READING

This passage is about nutrition education for children.

Medical evidence suggests that high fruit and vegetable consumption plays an important role in disease prevention. Nevertheless,
many children fall short of the recommended intake every day, often preferring highly processed snack foods containing artificial
ingredients. Recent studies show that a combination of classroom instruction in nutrition and hands-on school gardening activities is
an effective way to promote eating fresh produce and establish healthy eating habits that are maintained into adulthood.
School gardens typically involve students in every aspect of planting, maintaining, harvesting, and serving fruits and vegetables. To
evaluate the effectiveness of such projects, one experiment measured students’ attitudes toward fruits and vegetables with a
questionnaire. They were asked about their willingness to try unfamiliar fruits and vegetables. They specified their preferences in a
series of choices between two foods. They also completed food-recall journals, writing down everything they had recently eaten. The
same questionnaire was administered after the experiment.
The students were then divided into two groups. The first received classroom nutrition instruction. The second participated in hands-
on gardening and ate what they grew. Students who both received classroom instruction and participated in the “seed to table”
project became more willing to eat a greater variety of fruits and vegetables. They doubled their previous consumption of fresh
produce and continued to prefer it over processed snacks six months later.
Critics of school gardens say that they waste hours that should be spent on core curriculum subjects, such as math and history.
Supporters point to studies showing that school gardens are associated with improved academic performance as well as more
positive attitudes about school and education. Opponents also contend that school gardens do not produce enough food to feed the
children what they lack. This argument misses the point that the goal is educational—to prepare students to make good choices as
future consumers.

1. What is the passage mainly about?

A. the results of poor nutrition in childhood
B. the effects of a school program on children’s behavior
C. the research findings about children’s nutritional needs
D. the role of fresh produce in the prevention of illness
2. In the second sentence of paragraph 1, what does the word artificial mean?
A. Untested
B. Unreliable
C. Unrefined
D. Unnatural

3. What is the relationship between gardening programs and classroom instruction in nutrition?
A. The programs cost less than classroom instruction.
B. The programs support classroom instruction.
C. The programs eliminate the need for classroom instruction.
D. The programs provide teachers for classroom instruction.

4. What did the scientists do at the start of the experiment?

A. They asked the children to explain why certain foods are healthy choices.
B. They let the children make food purchases at the grocery store.
C. They observed what the children typically ate for snacks.
D. They asked children to indicate their food choices.

5. According to the passage, what was a change that occurred in the children who grew produce?
A. They planted gardens at home.
B. They were willing to eat a wider variety of produce.
C. They wanted to read more about nutrition.
D. They asked for fruits and vegetables to be served at home.
 READING
6. A In the fourth sentence of paragraph 3, what does the phrase seed to table suggest?
A. The children gave a report of their experience at the end.
B. The children enjoyed cooking for their classmates. C. The children were involved from start to finish.
D. The children performed two different tasks.

7. In the first sentence of paragraph 4, to what does the word they refer?
A. gardens
B. critics
C. hours
D. subjects

8. Which of the following criticisms has been made of school-gardening programs?

A. Children are exposed to harmful chemicals while gardening.
B. The programs have little lasting effect on behavior. C. Children are required to work in the garden after school.
D. The quantity of fruits and vegetables produced is small.
 READING

This passage is about lobsters.

American lobsters are marine animals that live in the waters off the eastern coast of North America. They are generally dark blue,
green, or brown, although some American lobsters with peculiar coloring have been discovered. One
of the most rare and interesting is the calico lobster. These lobsters have an orange and blue pattern all over, from their claws to their
tails. It is estimated that only about one in thirty million lobsters are calico.
It is unclear why calico lobsters appear this way. Some scientists think it is caused by environmental factors. Others think it is
genetic. One researcher thought he found a clue when he discovered a white paste under the shell of a calico lobster. The paste
matched the calico pattern on the shell, and it appeared to be a type of bacteria. Bacteria can cause illness, and some lobster
illnesses cause their shell color to change. However, calico lobsters are healthy and live as long as other lobsters.
Other lobster variations have been found, including blue, red, and yellow. Even more rare are split-colored lobsters, which have a
different color on each side of the body. The rarest lobsters are albinos, which have no color at all. Some of these variations are
known to be caused by genetic defects, but some are still a mystery.
Today, lobsters of all types are at risk. Increasing demand for lobsters as a luxury food means that conservation efforts, research,
and public education are needed to protect the American lobster population.

1. What is the main purpose of the passage?

A. to provide information about rare types of lobsters
B. to compare lobsters with other ocean creatures
C. to encourage people to eat less lobster
D. to educate readers about lobster diseases

2. Where on lobsters does the calico pattern appear?

A. on the entire body
B. on just one side
C. only on the claws
D. under the shell

3. In the fifth sentence of paragraph 2, what does it refer to?

A. shell
B. disease
C. pattern
D. paste

4. According to the passage, what does a change in a lobster’s color sometimes indicate?
A. It is old.
B. It is healthy.
C. It is good to eat.
D. It is sick.

5. Based on the information in the second paragraph, what can be concluded about lobsters’ calico coloring?
A. It is becoming more common.
B. Its cause is not known.
C. It is a sign of disease.
D. It is connected to the lobster’s genetics.

6. How does the author feel about the current status of American lobsters?
A. American lobsters are not in danger.
B. Additional research on lobster color is important.
C. All American lobsters need protection.
D. Calico lobsters deserve special protection.
 READING
This passage is about geography.
How many continents are there? Most of us learned in school that there are seven, or, in some parts of the world, six. But recently, a
new addition has been made to this list.
Beneath New Zealand lies an enormous landmass about two-thirds the size of Australia, called Zealandia. Nearly all of it is
submerged underwater. The only parts above water are New Zealand itself and several Australian islands. Though the islands are
legally in Australia, geographically they’re part of Zealandia.
Scientists only came to know the extent of Zealandia’s size a couple of decades ago. Since then, they have debated whether it
qualifies as a continent. Recently, a team of scientists examined the data and agreed: the landmass meets enough conditions to be
officially declared the world’s eighth continent.
Imaging technology shows it’s one landmass, not a collection of islands, and that it is separate from Australia. The crust of Zealandia
is not as thick as most continents are. However, the entire landmass is significantly thicker than the surrounding ocean floor. It also
appears to have some unique ecological features—another defining aspect of continents.
Zealandia has remained relatively unexplored, but new research projects are shedding light on the area. Samples collected show that
the region likely has not always been underwater; for instance, some pollen is present that indicates above-ground plant life.

1. What is this passage mainly about?

A. what Australia and New Zealand have in common
B. what an area of land is classified as
C. how the continents are similar and different
D. different landmasses that are found underwater

2. In paragraph 2, why does the author mention Australian islands?

A. to explain what part of Zealandia is above water
B. to compare their size to another continent
C. to argue who the rightful owner of Zealandia is
D. to indicate where a scientific discovery was made

3. What is the purpose of paragraph 4?

A. to explain how scientists reached a decision
B. to describe ecological features of Zealandia
C. to discuss the implications of a study’s results
D. to show what research still needs to be done

4. In the last sentence of paragraph 4, what does It refer to?

A. Australia
B. New Zealand
C. the ocean floor
D. Zealandia

5. In the first sentence of the last paragraph, which phrase is closest in meaning to shedding light?
A. describing findings
B. writing an explanation
C. making brighter
D. increasing knowledge

6. According to the author, what does the pollen found on Zealandia suggest?
A. Other land that is above water connects
to Zealandia.
B. Zealandia is more capable of supporting life than thought.
C. More of Zealandia used to be above water.
D. Zealandia is older than other land masses
of its size.