Article: Take a head of red cabbage and slice it into thin strips. Let it simmer for 30 minutes in enough water to cover the strips. Strain the juice through a colander and store it in another pot. Let it cool. Explain that the red cabbage juice is called an "indicator." This means that it will help you figure out if a substance is an acid or a base. Take some of the juice and pour it into several clear cups. Put the rest to the side for now. It doesn't matter how much you pour in each cup. A few ounces will be fine, and should leave you enough experiment with several substances. Use as many cups as you have substances to test. For instance, if you want to test milk, tomato juice, and soy sauce, use three cups. Take a spoonful of baking soda and pour it into one of the glasses. Have a kid stir until the soda begins to dissolve. The solution will turn from red to blue or purplish. Explain the indicator solution changes this color because baking soda is a base. Take some ordinary white vinegar and pour it into the same glass as the baking soda. Ask a kid to stir the solution. It will turn red again before your eyes! Explain this is because the acidic vinegar changes the pH of the solution by neutralizing the base (baking soda). Practice stirring different substances into cups of the solution. Drinks like cola, lemon juice, or milk work well. Before you try each substance, ask the kids if they think the solution will turn bluish (meaning it's a base) or a deeper red (meaning it's an acid). To help the kids decide, ask them to think about whether or not the substance tastes sour (acid) or bitter (base).
Question: What is a summary of what this article is about?
Make some red cabbage juice. Pour some of the juice into clear cups. Add baking soda to the solution. Pour vinegar into the solution. Try adding different substances to the indicator solution.

Problem: Article: The first step in doing something new is to come up with some fresh ideas. Start by generating a list of things you've always wanted to do. Remember that there are no wrong answers when you're brainstorming! Aim for at least five items on your list. Perhaps you've always wanted to skydive, bungee jump, or go white water rafting. Maybe you've always wanted to write a book, perform at an open mic, or grow your own garden. Maybe you've always wanted to work as a barista, make a short film, or try a vegan diet. Another way to generate some new ideas is to make a list of things you'd like to learn. Learning new things is a great way to meet people, have fun, and feel a sense of fulfillment. Aim to come up with at least five things you'd like to learn. Perhaps you'd like to learn a new language, such as Spanish, Italian, or Chinese. Perhaps you'd like to learn a new creative skill, such as photography, pottery, or landscape painting. Perhaps you'd like to learn how to cook, do yoga, or write poetry. Finally, you can add to this ongoing list of new things by listing places (or things) that you've always wanted to see. Traveling to a new place (even someplace that is just around the corner) can open your eyes to new possibilities. Maybe you have always wanted to visit the Louvre in Paris and see the Mona Lisa. Maybe you have always wanted to climb a mountain in the Alps. Maybe there is a restaurant in your city that you've always wanted to try. You don't need to think too hard about it. Simply select the item from these lists that jumps out at you, makes your heart race, and gets you a little excited. This is the first new thing you should do. Even if it is seems big and far away, with a little planning, you can do it. Don't get caught up in choosing something. Just pick an idea that excites you!
Summary: Write down things you've always wanted to do. Make of list things you want to learn. Create a list of places you want to see. Choose something from these lists.

Draw your reader in by starting with a first line that will grab the reader's attention right away. The first line could start in scene with a strong description of an event, place, object, or person. You could also describe the first time you experienced an event, place, object, or person. Take the reader straight into the experience so they feel immersed and engaged. For example, you may describe the first time you held an important object, "The first time I held the All American Girl doll in my hands, with its porcelain skin and glassy blue eyes, I swore to protect it with my life." Situate the reader by providing brief background on the topic. Give the reader just enough information to understand the significance of the object, place, event, or memory you are writing about in the essay. The context should ground the reader in the essay. For example, you may briefly explain why the object was so significant to you based on your experience or knowledge at the time. You may write, "Up to this point, I had never owned a doll before and while other little girls waved around their dolls in the playground, I had to wait until my fifth birthday to get my own." A key element of a good descriptive essay is a lot of details that focus on the five senses: smell, taste, touch, sight, and sound. Put a lot of sensory details into your opening paragraph. Describe how a scene sounds or tastes. Discuss how an object feels or smells. Explore how a place sounds and looks. For example, rather than write "The doll was pretty," you may write with sensory detail. "The doll felt soft and cold in my hands. It smelled like flowers and baby powder. It sounded hollow when I pressed it to my chest." To write a good opening for your essay, focus on showing your reader a scene, rather than telling them the scene. Avoid reporting on the events as they happened or just the action of a scene. Instead, use sensory detail and vivid descriptions to place the reader in a place, an event, a moment, or a memory. For example, you may describe how it feels to be in your childhood home by writing, "The best memories in my childhood home appear on the walls, dents, scratches, and markings made by my siblings and I when we wrestled or ran around inside." If you are writing about a person, use examples of their behavior to show the reader their character, rather than simply tell the reader what to think. For example, you may write, "Mrs. Sands showed me compassion by always taking the time to work with me after class. I would sit on the small wooden chair by her desk, pencil in hand, while she explained how to conjugate a verb. 'To be,' she said, her voice patient but firm."
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One-sentence summary --
Begin with a hook first line. Provide context and background. Use sensory details. Show, rather than tell.