Awesome Reader 5 Grade PDF

5
th
GRADE
Elementary
LET’S EDUCATE IN A DEEPER SENSE: SHAPING MINDS
How can we prepare our students to face the complexities of today’s constantly changing times and the uncertainty they
bring? How do we set up an educational innovation project that, apart from achieving cognitive development, leads students
to grow and develop in all dimensions? How can we teach students to be global citizens while, at the same time, individuals
rooted in their own realities? How do we connect them to their emotions so that they are capable of making assertive
decisions in life? Simply put... how do we shape beings?
All these questions have led us to design an educational model that connects English language acquisition with developing
students’ emotional awareness and worldview in an environment that encourages communication and participation to meet
the challenges of societal transformation.
In these pages, we present BE+Live, an unprecedented new proposal that centers on the current needs of students and
makes the educational process a meaningful and transcendental learning experience.
At BE+Live, we believe that changing education is the key to changing society for the better.
Content Director Ernesto Alonso Núñez Mejía
Editorial Manager Arturo Calderón López Editorial Design and Gil G. Reyes Ortiz
Production Manager
Editorial Coordinator Fernanda Patricia Mazón Gómez
Editors Ana Carabias Dudet, Agustín

Editorial Design Pamela Izebel Garduño Cruz
Flores Spada, Javier Ordoñez Coordinator
Guillén, Mariana Rocamora
Production Coordinator Gabriel Omar Hernández
Editorial Assistants QBS Editorial, Jesica Andrea Martínez
Graziano, Daniela Chaparro
Rodríguez, Abraham López Molina, Cover and Editorial Patricia Peimbert Mancilla
Margarita Orozco Trejo, Eduardo
Gerardo Velázquez Coronel, Araceli
Designers
Morales Rodríguez
Proofreading QBS Editorial

Production Agents and Guadalupe Molina Cervantes,
Prepress Miguel Ángel Díaz Román
Content Collaborators Curtis Beerman, Jesica Graziano,
Sebastian Barnette, Natalie Typesetting Zoraida Olvera
Pierce, Gary Van Hoose, Melina
Mitsotakis, Ana Carabias Dudet
Iconography and Getty Images, Isabel Guerrero
Academic Consultants Claudia Acosta, Laura Cortés, Illustration Alonso,Emmanuel Peña, Beto
Roberto Jaramillo, Jolanta Petiches, Carlos Higuera
Nitoslawska, Debbie VanHees
Pedagogical Specialist Karime Pulido Ramzahuer
General Director José Carlos Dosal Montero
Impreso en México / Printed in Mexico
All rights reserved. No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means without prior written
permission from the Publisher. Sistemas Educativos de Enseñanza S.A. de C.V. publications may contain links to third party websites or apps. We have no
control over the content of these websites or apps, which may change frequently, and we are not responsible for the content or the way it may be used
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D. R. © 2019. All rights reserved. This is a collective derivative work developed, published and licensed by Sistemas Educativos de Enseñanza S.A. de C.V.
Av. Río Mixcoac 274, Colonia Acacias. C.P. 03240, Ciudad de México, for BE+Live, part of Grupo Santillana, for all countries in Ibero-America (Brazil, Spain,
Argentina, Colombia, Chile, Peru, Uruguay, Paraguay, Bolivia, Venezuela, Panama, Nicaragua, Costa Rica, Honduras, Guatemala, El Salvador, Dominican
Republic, Puerto Rico and Portugal), in English, Spanish and Portuguese.
© Sistemas Educativos de Enseñanza, S. A. de C.V.

Member of the Cámara Nacional de la Industria
Editorial Mexicana. Reg. Núm. 3616
ISBN 978-607-723-975-8
First Edition June 2019

This is my
My name is: -,_ ..-,. .;-,.,.,,
and I am: -,_ years old.
My favorite story... I like it because...
My favorite part of
that story is...
This is a drawing of that part...
3
le o f
Tab
ents
Cont
My Awesome Reader.................... 3
Food, Fitness and Health............. 6
Healthcare Then and Now.......... 19
Flora and Fauna........................... 38
Save the Frogs!.............................. 51
Benjamin Franklin: a Man

to Be Remembered........................ 70
Women Stand Up!......................... 83
4
A Visit to the UK........................... 102
Natural Wonders.......................... 115
A Lot to Do on the Farm.............. 134
The Agricultural World................ 147
Recommendations............... 166
5
6
Written by Curtis Beerman
Adapted by Jesica Graziano
Having good habits is closely connected to being healthy. There

are several ways in which you can include healthy habits in your
daily life. Nutrition and exercise help a lot, but they aren’t the
only options. Nowadays, it’s highly recommended to develop a
body-and-mind connection.
7
Pasta, oatmeal, cereal, bread, and tortillas are obtained
from plants, such as wheat, oats, barley, corn, and rice.
Kids our age need between three and six ounces of grains
a day.
One slice of bread, one cup of cereal, or half of a cup of rice

is about one ounce. Whole grains contain more minerals than
refined grains. So brown rice is better than white rice. Oatmeal
is better than corn flakes. Whole wheat bread is better than white
bread, at least from a nutritional point of view.
Fruits and vegetables are especially important because

we should have a colorful diet, which means a mix of
fruits and vegetables. We should eat two to two and a
half cups of vegetables, and one and a half cups
of fruit a day. An apple, a banana, a tomato, or an
orange equals about one cup.
The most nutritious vegetables are dark green,

for example, broccoli, spinach, and dark lettuce.
Orange vegetables, such as carrots, squash, and
sweet potatoes, are also very good for you.
8
Oils are also necessary. We need only five teaspoons of oil a day.
That’s not very much. We can get oils when food is cooked in it.
Nuts, seeds, olives, some fish, and avocados also contain oils.
Oils from plants and fish are ve y good. They help repair cell damage.
They also help the body’s systems work properly. Good oils are
important for the heart and the blood. The body also needs them to
fight infections. Children need oils to grow and to improve the way
their senses work.
Dairy products include milk but also yogurt, cheese, ice cream, and
pudding. They give us calcium and vitamin D, which help our bones
grow strong. They also help our nervous system work well. When we
get enough dairy a day, our teeth get stronger. We need about three
cups of milk and other dairy products a day. It’s important to eat dairy
products that are low in fat and calories.
9
Protein is important, too. Meat is a source of protein. Beans are
vegetables but, surprisingly, they’re a good source of protein as well.
Eggs and fish are also a source of protein. Kids our age need about
five ounces of protein a da .
Protein makes our body strong and supports good health. The best kind
of protein is found in lean meat, fish, and beans, because they’re the
lowest in cholesterol—a special fat that can block blood flow in the
body’s blood vessels.
10
Active Lifestyle
We should play energetically for at least 30 minutes a day. Playing
energetically is considered exercise. It strengthens the heart and muscles.
It also makes bones stronger. Exercise helps us digest food better.
Plenty of movement puts us in a better mood. When we exercise, we don’t

feel so tired. Also, we may be less likely to get angry or impatient. When
we do enough exercise, we sleep better and think more clearly. We may
even do better in school.
At school, we usually move our body in different ways: we walk from our
classroom to the art and music rooms, go up and down stairs, sit and stand
many times during the school day, play games at recess, and also have
physical education classes. Many of us even play sports after school!
Exercising is good for our health. We should exercise carefully so we don’t

get hurt. Everyone, regardless their age, should follow a healthy diet and
put muscles into action!
11
Being active is not that difficult,
especially before and after school.
Even if some of us live close enough
to school to walk or go by bike, our
parents usually prefer to drive us
there. Walking to school could be
a good option.
Too many students just sit during

recess. We should play with
basketballs or jump ropes, for
example. We could join a team
sport, such as baseball, basketball,
volleyball, or soccer. Partner sports,
such as tennis, badminton, and
kayaking, are also excellent. Other
activities include running, inline
skating, and swimming.
Everyone can find an activity that

they enjoy. Too many students go
home, play video games, or sit at
the computer after school. After
being in school all day, our body
needs a workout. Go outside and
play, especially when the weather
is nice!
Families can stay fit togethe . Family

vacations could include some
physical activity. When they go to
the beach, they can swim and play
catch in the water. They can also
walk on the beach in the morning
and again in the evening, or even
join fitness events, or competitions,
such as rock climbing, playing
baseball, or tennis. Being active
is fun when you do it with others!
12
People who are stressed often have physical problems, too. They may
get ulcers, have headaches, or have high blood pressure. Even kids
can have these symptoms if they become too stressed or upset
about something.
For the youngest, sources of stress can be varied. Students may get very
nervous and stressed right before a test. Sometimes, they can be upset
because of a family problem or an argument with a friend. Th s illness
is real. Sometimes stress is caused even by fear.
13
People who are often sad might not take good
care of themselves. They may not have a
nutritious diet or do exercise. They may easily
catch colds or other illnesses. Too much stress
could weaken their immune system, which
protects from germs and diseases.
In schools, there’s usually a counselor. This

person helps students who feel stressed by
talking about things that are bothering them.
Talking with others can help someone handle
stress better. Talking may also help a person
find ways of coping with problems
Nowadays, learning how to relax is extremely important. For

instance, some people try caring for a pet or talking with someone
to help calm their mind. Exercise can release stress, too. Even a long
walk can be calming.
14
How Healthy
Are We?
Let’s keep track of the food we eat, the exercise we do, and our moods
and feelings. Try to make better food choices. Play outside instead of
watching TV. Let’s share our problems with our friends and family.
We’ll feel better and have more energy!
15
Story Report
Date: -,_ ..-; Author: -,_ ..,;;
Title: -,_ ..;,. Type of text: ;, ,.;,.,,;
1. Did you like the text? Color the bar.
0% 25% 50% 70% 100%

2. Write a brief summary. Use some of the key words in the box.
nutrition exercise
body and mind connection

3. What is your favorite food? Draw and write.

4. What do you do to keep a 5. What else are you

healthy lifestyle? What would reading now? Write title,
you like to start doing? author, and genre.
; ; ; ; ; ; ; ; ; ;
; ; ; ; ; ; ; ; ; ;
16
Mind Map
1. Complete the mind map.
Grains
Fact:
Examples:
Proteins Vegetables
Fact: Fact:
Examples:
Examples:
Food
Groups
Dairies Fruits
Fact: Fact:
Examples:
Oils Examples:
Fact:
Examples:
17
Glossary
cholesterol: (n.) a substance containing a lot

of fat.
counselor: (n.) a person whose job is to provide

advice, help, or encouragement.
dairy: (adj.) used to refer to foods that are made

from milk, such as cream, butter, and cheese.
damage: (v.) to harm or spoil something.
illness: (n.) a disease of the body or mind.
improve: (v.) to get better.
oatmeal: (n.) a type of flour made from oats
protein: (n.) one of the many substances found

in food, such as meat, cheese, fish, or eggs,
that is necessary for the body to grow and
to be strong.
strengthen: (v.) to make something stronger or

to become stronger.
symptom: (n.) any feeling of illness or

physical or mental change that is caused
by a particular disease.
teaspoon: (n.) a small spoon used for

measuring food.
18
Adapted by
Jesica Graziano
19
Throughout history, people have worked hard to stay healthy. In ancient
times, people understood very little about how the human body worked.
They didn’t know much about how disease spread. Some ancient methods
to stay healthy proved helpful. Others were useless, even harmful. Ideas
about how to stay healthy were based on a combination of experiences
and beliefs.
Ancient Egypt: All

Channels Are Open
Some of the oldest writings about
health come from Egypt. They
are over 3,500 years old. They
show that ancient Egyptians
studied health and medicine.
They identified some parts of the
human body, such as the heart,
the lungs, and the brain. Their
religion taught that evil spirits
caused illnesses. Egyptian doctors,
however, also looked for physical
causes of health and disease.
20
Ancient Egyptians observed
people’s heartbeats. They felt their
pulse. They concluded that there
were 46 channels in the human body.
They thought these channels connected
the heart with other parts of the body.
They carried water, air, and blood, which kept the body healthy.
Egyptians thought that an illness occurred when the energetic
body channels were blocked. In fact, a friendly greeting in ancient
Egypt was “May your channels be sound!”
To stay healthy, Egyptians tried to keep these channels open. Some

Egyptians purged themselves for three days every month. Purging
means getting rid of food and waste in the body. Egyptians thought
that this routine would keep food from blocking their channels.
But probably this practice was not as healthy as they thought.
21
Ancient Egyptians thought charms
would help them remain healthy.
Wealthy people wore jewelry with
the image of a scarab beetle.
The beetle was a symbol of the
Egyptian sun god Ra. Ra’s symbol
was supposed to scare away evil
spirits. People who couldn’t afford
such fancy jewelry made their own
charms. They fashioned them out
of herbs, fishtails, rags, and other
inexpensive items. Some mothers
made charms containing garlic
and honey. They believed these
ingredients harmed evil spirits.
They hoped charms would keep
their children healthy.
22
Ancient Greece: Nothing Funny
about Humors
In ancient Greece, people considered physical and
mental health to be important life goals. Greeks
believed that their gods competed in sports, so their
religion promoted physical fitness
They held sporting events to honor the gods. The most

famous was the Olympics. Greek doctors believed that
exercise kept both the body and the mind well. Greeks
built gymnasia for indoor exercise, but they weren’t just
for sports.
An ancient Greek workout routine included the mind

as well as the body. That’s why gyms had spaces where
people could listen to philosophers and other teachers.
23
Hippocrates was a Greek doctor who lived around the year 430
BC. He and other Greek doctors developed an influential new
idea about health and disease. It was called the four humors. The
theory stated that the human body contained four important
liquids called humors: blood, yellow bile, black bile, and phlegm.
They believed that the humors had to be kept balanced for good
health. They said that having too much or too little of any of the
humors made a person ill.
A healthy diet kept the humors balanced. In the cold, wet

wintertime, people ate many hot, dry foods, such as roast meat and
bread. They drank as little water as possible. During the hot, dry
summer, people ate cool and moist food. They drank more water
and ate moist foods, such as boiled meat.
Later, the idea of the four humors spread to other parts of the world.
It remained popular in the Western Hemisphere for almost 2,000
years. For this reason, Hippocrates has often been called the father
of western medicine.
24
25
The Roman Empire: Go Take
a Bath
Around 120 AD, the Roman Empire ruled

Europe, much of northern Africa, and
the Middle East. The Romans adopted
the Greek idea of the four humors, but
Roman doctors also carried out their
own research, noticing that disease could
be caused by polluted water and other
environmental problems.
Roman leaders worked hard to improve public health. They avoided

building towns near swamps. They believed that the air around swamps
made people sick. In fact, mosquitoes that breed in swamps can carry
serious diseases.
The Romans knew they needed clean, fresh water to stay healthy. As
Roman cities grew, people lived farther from safe water sources. Roman
engineers built elaborate systems to carry clean water over long distances.
The water was piped throughout Roman cities.
The Romans also realized that human waste was a source of disease.
They built sewer systems to carry waste away from people’s homes.
Unfortunately, their sewers sometimes caused more illness. Sewers emptied
into the local river and water was polluted. People used the river water to
wash their clothes and to drink. The polluted water spread cholera and
other terrible diseases.
The Romans believed that exercising and staying clean helped them be
healthy. They built public baths in villages, cities, and military forts. Some of
the public baths were huge. They could accommodate thousands of bathers
at once.
26
A bath in ancient Rome was more than a soak
in a tub. Bathhouses had exercise areas and
steam rooms. First, people exercised. Next, they
sat in the steam rooms until they began to
sweat. They removed oil and sweat from their
bodies using a long metal scraper. Finally, they
swam in a series of warm, hot and cold baths.
This might sound like a good way to stay clean
and healthy, but the water in most Roman
baths was only changed once a week!
27
Ancient China: Balance Your Qi
Leading a healthy lifestyle in ancient China was complicated. People

believed that life energy flowed through the universe and the bod . They
called the energy “qi” (pronounced “chi”). They believed that the correct
amount of qi must flow smoothly through the bod . Too much or too little
qi caused illness.
People tried to maintain a healthy flow of qi. They practiced qigong. Qigong
was a type of meditation and exercise consisting of a series of gentle
motions that helped control breathing.
Sometimes people also received acupuncture treatments. In acupuncture,

doctors inserted fine needles into the body. They placed them in very
specific parts. The needles corrected qi imbalances
To stay healthy, people also had to balance yin and yang. Yin and yang were
parts of qi. They were in everything, including people. Yin and yang were
opposite forces. Yin was associated with women, rest, darkness, and cold. Yang
was associated with men, activity, light, and heat. For example, the Sun was
yang because it was light and hot. Shade was cool, dark, and yin.
To balance yin and yang, people had to pay attention to their diet and daily
activities. Someone who spent time in the yang Sun had to also spend time
in the yin shade. Many people sought a doctor’s advice to know what to do
and what to eat.
28
29
Ancient India: Stay in Harmony
In Ancient India, most ideas about healthy living

came from a system called Ayurveda. It was
based on Hinduism, a major religion in India.
In Ayurveda, a person’s health involved
the body, the mind, and the spirit.
30
People in Ancient India believed
that they were connected to
everything in the universe. When
people were born, they were in
harmony with nature. Complex
forces within people were in perfect
balance. These forces were called
doshas. Life experiences could upset
the balance of the doshas, making a
person fall out of harmony with the
universe and become ill.
31
Indians worked to keep their doshas balanced.
They consumed herbs and followed religious
practices. Some ancient Indians also practiced
yoga—a form of meditation which includes
breathing exercises and holding your body in
challenging poses inspired by animals. They
believed that yoga would bring harmony with
nature and that it would help their organs
function well.
32
Nowadays, people are heading towards a more
natural and healthier lifestyle. We’ve been
learning that the best thing to do is to balance
body, mind, soul, and social life.
33
It is commonly known that we should eat
nourishing foods, drink a lot of water, and
sleep well. Relaxation helps get rid of negative
emotions. Breathing deeply and listening to
music can help reduce stress. Yoga and outdoor
activities are also good options to relax.
People are starting to adopt this more natural

way of living. And it does not have to do only
with our shape, it is more than that. It is all
about being positive and making the right
changes.
34
Story Report
Date: -,_ ..-; Theme: -,_ ..,;;
0% 25% 50% 75% 100%

Ancient Egypt Romans charms

four humors bathhouse qi Ayurveda - yoga

3. Which was your favorite part? Draw and write.
; ; ; ; ; ; ; ; ; ; ;
4. What can you do to keep your 5. What else are you

body and mind balanced? reading now? Write title,
Describe. author, and genre.
; ; ; ; ; ; ; ; ; ;
; ; ; ; ; ; ; ; ; ;
35
Find in the Story
1. Find three facts about Ancient Egypt and write them.
2. Find three habits the Chinese had to stay healthy and write them.
3. Find three aspects of life that need to be balanced to be healthy and

write them.
36
Glossary
afford: (v.) to be able to pay for something.
bathhouse: (n.) a public building where people

can have a bath.
belief: (n.) the feeling of being certain that

something exists or is true.
breathe: (n.) the act, or process, of taking air

into your lungs and releasing it.
charm: (n.) an object or saying that is thought

to have magical powers, such as the ability to
bring good luck.
needle: (n.) a thin metal pin.
shape: (n.) the particular physical form, or

appearance, of something.
spread: (v.) to cover, reach, or have an effect on

a wider or increasing area.
swamp: (n.) an area of very wet, soft land.
upset: (v.) to make someone worried, unhappy,

or angry.
waste: (n.) an unnecessary or wrong use of

money, substances, time, energy, abilities, etc.
37
Written by
Sebastian Barnette
38
A biome is a large area of the world that has a distinct climate
and geography. Plants and animals that live there have developed
physical adaptations to it. Within each biome, there are ecosystems.
Ecosystems are groups of plants and animals that depend on each

other for survival. The living organisms in an ecosystem are adapted
to its specific conditions
Scientists have different ways to classify biomes. You’ll read about four
different land biomes: tundra, desert, grasslands, and forests. You’ll
discover how the plants and animals found in each of these biomes
have been able to adapt to their environment.
39
Tundra Imagine a summer day with sunlight for 24
hours! Now, imagine a long, cold, and dark
Biome winter during which you hardly ever see
the sun. That’s what you’ll find in the Arctic
tundra. This is a large, treeless region that
covers about 20% of Earth. Tundras are
found in Alaska, northern Canada, Russia,
and Scandinavia.
Tundras are like deserts but much, much

colder. It snows from six to ten inches every
year. Only the top layer of the ground gets
warm enough to thaw. The permafrost layer,
which is always frozen, lies just below the top
layer of ground.
Tundras have long, cold winters. In this region,

the Sun barely rises during winter. It’s dark most
of the day, and the average temperature is well
below 0 °F. Tundras have short summers. During
summer, the sun shines for almost 24 hours
every day. The average temperature is between
37 °F and 60 °F. Spring and fall seasons are also
very short.
Few plants can grow in the tundra. Only shrubs,

mosses, and lichens can grow in this region.
These plants have shallow root systems that
grow only in the top layer of the ground. They
grow close together and close to the ground.
No trees grow in the tundra because they can’t
develop the deep roots they need to live.
Animals have adapted to this environment either

by migration or by hibernation. Caribou, or
reindeer, migrate. They travel up to 3,000 miles
a year. Animals like the brown bear hibernate.
Before hibernating, these animals eat a lot of
food, which they store as fat. During hibernation,
as they sleep, their bodies convert that fat into
energy. Other animals have extra layers of fur
or fat to keep warm.
40
Desert Biome
When we think of deserts, most of us think of very hot, dry areas of
sand with no water for miles. But did you know that there are cold
deserts, too? About one-fifth of Earth s land surface is desert. Much of
the southwestern United States is desert. There are also deserts in South
America, Africa, Central Asia, and Australia. The largest desert on Earth
is the Sahara, in North Africa.
Hot deserts can be arid or semiarid. Arid deserts get less precipitation
and have hotter temperatures than semiarid deserts. Temperatures
range from 70 °F to 77 °F, with extreme high temperatures of 120 °F and
extreme lows of 0 °F. Hot deserts get less than ten inches of precipitation
per year. The Sahara, for example, gets less than one inch of rain a year!
The few plants that grow in hot deserts have adapted to survive living
many months without water. Cacti store water in the folds of their
trunks. They use that water during the long dry months. Their trunks
have a waxy covering to keep water inside so it doesn’t evaporate. Their
spines protect the trunk from animals that try to bore holes in them to
drink the stored water.
Arid-desert animals have also adapted to these areas. Dromedaries and

camels have double row of eyelashes to protect their eyes from the sand.
They can store fat in their humps for long desert crossings. They can
also raise their body temperature, so that they don’t sweat and lose water.
Reptiles are ectothermic. They can’t regulate their body temperature

like mammals can, so their body temperature depends on the outdoor
temperature. They use the sun to keep warm and sometimes go
underground to keep cool. Kangaroo rats are one of the many desert
animals that are able to get water from the food they eat. These small
desert rodents extract water from dry seeds.
Desert animals are mostly nocturnal, coming out only at night. Other desert
animals come out just before dawn or dusk. Nearly all desert animals spend
the hottest part of day underground, away from the intense heat.
Cold deserts get about ten inches of precipitation a year. Most of this
precipitation is snow. Winter temperatures in cold deserts range from
28 °F to 39 °F. Animals in cold deserts burrow underground for protection
from the cold. Antarctica, the Gobi Desert in Asia, and the Great Basin
Desert in the United States are cold deserts.
41
Grassland Biome
Grasslands are appropriately named because they are covered with grass,
and they have very few trees. They’re found all over the world in both
temperate and tropical climates. Grasslands are often located between
a desert and a forest. Temperatures are usually mild, and precipitation
averages between 10 and 36 inches per year. About one-fourth of Earth
is grasslands.
There are two types of grasslands: temperate and tropical. Some

temperate grasslands are moist and humid, but others are semiarid. In
humid grasslands, moisture helps grass grow very tall. Grass remains
shorter in semiarid grasslands. The eastern prairies of North America
and the pampas of Argentina, in South America, are humid grasslands
with tall grass. North America’s western prairies are semiarid and have
short grass.
Tropical grasslands are also called savannas, and they are found in East
Africa and in Australia. The climate in tropical grasslands is warmer
than in temperate grasslands. Tropical grasslands have both a dry
season and a rainy season. Little rain falls during the long dry season,
but it may rain every day during the rainy season.
42
In grassland regions, grass has adapted well to their environment.
They have long taproots that grow deep into the ground. These long
roots can tap into the ground water during dry periods. When
water is no longer available, grass becomes dormant and turns
brown until rain comes. Their complex root structure helps keep the
rich soil from being blown away by the strong winds. The rich soil
helps replace grass eaten by animals or burned by brush fires. Most
grassland trees have a thick bark to protect them from brush fires,
which are common during the dry season.
Grass provides an excellent food source for a variety of animal

species. Many of these animal species are migratory—they move
to find grass for grazing. Some are also fast runners and can escape
the frequent fires. Animals found in temperate grasslands adapt
to the seasonal changes, for example,
they grow a thicker fur coat during the
winter months, or, like the bison, they
have a keen sense of smell that they
use to detect grass under the snow.
43
Forest Biome
Forests are the largest and most
diverse ecological systems. About
one-third of Earth’s land surface
is forest. Trees fill the forests.
They are important because they
take in carbon dioxide to use in
photosynthesis and give off
oxygen for humans and animals
to breathe.
The taiga biome is the largest single

biome on Earth. Taigas, which are
found just south of the tundra, have
long, cold winters, and short, humid
summers. Annual precipitation is
about 12 to 33 inches. Taigas are
found in Russia and in northern
Canada. Trees in taigas are conifers,
also called evergreens. They have
thin, waxy needles for leaves. The
waxy coating protects the needles
from the cold. The absence of sap
keeps the needles from freezing.
44
Conifers don’t lose their needles in Deciduous trees have broad leaves
the fall. Therefore, conifers don’t that capture plenty of sunlight.
need to grow new leaves, which help This allows them to produce a lot
them in the spring. They can begin of food. The leaves fall from the
the photosynthetic process right trees during fall, but not before
away. Taiga animals either migrate changing to vivid hues of yellow,
or hibernate during the cold winter orange, and red. Trees enter a
months. Some grow thicker fur dormant period up until spring,
coats. The taiga is home to many when they grow new leaves.
insects. Insect-eating birds migrate
back to the taiga every summer to Some animals in deciduous forests
feed on the insects. have adapted to their environment
through migration and hibernation.
Deciduous forests are found in Others are able to find food all year
temperate regions and have four long because they eat fruits and
distinct seasons. The summers are plants, as well as insects or small
warm and humid, and the winters animals. Other animals, such as
are cold. The average precipitation squirrels, collect and store food for
is 30 to 60 inches per year. the winter months.
45
Tropical rain forests are located
near the equator and are warm
and humid year-round. Rainfall
averages from 50 to 260 inches
per year. Tropical rain forests are
very important to humans. The
trees there produce 40% of Earth’s
oxygen. Many medicines come from
the plants that grow in rain forests.
Tropical rain forests are found in
South America, Central Africa,
and Southeast Asia.
Because tropical rain forests have

very thick vegetation, plants fight
for sunlight. The thick vegetation
forms a canopy, blocking sunlight
and keeping the ground dark.
Few plants are found close to
the ground.
Many animal species in tropical

rain forests have developed
adaptations and are able to live
without much sunlight. Some
animals have developed large eyes
so they can see in the dark.
46
Effects of Human Beings
on Biomes
Biomes represent a very complex and

delicate balance of climate, geography,
flora, and fauna. Disruption of any of
these elements can cause damage to the
entire biome. As people continue to build
homes and communities in new areas,
the ecological balance is often disrupted.
Air and water may become polluted,
and plants and animals can die. Entire
species may become endangered. When
one is endangered, the complex food
chain is threatened, and many other
species may also be endangered as
a consequence.
Humans are a key element in the

ecosystem balance. People must learn to
respect and to protect the environment.
Everyone must remember that human
behavior affects Earth’s biomes
and ecosystems.
47
Story Report
Date: -,_ ..-; Author: -,_ ..,;;
0% 25% 50% 75% 100%

2. Write a brief summary. Use some of the key words below.
ecosystems world animals plants tundra

desert grassland forest environment

3. Which was your favorite biome? Draw and write.
4. Which biome would you like 5. What else are you reading
to learn more about? Why? now? Write title, author, and genre.
; ; ; ; ; ; ; ; ; ;
; ; ; ; ; ; ; ; ; ;
48
Mind Map
1. Complete the mind map with animals or plants that live in each biome.
Tundra
Desert
Tropical Rain Forest
Biomes
Grassland
Deciduous Forest
Forest
Taiga
49
Glossary
biome: (n.) a major type of community of

distinctive plants and animals living together in
a particular climate and physical environment.
deciduous: (adj.) having leaves that fall off

every year.
dormant: (adj.) not active or growing but with

the ability to be active at any time.
ecosystem: (n.) all the living things in an

area and the way they affect each other and
the environment.
hump: (n.) a large, round raised area or part.
mammal: (n.) any animal of which the female

feeds her young on milk from her own body.
photosynthesis: (n.) the process by which a

plant uses the energy from the light of the
Sun to produce its own food.
prairie: (n.) a wide area of flat land without

trees in Canada and the northern U.S.
shallow: (adj.) not deep.
taiga: (n.) the very large area of wetland in the

far northern parts of the world that is covered
with conifer trees.
thaw: (v.) to stop being frozen.
treeless region: (n. phrase) an area

without trees.
tundra: (n.) a large area of flat land in northe n

parts of the world where there are no trees and
the ground is always frozen.
50
S a v e the
Frogs!
Adapted by
Jesica Graziano
Illustrated by
Emmanuel Peña
51
Ribbit, ribbit.
Help me!
Help us!
We’re
in danger.
Kids at school call me “Frog Girl”. “Yuck,” he said, wrinkling his nose.
That’s a compliment, even if “Something’s wrong with it. Check
it doesn’t sound like one! It all out the legs.”
started last spring when my fifth
grade science class took a field I looked closer. Frank was right.
trip to our local nature center. We Something was definitely wrong
were studying wetlands. For half with the frog. It had a third back leg
an hour, my friend Frank and I sticking out of its back, where a tail
searched the pond for anything would be on a dog.
more interesting than a bug.
When I finally caught a frog, I was “Ugh. Creepy. We‘d better show
ecstatic. I swished my wriggling Mr. Richardson.”
net into the bucket that Frank
was holding.
52
Frank and I hurried over to our He called over the naturalist who
science teacher. A bunch of students ran the nature center and asked,
stood huddled around him, peering “Katy, what do you make of this?”
into his bucket. “THREE frogs with extra legs! That’s
not a good sign,” said Katy. “The
“Mr. Richardson, something’s wrong extra leg is a deformity. With frogs
with this frog,” Frank called as we and other amphibians, it’s normal
ran up. “It has too many legs!” to see a deformity once in a while.
Frogs occasionally turn up with an
“So do these two,” said Mr. extra limb, a missing limb, or even
Richardson, nodding toward a missing eye. But it’s unusual to
his bucket. find so many defo med frogs in
our pond.”
Ribbit, ribbit. The water is

polluted. Ahem, ahem. We
can’t live here! Save us!
53
“Deformities like this can be caused by pollution, right?” asked
Mr. Richardson.
“Possibly, although the connection is a little complicated,” Katy replied.

“Let’s sit here and discuss the matter.”
We sat on the ground and listened to her carefully.
“The problem starts with too many nutrients in the soil. A major source
of nutrients in the soil is the fertilizer people use on farms, lawns, and
gardens. Plants often receive more fertilizer than they need. Rain
washes the extra nutrients into nearby water resources.”
54
“Phosphorus, a nutrient in many laundry and dish detergents, gets into
the soil and the water, too. These nutrients wind up in local wetlands
and rivers. You might think that extra nutrients in the water would help
wildlife, but that’s not true.”
Katy paused to ask, “Does anyone have algae in their buckets?” Several
students held up buckets with green, slimy algae inside.
“Algae are a fundamental part of the wetlands food chain when they
grow normally,” continued Katy. “But fertilizers in the water can make
algae grow too much. The algae eat the extra nutrients and
multiply uncontrollably.”
55
“So, did algae mess up the frogs we found?” asked Frank.
“Not directly,” said Katy. “Snails eat algae. So when you have a huge
amount of algae to eat, snails multiply uncontrollably, too. The snails
carry parasites called trematodes, which pass from the snails into the
water. There, they attack frogs in the early stages of life, when their limbs
are forming. Trematodes probably caused the legs of your frogs to form
incorrectly. Amphibians are sensitive creatures. When frogs are hard to find
or deformed, it’s usually a sign that the environment is out of balance.”
56
“A problem with the balance of nutrients in the water is that it
harms wildlife miles away, too,” Katy added. “Our town is part of the
Chesapeake Watershed.” She pointed to a map. “We live right about
here in Pennsylvania. Water runs off the land in our town into streams,
like Muddy Creek, here. The streams flow into the Susquehanna Rive .
Then, the water runs down the Susquehanna to the Chesapeake Bay and,
finall , out to the Atlantic Ocean. Nutrients from all over the Chesapeake
Watershed are causing huge blooms of algae in the bay. The algae block
the sunlight that underwater plants need.”
57
“Also, as algae die, they’re consumed by tons of tiny bacteria. The bacteria
use up the oxygen in the water. Underwater grass dies from lack of oxygen
and sunlight. Creatures that depend on grass for their habitats and food
are disappearing, too”.
The rest of our field trip we talked about pollution. I kept looking at the
frog in the bucket, with its leg-tail. I felt sorry for it. Mr. Richardson told us
that frogs with deformities usually had a harder time catching food and
escaping from predators than normal frogs.
As I poured my bucket of pond life back into the water at the end of the
afternoon, I worried about the frog’s fate.
What’s
g?
happenin
What re
a
you
doing?
go
Here we
again...
58
Before we left, Katy invited us to an upcoming event at the nature center.
She told us that the center participates in something called Frogwatch.
“Frogwatch, a program run by the National Wildlife Federation, monitors

frog activity across the United States. People around the country visit
wetlands and listen to the noises there for 20 minutes. They record the
types of frogs they hear and how often they hear them. Then, they send the
information to Frogwatch. Listening to the frogs there is fun, and keeping
track of their calls helps scientists get an idea of how healthy our wetlands
are. We’ll be holding a Frogwatch here every weekend for the next
eight weeks”.
59
Well, as you might have guessed, I signed up
for the Frogwatch right away. On the evening
of the event, I came with my whole family.
Several other kids from my class were there,
too. There were about 40 people all together.
First, Katy gave us a lesson in frog sounds.

She played calls of local Pennsylvania frogs.
Telling the noises apart was easier than I had
expected. After about 15 minutes of practice,
we had all learned to identify six different
frog calls. When Katy selected volunteers to
record each type of frog, I was picked for the
American Bullfrog.
60
The sun was just setting as we quietly hiked
out to the pond. The hush at the pond
reminded me of the time my parents took me
to hear the Philadelphia Orchestra. I thought
of the suspense in the audience after the
conductor went tap tap with his baton.
Our concert at the pond began with a tiny

peep! Everyone looked at one another and
grinned, and the lady who had been assigned
the spring peeper made a mark on her
paper. “Peep, peep!” came a response from
another corner of the pond, and I thought of
woodwinds beginning to play.
61
With a brrrrr brrrreep and a whiney
wraaaaaaah the gray tree frog and the
Fowler’s toad joined in, like strange stringed
instruments. After a banjo-like twang
announced the entrance of the green frog,
I saw Frank raise his fist in victo y and
mark his page.
Then, finally I heard it—a deep guh-RUM.

Somebody giggled. It was such a funny low
call. I carefully made one check on my form.
“Jug-a-RUM” chugged another American
Bullfrog. The kettledrums had joined in, and
our frog orchestra was going strong. When our
20 minutes were up, the mosquitoes chased us
back into the building.
62
As everyone stood around chatting, I felt impatient.
Although I had really enjoyed the Frogwatch, I still
worried about the deformed frogs. I asked Katy if there
was anything I could do to help improve the water right
away. Katy promised she would think about it and give
me a call. The next day, Katy phoned with an idea.
“The nature center will be hosting a booth at the

community fair in May. Maybe, we could teach people
at the fair how their actions affect the wetlands and the
frogs,” Katy suggested. “If we could help reduce the use
of fertilizer in our area, our wetlands would
be healthier.”
63
Wh
up at’s
?
Katy and I recruited Mr. Richardson and six

other students to help us carry out our plan.
Frank made a flowchart showing how too
much fertilizer led to deformed frogs, while
the rest of us created posters showing how our
community is part of the Chesapeake Bay
Watershed. I caught another deformed frog
and put it in a tank for display at our booth.
Finally, we made a flyer that listed ways in
which homeowners could help the wetlands.
Katy convinced a local print shop to make
us free copies of our flye . The manager of
another store supplied us with sheets of big
green frog stickers.
64
The fair was a huge success. Word spread fast
that we had an unusual frog at our booth,
and lots of people stopped to learn about
the wetlands. Frank used his phone to play
some frog calls on a speaker. This “music”
drew even more people over to the booth. We
handed out hundreds of flyers
Best of all, Katy and I passed around a

clipboard with a pledge written on it. It read:
I pledge to help save the frogs. I will try to have

a fertilizer-free lawn and garden this year. I will
choose low-phosphorus and phosphorus-free
detergents. My efforts will save the frogs and
help keep our wetlands healthy.
65
Ribb
ribbit. it,
The
a lot t re’s
o do
for ne
xt yea
Thank r.
you,
girls!
Beneath the pledge, there were lines for

signatures. Katy and I collected 362 signatures
that day! We gave each person who signed the
pledge a frog sticker to put on their mailbox.
Now, whenever I ride my bike around town,

I see the frog stickers on people’s mailboxes.
I feel really proud knowing that I convinced
so many people to help our wetlands. But
what makes me happiest of all is thinking
about next spring’s Frogwatch. Maybe
our community will keep the water a little
cleaner this year. Then, next spring our frog
orchestra can put on an even more
spectacular performance.
66
Story Report
Date: -,_ ..-; Theme: -,_ ..,;;
1. Did you like the story? Color the bar.
0% 25% 50% 75% 100%

Frog Girl wetland three legs polluted water

fertilizer bucket deformities pond
natural center stickers


4. How can you help your 5. What else are you

community? reading now? Write title,
author, and genre.
; ; ; ; ;
; ; ; ; ;
; ; ; ; ;
; ; ; ; ;
67
Chained Stories
1. After reading Flora and Fauna and Save the Frogs!, let’s connect them!
What biomes are mentioned in Flora

and Fauna?
.;.;.;.;.;.;.;.;
.;.;.;.;.;.;.;.;
.;.;.;.;.;.;.;.;
What biome is mentioned in Save the

Frogs!?
.;.;.;.;.;.;.;.;
.;.;.;.;.;.;.;.;
.;.;.;.;.;.;.;.;
How do people affect biomes

according to Flora and Fauna?
.;.;.;.;.;.;.;.;
.;.;.;.;.;.;.;.;
.;.;.;.;.;.;.;.;
How did people affect the biome in

Save the Frogs!?
.;.;.;.;.;.;.;.;
.;.;.;.;.;.;.;.;
.;.;.;.;.;.;.;.;
68
Glossary
alga: (n.) very simple, usually small plants that grow in or near water and
do not have ordinary leaves or roots. (pl. algae)
amphibian: (n.) an animal, such as a frog, that lives both on land and in
water but must produce its eggs in water.
deformity: (n.) a condition in which a part of the body does not have the
normal or expected shape.
fertilizer: (n.) a natural or chemical substance that is spread on the land

or given to plants to make them grow well.
giggle: (v.) to laugh repeatedly in a quiet but uncontrolled way, often at

something silly or rude, or when you are nervous.
pond: (n.) an area of water smaller than a lake, often artificially made
predator: (n.) an animal that hunts, kills, and eats other animals.
recruit: (v.) to persuade someone to work for a company or become a new

member of an organization.
stream: (n.) water that flows naturally along a fixed route f med by
a channel.
wetland: (n.) a large area of land covered with swamp or marsh.
What’s
up?
69
a Man to Be Remembered
Written by
Natalie Pierce
Adapted by
Jesica Graziano
70
Many people think of kite flying when
they hear the name Benjamin
Franklin. Some may remember
reading Poor Richard’s Almanack.
Others may remember that
Franklin helped write the
Declaration of Independence.
An inventor, a printer, a writer,
a philosopher, and a political
leader: Benjamin Franklin was
all of these.
Born in Boston, in
Massachusetts, on January 17th,
1706, Benjamin Franklin was
the 15th of 17 children. His father,
Josiah, was a soap-maker and candle-
maker in Boston. Josiah didn’t have much
money, so young Benjamin could attend
school for about two years. Then, he started working in his father’s shop. At
the age of 12, Benjamin became an apprentice to his older brother James,
a printer. This young learner helped his brother type and print pamphlets,
which he then sold on the street.
71
Becoming a Printer and
Author
Young Benjamin and James had

many arguments and, as these
quarrels were constant, when
Benjamin was seventeen, he
ran away. He went to New York,
but he couldn’t find a job. He
journeyed on to Philadelphia,
in Pennsylvania. There, he met
his future wife, Deborah Read.
Franklin was dirty and shabby
from his travels and his messy
appearance didn’t make a good
first impression on Deborah.
In Philadelphia, Franklin found

work as an apprentice printer.
He lived with Deborah’s family as
he worked to establish himself
as a skilled printer. Franklin’s
hard work paid off. He was such
a good printer that the governor
of Pennsylvania promised to buy
printing presses for Franklin to
start his own printing shop. In
1724, Franklin sailed to England to buy the presses. The governor, however,
broke his promise and didn’t send any money to make the purchase.
Franklin worked as a printer’s helper in England to earn enough money to
pay for his return to Philadelphia.
Back at home, Franklin worked as a printer’s helper again. Before long, he

had his own printing business. He was a diligent worker, and his business
thrived. In 1729, Franklin bought a newspaper, The Pennsylvania Gazette. He
printed the newspaper and wrote articles and editorials for it. He even drew
and published the first political cartoon in the American colonies. His
writing and publishing abilities would become very important when the
British colonies in America moved towards their independence.
72
In 1730, Franklin and Deborah were married and happiness was all
around him. They soon started a family. Tragically, their son Francis died
of smallpox at the age of four. Franklin turned his sadness into action.
At that time, the smallpox vaccine was extremely controversial. Many
people thought that the vaccine was more dangerous than the disease
itself. After Francis died, Franklin promoted inoculation of all children
against smallpox.
Besides raising a family, Franklin and his wife ran the printing shop,
a bookstore, and a store where they sold soap, candles, and fabric.
The printing business continued to grow, and Franklin was elected official
printer for Pennsylvania and New Jersey. He printed currency for many
of the colonies.
In 1733, Franklin started printing Poor Richard’s Almanack. It was a yearly

book filled with weather reports, predictions, recipes, and advice. Franklin
wrote and published his almanack under the name of Richard Saunders.
Richard was an imaginary farmer who struggled to support his wife,
Bridget. Many of Franklin’s quotes we hear today, such as “Early to bed,
early to rise, makes a man healthy, wealthy, and wise,” can be found in
this early work.
By 1749, Franklin’s business partners were running his printing business.

Now, he was able to spend more time studying, experimenting, and
inventing.
73
A Model Citizen
Franklin was an active citizen of Philadelphia. He wanted people in the

colonies to have intellectual opportunities, so he organized the Junto Club.
This was a place for young men to exchange ideas, study, discuss issues,
and plan improvements to their community.
At that time, books were expensive and hard to find. Franklin suggested
that people combined their money to buy books and to share them. In
1731, he helped launch the Library Company. The Library Company
became the first subscription libra y where books could be borrowed for
free. He also helped form the American Philosophical Society and joined
the Freemasons, an influential men s organization.
When fire destroyed part of Philadelphia, Franklin thought of ways to

limit fire damage. He helped establish the Union Fire Compan . He also
came up with the idea of fire insurance. With insurance, people could
get money to start over after a fire destroyed their homes
74
Inventor and Innovator
From an early age, Franklin found ways

to improve the world around him. His
own interests inspired some of his earliest
inventions. As a young boy in Boston,
Franklin loved the sea and dreamed of
being a sailor. He taught himself to swim
and became a very good swimmer. He
wanted to swim even faster so, he invented
swim fins
In Franklin’s times, people heated their

houses with wood-burning fireplaces. Each
room had its own fireplace built into a
wall. These fireplaces didn t heat rooms
very well. Franklin wanted to get more
heat and burn less wood. He invented a
metal stove that could be placed in the
middle of a room. The heat from the stove
could spread out in all directions and heat
the room better. Many people still use
Franklin stoves in their homes.
Franklin looked for solutions to other

problems. Many cities had dim street
lamps. These street lamps burned oil that
produced soot. The glass in the lamps
became so blackened from the soot that
the lights were very dim soon after they
were lit. The glass had to be cleaned every
day. Franklin improved the design so that
much of the soot didn’t stay on the glass.
As Franklin grew older, he needed two

pairs of glasses: one for reading and
another for looking at a distance. He
asked his optician to take the lenses from
both pairs of glasses, cut them in half
horizontally, and put half of each lens in
the frame. The top lens was for seeing at a
distance. The bottom lens was for reading.
Franklin called his new glasses double
spectacles. Later, such eyewear became
known as bifocals.
75
Scientist and Meteorologist
During Franklin’s lifetime, scientists were just starting to investigate

electricity. They didn’t yet understand it. Franklin began studying and
experimenting with electricity. He thought that lightning had electricity
and performed many experiments to test his theory.
At that time, most buildings were made of wood. When lightning struck
a building, the resulting fire often destroyed the place. Franklin though
that if lightning were electricity, it would be attracted to metal so, he
put a metal pole on the roof of his home and then attached a wire that
ran down the side of the house to the ground. He added bells to the wire.
Their ringing showed that the lightning rod had attracted lightning and
kept it away from the house. Franklin wrote about his lightning rod in
Poor Richard’s Almanack. Soon, many houses had these rods.
Franklin’s best-known experiment involved flying a kite in a sto m. He

attached a key to the string and flew the kite. When lightning hit the ke ,
Franklin knew that he had proved that lightning was a form of electricity.
Scientists all over the world were impressed by Franklin’s experiments and
writings on electricity. In London, he received a medal for his work. The
University of St. Andrews, in Scotland, acknowledged his discoveries, too.
Both Yale and Harvard gave Franklin honorary degrees.
Franklin was a generous and civic-minded person. He never patented

any of his inventions. He wanted everyone to be able to use them without
having to pay.
76
Founding Father and Diplomat
In the mid-1700s, Boston and Philadelphia were important cities in the

American colonies. As a newspaper publisher and active citizen, Franklin
was deeply involved in politics and current events. His many skills and
talents made him an influential figure in the founding of the United State
of America.
Franklin took on many responsibilities in the colonies. When he was

appointed Deputy Postmaster in 1753, he was in charge of postal routes,
which made it possible for the mail to be delivered. At the Albany
Congress, in 1754, Franklin proposed one of the first plans to unite the
colonies in America. When Franklin was 50 years old, he became a
diplomat. He began his political career as a colonial representative to
Britain. He spent many years in London, representing various colonies.
By 1774, Franklin began to have serious disagreements with the British

government over colonial policies. After one incident, British officials
reprimanded Franklin. Franklin then returned to Philadelphia. There, he
was put in charge of the mail system as Postmaster General.
Franklin began working actively for independence. He was elected to the

Second Continental Congress in 1775 and was part of the committee that
wrote the Declaration of Independence.
77
In 1776, Franklin signed the Declaration
of Independence. Then, he was appointed
ambassador to the court of Louis XVI of France.
The French loved Franklin. He was witty,
charming, humble, and spoke French perfectly.
He persuaded them to sign the Treaty of Alliance
in 1778, which promised French military support
to the Americans in their fight against Britain.
Later, he negotiated the peace treaty that made

the United States an independent country. He
was at the signing of the Treaty of Paris in 1783.
He also participated in the Constitutional
Convention and signed the Constitution of the
United States.
With the American Revolution behind him

and the nation well organized, Franklin began
to speak out against slavery. One of his last
publications was an anti-slavery pamphlet.
Franklin spent his next few years as president of
Pennsylvania’s Leadership Council. He retired at
the age of 80.
78
Remembering Benjamin Franklin
Franklin’s life was always about decision-

making. Being an inventor, a scientist, and
an active citizen, he always tried to influence
public decisions. This was a consequence of him
making the right choices. He even developed
his own method. He created what we now know
as the T-chart. Whenever he had to evaluate a
situation, he simply drew a T-chart on a sheet of
paper and wrote the pros and cons. This way he
could clearly see the big picture.
Because of all of his contributions to mankind,

people still remember him. He helped define
and model what a good citizen should be.
Motivation, cooperation, and volunteering were
all in his essence.
79
Story Report
Date: -,_ ..-; Theme: -,_ ..,;;
0% 25% 50% 75% 100%

inventor writer philosopher

political leader good citizen

3. Which was your favorite passage? Draw and write.

4. Do you like to read about 5. What else are you

important people? Why? Who reading now? Write title,
would you like to read about? author, and genre.
; ; ; ; ; ; ; ; ; ;
; ; ; ; ; ; ; ; ; ;
80
Summary
1. Look at the pictures and describe what happened in Benjamin Franklin’s life.
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81
Glossary
apprentice: (n.) someone who has agreed to work for a skilled person for
a particular period of time and often for low payment.
bifocals: (n.) glasses with lenses that are divided into two parts. The upper
half is for looking at things far away and the lower half is for reading or for
looking at things that are near.
currency: (n.) paper money in circulation.
diplomat: (n.) an official whose job is to represent his/her own count y in

a different country.
insurance: (n.) an agreement in which you pay a company money and

they pay your costs if you have an accident, injury, etc.
lightning: (n.) a flash of bright light in the sky that is produced by

electricity moving between clouds or from clouds to the ground.
patent: (v.) to get the official legal right to make or sell an invention
printer: (n.) a person whose job is to print books, newspapers,

and magazines.
publish: (v.) to make information available to people, especially in a

book, magazine, or newspaper.
stove: (n.) a piece of equipment that burns fuel or uses electricity in order
to heat a place.
vaccine: (n.) a substance that is usually injected into a person or animal

to protect against a particular disease.
82
Adapted by
Jesica Graziano
Illustrated by
Beto Petiches
83
A long time ago, in colonial times, American women didn’t have the same
rights as men did. In the United States, they couldn’t vote or hold a public
offic . They were expected to stay at home and be wives and mothers.
However, many women knew and felt that they were destined for great
things. They were confident and they fought for their
rights. They joined the Congress
and got involved in politics.
During the Revolutionary War,

while their husbands were off,
they ran farms and businesses.
They managed money and
workers. Later, many of
these women joined the fight
for independence.
Taking a Stand
In the years leading up to the war, the British government used taxes as a
way to maintain control over the colonies. They made colonists pay taxes
on everyday items, including tea, glass, and paper.
Many colonial women decided to join men in taking a stand against British
taxation. They boycotted English goods. They bought and used colonial-
made paper and other items. Women stopped buying British clothes.
84
85
In 1774, the women of Edenton, in North Carolina, made a bold move.
They gathered to hear a declaration written by Penelope Barker. The
document stated that women couldn’t drink tea from England or wear
clothes made from British cloth. Fifty-one women signed the declaration.
They used their real names, despite the risk of getting in trouble.
British newspapers mocked the women’s declaration. They printed

cartoons of women and called their meeting the “Edenton Tea Party.”
But they didn’t laugh for long. The declaration helped inspire even more
colonists to boycott British goods. Britain received less and less money in
taxes from America.
When war broke out, Patriot women showed their support. They gathered
supplies for the Patriot army. They rolled cartridges for the soldiers’
muskets. In Philadelphia, one group went door-to-door raising money for
the Patriot cause. They gathered enough money to buy linen for 2,000 shirts.
Then, they sewed the shirts and gave them to the Washington’s army.
86
87
Risky Business
Many women risked their lives to pass important messages to Patriot

leaders during the war. Some volunteered to carry messages from one
American general to another. They ran through British-held territory to
deliver warnings to American troops.
In 1781, a 17-year-old girl named Emily Geiger offered to carry an

important message for a Patriot general. General Nathanial Greene’s
troops were outnumbered and he needed help from another Patriot army
100 miles away. Emily memorized the message before she left with General
Greene’s note.
After riding for two days, Emily was caught by British officers. They insisted
that a woman searched Emily’s clothing for a secret message. Thinking
fast, Emily ate the general’s note! The British found nothing and released
her. Emily cleverly headed away from the Patriot army so that the British
wouldn’t follow her. Then, she circled around and completed her
journey. She delivered
her memorized message
and saved General
Greene’s army.
Other women gathered

information about the
British to help the Patriot
cause. Nancy Strong
was a member of the
Culper Spy Ring, in New
York. She helped other
Patriot agents pass secret
messages to a spy known
as Agent 725. Nancy used
her laundry as a secret
code. A black petticoat
on her clothesline meant
that Agent 725 was ready
to collect a message.
A certain number of
handkerchiefs next to the
petticoat indicated where
Agent 725 was waiting.
88
A woman named Patience Wright was said to have worked as a spy in
King George Ill’s court. Patience had moved to England, where she worked
as a famous sculptor. When she heard information that she thought would
help the Patriots, she sent it to America. Some say she hid the messages
inside her wax sculptures.
89
Elizabeth Burgin also
worked in secret to support the
Revolution. She lived in New York City. The
British were holding hundreds of captured American
soldiers on ships in the New York Harbor. Elizabeth visited
the soldiers and brought them food. She told them that she
was trying to set them free, and whenever it was possible, she
helped Patriot officers smuggle prisoners off the ships.
Elizabeth helped free more than 200 prisoners. Then, the

British realized what Elizabeth was doing. They offered a
huge reward to anyone who could capture her. Elizabeth had
to flee her home in New ork, taking only her children with
her. Later, George Washington thanked her for helping the
soldiers. The U.S. Congress paid Elizabeth a pension for her
services to the country.
90
On the Battlefield
Molly Pitcher is an American

legend. Her real last name
wasn’t Pitcher. She was
nicknamed Molly Pitcher
because she carried pitchers of
water to Patriot soldiers in the
Revolutionary War. Soldiers
were exhausted fighting in the
heat of summer. Molly ran
right through battles to give
water to the men. She kept
them strong so that they could
continue fighting. Sometimes,
Molly fought the enemy herself.
91
Most experts agree that the story of Molly Pitcher
is based on the actions of many real women.
Historians have solid proof of several women
who were heroines in battle. Some historians
say that Mary Ludwig Hayes was the true Molly
Pitcher. She carried water to soldiers during the
Battle of Monmouth. When her husband was
injured, Mary took his place at the cannon. After
the war, the state of Pennsylvania awarded Mary
a pension for her brave actions.
92
Margaret Corbin served in the same regiment
as Mary Hayes. Margaret wore a uniform like the
male soldiers. At the Battle of Fort Washington,
Margaret’s husband was killed. She took his
place on the firing line and was badly wounded
in battle. British forces captured Margaret along
with some of the other Patriot soldiers. After
the British released Margaret, the Patriot army
recognized her as its first female soldie . The
army assigned her to guard duty at the forts
in West Point, in New York. Later, she received
pensions from state and federal governments for
her service to the country.
93
Women’s Activism Around the World
Elvia Carrillo Puerto, Mexico

You have probably heard of women who fought for
the right to vote and participate in politics in the
20th century. Did you know there was a woman like
that in Mexico?
Elvia Carrillo Puerto was a 20th-century socialist

and a feminist activist. With other women, she
raised campaigns against the use of drugs and
alcoholism, among other social problems. She was
named a Veteran of the Revolution. She became the
first woman to be elected for a position in the local
government in 1923, years before women could
vote. She fought for that right, which became a
reality in Mexico only in 1953.
94
95
Malala Yousafzai, Pakistan
She’s a young activist who
fights for female education.
Local Taliban, at times, prohibited
girls from going to school.
Malala’s work grew fast and
soon found international
recognition. She founded a non-
profit organization, the Malala
Fund. In 2013, she spoke at the
UN and asked for worldwide
education. In 2014, she received
the Nobel Peace Prize for her
efforts to make education
a universal right.
Abuelas De Plaza
De Mayo, Argentina
Between 1976 and 1983, the
National Reorganization
Process, enforced by the military
dictatorship, committed terrible
crimes. Many children disappeared or were born in captivity, so many
mothers and grandmothers got organized to look for their missing children.
With time, they made their fight visible. Enriqueta Estela Ba nes de
Carlotto is the President of this association. In 2014, she finally found her
grandson Rafael Correa.
96
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The world needs more women who fight for equal opportunities for men
and women. This is called gender equality. One of the objectives of the
United Nations is to raise awareness on these matters. They want men and
women to be treated equally at all times.
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rights men and women boycott Elizabeth

Molly Pitcher Margaret Corbin Elvia Carrillo Puerto
Malala Yousafzai Abuelas De Plaza De Mayo


4. If you were one of these women, 5. What else are you

what would you do to help? reading now? Write title,
Give examples. author, and genre.
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99
What Is the Meaning of that Word?
1. Read these parts of the text and choose the correct option.
Molly Pitcher is an American legend. Her real last name wasn’t Pitcher.
She was nicknamed Molly Pitcher because she carried pitchers of
water to Patriot soldiers in the Revolutionary War.
1. What is a “pitcher”?
a. a legend b. a container c. a game

After the war, the state of Pennsylvania awarded Mary a
pension for her brave actions.
2. What does “awarded” mean?
a. asked b. told c. gave

British forces captured Margaret along with some of the other Patriot
soldiers. After the British released Margaret, the Patriot army
recognized her as its first female soldie .
3. What does “released” mean?
a. asked b. let go c. divided
100
Glossary
activist: (n.) a person who believes strongly

in political or social change and takes part in
activities, such as public protests, to try to make
this happen.
cartridge: (n.) a small tube containing an

explosive substance and a bullet for use in
a gun.
exhausted: (adj.) extremely tired.
public office (n. phrase) a job in

the government.
sign: (v.) to write your name on a document.
smuggle: (v.) to take things or people to or from

a place secretly and often illegally.
tax: (n.) money paid to the government.
volunteer: (n.) a person who does something,

especially helping other people.
warning: (n.) something that makes

you understand there is a possible danger
or problem.
wound: (v.) to injure (someone or something)

by cutting or breaking the skin.
101
AVisit
UK
to
the
Written by
Gary Van Hoose
Adapted by
Jesica Graziano
102
Just Imagine
Have you ever imagined going on
a school trip to a place that’s very,
very far away? What about getting
on a plane and flying to the United
Kingdom? Would you like to do
that? Have you ever been across the
Atlantic Ocean?
Close your eyes and let your

imagination fly! Pack your bags,
take your passport and fasten your
seatbelts! It’s time to fly
103
The Mystery of Stonehenge
Hello all! Welcome to this historical site.
Today we’re going to learn about something
that took place thousands of years ago. Did
you know that people were able to move
these heavy rocks? They made a circle of
enormous rocks in a large field in southe n
England. The circle is called Stonehenge.
Some of these rocks weighed

as much as 40 tons, or 80,000
pounds. These rocks are
almost 30 feet tall, as tall as a
three-story house! The ground
slopes in places, but the top
of the rocks form a straight line.
So, the people who placed them
were able to align the top of
every single rock.
Large holes in the ground keep

the rocks in place. Many of
them stand perfectly upright.
A few rocks were placed
sideways on top of the
other rocks.
Stonehenge is one of the world’s

greatest mysteries. Archaeologists
believe that ancient people moved
the rocks there almost 5,000 years
ago. It’s clear that plenty of work went
into building Stonehenge. Who were these
workers? Why did they build this incredible
structure? How did they move the rocks
without using machines? These questions
are still unanswered.
104
Who Built Stonehenge?
Let me ask you a question: Did you know
about this place? Who do you believe built it?
Since there’s still no answer to this question,
many archaeologists, historians, and people
in general have developed theories about
the builders. One is that Merlin, the court
wizard for the legendary King Arthur, built
Stonehenge. Another is that the ancient
Romans built the structure. A third theory
is that a group of ancient people, called the
Druids, built it.
Nowadays, we know when

Stonehenge was built. These
findings have helped eliminate
some theories. Stonehenge
was built around 2600 bc,
during the Neolithic era.
Sometimes, this period in
history is called the Stone Age.
You have probably learned
about it in your History
lessons, right? This was
certainly long before the time
of King Arthur, the Romans,
and the Druids.
Can you imagine how people

were like back then? There are no
written records from that period. The
houses disappeared long ago. Their farms
are now modern buildings and roads. All that is
left are relics, such as pieces of pottery, human
bones, and some tools.
Among some of the relics are deer antlers.

Archaeologists think that the people who built
Stonehenge may have used the antlers to dig
holes in the ground for the stones. They can’t
be certain. Archaeologists now know that most
of the rocks in Stonehenge came from an area
about 25 miles away.
105
How Was Stonehenge Built?
There are two major theories that explain
how the rocks were brought to Stonehenge. One
is that people rolled the rocks on tree trunks.
They lined up tree trunks along the ground
and rolled the rocks over them. Some scientists
disagree with this theory. They believe that
the rocks were too heavy for the roller system
to work.
Another idea is that people moved the rocks on

a kind of track. They could have placed tree
trunks parallel to each other on the ground. This
might have created a sort of railroad track. The
builders might have put animal fat on the track
to grease it and make it slippery. Then, they
might have slid the rocks along the track.
These theories explain how the builders got

the rocks to Stonehenge, but they don’t explain
how the builders lifted the rocks into position.
Some of the rocks rest on top of others, high
in the air. How did they lift those rocks? Some
scientists believe that hundreds of people used a
pulley system to lift the rocks. They also believe
Stonehenge was built in stages.
106
Why Was Stonehenge Built?
Other relics that archaeologists have
found at Stonehenge are human bones
and skulls. Some people think that
Stonehenge was a tomb or a giant
cemetery. Perhaps Stonehenge was built
to honor the dead.
Stonehenge might have been a kind of

calendar. The sun rises directly
over the top of one of the rocks at the
summer solstice. The sun sets on the
opposite side of the rocks at the winter
solstice. Maybe, Stonehenge was used to
keep track of the time of year.
107
Buckingham Palace
Stonehenge is not the only place
to visit in the United Kingdom.
In London, for instance, there
are many other attractions.
Buckingham Palace is one of them.
It’s where the Queen of England
lives and where all administrative
matters take place.
Nowadays, many tourists visit the

palace. They usually go early
in the morning to get a good
view of the Changing the Guard
ceremony. It’s a marvelous
event. The Old Guard hands
over responsibility for protecting
Buckingham Palace and St. James’s
Palace to the New Guard in front
of everyone. You can see the troop
movements, the Guards, and you
can hear the Bands. And, of course,
we’re heading that way!
108
109
What is the London Eye?
The London Eye is another attraction to visit.
It’s an enormous observation Ferris wheel. It
was built in 1999, and it’s also known as the
Millennium Wheel. It’s 35 meters tall and it
has 32 capsules that represent London’s 32
boroughs. They’re numbered 1 to 33, because
there’s no capsule 13. Superstition is everywhere
as you can see! It’s on the south bank of the River
Thames. The ride takes around half an hour,
and, once you get on it, you can see many sights,
such as Westminster, the Big Ben, and the River
Thames, among many others.
110
You can visit many places in the United
Kingdom. You can see places that were built
ages ago, full of magic and theories about their
origin, and places that are both old
and modern at the same time.
Now, open your eyes and share what you have

learned with all your friends and family. You’ve
seen many things today, haven’t you? Why don’t
we stop dreaming and begin planning a real
journey? Who’s with me?
111
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Stonehenge theories Buckingham Palace

changing of Guard London Eye capsules wheel

3. Which was your favorite place in the UK? Draw and write.

4. Would you like to visit those 5. What else are you

places with your classmates? reading now? Write title,
Why? author, and genre.
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112
Find in the Story
1. Find three facts about Stonehenge and write them.
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2. Find three facts about Buckingham Palace and write them.
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3. Find three facts about the London Eye and write them.
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113
Glossary
antler: (n.) a horn with parts like

branches that grows on the head of
a deer.
borough: (n.) a town or a division of

a large town.
capsule: (n.) the place where people get

into when taking a London Eye ride.
fasten: (v.) to attach one thing

to another.
pottery: (n.) objects (such as bowls,

plates, etc.) that are made out of clay
usually by hand and then baked at high
temperatures so that they become hard.
pulley: (n.) a piece of equipment for moving heavy objects up or down.
record: (n.) information about someone or something that is stored.
slippery: (adj.) having a surface smooth or wet enough to make holding

onto, moving, or standing on difficult
slope: (n.) ground that slants downward or upward.
solstice: (n.) one of the two times during the year when the sun is farthest
north or south of the equator.
theory: (n.) an idea or set of ideas that is intended to explain facts

or events.
track: (n.) a narrow path or road.
troop: (n.) a group of soldiers.
upright: (adj.) straight up

or vertical.
114
Adapted by
Jesica Graziano
115
The Grand Canyon
We can only imagine the thoughts of the first people to see the Grand
Canyon. Perhaps, they walked for days or weeks across the flat desert.
Then, without warning, the ground seemed to disappear in front of them.
An enormous gap stretched many miles across. The emptiness was broken
only by jagged cowers of red rock. Looking down, they saw a terrifying
drop of 6,000 feet. The Colorado River at the bottom was a silver thread.
In 1903, President Theodore Roosevelt gazed across the canyon.

He declared, “The Grand Canyon fills me with owe. It is beyond
comparison—beyond description. It’s absolutely unparalleled throughout
the wide world...”
116
President Roosevelt helped pass laws that created Grand Canyon National
Park. Today, people come from around the world to see it. It’s one of the
Seven Natural Wonders of the world.
The canyon stretches for 277 miles. It’s about a mile deep and about
ten miles wide in most places. The canyon is more than just a
spectacular sight. It’s a unique place for scientists to study
the geological history of Earth. The beautiful bands of
color in the canyon are layers of rock. The layers
built up as the Colorado Plateau formed.
117
118
Geologists come to the Grand Canyon to study its layers of rock. They look
for clues that tell them what Earth was like long ago. For a geologist, a hike
down into the Grand Canyon is like traveling back in time. The trip begins
at the canyon rim. The tan top layer of rock is the newest layer. It’s called
the Kaibab Limestone.
Each step down into the canyon takes a geologist further back in time. A
yellow stripe of Coconino sandstone lies 500 feet below the rim. It’s about
250 million years old.
Further down, there are the canyon’s famous red cliffs. This layer is made
of Redwall Limestone. It formed around 350 million years ago. Back
then, the Colorado Plateau was the floor of a sea. The Redwall Limestone
contains fossils of ancient sea creatures.
At the very bottom of the canyon, there are black slabs of rock. These rocks
are called Vishnu Schist. They’re about two billion years old. They’re some
of the oldest exposed rocks on Earth. Geologists believe that the Vishnu
Schist once formed the base of enormous mountains.
119
The Grand Canyon is also a special place for studying life on Earth today.
Different parts of the canyon have different climates. Some areas are hot
and dry. Others are cool and wet. These differences cause an amazing
variety of habitats. A hike from the floor of the Grand Canyon to its
northern rim can seem like a journey from the deserts of Mexico to the
forests of Canada.
120
During the summer, the Sun heats the inner canyon. It feels like a furnace.
Temperatures here reach over 115 °F. Most of the inner canyon is desert.
Tough scrub bushes, such as sagebrush, dot the soil. Several types of cactus
grow here as well. These plants store water in their thick stems. Desert
animals, such as rattlesnakes and scorpions, escape the daytime heat by
hiding in shadows and holes.
121
On the canyon floo , a river cuts through the desert. Seventeen
species of fish swim in this part of the Colorado Rive . Beavers
and skunks scurry along the banks. People camping along the
river often see ringtails. These small mammals are relatives of
the raccoon. They visit campsites at night looking for scraps
of food.
122
In some spots, water springs from the dry canyon walls. It comes down from
the plateau above. It seeps through cracks in the rock. Hanging gardens of
delicate green plants, like ferns, grow around the cool, fresh water.
Higher up in the canyon, the desert cools slightly. On the southern side,
this desert extends all the way to the South Rim. Scattered pines, sagebrush,
and grass cover the dry landscape. Mule deer and bighorn sheep graze
among the rocks. Bobcats and coyotes prowl nearby.
123
The canyon’s North Rim stands much higher than the South Rim. Its
climate is much colder and wetter. In winter, snow blocks the roads and
closes campgrounds. Forests of ponderosa pines and blue spruce cover
the ground with soft needles. Mountain lions hunt in the woods. Squirrels
chatter in the treetops. This forest is the only home of the Kaibab squirrel.
Kaibab squirrels are known for their unusual coloring. They have a black
belly and a white tail.
124
People have also made their homes in the Grand Canyon. Hunting
and gathering tribes first occupied the region 12,000 years ago. Around
1,000 years ago, the Anasazi lived in the Grand Canyon.
The Anasazi hunted deer, bighorn sheep, and other canyon animals. They
also farmed. They grew corn and beans. They carved granaries—storage
rooms for grains—high in the Grand Canyon cliffs. The square doorways
of the granaries can still be seen in the canyon walls. They sit almost
1,000 feet above the river.
125
The Paiute lived to the north of the Grand Canyon. They visited the
canyon’s North Rim. The Hopi also lived nearby. They made religious
journeys to the Grand Canyon.
The Havasupai and Hualupai live in the southern section of the Grand
Canyon. Much of the South Rim lies within Hualupai lands. The Hualupai
and Havasupai control tourism in their portions of the canyon. The rest of
the Grand Canyon is a U.S. national park.
Today, most of the people in the Grand Canyon are tourists. Almost five
million tourists visit the canyon every year. Most come only to see the view
from the rim. But nearly a million visitors brave the wilderness of the inner
canyon. Some venture down the Colorado River in boats. Others hike into
the canyon. Some people ride mules along steep paths. Tens of thousands
of people take helicopter tours for an aerial view of the canyon.
126
All these tourism activities take their toll on the Grand Canyon. Campers
and visitors pollute the land and water with their trash and waste. Car and
bus exhausts pollute air. The noise from motorized boats and helicopters
echoes from the canyon walls.
Human activities outside the park also affect the Grand Canyon, such as
the operation of huge coal-burning power plants and the Glen Canyon
Dam. Fortunately, many people are working to improve the state of the
Grand Canyon. The U.S. government, Native American leaders, and
environmental groups are cooperating. Many laws have been passed to
help keep the canyon clean.
127
Sumidero Canyon
It’s a national park located in Chiapas, Mexico. It formed at around
the same time as the Grand Canyon by a crack in the area’s crust
and the erosion caused by the Grijalva River.
As in the Grand Canyon, a dam was also built in it, the Chicoasén
Dam. Deep in the canyon, there are rapids, waterfalls, beaches,
springs, and a cofferdam. When you look at the canyon, you can see
that it has vertical walls, which are deep and narrow.
128
Much of the waste and sewage from Chiapa de Corzo, Berriózabal, and
Chicoasén come into the Grijalva River, leading to water pollution.
And this includes solid garbage, such as plastic containers.
There isn’t much information about the canyon species, habitats,

and water flo . Most of its vegetation is deciduous. Human
activities like settlements, agriculture, and hunting affect
wildlife. Some of the area’s endangered species are the spider
monkey, the jaguarundi, the ocelot, the lowland paca, the
white-tailed deer, the anteater, and the buzzard.
129
Learning about natural wonders is amazing. The moment you see
them, you can’t believe your eyes. There are not enough words to
describe the atmosphere. However, when you see the effects our
actions have on animal habitats, vegetation, and climate, you
understand that we have to change some of our habits.
Visiting natural places is not only amazing

but also makes us aware of things we have to
be more careful about. We should reconnect
with nature and work for it, not against it.
130
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the Grand canyon Theodore Roosevelt layers climate

habitats the Sumidero Canyon vegetation pollution animals

; ; ; ; ; ; ; ; ; ; ;
4. Which canyon would you like 5. What else are you

to visit? Why? reading now? Write title,
author, and genre.
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131
Chained Stories
1. After reading A Visit to the UK and Natural Wonders, let’s chain them.!
Which historical places did you read

about in A Visit to the UK and
Natural Wonders?
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What is the main difference between

the places in both texts?
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Which text was more interesting? Why?

Draw the place you would like to visit.
132
Glossary
cliff: (n.) a high area of rock with a very steep side, often on a coast.
garbage: (n.) waste material or unwanted things that you throw away.
gaze: (v.) to look at something or someone for a long time, especially
in surprise or admiration.
granary: (n.) a store house for grain.
inner: (adj.) on the inside or near the center of something.
jagged: (adj.) very rough and sharp.
layer: (n.) a covering piece of material or a part that lies over or
under another.
pass: (v.) to give approval to something, especially by voting to make
it law.
rapids: (n.) a dangerous part of a river that flows ve y fast because it is
steep and sometimes narrow.
rim: (n.) the outer, often curved or circular, edge of something.
scrap of food: (n. phrase) food leftover; small pieces of food that have not
been eaten and are usually thrown away.
slab: (n.) a thick, flat piece of a solid substance, such as stone, wood,
metal, food, etc., that is usually square or rectangular.
133
Written by
Melina Mitsotakis
Illustrated by
Carlos Higuera
134
I woke to the buzz of my alarm clock. The clock blinked 4:15 a.m. as I
reached over to turn off the alarm. After rubbing my eyes, I jumped out
of bed. It was my 15th birthday and my father was finally going to let
me drive the tractor. I was glad that my ten-year-old cousin, Marcus,
had arrived the day before and was staying with us for a month. I’d
have someone to help me with all of my chores around
the farm. This was Marcus’s first extended stay on the fa m.
I got dressed quickly. I knew that dad would be calling me soon to

head out to the barn. It was going to be hot today, so we wanted to get
started early. I came into the kitchen and found my mother already at
work, as usual. She turned around and smiled at me.
“Happy birthday, Andie!” she said, handing me a large glass of milk.
135
My father came in from the yard Just as I was about to yell
with a basket of strawberries he up the stairs, Marcus came
had just picked from the garden. down frowning.
“It’s the birthday girl! Are you “It’s still dark out,” he griped.
ready to get out to the fields?”
he asked. “Well, the Sun’s just about ready to
rise,” said dad. “We start early so
I had been begging him since I we don’t have to work during the
was 13 to let me drive the tractor. heat of the day.” Dad finished hi
Most of my friends on nearby coffee. “Let’s get going, you two.”
farms were already driving
their family’s tractors, but dad “What about breakfast?”
insisted that I wasn’t old enough. Marcus asked.
“I can do just as well as they “The animals first,” I reminded

can,” I kept telling my father. him. “We’ll eat after we’ve
collected the eggs from the
“When you’re 15,” he always said. chickens, milked the cows, and
sent the cows out to pasture.
But today was that day and he But don’t worry. Mom will have
hadn’t said anything about it yet. breakfast waiting for us when
I couldn’t believe it. I stared at we’re done.”
him, but he seemed not to read my
mind. My eyes were eagerly calling My mother smiled and winked
for a tractor drive. I was puzzled. at Marcus. Marcus nervously
followed us out to the yard.
“Why don’t you call up to your
cousin?” asked mom.
136
We walked out to the henhouse “Well, couldn’t the animals get
first. e opened the door and let them during the day?”
the chickens out into the fenced-in
barnyard. As we threw the feed on “A lot of wild animals are
the ground, the chickens gathered nocturnal, so they come out at
around and pecked at the kernels of night. During the day, the roosters
corn and grain that we had spread and the dogs protect the chickens.”
around the yard. They even got so My attention turned back to the
close to us that we thought they were henhouse. “Come on. Let’s collect
going to peck our feet. We all seemed the eggs while the hens are eating.
to be dancing at the tune of corn We have to be quick, though. Hens
jumps. Marcus was having a blast. don’t like it when someone takes
their eggs.”
“Why do you put the chickens in
the henhouse at night?” We collected the rest of the eggs
Marcus asked. that the hens had laid the day
before, carefully placing them in the
“To keep them safe from baskets so they wouldn’t break. We
animals,” I answered. took them into the house to give to
my mother.
137
“Can we have breakfast now?” “We have machines to milk the
asked Marcus. cows. Come on, I’ll show you.”
I took Marcus into the milking
“Not yet. We have to help dad parlor and showed him the three
milk the cows,” I said as we stalls on either side of the parlor
headed toward the barn. and the pit in the middle.
“It takes about an hour to milk all “We bring in three cows at a time,
80 cows. And then, we send them wash them, and get them ready
out to pasture. After that, we can to be milked. We give them food
eat breakfast,” I told Marcus. so they don’t get too anxious
while we milk them. We let them
“Do I have to milk the cows, too?” eat for a minute and then attach
asked Marcus. “What if one tries the milking machines to
to kick me or something?” their udders.”
138
“Their what?”
“Their udders, where the milk there. The milk is pumped through
comes out of. That’s where we hoses into the tank. The tank
attach the milking machine. While keeps the milk cool until the truck
they milk the cows on this side comes to pick it up every other day.
of the parlor, we bring in cows Let’s get these cows out to pasture.”
from the other side of the parlor
and get them ready to be milked.” Marcus and I led the first three
cows out of the barn to the north
“Where does the milk go?” pasture. The cows had eaten most
asked Marcus. of the grass in the east pasture, so
we had to take them north. This
“See that room over there? It’s the rotational grazing gives the grass
milk house. There’s a huge tank in in each pasture time to grow back.
139
After every cow had been milked, “Yeah!” Marcus exclaimed as he
dad, Marcus, and I headed back dug into the stack of pancakes.
to the house for breakfast. A pile “This is the best food I’ve ever
of pancakes and a bowl of fresh tasted!” he said in between large
strawberries sat on the kitchen mouthfuls of food.
table, and a pan of scrambled
eggs, vegetables, and cheese sat After breakfast, Marcus and I
on the stovetop. walked to my vegetable garden on
the way to the fields
“Hungry?” my mother asked.
140
“I’m growing squash and Dad was at the other barn,
tomatoes. I hope to have some to attaching the hay baler and
enter in the county fair this year. wagon to the tractor.
I use only organic fertilizers,
like compost.” “Are you ready, Marcus? We’ve
got a lot of hay to bale today.
“What’s compost?” Marcus asked. Andie, do you think you can drive
the tractor while Marcus helps me
“It’s basically old food and dead pile the bales on the wagon?”
plants. We mixed compost and
some cow manure into the soil I could hardly hide my
before we planted the fruits and excitement.
vegetables. The mixture helps
plants grow really well. Let’s go “Yes, I can. I’ll be really careful,
find my dad. I promise.”
141
Before we started, dad explained We baled hay for about two
to Marcus that the hay was winter hours. I drove the tractor, and
food for the cows, because, in the Dad lifted the bales onto the
winter, the cows couldn’t graze in wagon. Marcus tried to help,
the pastures. but I knew those bales were too
heavy for him to lift by himself.
“We cut the hay last week and left They weigh about 40 or
it in the fields to d y. When the 50 pounds each.
hay is dry, we bale it and bring
it into the barn. Then, we store it It was getting close to lunchtime,
and take it out in the winter for so dad signaled me to bring the
the cows to eat. It’s going to be tractor back to the barn.
hot out there, so we all need to
wear hats. Marcus, here’s one “Are you ready for lunch,
for you.” Marcus?” asked dad.
I got into the seat of the tractor. “I’m starving!” exclaimed

Dad watched me as I started the Marcus. “I’ve never worked so
tractor and shifted it into gear. hard! But I love it! Can I drive the
tractor, uncle Bob?”
“It’s like you’ve been driving
forever, Andie!” It felt that way “When you’re 15,” he said. “But
to me, too, after so many years of for now, let’s go see what aunt
riding with dad and helping him Melanie has made us for lunch.”
in the fields
142
We sat on the porch for a while “Probably not. He has to
after lunch. Then, we went back bring the cows in for the
out to the field to bale more afternoon milking.”
hay. We worked for another
two hours in the afternoon with “You have to milk the cows
the sun blazing down on us as again?” asked Marcus.
we worked. Dad could see that
Marcus was getting hot and tired, “The cows have to be milked at
so he decided that we had worked least twice a day. If we don’t milk
enough for one day. them often, they won’t produce
as much milk. That’s bad for us.
“Andie, why don’t you take And then I have to take some of
Marcus down to the lake for a our products to the food market.
dip? I think you have both worked There, we sell our strawberries,
enough for one day.” Marcus and eggs, and milk.”
I headed to the house to change
into our swimsuits. “I never knew that farming was
so much work and so much fun,”
“What about uncle Bob? Is said Marcus. “I can’t wait to do it
he swimming with us?” all over again tomorrow!”
asked Marcus.
143
Story Report
Date: -,_ ..-; Author: -,_ ..,;;
1. Did you like the story? Color the bar.
0% 25% 50% 75% 100%

birthday tractor farm life breakfast eggs

cows milk hay market swimming fun

; ; ; ; ; ; ; ; ; ; ;
4. Would you like to live on a farm? 5. What else are you reading
What would you like to do there? now? Write title, author, and genre.
; ; ; ; ; ; ; ; ; ;
; ; ; ; ; ; ; ; ; ;
144
The Story and Me
1. Complete the table with information about the story and about you.
Paste a photo of you

with your family
On the farm, everybody got up at We usually get up at ;;;
about .,-.,. . ;;;;.
Andie wanted to drive a . I want to .
For breakfast, they had For breakfast, I usually have _;
.;.;.;.;.;.;.;.; .;.;.;.;.;.;.;.;
.;.;.;.;.;.;.;.;. ..;.;.;.;.;.;.;;.
They had breakfast after ;;;;; I have breakfast after ;;;
.;..;.;.;.;.;.;;. .;.;.;.;.;.;.;.;.
After breakfast, they ;;;; After breakfast, I .;;;;;
.;.;.;.;.;.;.;.;. .;.;.;.;.;.;.;.;.
After work, they . In the afternoon, I usually ;;;
.;.;.;.;.;.;.;.;. .;.;.;.;.;.;.;.;.
Marcus thinks farming is I think farming is .;;;;
.;.;.;.;.;.;.;.;. .;.;.;.;.;.;.;.;.
145
Glossary
bale: (v.) to press together and tightly tie or wrap into a large bundle.
barn: (n.) a large building on a farm where crops or animals are kept.
chore: (n.) the regular or daily light work of a household or farm.
fertilizer: (n.) substance used to make soil more fertile.
grip: (v.) to complain with grumbling.
manure: (n.) solid waste from animals that is used to make land fertile.
milking parlor: (n. phrase) place where cows are milked and fed.
nocturnal: (adj.) happening or active during the night, or relating to

the night.
pasture: (n.) an area of land with grass where animals can feed.
peck: (v.) to strike sharply at something with the beak.
starve: (v.) to be very hungry.
udder: (n.) the bag-shaped part of a cow, goat, etc., which hangs below
the belly and produces milk.
146
Adapted by Jesica Graziano
147
Have you ever met a burping sheep? Have you
ever cured a sick banana? Have you ever spent
your whole day thinking about dirt? You can if you
become an agricultural scientist.
Agricultural scientists search for ways to improve

farming. They study many sciences including
Biology, Chemistry, Physics, and Mathematics. They
often combine several sciences to solve agricultural
problems. Some agricultural scientists help farmers
grow crops more efficientl . Others invent new
ways to use farm goods. They also explore new
methods of farming that protect animals, people,
and the environment. Let’s put our boots on and
start exploring this magnificent scientific worl
148
Amazing Animals
Do you love animals and science? You

could study animal science! Animal
scientists help keep farm animals
healthy. On large farms, hundreds
of animals live close together. When an
animal gets sick, the disease can spread
quickly to other animals. An epidemic is
an outbreak of disease that spreads quickly.
It can affect one small geographical area, but
also countries or continents. Animal scientists
also study the illnesses of farm animals. They
develop vaccines—medicines that prevent disease.
Scientists also help develop better food for animals
to keep them stronger and healthier.
149
The green footprint measures the impact
of humans on the environment. Experts usually
look for new ways to protect natural resources.
Many animal scientists help breed animals.
They study animal genes, which are tiny
packages of information. They tell cells what to
do. Some genes tell a cow’s body how to produce
milk. Other genes tell a chicken’s body how
to make eggs. The information in genes can
be passed from one generation of animals to
the next. Animal scientists help farmers breed
cows that produce more milk. They help breed
chickens that lay more eggs. They also help
farmers breed disease-resisting animals.
150
You might be surprised by some of
the problems animal scientists
solve. In Australia, animal
scientists are working
with burping sheep. Tiny
organisms live in sheep’s
digestive tracts. These
organisms steal nutrients
from the sheep’s food.
They produce methane
gas. They cause sheep to
burp out the gas. Methane
pollutes the air.
Farm animals burp so much

methane that it’s damaging
Earth’s atmosphere. This has a large
greenhouse effect, which doesn’t help
global warming. Scientists have developed a vaccine to
help eliminate the methane-producing organisms. They hope
that vaccinated sheep will pollute the atmosphere less. They
also hope sheep will get more nutrients from their food.
151
Growing Opportunities
Do you enjoy growing plants? You

might like a career in crop science.
Crop scientists study plants and
how they grow. They seek ways to
make food crops more nutritious.
They help create seeds that sprout

reliably and investigate better ways
to raise crops. Some crop scientists
called plant pathologists specialize
in plant health. They are like
doctors for plants. They study how
plant parts work and learn about
diseases and organisms that can
make them sick. They also study
environmental factors that affect
plants, such as pollution.
152
There are many crop-growing processes that
harm the soil. Coffee is one of them. Weird,
huh? Coffee is so common! Well, to reduce the
damage, scientists developed what is known as
ecoagriculture. For coffee, this means using a
shade-grown coffee technique that is ecological.
It implies growing coffee plants under a canopy.
153
These plantations can be found in many Latin
American countries, such as Brazil, Mexico, Belize,
and Guatemala. And they have a very positive
biological effect, as they support the highest
diversity of migratory birds, and native flora and
fauna. In addition, the carbon gathered is kept
in the trees (trunks, limbs, leaves, and roots) as
opposed to being freed to the atmosphere and
adding to global warming.
154
Many crop scientists breed new types of plants.
One problem they’re working on is drought, which
appear when there’s a long period without rain.
Crop scientists are developing plants that survive
drought better. Farmers won’t have to water the new
plants as often. They’ll save money and help save
some of Earth’s freshwater resources.
155
Creepy Crawly Career
Do you think bugs are fascinating? Maybe,

you’d like to be an agricultural entomologist. These
scientists study insects that attack farm plants. Some
entomologists in the Caribbean and the United States
are working to save banana and palm crops. Tiny bugs
called red palm mites are destroying banana and palm
trees. As many as 100 million mites are found in
one tree.
Pests blow from one place to another with the wind.

They’re spreading so fast that scientists are calling the
problem a mite explosion.
Some entomologists think another insect may be the

solution. Lacewing flies eat mites. One scientist has
found a plant oil that attracts lacewings. He hopes this
information can be used to solve the problem.
Some entomologists solve problems that affect farm

animals. In the 1950s, cattle died from wounds caused
by the screwworm fl . This nasty pest laid its eggs under
the animals’ skin. When the eggs hatched, worms
burst out and the wounds became infected.
156
Agricultural entomologists discovered a way to
make male screwworm flies sterile. When female
mated with the sterile males, the eggs they laid
didn’t hatch. The scientists released thousands
of sterile male screwworm flies. They mated with
wild female flies. Fewer and fewer screwwo m eggs
hatched. Today, there are no more screwworm flies
in North America.
157
Dirty Work
Do you like digging in the dirt? Soil science might be for you. Soil
is one of Earth’s most important resources. Almost all food grows
out of the soil. The plants you eat get their nutrients from soil. Meat
and dairy foods are also linked to soil.
The animals used for meat and milk eat plants. The nutrients in
the soil pass from the ground to the plants, to animals, and
to you. Soil scientists help farmers manage soil and protect this
important resource.
Most food crops grow in topsoil, the surface layer of the soil. Good
topsoil is rich in nutrients. It holds just the right amount of water
for many plants to grow. Farming, however, is hard on the topsoil.
Most farmers plow or till their fields before planting.
158
This loosens the soil and gets rid of weeds. Loose soil, however,
erodes quickly. Every year rain and irrigation wash almost two
billion tons of topsoil off farms in the United States. Some soil
scientists should use computers and Mathematics to help plan
how farmers use their fields. Their plans help reduce soil loss
Farming can also use up the nutrients in the soil. Soil scientists
help farmers preserve soil nutrients. One method is to plant
different crops each year. Different crops use different nutrients.
Many crops strip nitrogen, an important nutrient, from the soil.
Other crops, such as alfalfa and beans, replace the nitrogen.
159
Clever inventors
Do you like to invent things? Food

scientists are agricultural scientists who
invent better ways to make and preserve
foods. One recent invention is lactose-
free milk. Lactose is a chemical found
in cow’s milk. Some people can’t digest
it well. Milk products make them feel
sick. Food scientists found a way to
remove lactose from milk. Now, people
can buy lactose-free milk, cheese, and
even ice cream.
Did you know that scientists also help celiacs? They have been working
hard and now we can see products for celiacs in many stores. Celiacs can’t
eat gluten. There are many gluten-free alternatives that make celiacs’ life
easier. In the past, there wasn’t much information about this condition.
Fortunately, today, there are many gluten-free products. Scientists work for
all of us!
Out of this world
Have you ever imagined an astronaut farming? Some do.

Agricultural science is happening miles above Earth, on the
International Space Station. Astronauts are growing wheat
and other plants in a special greenhouse. Their studies will
help plan long space journeys in the future. Astronauts
that travel deep into space won’t be able to carry all the
necessary food for their trip. They’ll need to grow food in
their spacecraft.
160
161
Big World, Great Needs
On the one hand, demographic figures keep

growing—there are more people on Earth than in
the past, which means that more food is necessary.
The greenhouse effect is also more visible. And this
means more pollution and more needs.
Scientists suggest that a good measure to fight

global warming is consuming local products. If
products don’t travel long distances, less fuel or
energy is consumed, which leads to less pollution.
162
Story Report
Date: -,_ ..-; Theme: -,_ ..,;;
0% 25% 50% 75% 100%

scientists agriculture farmers vaccines

green footprint global warming plants

; ; ; ; ; ; ; ; ; ; ;
4. If you were a scientist, what 5. What else are you

would you like to study? reading now? Write title,
Give examples. author, and genre.
; ; ; ; ; ; ; ; ; ;
; ; ; ; ; ; ; ; ; ;
163
What Is the Meaning of that Word?
1. Read these parts of the text and choose the correct options.
When an animal gets sick, the disease can spread quickly to

other animals.
1. What does “spread” mean?
a. pass b. ask c. can
Crop scientists study plants and how they grow. They seek ways
to make food crops more nutritious.
2. What does “seek” mean?
a. believe b. go c. search
Do you like digging in the dirt? Soil science might be for you.
3. What does “digging” mean?
a. excavating b. going c. searching
164
Glossary
breed: (v.) to reproduce; to keep animals for the purpose of producing

young animals in a controlled way.
burp: (v.) to allow air from the stomach to come out through the mouth
in a noisy way.
canopy: (n.) the highest layer of branches in a forest or on a tree.
crop: (n.) a plant or plant product that is grown by farmers.
demographic: (adj.) relating to demography (the study of populations).
ecoagriculture: (n.) agriculture that supports production and biodiversity

conservation in harmony.
epidemic: (n.) an occurrence in which a disease spreads very quickly and

affects a large number of people.
global warming: (n. phrase) the recent increase in the world’s

temperature that is believed to be caused by the increase of certain gases
(such as carbon dioxide) in the atmosphere.
green footprint: (n. phrase) measure of how much nature it takes to

support people.
greenhouse effect: (n. phrase) the gradual

heating of the atmosphere cause by
air pollution.
hatch: (v.) to come out of an egg.
mate: (v.) to come or bring together

for breeding.
pollution: (n.) damage caused

to water, air, etc. by dirty or
harmful substances.
sprout: (v.) to produce new leaves,

buds, etc.
165
Recommendations
“Food, Fitness and Health”
• How Do My Muscles Get Strong?: Muscles and Exercise

by Steve Parker
• What You Need to Know about Obesity by Nancy Dickmann
• What You Need to Know about Diabetes by Amanda Kolpin
“Healthcare Then and Now”
• Smart Girl: Yoga for Brain Power by Rebecca Rissman

• Ancient Medicine by Andrew Langley
• Calm Girl: Yoga for Stress Relief by Rebecca Rissman
“Flora and Fauna”
• Endangered Rain Forests: Investigating Rain Forests in Crisis

by Rani Iyer
• Polar Bears by Kathy Allen
• Elephants Under Pressure: A Cause and Effect Investigation
by Kathy Allen
“Save the Frogs!”
• Pete Bogg: King of the Frogs by Sonneborn, Martínez, and Bracho

• Deformed Frogs: A Cause and Effect Investigation by Kathy Allen
• Let’s Think about Animal Rights by Vic Parker
166
Recommendations
“Benjamin Franklin: A Man to Be Remembered”
• Benjamin Franklin: An American Genius by Kay Melchisedech Olson

• The Time Machine by H. G. Wells
• George Washington Carver: Ingenious Inventor by Nathan Olson
“Women Stand Up!”
• Jars of Hope: How One Woman Helped Save 2,500 Children During the
Holocaust by Jennifer Ray
• Great Women of the American Revolution by Brianna Hall
• Great Women of the Civil War by Molly Kolpin
“A Visit to the UK”
• England by Claire Throp

• The World’s Most Amazing Palaces by Ann Weil
• The World’s Most Amazing Monuments by Ann Weil
167
Recommendations
“Natural Wonders”
• The World’s Most Amazing National Parks by Ann Weil

• The World’s Most Amazing Dams by Ann Weil
• The Grand Canyon Burros That Broke by Steve Brezenoff
“A Lot to Do on the Farm”
• Pioneer Farm Cooking by Mary Gunderson

• Diary of Sarah Gillespie: A Pioneer Farm Girl by Sarah Gillespie
• Going Organic: A Healthy Guide to Making the Switch
by Dana Meachen Rau
“The Agricultural World”
• Unusual and Awesome Jobs Using Science: Food Taster, Human Lie
Detector, and More by Jennifer Wendinger
• Food Technology by Neil Morris
• Agricultural Drones by Simon rose
168

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5

Content Director Ernesto Alonso Núñez Mejía

Editors Ana Carabias Dudet, Agustín

Proofreading QBS Editorial

Pedagogical Specialist Karime Pulido Ramzahuer

General Director José Carlos Dosal Montero

Impreso en México / Printed in Mexico

© Sistemas Educativos de Enseñanza, S. A. de C.V.

First Edition June 2019

My name is: -,_ ..-,. .;-,.,.,,

and I am: -,_ years old.

My favorite story... I like it because...

This is a drawing of that part...

Food, Fitness and Health............. 6

Healthcare Then and Now.......... 19

Flora and Fauna........................... 38

Save the Frogs!.............................. 51

Benjamin Franklin: a Man

Women Stand Up!......................... 83

Natural Wonders.......................... 115

A Lot to Do on the Farm.............. 134

The Agricultural World................ 147

Having good habits is closely connected to being healthy. There

One slice of bread, one cup of cereal, or half of a cup of rice

Fruits and vegetables are especially important because

The most nutritious vegetables are dark green,

Plenty of movement puts us in a better mood. When we exercise, we don’t

Exercising is good for our health. We should exercise carefully so we don’t

Too many students just sit during

Everyone can find an activity that

Families can stay fit togethe . Family

In schools, there’s usually a counselor. This

Nowadays, learning how to relax is extremely important. For

Title: -,_ ..;,. Type of text: ;, ,.;,.,,;

1. Did you like the text? Color the bar.

0% 25% 50% 70% 100%

3. What is your favorite food? Draw and write.

4. What do you do to keep a 5. What else are you

1. Complete the mind map.

cholesterol: (n.) a substance containing a lot

counselor: (n.) a person whose job is to provide

dairy: (adj.) used to refer to foods that are made

damage: (v.) to harm or spoil something.

illness: (n.) a disease of the body or mind.

improve: (v.) to get better.

oatmeal: (n.) a type of flour made from oats

protein: (n.) one of the many substances found

strengthen: (v.) to make something stronger or

symptom: (n.) any feeling of illness or

teaspoon: (n.) a small spoon used for

Ancient Egypt: All

To stay healthy, Egyptians tried to keep these channels open. Some

They held sporting events to honor the gods. The most

An ancient Greek workout routine included the mind

A healthy diet kept the humors balanced. In the cold, wet

Around 120 AD, the Roman Empire ruled

Roman leaders worked hard to improve public health. They avoided

Leading a healthy lifestyle in ancient China was complicated. People

Sometimes people also received acupuncture treatments. In acupuncture,

In Ancient India, most ideas about healthy living

People are starting to adopt this more natural

Title: -,_ ..;,. Type of text: ;, ,.;,.,,;

1. Did you like the text? Color the bar.