Jupiter's Long Lasting Storm

Last updated about 1 year ago

10 questions

Required

RI.7.2

Required

RI.7.1

Required

RI.7.3

Required

RI.7.3

Required

RI.7.3

Required

RI.7.5

Required

RI.7.1

RI.7.5

Required

RI.7.9

Required

RI.7.1

RI.7.9

Required

Jupiter's Long Lasting Storm

Jupiter's Long Lasting Storm

In both Hello Jupiter and Jupiter’s Longest Storm, the authors explain how scientists use research and evidence to make new discoveries. How do the authors develop this idea in each text? Use the R.A.C.E. strategy to support your response with evidence from both articles.

Part A: What is one central idea of the article?

Part B: Which sentence from the text best supports the answer to Part A?

Choose the phrase that completes the analysis of the author’s
argument in “Jupiter’s Long-Lasting Storm.”
In the article, the author suggests that Marcus and Hassanzadeh’s
study represents in our understanding

Choose the answer that fills in the blank. (study may have solved this problem because it provides a new explanation that _________________________.)

Part A
How does the author structure “Jupiter’s Long-Lasting Storm”?

Part B
Which two sentences best support the answer to Part A ?

Refer to the passages “Hello from Jupiter! . . .” and “Jupiter’s Long-Lasting
Storm”. Then answer the following questions.

Part A
How does the explanation of the Great Red Spot provided in “Hello from
Jupiter! . . .” differ from the explanation in “Jupiter’s Long-Lasting
Storm”?

Part B
Which paragraph from “Jupiter’s Long-Lasting Storm” provides evidence
that challenges the explanation in “Hello from Jupiter! . . .”?

In both Hello Jupiter and Jupiter’s Longest Storm, the authors explain how scientists use research and evidence to make new discoveries. How do the authors develop this idea in each text? Use the R.A.C.E. strategy to support your response with evidence from both articles.

Jupiter's Long Lasting Storm

Jupiter's Long Lasting Storm

In both Hello Jupiter and Jupiter’s Longest Storm, the authors explain how scientists use research and evidence to make new discoveries. How do the authors develop this idea in each text? Use the R.A.C.E. strategy to support your response with evidence from both articles.

Part A: What is one central idea of the article?

Part B: Which sentence from the text best supports the answer to Part A?

Choose the phrase that completes the analysis of the author’sargument in “Jupiter’s Long-Lasting Storm.”In the article, the author suggests that Marcus and Hassanzadeh’sstudy represents in our understanding

Choose the answer that fills in the blank. (study may have solved this problem because it provides a new explanation that _________________________.)

Part AHow does the author structure “Jupiter’s Long-Lasting Storm”?

Part BWhich two sentences best support the answer to Part A ?

Refer to the passages “Hello from Jupiter! . . .” and “Jupiter’s Long-LastingStorm”. Then answer the following questions.Part AHow does the explanation of the Great Red Spot provided in “Hello fromJupiter! . . .” differ from the explanation in “Jupiter’s Long-LastingStorm”?

Part BWhich paragraph from “Jupiter’s Long-Lasting Storm” provides evidencethat challenges the explanation in “Hello from Jupiter! . . .”?

In both Hello Jupiter and Jupiter’s Longest Storm, the authors explain how scientists use research and evidence to make new discoveries. How do the authors develop this idea in each text? Use the R.A.C.E. strategy to support your response with evidence from both articles.

Choose the phrase that completes the analysis of the author’s
argument in “Jupiter’s Long-Lasting Storm.”
In the article, the author suggests that Marcus and Hassanzadeh’s
study represents in our understanding

Part A
How does the author structure “Jupiter’s Long-Lasting Storm”?

Part B
Which two sentences best support the answer to Part A ?

Part B
Which paragraph from “Jupiter’s Long-Lasting Storm” provides evidence
that challenges the explanation in “Hello from Jupiter! . . .”?