightly and regularly over time. The main cause of that dimmer-switch effect is sunspot activity. Sunspots are fierce magnetic storms that rage on the sun’s surface. From Earth, sunspots appear as dark spots on the sun’s surface. You might think such blemishes would dampen the sun’s brightness. Not so, explains Lon Hood, a planetary physicist at the University of Arizona. “The main effect is an increase in TSI, due to the brightening of areas around sunspots,” says Hood. Sunspots usually wax and wane in number in 11-year cycles. The difference in TSI during those cycles isn’t all that much, but it’s still measurable. “Overall, TSI increases by less than one-tenth of a percent from a solar minimum [lowest number of sunspots] to a solar maximum [highest number of sunspots],” Hood told Current Science. From about 1880 to 1950, the number of sunspots observed per solar maximum nearly doubled, says Terry Sloan, an expert on cosmic rays at Lancaster University in England. Could that sunspot surge account for some of our century-long warming trend? It may have contributed some-what to global warming in the first half of the 20th century, say Sloan and other scientists, but not in the second half. The surge in sunspots did not continue after 1950. And except for the usual variations that occur during each sunspot cycle, TSI has not been climbing either. In fact, explains Drew Shindell, a NASA climate scientist, TSI and Earth’s temperature are now moving in opposite directions. “Since 1979, very accurate measurements from satellites tell us what the sun’s output has been,” says Shindell. “During that period, it has slightly decreased, while Earth has warmed more rapidly than in any 30-year period for centuries or more. Hence, the sun can’t be blamed for that.” So sunspot activity hasn’t directly added more heat to Earth’s climate in recent decades. Might it be warming the planet in another, more roundabout, way, however—by affecting Earth’s cloud cover? Clouds have a cooling effect on climate because they reflect the sun’s energy. So fewer clouds could indeed lead to warming. How might sunspots affect cloud cover? The magnetic disturbances caused by sunspots extend all the way to Earth. Such disturbances shield the planet from cosmic rays. Cosmic rays are energetic particles that enter Earth’s atmosphere from outer space. During each solar minimum, the number of cosmic rays reaching Earth increases. During each solar maximum, the number of cosmic rays reaching Earth decreases. Some Danish scientists think cosmic rays may cause clouds to form by ionizing air molecules. An ionized molecule has an electric charge. Ionized molecules might attract water molecules, causing clouds to form. If that’s true, then a long-term increase in sunspot activity leading to a decrease in cosmic rays might reduce Earth’s cloud cover and warm the planet. Cosmic rays do cause some ionization in the atmosphere. That’s a fact. So far, however, no one has been able to prove that the ionization leads to cloud formation. “It remains very controversial,” Hood says. What’s more, adds Sloan, the number of cosmic rays has held steady since 1950. But temperatures have soared. In the end, few scientists think that the sun is the main cause of today’s global warming. Most say that while solar variation could have a small degree of influence, its effect now pales compared with the effects of ever-increasing greenhouse gases. “I think the skeptics are hopeful that it is the sun and not mankind that is causing the warming,” says Sloan. “But the evidence points the other way.” Still, scientists have much more to learn about the sun, notes Leon Golub, a solar physicist with Harvard University. So a heated debate is worth having. “I would call it a discussion, and it’s a good one,” he says. “It raises questions that I think are important to investigate.” Sunspots are fierce magnetic storms on the sun. They increase and decrease in number in 11-year cycles, as shown by the top graph. They affect the brightness of the sun—the amount of energy radiated by it. Over time, the maximum number of sunspots per 11-year cycle can also increase or decrease. The middle graph shows how long-term changes in sunspot activity affected the sun’s brightness between 1880 and 2000. The bottom graph is a record of changes in the temperature of Earth’s surface during the same period. Although a rise in Earth’s temperature roughly coincided with an increase in brightness until about 1960, since then global warming has intensified while brightness has decreased.

6

Science: Earth & Space Science

What are sunspots?

A. the total amount of sunlight that reaches the top of Earth's atmosphere B. instruments that measure the sun's total solar irradiance C. fierce magnetic storms that rage on the sun's surface D. blemishes that dampen the sun's brightness

C

The text describes a debate that people are having about the cause of the rise in global temperature. Most scientists believe that global warming is largely caused by greenhouse gases released by the burning of coal and oil. According to the text, what do other people believe causes global warming?

A. carbon dioxide B. the sun C. methane D. radiometers

B

The graphs at the end of the text show the changes in the number of sunspots, brightness, and global average temperature from 1880 to 2000. Based on this evidence, what conclusions can you draw about the relationship between the number of sunspots and the global average temperature?

A. A decrease in sunspot number causes a decrease in the global average temperature. B. A decrease in sunspot number causes an increase in the global average temperature. C. The number of sunspots has little to no effect on the global average temperature. D. The number of sunspots has a direct and powerful effect on the global average temperature.

C

The sun could have a small degree of influence on global warming, but it is not the main cause of the rapid rise in Earth's temperature. What evidence from the text supports this conclusion?

A. The sun's brightness varies slightly and regularly over time. The main cause of that dimmer-switch effect is sunspot activity. B. Since 1979, the sun's output has decreased while the Earth has warmed more rapidly than in any 30-year period for centuries. C. Clouds have a cooling effect on climate because they reflect the sun's energy. So fewer clouds could indeed lead to warming. D. Ionized molecules have electric charges. Ionized molecules might attact water molecules, causing clouds to form.

B

What is the main idea of this text?

A. In the debate on the cause of the rise in global temperature, evidence suggests that greenhouse gases are the cause of global warming. B. In the debate on the cause of the rise in global temperature, evidence suggests that greenhouse gases are not the cause of global warming. C. In the debate on the cause of the rise in global temperature, evidence suggests that the sun is the cause of global warming. D. In the debate on the cause of the rise in global temperature, evidence suggests that the sun is not the cause of global warming.

D

Read these sentences from the text. "From about 1880 to 1950, the number of sunspots observed per solar maximum nearly doubled, says Terry Sloan, an expert on cosmic rays at Lancaster University in England. Could that sunspot surge account for some of our century-long warming trend?" What does the phrase "account for" mean in this excerpt?

A. be the cause of B. create C. confuse D. break down

A

Read these sentences from the text. "Since 1979, the sun's output has slightly decreased, while Earth has warmed more rapidly than in any 30-year period for centuries or more. Hence, the sun can’t be blamed for that." What word or phrase could replace the word "Hence" in the final sentence without changing its meaning?

A. As an illustration B. In contrast C. Thus D. Instead

C

Bear Care

Lisa Stevens oversaw two of the Smithsonian zoo’s most popular residents: the giant pandas. During her time there, no more than 2,000 giant pandas exist in the world. This made Lisa Steven's job one of the most specialized and critical in her field. She was the curator of pandas at the Smithsonian’s National Zoological Park in Washington, D.C. The zoo was home to two giant pandas: Tian Tian, a 13-year-old male, and Mei Xiang, a 12-yearold female. They arrived at the zoo in December 2000, on loan from China. During their time at the zoo, they had seven cubs. Four of the cubs survived into adulthood. In 2009, Current Science spoke with Stevens about the challenges of keeping giant pandas and what the zoo had learned about the species so far. Current Science: Did giant pandas fascinate you as a child? Lisa Stevens: I was fascinated by animals in general, though mostly insects and reptiles. I grew up in Thailand and Japan in tropical environments. CS: What was your major in college? Stevens: I have a Bachelor of Science degree in zoology [the scientific study of animals] from Michigan State University. CS: How did you get the job at the zoo? Stevens: I was volunteering at the Smithsonian insect zoo and contemplating veterinary school or graduate studies in entomology [the scientific study of insects] when I heard about a panda keeper position at the zoo. CS: Are giant pandas considered bears? Stevens: Yes, giant pandas are bears. That was established in 1987 through DNA analysis. CS: What features make giant pandas like, and unlike, other bears? Stevens: Like other bears, giant pandas have the same body structure and are primarily solitary as adults. Unlike other bears, which are primarily omnivorous [eat plants and animals], pandas feed almost exclusively on bamboo. Most bears consume high-energy foods that enable them to slow down and stay in their dens throughout the winter. But bamboo is a low-energy food, so pandas have to eat all year round. They can’t hibernate. Giant pandas are also unique in terms of the presence of a broadened skull and molars [teeth that have deep grooves and ridges for crushing or grinding food], as well as pseudo-thumbs. A pseudo-thumb is not a finger but a bony extension of one of the wrist bones. It assists the panda in grasping and manipulating bamboo stalks. CS: Why is it so difficult to breed giant pandas in captivity? Stevens: They are difficult to breed because females ovulate [release eggs] only once a year and are fertile [able to conceive] for just two days. Some mammals have more than one period of fertility in a year. Human females are fertile once a month. CS: What has been discovered about giant pandas at your zoo? Stevens: Giant pandas regularly experience false pregnancies. A false pregnancy is a state in which a female exhibits symptoms of pregnancy but is not pregnant. We looked at hormones in the urine, which showed that the female panda’s body goes through the same hormonal changes whether she is pregnant or not. We also learned how to monitor the health of newborn cubs by counting their vocalizations. Newborn pandas are noisy when they are healthy. We counted the number of squeals and grunts to monitor their activity. This is important because panda cubs are tucked under their mothers’ large arms and are difficult to see. CS: Are you allowed to interact with the pandas? If so, how do the pandas respond to you? Stevens: Yes. I interact with them through protective barriers. They are comfortable with the keeper staff and me. They are primarily interested in us as food providers. CS: Why are giant pandas rare in the wild? Stevens: The giant panda evolved its specialized bamboo diet during a time when the bamboo forests were plentiful throughout China and Southeast Asia. That specialization has made the species vulnerable to habitat loss due to human activities. CS: What is the National Zoo doing to help panda conservation? Stevens: We are working with our Chinese colleagues to establish wildlife management and research programs in the reserves in China so that there is effective conservation for giant pandas, their habitat, and all the other animals that depend on that forest. We also provide funds to help build roads and provide offices, laboratories, and housing so that park staff can live near and actually get into the reserves to study and monitor animals. CS: What is the most difficult part of your job? Stevens: When animals get sick or die. CS: What is the most rewarding part of your job? Stevens: It’s rewarding to go home in the evening and know that your animals were given the best of care. It’s rewarding to light a fire for conservation in a person’s heart, whether it is a child or an adult. CS: What would you tell a young person who wants to pursue a career in zoos? Stevens: Study the sciences, and get lots of hands-on experience—at riding stables, humane societies, vet clinics, and the like. Read, read, read, and watch animal-related programming. Volunteer in your spare time to help a conservation or animal-care group. In November 2023, the Smithsonian National Zoological Park in Washington, D.C. returned Tian Tian, Mei Xiang, and one of their cubs–Xiao Qi Ji, to China.

6

Science: Life Science

What did Lisa Stevens study in college?

A. paleontology B. entomology C. geology D. zoology

D

How does the author describe the job of curator of pandas at the Smithsonian’s National Zoological Park in Washington, D.C.?

A. as dangerous and difficult B. as common, but interesting C. as fun, but unimportant D. as specialized and critical

D

Read the following sentences from the text. “ CS: What has been discovered about giant pandas at your zoo? Stevens: Giant pandas regularly experience false pregnancies. A false pregnancy is a state in which a female exhibits symptoms of pregnancy but is not pregnant. We looked at hormones in the urine, which showed that the female panda’s body goes through the same hormonal changes whether she is pregnant or not. We also learned how to monitor the health of newborn cubs by counting their vocalizations. Newborn pandas are noisy when they are healthy. We counted the number of squeals and grunts to monitor their activity. This is important because panda cubs are tucked under their mothers’ large arms and are difficult to see." What conclusion can you draw from this evidence about Stevens and the team she works with?

A. They made it easier for other zoos to breed pandas in captivity. B. They had Mei Xiang wear a microphone so they could hear her baby's vocalizations. C. They studied the pandas at the zoo to learn more about them. D. They discovered how to tell when a panda is experiencing a false pregnancy.

C

How did Stevens work help pandas all over the world?

A. Her work uncovered new things about pandas and helped protect their habitat. B. She sent Tian Tian and Mei Xiang to other zoos to play with other pandas. C. Over time, pandas from all over the world were sent to stay at the zoo. D. She discovered how to help pandas grow pseudo-thumbs to eat bamboo more easily.

A

What's the main idea of this passage?

A. One thing that Stevens' team discovered at the zoo is that giant pandas regularly experience false pregnancies, which means that they have symptoms that may seem like they are pregnant when they aren't. B. Tian Tian and Mei Xiang are giant pandas that were loaned to the Smithsonian’s National Zoological Park in Washington, D.C. in December 2000 and had seven cubs while they were there. C. One unique feature of giant pandas is that they have pseudo-thumbs which are bony extensions of their wrist bones instead of fingers, and they use them hold and eat bamboo stalks. D. As the curator of pandas at the Smithsonian’s National Zoological Park in Washington, D.C., Lisa Stevens helped take care of the pandas and worked with other scientists to learn more about them.

D

Read the following sentence from the passage. “I was volunteering at the Smithsonian insect zoo and contemplating veterinary school or graduate studies in entomology [the scientific study of insects] when I heard about a panda keeper position at the zoo.” As used in this sentence, what does the word “contemplating” most closely mean?

A. considering or thinking about B. rushing and giving little thought C. listening to a recording D. studying for a test

A

The question below is an incomplete sentence. Choose the word that best completes the sentence. Giant pandas can’t hibernate throughout winter __________ they have to eat all year long.

A. although B. until C. before D. because

D

Fuels of the Future

For some schools, protecting the environment starts in the classroom. Fifth graders at Carolina International School (CIS) have a goal this Earth Day [2007]—to throw away as little trash as possible during lunch. To get their message across, students will encourage their peers to recycle. "I celebrate Earth Day every day," Nirvanna Madho, 10, told WR News. "I really don't throw anything away." Participating in a zero-waste lunch is just one of many ways students at the school in Harrisburg, North Carolina, work to better the environment. Each April, the school organizes an Earth Day event. Students rotate through stations set up across the school's 36-acre campus, which includes forests and wetlands. Wetlands are moisture-rich lowland areas such as swamps or marshes. Students take part in hands-on environmental activities from testing water quality to checking out the latest models of battery-operated cars. This year [2007], Earth Day at CIS kicks off a season of change. The school is preparing to go "green" with a major construction project, set to begin early next year. Being green means protecting the world and its resources. The school's Earth-friendly makeover will include outdoor solar, or sun-powered, lighting and rooftop gardens. A water recycling system and other features to protect natural resources will also be built. The lobby will include a flat-panel touch screen on which students can watch how energy is being conserved, or saved, at their school. "It's very important to educate children about environmental issues," says principal Deanna Duncan. "If we don't take care of [Earth], there isn't another one." CIS is just one of hundreds of schools in the United States that are going green. A green school is built with recycled and environmentally friendly materials. Green schools are designed to use less energy than traditional school buildings. The majority of the energy supply in the United States comes from the burning of fossil fuels, such as oil, coal, and natural gas. Fossil fuels were formed from the remains of prehistoric animals and plants. People use fossil fuels when they drive their cars, heat their homes, and power farms, factories, and cities. Though people depend on fossil fuels, those energy sources have their drawbacks. Burning fossil fuels pollutes the air and releases gases that contribute to global warming, the gradual rise in Earth's average temperature. Fossil fuels are gradually being used up. To conserve them, scientists are looking to renewable energy sources. Renewable energy is power from sources that can't be used up and do not pollute the environment. Water, wind, and solar power are types of renewable energy. President George W. Bush announced an energy plan that calls on lawmakers to ensure that ecofriendly fuels are developed and made easily available to Americans. Gas is a fossil fuel used in cars, and the price to fill up a gas tank is rising. Gas costs about $3 a gallon in some parts of the United States [2007]. At CIS, students are excited for construction to begin on their new school building. "I think the school is going to be a lot better," Drew Barsody, 10, told WR News. "I'm looking forward to seeing the solar panels." Solar Power: Solar energy can be converted into other forms of energy, such as heat and electricity. California and Arizona are two states that use solar power. One drawback of solar power is that energy can't be collected if the sun isn't shining. Wind Power: Energy produced from windmills is used to generate electricity. The amount of electricity generated from wind has been growing in recent years, tripling since 1998 in the United States. Electricity is produced from wind in 30 states, including California, Texas, and Iowa. Water: Water power, or hydropower, is one of the oldest sources of energy. Hydropower often comes from dams or waterfalls. Of all renewable energy sources, it is most often used to generate electricity. In 2004, it accounted for 7 percent of all the electricity generated in the United States. Ethanol: Ethanol is a clean-burning fuel that can power cars. It is created from several sources, such as corn crops. Typically, a small amount of ethanol is combined with gasoline to fuel vehicles. That helps decrease the fuel's cost and harmful emissions.

6

Social Studies: School & Family Life

The Carolina International School is more Earth-friendly than typical schools because

A. it celebrates Earth Day B. the building will be reconstructed so it uses fewer resources. C. the students participate in zero-waste lunch. D. all of the above.

D

At green schools, the buildings use _____________ than typical schools.

A. more coal B. more solar energy C. more electricity D. more oil

B

____________ is a renewable resource that is providing electricity in over half of the United States.

A. Solar power B. Wind power C. Ethanol D. Hydropower

B

______________ is a better resource to use than _____________ because it will not run out.

A. Coal / hydropower B. Oil / ethanol C. Solar power / oil D. Natural gas / wind power

C

The Allure of Gold

The Egyptians used it to create funeral masks for their pharaohs. The Incas called it the “sweat of the sun.” It is used to make medals for the best athletes in the world. It symbolizes wealth and riches. Over the centuries, gold has become important to humans. The heavy metal has cultural and economic meaning for human civilizations around the world. But this wasn’t always the case. Gold was used to make jewelry thousands of years ago. Some of the oldest pieces found date before 4000 B.C. Over the centuries, other cultures developed the ability to mine gold and began to use it to buy goods and services. The Ancient Greeks used gold as a form of currency and mined the metal throughout the Middle East and the Mediterranean. The Roman Empire also learned how to mine gold. Ancient Romans built waterwheels and diverted streams of water to extract gold from rivers. The lure of gold has had a major impact on the course of history in the United States as well. When gold was found in California in 1848, it triggered a movement called the gold rush. Thousands of settlers moved west, hoping to find gold and become rich. In total, 300,000 people came from all over the world to California during the gold rush. Before the gold rush, San Francisco was a tiny town of only 200 people. By the end of the gold rush in 1870, San Francisco’s population had grown to 150,000 people. Thousands of Native Americans were displaced by the new settlers and the natural environment was dramatically transformed. So what exactly is gold? What are the properties of this metal that has become so important to human society? Gold is a pure chemical element and its symbol on the Periodic Table is Au. The symbol, Au, comes from the Latin word for gold, aurum. Gold’s atomic number is 79, one of the higher naturally occurring atomic number elements. Even for a metal, gold is quite heavy—over 19 times heavier than water. Scientists believe that gold was formed by explosions in space. Dusts that contained metals, including gold, were spread by these explosions throughout the galaxies until they condensed into the solar system and planets where we now live. Because the core of the earth was hot and molten when the planet formed, almost all of the gold sank into the earth’s core where we cannot reach it. The gold that humans now find on the surface of the earth came from asteroids that hit the earth billions of years ago. Gold originally acquired importance to humans because of its appearance. In societies from India to Egypt, gold was used to make decorative objects and jewelry. Unlike silver and some other metals, gold does not lose its brilliance or tarnish when it is exposed to water or air. Gold is also exceptionally resistant to the effects of acid and does not corrode easily. Like other metals, gold is highly conductive of electricity. It can be used in electronics, but because it is so expensive it is rarely used. There are only two metals that are more conductive than gold, based on volume: copper and silver. Gold is present in the planet’s oceans, with significant amounts of the metal in and below the water. It is estimated that in all of the earth’s seawater there are approximately 15,000 tons of gold. Although many people have tried to extract gold from the oceans, no one has been successful at recovering gold from seawater. When it is unmixed with other metals, gold is actually quite soft and malleable. This flexibility makes it easy to use gold in many different ways. A single gram of gold can be hammered into a thin sheet that is one square meter. You can even hammer gold leaf until it is so thin, it becomes transparent. Because gold is so soft, it is often combined with other metals to make an alloy. The rose gold or white gold that is often found in contemporary jewelry is made by combining gold with other metals including copper, silver, nickel and palladium. Pure gold is measured by weight. Scientists use another term, karat, to express how much gold is present when it is combined with another metal. In these circumstances, pure gold is described as 24 karat gold. When gold is mixed with other metals, it becomes 22 karat, 18 karat, 14 karat or 10 karat gold. Historically, gold was especially easy to melt and work with because it was often found in pure nuggets. Most other metals are only found in ore-bodies—mixes of rock and metals that are more difficult to separate. Gold is also found in ore, distributed in small particles or bands inside rock. When the rock breaks down naturally, for example, due to a river or stream passing over it, the gold particles are released into the debris. In the case of the river, this means that tiny gold nuggets can be found in the sand on the riverbank. There are other nuggets and rocks that look similar to gold, most notably pyrite (also known as “Fool’s Gold”). Pyrite is an iron sulfide that looks like gold and may have very small amounts of gold in it. In addition to iron, gold is often found in metal solid solutions with silver or with quartz. A total of 174,100 tons of gold have been mined throughout human history and over three-fourths of this gold has been extracted since 1910. Most of the gold currently sold in the world comes from mining. South Africa has one of the largest gold mining economies in the world. While this has brought wealth to the country, it has also caused some problems with pollution; mine waste releases harmful acid into the environment. As mines near the surface run out of gold, miners burrow deeper under the ground. Some gold mines are as deep as three miles under the earth’s surface. Once a mine is dug, the gold must be extracted from the ground, separated from the ore, and then refined into pure gold. Only at that point can it be poured into bars for investment or made into fine jewelry. It may seem like a lot of work, but a single ounce of gold is worth as much as $1,300. It doesn’t look like gold mining will stop any time soon. Gold has impacted, and will continue to impact, human society and history. Whether used as jewelry or currency, gold carries value. Its properties—weight, durability, malleability, rarity, and beauty—combine to make it a natural symbol of wealth and prosperity. People want gold. Its pursuit has driven economic and technological development across the ages, all over the globe, from South Africa to California and beyond. But not without cost: the pursuit of gold has negative impacts, both environmental and social. Nevertheless, this precious mineral formed in space continues to inspire us. We, like the ancient peoples who first discovered it, are touched by the allure of gold.

6

Social Studies: World History

According to the passage, gold was used to make which item thousands of years ago?

A. baskets B. seashells C. jewelry D. clothing

C

The cause of the gold rush was the discovery of gold in California in 1848. What was an effect of the gold rush?

A. Thousands of settlers moved west, leading to the growth of cities like San Francisco. B. Thousands of Native Americans started business based on gold and became rich. C. Some farmers started trading their bushels of corn for baskets of tomatoes as part of a barter system. D. Societies in China, South Asia and parts of Africa started using shells as a form of money.

A

Read the following sentences: “Gold was used to make jewelry thousands of years ago. Some of the oldest pieces found date before 4000 B.C. Over the centuries, other cultures developed the ability to mine gold and began to use it to buy goods and services. The Ancient Greeks used gold as a form of currency and mined the metal throughout the Middle East and the Mediterranean.” Based on this information, what can be concluded about the use of gold?

A. Gold has been used for only one purpose throughout history. B. Gold has had different uses throughout history. C. Gold was primarily used only by ancient civilizations. D. Gold was used more in ancient times than it has been used in modern times.

B

Based on the passage, what can be concluded about the earth’s supply of gold?

A. Humans have used up nearly all of the earth’s supply of gold. B. Humans have used up half of the earth’s supply of gold. C. The earth’s supply of gold increases gradually from year to year. D. Humans have used up little of the earth’s supply of gold.

D

What is this passage mainly about?

A. jewelry making in ancient civilizations B. the properties and use of gold C. the use of gold throughout different time periods D. the development of currency systems

B

Read the following sentences from the passage: “A single gram of gold can be hammered into a thin sheet that is one square meter. You can even hammer gold leaf until it is so thin, it becomes transparent .” As used in this passage, what does “transparent” most nearly mean?

A. see-through B. cloudy C. shiny D. complex

A

Choose the answer that best completes the sentence below. _________ gold is very valuable, gold mining will not stop any time soon despite the fact that it is a lot of work and can lead to pollution.

A. However B. Although C. Because D. Consequently

C

Surprise Encounter

Grady slung his backpack over his shoulder and slammed the door of the car shut. “This is going to be a really long week,” he said to no one in particular. He looked around at the campground. Blue-green fir trees, some as tall as church spires, covered the mountainside. It was nearly 8:30. The sun would be setting soon. Then, Grady thought, maybe the heat wouldn’t feel like a coat. Even up here in the mountains, the hot stickiness of July clung to him. Grady hated camping, but it was something his family insisted on every summer. His father liked cooking over an open fire, telling stories about how to survive things like bear attacks and swarms of bees. His mother and Jared liked to hike and take pictures of animals. Jared was his seven-year-old brother. He had a collection of bug pictures that he’d taped to the walls in his half of their room. Bugs on leaves, bugs on tree trunks, bugs crawling in dirt. Grady thought they were just plain creepy and considered them proof that Jared was weird. They set up camp—two tents, one for his parents and one for himself and Jared. While everyone else got busy setting out cooking tools, Grady set off to check out the nearby stream. It was supposed to be deep enough to swim in a few places. As he neared the stream, something caught his eye. There was an adorable black bear cub—a small creature, no more than two feet tall. It seemed to be playing at the edge of the water. Grady moved closer to get a better look. Then Grady heard a rustling behind him. He remembered that the cub could not be alone. He looked up and saw its mother …

6

What does Grady’s brother collect?

A. stuffed animals B. bearskin rugs C. bug pictures D. baseball cards

C

Grady goes to a nearby stream and encounters a black bear cub and its mother. What caused Grady to go to the stream?

A. He hoped that he would spot some frogs and insects. B. He was checking to see whether he could go for a swim. C. He wanted to see whether anyone was catching fish there. D. He was trying to find his mother and younger brother.

B

What can you conclude about Grady at the end of the story?

A. He is safe near the cub. B. He is in serious danger. C. He will have a nice swim. D. He will go closer to the cub.

B

Read this sentence from the passage: “Blue-green fir trees, some as tall as church spires, covered the mountainside.” In this sentence, the word spires means

A. building floors B. hard surfaces C. pointed roofs D. amazing sights

C

The main purpose of this passage is to describe

A. how camping is a fun activity for families to do together B. what happens when Grady goes camping C. what Grady likes to do in his spare time D. why Grady’s father likes cooking over an open fire

B

The question below is an incomplete sentence. Choose the word that best completes the sentence. _______ his family was busy at the campsite, Grady went to check out a nearby stream.

A. During B. While C. Therefore D. First

B

Behind the Screen

Nowadays, almost every kind of cancer seems to have its own public awareness campaign urging people to get tested—even if they have no sign of disease. Catching cancer early saves lives, the campaigns tell us. So here’s a surprise: Those warnings might not be true. The benefits of early cancer screening are being oversold, say critics. “Unfortunately, most of the screening tests for cancer that are being promoted to the public don’t have good evidence [that they save lives],” says Barry Kramer, the associate director for disease prevention at the National Institutes of Health. Starting in their teen years, most women are screened regularly for cancer of the cervix, the lower part of the uterus. That makes good sense. “There’s very strong evidence that cervical cancer screening decreases the risk of dying of cervical cancer,” says Kramer. Evidence also shows that screening healthy people for breast cancer and colorectal cancer decreases the odds of dying of those diseases. (Colorectal cancer is cancer of the colon and rectum.) But those are the exceptions. For the vast majority of cancers, says Kramer, there’s no evidence that screening healthy people does any good at all. In fact, the tests may do damage. For one thing, the tests aren’t perfect. They often give false positives—results suggesting that diseases might be present when, in fact, they’re not. Kramer recently followed healthy men and women who were screened repeatedly for four common cancers—colorectal cancer and lung cancer, plus breast cancer in the women and prostate cancer in the men. The prostate is a gland in the male reproductive system. The results were startling. In three years of regular screening, the women had a 50 percent chance and the men a 60 percent chance of receiving a false positive. Being told you might have cancer is obviously terrifying, inducing a lot of anxiety. That’s not the only concern, however. People with suspicious test results often undergo additional tests that carry their own risks. Some of the patients Kramer followed underwent unnecessary—and risky—procedures, such as surgeries and biopsies. A biopsy is a medical procedure that removes tissue for examination. Other follow-up tests often employ X-rays, a form of high-intensity radiation that is used to create images of the inside of the body. Exposure to radiation, including X-rays, can increase a person’s risk of getting cancer in the future, especially if many X-rays are received over a lifetime. The majority of people won’t get cancer from X-rays, Kramer stresses. Still, exposing healthy individuals to unnecessary radiation is a needless risk. “We should be careful before we start routinely applying X-rays to young people,” he says. Even in cases where screenings find evidence of cancer, the risks of the tests may not outweigh the benefits, Kramer says. How can that be? With few exceptions, cancer is a disease of aging. Older people are much more likely than young people to develop cancer. And many cancers grow extremely slowly, if they grow and spread at all. Some even disappear on their own. “Most common cancer screenings will detect cancer that wouldn’t have caused a medical problem or death,” Kramer says. In other words, many people with cancer will die from other causes long before the cancer ever makes them sick. A good example is prostate cancer. More than half of men age 60 or older have cancer cells in their prostates, he says. For most men, though, the cancer will never be a problem. But when people discover that they have cancer, they naturally want to treat it. And cancer therapy itself can be risky. Older, less healthy people, in particular, might not survive the surgeries or the aggressive drug treatments used to treat cancer. Critics also argue that the thousands of unneeded cancer tests performed each year drive up medical costs, making health care more expensive for the people who are truly sick. Anyone with signs or symptoms of cancer should get checked right away, of course. But for healthy people, Kramer and others argue, the benefits of cancer screening usually don’t outweigh the risks. Not everyone agrees with that claim. The American Urological Association recommends that men get screened for prostate cancer beginning at age 40. Peter Carroll, a physician and professor at the University of California, San Francisco, helped write that recommendation. Carroll argues that the risks usually don’t come from the screening tests themselves, but from treating diseases that don’t need to be treated. “The debate has to be much more focused on the issue of overtreatment,” he says. Instead of treating everyone diagnosed with cancer, he argues, doctors should do a better job of identifying patients with small, slow-growing cancers that don’t need treatment. Kramer and Carroll do agree that patients should be told about all the downsides before deciding whether to get screened. “When people say ‘I’m entitled to information,’ I think they want information that’s accurate and reliable,” Kramer says. “Get tested,” the ads tell us. “Get screened.” But before you do, consider the evidence. Screening tests look for early signs of cancer before a person develops symptoms. Studies show that screening has played a role in the declining rates of cervical cancer and colorectal cancer. But no proof exists that screening has played a role in reducing deaths from lung, ovarian, prostate, and skin cancers, according to the U.S. Centers for Disease Control and Prevention. The decline in lung cancer rates has occurred solely because fewer Americans are smoking.

6

Social Studies: Sports, Health & Safety

According to the text, what do most public awareness campaigns for cancer call for?

A. additional pamphlets on cancers B. universal treatment to prevent cancers C. universal tests for cancer D. early cancer screening

D

What cause-and-effect relationship does the author describe in the section titled “Explaining the Drops”?

A. the effects of early screening for different types of cancer on the number of deaths caused by that cancer B. the causes of lung cancer and skin cancer and the effects of those cancers on the human body C. the effects of early screening for breast cancer on the number of deaths caused by breast cancer D. the causes of prostate cancer and the effects of the symptoms of that cancer

A

Before getting screened for cancer, a healthy person should consider the negative aspects or downsides of getting screened. What evidence from the text supports this conclusion?

A. “Evidence also shows that screening healthy people for breast cancer and colorectal cancer decreases the odds of dying of those diseases.” B. “Studies show that screening has played a role in the declining rates of cervical cancer and colorectal cancer.” C. “For one thing, the tests aren’t perfect. They often give false positives—results suggesting that diseases might be present when, in fact, they’re not.” D. “Nowadays, almost every kind of cancer seems to have its own public awareness campaign urging people to get tested— even if they have no sign of disease.”

C

Based on the text, what would Kramer recommend to an older man who found out he has slow-growing cancer cells in his prostate?

A. He would recommend that the man use aggressive drugs to treat the cancer immediately. B. He would recommend that the man think carefully about whether he wants to treat the cancer with aggressive treatments. C. He would recommend many more screenings, like X-Rays, to figure out more about the cancer. D. He would recommend that the man pay money to do more tests so that he can treat the cancer quickly.

B

What is the main idea of the text?

A. Someone with symptoms of cancer should put off getting screened because of false positives. B. Screening healthy people for some types of cancer can be unnecessary. C. The likelihood of getting a false positive for cancer screenings is very low. D. The benefits of early screening outweigh the costs for all types of cancer.

B

Read these sentences from the text. Catching cancer early saves lives, the campaigns tell us. So here’s a surprise: Those warnings might not be true. The benefits of early cancer screening are being oversold, say critics. As used in these sentences, what does the word "screening" mean?

A. testing for a disease B. showing of a movie C. treating an illness D. guarding from germs

A

Choose the word or phrase that best completes the sentence. Unneeded cancer tests drive up medical costs. ________, health care becomes more expensive for everyone, including people who are truly sick.

A. Yet B. Therefore C. Beforehand D. Although

B

The Art of Singing

About six months ago, Alana finally started taking singing lessons. She’s wanted to sing ever since she was a young girl, and now she was finally realizing her dream. Today she auditioned for the lead role in her school’s production of Annie. When Alana’s mother took her to see Annie, Alana became inspired to really try singing. Annie was performed at an old theater called The Palace. The Palace isn’t like the big multiplex movie theater downtown. For one thing, it was built in 1922 and is considered a historical building. For another, it only has one screen. The stage at The Palace is decorated in an ornate fashion with red velvet curtains as tall as an oak tree. The Palace only has a lobby and one room with a stage. The room is very big and the sound echoes through the whole venue. If you were a loud opera singer, you could perform here and would not need a microphone. Alana’s favorite thing about The Palace was a series of giant brass pipes high up on the wall. To her, they looked like a row of teeth. Alana later learned some history about them. As it turned out, they were part of a great big pipe organ. Back when the theater was first built, movies didn’t have sound. So someone would sit at the edge of the stage and play songs on the organ. That way, there would be music to go with the movie. These were silent movies, but they didn’t call them “silent” back then. Many people didn’t think there would be a kind of movie with sound. When movies with sound came out, they called them “Talkies.” Only then did the once regular movies become known as “Silent Films.” Alana found out that the organ stopped functioning in the 1960s. Now it’s just a decoration because the music comes from the movie itself. When Alana first saw Annie, she knew she wanted to audition for the lead role at some time in her life. She went home and sang “Tomorrow.” She recorded herself singing and listened back to it, but it didn’t sound as good as she thought it had in her head. Her mother explained that singing is a musical talent, like playing any instrument. “You can’t just pick up a trombone or a guitar and start playing it, can you?” “No, of course not!” “Well, your voice is also an instrument. You need to learn how to use it.” At school, Alana joined a band and the glee club. She learned how to read sheet music and sing scales. She also learned how to sing harmony and improvise with other students. As Alana learned how to be a better singer, she learned different techniques. If she held her mouth open in certain ways, she could make different sounds. She could open her mouth wide and create an open, bright note. Or, she could push her bottom jaw out and make her voice sound higher. Sometimes, she would scrunch up her face and create a nasal sound. She loved to experiment with different sounds. One day her music teacher gave her an assignment to write down her five favorite female singers of the 20th and 21st centuries. Alana realized she didn’t actually know a lot of singers, so she went to the local library and took out some CDs to listen to. She wanted to take full advantage of the library’s extensive CD collection. These were the five artists she took out of the library: Each of these women has a very different style of singing. They are all from different times and eras. Billie Holiday was popular in the 1940s, whereas Janis Joplin was popular in the 1960s. Janis performed at the famous Woodstock music festival. Whitney Houston had her first radio hit in the 1980s. Bjork is from Iceland and became popular in the early 2000s. First, Alana put on Aretha Franklin. Aretha is affectionately known as the Queen of Soul. The song “Respect” came on. She belted out the letters, “R-E-S-P-E-C-T.” Her voice was high pitched and clear. Alana tried to emulate it, but she couldn’t do it. It just sounded like she was screaming. This is because her range wasn’t high enough. A “range” represented a certain amount of tones. It is the distance between the lowest note and the highest note a person can sing. Most people cannot sing as high and as powerfully as Aretha Franklin can. When Alana tried to hit these high notes, it didn’t sound the same. She lost a lot of power in her voice. Aretha sings high notes very loudly, but Alana sounded soft and operatic. She realized that there is a very good reason for which Aretha is known as the Queen of Soul. “She’s amazing!” Alana thought. Then, Alana put on some Billie Holiday. An old jazz song called “Stormy Weather” played. When she began, her voice sounded high pitched and a little scratchy, but then she hit the word “weather” and suddenly it was really low. It resonated in her chest. Alana tried to recreate this. She loosened her neck and shoulders and then breathed in from above her belly with the diaphragm. Alana watched her belly get bigger and smaller as she breathed. She pushed with a breathy cry: “we-aaaaather.” She thought that it sounded pretty good. Alana ran through the other female artists, doing the same thing. She listened to their voices and tried to copy them. Alana thought that Bjork sounded kind of silly, whispering and screeching like a child. Janis Joplin screamed from her heart and soul. Whitney Houston sang powerfully and clearly, like the echoes of a church choir. Each singer has a different voice because they form the notes in a different way. The human voice is amazing and elastic. It can stretch in so many different ways. In fact, a person can make different sounds just by choosing where to push the sound. In singing, this is called “placement.” People can make a note through their nose, their chest, or various locations throughout their upper body. As Alana experimented with different ways of singing, she got more comfortable with what her own voice naturally sounded like. And around this time, it was announced that her school would in fact be producing their own performance of Annie. Alana wanted the lead! When she auditioned for Annie, she sang very powerfully. She let all the notes resonate from her vocal chords and echo around in her head. “The sun’ll come out… tomorrow!” she belted out. “You’re only… a dayyy… a… wayyyyy!” Her music teacher applauded. “Alana, you’ve been working hard to become a better singer, and it shows. Congratulations. You’ve got the lead role! You’re our new Annie!” When Alana heard this, her dream came true. But she knew her dream didn’t just happen because she wished and hoped it would. She’d been taking lessons and working hard. Finally, the hard work had paid off. She walked home whistling a happy little song.

6

What event inspired Alana to really try singing?

A. She learned that The Palace theater had a big pipe organ. B. She saw Annie at The Palace theater. C. She joined the glee club at school. D. She listened to Aretha Franklin sing “Respect.”

B

What was the result of Alana’s efforts to practice singing?

A. She got to see Annie at The Palace. B. Her mother gave her CDs of artists like Janis Joplin and Whitney Houston. C. She saw Bjork perform live in Iceland. D. She won the lead role in her school’s production of Annie .

D

Alana followed her mother’s advice to learn how to use her voice like an instrument. What evidence from the text supports this conclusion?

A. Alana visited The Palace and saw Annie . B. Alana recorded herself singing “Tomorrow” and listened back to it. C. Alana joined a band and the glee club at school and learned to read sheet music and sing scales. D. Alana learned some history about the pipe organ in The Palace.

C

Which of the following best describes Alana?

A. confused B. discouraged C. adventurous D. motivated

D

What is the main idea of this story?

A. Alana decides to become a singer after becoming inspired by the beautiful Palace theater. B. Inspired to become a better singer, Alana practices hard and wins the lead role in her school’s version of Annie . C. Alana learns the different singing styles of artists like Aretha Franklin and Billie Holiday. D. Alana discovers how to control her voice’s pitch, range, and placement as she listens to different female artists.

B

Read these sentences from the text. “Alana watched her belly get bigger and smaller as she breathed. She pushed with a breathy cry: ‘we-aaaaather.’” Why did the author stretch out the word weather?

A. to imitate the sound Alana made when she sang B. to emphasize how happy Alana felt when she sang C. to show how hard it is to sing the word weather D. to emphasize the importance of the word weather

A

Choose the answer that best completes the sentence. After seeing Annie, Alana went home and recorded herself singing “Tomorrow.” ____________, the recording didn’t sound as good as she thought it would.

A. Including B. Earlier C. However D. Such as

C

Hidden Habitats

Deep inside a cave in eastern Oklahoma, a forestry manager stumbled upon a colony of Ozark big-eared bats. That was big news, because the bats are an endangered species. Scientists say that only 2,000 of the big-eared creatures are alive today. Until a couple years ago, scientists didn’t know about the colony, or group, of bats in this cave. These bats should not be disturbed. Big-eared bats raise their babies, called pups, during the summer. If a person comes into the cave and scares the bats, they’ll abandon the pups. The bats also need to be left alone while they hibernate during winter. If people were to wake up the bats too early, the bats wouldn’t have insects to eat and would starve before summer arrived. Luckily, the recently discovered bats will stay safe from human intruders. Just like Batman’s Batcave, the location of this big-eared bat cave will be kept a secret. Bird scientist Bruce Beehler and a team of researchers recently discovered dozens of new plant and animal species in the Foja Mountains on the island of New Guinea. The creatures could have remained unknown, if not for a little bit of luck. About 10 years ago, a plan was proposed to build a dam on a nearby river. The dam would have flooded the Foja Mountain region, and some of the species in the area may have become extinct, or died out. Fortunately for these newly found creatures, the dam was never built.

6

Science: Life Science

Who discovered a colony of Ozark big-eared bats?

A. a group of students B. a forestry manager C. a team of scientists D. scientist Bruce Beehler

B

The author compares and contrasts two different habitats. What do the two habitats have in common?

A. Both habitats were discovered by the same team of researchers. B. Both habitats were saved when plans to build a dam were stopped. C. Both habitats contained animals that were recently discovered. D. Both habitats were found in the mountains on the island of New Guinea.

C

Which of the following conclusions about Ozark big-eared bats is supported by the passage?

A. These bats are shy at first, but they like being around people. B. If these bats didn’t have insects to eat, they would eat something else. C. The number of Ozark big-eared bats is on the rise. D. The bats could die off if disturbed by human intruders.

D

Read this sentence from the passage: “About 10 years ago, a plan was proposed to build a dam on a nearby river.” In this sentence, the word proposed means

A. rejected B. suggested C. improved D. adopted

B

Which statement best describes the central idea of this passage?

A. Many newly found creatures are afraid of humans. B. People recently discovered two hidden habitats. C. Ozark big-eared bats are an endangered species. D. The Foja Mountains are full of plants and animals.

B

The question below is an incomplete sentence. Choose the word that best completes the sentence. If people go into the cave, they might either scare the bats _______ wake the bats up.

A. and B. yet C. or D. for

C

Habitat Loss

When people cut down forests, build cities, or make roads, they destroy habitats-the places where plants, animals, and other organisms live. Deep in the ancient forests of the Pacific Northwest live some of the oldest and largest trees in the world. For centuries, Douglas firs and cedars have towered above the forest floor. But these majestic trees are only part of the rich areas known as old-growth forests. They are home to hundreds of plant and animal species. Old-growth forests used to extend across the Pacific Northwest, but these precious habitats are quickly disappearing. In some cases, logging has destroyed the forest animals’ habitats. What can you do? Before you buy wood, make sure it comes from a “sustainable forest,” a forest where trees are replanted.

6

Science: Life Science

What is a habitat?

A. a place where plants, animals, and other organisms live B. one of the oldest and largest trees in the world C. a forest where trees are replanted D. a rich area in the Pacific Northwest

A

One effect of the disappearance of old-growth forests is the destruction of the habitats of hundreds of plant and animal species. What is one cause of the disappearance of old-growth forests?

A. replanting trees B. buying wood from sustainable forests C. logging D. cedars towering above the forest floor

C

Read this sentence from the text: "When people cut down forests, build cities, or make roads, they destroy habitats..." Based on this evidence, what conclusion can be made?

A. People have learned to live peacefully with plant and animal species. B. Plant and animal species do not often interact with people. C. People's actions can have an affect on plant and animal species. D. Plant and animal species benefit from people building cities and roads.

C

What might be happening to the animal and plant species that call old-growth forests home?

A. They are relocating to the Pacific Northwest. B. They are finding new homes in Douglas firs and cedars. C. Like the old-growth forests, they too are quickly disappearing. D. These animals and plants are growing in large numbers.

C

What is the main idea of this text?

A. Douglas firs and cedars are some of the oldest and largest trees in the world. B. Old-growth forests are habitats to hundreds of plant and animal species, but these habitats are quickly disappearing. C. A sustainable forest is a forest where trees are replanted. D. Logging is a popular practice in the Pacific Northwest.

B

Read these sentences from the text: "[These] majestic trees are … part of the rich areas known as old-growth forests. They are home to hundreds of plant and animal species." As used in the passage, what does the word “rich” mean here?

A. having a great amount of money B. having many things that help sustain life C. having too much of something D. having a very sweet taste

B

Choose the answer that best completes the sentence. Old-growth forests used to extend across the Pacific Northwest. __________, these precious habitats are quickly disappearing.

A. However B. Meanwhile C. Consequently D. Therefore

A

The Penny Experiment

Paola is 12 years old. She lives in Seville, Spain. The streets of her city are lined with beautiful orange trees. The oranges that grow here are sometimes called Bitter Oranges, because they are sharp to the taste. Tourists often come to Seville to see the beauty of Spain. They like to see flamenco, a colorful style of Spanish dancing, or visit a royal palace called the Alcázar. But while all the tourists were coming to Spain, Paola and her family were off visiting New York City. They had many things to see while they were there, and seeing the Statue of Liberty was on the top of the list. The Statue of Liberty is made of copper, but Paola noticed the statue didn’t look much like copper. It was more of a bluish-green color. Once Paola noticed this, she started seeing this same color of copper all over the place. She noticed a green copper statue of the composer Beethoven in Central Park and a green copper roof on a famous old building called The Dakota. There must be two kinds of copper, Paola thought to herself. I guess one kind of copper is green. When Paola returned to Spain from New York, she brought home some souvenirs. One of the souvenirs wasn’t something you could buy in a store, though. Paola is something of an amateur coin collector. So every time she travels, she brings home some money from that part of the world. From this particular trip, she brought home about 30 pennies she had saved. She put them in a velvet pouch and packed it neatly in her suitcase. She had never held pennies before. In Spain, they use euros. Paola spread all the pennies out on her kitchen table. She noticed they all had different dates on them. Some were old, and some were brand new. One of the pennies was from 1953, which happened to be the year Paola’s grandmother was born. Paola started to organize the pennies by date when she noticed something else: the pennies were all slightly different colors. The newer pennies were copper-colored and shiny. But the older pennies were dull and had green spots on them. This was the same kind of green color she had seen on the Statue of Liberty. Maybe there weren’t two different kinds of copper, after all. Maybe the copper was just dirty. Or maybe the copper was painted green! Paola asked her mother why the pennies were green. Her mother explained that the pennies had gone through a process called oxidation. This is a chemical reaction that can take place on metal. In this case, it creates a substance on metal. This substance on copper is green. It is called verdigris. Paola said, “In Spanish, the word for green is verde.” “That’s right. Now let’s see if we can recreate verdigris on these pennies,” Mom said. “We need a glass bowl, some salt, and some vinegar.” Together, they mixed a ½ cup of vinegar and two teaspoons of salt together in the bowl. They mixed the vinegar around until the salt dissolved. Then they put 10 of the shiny new pennies into the mixture. “What are we doing, cooking pennies?” Paola asked. “In a way,” said Mom, laughing. “I promise I won’t make you eat pennies for dinner, though.” After about five minutes, Paola emptied the bowl of vinegar, salt, and pennies into a colander over the sink, and let all the liquid drain out. Then she spread two paper towels out on the counter. “Now separate out the pennies into two groups of five,” said Mom. “Wash half with water, and leave half the way they are.” Since there were 10 pennies, Paola placed five on each paper towel. She placed the washed pennies on the right side so that she wouldn’t get confused later. The next (and hardest) part was waiting for the results. They had to let the pennies dry for about an hour while the chemistry experiment worked its magic. To pass the time, Paola went for a bike ride. She rode her bike up the street to the Giralda, a very old bell tower in Seville. It was completed in the year 1198. As she passed the tower, Paola remembered it used to have a copper sphere on the top. She had learned in school that the sphere fell off during an earthquake in the year 1365. She wondered whether that sphere would also be green today if it hadn’t fallen off in the earthquake. When she returned home, she ran to the kitchen to check on her pennies. She was so excited she almost forgot to close the front door. Here’s what had happened: the pennies that had been rinsed off in water looked really shiny and not at all green. The five unwashed pennies on the left, however, had started to turn green. Paola hadn’t painted the pennies. The vinegar mixture created a chemical reaction between the copper and the air. This is also known as redox, or what happens whenever atoms change their oxidation state. A substance of copper oxide mixed with chlorine from the salt had formed on the penny, and the substance looked green. But, if this was how you oxidize copper, how did the Statue of Liberty turn green? Had an airplane dumped a giant bowl of vinegar over her head? “There is more than one way for a metal to oxidize,” Mom explained. Paola’s mom continued to explain that vinegar is a mild acid. When combined with salt (a neutral base), it can form hydrochloric acid, which both cleans and oxidizes copper. When you wash it off, the penny looks shiny. When you leave it on, the penny turns green. There are also other ways of making copper turn green, however. For example, there could be products in the air that react in different ways when combined with oxygen, such as sulfur from coal. They will behave in a similar way to the vinegar. And that is why statues and buildings might have green-colored copper. Paola decided to recreate the experiment. This time she used some of the bitter oranges from the tree in her backyard. Oranges are also mildly acidic, just like vinegar. She followed all the steps from the first experiment, only replacing vinegar with orange juice. She got the same result. She called to her mother, who was relaxing on the porch, thumbing through a cookbook. “Look, Mom, I made verdigris with oranges, too!” “That’s great,” Mom said, pointing to the cookbook. “Because I’m about to make marmalade with the rest of the oranges.” “Just make sure you leave out the pennies!” said Paola.

6

Science: Physical Science

What do Paola and her mom perform an experiment on?

A. coal B. salt C. pennies D. the Statue of Liberty

C

What is the order of events in this story?

A. Paola wonders why some copper is green; Paola experiments; Paola understands why some copper is green. B. Paola experiments; Paola understands why some copper is green; Paola wonders why some copper is green. C. Paola experiments; Paola wonders why some copper is green; Paola understands why some copper is green. D. Paola understands why some copper is green; Paola experiments; Paola wonders why some copper is green.

A

Acid causes copper to turn green. What evidence from the story supports this statement?

A. Paola brings home 30 pennies from her trip to the United States. B. Paola lives in Seville, Spain, and the streets of her city are lined with orange trees. C. Paola’s mother is going to make marmalade with oranges from the backyard. D. Both vinegar and orange juice cause some of Paola’s pennies to turn green

D

Why does Paola’s mom suggest doing an experiment on pennies?

A. to make Paola appreciate the music of Beethoven B. to explain why tourists like to see flamenco performances C. to show Paola how copper changes color D. to teach Paola the history of an old bell tower

C

What is this story mainly about?

A. the Statue of Liberty B. why copper changes color C. why people visit Spain D. why people visit New York City

B

Read the following sentences: “This substance on copper is green. It is called verdigris . Paola said, ‘ In Spanish, the word for green is verde .’” Why does the author mention that the Spanish word for green is verde?

A. to show readers a connection between the word verdigris and the color green B. to prove to readers that learning Spanish is more useful than learning English C. to explain where the word “copper” comes from D. to illustrate the difficulty of learning a new language

A

Choose the answer that best completes the sentence below. Paola does experiments with pennies; ______, she learns why copper changes color.

A. as a result B. however C. previously D. first

A

Finders Keepers?

“I saw it first,” Amy said, as she ripped the old leather wallet out of Charlie’s hands. Without saying a word, as if they both understood that this was a secret they didn’t want to share with anyone, they slipped into the alleyway, where no one could see them look inside. “There’s got to be a million dollars here!” Charlie blurted out, when they saw the pile of hundred-dollar bills. Amy, the more realistic of the two, did a quick estimate, thumbing through the wad of cash. “More like thousands,” she said, her voice shaking. They’d found the wallet in a flowerbed on the sidewalk, when Charlie dropped his cell phone while he was trying to talk and eat a slice of pepperoni pizza at the same time. Amy stuffed the wallet into her backpack and pulled Charlie along by his elbow toward her house. As they rushed toward Viceroy Avenue, they talked about what they could do with the money—download music, get new clothes, travel to the rainforest in Costa Rica, adopt a whale. It looked like all of their dreams could come true. For the last block, they didn’t talk, each figuring that the other one was silently adding to the list of things they could buy. They finally reached Amy’s house, but instead of going inside, they walked around the house to the back porch. Then they both started talking at once. “I wonder who lost it.” Their moods shifted, sinking from the high of being rich for fifteen minutes to worrying about what to do next. They opened the wallet and counted the money in piles of ten. The total was $2,400 – more money than either of them had ever seen. In a clear plastic compartment, there was a driver’s license.

6

How much money did Amy and Charlie find?

A. hundreds of dollars B. a hundred dollars C. more than a million dollars D. thousands of dollars

D

What is the effect of Amy and Charlie finding the wallet?

A. They become angry at each other and argue about what to buy. B. They feel excited and later worry about what to do. C. They get scared that someone saw them pick up the wallet. D. They are happy that they can return the wallet to the owner.

B

Which of the following conclusions about the wallet is supported by the passage?

A. Amy purposely hid a wallet in a flowerbed so that Charlie could find it. B. Charlie knew the person who lost the wallet but didn’t want to tell Amy. C. The wallet was filled with counterfeit money that looked like real money. D. Amy and Charlie were originally planning to keep the wallet.

D

Read this sentence from the passage: “Amy, the more realistic of the two, did a quick estimate, thumbing through the wad of cash.” In this sentence, the word realistic means

A. seeing things as they really are B. having an adventurous spirit C. knowing how to hold a conversation D. older and having more experience

A

Which statement best describes the main idea of this passage?

A. Two friends find a wallet and try to decide what to do next. B. A sister and brother talk about their dreams for the future. C. Two people have a secret and don’t want to share it with anyone. D. Someone drops a wallet on the sidewalk and can’t find it.

A

The question below is an incomplete sentence. Choose the word that best completes the sentence. _______ Amy saw all of the money, she did a quick estimate.

A. When B. However C. Neither D. Whether

A

Crunches Give You Six-Pack Abs—And Other Exercise Myths

Let science tweak your workout. Want to get in shape? Don’t let out-dated advice hold you back. Too many teens (and adults) still believe hand-me-down advice that’s been repeated over and over but never proved by science. Here, two fitness pros help you separate exercise fact from fiction. Myth #1: Crunches give you six-pack abs. Fact: Everyone has six-pack abs—sort of. Your abdominal muscles are laid out just like a bodybuilder’s, in nice symmetrical rows up and down your belly. Most people, though, have a layer of fat over the abdominal muscles that make the six-pack difficult to see, and crunches won’t remove that fat. “Spot reduction doesn’t work,” says Fabio Comana, a California-based exercise physiologist and personal trainer. “If you need to lose belly weight, you have to involve the whole body.” You also have to exercise against resistance to get definition. “You’ve got to get the muscle to grow a bit to create separation between the muscle and the tendons around it,” Comana says. So if you really want a six-pack, consider holding a medicine ball to your chest during your crunches. Increase the weight over a period of weeks to sculpt your abs. Myth #2: No pain, no gain. Fact: There’s a bit of truth to this one. To improve, athletes have to push themselves slightly beyond what’s comfortable, says Brooke White, a physical education teacher and cross-country, track, and swimming coach in Milwaukee. “Once you feel comfortable running one mile, try running a mile and a half,” White says. “Or if you can run for five minutes, try six minutes.” Your muscles will feel sore, and you’ll probably breathe harder than normal, but that’s because your heart, lungs, and muscles are adapting to the increased activity. Exercise should never be painful, though. If you feel sharp pain during a workout, stop. You could be injured. Chronic pain—or any kind of soreness that doesn’t go away after a few days—should be checked out by a doctor. Myth #3: Lifting weights is only for weight lifters and bodybuilders. Fact: Strength training is for everyone! The Centers for Disease Control and Prevention recommends that teens get at least 60 minutes of physical activity every day and that at least three of those days include activities that strengthen muscles and bones. Why? Properly exercising your muscles and bones can decrease your risk of injury during sports. Girls, especially, are vulnerable to knee injuries such as anterior cruciate ligament tears (experts aren’t completely sure yet why girls are more susceptible), but strengthening the muscles around the knees and ankles increases your chances of staying in the game, Comana says. Strength training now can also prevent the loss of bone and muscle tissue when you get older. You don’t need weights or even weight machines to get the benefits of strength training. You can use exercise bands, kettlebells, or even your own body for resistance. Just check with your doctor before beginning any strength-training program. Myth #4: You should stretch before you exercise. Fact: Stretching before exercise can decrease your strength and power output. “Stretching actually turns off your nervous system,” Comana says. “If you think of your nervous system like a computer, your nervous system is the software; your muscles are the hardware. During exercise, I want both the software and the hardware turned on.” Pre-exercise stretching doesn’t decrease the risk of injury either. You’re better off slowly getting active, gradually warming up the muscles you’re about to use. Save the stretching for after your workout; it will help reduce muscle soreness. Myth #5: Exercise can make you feel good. Fact: The good feeling that you sometimes get after a run (or another hard workout) is probably a combination of feel-good brain chemicals and pride. Exercise releases endorphins and endocannabinoids into the bloodstream. Those body chemicals can help to reduce pain and make you feel happier. Another bonus of exercising and getting fit? You may get to experience the feeling of success after your team scores a big win or you finish a race in your best time! Wondering what some of the exercise items mentioned in this article look like and how they work?

6

Social Studies: Sports, Health & Safety

According to the passage, which of the following statements is true about lifting weights?

A. It must be done seven days a week to have any positive effect. B. It will strengthen your muscles and bones. C. It is only for weight lifters and body builders. D. It will make you more appealing to the opposite sex.

B

The author of this passage lists five myths and explains something about each one. What is similar about all of the author’s explanations?

A. They show how exercise can be bad for you. B. They discuss why no one should ever believe each saying. C. They examine how much, if any, truth is in each myth. D. They explain why each myth is true and why it should be followed.

C

What conclusion about exercise advice is supported by the passage?

A. If you exercise properly, you will become a great athlete. B. The best exercise will cause pain. C. You should never follow advice that doesn’t come from a doctor or scientist. D. Some advice may sound good but could be incorrect.

D

Read the following sentence from the passage: “Girls, especially, are vulnerable to knee injuries such as anterior cruciate ligament tears (experts aren’t completely sure yet why girls are more susceptible), but strengthening the muscles around the knees and ankles increases your chances of staying in the game.” As used in the passage, what does susceptible mean?

A. capable B. at risk C. intelligent D. wiling to work hard

B

Which statement best describes the author’s purpose in writing this passage?

A. To solve readers’ weight lifting problems B. To explain why weightlifting is the best exercise for everyone C. To separate good advice from bad advice D. To tell readers how to exercise

C

The question below is an incomplete sentence. Choose the word that best completes the sentence. Athletes who want to improve their skills will sometimes exercise harder _________ they have ever done before.

A. without B. than C. and D. because

B

What's Your Eye-Q?

Have you heard that you shouldn't cross your eyes because they can get stuck that way? In truth, that kind of thing happens only in cartoons. Yet the saying is repeated again and again. What other eye-care "facts" are really fiction? Let's take a closer look at some common "eye-deas" about the eyes. Fiction. The saying, however, is based on fact. Carrots have vitamin A, which helps keep vision strong. "You never see any rabbits wearing glasses!" jokes Dr. Stuart R. Dankner. He's a pediatric ophthalmologist (a doctor who treats kids' eyes) and a spokesperson for the American Academy of Ophthalmology (AAO). "Seriously, carrots contain high concentrations of carotene and vitamin A, both essential ingredients for the retina to remain healthy." Milk and egg yolks, among other foods, have vitamin A too. The AAO says a balanced diet will give you all the vitamin A you need. Fact. Looking at the sun too long can cause temporary and permanent problems. Some people can't read afterward. Others see dark patches. Most people recover fully, according to the Moorfields Eye Hospital in London. But 10 percent of patients continue to have problems, such as no longer being able to see license plate numbers twenty-five yards away. "Sunlight is not only responsible for [light sensitivity], but it can also damage the retina. It's always advisable to wear 100 percent UVA- and UVB-protected sunglasses all year round," says Dankner. Fiction. It won't permanently damage your eyes, but it can cause some discomfort. You blink less often when watching TV, so your eyes can feel sensitive. The same thing can happen when you stare at the screen of a computer, cell phone, or MP3 player. Staring too long can even cause double vision, or seeing two images of one object. So look away often—at least every twenty minutes. Sitting too close to the TV—less than four feet away—also may be responsible for headaches and eyestrain. Fiction. "Reading in dim light does not ruin your eyesight," says Dankner. "It can, however, cause eyestrain and headaches." Good lighting can help prevent discomfort, so why not use it? And remember: If your eyes become red and tired, skip the eye drops. They are not meant for eyestrain. Using drops can lead to more redness over time. A special kind of eye drops called artificial tears may be used with a doctor's OK. Fiction. Corrective lenses correct and sharpen eyesight, not weaken it. A corrective prescription usually becomes stronger as a person ages; perhaps that's how this wrong idea started. People noticed that eyeglass wearers needed stronger lenses over time. However, contact lenses that are worn too long, or are slept in when they are not meant for overnight use, can cause eye infections. Check with your doctor about how to wear your contact lenses correctly. Fact. Some people report having sensitive eyes after eating foods with artificial sweeteners. Some medicines, such as diabetes drugs, can also cause sensitive eyes. "It appears that sweeteners such as aspartame have been associated with allergic responses. Migraine headaches, dizziness, and light sensitivity are some of the side effects that may occur," says Dankner. Be sure to tell your eye doctor about any changes in your vision. 1. Kids and teens should have an eye exam every two to four years, according to the University of Michigan Kellogg Eye Center. 2. Wear ultraviolet-absorbing eyewear when outside. (Ultraviolet rays from the sun can burn. ) 3. When playing sports, using tools, or doing chores such as mowing the lawn, wear protective eyewear. 4. Reduce glare on your computer screen. Control light from windows with blinds and shades. 5. Adjust your computer screen. Place the center five to nine inches below your line of sight. 6. Use the "20/20/20 Rule" when staring at a screen. Take a twenty-second break every twenty minutes. Then focus your eyes at least twenty feet away. 7. If you feel eyestrain during an activity such as watching TV, add light or take a break. 8. Do not use eye drops without an eye doctor's OK. 9. If you wear contact lenses, clean them daily and replace them on the recommended schedule. 10. Eat a balanced diet to help keep your eyes moist and healthy. Here are the parts of the eye. Cornea: Helps the eye focus as light makes its way through Iris: Colored part of the eye; helps control how much light goes through pupil Pupil: Black circle in the center of the iris; lets light enter eye Sclera: The protective white of the eye Retina: Tissue that lines the inside of the eyeball Lens: Focuses light rays onto the retina Optic Nerve: Carries signals from retina to brain

6

Social Studies: Sports, Health & Safety

According to the article, what kind of thing only happens in cartoons?

A. getting your eyes stuck from crossing them B. blinking less often when watching TV C. eating foods with artificial sweeteners D. not being able to read after looking at the sun too long

A

Which of the following is listed in the passage?

A. foods that promote good eye health B. tips for maintaining healthy eyes C. reasons for visiting the ophthalmologist D. medicines that can cause sensitive eyes

B

Common ideas about the eyes may not always be true. What evidence from the text supports this statement?

A. The author suggests using the "20/20/20 Rule" when staring at the screen of a computer, cell phone, or MP3 player. B. The author discusses four popular ideas about the eyes that people often think are true but are actually false. C. The author lists the different parts of the eye as well as the role each part plays. D. The author includes a joke from Dr. Stuart R. Dankner, who says, "You never see any rabbits wearing glasses!"

B

Review the section under the header, "Find out how much you know about healthy eyes." After reading this section, how might the author want the reader to feel about "facts" he or she may have heard about eye care?

A. accepting B. trusting C. skeptical D. indifferent

C

What is the main idea of this text?

A. Some “facts” about eye care are not actually true. B. Eating a balanced diet helps keep eyes moist and healthy. C. Artificial tears may only be used with a doctor’s OK. D. Kids and teens should have an eye exam every two to four years.

A

Read this sentence from the text. "What other eye-care “facts” are really fiction?" Why might the author have put the word “facts” in quotation marks?

A. because it was a quote spoken by the author B. to emphasize that these statements are not true C. because the author is not sure of the meaning of the word D. to remind the reader to look up the definition of the word

B

Choose the answer that best completes the sentence. Wearing glasses does not weaken eyesight, __________ eyeglass wearers need stronger lenses over time.

A. Although B. Because C. Since D. While

A

The Inside Scoop

In New York City, one of the most popular brands of ice cream comes from a company called Mister Softee. Mister Softee sells ice cream to children and adults alike right out of a large blue-and-white truck. One particular Mister Softee truck driver is named Gus Elefantis. He has not only made Mister Softee ice cream his career, but the tasty, smooth ice cream has helped him make a few friends, too, since he first bought a truck in the mid-1980s. Gus Elefantis’s summer days begin at about 8 a.m. when he and his wife, Lola, wake up to make breakfast for their two daughters. Once breakfast is finished, Gus and Lola leave their daughters at home (the oldest daughter is 18 years old and capable of babysitting) and drive 20 minutes to a very special parking lot. It is there where Gus parks his very own Mister Softee ice cream truck every night alongside about a dozen others. As soon as they arrive, Lola begins cleaning and stocking his truck, inserting all of the local favorite types of ice cream pops and flavored frozen ices into specific freezer compartments to be sold once Gus drives along his route. “Everything’s in the same place every day,” says the short, blonde lady. “This way, my husband doesn’t even have to think!” Gus agrees, saying he won’t even need to glance inside the freezer as he fills orders for the long lines of customers waiting on the sidewalks. Watching his wife wipe down the sink, the refrigerator and the slushy machine, Gus explains that Lola has cleaned the truck for over 20 years, ever since they were first married. “She’s the best at it,” he says with a heavy Greek accent. “I’ve tried to clean the truck plenty of times before, but I’m no good at it. When Lola cleans, it is spotless.” Gus’s morning duty is to “go shopping” and purchase any new stock the truck needs for the day. He buys these items from his old friend Dimitri Tsirkos, who got Gus into the business and now runs the Mister Softee station. The station consists of a few parking lots for the trucks and a store where drivers buy supplies. Into a shopping cart Gus loads a few cartons of chocolate and vanilla ice cream mix, which will later freeze up inside the truck’s dispenser machine. He adds a can of whipped cream, some blue paper cups and a gallon of strawberry syrup. Lola has finished cleaning Gus’s truck. Tupperware containers of sprinkles are filled. Gallons of milk are placed just behind a steel refrigerator door at Gus’s feet. Chocolate sauce that hardens when chilled is poured into a bowl for Dip Cones. The truck is finally ready. After unplugging the back of the truck from a wall outlet that is used to keep the refrigerators and freezers inside running overnight, then starting up and revving the engine for a while to warm it up (the truck itself is over 30 years old), Gus drives out of the garage to sell ice cream in the neighborhood he’s called home for over 40 years: Astoria, New York. Gus will spend between nine and ten hours driving around, jumping from the driver’s seat to the serving window countless times. This takes a toll on a big man’s body. “You’re walking on steel all day,” he says. “Talk to any Mister Softee driver and they’ll tell you that their legs from the knees down are a problem.” Though there is an air conditioner in the truck that isn’t completely useless, its work is made more difficult by the heat coming from the refrigerators, not to mention the sweltering humidity in New York City’s summer air. The back of the truck is searing on days when temperatures climb above 95 degrees, which are also some of the least profitable days because customers stay inside their air-conditioned homes. Naturally, rainy days hurt business as well. How much money the drivers make changes from year to year, depending on the weather. Gus remembers one year, though, when the weather was so cooperative, he started driving in February and didn’t stop until Thanksgiving! “I made a lot of money that year,” he says with a nod of his head. Usually, Gus doesn’t drive the Mister Softee truck for more than six months a year. He works every day it doesn’t rain between April and October, unless there is an important family event or holiday like Greek Easter. A day spent inside his home is a day he’s not making money, so he’ll put in 12-hour days as often as he possibly can. On those days he misses his daughters, Joann, the older one, and Nora, who is eight. After a long summer season and parking his truck for winter, Gus searches for a new winter job to provide for his family. “Once I drove a cab, but that was too much driving in one year for me,” he laughs. “Usually, I work part-time in construction or at a restaurant just like when I was young.” In some ways, he would love a stable, everyday job, he says. But with Mister Softee, he’s his own boss, which has its perks. “I eat ice cream every day,” Gus says, admitting that he dips into his own supply, usually after accidentally making something a customer didn’t ask for, like a cone with chocolate sprinkles instead of rainbow. “I feel like I have to eat the mistakes. I don’t want them to go to waste!” When he’s had enough ice cream for the day, he gives his errors away, no charge. Gus loves giving away free ice cream, which has gotten him a lot of fans. However, the people of Astoria don’t go to his truck just for ice cream—whether it’s free or not—they also go to see their friend. “My husband loves everyone,” says Lola. “Adults, kids, pets. It doesn’t matter.” The side windows of the truck have few stickers, making it easy to see into the back where Gus works. This was done on purpose. He feels it makes parents much more comfortable dealing with him because it shows he has nothing to hide. Gus doesn’t drive his route late at night because he knows the truck’s song will get kids to jump out of bed. During the daytime, he plays the song only once per block to limit the disturbance. “My mother always told me that if you live in a glass house, don’t throw stones at your neighbors. And I live in a glass house,” he says, referring to his windowed truck. He calls the job “easy,” despite the long hours away from his daughters while they’re on summer vacation, the heat, the hurt in his legs, and the requirement of a new job every winter. But Gus Elefantis isn’t going anywhere, to the delight of the many Astorians with which he comes into daily summer contact. “Unless I hit the lotto,” he says, “which I don’t play, I’m not going to stop.”

6

Social Studies: Geography, Societies & Culture

What does Gus Elefantis do during the summer?

A. Gus Elefantis teaches Greek to tourists. B. Gus Elefantis drives an ice cream truck. C. Gus Elefantis works on a construction site. D. Gus Elefantis waits tables at a restaurant.

B

What is the sequence of events in a summer day for Gus?

A. Gus gives away ice cream for free; Gus goes shopping for supplies; Gus drives around to sell ice cream. B. Gus gives away ice cream for free; Gus drives around to sell ice cream; Gus goes shopping for supplies. C. Gus goes shopping for supplies; Gus drives around to sell ice cream; Gus gives away ice cream for free. D. Gus goes shopping for supplies; Gus gives away ice cream for free; Gus drives around to sell ice cream.

C

Many people in Astoria like Gus. What evidence from the passage supports this statement?

A. “However, the people of Astoria don’t go to his truck just for ice cream—whether it’s free or not—they also go to see their friend.” B. “Gus’s morning duty is to ‘go shopping’ and purchase any new stock the truck needs for the day.” C. “Gus Elefantis’s summer days begin at about 8 a.m. when he and his wife Lola wake up to make breakfast for their two daughters.” D. “The side windows of the truck have few stickers, making it easy to see into the back where Gus works.”

A

What is one problem with Gus’s job?

A. Gus buys the items he needs for his truck from a friend. B. Gus works in Astoria, New York. C. Gus’s job causes pain in his legs. D. Gus’s job allows him to interact with people.

C

What is this passage mostly about?

A. an ice cream company called Mister Softee B. the neighborhood of Astoria, New York C. different flavors of ice cream D. the work of an ice cream truck driver

D

Read the following sentence: “Gus agrees, saying he won’t even need to glance inside the freezer as he fills orders for the long lines of customers waiting on the sidewalks.” What does the word customers mean?

A. people who get into trouble B. people who work hard C. people who are mean to others D. people who buy things

D

Choose the answer that best completes the sentence below. Gus likes some things about his job ______ not others.

A. in summary B. above all C. but D. after

C

Magnetic Fields and the Magnetic Compass

If you were in a forest, chances are there wouldn’t be any street signs to help direct you! That’s why you need a compass to help you find your way using the power of a magnetic field. Magnets are objects that produce an area of magnetic force called a magnetic field. Magnetic fields by themselves are invisible to the human eye. Magnets attract, or pull, objects made of materials that are very attracted to magnets. These materials include iron and nickel. A magnet also reacts to another magnet when they are close enough to each other. Magnets come in different shapes, strengths, and sizes. However, they all have a north pole and a south pole. The south pole of one magnet is attracted to another magnet’s north pole. However, the north poles of both magnets would repel, or push, each other away. The earth is like a huge magnet. It has a magnetic field, and it has magnetic North and South Poles. The earth’s magnetic poles are not to be confused with its geographic poles, though. The earth is tilted on an axis. The geographic North Pole is located at the most northern end of the axis. This place is in the middle of the Arctic Ocean. The geographic South Pole is located at the most southern end of the axis, and this can be found in Antarctica. The earth’s magnetic poles are in the general direction of the planet’s geographic poles. However, unlike the geographic poles, the magnetic poles are not always in the same place. They are moving slowly. A compass is used to show direction. There are different types of compasses. They include the magnetic compass, the solar compass, and the gyro compass. When people talk about a compass, they often think of the magnetic compass. A magnetic compass is usually comprised of a magnetized needle and a card with north, south, east, and west printed on it. One end of the needle is attracted to the earth’s magnetic north pole. This end is often painted red. With one end showing you the direction of north, you can use the compass to figure out the other directions, too.

5-6

Science: Earth & Space Science, Physical Science

What is a magnetic field?

A. the geographic poles of the earth B. the shape, strength, and size of a magnet C. an area of magnetic force around a magnet D. a street sign to help direct you

C

What does the author describe?

A. the characteristics of magnets and magnetic fields B. the reasons why some materials are attracted to magnets C. the different shapes, strengths, and sizes of magnets D. the ways different compasses work to tell direction

A

Read these sentences from the text. Magnets are objects that produce an area of magnetic force called a magnetic field. Magnetic fields by themselves are invisible to the human eye. Magnets attract, or pull, objects made of materials that are very attracted to magnets. These materials include iron and nickel. A magnet also reacts to another magnet when they are close enough to each other. Based on these sentences, what can you conclude about the attraction of iron to a magnet?

A. When the iron is farther from the magnet, the attraction is stronger. B. When the iron is closer to the magnet, the attraction is stronger. C. When the iron is closer to the magnet, the attraction is weaker. D. When the iron is close to the magnet, there is no attraction.

B

Read these sentences from the text. The earth’s magnetic poles are in the general direction of the planet’s geographic poles. However, unlike the geographic poles, the magnetic poles are not always in the same place. They are moving slowly. [. . .] A magnetic compass is usually comprised of a magnetized needle and a card with north, south, east, and west printed on it. One end of the needle is attracted to the earth’s magnetic north pole. This end is often painted red. With one end showing you the direction of north, you can use the compass to figure out the other directions, too. Based on these sentences, what does a magnetic compass show someone?

A. the exact direction of the earth's geographic South Pole B. the general direction of the earth's geographic South Pole C. the exact direction of the earth's geographic North Pole D. the general direction of the earth's geographic North Pole

D

What is the main idea of the text?

A. There are different shapes and sizes of magnets. Iron and nickel are some of the materials that are very attracted to magnets, so they can get pulled toward magnets. B. The earth is like a big magnet. People can figure out directions by using a magnetic compass, which has a needle that is attracted to the earth's magnetic North Pole. C. The earth has a geographic North Pole, which is located in the middle of the Arctic Ocean. The planet also has a magnetic North Pole, but it is always moving slowly. D. There are different types of compasses. One type of compass is the magnetic compass, and it is made up of a magnetized needle and a card with directions printed on it.

B

Read these sentences from the text. The earth’s magnetic poles are in the general direction of the planet’s geographic poles. However, unlike the geographic poles, the magnetic poles are not always in the same place. As used in the text, what does the phrase "general direction" mean?

A. different but the same exact way B. similar but complete opposite way C. similar but not the same exact way D. different and complete opposite way

C

Choose the answer that best completes the sentence below. The earth has a magnetic field and magnetic North and South Poles, ________ it's like a magnet.

A. but B. so C. if D. although

B

Desert Racing

When South African runner Ryan Sandes showed up for his first race in the 4 Deserts series in 2008, he was not expected to win. The then 27-year-old had only been running for three years. He was fit and had won a few South African races, but he was an unknown in the global and competitive world of ultrarunning. In March of 2008, Sandes entered the 4 Deserts Gobi March, a 155-mile trek in and around the Chinese areas of the Gobi Desert. His surprise victory raised his profile overnight and gave him the incentive to push himself harder. Sandes entered and won another race in the series, the Sahara Race, in the same year. In early 2010, he entered the Atacama Crossing in Chile, his third race in the series. He won once again. Sandes’s performance in those races scored him an invitation to compete in the racing series’ most extreme leg—the Last Desert race in Antarctica. Sandes, with his eye on winning all four of the races in the series, trained for the Antarctic conditions by running in a large freezer. Temperatures in the freezer could be set as low as minus 20 degrees Celsius (minus 4 degrees Fahrenheit). A fan was adjusted to simulate the wind chill Sandes would experience during the race. His preparation scheme worked. Sandes placed first in the Antarctic contest. By the end of 2010 Sandes had become the first runner to win all four races in the grueling 4 Deserts race series. The races in the series are multi-day self-supported races of 250 kilometers (155 miles). Each race lasts one week and is made up of six stages. Self-supported races mean runners have to bring along all the food and gear they will need. Meals are not provided. Runners wear backpacks. Water and emergency medical care are provided by race organizers as well as nightly lodgings. Runners must arrive at the camp where they sleep in communal tents each night. Competing in these races is not only about being a fast runner. It is also a test of a competitor’s ability to survive extreme conditions. The races are set in some of the world’s harshest environments. Each poses unique challenges. One of the races of the yearly 4 Deserts series is held in Chile’s Atacama Desert. The Atacama Desert is a plateau in South America wedged between the Pacific Ocean and the Andes Mountains. It is the driest place in the world. The race here starts at an elevation of more than 3,000 meters (9,850 feet) and takes runners on several ascents and descents. Runners not only face loose rocky terrain, but they must battle the energy demands of high-altitude conditions. The Gobi Desert is the fifth largest desert in the world and the largest desert in Asia. It lies in China and Mongolia and comprises several distinct ecological and geographic regions. The 4 Deserts Gobi March race sticks to the grasslands of the Chinese province of Xinjiang. No desert race series would be complete without an event in the iconic Sahara Desert, the world’s largest hot desert, where sand dunes can reach a height of 180 meters (590 feet). (The Sahara is the world’s third largest desert, coming in after the Antarctic and the Arctic Polar Regions.) Dehydration and heat exhaustion are two of the biggest health concerns for runners in this race. These three races are open to all competitors. Only the Last Desert race is reserved for qualifying runners. The Antarctic race is the only staged event held on the “frozen continent.” This race is staged on the Antarctic Peninsula and its surrounding islands. Weather conditions are erratic, so planning the racecourse is put off until the last moment. Competitors and crew are housed in a ship that transports runners to the start of each stage every morning. In the year when Ryan Sandes raced the Antarctic course, he ran across volcanic craters, black sand, and snow. He even encountered a penguin colony. Towards the end of the run, he was neck and neck with Italian runner Emanuele Gallo, but Sandes eventually won and went on to become the face of South African ultrarunning.

6

Social Studies: Geography, Societies & Culture, Sports, Health & Safety

Where was Ryan Sandes’s first race in the 4 Deserts Series?

A. Gobi Desert B. Sahara Desert C. Atacama Desert D. Antarctica

A

What does the author describe in the passage?

A. how Ryan Sandes trained for the Sahara Race B. planning the racecourse for the Atacama Desert race C. the grueling conditions runners experience in the 4 Deserts races D. the ecosystem of the Gobi Desert

C

Temperatures in Antarctica can fall as low as minus 20 degrees Celsius. What evidence from the text supports this statement?

A. The Last Desert Race in Antarctica is the most extreme of the 4 Deserts series. B. Sandes trained for Antarctic conditions by running in a freezer that could be set as low as minus 20 degrees Celsius. C. The freezer had a fan to simulate the wind chill Sandes would experience in Antarctica. D. Sandes won the Antarctica race because of his training regime.

B

Which quality should “ultrarunners” have in order to be successful?

A. stamina B. humor C. kindness D. intelligence

A

What is this passage mostly about?

A. how the sport of “ultrarunning” is gaining in popularity B. training regimes used by pro “ultrarunners” to prepare for the 4 Deserts races C. the 4 Deserts “ultrarunning” racing series and the first runner to win all four D. the weather and terrain conditions that make the Sahara Race particularly challenging

C

Read the following sentences: “The Antarctic race is the only staged event held on the ‘frozen continent.’ This race is staged on the Antarctic Peninsula and its surrounding islands. Weather conditions are erratic , so planning the racecourse is put off until the last moment.” As used in the passage, what does “erratic” mean?

A. even B. unpredictable C. rugged D. consistent

B

Choose the answer that best completes the sentence below. The races in the Gobi Desert, Sahara Desert, and Atacama Desert are open to all competitors, ______ the race in Antarctica requires an invitation to compete.

A. so B. then C. like D. but

D

Lunch around the World

What do you usually eat for lunch at school? Maybe you bring a peanut butter and jelly sandwich from home, or grab a cheeseburger or fish sticks in the cafeteria. But how about having some congee or mee siam, as kids in Singapore do? Have you ever brought a yummy stuffed paratha to school, as kids in Amritsar, India, often do? Read on to learn about those dishes and more, as we explore what kids around the world eat for lunch. Nancy is located in northeastern France, near Germany. The city is famous for its buildings and its parks. The 411: In Nancy, kids either buy their lunch in the cantine or go home for lunch. Unless they have a medical condition and a doctor’s prescription, they’re not allowed to bring their own lunch from home. So, what’s for lunch? For about 6 euros (about 8 U.S. dollars) each, siblings Louise C., 12, and Alphonse C., 10, can get an appetizer; a main course of fish or meat; a veggie or carb side dish; cheese; a dessert of fruit, yogurt, or chocolate mousse; and as much bread as they want! Thanks to the rich assortment of fruits, veggies, proteins, starches, and dairy, kids get a well-rounded meal packed with vitamins and minerals. While kids can choose an appetizer of veggies or cold cuts, there are also hot local specialties available. A good example is friands—puff pastries filled with ground meat (usually pork), herbs and eggs. Louise says she loves to get grape-fruit, a common French appetizer, as her first lunch course. Madrid is Spain’s capital and largest city. It’s known for its art museums, parks, and food. The 411: Lunch is usually a healthy two-course meal. The first course is veggies, rice, or pasta. The second course is a meat or fish dish. Dessert is either fruit or yogurt. So, what’s for lunch? In a typical school week for brothers Óscar F. and Diego F., the cafeteria may serve swordfish in lemon sauce, lentil soup, chicken with mushrooms, tuna in tomato sauce, roasted chicken, and paella, a Spanish specialty. Paella consists of rice, seafood, meat, peppers, spices, and veggies. It’s a great way to get protein, vitamins, and carbs all at once. Óscar, 8, says that one of his favorite things to eat for lunch is cocida, a stew of meat, veggies, and chickpeas, which are high in fiber and protein. Diego, 11, loves anything with salmon. Beirut was known as the Paris of the Middle East until its civil war in the 1970s to early 1990s destroyed much of the city. But the city is rebuilding and slowly returning to what it once was. Most people in Beirut speak English, French, and Arabic. The 411: Kids may either bring their own lunch from home or buy it in the cafeteria. So, what’s for lunch? According to Maurice O., 14, the cafeterias sell “fish, meat, chicken, rice, and lentils. … If kids bring their lunch from home, it’s usually sandwiches with cheese or mortadella [an Italian cold cut].” In the cafeteria, kids can buy a mankouche, a low-fat Lebanese flatbread pizza made with cheese and a Middle Eastern spice mix called za’atar. It turns out that when it comes to lunch, kids in Beirut have a lot in common with U.S kids. According to Maurice, “Most kids’ favorite lunch foods are the hamburger, nuggets, pizza, and French fries!” Located in northern India, Amritsar is an important center for the Sikh religion. It’s home to the Golden Temple, considered one of the most beautiful shrines in the world. The 411: Most kids in Amritsar bring their own lunch from home. Chips and soft drinks are strongly discouraged. So, what’s for lunch? At 11-year-old Sakshi R.’s school, everyone brings a lunch according to a menu set by the school. For example, on Mondays kids bring veggie sandwiches, Tuesdays are called Mother’s Choice Days, and on Wednesdays kids bring stuffed parathas. Think of a paratha as a cross between a soft, savory pancake and pita bread, stuffed with cheese, veggies, or both. On Fridays, students share their lunch with their classmates. On that day, Sakshi’s mom packs homemade cake or popcorn. Sakshi’s favorite lunch is a mayonnaise and veggie sandwich. “I simply love the taste of cheese and mayonnaise,” she says. But she also likes trying new things. “I love eating, but I love having a variety. Friday lunch is my favorite!” Singapore is the smallest nation in Southeast Asia. The diverse population follows many different religions, including Buddhism, Islam, Hinduism, and Christianity. Chewing gum used to be illegal in Singapore, and now only pharmacists are allowed to sell it! The 411: Most schools in Singapore don’t allow the sale of sweets, chocolate, or soft drinks. In fact, overweight kids are required to attend an extra PE session. Hardly any kids bring their own lunch to school because there are so many choices at the cafeteria, known as the canteen or tuck shop. So, what’s for lunch? At 11-year-old E-lyn C.’s school, there are a number of food stalls where she can purchase fruits, drinks, rice, and local specialties such as congee, one of her favorite lunch meals. Congee is a nutritious rice porridge made with meat or seafood and veggies. It’s low in fat and high in protein and fiber. There’s also a halal food stall at E-lyn’s school. Halal food is food that has been prepared according to the dietary laws of Islam. A typical dish is mee siam, a protein-rich meal of thin rice noodles with soybeans, tofu, boiled eggs, and garlic chives. Hungry for some bunny chow? Believe it or not, it’s not made of rabbits. It’s actually a popular lunch sandwich in Cape Town, South Africa. Bunny chow is made of curry (usually chicken curry) stuffed into a hollowed-out bread roll. “It’s a really different way to eat a sandwich,” says Cricket Azima, author of Everybody Eats Lunch, a book filled with recipes for lunch foods from all over the world. How about fried eggs for lunch? In Brazil, a fried egg often tops off the Bauru sandwich that many people eat for lunch. That famous sandwich is named after the city in which it became popular in the 1930s. A Bauru sandwich has roast beef and melted cheese on a French roll. It’s similar to bunny chow in that some of the soft insides of the bread are also removed to make a Bauru. In Japan, many kids take bentos to school for lunch. A bento usually consists of a small portion of rice, a fish or meat, and pickled or fresh vegetables, all packed in a square box. Susan Yuen, author of Hawai’i’s Bento Box Cookbook, says, “When making a bento, presentation of your food is very important to make your meal not only taste yummy but look delicious as well.” The best way to do that is to make your bento colorful, with fruits, vegetables, and other healthy treats, she adds. To make a fun and easy sandwich bento with your mom or dad, start by finding a cookie cutter. You may already have one around the house, Yuen says. Then: 1. Take two slices of bread, and cut them using your cookie cutter. 2. Fill your sandwich with your favorite filling, such as cold cuts, cheese, or hummus. 3. Add eyes or fun decorations using foods such as dried fruits (blueberries, raisins, cranberries, currants, and so on), nuts, chocolate chips, cheese, or whatever else you have around the kitchen. 4. Fill in the empty spaces in your bento box with sides such as fruits and vegetables or other healthy snacks.

6

According to the text, which of the following cities does not allow students to bring their own lunch?

A. New York, United States B. Nancy, France C. Beirut, Lebanon D. Amritsar, India

B

This text compares and contrasts lunches around the world. Which of these favorite foods is something both American kids and kids in Beirut have in common?

A. mankouche B. bento boxes C. paella D. pizza

D

Read the section "Make Your Own Bento Lunch!" Based on this information, what can you conclude about lunches in Japan?

A. A typical lunch for a student in Japan includes french fries with fried chicken and ketchup. B. Packed bento boxes in Japan are made to look delicious and have a variety of healthy ingredients. C. Japanese parents make their child’s bento box by using only ingredients that are one color. D. Bento boxes can only be made in Japan because they have the best cookie cutters for bread.

B

Read these sentences from the text. Most schools in Singapore don’t allow the sale of sweets, chocolate, or soft drinks. In fact, overweight kids are required to attend an extra PE session. Based on the text, what is most likely the reason why Singapore doesn’t allow sweets, chocolate, or soft drinks?

A. They may cause kids to be overweight. B. They may cause kids to get cavities. C. Some kids may be allergic to them. D. Some kids might not have enough money to buy them.

A

What is this text mostly about?

A. healthy foods to eat for lunch B. different lunches kids eat around the world C. different sports kids play around the world D. foods American kids like to eat

B

Read this sentence from the text. When making a bento, presentation of your food is very important to make your meal not only taste yummy but look delicious as well. As used in the text, what does the word "presentation" mean?

A. how it tastes B. how it looks C. speaking in front of people D. a poster with information

B

Choose the word that best completes the sentence. Kids in France are not allowed to bring their own lunch from home, ________ they have a doctor’s prescription for a medical condition.

A. unless B. but C. after D. so

A

What's in a Name?

His name was Jack. Jack Russell. It was not easy going through life with the name of a terrier. A dog, for Pete’s sake! From about second grade on, kids had made fun of his name, some of them making barking sounds when he came into a room. He was actually Jack Russell IV – the fourth first son of a first son, named for the original Jack Russell, his great grandfather. Maybe because his name had become such a joke, he paid particular attention to names. He loved learning bizarre names of places - Dead Horse, Arkansas; Monkey’s Eyebrow, Arizona. There were the breakfast-sounding names - places like Two Egg, Florida, and Oatmeal, Texas. Some names seemed to tell stories about the people who’d first settled there - like Last Chance, Colorado, and Boring, Indiana. When the kids first started making fun of him, his parents tried to console him. His mother recalled going to school with a girl named Candy Cane. As if to invite ridicule, she wore red and white striped clothes. His dad, who hadn’t minded being Jack Russell III, had a different tactic. He tried to make him proud of the name with stories about the original Jack Russell - sailor, war hero, and inventor. When he moved up from grade school to junior high, he made a decision. He’d use his middle name, Harry. At first, it went well. Even his old friends took to calling him Harry, and, as far as the kids he’d never met before were concerned, that had always been his name. Even his parents and sister started calling him Harry, until he met Ciara, the prettiest and smartest girl in sixth grade. “Hi, I’m Harry,” he said, trying to sound nonchalant. “Wow! That’s my dog’s name!” she said, as she closed her locker door and walked away with her friends.

6

Why does Jack think it isn’t easy going through life with the name Jack Russell?

A. because it is also the name of a president B. because it is also the name of a famous actor C. because it is also the name of a type of dog D. because it is also the name of a video game

C

How did Jack Russell’s name make him feel about bizarre names of places?

A. confused, because none of them made sense B. upset, because he would refuse to visit any of them C. excited, because he would name his toys after them D. interested, because he loved to learn about them

D

Read the following sentences from the text. “When the kids first started making fun of him, his parents tried to console him. His mother recalled going to school with a girl named Candy Cane. As if to invite ridicule, she wore red and white striped clothes. His dad, who hadn’t minded being Jack Russell III, had a different tactic . He tried to make him proud of the name with stories about the original Jack Russell - sailor, war hero, and inventor.” What conclusion can you draw from this evidence?

A. Candy Cane also didn’t like her name so she changed it. B. As a boy, Jack’s dad also didn't like being named after a type of dog. C. People can feel differently about having a unique name. D. The main character felt that being named Jack Russell was important.

C

Why is it funny when Ciara says “Wow! That’s my dog’s name!”?

A. because Jack had changed his name to Harry so he would no longer have a dog’s name B. because Ciara had a Jack Russell Terrier that she named Jack Russell, the same as the boy’s name C. because Ciara did not have a dog but she said that because she wanted to make fun of Jack D. because Harry is another type of dog and Jack hadn’t realized that when he changed his name

A

What is one theme of this text?

A. Don’t change based on what others think, because people have many different perspectives. B. You should always judge people based on what they do, and never on what they say. C. You should make sure to stay friends with the people who know how to make you laugh. D. If something doesn’t work the first time, don’t give up, and keep trying until it does.

A

Rumpelstiltskin

Once there was a miller who was poor, but who had a beautiful daughter. Now it happened that he had to go and speak to the King, and in order to make himself appear important he said to him, “I have a daughter who can spin straw into gold.” The King said to the miller, “That is an art which pleases me well. If your daughter is as clever as you say, bring her tomorrow to my palace, and I will try what she can do.” And when the girl was brought to him he took her into a room which was quite full of straw, gave her a spinning-wheel and a reel, and said, “Now set to work, and if by tomorrow morning early you have not spun this straw into gold during the night, you must die.” Thereupon he himself locked up the room, and left her in it alone. So there sat the poor miller's daughter, and for the life of her could not tell what to do. She had no idea how straw could be spun into gold, and she grew more and more miserable, until at last she began to weep. But all at once the door opened, and in came a little man, and said, “Good evening, Mistress Miller; why are you crying so?” “Alas!” answered the girl, “I have to spin straw into gold, and I do not know how to do it.” “What will you give me,” said the manikin, “if I do it for you?” “My necklace,” said the girl. The little man took the necklace, seated himself in front of the wheel, and "whirr, whirr, whirr," three turns and the reel was full. Then he put another on, and whirr, whirr, whirr, three times round, and the second was full too. And so it went on until the morning, when all the straw was spun, and all the reels were full of gold. By daybreak the King was already there, and when he saw the gold he was astonished and delighted, but his heart became only more greedy. He had the miller's daughter taken into another room full of straw, which was much larger, and commanded her to spin that also in one night if she valued her life. The girl knew not how to help herself, and was crying, when the door again opened, and the little man appeared and said, “What will you give me if I spin that straw into gold for you?” “The ring on my finger,” answered the girl. The little man took the ring, again began to turn the wheel, and by morning had spun all the straw into glittering gold. The King rejoiced beyond measure at the sight, but still he had not gold enough. He had the miller's daughter taken into a still larger room full of straw, and said, “You must spin this, too, in the course of this night; but if you succeed, you shall be my wife.” “Even if she be a miller's daughter,” thought he, “I could not find a richer wife in the whole world.” When the girl was alone the manikin came again for the third time, and said, “What will you give me if I spin the straw for you this time also?” “I have nothing left that I could give,” answered the girl. “Then promise me, if you should become Queen, your first child.” “Who knows whether that will ever happen?” thought the miller's daughter. Not knowing how else to help herself in this strait, she promised the manikin what he wanted, and for that he once more span the straw into gold. And when the King came in the morning and found all as he had wished, he took her in marriage, and the pretty miller's daughter became a Queen. A year after, she had a beautiful child, and she never gave a thought to the manikin. But suddenly he came into her room, and said, “Now give me what you promised.” The Queen was horror-struck, and offered the manikin all the riches of the kingdom if he would leave her the child. But the manikin said, “No, something that is living is dearer to me than all the treasures in the world.” Then the Queen began to weep and cry, so that the manikin pitied her. “I will give you three days' time.” said he. “If by that time you find out my name, then shall you keep your child.” So the Queen thought the whole night of all the names that she had ever heard, and she sent a messenger over the country to inquire, far and wide, for any other names that there might be. When the manikin came the next day, she began with Caspar, Melchior, Balthazar, and said all the names she knew, one after another. But to every one the little man said, “That is not my name.” On the second day she had inquiries made in the neighborhood as to the names of the people there, and she repeated to the manikin the most uncommon and curious. “Perhaps your name is Shortribs, or Sheepshanks, or Laceleg?” but he always answered, “That is not my name.” On the third day the messenger came back again, and said, “I have not been able to find a single new name, but as I came to a high mountain at the end of the forest, where the fox and the hare bid each other good night, there I saw a little house, and before the house a fire was burning, and round about the fire quite a ridiculous little man was jumping: he hopped upon one leg, and shouted—‘Today I bake, tomorrow brew / The next I'll have the young Queen's child / Ha! glad am I that no one knew / That Rumpelstiltskin I am styled.’” You may think how glad the Queen was when she heard the name! And when soon afterwards the little man came in and asked, "Now, Mistress Queen, what is my name?" At first she said, “Is your name Conrad?” “No.” “Is your name Harry?” “No.” “Perhaps your name is Rumpelstiltskin?” “The devil has told you that! The devil has told you that!” cried the little man, and in his anger he plunged his right foot so deep into the earth that his whole leg went in. Then in rage he pulled at his left leg so hard with both hands that he tore himself in two.

6

Who spun the straw into gold?

A. the miller B. the miller's daughter C. the king D. the little man

D

What problem does the miller's daughter face at the beginning of the story?

A. She does not love the king, but her father has threatened to kill her if she does not marry the king. B. She does not know how to spin straw into gold, but the king has threatened to kill her if she does not spin his straw into gold. C. She wants her necklace and ring back, but she has already given them to the little man in exchange for his help. D. She is afraid of the little man, but he is the only one who can spin straw into gold for her.

B

The little man is positive that nobody knows his name. What evidence from the text best supports this conclusion?

A. "'I will give you three days' time,' said he. 'If by that time you find out my name, then shall you keep your child.'" B. "'Ha! glad am I that no one knew / That Rumpelstiltskin I am styled.'" C. "'Perhaps your name is Shortribs, or Sheepshanks, or Laceleg?' but he always answered, 'That is not my name.'" D. "And when soon afterwards the little man came in, and asked, 'Now, Mistress Queen, what is my name?'"

B

Why might Rumpelstiltskin have been jumping and shouting in his house?

A. He was panicking because he thought his house had caught on fire. B. He was celebrating, thinking he was going to get the Queen's child. C. He was performing a magical spell to get the Queen's child. D. He was upset because he knew that the Queen knew his name.

B

What is a theme of this story?