porter Daals dallat WA avelle uve, aviMlaredt wa-snis ewASaurd | AoUAsH / 2013 / 8720, el. 15-04-2013-01 19 English (First Language) Standard 7 (First Semester) PLEDGE India is my country. All Indians are my brothers and sisters. Ilove my country and I am proud of its rich and varied heritage. I shall always strive to be worthy of it. I shall respect my parents, teachers and all my elders and treat everyone with courtesy. I pledge my devotion to my country and its people. My happiness lies in their well-being and prosperity. red Asie Aaya ava Song yrs A abaNe Predera Cos of nol Rees nd Ting Candies ies Publisher: Gujarat State Board of Schoo! Textbooks, Gandhinagar© Gujarat Council of Educational Research and Training, Gandhinagar Copyrights of this textbook are reserved by the Gujarat State Board of School Textbooks. ‘No reproduction of this textbook in whole or in part, in any form, is allowed without written permission of the Director, Gujarat State Board of School Textbooks, Subject Advisor: Preface Shri Rajendrasinh Jadeja ‘A major change has been introduced in the curriculum of primary education and in the whole educational system in view of (Creertinstere RTE-2009 and NCF 2005. These changes are mainly about our Dr T'S Joshi understanding of particular subjects and the process of education, Haresh Chaudhari ‘The main goal of this new curriculum is to develop creativity, Iquabal Vahora critical thinking, logical and analytical abilities in the child. In this Chandresh Pallia textbook the activities are organized in such a manner thatthe active participation is followed by discussion and reflection on it. Thi teaching material will make students to work individually as well as c in small and large groups. This text book is an instrument that helps Farida Garari construct knowledge, and is not to be seen as an object of De Bewte knowledge. It is hoped that this textbook will facilitate the teaching-learning process and make it enjoyable. . We have received constant help and guidance in the Se formulation of the new syllabus, the curriculum and the textbooks ‘Amruta Desai from Hon, Principle Secretary (Education) and Hon, Principle Sonal I Patel Secretary (Primary Education). Pee Mesa We have received valuable cooperation of UNICEF and Navan Jost HM Patel Institute of English Training and Research during this havea Thaker whole process. The core group members of the respective subjects ees havealso supported usin this process. ‘The textbooks of 6*, 7" and 8* standards have been prepared ae in view of the suggestions given by subject experts and teachers. We See ee ae ee ae eee ‘would welcome suggestions forany corrections, ifnecessary. Aecceinsp With all good wishes. Lajja Communications Vallabh Vid a mca Dr. T.S. Joshi P, Bharathi (As) Director Director Preparation and Planning: Gujarat Council of Educational Gijarat State Board of Haresh § Limbachiya Research and Training School Textbooks ‘Gandhinagar Gandhinagar (Dy. Director : Production) Pes TeRaGr First Edition : 2013-14, Reprint : 2015, 2016, 2017, 2018, 2019, 2020 Published by : P. Bharathi, Director, on behalf of Gujarat State Board of School Textbooks, “Vidhyayn’, Sector 10-A, Gandhinagar. Printed by(a) () (d (©) 0) (g) (h) @ a (k) FUNDAMENTAL DUTIES It shall be the duty of every citizen of India : * to abide by the Constitution and respect its ideals and institutions, the ‘National Flag and the National Anthem. to cherish and follow the noble ideals which inspired our national struggle for freedom to uphold and protect the sovereignty, unity and integrity of India to defend the country and render national service when called upon todoso; to promote harmony and the spirit of common brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to renounce practices derogatory to the dignity of women; to value and preserve the rich heritage or our composite culture; to protect and impro lakes, rivers and wild. creatures; natural environment including forests, , and to have compassion for living to develop the scientific temper, humanism and the spirit of inquiry and reform; to safeguard public property and to abjure violence; to strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavour and achievement. to provide opportunities for education by the parent the guardian, to his child, ora ward between the age of 6-14 years as the case may be *Constitution of India : Section 51-A.Name Introduction Exploring Symbols Exploring Puzzles Exploring Advertising Exploring Poetry Exploring Values Exploring Patriotism Revision Every care has been taken to identify and obtain permission of the authors of copyright materials. However, we shall be happy to contact if our attention is drawn to any omission at the earliest opportunity.Org Cae All human beings learn language under the right conditions. In order to lear language, itis well-known that learners must encounter language they can understand and then must use that language to make their own meaning, This book aims to support the teacherin creating these necessary conditions. The design is created to make lesson planning easy for teachers, Each activity is complete and requires no additional preparation, The content in this book is designed to hold the learners’ interest so that language can be noticed and produced. The teacher is never responsible for testing content. Rather, the teacher will be facilitating opportunities for students to discuss content in order to process language meaningfully. Readings are kept short and simple so that students can read and understand on their own, without the teacher reading to them or translating. Because they «do not need to test content, teachers may simply enjoy the interesting readings along with the students. Language tasks generally have no “right” answers, They are designed to be ‘open-ended, to stimulate more critical thinking, and to encourage more production of language. Because these sections are designed for open learning, not testing facts, teachers can focus on helping students feel comfortable using language and on stimulating students! thinking. For each story, article, or poem, teachers should allow students adequate time to read the text on their own, Encourage students to mark words that are unfamiliar to them while reading. When students don't know a word, the teacher should stimulate more language production and encourage collaborative letring, by first, encouraging students to ask ‘other classmates if they know the unfamiliar word. Ifthe textis the right level forthe clas, someone in the class will likely be able to share knowledge of the word with others. In this \way, the entire vocabulary ofthe class will be raised with litte effort and teacher time while the students naturally are encouraged to speak in the target language. When students check ‘with each other and share knowledge of vocabulary, the teacher's job is much easier and the students gain autonomy. Finally, the teacher need only spend a moment teaching the one or two words that no student inthe class knows. Teachers can easily implement the language tasks by remembering to focus on helping students to understand the questions and instructions, NOT in helping them to answer. For example, ifa child does not know how to answer a question, asking “Which characters in the story speak?” The teacher can best encourage noticing and producing language by focusing on the question and the text, not on the answer. The teacher may help the student understand the question; “What does the question say? How many characters were in the story? How do we know someone is speaking in a story’?” The teacher may direct the students to look more carefully at the text: “Lets look more carefully at the text. Does ‘anyone speak in the frst line? What about the second line?” The teacher may facilitate collaboration and production by encouraging students to interact. “Ask your partner who speaks first in the story? Ask the classmate behind you who speaks second?” Throughout the text, remember that tasks are designed to be open-ended, to stimulate more critical thinking, and to produce more language. In traditional teaching, there has sometimes been an overemphasis on assessment and correction, This book aims to give students plenty of time to Team before any testing begins, Teachers are encouraged to repeat ot expand activities and to wait until they ‘observe increased production from students before attempting to assess progress, Teachers may find prepared revision and assessment items as well as additional activities and some ‘video demonstrations of certain activities on the textbook website at onlinetextbook into. 8 1 B k 8 akeong DKS UNIT-1 Explor ACTIVITY -1 Rabindranath Tagore was born in Calcutta in 1861. He is the poet who wrote India’s national anthem, and he won the Nobel Prize in Literature in 1913. Tagore started to write poetry when he was only cight years old and he published his first poem when he was only sixteen. For this Tagore did not use his real name. He used a pen name, ‘Bhanu Simha’, meant “Sun Lion”. Ifyou publish a story or poem, what “pen name” would you choose? You can make your name as silly or as serious as you wish. Share your pen name with your classmates. Fill in the chart with interesting pen names you hear in your class ‘Some Pen Names from My Classmates Classmate’s Name Pen Name —|Classmate’'s Name _ [Pen Name Ofall the new pen names you heard in your classroom, which pen name did you think was most interesting?ACTIVITY -2 Read the poem carefully to yourself. Mark any word that you don't understand. Use a dictionary, the internet, or your classmates who may help you to understand each word and idea in the poem. ‘Where the Mind Is Without Fear Where the mind is without fear and the head is held high; Where knowledge is free: Where the world has not been broken up into fragments by narrow domestic walls; Where words come out from the depth of the truth; Where tireless striving stretches its arms towards perfection; > New Words? Where the clear stream of reason has not lost its way into the dreary desert sand of dead habit; Where the mind is led forward by thee into ever-widening thought and action- Into that heaven of freedom, my Father, let my country awake. - RABINDRANATH TAGORE Oh OO Caemg e DKS s g e Match the words in column A and with their meanings given in column B, Fragments to labour hard Striving cheerless Dreary pieces broken off or detached from a complete portion Domestic without rest or sleep Tireless fa waterless or isolated area or land [Desert related to family affairs ACTIVITY -3 Look carefully at “Where the Mind Is Without Fear”. The poet is talking to someone. What words help you to understand whom the poetis talking to? The subjects of the first three lines of the poem are underlined below Where the mind is without fear and the headis held high; Where knowledge is free; Where the world has not been broken What's the subject of the fourth line?The poem says, “Where the clear stream of reason has not lost into the dreary desert sand of dead habit” way What is “lost” in this line of the poem? ACTIVITY - 4 Adjectives are words that describe nouns. Nouns are words that name people, places, things, and ideas. Look carefully at the poem and underline ALL the adjectives you find. How many adjectives did you find? Write the number here. Compare your number to numbers your classmates wrote. Which classmate wrote the largest number? Write that classmate's name and t thenumber ofadjectives here. My classmate, named found the most adjectives. S/he found adjective Look carefully at the adjectives your classmate found. Which it adjectives did your classmate find that you missed? Write them here. Ifyou found the most adjectives in your class, CONGRATULATIONS! Help your classmates to understand all the adjectives in the poem!me e DKS s g e ACTIVITY - 5 This unit is called “Exploring Symbols.” A symbol is a word, image, or object that represents something else, just as represented (stood for) Tagore and your pen name represents you. Symbols are very common in poetry and stories. Tagore used them often. In the line “Sun Lion” “Where the clear stream of reason has not lost its way into the dreary desert sand of dead habit” Tagore tells us that “reason” is a “stream”. Tagore thinks of reason as, if itis a stream. The stream is a symbol for reason. What is another line where we see that Tagore uses asymbol in this way? Tagore wrote Indias national anthem and is very much loved. There are many other symbols of India that are also loved by her people. Consider the national bird, tree, game, fruit, ete, Think about the national emblem or flag, Think about colours or animals that are beloved in India. Work together as a group to make a list of at least 10 “symbols of India.” Compare the list that your group made with other lists. Did other classmates think of symbols that you did not?Se ACTIVITY - 6 ‘Asaclass, compare all the lists that were made in activity 6 to make a new list that ranks five symbols according to your group's favourite Ranking means to put in order. Rank the symbol that is your group loves most as first, the next favourite is second. ... The least favourite io ake Dye of the five will be last. Use any items from any lis My group ranks these five symbols according to preference: 1. | Favourite Remember thata symbol is something that represents, or “stands for”, something else. For example, the colour green in India's flag does not ONLY mean green. Italso “stands for” fertility. Why does greenhave = this meaning? People will have different answers to this question. Maybe green stands for fertility because it is the colour of the plants that come up every spring, the colour of fertile land that grows our f # e B s food ot People have very different ideas about what symbols mean, What does your group think about their favourite symbol of India means? &ACTIVITY -7 Use this paragraph to help you write about the activities with symbols. My class looked at symbols of India. My group ranked these five symbols: ‘My group decided the is our favourite. We liked the best because Oro Oror My own favourite symbol is the Tlike the best because vee To me, this is the symbol means ig, because . Share your paragraph by reading it aloud to someone who is not ¥°" inyourclass. & 8 ACTIVITY -8 Just as poems have symbols and India has symbols, stories often have symbols, too, Many stories use animals as symbols. For example, many stories use the lion as a symbol of royalty. How many times have you heard that a lion is a king? Different people can give the same symbol for different meanings. For some people, cats symbolize Jong life, but other people might say black cats symbolize bad luck . In many parts of India, the cow is a symbol of many things for many people. Read the story carefully to yourself, Mark any word that you don't understand. Use a dictionary, the internet, or your classmates who may to help you to understand each word andideain thestory. Think about what the animals in the story might be symbols of.‘The Fox and the Rabbit There was once a very clever fox who loved to brag of his cleverness. One day he said to the rabbit, "I am so clever," he said "that I know a hundred ways to escape enemies." “Wow,” the rabbit said. "Ihave only one, but it works well." The fox said, “You should listen to me, I will teach you many, many more. You should know many ways to escape like I do.” Just at that moment, the fox and the rabbit heard the cry of a pack of hunters coming toward them. Immediately, the rabbit leaped down his hole and was gone. He called back to the fox, "This is my plan. What are you going to do?" The Fox thought first of one way, then another, then he thought of a better way, then he considered another way, and while he was thinking of all his clever choices, the hunters caught him up and he was soon carried off. ACTIVITY -9 One way that we know that the fox and the rabbit are symbols is because they do not represent real foxes or rabbits. When something is not symbolic, when it only represents exactly what it is in real life and nothing else, we say it has its “literal” meaning. Literal, literary, and literature are all related to the word for letters, for words. The literal meaning ofa wordis it's exact, factual meaning. For example, if your friend says, “I am dead tired”, you know that your friend is not literally dead, because he is alive and talking to you!He is exaggerating, He is not using the literal meaning of the word “dead”. We know that the fox and the rabbit story is not literally about foxes and rabbits. Real foxes and rabbits do not have conversations about cleverness, at least, they don't have such conversations in English! One way to think about the meaning of a symbolic story is to think about things in real life that are like the symbol in the story. What kind a s e e e e s 7 ©Coat DKS s g e © of person might act the way the fox does? What kind of person or characteristic of a person might the rabbit represents? Is the rabbit clever or foolish? Is he brave or cowardly? In real life, what might behave the way the hunters do, coming in quickly and ending the conversation the way they do? Discuss these ideas with a group and work together to write the paragraph. Our group thinks that the fox symbolizes because he is like real life, The rabbit stands for because he is like in real life. The hunters might represent because ACTIVITY-10 Read the story to yourself, Mark any words you don't understand. Use a dictionary, the internet, or your classmates who may help you to understand each word and idea in the story. One night, Emperor Akbar dreamt that he had lost all his teeth, except one. The next morning he invited all the astrologers of his kingdom to interpret this dream. After a long discussion, the astrologers prophesized that all his relatives would die before him, Emperor Akbar was very upset by this interpretation and so sent away all the astrologers without any reward. Later that day, Birbal entered the darbar, Emperor Akbar related his dream and asked him to interpret it, After thinking for a while Birbal replied that the Emperor would live a longer and more fulfilled life than any of his relatives, Emperor Akbar was pleased with Birbal's explanation and rewarded him handsomely.Many people believe that their dreams have symbolic meaning, but people may interpret the symbols very differently. For example, many people dream of problems that they are having in life. But some people might think of their problem as a huge mountain that needs to be overcome. Another person might dream of a problem as a locked door that needs a key. Another might see high wall asa symbol ofa problem. In the activity about the rabbit and the fox, you thought about ideas and people that could be symbolized by the rabbit and the fox. Now think about object thoughts or dreams or think about stories and poems you've heard. that might symbolize some ideas, Use ideas from your own Think of some different objects that can symbolize these ideas: A problem might be symbolized by a ora A solution to a setious problem might be symbolized by a ora Growing up might be symbolized by a because it grows up very quickly or a because it grows up very slowly ora Leaming might be represented by a because Share your ideas with your classmates. Make a chart showing how many different symbols your classmates thought of. [Number of symbols [How many different objects did classmates think lof to symbolize problems? [How many different objects represented solutions? [How many different objects stood for growing up? How many different symbols for learning did your class think of Bo 2 Ree 8 9 errorUNIT-2 Exploring Puzzl ACTIVITY - 1 Read the story to yourself, Mark any word you don't understand. Use a dictionary, the internet, or your classmates who may help you to understand each word and idea in the story. Emperor Akbar was a great and wise ruler and he had fine advisors in his court, but the wisest of these was Birbal. Whenever the Emperor thought of a difficult problem or puzzle, he turned to Birbal, oro One pleasant evening in March, Akbar was strolling in his courtyard. He had just completed a successful military campaign in the east and he wanted a little amusement. Suddenly, he turned to his courtiers and said, “Tell me, what should be the punishment for someone who dared to tweak your Emperor's moustache?” The courtiers were shocked at the thought! Only the most foul criminal would dare to touch the king! Shahbaz Khan spoke up, “My lord, this villian should be mercilessly flogged to death.” “Beheaded in full public view, Your Honour!” said Mulla-do-Piaza.“The villain should be thrown down from the fort or be hanged!” said Shadi Shah. “And you, Birbal? What punishment do you suggest for his offender?” asked the Emperor.” “Shah Alam,” said Birbal calmly, “I would give him some sweets.” The other courtiers gaped at Birbal. Had he gone mad? Sweets for sucha crime! Surely this time Birbalwas wrong! Akbar frowned. “Did 1 hear you right, Birbal?” he said, “You consider giving sweets to be the right punishment for such acrime?” “Only in this case, Your Majesty,” said Birbal humbly. “Because, who else but your beloved grandson would dare to take such a liberty with the king ofkings?” Akbar burst out laughing. “You are right again, Birbal! It was indeed that little rascal who tweaked my moustache this very evening !” Match A with B and make sentences using the words given in the table(A). Strolling extremely surprised Dumbfounded _ [tricked someone To gaze walking in a slow, relaxed way Insolence to get rid of To discard smiled in an unpleasant way Outwitted to look at someone in surprise with an open mouth Smirked rudenessog ACTIVITY - 2 Birbal was able to solve the Emperor's puzzle because he thought clearly and realistically about the Emperor's question. He did not make assumptions, An assumption is something that is believed to be 2%. true without any evidence. Sometimes making an assumption is correct, For example, if your relative falls asleep very early in the evening, you might assume that he is tired and you might be right. But assumptions can be wrong and they can lead us to think incorrectly about problems og Look at this example and answer the questions, The courtiers heard the emperor's question, “Tell me, what should be the punishment for someone who dared to tweak your emperor's moustache?” What did the courtiers assume? Which lines in the story help you to know what the courtiers were fei thinking? és T é ACTIVITY -3 4xF Read this old joke: @ ‘A dad and his son were riding their bikes and crashed. Two ambulancs ume and took them to different hospitals. The man's was in the operating room and the doctor said, “I can't operate on you. You're my son.” son How is that possible?Discuss the joke with your classmates. How many people guessed the reason that the surgeon could not operate on the boy? How many people could not guess? How many people have heard the joke before? If people do not know why the surgeon says, “he is my son.” What assumptions are they making? Assumptions that are incorrect and lead us to think wrongly are called, “false assumptions.” ACTIVITY - 4 Adapted From THE CANTERBURY PUZZLES AND OTHER CURIOUS PROBLEMS By HENRY ERNEST DUDENEY Copyright 1907 Long ago there was an inn where pilgrims often stopped on their way to worship at a famous shrine. During the long evening as they rested from their journey, they would tell stories and sometimes amuse each other with games and puzzles. On one evening the company all tuned to the pardoner: The Pardoner's Puzzle. The gentle Pardoner, who had just arrived very tired all the way from Rome begged to be excused; but the company would not spare him. "Friends and fellow-pilgrims," said he, "truly the puzzle I've made is a poor thing, but it's the best that I've been able to create, Blame my lack of knowledge of such matters if you don't like it." But his invention was very well received. He produced the accompanying plan, and said that it symbolized sixty-four towns through which he had to pass 0 Oe OO error@) during some of his pilgrimages. He said the lines connecting the “towns” represented roads, He explained that to solve the puzzle, one has to start from the large black town and visit all the other towns once, and once ONLY, in fifteen straight pilgrimages. He said the puzzle was to trace the route in fifteen straight lines with your pencil. He said you may end where you like, but note that a little road at the bottom has been omitted intentionally, and it is impossible to go that way. Read the story carefully to understand the instructions for solving the Pardoner's Puzzle. Work with a partner to understand the story and to solve the puzzle, Try to be the first in your class to solve it! If you finish quickly, go and help others to solve it, oo!ACTIVITY - 5 Read the story. Mark any word that you don't understand. Use a dictionary, the internet, or your classmates who may help you to understand each word and idea in the story. One day walking in the garden with Birbal and the other courtiers, Emperor Akbar bent to pick up a sharp stone. With it, he drew a line on the ground and said, “Birbal, make the line shorter.” He paused and with a glint of mischief in his eyes, he said, “But don't touch it. Just make it shorter.” The courtiers looked at each other. Birbal surely couldn't do thi could he? Perhaps he would finally be outwitted. But Birbal calmly bent down to pick up another stone. He quietly drew a second line below Akbar's. Everyone looked at the two lines. Akbar's line was clearly shorter than Birbal's! There was a brief silence. Then Akbar smiled, “I thought I had outsmarted you this time, but you've done it again!” ACTIVITY - 6 Birbal did not make the line shorter than it was when Akbar first drew it, but he made Akbar's line shorter than his line. Akbar's line cannot be said to be short, it can only be longer or shorter than another line. “Short” is not an absolute concept. Itis a relative concept. Akbar's line is shorter relative to Birbal's line. As we think about puzzles and problems, we want to be sure thay our assumptions are correct. We also want to remember that many things cannot be described in absolute terms, they can only be described in relative terms. ‘Arich man may think that a dosa is very cheap, but a poor man will think a dosa is very costly. Cost isa relative conceptog DKS s g e @ During winter, you may feel that the weather is very cold, but the weather is probably very warm relative to the weather at the South Pole! Work with a partner or a group to decide which things on the list are relative concepts and which are absolute concepts. Mark the relative concepts with an R and the absolute concepts with an A. Ifyou and your el explain your idea. smates disagree, try to think of examples to help Concept | Absolute/Rel Concept | Absolute/Relative tall dead rich educated free beautiful Share your ideas with your classmates, Were there different ideas about the concepts in your class? ACTIVITY -7 The stories of Akbar and Birbal are often based on puzzles or jokes. Take this puzzle/joke and use it to write an Akbar and Birbal story. Q: Ifa camel rider had gone three days ago and he left on Tuesday and came back on Tuesday, how is that possible? jepson paueu sem jours oy, :y Ieee CC By 26," Rien Or” PsneWork with a partner or a group to write your own Akbar and Birbal story using a setting, dialogue, and description. Don't let the story end too quickly and don't forget the annoyed courtiers! Oo Oe ee Oe ECO ©Oe Oo oe Oe a & 8 By ACTIVITY - 8 It's a Puzzle by Allan Ahlberg My friend Is not my friend any more\ She has secrets from me And goes about with Tracy Hacket Iwould get her back, In which case Only do not want to say so. Maybe it bothers her So I pretend That I am pretending To have secrets from her But if we are both pretending, ‘And go about with Alice Banks | Then really we are friends But what bothers me And do not know it. Maybe she is pretending On the other hand, And would like me back How can we be friends Only does not want to say so And have secrets from each other And go about with other people? My friend Is not my friend any more, Unless she is pretending. I cannot think what to do. Itisa puzzle. Read the poem carefiully. Mark any word you don’t know and get help to understand or help others, There are four people mentioned in this poem, Who are they? In this poem there is no dialogue, but there is a story. Pretend that all four people in this story accidentally meet at a tea stall, Work in a group to write a dialogue that has each of the four characters speak. What would they say to each other? What would they talk about? You may decide to work on the entire dialogue together or you may assigndifferent characters to each group members and let each classmate decide what his/her character will say independently. When you are finished writing your dialogue, perform it for your class, Notice how many different dialogues can be created! The Puzzle at the Tea Stall by Characters: ACTIVITY -9 Read the article carefully to yourself. Mark any word that you don't understand. Use a dictionary, the internet, or your classmates who may help you to understand each word and idea. ings We Si Five Don't Know You may think that teachers, scientists, and doctors must know everything important that there is to know, but this is not true! The job of many teachers, scientists, and doctors is to do research, to learn more and more about the world. There are still many puzzles left toong DKS solve and we need people to work on some of these questions. Some puzzles are very important to solve, like how we can make enough clean water for all the people in the world to have healthy lifestyle. Some things may not be quite that important; some things are just... puzzling. Here are some things we still don't know: 1) Doctors and scientists are constantly working to solve medical problems so that people can live longer, healthier lives, but some mysteries aren't about deadly diseases. We still don't know why humans blush. Blushing seems to have no advantage to the human body. 2) Doctors, scientists, psychologists, theologians, and others have long been interested in our dreams, but we still do not why people dream. Recent research suggests ithelps us deal with emotions. 3) In 1912, a manuscript was found that is believed to be from the years 1404 to 1438. It is filled with strange plants and drawings and writing. It is called the Voynich manuscript and it's language is completely unknown, 4) In 1977, researchers received a radio signal from a part of space that no human has ever been. The signal lasted 72 seconds and appeared to be intentional. It's known as the Wow! signal because the researcher on duty wrote “Wow!” on the printout that showed the signal. The signal has never been repeated or explained. 5) We still don't know very much about the deepest part of the ocean. The first dive to the deepest point, 7 miles below the surface, was only made last year, Oceanographers estimate that for every species of animal we know about in the ocean, there may be 3 or 4 that we don't know about. As you get older and learn more, what mysteries might you help solve?ACTIVITY - 10 Often, when we try to answer a big question, we need to find out the answers to a lot of smaller or simpler questions first. For example, scientists working on ways to provide people with clean drinking water might need to know a few things first: How much fresh water is in the ground? How many people need access to the water? What bacteria or pollution is affecting the water? How much money is needed to clean the water? How can the clean water be distributed to the people who need it? Look again at the article, “Five Things We Still Don't Know.” With a group, pick the “mystery” that interests you most. Work with your group to think of five questions about the mystery that the researchers should try to answer as they try to solve the puzzle. Try to be specific in the questions and to think of which things the researchers might need to know in order to learn more. Se s # e & B s 7 8 s : 8mg e DKS s g e @ ACTIVITY -1 Read the article carefully. Mark any word you don't understand. Use a dictionary, the internet, or your classmates who may help you to understand each word and ideain the story. Adapted from FEBRUARY 1, 2013, 5:18 PM The New York Times article “How Advertising Targets Our Children” By Dr. PERRI KLASS I would like my children to be aware about advertising. I would like them to grow up alert to the ways people try to sell them things. [think it is important for children to understand that sometimes people who want your trust are not really your friends. Researchers have long studied the effects of ads on children, Studies show that advertising for things like cigarettes and alcohol does help push children and young people toward unhealthy behaviors, but it also shows that itis more difficult to protect children as advertisersuse the Internet and social media. Food advertising also raises issues. Children see ads for food on television, websites, social media, and mobiles. Many children play “advergames” online. These are games for children that are created by advertisers to promote products, And what are all these food ads selling to children? According to one study, the top four products are fast foods, sugared cereals, sugary drinks and candy. Dr. Thomas Robinson, a professor at Stanford University and a doctor at Lucile Packard Children's Hospital, has looked into childhood obesity and its links to screen time. In experiments with preschoolers, he told me, “We've found that even a 30-second advertisement of a new product can change a child's preference for brand.”