## Chapter 13

### Part 1: For the problem in the Teacher's Edition, page 332

Students can practice their research skills by finding egg-hatching time and average lifespan of a bird, or you can provide them with the data sheet that shows the egg-hatching time and average lifespan of different birds found in the Problem Worksheet (PDF file).

Have students compare the egg-hatching time and lifespan of the bird they chose to a flamingo. Because the egg-hatching time and life span are given in ranges, they may find that there is a possibility that some birds of the kind they chose could have a longer egg-hatching time or lifespan than a flamingo and other birds of the kind they chose could have a shorter egg-hatching time or lifespan than a flamingo.

#### Answers:

Answers will vary.

Answers for the data we provided:

Kiwi

- Egg-hatching time: 44 to 49 days longer than a flamingo
- Lifespan: 14 to 24 years shorter than a flamingo

Marabou Stork

- Egg-hatching time: could be one day shorter than a flamingo and up to 19 days longer than a flamingo
- Lifespan: 24 years shorter than a flamingo

Bald Eagle

- Egg-hatching time: could be the same as a flamingo and up to 19 days longer than a flamingo
- Lifespan: 14 years shorter than a flamingo

Ostrich

- Egg-hatching time: nine to 14 days longer than a flamingo
- Lifespan: four years shorter than a flamingo

### Part 2: Be an Investigator

A good time to do this investigation is after Lesson 4 on temperature and negative numbers.

#### Materials

- thermometer

#### Introducing the Investigation

Introduce the investigation by reading aloud the assignment at the top of the first page of the Description of Investigation and Student Report (PDF file), by having one of your students read aloud the assignment, or by having the students read the assignment individually.

Put students in groups of two to four to work on the investigation.

#### Doing the Investigation

Decide with your students on a good time to take the temperature each day.

When students are comparing temperatures, make sure that they understand that if they have a temperature that is above zero and a temperature that is below zero, they must add the two numbers (without the signs) in order to find the difference in temperature.

If you do not want the students to take the temperature each day and research temperatures on the Internet, use the following chart and have the students write a paragraph about this chart.

Day | Temperature Here |
Temperature Plateau Station, Antarctica |
Temperature Death Valley, CA |
---|---|---|---|

1 | 80°F | ^{-}120°F |
110°F |

2 | 79°F | ^{-}119°F |
108°F |

3 | 81°F | ^{-}115°F |
115°F |

4 | 80°F | ^{-}110°F |
119°F |

5 | 78°F | ^{-}114°F |
117°F |

6 | 82°F | ^{-}112°F |
112°F |

7 | 83°F | ^{-}115°F |
113°F |

**Answers:**

Answers will vary.

If students use the data we provided, their paragraph might include the following points:

- The temperature where the newspaper is located is around 80°F for the week.
- The difference between the temperature at Plateau Station, Antarctica and where the newspaper is located is close to 200°F.
- The difference between the temperature at Death Valley, California and where the newspaper is located is close to 30°F.
- The difference between the temperature at Plateau Station, Antarctica and Death Valley, California is over 200°F.

#### Student Report

The letter back to LaToya Smith gives students an opportunity to show what they have done and write about it.