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B e n c h m a r k e d u c a t i o n c o m p a n y

Theme: What Changes Our Earth• Earth: Fast Changes• Earth: Slow Changes • Earth: Measuring Its Changes

Earth: Measuring Its ChangesLevel R/40

Science

Skills & Strategies

Anchor Comprehension Strategies

• Identify cause and effect

Comprehension • Visualize

• Drawconclusions

• Usegraphicfeaturestointerpretinformation

Word Study/Vocabulary • Useknowledgeofwordstructuresto

determinewordmeaning

Science Big Idea • ThephysicalfeaturesofEarthare

continuallychangingduetointernalandexternalforces.

TEAChEr’S GuIdE

Synthesize Information • Administer Ongoing Comprehension Assessment

• Complete KWHL Chart

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A c t i v i t i e s

Using Navigators Chapter Books

Explicit Strategy InstructionUse the complete guide to model, guide, and support students as they apply comprehension and word-study strategies. Use portions of the guide to scaffold reading instruction for students who do not need modeled instruction.

Small-Group DiscussionsIntroduce the book and model strategies. Ask the group to set a purpose for reading based on the introduction. Instruct stu-dents to read the book, or parts of the book, independently. Then tell them to use the Small-Group Discussion Guide as they discuss the book together.

Independent ReadingEncourage students to select titles at their independent read-ing levels. After reading, instruct students to respond to the text in reader response journals or notebooks.

Core Lesson Planning Guide

Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.

ISBN: 978-1-4108-5224-32

Pages 4–6: Model Strategies: Introduction–Chapter 1• Monitor-Reading Strategy: Visualize

• Comprehension Strategy: Draw Conclusions

• Use Knowledge of Word Structures: Etymologies

Page 3: Prepare to Read• Build Content Background

• Introduce the Book

Pages 7–8: Guide Strategies: Chapter 2• Monitor-Reading Strategy: Visualize


• Use Knowledge of Word Structures: Etymologies

Pages 9–10: Apply Strategies: Chapter 3–Conclusion• Monitor-Reading Strategy: Visualize


• Use Graphic Features to Interpret Information: Photographs

This five-day lesson plan shows one way to use the chapter book for explicit strategy instruction.

Build Content Background • Tell students they are going to read about natural

changes that occur on Earth and how scientists measure those changes. Ask if students can name any of the changes and explain how they are measured. Use the photographs on pages 2–3 as visual prompts.

• Display a KWHL chart as shown. Ask: What do you know about changes on Earth and how scientists measure them? Brainstorm with students and write their ideas in the first column of the chart.

• Ask: What would you like to know about how scientists measure changes on Earth? How are you going to find out what you would like to know? Write students’ ideas in the second and third columns of the chart.

• Explain that some of the information in the book may be a review. Other information will help students find out what they would like to know.

• Save the chart for students to complete after they read the book.

Introduce the Book • Give students a copy of the book. Tell them to read the title

of the book.• Tell them to turn to the table of contents and read the

chapter titles. Ask: What does a book’s title tell us? (It tells us what the book is about.) Ask: Why is it a good idea to read a book’s chapter titles? (They give more specific information about the contents of the book.)

• Assign pairs of students to choose a chapter to skim. Ask each pair to choose a heading, a boldfaced word, and a picture from their chapter to describe to the group.

• To introduce Key Words and Text/Graphic Features found in this book, use the inside front cover of the book.

Informal Assessment Tips

1. Assess students’ ability to skim a chapter.

2. Document your observations in a folder or notebook.

3. Keep the folder or notebook at the small-group reading table for use during reading sessions.

© 2011 Benchmark Education Company, LLC 3

Meeting Individual Needs

For students who struggle with skimming a chapter, model the process by going through a chapter and pointing out the chapter title, headings, pictures, maps, and bold-faced words that give clues or information about the chapter topic.

Start a concept web with the word Measuring in the center. Ask students to define measuring in their own words. Then ask them to describe things that are measured and the instruments that are used to measure those things, such as time/clocks, length/rulers, and weight/scales. Make sure students understand the vocabulary involved in the discussion.

Write the word change on the board. Encourage students to discuss the concept of change and give examples of quick changes, such as day to night, and slower changes, such as summer to winter.

Prepare to Readnglish anguage earnersE L L

originalWhat I know about measur-ing changes on Earth

What I want to know about measuring Changes on Earth

How I will learn about measuring changes on Earth

What I learned about measuring changes on Earth

K W H L

Before ReadingMonitor-Reading Strategy: Visualize• Use a real-life example of visualizing while you read.

Say: When I read about a place I’ve never seen—for example, the Sahara Desert—I try to picture in my mind what it looks like. When the text tells me how huge and empty the Sahara Desert is, I think about other huge, empty places I’ve seen. I try to imagine what it would be like to look out across miles and miles of sand. Visualizing while I read helps me understand how big or small something is and what it looks like.

• Say: Yesterday we previewed the book Earth: Measuring Its Changes. Today we are going to visualize what we read about in the Introduction and Chapter 1.

• Read pages 2–3 while students follow along.

Say: It is hard to picture places and things we’ve never seen. We have to use what we read and what we already know to help us visualize. The author tells us that a glacier is a huge mass of ice and snow. I have seen ice and snow. The author also shows us a picture of a glacier from above. By picturing a mass of ice and snow much larger than ones we have seen, we can visualize a glacier.

During Reading Set a Purpose for Reading• Ask students to read pages 4–6 silently. Ask them to visualize

the area near the epicenter of an earthquake during the earth-quake. Encourage students to draw what they have visualized.

4 © 2011 Benchmark Education Company, LLC

ABOUT THE STRATEGY Visualize

What? Good readers visualize when they create pictures in their minds to help them “see” and understand charac-ters, settings, objects, and actions in their reading. The pictures are like mov-ies or photographs made by a camera.

Why? Visualizing keeps good readers engaged with the text and helps them understand and remember what they read. When readers do not visualize, it is usually because they have lost connection with the text.

When? Good readers visualize during reading to monitor and clarify their understanding.

How? Good readers visualize by using these kinds of information:Vivid verbs that describe actionsAdjectives that describe sizes, shapes, colors, and other detailsGraphic aids (charts, maps, time lines, diagrams) that tell sizes, shapes, lengths, distances, times, and other factsSimiles and metaphors that compare one thing to anotherSensory language that tells how something looks, sounds, smells, tastes, or feels

Model Strategies: Introduction–Chapter 1

After Reading Discuss the Reading• Ask students to tell about what they visualized as they read

pages 4–6.

• Invite volunteers to display and explain the drawings they made during Set a Purpose for Reading.

• Tell students to turn to page 12 and read the checkpoint. Explain that reading more about a topic is one way to under-stand and remember what we read. Instruct pairs of students to use the prompt to complete the activity.

• For text-dependent comprehension practice, ask the ques-tions for the Introduction and Chapter 1 found on the Comprehension Through Deductive Reasoning Card for this chapter book.

Comprehension Strategy: Draw Conclusions• Explain to students that good readers know how to “read

between the lines.” They use what they know and what they read to draw conclusions about the information in the text.

Say: In this book, the author tells us many facts about Earth’s changes and how scientists measure them. We can put those facts together and use them to draw conclusions. The conclusions are not stated directly in the text, but we can figure them out by using clues and facts that are stated in the text.

• Pass out the graphic organizer “Draw Conclusions” (blackline master, page 14). You may want to make a chart-size copy of the graphic organizer or use a transparency.

• Explain that as students read, they will complete the first two rows together. They will complete the last row in pairs or independently.


1. Watch students as they draw pic-tures of their visualizations.

2. In a folder or notebook, jot down what you see each student doing.

3. Students should be visualizing as they read. Document students who are and are not using this monitor reading strategy.



For students who struggle with this activity, model the strategy again and remind them that visualizing as they read will help them better understand the text.

Rapid readers can write more detailed descriptions of their drawings to include in their journals. Encourage them to use as many adjectives, adverbs, and other descriptive words as they can.

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Introduction–Chapter 1 (continued)


Comprehension Strategy: Draw Conclusions (continued)• Instruct students to return to Chapter 1 and follow along as

you model how to draw a conclusion. Use the information on the graphic organizer on this page to conduct a think-aloud.

• Ask: What conclusion can we draw from what we read in Chapter 1 and what we know? We can conclude that measuring earthquakes is a very precise science. Let’s write this in the Conclusion box. How do I know this is a conclusion? The author provides several clues and facts that support it.

Use the Clues/Facts column on the graphic organizer to explain your thinking.

Say: Remember, these clues and facts support our conclusion. Let’s write them in the Clues/Facts box.

• Say: We used what we read and what we know to draw a conclusion. The conclusion was not stated in the text; it was based on clues and facts in the text and on what we know. We’ll draw more conclusions as we read the rest of the book.

Use Knowledge of Word Structures: Etymologies • Ask students to find the word seismologists on page 7. Point out

that the word is boldfaced and is defined in the glossary. Say: The word seismologists comes from the word seismology.

We can determine the word’s meaning by using the word’s Greek roots to help us. Seismo comes from the Greek word seismos, mean-ing “shock or earthquake.” If the Greek word part -logy means “study of,” what does seismology mean? (the study of earthquakes)

• Draw this word bench on the board.

Say: A word’s etymology is the history of that word. If you don’t rec-ognize the word parts from words you already know, you can look in a dictionary to learn the word’s etymology.

• Ask students to locate the word seismograph on page 7. Instruct them to use dictionaries to find the word’s etymology. Discuss their findings and say: We know that the first part of this word comes from the Greek word seismos, meaning “shock or earth-quake.” If the second part comes from the Greek word graphein, meaning “to write or describe,” what would you guess a seismograph does? (It writes or records the movements of earthquakes.)

• Say: Some words come from modern languages such as French. The word glacier, on page 2, comes from the French word glace, which means “ice.” How does this meaning connect to the meaning of glacier? (A glacier is made of ice.)

• Encourage students to look for word parts and to use these to figure out the meanings of unfamiliar words as they read.

Reader Response

In what places in the United States do people need to protect themselves from tsunamis? What steps can they take to do so? Write a response in your journal and share your thoughts with a group member.

Measuring earthquakes is a very precise science.

Page 7: Scientists place seismographs near faults; each is connected to a computer system; they take measure-ments day and night. Page 9: The Richter scale measures the strength of an earthquake on a scale from 1 to 10. Pages 10–11: Scientists measure slow movements along faults with lasers.

Chapter Conclusion Clues/Facts

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seismologyDefinition:

the study of earthquakesseismos

Greek for “shock or earthquake”-logy

Greek for “study of”

Before ReadingMonitor-Reading Strategy: Visualize• Remind students that when they visualize, they make pictures

in their minds about what they are reading. Discuss how visualizing helped them “see” what the author describes in the Introduction and Chapter 1. Remind them that visualizing will help them better understand and remember what they read.

• Say: Use all five of your senses when you visualize. Imagine how something looks, sounds, smells, tastes, and feels. Today we will use our senses to visualize what we are reading.

• Say: When you read about something or someplace you’ve never seen, picture the thing or place in your mind. Ask yourself: “What does this thing or place look, sound, smell, taste, and feel like? The more you visualize a thing, the more you’ll feel like you know it. The more you visualize a place, the more you’ll feel like you’re there. This will make what you read more interesting.

• Tell students to turn to page 14. Read the page aloud. Tell them to imagine that they are standing on a glacier at the North Pole. Ask them these questions: What does the glacier feel like under your feet? What does it

sound like when you walk on it? What does the air feel like? Smell like? What colors do you see? What shapes? Is it cold or hot? Noisy or quiet? Windy or still?

During Reading Set a Purpose for Reading • Instruct students to finish reading Chapter 2. Ask them to

draw what they visualize as they are reading. Also have them jot down notes about what they might hear, smell, taste, or feel on a glacier.

After Reading Discuss the Reading • Ask students to share what they visualized when they were

reading. Invite them to display their drawings or read their notes aloud.

• Ask: Which detail about glaciers was easiest for you to visualize as you read? Which detail was hardest to picture? Why do you think that is? Did you use any senses besides sight when you visualized? Which senses?

Ask students to discuss their responses.• For text-dependent comprehension practice, ask the ques-

tions for Chapter 2 found on the Comprehension Through Deductive Reasoning Card for this chapter book.


Watch ELL students closely as they complete the assignment. If they are not visualizing, it may be that they do not understand the strategy. Model it again using the text in Chapter 2. If they are visualizing, make sure they are using details given in the text.


For students who struggle with this strategy, model it again. Then tell students to close their books. Read aloud the first paragraph on page 18. Ask students to draw a picture of what they see in their minds when you read the description of the sticks that the scientists put into glaciers. Discuss how words such as long, in, near, and into help readers picture the process.

Rapid readers can review their visualizations and add more details. Challenge them to choose one or more of the places or things they visualized and research additional information about them that they can add to their descriptions. Invite volunteers share their findings with the group.

Guide Strategies: Chapter 2

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Chapter 2 (continued)

Reader Response

Suppose you were a scientist and had a chance to study glaciers on Antarctica. Would you accept the assignment? Why or why not? Write a response in your journal and share your thoughts with a group member.


Comprehension Strategy: Draw Conclusions• Review the first row of the “Draw Conclusions” graphic

organizer. Remind students that when they draw conclusions, they use what they know and what they read to figure out ideas that are not directly stated in the text.

• Tell students to reread Chapter 2. When they have finished, ask: What conclusion can we draw about how long it takes for glaciers to change the landscape? (Possible answer: It takes a very long time for glaciers to change the landscape.) What clues and facts can we find that support this conclusion? What do we know that supports this conclusion?

Use the information on the graphic organizer on this page.

• If students offer other possible conclusions from the chapter, write them on the board. Ask students what facts from the text and prior knowledge they used to draw these conclusions.

Use Knowledge of Word Structures: Etymologies• Remind students that understanding a word’s history, or

etymology, can help them figure out the meaning of the word.

• Ask students to find the word centimeters on page 17.

Say: We know that a centimeter is a measurement. By looking at its etymology, we can figure out exactly what it means. The word part centi- comes from the Latin word centum, which means “hundred.” Meter comes from the Greek word metron, which means “measure.” The base unit of the metric system is called the meter. Since you know the meaning of centi-, you can figure out how many centimeters are in one meter. How many are there? (one hundred)• Point out the word debris on page 19. Tell students to look up

this word in a dictionary to find its etymology. (It comes from the French word debris, which means “to break to pieces.”)

• For additional practice, instruct students to complete the blackline master on page 16.

It takes a very long time for a glacier to change the landscape.

age 18: The fastest moving glaciers move about 8,200 meters in 82 days. Page 20: Glaciers covering Antarctica and Greenland have been around for a million years. Page 20: Ice Age glaciers moved over the continents about 20,000 years ago; they started melting about 6,000 years ago.


1. geography description of Earth’s features2. geology study of the history of Earth3. seismometry measurement of earthquakes4. glaciology study of ice or glaciers5. biography written account of a person’s life6. thermometer instrument for measuring heat

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Apply Strategies: Chapter 3–Conclusion

Before ReadingMonitor-Reading Strategy: Visualize• Remind students that when they visualize, they make pictures

in their minds about what they are reading. They have used their imaginations and their senses to visualize the effects of earthquakes and glaciers.

• Say: Today we will use what we already know to help us visualize as we read.

• Read aloud the first paragraph on page 22 while students follow along. Ask them to look at the photograph of the coast of Australia on the page. Ask students these questions: Have you ever been to a beach? What do the waves look like? What do the waves and wind feel like? Have you ever seen rocks in the ocean as in the picture? What do you already know about the effects of waves and wind on a beach? What effects do they have?

• Say: Using what you already know can help you visualize what you read more clearly. It helps you create a more vivid picture in your mind.

• Encourage students to use what they know to help them visual-ize as they finish reading the book.

During ReadingSet a Purpose for Reading • Instruct students to read the rest of the book silently.

Encourage them to look for places and things in the text that they can visualize, using their imaginations, senses, and prior knowledge. Ask them to draw a picture or write notes in their journals, focusing on one of their mental images.

After ReadingDiscuss the Reading • Invite students to share their drawings or notes.• Ask: What did you think was most interesting to visualize? Why?

How did using what you know help you visualize as you read?• Tell students to turn to page 28 and read the checkpoint.

Explain that making connections between what we read and what we know is one way to understand and remember what we read. Instruct students to use the prompt to make connections.

• For text-dependent comprehension practice, ask the questions for Chapter 3 found on the Comprehension Through Deductive Reasoning Card for this chapter book.

Teaching Tips

After discussing the reading, have students label the notes in their journals “Visualizing” and then tape their drawings to the journal pages after their notes. Use these pages to review visualizing throughout the year.

Comprehension Strategy: Draw Conclusions• Review the graphic organizer that students have been completing.

Explain that they will fill in the last row in pairs or independently. They are to draw a conclusion from Chapter 3 and write both the conclusion and the clues and facts that support it.

• Ask if students have any questions before they begin. Monitor their work and intervene if they are having difficulty. Discuss stu-dents’ responses together.

• For more practice with drawing conclusions, instruct students to complete the blackline master “Draw Conclusions” on page 15.

Use Graphic Features to Interpret Information: Photographs• Tell students to turn to page 28 and look at the photograph of

the landslide area.

• Read aloud the two paragraphs on page 28.

• Ask: Why do you think this photograph is shown here? (Possible answer: The text tells how people can cause erosion by clearing away trees and bushes. The photograph illustrates damage done in this manner.)

• Explain to students that photographs are often used to support or add to the information in the text.)

Chapter 3–Conclusion (continued)



1. Watch students as they draw conclusions. Ask yourself: How have students progressed with this strategy? What problems are they still having?

2. Watch students as they complete the graphic organizer. Ask yourself: Who is still struggling with this strategy? How can I help them?

3. Jot down your thoughts in your fold-er or notebook. For students who struggle with drawing conclusions, review the strategy using the Comprehension Strategy Poster: Draw Conclusions.

Reader Response

What kinds of erosion have occurred in your area? Write a response in your journal and share your thoughts with a group member.

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1. Most earthquakes occur beneath the ocean.

2. The least safe places would be in older buildings or on bridges and roads. The safest places would be in newer buildings or outdoors with no large structures nearby.

3. There is much more danger of a tsunami occurring in Alaska than in Florida.

Possible answer: People and animals can cause erosion.

Page 25: Farmers clear land, and wind picks up the loose soil. Page 25: Animals have eaten most of the plants in some parts of Australia, and Australia has had huge dust storms. Page 28: When people clear away trees and bushes for buildings, landslides occur.


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Administer Ongoing Comprehension Assessment• Administer Ongoing Assessment #9 on pages 48–49 in the

Comprehension Strategy Assessment Handbook (Grade 4).

Complete KWHL Chart• Refer to the KWHL chart students prepared before reading the

book.

• Remind students that the chart shows the facts they knew before they read the book. It then shows some questions they wanted answered by the text and some ideas they had about how to locate the answers. Now they must determine what they actually learned by reading the book.

• Encourage students to think about each kind of change that occurs on Earth and how scientists measure it and to suggest information they learned from the book that complemented or extended what they already knew. As they recall information, work with students to record the information in the last column.

• When the chart is complete, ask students to check to see what questions in the W column were answered by information in the L column. Circle the unanswered questions and write three more questions at the bottom of the chart. Instruct students to choose one question and locate information to answer it. (They can look back at the H column for suggestions about where the informa-tion might be found.) Provide class time for students to share their research findings.



1. Score assessments and determine if more instruction is needed for this strategy.

2. Keep group assessments in a small-group reading folder.

3. Look closely at students’ responses. Ask yourself: Why might this student have answered the question in this manner? For in-depth analysis, dis-cuss responses with individual stu-dents.

4. If needed, reteach this strategy and administer Ongoing Assessment #10 on pages 50–51 in the Comprehension Strategy Assessment Handbook (Grade 4).

5. Use Ongoing Assessments to document growth over time, for parent/teacher conferences, or for your own records.

Scaffold the graphic organizer activity by talking about one row of the chart at a time. Model finding the answers for each column for the first topic. Then instruct students to find answers for the second topic, explaining where they find them. As a group, discuss ways to research questions not answered in the text.

Synthesize Information

nglish anguage earnersE L L

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What I know about measuring changes on Earth

What I want to know about measuring changes on Earth

How I will learn about measuring changes on Earth

What I learned about measuring changes on Earth

K W H L

Write a Personal ResponseInvite students to respond to the book in a way that is meaning-ful to them. The prompts below provide a variety of alternatives.• Think about the changes described in this book. Which of

these changes and their results have you seen? (text-to-self)

• Why is it important for people all over the world to measure Earth’s changes? (text-to-world)

• What connections did you make when you were reading this book? (make connections)

• What main ideas did you find in this book? (synthesize information)

• What did you like about this book? What did you dislike about it? (evaluate)

• Describe what you felt as you read this book. Explain why you felt this way. (personal response)

• What parts of this book confused you? (self-monitor)

• Compare this book about Earth’s changes to other books about Earth you have read. (text-to-text/compare)

Write to a Text PromptUse the prompt below as a timed writing activity. Allow students a maximum of one hour to draft, revise, and edit a response. Use the rubric provided in the sidebar to score students’ writing.

Write to a Picture PromptUse the following picture prompt to develop students’ visual writing abilities.

Reading/Writing Connections

Teaching Tips

Transfer personal response prompts to a piece of large chart paper and hang it in the room. Students can refer to the list throughout the year.

The prompt is well developed. There is strong evidence of focus, organization, voice, and correct conventions.

The prompt is developed. There is adequate evidence of focus, organization, voice, and correct conventions.

The prompt is somewhat devel-oped. There is minimal evidence of focus, organization, voice, and correct conventions.

The prompt is weakly developed. There is little evidence of focus, organization, voice, and correct conventions.

Scoring Rubric

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Why is it important for scientists to study and measure earthquakes, glaciers, and water and wind erosion? Use information from the book to support your answer.

Look at the picture on page 27. Describe how the sandstone looks and what caused the erosion. Use vivid verbs and adjectives. Write a response in your journal and share your thoughts with a group member. Use details from the picture to support your answer.


© 2011 Benchmark Education Company, LLC

Name _________________________________________________________________ Date ___________

Directions: Use your answers to talk about the book.

Word Study: Write words you did not know. Discuss the meanings with your group. Use the text to clarify the meanings.

Questions:Write two or three questions you had while reading this book. Discuss the questions and answers.

Make Connections:Write three connections you made with the text. Discuss them with your group.

Adapted from Daniels, Harvey. 1994. Literature Circles. Portland, ME: Stenhouse Publishing Co.

Rules for a Good Discussion:1. Be prepared.

2. Pay attention to the person who is talking and do not interrupt him or her.

3. Think about what others are saying so you can respond.

4. Use inside voices.

5. Let everyone in the group have a turn to speak.

6. Be respectful of everyone’s ideas.

Adapted from Fountas, I.C., and Pinnell,

G. S. 2001. Guiding Readers and Writers.

Portsmouth, NH: Heinemann Publishing

Co.

Ways to Make ConnectionsText-to-Self: This reminds me of a time when I . . .

Text-to-World: What’s going on in this book is like what’s happen-ing right now in . . .

Text-to-Text: This book reminds me of another book I read called . . . . It was about . . .

Small-Group Discussion Guide


Name _________________________________________ Date ___________________

ConclusionChapter

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Clues/Facts

Draw Conclusions


Name _________________________________________ Date ___________________

Draw ConclusionsDirections: Read each passage. Answer the question at the end by drawing a conclusion from what you read and what you know.

1. Most earthquakes occur along the borders of Earth’s plates. Most of these borders are beneath the ocean. For example, the North American Plate and the Eurasian Plate meet in the Atlantic Ocean. The African Plate and the Antarctic Plate meet in the Indian Ocean. What can you conclude about where most earthquakes occur?

2. In earthquakes, most injuries are caused by falling walls and roofs. In earthquake zones, newer buildings are made to withstand quakes. Bridges and roads may also break during a quake. What can you conclude about the safest and least safe places to be during an earthquake?

3. Tsunamis are caused by earthquakes in coastal areas. Coastal earthquakes are much more common in the Pacific Ocean than in the Atlantic Ocean. What can you conclude about the dangers of a tsunami in Alaska and in Florida?

Name _________________________________________ Date __________________


Use Knowledge of Word Structures: Etymologies

Directions: Look at these word benches. Use the information to determine the meaning of each word. Then check your answers in a dictionary.

1. geographydefinition:

geo Greek for

“earth, ground”

graphein Greek for

“to write or to describe”

2. geologydefinition:

geo Greek for

“earth, ground”

-logy Greek for “study of”

3. seismometrydefinition:

seismos Greek for

“earthquake”

metron Greek for “measure”

4. glaciologydefinition:

glace French for

“ice”

-logy Greek for “study of”

5. biographydefinition:

bios Greek for

“life”

graphein Greek for

“to write or to describe”

6. thermometerdefinition:

thermo Greek for

“heat”

metron Greek for “measure”

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