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Contents
LIFE SCIENCE
Chapter 1 Living Things and Their Needs Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Chapter 2 Life Stages of Living Things Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36 Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
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Contents
Chapter 3 Living Things and Their Environments Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49 Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53 Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58 Lesson 5 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63 Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Unit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
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Contents
EARTH AND SPACE SCIENCE
Chapter 4 Planet Earth and Its Materials Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82 Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Chapter 5 Conditions in the Atmosphere Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .98 Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99 Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Unit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Contents
PHYSICAL SCIENCE
Chapter 6 Investigating Matter Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .117 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Chapter 7 Applied Forces Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 Unit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
TECHNOLOGY
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
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Name
Date
CHAPTER
Concept Map
Water
Gases
LESSON
Outline
Name
GLE 0307.1.1 SPI 0307.1.1
Date
6. The plant part that holds up leaves to sunlight is the . 7. Stems have water through a plant. that carry food and
Name
Date
LESSON
Outline
is
to
that
that
Critical Thinking
16. What are the jobs of roots, stems, and leaves?
LESSON
Vocabulary
Name
Date
1. A a plant.
2. A plants roots and leaves are 3. The structure in which food is made is the
. .
4. Small tubes that carry water from the stems into the leaves are called 5. A . is a structure that takes in water.
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
7. A substance that is made in the leaves and used as food for the plant is .
8. Lettuce leaves, carrot roots, and celery stems are parts of plants.
Name
GLE 0307.1.1 SPI 0307.1.1
Date
LESSON
Cloze Activity
structures water
All plants have one thing in common. They can make their own food using the energy from Plants make sugars from
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Most plants also have parts, or in common. Flowers and cones help some plants
. Roots hold plants in place and take in and nutrients. Water, food, and flow through the tubes in stems. Stems help to hold up . Inside a leaf, a plant makes food.
LESSON
Outline
Name
GLE 0307.1.1
Date
3. Animals are able to to their environments in more noticeable ways than plants. 4. Wings and tails are animals get what they need. 5. Animals move toward food and away from . that help
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
6. Wolves can run and jump because of their . 7. Snails make a trail of 8. Ducks and geese have them fly. to slide on. that help
Name
Date
LESSON
Outline
to lap up water. .
11. Lungs and gills help animals take in 12. The sweat that helps cool your body down on a hot day comes from pores in your .
14. The ground and are examples of safe places, or shelters, for animals. 15. A snail has a(n) its environment. to keep it safe in
Critical Thinking
16. Why do you think insects are classified as animals?
LESSON
Vocabulary
Name
Date
1. 2. 3. 4.
a kind of shelter for young birds a structure that takes in oxygen from air the outer covering of an animal a structure that helps elephants pull food to their mouths structures that help birds fly and glide through the air a safe place for animals structures that help protect a porcupine from other animals tiny holes in the skin
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
5.
6. 7.
8.
Name
GLE 0307.1.1
Date
LESSON
Cloze Activity
Animals share certain characteristics that make them different from plants. Animals can fly, run, jump, or . Unlike plants, they cannot make their own
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
. Animals
to their
environments more noticeably than plants. Animals have a variety of structures. They have different kinds of for biting and
chewing. Lungs help some animals get oxygen from . Feet, legs, and wings help many different animals . An animals helps protect it from disease and keeps it warm. Tongues, beaks, and trunks help animals get water and food.
LESSON
Outline
Name
GLE 0307.2.1, 0307.2.2 SPI 0307.2.1, 0307.2.2
Date
2. A sunflower plant changes with age, or 2. A plant responds to shade when it bends toward . 3. Trees reproduce by making 4. Turtles lay own kind. 5. Water and sunlight are in nature. .
things
8. All the living things in an environment make up a . 9. Food, water, air, space, sunlight, and shelter are some that organisms need.
10
Name
Date
LESSON
Outline
its
15. Bay-breasted warblers and Cape may warblers both feed on in spruce trees.
Critical Thinking
Do humans compete with each other and other living things for resources? Explain your answer.
11
LESSON
Vocabulary
Name
Date
1. 2.
to make more of ones own kind the job or role an organism has in its environment all the living and nonliving things that surround an organism all the living things in an environment a protected place to live something that helps a living thing survive another name for a living thing the struggle among living things for resources
3.
4. 5. 6. 7. 8.
12
Name
GLE 0307.1.1
Date
LESSON
Cloze Activity
, have many , or
react, to the world around them. Living things to make new organisms. A thing
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
without these characteristics is nonliving . A living thing gets everything it needs from its . The environment includes both and nonliving things. All the living things in an environment make up a .
Living things compete with other organisms in their environment for , such as food,
water, sunlight, and shelter. However, not all organisms in an environment compete for the same needs. Each type of organism has its own role in the environment.
Chapter 1 Living Things and Their Needs Reading and Writing Use with Lesson 3 Resources in the Environment
, or
13
LESSON
Outline
Name
GLE 0307.3.1, 0307.3.1 SPI 0307.3.2
Date
Energy Relationships
Use your textbook to help you fill in the blanks below.
to break down
9. Green plants and algae are use the Suns energy to make food.
10. Organisms that get their energy from eating other organisms are called .
Use with Lesson 4 Energy Relationships
14
Name
Date
LESSON
Outline
12. Plants have leaves of different shapes and sizes to help them capture energy from the 13. Sharks have very sharp use to tear food. that they .
Critical Thinking
14. How do living and nonliving things interact in an environment? Use the terms sunlight, plants, animals, food chain, and energy in your answer.
15
LESSON
Vocabulary
Name
Date
Energy Relationships
Match the correct letter to its description.
a. carbon dioxide b. consumer c. energy d. food chain e. oxygen f. producer g. structure h. water
1. 2. 3.
a gas that animals need to survive an organism that makes its own food diagram showing how energy passes from one organism to another in an environment an organism that eats other organisms a gas that plants use to make sugars living things get this from food a resource that helps living things break down food a part of a living thing that helps it get food, water, and other needs
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
4. 5. 6. 7.
8.
16
Name
GLE 0307.3.1 SPI 0307.3.1, 0307.3.2
Date
LESSON
Cloze Activity
Energy Relationships
Use the words in the box to fill in the blanks.
carbon dioxide consumers energy food chain oxygen producers structures Sun water
Living things depend on one another and on many nonliving things around them. They need to
break down food and get rid of waste. Plants and animals take
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
in gas called
from the air or water. Plants also need a in order to make food. passes from one
In an environment,
organism to another. A diagram that shows how energy passes from one organism to the next is called a Food chains begin with food. They use energy from the that cannot make their own food are called Organisms have special their need. . that make their own . Organisms .
17
Writing in Science
Name
GLE 0301.3.3, 0301.4.3
Date
Getting Ideas
Think about what you learned in this chapter and through your research. Fill in the chart below. Tell the main idea and two details about yucca trees and yucca moths.
Main Idea Details
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
In spring, yucca moths crawl out of their cocoons. The yucca moth and yucca tree need each other to live. Female moths gather pollen from the yucca tree.
Chapter 1 Living Things and Their Needs Reading and Writing Use with Lesson 4 Energy Relationships
2.
3.
18
Name
Date
Writing in Science
eggs
black
few
8-10
mm
Drafting
Begin your report. Start with a topic sentence. Tell the main idea of your report.
Now write your report. Use a separate piece of paper. Start with the sentence you wrote above. Include facts and details about the yucca tree and the yucca moth. At the end of your report, draw a conclusion about how they help each other.
Did I include facts and details? Did I draw a conclusion at the end of the report? Did I correct all mistakes?
Chapter 1 Living Things and Their Needs Reading and Writing Use with Lesson 4 Energy Relationships
19
CHAPTER
Vocabulary
Name
Date
20
Name
Date
CHAPTER
Vocabulary
9. The struggle among living things for resources is called a. energy. b. niche. c. competition. d. food chain. 10. An organism that eats other organisms for food is a(n) a. plant. b. producer. c. food chain. d. consumer.
d. producer. 8. Food, water, space, oxygen, carbon dioxide, and sunlight are examples of a. environment. b. producers. c. resources. d. organism.
21
CHAPTER
Concept Map
Name
Date
plant dies
plant dies
Larva looks
animal dies
22
Name
GLE 0307.4.1 SPI 0307.4.1
Date
LESSON
Outline
2. A seed has stored food and nutrients to help the survive. 3. When conditions are right, a seed will begin to grow, or
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
6. Seeds form when an egg joins with 7. Flowers have colors and smells that attract animals to drink their .
8. You can find a fruit around the seeds of 9. In order to grow, seeds must get to the
. .
23
LESSON
Outline
Name
Date
12. Two kinds of plants that reproduce by making seeds are flowering plants and .
13. Pollen moves from small male cones to large female cones when the blows.
Critical Thinking
15. What are the steps in the life cycle of a flowering plant? Use the terms seed, germinate, seedling, flower, and pollination in your answer.
24
Name
Date
LESSON
Vocabulary
a. cone b. embryo
c. flower d. fruit
g. pollination h. seed
1. 2.
a structure that can grow into a new plant a structure in flowering plants that makes seeds all the stages in an organisms life the process that takes place when pollen moves from the male part of a flower to the female part of a flower a structure that holds seeds a young plant inside a seed a structure in conifers that makes seeds a powder made by the male part of a flower or cone
3.
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
4.
5. 6. 7. 8.
25
LESSON
Cloze Activity
Name
GLE 0307.4.1 SPI 0307.4.1
Date
Plants go through stages known as a life cycle. Plants from seeds and grow into plants. Then the plants reproduce. When plants die, they return nutrients to the soil that new plants use. Flowers help flowering plants Flowers produce pollen and Animals and This movement is called . move pollen to eggs. . After a .
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
flower is pollinated, a seed forms and is protected by a that grows around it. Conifers make seeds in instead of flowers. Wind
blows pollen from small male cones to large female cones. The large cones grow seeds.
26
Name
GLE 0307.4.1 SPI 0307.4.1
Date
LESSON
Outline
3. After an animal is born, it grows, changes, and dies. 4. During their life cycles, some animals change form through the process of
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
6. The life cycle of amphibians and insects begins with a(n) . from an
27
LESSON
Outline
Name
Date
10. When reptiles and fish are young, they look similar to . 11. Unlike most reptiles and fish, protect their eggs and raise their young.
on their own.
Critical Thinking
15. How are the life cycles of animals alike and different?
28
Name
Date
LESSON
Vocabulary
1.
a structure containing food and nutrients that young animals need in order to grow the stages through which animals grow, change, reproduce, and die the process by which an animal breaks out of an egg a young insect that has just hatched the stage of an animals life cycle when it reproduces the stage in which an insect is changing into an adult a process by which an organisms body changes form a step in the life cycle of an organism
2.
3.
4. 5.
6.
7.
8.
29
LESSON
Cloze Activity
Name
GLE 0307.4.1 SPI 0307.4.1
Date
Animals grow, change, and reproduce in different ways. All animals change during their Animals are hatched from eggs or born At the end of their life cycles, all animals Most reptiles, fish, and birds are born live. Young birds and mammals look similar to their they . When , but . . .
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
just like their parents. Amphibians and insects in the stage look very different from their parents. Larvae hatch from eggs, and then change into through a process called . They will then look like their parents.
30
Name
GLE 0301.3.3
Date
Writing in Science
Write About It
Personal Narrative Have you ever seen a plant or animal grow and change? Write about your experience. Describe the changes. Write what you observed, what you did, and how it made you feel.
Getting Ideas
Select a plant or animal to write about. Think about how it changed as it grew. Write three stages of its growth down in the sequence chart below.
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Plant or animal:
31
Writing in Science
Name
Date
Drafting
Write the first sentence of your narrative. Use I to refer to yourself. Describe something interesting about a plant or animal that you helped to care for.
Now complete your personal narrative. Use a separate piece of paper. Begin with the sentence you wrote above. Include details about how your plant or animal grew and changed. Put them in time order. Explain how watching these changes made you feel.
My little foul looked so handsome. He had a white star write in the middle of his forehead. His coat was chestnut brown. His legs wobbled whenever he stood up. He was the cutest creature I had ever scene. I couldnt weight for him to grow up sew that I could ride on him.
Now revise and proofread your own writing. Ask yourself:
Did I use the pronoun I to describe my own experience? Did I detail how the plant or animal grew and changed? Did I correct all mistakes?
32
Name
GLE 0307.4.2 SPI 0307.4.2
Date
LESSON
Outline
2. Examples of human traits are eye and hair 3. You can use traits to tell the between two people. 4. The passing on of a trait from parents to young is called
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
5. The features that your parents passed on to you are called 6. You look like your inherited traits. 7. Most organisms have a(n) from both parents. 8. An organism will look parent that passes on visible traits. . because of
of traits
like the
9. If a gray dog and a yellow dog have yellow puppies, yellow is a more trait than gray.
33
LESSON
Outline
Name
Date
12. Learned traits and traits caused by the environment are not . .
Critical Thinking
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
15. What is the difference between traits that are inherited and traits that are not inherited? Give examples in your answer.
34
Name
Date
LESSON
Vocabulary
1. Traits that come from parents are called 2. You may look more like one of your parents than the other one because that parent passed on traits. 3. New skills you gain that were not passed on from
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
5. A unique feature of a living thing is a(n) 6. Hair that gets lighter from the Sun is an example of a trait caused by the .
35
LESSON
Cloze Activity
Name
GLE 0307.4.2 SPI 0307.4.2
Date
offspring skills
The features that make an organism unique are called traits. Some traits are passed from parents to their . These traits are called . Organisms look like both parents
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
of traits from
both parents. However, an organism may look more like the parent that has passed on the more visible traits. Other traits are new , such as
learning to read. They are not inherited. Skills that an animal learns are called . Learned .
traits can change or appear because of the For example, green leaves may turn yellow if a plant needs water.
36
Name
GLE 0301.3.1, 0307.5.1
Date
Reading in Science
A fence lizard is soaking up warmth from the Sun when a hawk soars overhead. The hawk spots the lizard, then swoops down to grab a meal. The lizard has no time to scurry away. How can it escape the hawks claws? If the hawk catches the lizards long tail, the tail will break off. The bird will be left holding a wriggling tail while the lizard runs away. In time, the lizard will grow a new tail. Growing new body parts is a trait called regeneration. Regeneration is one of the many amazing traits that Darrel Frost studies. Darrel is a scientist at the American Museum of Natural History. He travels all over the world to learn about different kinds of lizards. Then he observes their traits. Finally, he uses his observations to find out how different kinds of lizards are related.
Rewrite the first two sentences using the words first, second, third, and fourth.
37
Reading in Science
Name
Date
Write About It
Sequence Read the article with a partner. Fill in a sequence-of-events chart to show how Darrel learns about lizards. Then use your chart to write a summary about Darrel and his work.
First
Next
Last
Summarize
Write your summary on the lines below. Use your own words. Include the ideas in the boxes above. Be sure your summary tells what happens first, next, and last.
38
Name
Date
CHAPTER
Vocabulary
4. Which is an example of a learned trait? a. flower shape b. eye color c. speaking a language d. a scar 5. Which young animal looks very different from its parents? a. kitten b. alligator c. chick d. beetle larva 6. Which plant structure makes seeds? a. cone b. fruit c. flower d. embryo
b. egg c. seed d. pupa 3. When pollen joins an egg in the ovary of a flower, what is formed? a. a seed b. a cone c. a flower d. a fruit
39
CHAPTER
Vocabulary
Name
Date
11. What must happen before a seed forms in a flower or a cone? a. pollination b. metamorphosis c. heredity d. germination
c. cone d. embryo 13. What is another word which means an organisms young? a. trait b. fruit c. offspring d. pupa
40
Name
Date
CHAPTER
Concept Map
animals:
temperate forest
plants: animals:
plants:
41
LESSON
Outline
Name
GLE 0307.5.1
Date
Types of Environments
Use your textbook to help you fill in the blanks below.
2. Plants grow well in environments that have rich in humus. 3. Grasslands, forests, oceans, and ponds in the types of plants and animals they have.
What is a desert?
4. A desert is an environment that gets very little . 5. Deserts have few plants because the soil is mostly , which does not provide them with enough water to survive. 6. Most desert animals search for food at when temperatures are cooler.
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
What is a forest?
7. A(n) forest is an environment that is warm and rainy all year long. 8. The temperatures and rainfall change each season in a(n) forest.
Use with Lesson 1 Types of Environments
42
Name
Date
LESSON
Outline
What is an ocean?
9. The largest environment on Earth is a body of water called a(n) .
10. In the ocean, a ridge made of tiny animals called attracts many fish.
What is a wetland?
11. An environment in which water covers the for most of the year is a wetland. 12. Plants grow well in wetlands because the soil is
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
. because
Critical Thinking
14. What are three characteristics that make Earths environments different from one another? Give an example of each characteristic.
43
LESSON
Vocabulary
Name
Date
Types of Environments
Match the words in the box to their definitions below. Write the correct letter in the space provided.
1.
an environment in which water covers the soil for most of the year the long-term weather conditions of an area
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
2. 3. 4.
an environment that has many trees the type of forest environment found in North America, Europe, and Asia a mixture of broken-down rocks and humus an environment that has a dry climate the largest environment on Earth the type of forest that is hot and damp
5. 6. 7. 8.
44
Name
GLE 0307.5.1
Date
LESSON
Cloze Activity
Types of Environments
Use the words in the box to fill in the blanks below.
Earths environments differ in many ways. They have different types of , soil, plants, and . water.
Few animals live deep in the ocean because they would not get any light from the can have the land is water. In a and has few plants. . Wetlands ,
The environment that gets the most rain is the forest. It is year long. The temperate forest has four that is rich in found in temperate forests. there has few nutrients. A and soil . Many animals can be
45
LESSON
Outline
Name
GLE 0307.5.1 SPI 0307.5.1
Date
to keep animals
5. Coyotes are , meaning that they sleep during the day and hunt at night. 6. Jackrabbits have large them stay cool. that help
. .
46
Name
Date
LESSON
Outline
9. Some animals
. 13. During dry seasons, wetland catfish breathe from the air.
Critical Thinking
14. What are three ways in which traits help organisms survive? Give an example of each.
47
LESSON
Vocabulary
Name
Date
1. Animals that are active at night are 2. A layer of fat under the skin of some animals who live in cold climates is .
they
. .
4. Blending into ones environment is called 5. When one living thing imitates another in color or shape, it is using . .
6. Animals go into a deep sleep when they 7. Balloon-like structures that help algae float are called .
48
Name
GLE 0307.5.1 SPI 0307.5.1
Date
LESSON
Cloze Activity
Living things have traits that help them find food and water. Desert plants have long find water. Algae use the oceans surface to get
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
to blend into ,
their environment. Animals in the desert are or active at night. Some forest animals during the winter when food is hard to find. Fish have so that they can breathe underwater. Some animals when the seasons change.
49
LESSON
Outline
Name
GLE 0307.5.2
Date
. .
5. Some bacteria and mold can cause that harm many living things.
50
Name
Date
LESSON
Outline
In what other ways do people change their environments? 9. People cut down products. in order to make wood
10. Harmful materials that get into the air, land, and water are called .
Critical Thinking
11. Would animals in a forest be harmed if a disease spread that only affected plants? Explain why or why not.
51
LESSON
Vocabulary
Name
Date
g. species h. wildfire
1. 2. 3 4. 5. 6. 7. 8.
a long period of time with no rain species that are new to an environment can be caused by bacteria or mold can start when lightning strikes a dry area a kind of organism a flood is an example of this harmful materials that get into air, land, or water an exotic species that cannot be easily controlled
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
52
Name
GLE 0307.5.2
Date
LESSON
Cloze Activity
Besides diseases, natural disasters such as and droughts can change an environment. When dry land is covered by water, soil and
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
a drought some organisms die from too little . change their environment more than any other organism. People sometimes being new organisms, or , into an environment.
They also change the environment when they clear land to build new homes. The harmful materials that get into air, land, and water are called . When
resources become polluted, living things that rely on them can die.
53
LESSON
Outline
Name
GLE 0307.5.2 SPI 0307.5.2
Date
Populations
Use your textbook to help you fill in the blanks.
on
54
Name
Date
LESSON
Outline
8. Many of the spotfin chub in the Tennessee River have been killed off by .
10. When there are only a few living members of a kind of organism left, the organism is 11. Organisms can become endangered because of loss or destruction.
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Critical Thinking
12. If one population in Tennessee becomes endangered, what could happen to other populations in the same community?
55
LESSON
Vocabulary
Name
Date
Populations
Match the word with its correct description below. Write the letter of the word in the space provided.
a. community b. endangered
c. population d. threatened
e. thriving
1. 2.
all the organisms of one kind in an environment description of a kind of organism that has only a few living members of its population left all the living things in an environment description of a kind of organism that may become rare in the near future description of a kind of organism that is not in danger of dying out
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
3. 4.
5.
56
Name
GLE 0307.5.2 SPI 0307.5.2
Date
LESSON
Cloze Activity
Populations
Use the words in the box to fill in the blanks below.
disease endangered food prairie dogs organism threatened thrive tunnels
Changes in an environment affects its living things. A change that affects one type of eventually affect other populations. For example, coyotes eat
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
can
. Mice and snakes live in that prairie dogs build. If a(n) destroyed the prairie dogs, all these
the
other animals would be affected. Changes affect different populations in different ways. If prairie dogs die out, the grasses they feed on will grow and . However, the eagles
that feed on prairie dogs would lose a source of . There may be fewer eagles in the future. Eagles could become a organism. If, one day, there were only a few eagles living, the animal would be
Chapter 3 Living Things and Their Environments Reading and Writing
.
Use with Lesson 4 Populations
57
Writing in Science
Name
GLE 0301.3.1 SPI 0301.4.1
Date
Write About It
Persuasive Writing Choose an endangered animal you care about. Research to find out why this animal is in trouble. Write a paragraph to convince readers that this animal should be saved. Be sure to end with a strong argument.
Getting Ideas
Fill out the chart below. Write your opinion about your endangered animal in the top oval. Write down the reasons that support your opinion in the bottom ovals.
Opinion
Reason
Reason
58
Name
Date
Writing in Science
Drafting
Pick an animal. Write a sentence that states your opinion about saving it.
Now write your paragraph on a separate piece of paper. Begin with the sentence that you wrote above.
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
59
LESSON
Outline
Name
GLE 0307.5.2 SPI 0307.5.3
Date
3. Large animals called became extinct about 10,000 years ago when the climate changed. 4. Ice covered much of Earth during the 5. Disease and dry weather caused the to become extinct in 2004. .
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
60
Name
Date
LESSON
Outline
8. Fish fossils found on land tell scientists that this land was once covered by .
9. The fossils are usually deep below the surface of the ground. 10. The fossils are usually below ground but close to the surface.
How are living things of today similar to those that lived long ago?
11. Fossils do not show how organisms used their 12. Elephants today are similar to lived long ago.
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
. that
13. The pterodactyl was a flying lizard that used its beak and claws to catch fish, just as the does today.
Critical Thinking
14. Living tropical plants can be found where it is hot and rainy. Fossils of tropical plants have been found in a place where it is cold today. What can you infer from this finding?
61
LESSON
Vocabulary
Name
Date
1.
I am the remains of an organism that lived long ago. What am I? I am an ancient animal that used a trunk as elephants do today. Who am I? I was a living organism, but there are no more of my kind alive. What word describes me? I am a big animal that became extinct when the climate changed thousands of years ago. Who am I? I am a type of tree that is extinct because of disease and dry weather. What am I? During my time, large ice sheets covered much of the land. What am I?
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
2.
3.
4.
5.
6.
62
Name
GLE 0307.5.2 SPI 0307.5.3
Date
LESSON
Cloze Activity
Scientists learn about ancient organisms by studying fossils. They learn how animals looked, how they moved, and what they living things today look
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
. Some to organisms
of long ago. Scientists can infer from them how ancient organisms used their elephants look like . . For example,
From fossils, scientists also learn how has changed over time. They find fossils in its rock . Scientists think that some animals are because of natural events. For
example, dinosaurs may have died when a(n) hit Earth. Other animals became extinct because of humans activities, competition, and disease.
63
Reading in Science
Name
GLE 0307.5.1 SPI 0307.5.3
Date
Looking at Dinosaurs
Read the Reading in Science feature in your textbook.
Write About It
Fact and Opinion What animal do you think dinosaurs are like? What animal do scientists think dinosaurs are like? Why do scientists think this?
What animal do scientists think dinosaurs are like? Why do scientists think this?
64
Name
Date
Reading in Science
Drafting
Write a paragraph explaining how one of the previous answers is an opinion and the other is a fact. Use examples of dinosaur discoveries to support your writing.
65
CHAPTER
Vocabulary
Name
Date
b. eagle c. elephant d. woolly mammoth 6. Which environment has soil that is under water most of the year? a. desert b. wetland c. temperate forest d. tropical rain forest
66
Name
Date
CHAPTER
Vocabulary
10. Which is a natural disaster caused by too little rain? a. pollution b. disease c. drought d. flood 11. What is produced when harmful things are put in the air, water, or land? a. pollution b. competition c. extinction d. adaptation 12. When animals go into a deep sleep during winter, they are a. endangered. b. thriving. c. migrating.
d. hibernating.
c. natural disasters. d. adaptations. 9. When people bring a new organism into an environment, that organism is a(n) a. community. b. drought. c. fossil. d. exotic species.
67
UNIT
Literature
Name
Date
Monarch
by Marilyn Singer
Read the Unit Literature feature in your textbook.
Write About It
Response to Literature This poem describes a caterpillar changing into a butterfly. All living things change as they grow. Write a poem about how you have changed as you have grown. Write about some exciting things you are waiting for.
68
Name
Date
CHAPTER
Concept Map
2. Venus 3.
5. 6. Saturn
8.
1. mountains
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
2. 3.
69
LESSON
Outline
Name
GLE 0307.6.1 SPI 0307.6.1
Date
2. Large bodies of rock or gas that revolve around a star are called 3. There are around the Sun. 4. All the planets follow a(n) around the Sun. . planets that revolve
as they
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
7. The four planets farthest from the Sun are called the .
70
Name
Date
LESSON
Outline
.
13. Even though the Sun is far away, it provides Earth with and heat.
14. To see a planets surface, we can use a tool called a(n) 15. Telescopes have that gather light. . and
Critical Thinking
16. Why was a telescope needed to discover the planets Uranus and Neptune?
71
LESSON
Vocabulary
Name
Date
1. A large body of rock or gas that revolves around a star is called a(n) .
5. The four planets farthest from the Sun are called the 6. It takes Earth one trip around the Sun. . to complete a
7. One object that revolves around a planet is a . 8. A tool used to make faraway objects appear larger is a(n) .
Use with Lesson 1 The Solar System
72
Name
GLE 0307.6.1 SPI 0307.6.1
Date
LESSON
Cloze Activity
Earth and seven other planets revolve around the Sun. They form part of a(n) make their own Some planets have
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
. Planets do not but reflect the Suns light. that revolve around them. . This to the Sun. This than the other planets. . from the .
The other planets are called the This group of planets is Sun. The planet that is farthest away is
To see the planets beyond Saturn, we must use a(n) . A tool called a space probe lands on planets and takes pictures of them.
73
LESSON
Outline
Name
GLE 0307.7.1 SPI 0307.7.1
Date
2. Most of Earth is covered by which are made up of salt water. 3. Rivers and glaciers are made up of water. 4. Water that is not 5. Earths land areas.
is fresh water.
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
7. A landform with water all around it is a(n) 8. Rivers are bodies of . water.
9. Land that is flat on top and higher than the land around it is called a(n) .
74
Name
Date
LESSON
Outline
11. Land that stretches for thousands of miles across the ocean is called the 12. Canyons called parts of the ocean floor. . form the deepest
14. The highest waterfall in the eastern United States is the Falls.
Critical Thinking
16. What can a map show you about Earths features?
75
LESSON
Vocabulary
Name
Date
i. ocean j. trench
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
a large body of salt water the highest waterfalls in the eastern Unites States a large area of land the tallest kind of landform land that borders the ocean a canyon that is the deepest part of the ocean floor the highest landform in Tennessee a feature of land on Earths surface a plateau under the ocean at the edge of a continent a deep, flat part of the ocean floor that is thousands of kilometers wide
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
76
Name
GLE 0307.7.1 SPI 0307.7.1
Date
LESSON
Cloze Activity
plain plateau
The seven large land areas of Earth are the continents. Continents have such as
mountains and valleys. A high, flat landform with steep sides is a(n)
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
a(n)
Most of Earth is covered by salty water. Land under the ocean along a coast forms the . Farther out, the wide, flat makes up the ocean floor. A deep canyon in the ocean floor is called a trench. In Tennessee, there are many different landforms. The highest landform in Tennessee is west are the Plain.
Chapter 4 Planet Earth and Its Materials Reading and Writing Use with Lesson 2 Landforms and Bodies of Water
. To the
77
LESSON
Outline
Name
GLE 0307.7.2 SPI 0307.7.2
Date
3. Minerals cannot be identified by alone because some minerals come in many colors. 4. One property of minerals is the color of their powder,
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
or
5. A minerals can be described by the way light bounces off of it. 6. Minerals are scratched in order to investigate the property called .
78
Name
Date
LESSON
Outline
10. Basalt forms above ground from melted rock on Earths surface called .
12. Living things can be buried in layers of sediment and form inside sedimentary rocks.
13. Heating and squeezing rocks inside Earth can form a kind of rock called
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
and
Critical Thinking
16. Choose three rocks or minerals mentioned in the textbook that you would use to make a necklace. Explain your choices based upon their qualities.
79
LESSON
Vocabulary
Name
Date
1. I am the property of a mineral that describes how light reflects from the mineral. What am I? 2. I am tiny bits of animals, plants, or weathered rock. What am I? 3. I am a solid, nonliving substance found in nature. What am I? 4. I formed when layers of sediment piled up and were pressed together. What am I? 5. I formed deep inside Earth. I was heated and squeezed by the weight of rocks above me. What am I? 6. I formed when melted rock cooled and hardened, either inside Earth or on Earths surface. What am I?
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
80
Name
GLE 0307.7.2 SPI 0307.7.2
Date
LESSON
Cloze Activity
Rocks are classified into three groups based on the way they form. A rock that formed from melted rock is called a(n) mineral grains form from
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
with small mineral grains form from Shale is a(n) rock because it forms
when tiny bits of rocks are pressed together in layers. Other sedimentary rocks can contain tiny bits of and . When rocks
are heated and squeezed inside Earth, new rocks called rocks can form. All rocks are made of solid, nonliving materials called identified by their , . They can be ,
81
Writing in Science
Name
GLE 0301.3.3
Date
Marble Memorials
Read the Writing in Science feature in your textbook.
Write About It
Descriptive Writing Choose two objects made from rock. Write a paragraph that describes and compares them.
Getting Ideas
Write the names of the two objects above the ovals below. In the outer part of each oval, write how they are different. In the overlapping part, write how they are alike.
Alike
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Different
Different
82
Name
Date
Writing in Science
Drafting
Begin your paragraph by writing a sentence that identifies the two objects you will compare. Write a main idea about them.
Now write your paragraph. Use a separate piece of paper. Start with the sentence you wrote above. Then compare the two things and include details.
There are two statues that I like. both of them are made of marble. One statu is made of white marble. It is a sculpture of a jack rabit. The other statue is made of black marble. It is a sculpture of a gient black spider. The marble on both sculptures is very smooth and feels cold. Even when its hot outside the marble still feels cold. Now revise and proofread your writing. Ask yourself:
Did I compare two things made from rocks? Did I use details that show how they are alike and different? Did I correct all mistakes?
83
LESSON
Outline
Name
GLE 0307.7.3, 0307.7.4 SPI 0307.7.3, 0307.7.4
Date
3. Rock and mineral resources come from a 4. Two important natural resources found in Tennessee
5. Ball clay is an important ingredient in making porcelain and fine 6. The metal zinc comes from . .
10. A fossil fuel is a resource that forms from the remains of ancient plants and .
84
sphalerite.
Name
Date
LESSON
Outline
16. When you practice the 3 Rs, you conserve and protect them from pollution.
Critical Thinking
17. Why are Earths air and water resources important? How might these resources be harmed by human activities?
85
LESSON
Vocabulary
Name
Date
1. 2. 3.
harmful things that get into air, water, or land to use less of something
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
a resource that forms from the remains of ancient plants and animals using resources wisely to use something again a resource that can be replaced or used again and again materials that come from nature a resource that cannot be easily replaced or reused to turn old thing into new things
4. 5. 6.
7. 8. 9.
86
Name
GLE 0307.7.3, 0307.7.4 SPI 0307.7.3, 0307.7.4
Date
LESSON
Cloze Activity
Like all living things, humans need resources from their environment. Natural resources are materials that we get from nature. Crops, such as corn and cotton, are natural resources we get from
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
things. We get
resources from nonliving things, too. Rocks and minerals come from a .
Some natural resources, such as oil and coal, are burned to make . Coal, oil, and natural gas are . Fossil fuels cannot be easily replaced. They are and resources. Plants, animals, water, are renewable resources.
When harmful materials get into air, water, or land, they are called . Pollution can make natural
resources unusable. People can protect resources from pollution by using the 3Rsreduce, reuse, and
Chapter 4 Planet Earth and Its Materials Reading and Writing Use with Lesson 4 Human Needs and Natural Resources
87
CHAPTER
Vocabulary
Name
Date
4. Which kind of rock forms from magma? a. metamorphic b. igneous c. sedimentary d. fossil
88
Name
Date
CHAPTER
Vocabulary
10. What kind of resource are plants, animals, water, and air? a. nonrenewable b. renewable c. energy d. limited 11. Which kind of rock forms from tiny bits of plants, animals, or weathered rock? a. sedimentary b. metamorphic c. igneous d. mineral
d. metamorphic rock. 9. Which of the following is Earths main source of heat and light? a. fossil fuels b. magma c. the Sun d. moving water
12. Which of the following is a natural resource that is burned to make electricity? a. magma b. solar energy c. pollution d. fossil fuel
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Concept Map
Name
Date
, , which cannot be seen. It rises into the . or sleet, falls to Earth. It can be measured with a ,
3. Clouds form when water vapor around tiny dust particles in the air. Low fluffy clouds are called clouds. Stratus clouds often mean or snow is coming.
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LESSON
Outline
What is weather?
1. Weather is what the is like in the lowest layer of the atmosphere at a certain time and place. 2. Air is a(n) can move things. that takes up space and
and some
5. The measure of how hot or cold something is can be found by taking its .
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LESSON
Outline
Name
Date
9. You can measure how fast air is moving using a(n) . 10. The weight of air pressing down on Earth is called .
12. To observe weather from above Earth, are used. 13. Data from are used to , balloons, and satellites weather.
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Critical Thinking
14. What information would you need to collect to describe the weather in your town every day for a week?
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Name
Date
LESSON
Vocabulary
a. anemometer b. atmosphere
c. barometer d. precipitation
1. 2. 3. 4.
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
a tool for measuring air pressure water that falls to the ground from the atmosphere the measure of how hot or cold something is what air is like at a certain time and place the layers of gases and tiny bits of dust that surround Earth a tool that measures how fast the air is moving a tool that measures the amount of precipitation a tool that points out wind direction
5.
6. 7. 8.
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Cloze Activity
Name
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Weather forms in the lowest layer of gases that surround Earth. This layer makes up part of Earths . Scientists use a tool called a(n) to measure the air. Air takes up space and has weight of air as it presses down on Earth is called . Air also . This movement is called . Anemometers and wind vanes measure the Occasionally, and of wind. falls from the of . The
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
atmosphere to Earth. Precipitation may be in the form of sleet, snow, or to measure precipitation. . A rain gauge can be used
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LESSON
Outline
4. Thin, wispy white clouds that form high in the sky are called clouds.
3. On a sunny day, it is possible to see white, puffy clouds with flat bottoms, or
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
clouds.
2. Low, flat layers of clouds covering most of the sky are clouds.
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Outline
Name
Date
9. Dark, thick cumulonimbus clouds often bring rain, hail, thunder, and .
10. Stratus clouds in the sky usually mean a light or drizzle may be coming.
12. A storm that forms over an ocean and brings heavy rain and strong winds is a(n) 13. A blizzard has strong winds, snow, and temperatures. .
Critical Thinking
14. How can clouds help you predict weather?
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Name
Date
LESSON
Vocabulary
1. I am white and puffy with a flat bottom. What am I? 2. I form over the ocean and come with strong winds
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
and heavy rain. What am I? 3. I form when water vapor rises and cools around tiny dust particles. What am I? 4. I have a long funnel and cause damage on land. What am I? 5. I am a low, flat cloud that forms in layers. What am I? 6. I am water in its gas form. What am I? 7. I am the process by which a gas changes to a liquid. What am I? 8. I am a thin, wispy, or feathery cloud high in the sky. What am I?
Chapter 5 Conditions in the Atmosphere Reading and Writing Use with Lesson 2 Clouds and Weather
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LESSON
Cloze Activity
Name
GLE 0307.8.3, 0307.8.4 SPI 0307.8.2
Date
Every day, water moves from Earth to the atmosphere and back again. The on Earths surface. This causes the changing it to a gas. The around forming heats water of water, rises and condenses particles in the atmosphere, . , and
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Hurricanes, thunderstorms,
blizzards are all types of severe weather. Clouds can help you predict the clouds usually mean Dark, thick . Cirrocumulus , cold, weather. clouds often bring
98
Name
GLE 0307.T/E.1
Date
Reading in Science
Tracking Twisters
Read the text below, and answer the questions that follow.
When a tornado, or twister, touches down, it can destroy almost anything in its path. For this reason, scientists gather information about tornadoes to help predict where they may happen. First, scientists observe and measure weather to see if conditions are right for a tornado to form. Tornadoes occur when warm, moist air near the ground mixes with cool, dry air above it and rises rapidly. Doppler radar is used to track storms. Radar works by sending out radio waves from an antenna. Objects in the air, such as raindrops, bounce the waves back to the antenna. Doppler radar can track the direction and speed of a moving object, such as a tornado or other storm. People called storm chasers get a close-up look at tornadoes from planes or cars. The information they gather is used to warn communities about tornadoes before they strike.
1. What might happen if a tornado touches down?
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Reading in Science
Name
Date
Write About It
Predict What if there were no storm chasers? What if there was no technology to warn people of tornadoes? Write about what might happen. Fill in the graphic organizer below.
What I Predict A(n) can damage people and objects. If scientists do not have , they will not be able to track storms. What Happens It will anything in its path. They cannot track the and of a tornado. Communities cannot be Without to warn them , communities would not know to expect tornadoes. about tornadoes before they .
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Write a paragraph telling what might happen if there were no storm chasers or technology to warn people about tornadoes.
100
Name
Date
CHAPTER
Vocabulary
4. The Suns energy heats water and causes a. condensation. b. freezing. c. precipitation. d. evaporation. 5. What the air is like at a certain time and place is the a. wind. b. stratus. c. condensation. d. weather.
c. solid changes to a gas. d. gas changes to a liquid. 3. White puffy clouds that look like cotton balls are called a. cirrus clouds. b. nimbostratus clouds. c. stratus clouds. d. cumulus clouds.
6. A thermometer is used to measure a. air pressure. b. the weight of air pressing on Earth. c. wind speed and direction. d. air temperature.
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Vocabulary
Name
Date
102
Name
Date
UNIT
Literature
Write About It
Response to Literature This article tells about the first women to cross Antarctica on skis. What do you know about Antarctica or other places on Earth? Write about an imaginary trip around the world. What kinds of things might you see? Write about it.
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CHAPTER
Concept Map
Name
Date
Investigating Matter
Complete the chart to show some of the physical properties of matter.
Matter Has Certain Physical Properties Volume how much an object takes up
the amount of matter in an object State of matter A solid is matter with a definite volume and
is matter with no
gas
different objects float or sink in a liquid Evaporation the liquid part of a solution the solid behind
, leaving
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LESSON
Outline
Physical Properties
Use your textbook to help you fill in the blanks.
What is matter?
1. Everything that takes up space is 2. A large object has more volume than a(n) object. 3. An objects of matter it has. is equal to the amount .
4. A characteristic of matter is called a(n) 5. Two properties of matter are volume a(n)
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
. .
What are the properties of solids liquids, and gases? 7. Three forms of matter are solid, liquid, and 8. All matter is made up of tiny 9. Matter that has a definite 10. A liquid takes the . and shape is a solid. of its container. .
11. When a gas like helium is used to fill balloons, it and takes the shape of the balloon.
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Outline
Name
Date
What happens when matter is heated? 12. When something melts, it changes from a(n) to a(n) . 13. When something a liquid to a gas. , it changes from
14. Liquids can change into a gas without boiling when they . 15. Water in the form of a gas is called . What happens when matter is cooled? 16. When a gas cools to the right temperature, it , turning into a liquid. 17. When something freezes, it changes from a(n) to a(n) . Critical Thinking 18. Explain how ice can change to eventually become water vapor. Tell what causes these changes.
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Name
Date
LESSON
Vocabulary
Physical Properties
Match the correct letter to its description.
a. condense b. evaporate c. gas d. liquid e. melt f. physical property g. solid h. states of matter
1. 2.
to change from a liquid to a gas without boiling matter that has a definite shape and volume to change from a gas to a liquid to change from a solid to a liquid matter that has no definite shape or volume forms that scientists call gases, solids, and liquids a characteristic of matter like mass, volume, shape, and color matter whose particles have definite volume and take the shape of the matters container
3.
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4. 5. 6. 7.
8.
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LESSON
Cloze Activity
Name
GLE 0307.9.1 SPI 0307.9.1
Date
Physical Properties
Use the words in the box to fill in the blanks below.
boil condense liquids mass matter physical properties solid volume water vapor
Anything that takes up space is made of . The amount of space an object takes up is its in an object is its are . The amount of matter . Volume and mass of matter. Most solids melt when heated to a certain temperature. Once they melt, they become . If more heat is added to the liquid, it will and turn into a gas. Water that .
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
has changed into a gas is called If that gas is allowed to cool enough, it will
and turn into a liquid. If even more heat flows out of that liquid, it will eventually freeze and become a(n)
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Name
GLE 0301.3.1
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Writing in Science
Describe Matter
Read the Writing in Science feature in your textbook.
Write About It
Descriptive Writing Think of an object you use every day, such as your book bag. How would you describe it to someone who has never seen it before? Use the objects properties to write a description of the object.
Getting Ideas
Select one object. Write it in the center oval of the web below. Brainstorm details that describe it. Write them in the outer ovals.
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
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Writing in Science
Name
Date
Drafting
Write a sentence that begins your description. Identify the object that you are describing and the most important idea about it. This is your topic sentence.
Now write your description on a separate piece of paper. Begin with your topic sentence. Include details to help your readers picture the object.
My book bag is
are my favorite colors. It has a(n) shape. It is not a simple rectangle, like most bags. Instead, it is shaped like a turtle. It is because it is made of cloth. When it is full, it is very is . . When it is empty, it
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Name
GLE 0307.9.2, 0307.9.3 SPI 0307.9.2
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LESSON
Outline
Mixtures
Use your textbook to help you fill in the blanks.
3. When different kinds of matter are put together, a(n) can form. 4. In a mixture, the the mixture do not change. How can you separate a mixture? 5. Some physical properties help you mixtures. 6. A sieve is used to separate materials of different . 7. Filters are screens that trap liquids flow through. 8. A magnet attracts certain types of like iron. 9. In some salad dressings, the vinegar will settle to the bottom because it is than the oil. but let of each part of
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LESSON
Outline
Name
Date
How can you separate a solution? 10. A kind of mixture in which matter is mixed evenly together is called a(n) 11. Brass is a solution of several including copper and zinc. . ,
14. A solid whose shape forms a fixed a pattern is a . 15. Crystals can form when a solution is cooled or when it is Critical Thinking 16. What physical changes do you make to salt water during distillation? .
112
Name
Date
LESSON
Vocabulary
Mixtures
What am I? Choose a word from the word box below that answers each question. Write the corresponding letter on the line.
a. crystallization b. distillation
c. filter d. mixture
1.
I am a combination of two or more types of matter. Each type of matter keeps its own chemical properties in this kind of combination. What am I? I am a mixture in which one or more kinds of matter are mixed evenly into another kind of matter. What am I? I am the process of forming solids whose shape forms a fixed pattern. What am I? I am a tool that can be used to separate the parts of some mixtures. I am often used to separate a solid from a liquid. What am I? I am the process used to collect the liquid from a solution. What am I? I am a change to the way matter looks. What am I?
2.
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3.
4.
5.
6.
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LESSON
Cloze Activity
Name
GLE 0307.9.2, 0307.9.3 SPI 0307.9.2
Date
Mixtures
Fill in the blanks.
solution
People use mixtures every day. Parts of a mixture can be separated by using their .
Some tools that can be used to separate mixtures are a magnet, a sieve, and a(n) .
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Filtration is used to separate a solid from a liquid. Sifting separates solids of different .
Some substances can be mixed together to form a(n) be separated through a liquid turns to a gas, and . Many liquid solutions can , in which
, in
which the gas condenses. Mixtures can be separated because they have kept their own properties. When certain solutions evaporate, they form
.
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Name
GLE 0307.10.1 SPI 0307.10.1, 0307.10.2
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LESSON
Outline
Heat
Use your textbook to help you fill in the blanks.
What is heat?
1. Heat always flows from a(n) to a(n) one. . , , and space. . to object
2. Earths main source of heat is the 3. Heat can travel through , 4. Fires produce heat as materials
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
5. Lightbulbs and some stoves use produce heat. 6. Rubbing two objects together can produce . What is a conductor? 7. Pots are often made of .
8. A material that heat moves through easily is a(n) . 9. Conduction is the process of transferring directly from one material to another.
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LESSON
Outline
Name
Date
heat
11. A material that heat does not move through easily is a(n) . ,
12. Some examples of insulators are cotton, and fur. How can energy from the Sun change matter? 13. Energy from the Sun can cause change.
to
14. The Suns energy causes liquids, such as ocean water, to and turn into a gas.
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
15. When clouds get heavy, water falls back to Earth as , hail, sleet, or snow. Critical Thinking 16. How would Earth be different without the Suns heat?
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Name
Date
LESSON
Vocabulary
Heat
Match the words in the box to their definitions below.
a. conduction b. conductor c. heat d. insulator e. source f. Sun g. water vapor
1. 2.
where something comes from energy that moves from a warmer object to a cooler object a material through which heat moves easily Earths main source of heat a material through which heat does not move easily the gas state of water the process of passing heat directly from one material to another
3.
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
4. 5. 6. 7.
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LESSON
Cloze Activity
Name
GLE 0307.10.1 SPI 0307.10.1, 0307.10.2
Date
Heat
Use the words in the box to fill in the blanks below.
blankets clouds conductor energy evaporate gases insulator source Sun
Heat is a form of _____________ that moves from warmer objects to cooler objects. Heat can travel through solids, liquids, and _____________. It can even move through space. Fires, lightbulbs, and stoves are some
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
_____________ of heat. Earths main source of heat is the _____________. Energy from the Sun causes water on Earth to _____________. This water vapor cools in the air and forms _____________. When the clouds get heavy, the water falls to Earth as rain, snow, sleet, or hail. Heat can move through some materials more easily than others. A material that heat can move through easily is a _____________. Metals are good conductors. Materials that heat cannot move through easily are _____________. Jackets, mittens, and _____________ are insulators that keep people warm.
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Name
Date
CHAPTER
Vocabulary
Investigating in Matter
Circle the letter of the best answer.
1. Peas and carrots together in a bowl are an example of a(n) a. chemical change. b. solution. c. mixture. d. property. 2. Water vapor turns into liquid water on the outside of a cold glass. The water has
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
4. Earths main source of heat is a. fire. b. electricity. c. the Sun. d. rubbing objects together. 5. A screen used to separate solids from liquids is a(n) a. magnet. b. settler. c. filter. d. solution.
a. boiled. b. condensed. c. frozen. d. melted. 3. When a liquid evaporates, it a. becomes a solid. b. changes color. c. boils. d. becomes a gas.
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CHAPTER
Vocabulary
Name
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c. evaporate. d. melt.
120
Name
Date
CHAPTER
Concept Map
Applied Forces
Complete the concept map with the information that you learned about forces and motion.
Changing Motion Forces can start, ___________, or change an objects motion. Balanced forces do not cause a change in ___________. _____________ forces cause a change in motion. Moving a large mass requires more ___________ than a small mass to move a certain distance.
Sound Sound begins when something _____________, or moves back and forth. How quickly the object vibrates affects the sounds _____________. Volume is how _____________ a sound is.
Magnets Magnets are objects that have _________________. Magnets attract objects made of certain _____________ like iron. Magnets can move objects without _____________ them.
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LESSON
Outline
Name
GLE 0307.11.1, 0307.11.2 SPI 0307.11.1, 0307.11.2
Date
Changing Motion
Use your textbook to help you fill in the blanks.
. ,
7. The force that occurs when one object rubs against another object is called 8. Unbalanced forces cause a change in . .
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Name
Date
LESSON
Outline
How do forces affect motion? 9. The motion of an object is affected when the size of the acting on it changes.
10. A greater force pushes or pulls an object . 11. If you apply the same force to an object with more mass, the object moves a What are contact and noncontact forces? 12. Contact forces happen between objects that distance.
Critical Thinking
14. In a baseball game, the first batter hit the ball far into the outfield. The second batter did not hit the ball as far and the ball only made it onto the infield. How do you know that the first batter used more force on the ball?
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LESSON
Vocabulary
Name
Date
Changing Motion
Choose a word from the word box below that correctly fills in the blank.
balanced contact force friction gravity mass unbalanced weight
1. The force that pulls objects toward Earth is called . 2. Forces that are equal in size and opposite in direction are called 3. Any push or pull is called a(n) 4. How much pull gravity has on an object is its . 5. A force that occurs when objects rub together is . 6. Forces that are not equal in size and are not opposite in direction are called forces. forces.
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8. Forces that happen between objects that touch are called forces.
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Name
GLE 0307.11.1, 0307.11.2 SPI 0307.11.1, 0307.11.2
Date
LESSON
Cloze Activity
Changing Motion
Use the words in the box to fill in the blanks below.
unbalanced forces
A moving object is affected by different forces. These forces can change the or change the objects forces can act on an object at the same time.
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
If forces are equal in size and opposite in direction, they are called . They do not cause a
change in motion. If forces are not equal in size, they are called . If you use more force to push an object, it will move .
When two objects rub together, the force of works against their motion. Friction is an example of a magnetism are noncontact forces. force. Gravity and
125
LESSON
Outline
Name
GLE 0307.11.3 SPI 0307.11.3, 0307.11.4
Date
Sound
Use your textbook to help you fill in the blanks.
What is sound?
1. Sound is produced when an object moves back and forth quickly, or 2. Sound is a form of . from vibrating objects.
3. When a sound is made, vibrations move through the air in in all directions.
5. Sound travels slowest through a(n) Sound travels more quickly through and most quickly through .
9. Vibrating produces a high pitch while vibrating slowly produces a low pitch.
126
Name
Date
LESSON
Outline
. move
Critical Thinking
15. What would happen if the bones in your ears could not vibrate?
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LESSON
Vocabulary
Name
Date
Sound
What am I?
Choose a word from the box below that answers each question. Write its letter in the space provided.
e. sound f. vibration
g. volume h. wave
1. 2. 3. 4. 5.
I am how high or low a sound is. What am I? I am energy that comes vibrating objects. What am I? I am how loud a sound is. What am I? I collect sounds. What am I? I am the way that sound travels out in all directions. What am I? I am between your outer and inner ear. What am I? I am a quick back-and-forth motion. What am I? I am the place where vibrations make nerves send messages to the brain. What am I?
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
6. 7. 8.
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GLE 0307.11.1 SPI 0307.11.3, 0307.11.4
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LESSON
Cloze Activity
Sound
Use the words in the box to fill in the blanks below.
eardrum high-energy inner ear nerves outer ear pitch speed waves
Sound is produced when an object vibrates, or moves back and forth quickly. Sound move out in all directions and reach your ear. Your collects these vibrations. They
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
make your
tiny bones inside your ear. These movements cause in the to send
messages to your brain, and you hear sound. A sounds Pitch depends on the vibration. A may be high or low. of the vibration will cause
a louder sound than a low-energy vibration. Sound travels at different speeds through solids, liquids, and gases.
129
LESSON
Outline
Name
GLE 0307.1.1 SPI 0307.12.1, 0307.12.2
Date
Magnets
Use your textbook to help you fill in the blanks.
What is a magnet?
1. When you bring two magnets together, they will either or attract each other. 2. A magnet is an object with a(n) 3. The strongest parts of the magnet are called the . 4. When two magnets are brought together, a north pole
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
and a(n)
5. The magnetic force between two magnets is when the magnets are far apart.
, such as
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Name
Date
LESSON
Outline
What is a magnetic field? 9. A(n) force around a magnet. is the area of magnetic
10. When one magnet enters the of another magnet, if is either attracted or repelled. 11. The magnetic field is strongest the magnets poles. 12. Much of the inside of Earth is made of 13. The iron creates a magnetic field that our planet. .
Critical Thinking
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131
LESSON
Vocabulary
Name
Date
Magnets
Use the words in the box to fill in the blanks.
attract iron magnet magnetic attraction magnetic field magnetite poles south
1. Every magnet has both a north and a pole. 2. The force that pulls one magnet toward another is . 3. A(n) magnetic force. 4. A(n) force around a magnet. is any object with
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
5. When two magnets are brought together, the north pole and the south pole 6. Magnets can attract certain metals like nickel, and cobalt. 7. The parts of a magnet where the magnetic force is strongest are called the magnetic 8. A natural magnet containing iron is . . each other. ,
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LESSON
Cloze Activity
Magnets
Use the words in the box to fill in the blanks.
magnetite metal north permanent point poles repel temporary
Magnets come in many shapes and sizes. A magnet that always has a magnetic force is a magnet. The strongest parts of a magnet are the
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
. Unlike poles attract each other and like poles mineral each other. The is a natural magnet
containing iron. When you bring a magnet near certain objects such as paper clips, tiny particles in the object will line up. Normally, the tiny particles in the paper clip in all
different directions When a is brought near the paper clip, the tiny particles line up. This creates facing a pole and a south pole. The paper clip becomes a It can attract other metal objects as well!
Chapter 7 Applied Forces Reading and Writing Use with Lesson 3 Magnets
magnet.
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CHAPTER
Vocabulary
Name
Date
Applied Forces
Circle the letter of the best answer.
1. One magnet can attract or repel another magnet that enters its a. pole. b. magnetic field. c. pitch. d. contact force. 2. A sound is produced when something a. contracts. b. expands. c. gets smaller. d. vibrates. 6. The pitch of a sound is how 3. The force that pulls one magnet toward another magnet is a. magnetic field. b. magnetic pole. c. contact force. d. magnetic attraction. a. high or low the sound is. b. warm or cool the sound is. c. close to the ear the sound is. d. loud the sound is. 5. Magnetic force is strongest at a magnets a. center.
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
4. What type of force CANNOT cause a change in motion? a. gravity. b. balanced force c. unbalanced force d. friction
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CHAPTER
Vocabulary
10. An example of a change of motion caused by a contact force is a. gravity pulling you toward Earth. b. two magnets pushing each other apart. c. a book falling from your desk. d. hitting a baseball with a bat. 11. Sound travels fastest through a. space. b. gases. c. solids. d. liquids. 12. Objects that vibrate with a lot of energy produce sound with a a. high volume. b. low volume. c. low pitch. d. high pitch.
d. contact force. 9. When one team in a tug of war pulls harder on the rope than the other team does, the forces are a. active. b. balanced. c. unbalanced. d. magnetic.
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UNIT
Literature
Name
Date
Mr. Mix-it
by Nicole Iorio from Time for Kids
Read the Unit Literature feature in your textbook.
Write About It
Response to Literature What type of job would you like to have when you grow up? What skills does it require? Write a paragraph about your plans.
136
Name
Date
LESSON
Outline
What is technology?
Use your textbook to help you fill in the blanks.
we
2. All the things we use come from materials from Earth called .
3. Transportation move people and things from one place to another. 4. The building of with machinery allowed large numbers of goods to be made at one time.
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
and perform
Critical Thinking
6. Suppose trains and trucks could not transport goods for one month. Would you be able to buy everything you usually could?
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LESSON
Vocabulary
Name
Date
What is technology?
Match each word in the box to its definition.
1.
the way we adapt or change nature to meet our needs objects people make and use a material from Earth that people use work performed for money a group of parts that work together to do something
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
2. 3. 4. 5.
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Name
Date
LESSON
Cloze Activity
What is technology?
Use the words in the box to fill in the blanks.
vehicles
Technology includes all the we design and make to solve problems. All the things made by technology come from materials on Earth called
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Transportation systems, like other kinds of systems, have many that work together.
Today, we have transportation systems for land, water, and . A transportation system by .
land includes bridges, roads, and The way goods are made has changed through the years. At first, goods were made by Later, the invention of let people
make large numbers of goods. Those goods could be sent throughout the world.
Technology Reading and Writing Use with Lesson 1 What is technology?
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Writing in Science
Name
Date
Write About It
Newspaper Article Research and write a newspaper article about GPS technology. What are the latest advances? How will they affect the future?
Getting Ideas
A newspaper article includes a headline, or title. The title should tell what the article is about. It should make a reader want to read the article. The article begins with a lead. This sentence or short paragraph tells a reader the most important or interesting detail. The body is the main part of the article. It answers such questions as who, what, where, when, and why? The ending, or last paragraph, gives a reader something to think about. Write a Headline: Write the questions that you researched and the details you found in the chart below. Idea Effect
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Writing in Science
1. 2. 3.
Which Way Do We Go? A GPS satellite sends signals to receivers on Earth. Is GPS in Your Future?
Drafting
Write your lead sentence. Make sure it includes the most important or interesting information you found.
Now write your article on a separate piece of paper. Begin with your lead sentence. Be sure to write about the latest GPS technology and how it will affect people.
Lost no Moor
One day soon, youl never get lost on a car trip again. Thats because there are knew advances in GPS technology
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LESSON
Outline
Name
Date
Technology in Communications
Use your textbook to help you fill in the blanks.
2. A machine that sent messages as patterns of clicks over electric wires was the .
3. A communication system has four basic parts: input, process, output, and .
Critical Thinking
6. How is sending e-mail over the Internet similar to the telegraph system? How are they different?
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Name
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LESSON
Vocabulary
Technology in Communications
Match each word in the box to its description.
1.
information first entered into a communications system, such as a letter machine that allowed people to send Morse coded messages over electric wires to exchange ideas and information with others information that returns to you from a communication system, such as a reply letter devices that take pictures using tiny sensors that turn light into electrical energy how something is sent in a communications system the delivery part of a communications system, such as a letter being delivered to your friend
2.
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3. 4.
5.
6.
7.
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LESSON
Cloze Activity
Name
Date
Technology in Communications
Use the words in the box to fill in the blanks.
cell phones electric feedback film information memory card movies telegraph
All forms of communication involve an exchange of . Drums and smoke signals were early forms of communication. The invention of the let people communicate long distances over wires with a pattern of clicks. Many modern communication tools, such as , use radio waves.
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Two kinds of communication systems are the postal system and the computer. Although different, they have the same basic partsinput, process, output, and Early cameras produced images on A digital camera, however, sends the image to a . A computer can then read the image. Cameras made possible the invention of moving images, called motion pictures or .
Use with Lesson 2 Technology in Communications
. .
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Name
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Writing in Science
Transmitting TV
Read the Technology in Action feature in your textbook.
Write About It
Fantasy Write a story from the point of view of a newscast traveling through the air to your TV. What happens along the way?
Getting Ideas
Think of a topic. The newscast can be sent from a TV studio or be sent live from the scene. Think about what happens in sequence as the broadcast travels to a TV in your home. Write details in the chart below.
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
First
Next
Last
1. 2. 3.
I reach your TV. A satellite over Japan picks up my signals and sends me to TV antennas in Tennessee. A TV news station transmits my signals of a tsunami as waves crash onto a Pacific island.
Use with Lesson 2 Technology in Communications
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Writing in Science
Name
Date
Drafting
Begin your story. Write a sentence that introduces the topic of the TV broadcast. Describe what is happening.
Now write your story on a separate piece of paper. Start with the sentence you wrote above. Tell about how the newscast travels through the air to your TV.
1. A transmitter sends out radio waves. Satellites pick up the waves. (and)
2. Sensors in the TV decode radio signals. The TV must be turned on to see the decoded signals as images. (but)
Did I explain how a newscast reaches my TV? Did I write the steps in order? Did I correct all mistakes?
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Name
Date
LESSON
Outline
Technology in Medicine
Use your textbook to help you fill in the blanks.
1. Modern medicines are developed by the hand-inhand work of technology and 2. In a medical technology system, feedback about a medicine comes from . .
3. A machine that uses certain light rays to take pictures of bones is a(n) machine.
4. Technology can hurt the environment, such as by using the weed killer
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Critical Thinking
6. Why is biotechnology safer to use than technology like DDT?
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LESSON
Vocabulary
Name
Date
Technology in Medicine
What am I?
1. I am a tool that helps doctors hear inside your chest. What am I? 2. I was used by early humans to treat or cure sicknesses. What am I? 3. I am a characteristic of a living thing, such as height. What am I? 4. I am a beam of light that passes through some solid objects. What am I? 5. I use living things or living systems to meet human needs. What am I? 6. I am a chemical that poisoned water sources and caused problems for wildlife. What am I?
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
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Name
Date
LESSON
Cloze Activity
Technology in Medicine
Use the words in the box to fill in the blanks.
biotechnology environment foxglove lasers methods plants X ray
Medical technology has been around for a long time. Early humans found that some could be used
to treat sicknesses. Many drugs today are made with these same materials, such as
Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
, which treats
heart disease. Medical technology also involves finding tools and to help people stay healthy. Older tools include stethoscopes and machines.
Newer tools include CAT scanners, MRIs, robots, and . Technology has solved many problems. Yet some technology has not. The use of DDT to control pests has caused problems in the that
Technology Reading and Writing
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Writing in Science
Name
Date
Write About It
Descriptive Writing Describe how you would build an artificial limb for a pet. What different parts would it take to make it work? Draw a design of your idea.
Getting Ideas
A good description uses many details and information to create a picture in the readers mind about how something works. Choose a type of pet you would want to build a limb for. Write the name of the animal in the center oval. Brainstorm details about the limb (materials, size, its parts, how it works, how it attaches). Write details in the outer ovals.
1.
The limb is made of a hard plastic that bends in the middle. The limb helps the animal.
Technology Reading and Writing Use with Lesson 3 Technology in Medicine
2.
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Name
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Writing in Science
Drafting
Write a sentence to describe the design of the artificial limb or other animal part. Identify which animal the limb or part is for. Also, identify why that part is important to the animal. Use this detail to write your topic sentence.
Now write your description on a separate piece of paper. Start with the sentence you wrote above. Include details and a drawing to help your readers picture the limb and understand how it works.
Here are some sentences Aaron wrote about designing an artificial beak for a bird. Help him improve the sentences by adding descriptive words.
A parrot needs a
beak to crack seeds. That is why I would material. The than the shorter, bottom half of
make the artificial beak from a half of the beak would be the beak.
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