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Contents
LIFE SCIENCE
© Macmillan/McGraw-Hill
Chapter 1 Living Things Grow and Change
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
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Lesson 5 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Chapter 2 Habitats and Adaptations
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
Lesson 5 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Reading and Writing
iii
Contents
© Macmillan/McGraw-Hill
Chapter 3 Habitats Change
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Unit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
iv
Reading and Writing
Contents
EARTH SCIENCE
Chapter 4 Earth’s Resources
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
© Macmillan/McGraw-Hill
Chapter 5 Earth Changes
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .98
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Unit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Reading and Writing
v
Contents
PHYSICAL SCIENCE
Chapter 7 Forces and Motion
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Unit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
vi
Reading and Writing
© Macmillan/McGraw-Hill
Chapter 6 Matter and Heat
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .114
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .117
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Lesson 5 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Name
CHAPTER
Date
Concept Map
Living Things Grow and Change
Complete the chart below to show the stages in the
life cycles of plants and animals. Some examples have
been done for you.
Flowering Plants
Plant
dies.
seeds made in
flowers
Conifers
seeds made in
adult
Plant
dies.
Amphibians and Most Insects
Larva looks
Animal
dies.
egg
parents.
Reptiles and Fish
Young animal looks
parents.
adult
Animal
dies.
© Macmillan/McGraw-Hill
Birds
Young animal looks
like parents.
Animal
dies.
Mammals
Young animal looks
parents.
Chapter 1 • Living Things Grow and Change
Reading and Writing
adult
Animal
dies.
1
LESSON
Outline
Name
Date
A Look at Living Things
Use your textbook to help you fill in the blanks.
What are living things?
1. Plants and animals change with age, or
.
2. A plant responds to shade when it bends toward
.
3. A lizard responds to heat by going
to stay cool.
4. Trees reproduce by making
.
5. Alligators lay
their own kind.
to make more of
6. Rocks are nonliving because they do not grow,
respond, or
.
What do living things need?
7. All living things need food, water, and
to survive. Many also need gases.
© Macmillan/McGraw-Hill
8. Animals eat other organisms because they need
for energy.
9. Living things need
down food and remove waste.
to break
10. Air and water contain a(n)
called oxygen.
2
Chapter 1 • Living Things Grow and Change
Reading and Writing
Use with Lesson 1
A Look at Living Things
Name
LESSON
Date
Outline
11. Plants need the gases oxygen and
to survive.
12. Living things need room, or
grow, move, and find food.
, to
13. Living and nonliving things found where an organism
lives are part of its
.
What are living things made of?
14. Living things are made of small parts called
15. A tool called a(n)
cells.
16. Some organisms, such as
only one cell.
.
helps us see
, have
Critical Thinking
© Macmillan/McGraw-Hill
17. What characteristics cannot be used to tell the
difference between living and nonliving things?
Chapter 1 • Living Things Grow and Change
Reading and Writing
Use with Lesson 1
A Look at Living Things
3
LESSON
Name
Vocabulary
Date
A Look at Living Things
Match the correct word to its description by writing
its letter in the space provided.
a. carbon dioxide
d. microscope
g. reproduce
b. cell
e. organism
h. respond
c. environment
f. oxygen
to make more of one’s own kind
2.
a small part that makes up all living things
3.
all the living and nonliving things that
surround an organism
4.
a gas that animals breathe
5.
a special tool that helps make tiny things
look larger
6.
a gas that plants use to make food
7.
another name for a living thing
8.
to react to the world around you
© Macmillan/McGraw-Hill
1.
4
Chapter 1 • Living Things Grow and Change
Reading and Writing
Use with Lesson 1
A Look at Living Things
Name
LESSON
Date
Cloze Activity
A Look at Living Things
Use the words from the box to fill in the blanks.
carbon dioxide
food
oxygen
cells
grow
reproduce
energy
organisms
respond
Living things are made of small parts called cells.
Some organisms are made of many
.
Others are made of only one cell.
Living things have needs. They need food for
to help them
. They need
water to break down and move
through
their bodies. They need gases. Animals get the
gas
from air or water. Plants also need
© Macmillan/McGraw-Hill
the gas
.
Living things, or
, have many
characteristics in common. They
when
they are in danger or when they get too hot. Living things
to make new plants and animals. A
thing without these characteristics is nonliving .
Chapter 1 • Living Things Grow and Change
Reading and Writing
Use with Lesson 1
A Look at Living Things
5
LESSON
Outline
Name
Date
Plant Life Cycles
Use your textbook to help you fill in the blanks.
How do plants grow?
1. The structure inside plants that grows into a new
plant is a(n)
.
2. A seed has stored food to help the
survive.
3. When conditions are right, a seed will begin to grow,
or
.
4. An adult plant grows from a small plant called
a(n)
.
How do plants make seeds?
5. The part of a flowering plant that makes seeds is
a(n)
.
6. Seeds form when an egg joins with
.
to drink their
6
.
8. You can find a fruit around the seeds of
.
9. In order to grow, seeds must get to the
.
Chapter 1 • Living Things Grow and Change
Reading and Writing
Use with Lesson 2
Plant Life Cycles
© Macmillan/McGraw-Hill
7. Flowers have colors and smells that attract animals
Name
LESSON
Date
Outline
What is the life cycle of some plants?
10. A seed germinates in the first stage of a flowering
plant’s
.
11. When plants die, they add
the soil.
to
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.
How do plants grow without seeds?
14. Onions grow from their underground stem, or
, and a fern grows from
.
Critical Thinking
© Macmillan/McGraw-Hill
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.
Chapter 1 • Living Things Grow and Change
Reading and Writing
Use with Lesson 2
Plant Life Cycles
7
LESSON
Vocabulary
Name
Date
Plant Life Cycles
Match the correct word to its description by writing
its letter in the space provided.
a. cone
c. flower
e. life cycle
g. pollination
b. embryo
d. fruit
f. pollen
h. seed
a structure that can grow into a new plant
2.
a structure in flowering plants that makes
seeds
3.
all of the stages in an organism’s life
4.
the process that takes place when pollen
moves from the male part of a flower to the
female part of a flower
5.
a structure that holds seeds
6.
a young plant inside a seed
7.
a structure in conifers that makes seeds
8.
a powder made by the male part of a flower
or male cone
© Macmillan/McGraw-Hill
1.
8
Chapter 1 • Living Things Grow and Change
Reading and Writing
Use with Lesson 2
Plant Life Cycles
Name
LESSON
Date
Cloze Activity
Plant Life Cycles
Use the words in the box to fill in the blanks.
adult
fruit
reproduce
cones
germinate
wind
eggs
pollination
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
.
move pollen to eggs.
This movement is called
. After a
© Macmillan/McGraw-Hill
flower is pollinated, a seed forms and is protected by
a(n)
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.
Chapter 1 • Living Things Grow and Change
Reading and Writing
Use with Lesson 2
Plant Life Cycles
9
LESSON
Outline
Name
Date
Animal Life Cycles
Use your textbook to help you fill in the blanks.
What are some animal life cycles?
1. A(n)
grows.
changes into a frog as it
2. Animals change in different ways, but all change with
age as part of their
.
3. After an animal is born, it grows, changes,
and dies.
,
4. During their life cycles, some animals change form
through the process of
.
5. Metamorphosis happens in the life cycles of
amphibians and most
.
6. The life cycle of amphibians and insects begins with
a(n)
.
7. A young amphibian that
egg does not look like an adult.
from an
is
© Macmillan/McGraw-Hill
8. Another name for an insect that has just hatched
.
How do reptiles, fish, and birds change
as they grow?
9. Fish lay their eggs in
10
Chapter 1 • Living Things Grow and Change
Reading and Writing
.
Use with Lesson 3
Animal Life Cycles
Name
LESSON
Date
Outline
10. When reptiles and fish are young, they look like
, similar to their parents.
11. Unlike most reptiles and fish,
protect their eggs and raise their young.
What is the life cycle of a mammal?
12. Mammals do not hatch from eggs but are
.
13. Like birds, young mammals
like adults.
14. Mammals look after their young until the young can
on their own.
Critical Thinking
© Macmillan/McGraw-Hill
15. How are the life cycles of animals alike and different?
Chapter 1 • Living Things Grow and Change
Reading and Writing
Use with Lesson 3
Animal Life Cycles
11
LESSON
Vocabulary
Name
Date
Animal Life Cycles
Match the correct word to its description by writing
its letter in the space provided.
a. adult
d. larva
g. pupa
b. egg
e. life cycle
h. tadpole
c. hatching
f. metamorphosis
a structure containing food that young
animals need in order to grow
2.
the stages through which animals grow,
change, reproduce, and die
3.
the process by which an animal breaks out
of an egg
4.
a young insect that has just hatched
5.
the stage of an animal’s life cycle when it
reproduces
6.
the stage in which an insect is changing into
an adult
7.
a process by which an organism’s body
changes form
8.
a young frog that breathes with gills
12
Chapter 1 • Living Things Grow and Change
Reading and Writing
© Macmillan/McGraw-Hill
1.
Use with Lesson 3
Animal Life Cycles
Name
LESSON
Date
Cloze Activity
Animal Life Cycles
Use the words in the box to fill in the blanks.
adults
larva
live
die
lay eggs
mammals
hatch
life cycles
metamorphosis
parents
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
.
Reptiles, fish, and birds all
, but
are born live. Young birds and
mammals look similar to their
they
. When
, young reptiles and fish look
just like their parents. Amphibians and insects in the
© Macmillan/MGraw-Hill
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.
Chapter 1 • Living Things Grow and Change
Reading and Writing
Use with Lesson 3
Animal Life Cycles
13
Writing
in Science
Name
Date
The Little Lambs
Read the Writing in Science feature in your textbook.
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, 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.
Jake wrote about his horse Wind Star. Here are three
sentences that he wrote. Put them in time order.
Write 1 next to the sentence that should come first.
Write 2 next to the sentence that should come next.
Write 3 next to the sentence that should come last.
1.
Wind Star got his first set of teeth when he was one.
2.
Now he is three years old and still growing.
3.
When Wind Star was a foal, he had no teeth.
14
Chapter 1 • Living Things Grow and Change
Reading and Writing
Use with Lesson 3
Animal Life Cycles
© Macmillan/McGraw-Hill
Planning and Organizing
Name
Writing
in Science
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.
Revising and Proofreading
Here is part of the personal narrative that Jake
wrote. He had a lot of trouble with homophones.
Homophones are words that sound alike but have
different spellings and different meanings. Proofread
it. Find the five mistakes he made. Correct them.
© Macmillan/McGraw-Hill
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 couldn’t 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?
Chapter 1 • Living Things Grow and Change
Reading and Writing
Use with Lesson 3
Animal Life Cycles
15
LESSON
Outline
Name
Date
Surviving in Habitats
Use your textbook to help you fill in the blanks.
How do habitats differ?
1. Earth has many different kinds of
that contain the type of environment plants and
animals need to survive.
2. Climate is the pattern of
in a place
over a long time, and it is one way that habitats
differ.
3. Soil that contains
rainwater that helps plants grow.
soaks up
4. Some water habitats contain
water, and others contain fresh water.
5. Fish that can live only in fresh water can be found in
.
How do plants get what they need?
6. All plants need water, sunlight,
and carbon dioxide.
carry food and
8. The leaves of a plant use energy from the Sun to
change
and water into food.
9. A plant’s roots take in
nutrients from soil.
16
Chapter 1 • Living Things Grow and Change
Reading and Writing
and
Use with Lesson 4
Surviving in Habitats
© Macmillan/McGraw-Hill
7. Structures called
water throughout a plant.
,
Name
LESSON
Date
Outline
How do animals get what they need?
10. Animals need water, energy from food, and
.
11. Animals cannot make their own
.
12. Legs, wings, and other body parts are examples of
.
13. Birds build nests as
for their young.
14. A porcupine’s sharp quills keep it
from other animals.
What helps living things survive in their
environment?
15. Special features or behaviors called
help living things survive in their environments.
Critical Thinking
© Macmillan/McGraw-Hill
16. What would you need to do to create the best
habitat for a new animal that was coming to your
local zoo?
Chapter 1 • Living Things Grow and Change
Reading and Writing
Use with Lesson 4
Surviving in Habitats
17
LESSON
Name
Vocabulary
Date
Surviving in Habitats
Match the correct word to its definition by writing its
letter in the space provided.
a. adaptation
d. humus
g. soil
b. climate
e. oxygen
h. stem
c. habitat
f. shelter
1.
substance made of broken-down plant
and animal material that provides a good
environment for plants
2.
the type of environment that provides what
living things need to survive
3.
a specific part of a living thing
4.
a feature or behavior that helps certain
living things survive in a habitat
5.
typical weather conditions for a place over
time
6.
gas that animals have to breathe in order to
survive
7.
part of a plant that carries food and water
throughout the plant and provides structure
8.
place where animals can be safe
9.
ground made of bits of rock and humus
18
Chapter 1 • Living Things Grow and Change
Reading and Writing
Use with Lesson 4
Surviving in Habitats
© Macmillan/McGraw-Hill
i. structure
Name
LESSON
Date
Cloze Activity
Surviving in Habitats
Use the words in the box to fill in the blanks.
adaptations
carry
oxygen
animals
humus
plants
carbon dioxide
living things
roots
soil
Earth has many habitats. Each gives
what they need. Many plants need
that is rich in
, which contains
nutrients and holds water. Plants take materials up
from the soil through their
. Stems
the material to plant parts that make
food. Plants also use sunlight and
to make food.
Animals need a different gas,
,
© Macmillan/McGraw-Hill
to survive. They cannot make their own food, so they
eat
or
organisms have
. All
to help them
survive. Some adaptations are structures or ways
of behaving.
Chapter 1 • Living Things Grow and Change
Reading and Writing
Use with Lesson 4
Surviving in Habitats
19
LESSON
Outline
Name
Date
Food Chains
Use your textbook to help you fill in the blanks below.
What is an ecosystem?
1. Plants, animals, water, soil, and sunlight in an area all
interact to form a(n)
.
2. Ecosystems differ in
anything from a pond to an ocean.
and can be
3. Ecosystems are made up of both
and living things.
What is a food chain?
4. To live and grow, every living thing needs
.
5. The system by which organisms get and give energy
is shown in a(n)
.
6. Green plants and algae are
use the Sun’s energy to make food.
that
7. Organisms that get their energy from eating other
.
8. Decomposers, such as worms and
break down dead plants and animals.
9. Decomposers put
are used by plants.
20
Chapter 1 • Living Things Grow and Change
Reading and Writing
,
into the soil that
Use with Lesson 5
Food Chains
© Macmillan/McGraw-Hill
organisms are called
Name
LESSON
Date
Outline
What is a food web?
10. Food chains are connected to each other in a(n)
.
11. Food webs show which living things
with each other because they eat the same food.
12. Animals that eat plants are
that eat other animals are
that eat plants and animals are omnivores.
. Those
. Those
Why are decomposers important?
13. If ecosystems did not have
of dead plants and animals would build up.
, piles
14. The nutrients that decomposers put back into water
or soil help other organisms
.
Critical Thinking
© Macmillan/McGraw-Hill
15. How do living and nonliving things interact in an
ecosystem? Use the terms sunlight, plants, animals,
decomposers, and soil in your answer.
Chapter 1 • Living Things Grow and Change
Reading and Writing
Use with Lesson 5
Food Chains
21
LESSON
Name
Vocabulary
Date
Food Chains
Match the correct word to its description by writing
its letter in the space provided.
a. carnivore
c. decomposer
e. food chain
g. herbivore
b. consumer
d. ecosystem
f. food web
h. producer
the living and nonliving things that interact
in an environment
2.
an organism that makes its own food
3.
shows how energy passes from one
organism to another in an ecosystem
4.
an organism that eats other organisms
5.
an animal that eats other animals
6.
an organism that breaks down dead plant
and animal material
7.
shows how food chains are linked together
8.
an animal that eats plants
© Macmillan/McGraw-Hill
1.
22
Chapter 1 • Living Things Grow and Change
Reading and Writing
Use with Lesson 5
Food Chains
Name
LESSON
Date
Cloze Activity
Food Chains
Use the words in the box to fill in the blanks.
animals
ecosystem
omnivores
consumers
energy
producers
decomposers
herbivores
Sun
Living things depend on other living things and
nonliving things around them. All of these things form
a(n)
. In an ecosystem,
passes from one organism to another. Food chains
begin with
that make their own
food. They use energy from the
.
Organisms that cannot make their own food are
called
. Consumers that eat plants
are called
. Carnivores eat other
© Macmillan/McGraw-Hill
. Plants and animals are eaten by
. Nutrients from dead organisms
are recycled by
. That job is
important because it provides nutrients for plants.
Chapter 1 • Living Things Grow and Change
Reading and Writing
Use with Lesson 5
Food Chains
23
Reading
in Science
Name
Date
Eating Away at Pollution
Read the Reading in Science feature in your textbook.
Write About It
Classify The article explains that some microorganisms
are harmful and others are helpful. This is a way to
classify them. Read the article again with a partner.
Look for another way to classify microorganisms. Then
write about it.
Classify
Fill in the blanks in the graphic organizer below. When
you have finished, you will be able to see how the two
groups are alike and different.
Harmful Microorganisms
Where
they are
They are
What
they do
They make plants and
Helpful Microorganisms
They are
us.
us.
They get rid of
sick.
They are
.
They are
.
24
Chapter 1 • Living Things Grow and Change
Reading and Writing
.
Use with Lesson 5
Food Chains
© Macmillan/McGraw-Hill
Size
Name
Date
Reading
in Science
Planning and Organizing
Answer the following questions.
What do helpful microorganisms eat?
What do helpful microorganisms help clean?
Drafting
Explain how helpful microorganisms are alike.
Explain how helpful microorganisms are different.
© Macmillan/McGraw-Hill
Now, write how you would classify helpful microorganisms.
Chapter 1 • Living Things Grow and Change
Reading and Writing
Use with Lesson 5
Food Chains
25
CHAPTER
Vocabulary
Name
Date
Living Things Grow and Change
Circle the letter of the best answer.
1. What is the job of
decomposers?
a. break down dead matter
4. The pattern of weather
found in a place over a long
time is called its
b. help plants reproduce
a. climate.
c. keep water in the soil
b. ecosystem.
d. use sunlight to make
energy
c. environment.
2. Which of these is NOT
a place where seeds are
found?
d. habitat.
5. In a food web, plants play
the role of
a. consumers.
a. cones
b. decomposers.
b. flowers
c. producers.
c. fruits
d. predators.
d. spores
a. adult
b. embryo
c. larva
d. pupa
26
Chapter 1 • Living Things Grow and Change
Reading and Writing
a. birth.
b. germination.
c. pollination.
d. reproduction.
© Macmillan/McGraw-Hill
3. In the life cycle of an
insect, which stage comes
immediately after the egg?
6. The life cycle of a plant
begins with
Name
CHAPTER
Date
Vocabulary
Circle the letter of the best answer.
7. Animals that are attracted
to a flower’s nectar help the
flower
10. A heron that eats fish is an
example of a(n)
a. decomposer.
a. adapt to the climate.
b. herbivore.
b. get pollinated.
c. predator.
c. develop its fruit.
d. producer.
d. carry its spores.
8. Which of these plants
reproduces with cones?
11. After pollination takes place,
the eggs of flowering plants
are found in
a. ferns
a. roots.
b. maple trees
b. fruit.
c. roses
c. soil.
d. pine trees
d. water.
9. The thick fur of animals
that live in cold areas is an
example of
12. The type of soil that is rich in
nutrients and holds water is
called
a. bulb soil.
b. metamorphosis.
b. germinating soil.
c. shelter.
c. humus.
d. structure.
d. mulch.
© Macmillan/McGraw-Hill
a. adaptation.
Chapter 1 • Living Things Grow and Change
Reading and Writing
27
CHAPTER
Concept Map
Name
Date
Habitats and Adaptations
Complete the concept map about adaptations in
different land habitats. Some parts have been done
for you.
Desert: land
habitat with
a
Grassland:
land habitat
covered by
grasses
Adaptations by Plants
waxy skin to seal
in water
can grow in dry
conditions and be
protected from
different types of
Forest: land
habitat with
many trees
for trees in temperate
forest
The
:
land habitat
that is very
cold
growing close to
the ground
Adaptations by Animals
sleeping during the day to
avoid
flat
chew grass
to
ability to
during winter
wide
and sharp
to move on snow and ice
using gills,
Ocean:
Saltwater
habitat
28
using
to float
Chapter 2 • Habitats and Adaptations
Reading and Writing
,
and a tail to breathe and
move
© Macmillan/McGraw-Hill
Habitat
Name
LESSON
Date
Outline
Life in the Desert
Use your textbook to help you fill in the blanks.
What is a desert?
1. A desert is a habitat that has a(n)
climate.
2. It is hot during the
and cold at
in a desert.
3. Desert soil is mostly made up of
4. The sandy soil has very little
soak up rainwater.
.
to
What adaptations help desert plants?
5. Plants that grow in deserts have
that help them survive with little water.
6. Mesquite trees have long roots that grow
to find water.
© Macmillan/McGraw-Hill
7. The saguaro cactus has thick
to help store water.
8. Spines on a prickly pear cactus
from thirsty animals.
Chapter 2 • Habitats and Adaptations
Reading and Writing
it
Use with Lesson 1
Life in the Desert
29
LESSON
Outline
Name
Date
What adaptations help desert animals?
9. Rattlesnakes are
during the day.
; they sleep
10. The jackrabbit has long ears to help it stay
in the desert.
11. Some animals have
blend in with their environment.
to help them
Critical Thinking
© Macmillan/McGraw-Hill
12. How do plants and animals adapt in order to survive
in the desert?
30
Chapter 2 • Habitats and Adaptations
Reading and Writing
Use with Lesson 1
Life in the Desert
Name
LESSON
Date
Vocabulary
Life in the Desert
Use the words in the box to fill in the blanks.
cactus
desert
nocturnal
camouflage
mesquite
spines
1. The long leaves of the
tree conserve water.
2. A
vary
help the
receives very little rain.
3. Animals that are
the sun during the day.
4. By using
hunters.
avoid the heat of
, some animals hide from
5. By having waxy skin, a
water better.
6. Temperatures in the desert
from day to night.
greatly
to
© Macmillan/McGraw-Hill
7. Some plants in this habitat have
prevent animals from eating them.
stores
Chapter 2 • Habitats and Adaptations
Reading and Writing
Use with Lesson 1
Life in the Desert
31
LESSON
Cloze Activity
Name
Date
Life in the Desert
Use the words in the box to fill in the blanks.
adaptations
nocturnal
roots
temperature
humus
rain
Sun
water
A desert is a habitat that has a dry climate. Less
than 25 centimeters of
falls each
year. During the day it is hot, and the
warms land and air. At night the
drops, and it is much cooler. Desert soil is mostly sand
with very little
.
In order for plants to survive in the desert, they
must have
. So that they can reach
the water that is deep underground, some plants have
long
. Many desert plants also have
© Macmillan/McGraw-Hill
thick stems and waxy leaves in order to store
.
Some animals are
. They sleep
during the day to stay out of the heat.
32
Chapter 2 • Habitats and Adaptations
Reading and Writing
Use with Lesson 1
Life in the Desert
Name
LESSON
Date
Outline
Life in the Grasslands
Use your textbook to help you fill in the blanks.
What is a grassland?
1. A habitat that is covered with grass is a(n)
2. Some
.
eat grass as food.
3. Grass can provide
and wind.
from the cold
4. Grasslands that are cold in winter and warm in
summer are
grasslands.
5. Grasslands that are warm all year are
grasslands.
6. The Serengeti Plain in Africa is a(n)
.
What adaptations help grassland plants survive?
7. All grasses in grasslands grow well in
conditions.
© Macmillan/McGraw-Hill
8. The grasses have deep roots that work like a(n)
.
9. If a grassland fire burns the grass above the soil, the
survive.
Chapter 2 • Habitats and Adaptations
Reading and Writing
Use with Lesson 2
Life in the Grasslands
33
LESSON
Outline
Name
Date
10. The baobab loses its leaves during the
season.
What adaptations help animals survive
in grasslands?
11. Grassland animals have
help them survive.
that
12. Some animals have special teeth for eating
.
13. Zebras eat the
antelopes eat the
the ground.
14. Some animals dig
to hide from enemies.
of grasses, and
closest to
in the ground
Critical Thinking
© Macmillan/McGraw-Hill
15. How have the teeth of some animals adapted so they
have something to eat in the grassland?
34
Chapter 2 • Habitats and Adaptations
Reading and Writing
Use with Lesson 2
Life in the Grasslands
Name
LESSON
Date
Vocabulary
Life in the Grasslands
Match the correct word to its definition by writing its
letter in the space provided.
a. burrows
c. herds
e. savanna
b. grassland
d. prairies
f. temperate
g. tropical
environment with a mild climate that has
four seasons
2.
holes some animals dig in the ground to hide
3.
grasslands of North America
4.
grasslands of the Serengeti Plain
5.
environment that has a warm climate yearround because it is near the equator
6.
groups of animals that stay together for
safety
7.
habitat covered by grasses
© Macmillan/McGraw-Hill
1.
Chapter 2 • Habitats and Adaptations
Reading and Writing
Use with Lesson 2
Life in the Grasslands
35
LESSON
Cloze Activity
Name
Date
Life in the Grasslands
Use the words in the box to fill in the blanks.
climate
habitats
seasons
sponges
flat
roots
soil
survive
teeth
What are grasslands? Grasslands are
that are covered with grass. Temperate grasslands have
four
. Tropical grasslands have a
that is warm all year round.
Because grasslands are dry, the roots of many
grasses work like
, soaking up water.
When a fire burns the grasses above the ground, the
. The dead grass on top
becomes part of the
grows from the
, and a stalk
.
Many animals eat grasses. Zebras have
that are
. They can bite off the tops
of grasses. Other animals eat the stalks.
36
Chapter 2 • Habitats and Adaptations
Reading and Writing
Use with Lesson 2
Life in the Grasslands
© Macmillan/McGraw-Hill
roots below
Name
Reading
in Science
Date
Meet Ana Luz Porzecanski
Read the Reading in Science feature in your textbook.
Work with a partner to answer the following
questions.
Characteristics of the Tinamou
1. What kind of animal is the tinamou?
How do you know?
2. What color is the tinamou?
3. In which type of ecosystem does the tinamou live?
Characteristics of the Other Animal
Think of an animal that has some things in common
with the tinamou. Answer the questions below.
© Macmillan/McGraw-Hill
1. What is the other animal? Describe it.
2. What color is the animal?
3. In which type of ecosystem does it live?
Chapter 2 • Habitats aand Adaptations
Reading and Writing
Use with Lesson 2
Life in the Grasslands
37
Reading
in Science
Name
Date
Write About It
Compare and Contrast Work with a partner to
compare the tinamou with another animal you know
about. List ways the animals are alike and different in
a Venn diagram. Then use your diagram to write about
the animals.
Use your answers to the questions on the previous
page to fill in the Venn diagram.
Different
in the pampas
Alike
in the wetlands
1. On a separate piece of paper, explain how the two
animals are alike and different.
38
Chapter 2 • Habitats and Adaptations
Reading and Writing
Use with Lesson 2
Life in the Grasslands
© Macmillan/McGraw-Hill
Tinamou
Different
Name
LESSON
Date
Outline
Life in the Forest
Use your textbook to help you fill in the blanks.
What is a forest?
1. A forest is a habitat with many
.
2. A tropical rain forest is found near the
.
3. The climate of a tropical rain forest is
and
.
4. The soil in a tropical rain forest is not very rich in plant
.
5. A temperate forest has four
.
6. The soil in a temperate forest is rich in
.
What adaptations help forest plants survive?
7. Plants are adapted to grow toward
.
© Macmillan/McGraw-Hill
8. Many tall trees in a tropical rain forest have
roots.
9. Tall trees are supported by
.
10. Smaller plants that grow under tall trees have
that allow them to lose extra
water.
Chapter 2 • Habitats and Adaptations
Reading and Writing
Use with Lesson 3
Life in the Forest
39
LESSON
Outline
Name
Date
11. Plants on the forest floor have very large leaves to
soak in
.
How do animals survive in a tropical rain forest?
12. The bright colors of a poison arrow frog tell its
enemies that it is
.
13. When a living thing imitates another living thing, it is
called
.
How do animals survive in a temperate forest?
14. Some animals eat extra food in the fall so they can
store
for winter.
15. Some animals
sleep that lasts all winter.
or go into a deep
Critical Thinking
© Macmillan/McGraw-Hill
16. How have skunks and porcupines adapted so they
can survive in the forest?
40
Chapter 2 • Habitats and Adaptations
Reading and Writing
Use with Lesson 3
Life in the Forest
Name
LESSON
Date
Vocabulary
Life in the Forest
© Macmillan/McGraw-Hill
Match the correct word to its definition by writing
its letter in the space provided.
a. buttresses
d. deciduous
g. hibernate
b. camouflage
e. drip tips
h. mimicry
c. coniferous
f. forest
1.
This allows an animal to blend in with
its environment.
2.
This habitat has many trees.
3.
This type of tree has tough needles that
help it to conserve water during winter.
4.
These support a tall tree with shallow roots.
5.
This is when a mantis is able to look like an
orchid flower.
6.
This is what squirrels do when they sleep all
winter to store energy.
7.
This type of tree loses its leaves in fall so
it can conserve energy in winter.
8.
These help leaves lose extra rainwater.
Chapter 2 • Habitats and Adaptations
Reading and Writing
Use with Lesson 3
Life in the Forest
41
LESSON
Cloze Activity
Name
Date
Life in the Forest
Use the words in the box to fill in the blanks.
adapted
equator
hot
leaves
seasons
year
A habitat that has many trees is a forest. Tropical
rain forests are found near the
. The
temperature in a tropical rain forest is usually
all year. It also gets about 200 to
460 centimeters of rain each
.
Temperate forests have four
, and
rainfall and temperature change from season to season.
In the tropical rain forest, there are many tall trees
that block a lot of the sunlight down below. Plants on
the forest floor have
in order to get
as much sunlight as they can. Many of these plants
to get more sunlight.
© Macmillan/McGraw-Hill
have large
Trees in temperate forests are adapted to their
climate. They lose their leaves or have needle-like
leaves to survive the cold winter.
42
Chapter 2 • Habitats and Adaptations
Reading and Writing
Use with Lesson 3
Life in the Forest
Name
LESSON
Date
Outline
Life in the Arctic Tundra
Use your textbook to help you fill in the blanks.
What is an arctic tundra?
1. The arctic tundra is a(n)
habitat.
2. The arctic tundra is located above the
3. In the middle of
.
, the Sun never rises.
4. During
, the Sun never sets.
5. A layer of frozen soil called
prevents melted snow from soaking into the ground.
What adaptations help arctic plants?
6. All plants living in the arctic tundra have
or
roots.
7. Having these types of roots allows plants to survive
in soil that is mostly
.
© Macmillan/McGraw-Hill
8. Most arctic plants grow
ground.
the
9. Many plants grow in tight clumps to
them from the cold and wind.
10. Plants that have dark colors can absorb
more easily.
Chapter 2 • Habitats and Adaptations
Reading and Writing
Use with Lesson 4
Life in the Arctic Tundra
43
LESSON
Outline
Name
Date
What adaptations help arctic animals?
11. Polar bears and musk oxen have a layer of
or fat.
12. Arctic animals usually have
and
habitats.
bodies
fur than their relatives in other
13. Many arctic animals have wide feet that keep them
from
.
What are some other arctic-animal adaptations?
14. Canada geese and caribou
seasons change.
when
15. In winter arctic animals that eat plants
where they can find food more easily.
16. The fur of the arctic fox changes color from
so it can blend in with its environment year-round.
17. Explain how arctic plants and animals have
adaptations to help them survive in the arctic tundra.
44
Chapter 2 • Habitats and Adaptations
Reading and Writing
Use with Lesson 4
Life in the Arctic Tundra
© Macmillan/McGraw-Hill
Critical Thinking
Name
LESSON
Date
Vocabulary
Life in the Arctic Tundra
Use the words in the box to fill in the blanks.
arctic tundra
conserve
lichen
migrate
blubber
cushion plants
lynx
permafrost
1. Large bodies and thick fur help animals
heat in the cold winters.
2. The
snowshoes.
has wide feet that work like
3. When winters turn very cold, many animals
to warmer areas.
4. The
extreme cold.
5. Plants called
is a habitat marked by
grow on rocks.
6. Plants that cluster together for protection from the
cold are called
© Macmillan/McGraw-Hill
7. The
stays frozen.
.
is a layer of soil that always
8. Some animals store a layer of
to help them stay warm in winter.
Chapter 2 • Habitats and Adaptations
Reading and Writing
Use with Lesson 4
Life in the Arctic Tundra
45
LESSON
Cloze Activity
Name
Date
Life in the Arctic Tundra
Use the words in the box to fill in the blanks.
blubber
cold
migrate
roots
clumps
melts
permafrost
summer
The arctic tundra is located above the Arctic Circle.
It is a
habitat with only six to ten
weeks of
. When temperatures get
warm enough, snow
. Puddles form
on the land, because the
layer
prevents water from soaking into the ground.
Many of the 1,700 kinds of plants in the arctic tundra
have shallow or no
tight
. Plants often grow in
. This protects them from the wind
Arctic animals have also adapted. Some animals
to warmer places during the winter.
Other animals have a layer of
. This
keeps them warm in winter.
46
Chapter 2 • Habitats and Adaptations
Reading and Writing
Use with Lesson 4
Life in the Arctic Tundra
© Macmillan/McGraw-Hill
and cold temperatures.
Name
Writing
in Science
Date
Describe Where You Live
Read the Writing in Science feature in your textbook.
Write About It
Write a description in your science journal about your
environment. Use the first paragraph on page 118 as a
model for your writing.
Getting Ideas
Take a walk around your neighborhood or school
building. Keep your eyes and ears open to all the
sights and sounds around you. Notice the weather.
Fill in the chart below to use for your writing.
Sounds
Weather
© Macmillan/McGraw-Hill
Sights
Chapter 2 • Habitats and Adaptations
Reading and Writing
Use with Lesson 4
Life in the Arctic Tundra
47
Writing
in Science
Name
Date
Drafting
Now write the first draft of your paragraph. Begin
with a topic sentence. Write sentences that describe
your environment. Use details that create a vivid
picture.
Now revise and proofread your paragraph. Ask
yourself:
▶ Did I begin with a topic sentence?
▶ Did I use details that help my readers picture the
environment?
▶ Did I include all the sights and sounds?
▶ Did I describe the weather with vivid words?
▶ Did I correct all grammar errors?
48
Chapter 2 • Habitats and Adaptations
Reading and Writing
© Macmillan/McGraw-Hill
▶ Did I correct all spelling, punctuation, and
capitalization errors?
Use with Lesson 4
Life in the Arctic Tundra
Name
LESSON
Date
Outline
Life in the Ocean
Use your textbook to help you fill in the blanks.
What is an ocean like?
1. The ocean is home to
things.
of living
2. Most ocean life forms live in
water.
How do plants survive in the ocean?
3. Some plants attach
bottom and others drift with water.
to the ocean
4. Plants with roots usually live in shallow water
because the plants need
5. Algae give off
food.
.
when they make
6. Algae that grow very large and clump together are
.
© Macmillan/McGraw-Hill
7. To catch sunlight, kelp uses
and its roots attach to the ocean floor.
,
8. Kelp also has balloonlike balls called
that keep its vines floating.
9.
live in kelp forests.
Chapter 2 • Habitats and Adaptations
Reading and Writing
Use with Lesson 5
Life in the Ocean
49
LESSON
Outline
Name
Date
How do animals survive underwater?
10. Animals that live underwater
and move differently than land animals.
11. Fish use
to breathe underwater.
12. Fish use their
forward through the water.
13. The stingray has a sharp and
to push them
tail.
14. Another way animals stay safe underwater is by using
.
How do animals survive in the very deep ocean?
15. The
adapts by using a growth on
its head that lights up.
16. The large
of the viperfish help it
see in the dark depths of the ocean.
Critical Thinking
© Macmillan/McGraw-Hill
17. Compare and contrast how animals adapt to life in
the ocean.
50
Chapter 2 • Habitats and Adaptations
Reading and Writing
Use with Lesson 5
Life in the Ocean
Name
LESSON
Date
Vocabulary
Life in the Ocean
© Macmillan/McGraw-Hill
Choose a word from the word box below that answers
each question and write the correct letter in the space
provided.
a. air bladder
c. anglerfish
e. gills
g. ocean
b. algae
d. fins
f. kelp
h. stingray
1.
I am the huge collection of salt water that
covers much of Earth. What am I?
2.
I can hide my flat body on the ocean floor if
I am in danger. What am I?
3.
I am used by fish to steer as they swim.
What am I?
4.
I am a group of living things like plants, and
I live in saltwater. What am I?
5.
I help some sea plants to stay afloat.
What am I?
6.
I live in the ocean depths and trick other
animals so I can eat them. What am I?
7.
I am the body part that fish use to breathe
oxygen in the water. What am I?
8.
I am a kind of sea plant that grows in
forests in shallow water. What am I?
Chapter 2 • Habitats and Adaptations
Reading and Writing
Use with Lesson 5
Life in the Ocean
51
LESSON
Cloze Activity
Name
Date
Life in the Ocean
Use the words in the box to fill in the blanks.
adapt
breathe
gills
roots
algae
floating
kelp forests
shallow
The world’s largest habitat is the ocean. Since the
bottom of the ocean is dark and cold, most ocean life
lives in
water. Plants adapt to ocean
life by attaching
to the ocean floor
or drifting with the water. In shallow, warm waters,
grow large and create
. Kelp have adapted to living in
water by using leaflike structures to catch sunlight and
balloonlike balls to keep their vines
Animals have to
.
to live in the
eat, stay safe, move, and
underwater. For example,
help them
breathe. They have fins and tails to help them move.
52
Chapter 2 • Habitats and Adaptations
Reading and Writing
Use with Lesson 5
Life in the Ocean
© Macmillan/McGraw-Hill
ocean, too. They have special parts to enable them to
Name
CHAPTER
Date
Vocabulary
Habitats and Adaptations
Circle the letter of the best answer.
1. What is another name for
the temperate grassland of
North America?
4. Fish have special structures
called gills, which they use to
a. swim.
a. arctic tundra
b. steer.
b. prairie
c. breathe.
c. savanna
d. find food.
d. temperate forest
2. Air bladders are found on
plants that live in the
5. A savanna is found in Africa
and is another name for
a. deciduous forest.
a. arctic tundra.
b. desert.
b. desert.
c. tropical grassland.
c. forest.
d. tropical rain forest.
d. ocean.
3. Permafrost is a layer of
6. A nocturnal animal is active
during the
a. day.
b. snow.
b. night.
c. frost on the trees.
c. summer.
d. ice on the ocean.
d. winter.
© Macmillan/McGraw-Hill
a. frozen soil.
Chapter 2 • Habitats and Adaptations
Reading and Writing
53
CHAPTER
Vocabulary
Name
Date
Circle the letter of the best answer.
a. hide from hunters.
a. deserts.
b. move faster than other
animals.
b. cold winters.
c. stay warm in winter.
d. mimicry.
d. store water in dry
seasons.
8. If most of the trees in a
forest lose their leaves
during winter, the forest
is a(n)
a. arctic tundra.
b. coniferous forest.
c. deciduous forest.
d. rain forest.
9. What does the word
mimicry describe?
c. tropical rain forests.
11. In which land habitat do you
find the greatest numbers of
different types of plants and
animals?
a. coniferous forest
b. savanna
c. temperate forest
d. tropical rain forest
12. Arctic tundra is a habitat
a. near the equator.
b. above the Arctic Circle.
a. a poisonous species
c. with trees.
b. a species with an
adaptation
d. without living things.
c. a species that eats
another species
d. a species that looks like
another species
54
10. An animal that hibernates is
adapted to
Chapter 2 • Habitats and Adaptations
Reading and Writing
© Macmillan/McGraw-Hill
7. Animals in many different
habitats use camouflage to
Name
Date
CHAPTER
Concept Map
Habitats Change
Complete the concept map about changes in habitats.
Some parts have been done for you.
▶ When people
▶ The changes
can be small or
.
▶ Living things can
cause changes
when they
compete for
Changes in
ecosystems affect
living things.
▶ Changes that affect
living things include
,
, and
disease.
© Macmillan/McGraw-Hill
land, air, or water,
they cause changes
in ecosystems.
▶ People also cause
changes by clearing
.
▶ Living things that
cannot adjust to
changes may become
,
which means that only a
few of their population
remain.
Chapter 3 • Habitats Change
Reading and Writing
Living things
change
ecosystems.
Changes in
Ecosystems
for towns and
cities.
Fossils tell about
past changes.
▶ People study
to
learn about ancient
organisms and changes
on Earth over time.
▶ Dinosaurs are
,
possibly because
of a meteor, and
are
extinct, possibly because
of climate changes.
55
LESSON
Outline
Name
Date
Living Things Change Their Environments
Use your textbook to help you fill in the blanks.
How do living things change their environments?
1. Living things change their
and large ways.
in small
2. One way that plants change the environment is by
absorbing
from the soil.
3. Worms change the environment by adding
to the soil.
4. Food and water are
things need to survive.
that living
5. When water is limited, a struggle, or
among plants may occur.
,
How do people change their environments?
6. The organisms that cause the most changes to the
environment are
.
8. Cars and trash can harm the environment by causing
.
9. Pollution increases when
drained.
56
Chapter 3 • Habitats Change
Reading and Writing
are
Use with Lesson 1
Living Things Change Their Environments
© Macmillan/McGraw-Hill
7. Plants and animals can lose their
when people clear forests.
Name
LESSON
Date
Outline
10. An organism that is new to an environment can
harm it if it does not have
organism’s population increases quickly.
and the
How can people protect their environments?
11. You protect the environment when you
the amount of paper you use.
12. You protect the environment when you
newspapers to line pet cages.
13. Businesses protect the environment when they
old newspapers into new paper
products.
14. When you plant a tree, you help keep
from washing away.
Critical Thinking
© Macmillan/McGraw-Hill
15. How do reducing, reusing, and recycling help the
environment?
Chapter 3 • Habitats Change
Reading and Writing
Use with Lesson 1
Living Things Change Their Environments
57
LESSON
Name
Vocabulary
Date
Living Things Change Their Environments
Match the word to its correct description by writing
its letter in the space provided.
a. competition
c. predators
e. reduce
b. pollution
d. recycle
f. resource
g. reuse
to turn old things into new things
2.
what happens when harmful materials get
into the air, land, or water
3.
animals that hunt other animals
4.
something that helps an organism survive
5.
to use something again in the same way
6.
the struggle for survival among living things
7.
to use less of something
© Macmillan/McGraw-Hill
1.
58
Chapter 3 • Habitats Change
Reading and Writing
Use with Lesson 1
Living Things Change Their Environments
Name
LESSON
Date
Cloze Activity
Living Things Change Their Environments
Use the words in the box to fill in the blanks.
competition
healthy
reuse
environment
homes
soil
forests
recycle
wetlands
To meet their needs, living things, including people,
change the environment. To build towns and cities,
people sometimes drain
and clear
. This takes
away
from many plants and animals. Another cause of
change is
for resources, such as
water and space, among living things. As a result of
these actions, the environment is changed.
. We
can produce less trash if we
and
© Macmillan/McGraw-Hill
People can improve the
. We can keep the environment
by planting trees. Trees help keep
in its place. They can also help
clean the air.
Chapter 3 • Habitats Change
Reading and Writing
Use with Lesson 1
Living Things Change Their Environments
59
LESSON
Outline
Name
Date
Changes Affect Living Things
Use your textbook to help you fill in the blanks.
What are some ways environments change?
1. An environment changes when a(n)
covers dry land with water.
2. Living things are harmed when they do not get
enough water during a(n)
.
3. Floods and droughts are types of
.
4. Animals can lose their homes when lightning starts
a(n)
.
5. Some bacteria and mold can cause
that harm many living things.
How do organisms respond to changes?
6. Burrowing in the mud is a(n)
that helps frogs survive in a dry environment.
7. Some animals that cannot survive in a changed
.
8. If organisms cannot move and the environment
has changed too much, the organisms will
60
Chapter 3 • Habitats Change
Reading and Writing
.
Use with Lesson 2
Changes Affect Living Things
© Macmillan/McGraw-Hill
environment may move to a new
Name
LESSON
Date
Outline
How do environmental changes affect an entire
community?
9. In the grasslands of the central United States,
prairie dogs build
and eat
10. Prairie dogs are food for
.
and
.
How does a living thing become endangered?
11. An organism that is
small population.
has a very
12. Because it cannot adjust to dry conditions, the
may disappear.
13. People can make organisms endangered when they
them or destroy their habitat.
Critical Thinking
© Macmillan/McGraw-Hill
14. Would animals in a forest be harmed if a disease
that only affected plants spread? Explain why or
why not.
Chapter 3 • Habitats Change
Reading and Writing
Use with Lesson 2
Changes Affect Living Things
61
LESSON
Vocabulary
Name
Date
Changes Affect Living Things
a. community
d. endangered
g. natural disaster
b. disease
e. flood
h. population
c. drought
f. habitat
i. wildfire
1.
a long period of time with no rain
2.
disaster that covers dry land with water
3.
can be caused by bacteria or mold
4.
can start when lightning strikes a dry area
5.
all the organisms that live in one ecosystem
6.
a flood is an example of this
7.
describes an organism that has only a few living
members of its population left
8.
the place where an organism lives
9.
all the members of one type of organism living
in one ecosystem
62
Chapter 3 • Habitats Change
Reading and Writing
Use with Lesson 2
Changes Affect Living Things
© Macmillan/McGraw-Hill
Match the word to its correct description by writing
its letter in the space provided.
Name
LESSON
Date
Cloze Activity
Changes Affect Living Things
Use the words in the box to fill in the blanks.
disease
migrate
plants
tunnels
floods
organism
prairie dogs
water
Changes in an environment affect living things.
A change that affects only one type of
can eventually affect other populations. For example,
coyotes eat
. Mice and snakes live in
the
that prairie dogs build. If a(n)
destroyed the prairie dogs, all of
these other animals would be affected.
Besides diseases, natural disasters such as
and droughts can change an
environment. When dry land is covered by water, soil
© Macmillan/McGraw-Hill
and
can be washed away. Some
organisms die from too little
during
a drought. Organisms must
or adjust
to a changing environment. If they do not, they may
become endangered.
Chapter 3 • Habitats Change
Reading and Writing
Use with Lesson 2
Changes Affect Living Things
63
Writing
in Science
Name
Date
Save the Koala Bears
Read the Writing in Science feature in your textbook.
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.
Reason
64
Chapter 3 • Habitats Change
Reading and Writing
Reason
Use with Lesson 2
Changes Affect Living Things
© Macmillan/McGraw-Hill
Opinion
Name
Writing
in Science
Date
Planning and Organizing
Isabella wrote about the giant panda. Does her
sentence tell why we should protect the panda? If
so, write “yes.” Write “no” if it does not.
1. If pandas die out, it will affect the balance of nature.
2. I saw a beautiful panda in the zoo.
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.
Revising and Proofreading
Here are some sentences that Isabella wrote.
Proofread them. Find the five spelling errors. Cross
out each misspelled word. Write the correct spelling
above it.
© Macmillan/McGraw-Hill
Pandas have lived in bamboo forests for milions of years.
If the jiant panda dyes out, the Earth will lose one of the most
beautiful kreatures in the world. I beleive that people must take
action now.
Now revise and proofread your writing.
Ask yourself:
▶ Did I state my opinion about an endangered animal?
▶ Did I include convincing reasons?
▶ Did I correct all mistakes?
Chapter 3 • Habitats Change
Reading and Writing
Use with Lesson 2
Changes Affect Living Things
65
LESSON
Outline
Name
Date
Living Things of the Past
Use your textbook to help you fill in the blanks.
What can happen if the environment
suddenly changes?
1. People know about organisms that lived long ago
because of remains called
.
2. An organism that has no living population is said to
be
.
3. Large animals called
became
extinct when the climate changed and ice no longer
covered much of the land.
4. The time when ice covered much of Earth is called the
.
5. Disease and dry weather caused the
to become extinct in 2004.
6. Scientists can tell what animals ate by studying
their
.
7. Scientists learn how animals moved by studying
their
66
Chapter 3 • Habitats Change
Reading and Writing
.
Use with Lesson 3
Living Things of the Past
© Macmillan/McGraw-Hill
How can we learn about things that lived
long ago?
Name
LESSON
Date
8. Fish fossils found on
Outline
teach us that
the area 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.
.
that
13. The pterodactyl was a flying lizard that used its beak
and claws to catch fish, just as the
does today.
© Macmillan/McGraw-Hill
Critical Thinking
14. 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?
Chapter 3 • Habitats Change
Reading and Writing
Use with Lesson 3
Living Things of the Past
67
LESSON
Vocabulary
Name
Date
Living Things of the Past
What am I?
a. extinct
d. pterodactyl
b. fossil
e. saber-toothed cat
c. Ice Age
f. St. Helena Olive tree
1.
I am the remains of any organism that lived
long ago. What am I?
2.
I was a living organism, but there are no
more of my kind alive. What am I?
3.
I am a big animal that became extinct when the
climate changed thousands of years ago. What am I?
4.
I am a type of tree that is extinct because of
disease and dry weather. What am I?
5.
During my time, large ice sheets covered
much of the land. What am I?
6.
Scientists think that I hunted the way an
eagle does today. What am I?
68
Chapter 3 • Habitats Change
Reading and Writing
Use with Lesson 3
Living Things of the Past
© Macmillan/McGraw-Hill
Choose a word from the box below that answers each
question, and write its letter in the space provided.
Name
LESSON
Date
Cloze Activity
Living Things of the Past
Use the words in the box to fill in the blanks.
ate
extinct
similar
body parts
layers
woolly mammoths
Earth
meteor
Scientists learn about ancient organisms by
studying fossils. They learn how animals looked, how
they moved, and what they
. Some
living things today look
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
© Macmillan/McGraw-Hill
. 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.
Chapter 3 • Habitats Change
Reading and Writing
Use with Lesson 3
Living Things of the Past
69
Reading
in Science
Name
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?
Planning and Organizing
Answer the following questions.
What animal do you think dinosaurs are like?
© Macmillan/McGraw-Hill
What animal do scientists think dinosaurs are like?
Why do scientists think this?
70
Chapter 3 • Habitats Change
Reading and Writing
Use with Lesson 3
Living Things of the Past
Name
Date
Reading
in Science
Drafting
© Macmillan/McGraw-Hill
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.
Chapter 3 • Habitats Change
Reading and Writing
Use with Lesson 3
Living Things of the Past
71
CHAPTER
Vocabulary
Name
Date
Habitats Change
Circle the letter of the best answer.
1. To use something again is to
a. reuse it.
4. When you use less of
something, you
b. reduce it.
a. adapt.
c. recycle it.
b. recycle.
d. replace it.
c. reuse.
d. reduce.
5. Which organism is extinct?
a. fossil
a. lizard
b. air
b. eagle
c. disease
c. elephant
d. adaptation
d. woolly mammoth
3. Soil and plants may be
washed away during a
a. drought.
b. wildfire.
c. flood.
d. disease.
6. In the grasslands of the
central United States, which
organism is prey for a
coyote?
a. grass
b. prairie dog
c. hawk
d. eagle
72
Chapter 3 • Habitats Change
Reading and Writing
© Macmillan/McGraw-Hill
2. Which is an example of a
resource?
Name
CHAPTER
Date
Vocabulary
Circle the letter of the best answer.
7. For which of these resources
do plants compete?
10. Which is a natural disaster
caused by too little rain?
a. prey
a. pollution
b. food
b. disease
c. sunlight
c. drought
d. air
d. flood
8. Scientists learn the most
about ancient organisms
by studying
11. What is produced when
harmful things are put in the
air or water or on land?
a. fossils.
a. pollution
b. resources.
b. competition
c. natural disasters.
c. extinction
d. adaptations.
d. adaptation
9. Which action is a business
taking when it makes new
cans from old cans?
12. Which of these organisms is
a predator?
a. tree
a. adapting
b. fungus
b. reusing
c. wild horse
c. reducing
d. hawk
© Macmillan/McGraw-Hill
d. recycling
Chapter 3 • Habitats Change
Reading and Writing
73
UNIT
Literature
Name
Date
Once Upon a Woodpecker
Read the Unit Literature feature in your textbook.
Write About It
© Macmillan/McGraw-Hill
Response to Literature This article tells about special
features of woodpeckers that help them survive. What
are some special features you have that help you
survive? Write about them.
74
Unit A • Life Science
Reading and Writing
Name
CHAPTER
Date
Concept Map
Earth’s Resources
Complete the concept map about Earth’s resources.
Some parts have been done for you.
Minerals and Rocks
Soil
The three types of rock
Soil is made of
are
,
, and
. Rocks
and minerals are used to
.
make
It provides a place
for plants to
.
.
Earth’s
Resources
Renewable Resources
Fossils and Fuels
Some resources are
Some types of fossils are
© Macmillan/McGraw-Hill
, which
means they can be used
again. Examples are plants,
animals,
and
,
stony models
, and
,
. Fossil
fuels are a source
.
of
Chapter 4 • Earth’s Resources
Reading and Writing
.
75
LESSON
Outline
Name
Date
Minerals and Rocks
Use your textbook to help you fill in the blanks.
What are minerals?
1. Solid, nonliving substances called
are found in rocks and soil.
2. It is possible to tell one mineral from another because
each mineral has its own
.
3. Minerals cannot be identified by
alone because some minerals come in many colors.
4. The color of the powder left when a mineral is rubbed
on a white tile is called
.
5. A mineral’s
the way light bounces off it.
can be described by
6. Minerals are scratched in order to investigate the
property called
.
What are rocks?
7. A rock with large grains has a coarse
8. A rock that forms from magma or lava is classified as
a(n)
.
9. Granite is formed from melted rock inside Earth
called
76
Chapter 4 • Earth’s Resources
Reading and Writing
.
Use with Lesson 1
Minerals and Rocks
© Macmillan/McGraw-Hill
.
Name
LESSON
Date
Outline
10. Basalt is formed from melted rock on Earth’s surface
called
.
What are sedimentary and metamorphic rocks?
11. A rock that forms from layers of sediment is classified
as a(n)
.
12. Another name for the tiny bits of rock that make up
shale is
.
13. Heating and squeezing rocks inside Earth can form a
kind of rock called
.
How do we use minerals and rocks?
14. Minerals called
their beauty.
are valued for
15. People make cement from
burn
and
for fuel.
© Macmillan/McGraw-Hill
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.
Chapter 4 • Earth’s Resources
Reading and Writing
Use with Lesson 1
Minerals and Rocks
77
LESSON
Vocabulary
Name
Date
Minerals and Rocks
What am I?
Choose a word from the box that answers each
question below, and write the correct letter in the
space provided.
a. igneous rock
c. metamorphic rock
e. sediment
b. luster
d. mineral
f. sedimentary rock
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?
© Macmillan/McGraw-Hill
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 Earth’s surface.
What am I?
78
Chapter 4 • Earth’s Resources
Reading and Writing
Use with Lesson 1
Minerals and Rocks
Name
LESSON
Date
Cloze Activity
Minerals and Rocks
Use the words in the box to fill in the blanks.
animals
lava
metamorphic
hardness
luster
minerals
igneous
magma
plants
sedimentary
Rocks are classified into three groups based on the
way they form. A rock that formed from melted rock is
called a(n)
rock. Rocks with large
mineral grains formed from
. Rocks
with small mineral grains formed from
Shale is a(n)
.
rock because it formed
when tiny bits of rocks pressed together in layers.
Other rocks of this kind have tiny bits of once-living
and
. When rocks
© Macmillan/McGraw-Hill
are heated and squeezed inside Earth, new rocks called
rocks can form. Rocks are made of
solid, nonliving materials called
can be identified by their
. They
,
, and streak. Rocks and minerals are
very useful.
Chapter 4 • Earth’s Resources
Reading and Writing
Use with Lesson 1
Minerals and Rocks
79
Writing
in Science
Name
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.
Different
Different
Alike
Lily wrote two sentences. Write “compare” or
“contrast” depending on whether each sentence is
alike or different.
1.
Both necklaces were made of blue stones.
2.
Another necklace had smooth stones, but
the stones were black.
80
Chapter 4 • Earth’s Resources
Reading and Writing
Use with Lesson 1
Minerals and Rocks
© Macmillan/McGraw-Hill
Planning and Organizing
Name
Writing
in Science
Date
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.
Revising and Proofreading
Here is part of a paragraph that Lily wrote. She
made five mistakes. Proofread the sentences.
Find the mistakes and correct them.
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 cold. Even when it’s
hot outside the marble is still cold.
Now revise and proofread your writing. Ask yourself:
© Macmillan/McGraw-Hill
▶ 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?
Chapter 4 • Earth’s Resources
Reading and Writing
Use with Lesson 1
Minerals and Rocks
81
LESSON
Outline
Name
Date
Soil
Use your textbook to help you fill in the blanks.
What is soil?
1. Minerals, weathered rocks, and bits of decayed plants
and animals make up
.
2. Plants use nutrients that
to soil.
3. A plant’s
the soil in place.
adds
take in water and hold
4. Bits of rock, minerals, and a lot of humus make up the
soil layer called
.
5. The soil layer called
than the layer of soil above it.
has less humus
6. Below topsoil and subsoil is solid rock, or
.
How are soils different?
7. Soils with thick layers of topsoil full of humus are
.
8. Soils are different
because they
have different minerals and amounts of humus.
9. When you say that soil has large or small grains, you
are describing the
82
Chapter 4 • Earth’s Resources
Reading and Writing
of the soil.
Use with Lesson 2
Soil
© Macmillan/McGraw-Hill
good for
Name
LESSON
Date
Outline
10. The type of soil with the largest grains is
.
11. Soil with grains smaller than those of sand but larger
than clay is
.
12. Some plants may not grow well in
because it is too wet.
13. The best soil for growing many plants is
.
Why is soil important?
14. Soil is a(n)
and is important
because people need the plants that grow in soil.
15. People can keep soil
soil erosion and keeping soil clean.
by preventing
Critical Thinking
© Macmillan/McGraw-Hill
16. If you were a farmer looking to buy land to grow
plants, which kind of soil would you look for?
Describe the qualities you would like the soil to have.
Chapter 4 • Earth’s Resources
Reading and Writing
Use with Lesson 2
Soil
83
LESSON
Vocabulary
Name
Date
Soil
Match the correct word to its description by writing
the letter of the word in the space provided.
a. bedrock
e. soil
b. humus
f. subsoil
c. loam
g. topsoil
d. natural resource
soil made up of a mixture of sand, silt,
and clay
2.
the top layer of soil
3.
the layer of soil that has a lighter color and
less humus than the layer above it
4.
bits of decayed plants and animals that add
nutrients to soil
5.
material on Earth that is necessary or useful
to people
6.
solid rock
7.
a mixture of minerals, weathered rocks,
water, air, and living things
84
Chapter 4 • Earth’s Resources
Reading and Writing
© Macmillan/McGraw-Hill
1.
Use with Lesson 2
Soil
Name
LESSON
Date
Cloze Activity
Soil
Use the words in the box to fill in the blanks.
clay soil
minerals
subsoil
humus
mixture
topsoil
loam
natural resource
weathering
Soil is important because plants need it to grow.
Because soil is found in nature and is useful to people,
it is a
. Soil is made up of
minerals, weathered rocks, and
. The
soil in which plants grow well is called
This kind of soil is a
.
of sand, silt,
and clay. Sandy soil holds little water, and
holds a lot of water.
Soils vary because they contain different rocks and
© Macmillan/McGraw-Hill
. Soil starts forming when rocks are
broken down by
of soil is called
called
. The highest layer
, and the next layer is
. Solid rock called bedrock is
below these two layers.
Chapter 4 • Earth’s Resources
Reading and Writing
Use with Lesson 2
Soil
85
LESSON
Outline
Name
Date
Fossils and Fuels
Use your textbook to help you fill in the blanks.
How are fossils formed?
1. The bone of an animal that lived long ago can turn
into a(n)
.
2. An animal footprint in solid rock is a type of fossil
called a(n)
.
3. Bone becomes a fossil when it is replaced by
4. Stony models are found in
.
rock.
5. An empty space in rock in the shape of a living
thing is a(n)
.
6. A copy of a mold’s shape that is formed by hardened
minerals is a(n)
.
What are fossil fuels?
7. People heat their homes by burning
.
turned into a fuel called a(n)
9. Fossil fuels, plants, animals, water, and air are
86
Chapter 4 • Earth’s Resources
Reading and Writing
.
.
Use with Lesson 3
Fossils and Fuels
© Macmillan/McGraw-Hill
8. After ancient plants and animals died, their remains
Name
LESSON
Date
10. Plants and animals are
because they can be replaced.
11. Oil and gas are
they cannot be replaced.
Outline
resources
resources because
What are some other sources of energy?
12. We have
fuels.
of energy besides fossil
13. A renewable resource that comes from the Sun is
.
14. People can use the Sun, wind, and moving water to
make
.
Critical Thinking
© Macmillan/McGraw-Hill
15. Which kind of fossil would you like to discover,
and what do you think can be learned from it?
Chapter 4 • Earth’s Resources
Reading and Writing
Use with Lesson 3
Fossils and Fuels
87
LESSON
Vocabulary
Name
Date
Fossils and Fuels
a. cast
e. mold
b. fossil
f. nonrenewable resource
c. fuel
g. renewable resource
d. imprint
h. solar energy
1.
a type of fossil that is a copy of a
mold’s shape
2.
a type of fossil that is a mark in solid rock
3.
energy from the Sun
4.
a resource that can be replaced or used
again and again
5.
a material that is burned for its energy
6.
a type of fossil that is an empty space in
rock where the remains of an animal or
plant lay
7.
a resource that cannot be replaced or
reused easily
8.
the trace or remains of something that lived
long ago
88
Chapter 4 • Earth’s Resources
Reading and Writing
Use with Lesson 3
Fossils and Fuels
© Macmillan/McGraw-Hill
Match the correct word with its description by writing
its letter in the space provided.
Name
LESSON
Date
Cloze Activity
Fossils and Fuels
Use the words in the box to fill in the blanks.
cast
imprint
nonrenewable
solar energy
energy
minerals
organisms
stony model
fossils
mold
sediment
Fossil fuels formed from the remains of
that lived long ago. These remains
of plants and animals are called
.
A footprint of an animal in solid rock is a(n)
. Dead organisms can be buried in
. As the sediment becomes rock,
replace the bones of the organism,
making a(n)
.
A space in an organism’s shape is a(n)
.
© Macmillan/McGraw-Hill
If this fossil fills with water, minerals can harden and
form a(n)
. Fossil fuels take so long
to form and are
resources. However,
fossils are not our only source of
.
Other sources include wind and
.
These sources are renewable and can be replaced.
Chapter 4 • Earth’s Resources
Reading and Writing
Use with Lesson 3
Fossils and Fuels
89
Reading
in Science
Name
Date
Turning the Power On
Read the Reading in Science feature in your textbook.
Fill in the blanks in the graphic organizer below.
When you have finished, you will see how text
clues help you draw conclusions.
Text Clues
Conclusions
People need to use
People need
. Some
energy sources like
will
be used up one day. Some energy sources
are
again and again.
and can be used
Hydropower, wind, geothermal, solar,
and biomass energy can all produce
. These forms of
energy
more
energy sources so that
nonrenewable energy
sources will not be
used up.
Renewable resources
can supply our need for
.
our cars,
our homes, and
© Macmillan/McGraw-Hill
our machines.
90
Chapter 4 • Earth’s Resources
Reading and Writing
Use with Lesson 3
Fossils and Fuels
Name
Reading
in Science
Date
Write About It
Draw Conclusions Why is it important for people to
use renewable energy sources? Use what you already
know and what you read in the article to draw a
conclusion.
Planning and Organizing
Answer the following questions.
1. Why do people need energy?
2. What will happen if people use coal and oil instead of
renewable resources?
3. Can renewable resources meet people’s energy
needs? Explain.
© Macmillan/McGraw-Hill
Draw Conclusions
Now, use your answers to the questions above to
write an answer to this question: “Why is it important
for people to use renewable resources?”
Chapter 4 • Earth’s Resources
Reading and Writing
Use with Lesson 3
Fossils and Fuels
91
CHAPTER
Vocabulary
Name
Date
Earth’s Resources
Circle the letter of the best answer.
1. Which of the following is a
solid, nonliving substance
found in nature?
4. Which kind of rock forms
from magma?
a. metamorphic
a. sediment
b. igneous
b. humus
c. sedimentary
c. a mineral
d. fossil
d. a fossil fuel
2. Which of the following is
made up of bits of decayed
plants and animals that add
nutrients to soil?
5. Which of the following
is a mixture of minerals,
weathered rocks, and living
things?
a. soil
a. fossils
b. humus
b. topsoil
c. a fossil fuel
c. loam
d. nutrients
d. humus
a. air
b. soil
c. coal
d. water
92
Chapter 4 • Earth’s Resources
Reading and Writing
a. a mold.
b. a cast.
c. a stony model.
d. an imprint.
© Macmillan/McGraw-Hill
3. Which of the following is an
example of a nonrenewable
resource?
6. A dinosaur’s footprint in
hardened mud is
Name
CHAPTER
Date
Vocabulary
Circle the letter of the best answer.
7. Rock formed from heat
and pressure inside Earth
is classified as
10. Which kind of resource
are plants, animals, water,
and air?
a. bedrock.
a. nonrenewable
b. igneous rock.
b. renewable
c. sedimentary rock.
c. energy
d. metamorphic rock.
d. limited
8. A good type of soil for
growing many plants
because it does not become
too wet or too dry is
11. Which kind of rock forms
from tiny bits of plants,
animals, or weathered rock?
a. sedimentary
a. clay.
b. metamorphic
b. loam.
c. igneous
c. sand.
d. mineral
d. silt.
© Macmillan/McGraw-Hill
9. Scientists look at how easily
a mineral can be scratched
to determine its
12. Which of the following is a
material that is burned for
its energy?
a. magma
a. hardness.
b. solar energy
b. luster.
c. fossils
c. streak.
d. fuel
d. texture.
Chapter 4 • Earth’s Resources
Reading and Writing
93
CHAPTER
Concept Map
Name
Date
Earth Changes
Complete the concept map about Earth’s features
and how they can change. Some parts have been
done for you.
Some of Earth’s Features
1. mountains
4. plateaus
2.
5.
3.
6.
Some things cause
landforms on
Earth’s crust to
change suddenly.
1.
weathering by:
a. moving water
2.
b.
3. floods
c. ice
4.
d.
2.
erosion by:
a.
b.
c. glaciers
94
Chapter 5 • Earth Changes
Reading and Writing
© Macmillan/McGraw-Hill
1. volcanoes
Some things cause
landforms on Earth’s
crust to change
very slowly.
Name
LESSON
Date
Outline
Earth’s Features
Use your textbook to help you fill in the blanks.
What covers Earth’s surface?
1. More than half of Earth is covered
by
.
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
is fresh water.
5. Earth’s
land areas.
make up seven great
What are some of Earth’s land and water
features?
6. A deep, narrow valley with steep sides is
a(n)
.
© Macmillan/McGraw-Hill
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)
Chapter 5 • Earth Changes
Reading and Writing
.
Use with Lesson 1
Earth’s Features
95
LESSON
Outline
Name
Date
What land features are in the oceans?
10. The land under an ocean at the edge of a continent is
called a(n)
.
11. Land that stretches for thousands of kilometers beneath
the ocean’s surface is called the
12. Canyons called
parts of the ocean floor.
.
form the deepest
What are the layers of Earth?
13. Earth’s
is where the continents and
the ocean floor are found.
14. Earth’s crust is a(n)
, cool layer.
15. Under the crust is a layer called the
.
16. The deepest and hottest layer of Earth is the
17. The outer core is made up of
.
rock.
18. Earth’s inner core is made up of
rock.
© Macmillan/McGraw-Hill
Critical Thinking
19. What can a map show you about Earth’s features?
96
Chapter 5 • Earth Changes
Reading and Writing
Use with Lesson 1
Earth’s Features
Name
LESSON
Date
Vocabulary
Earth’s Features
© Macmillan/McGraw-Hill
Match each word with its definition.
a. abyssal plain
e. crust
i. ocean
b. continent
f. island
j. trench
c. continental shelf
g. landforms
d. core
h. mantle
1.
a large body of salt water
2.
Earth’s thin outer layer
3.
a great area of land
4.
the layer immediately below Earth’s crust
5.
features found on land
6.
a canyon that is the deepest part of the
ocean floor
7.
the deepest and hottest layer of Earth
8.
land with water all around it
9.
a plateau under the ocean at the edge of
a continent
10.
a deep, flat part of the ocean floor,
thousands of kilometers wide
Chapter 5 • Earth Changes
Reading and Writing
Use with Lesson 1
Earth’s Features
97
LESSON
Cloze Activity
Name
Date
Earth’s Features
Use the words in the box to fill in the blanks.
abyssal plain
landforms
plain
continental shelf
mantle
plateau
crust
ocean
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)
. Another landform is
a(n)
, which is flat and wide.
The outer layer of Earth is the
.
It is thin and cool. The layer just below the crust is the
. It is made up of rock that is soft
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.
98
Chapter 5 • Earth Changes
Reading and Writing
Use with Lesson 1
Earth’s Features
© Macmillan/McGraw-Hill
and flowing or rock that is solid.
Name
LESSON
Date
Outline
Sudden Changes to Earth
Use your textbook to help you fill in the blanks.
What are earthquakes?
1. The huge rocks that make up Earth’s crust
can
.
2. Rocks below ground can bend when they
each other.
3. Rocks below ground can press against other rocks
and
.
4. Rocks that bend can
sudden movement.
and cause
5. A sudden movement of rocks in Earth’s crust is
a(n)
.
6. An earthquake can be
very strong.
or
© Macmillan/McGraw-Hill
7. The land
an earthquake.
, or shakes, during
8. During an earthquake, vibrations travel as
in all directions.
What are volcanoes?
9. A mountain around an opening in Earth’s crust is
a(n)
Chapter 5 • Earth Changes
Reading and Writing
.
Use with Lesson 2
Sudden Changes to Earth
99
LESSON
Outline
Name
Date
10. Melted rock is called
Earth’s crust and mantle.
when it is in
11. Melted rock that flows through an opening in the
crust is called
.
12. A volcanic
and ash pile up in layers.
forms when lava, rocks,
13. Lava can
explode out of it.
from a volcano, or it can
What are landslides and floods?
14. The force that pulls on all objects, including rocks, is
called
.
15. When rocks and soil move downhill very fast, a(n)
occurs.
16. A river that overflows can cause a(n)
on land that is usually dry.
17. How can earthquakes, volcanoes, landslides, and
floods change the shape of coastlines?
100
Chapter 5 • Earth Changes
Reading and Writing
Use with Lesson 2
Sudden Changes to Earth
© Macmillan/McGraw-Hill
Critical Thinking
Name
LESSON
Date
Vocabulary
Sudden Changes to Earth
© Macmillan/McGraw-Hill
Match the correct word to its definition by writing its
letter in the space provided.
a. earthquake
c. gravity
e. lava
g. vibrations
b. flood
d. landslide
f. magma
h. volcano
1.
shaking felt during an earthquake
2.
melted rock in the crust and mantle
3.
the force that pulls objects downward
4.
sudden movement of rocks in Earth’s crust
5.
water that flows over land that is
normally dry
6.
melted rock that flows through an opening
and out onto land
7.
rock and soil pulled down a hill by gravity
8.
a mountain that builds up in Earth’s crust
around an opening
Chapter 5 • Earth Changes
Reading and Writing
Use with Lesson 2
Sudden Changes to Earth
101
LESSON
Cloze Activity
Name
Date
Sudden Changes to Earth
Use the words in the box to fill in the blanks.
crust
flood
magma
earthquake
lava
volcano
The land that makes up Earth’s surface can change
very quickly. Large, flat rocks in Earth’s
can slide past or press against each other. If they snap
back, they cause a(n)
. Water can
also change land. Sometimes heavy rain fills a river,
and water flows over the banks. A(n)
forms as water flows onto land that is usually dry.
Hot, melted rock in Earth’s crust is called
. Magma that flows out through an
opening in the crust is called
.A
crust is a(n)
. Lava can ooze or
explode from a volcano and change the land.
102
Chapter 5 • Earth Changes
Reading and Writing
Use with Lesson 2
Sudden Changes to Earth
© Macmillan/McGraw-Hill
mountain that forms around an opening in Earth’s
Name
Reading
in Science
Date
Slide on the Shore
Read the Reading in Science feature in your textbook.
Cause and Effect
Use the graphic organizer to list the causes and
effects of erosion and ways to prevent it.
Effect
© Macmillan/McGraw-Hill
Cause
Chapter 5 • Earth Changes
Reading and Writing
Use with Lesson 2
Sudden Changes to Earth
103
Reading
in Science
Name
Date
Write About It
Cause and Effect Read the article again with a partner.
Write a few sentences that tell what causes landslides
to happen. Include also what people can do to prevent
them from happening.
Planning and Organizing
Why do landslides take place?
What are three things that people can do to
prevent landslides?
Drafting
▶ Write a clear statement about the causes of landslides.
▶ Write a clear statement about what can happen as a
result of a landslide and what people can do to prevent
them.
104
Chapter 5 • Earth Changes
Reading and Writing
Use with Lesson 2
Sudden Changes to Earth
© Macmillan/McGraw-Hill
What structures can keep cliffs safe for people to live
on or near?
Name
LESSON
Date
Outline
Weathering, Erosion, and Deposition
Use your textbook to help you fill in the blanks.
What is weathering?
1. The process of
into smaller and smaller pieces.
breaks down rocks
2. Weathering can break down rocks into
and soil.
3. Weathering can be caused by
wind, rain, and ice.
,
4. Rocks can weather when they
against each other.
5. Water that freezes in a crack
makes the crack larger.
and
6. Over time, freezing and
breaks down a rock into smaller pieces.
7. Plant
and split the rock.
water
grow into cracks in a rock
© Macmillan/McGraw-Hill
What is erosion?
8. Pieces of weathered rock get moved to other places
by
.
9. Erosion can happen when
weathered rock and soil downhill.
Chapter 5 • Earth Changes
Reading and Writing
pulls
Use with Lesson 3
Weathering, Erosion, and Deposition
105
LESSON
Outline
Name
Date
10. A major cause of erosion is the
rivers and the ocean.
in
11. Rock can be dropped or
when the wind slows down.
by wind
12. Rocks are carried along inside a(n)
and dropped in new places as it melts.
How can people change the land?
13. Digging a(n)
how people can change land.
is a small example of
14. Land is changed when trees are cut to build
, and
,
.
15. Soil can wash away if trees are not
16. Land can change when it is
rocks that are valuable.
.
for
Critical Thinking
© Macmillan/McGraw-Hill
17. Why would planting trees help stop erosion caused
by wind and water?
106
Chapter 5 • Earth Changes
Reading and Writing
Use with Lesson 3
Weathering, Erosion, and Deposition
Name
LESSON
Date
Vocabulary
Weathering, Erosion, and Deposition
What am I?
Choose a word from the word box below that answers
each question and write the correct letter in the
space provided.
a. erosion
c. gravity
e. soil
b. glacier
d. roots
f. weathering
g. wind
1. I am a force that pulls materials downhill.
What am I?
2. I drop or deposit small bits of rock when I slow down.
What am I?
3. I can grow in small cracks and split rocks apart.
What am I?
4. I pick up rocks as I move. Then I drop them in new
places when I melt. What am I?
© Macmillan/McGraw-Hill
5. I am the movement of weathered rock.
What am I?
6. I cause rocks to break down with the help of running
water, rain, and ice. What am I?
7. I am the result of rocks being broken down into
smaller pieces. What am I?
Chapter 5 • Earth Changes
Reading and Writing
Use with Lesson 3
Weathering, Erosion, and Deposition
107
LESSON
Cloze Activity
Name
Date
Weathering, Erosion, and Deposition
Use the words in the box to fill in the blanks.
blow away
erosion
freezing
scrape
deposited
expands
plant roots
wind
The weathering of rocks is the way that
rocks get broken into small pieces. Weathered rock
moving from one place to another is
.
Sand and rocks are picked up and
in a
new place. Moving water, glaciers, and
help erosion take place. People can cause erosion by
cutting down trees, which can cause the soil
to
.
Some weathering happens because water
when it freezes in a crack in a rock. Repeated
when they
also break apart when
against other rocks. Rocks
grow into their
cracks. They also break when gravity pulls rocks downhill.
108
Chapter 5 • Earth Changes
Reading and Writing
Use with Lesson 3
Weathering, Erosion, and Deposition
© Macmillan/McGraw-Hill
and thawing help break the rock. Some rocks weather
Name
Writing
in Science
Date
Missing Noses
Read the Writing in Science feature in your textbook.
Write About It
Expository Writing Write a paragraph to describe
other causes of weathering. Remember to start with a
topic sentence and to end with a conclusion.
Getting Ideas
Water is one cause of weathering and erosion. What
are some other causes? Write them in the chart below.
Cause
Effect
© Macmillan/McGraw-Hill
Planning and Organizing
Here are three sentences that Suki wrote. Write “MI”
if the sentence tells a main idea. Write “D” if it gives
a detail.
1.
Large rocks get worn away by scraping
against smaller rocks.
2.
Wind can cause the soil to erode.
3.
There are several causes of weathering and erosion.
Chapter 5 • Earth Changes
Reading and Writing
Use with Lesson 3
Weathering and Erosion
109
Writing
in Science
Name
Date
Drafting
Write a topic sentence. Make sure it states your main
idea about weathering and erosion.
Now write your paragraph. Use a separate piece of
paper. Begin with your topic sentence. Then write
about other causes of weathering and erosion. Reach
a conclusion at the end.
Revising and Proofreading
Here are some sentences Suki wrote. Combine each
pair, using the word in parentheses after each sentence.
1. Machines can cause weathering. They dig up the
ground. (because)
2. The roots of a tree can break a rock apart slowly.
They grow. (when)
Now revise and proofread your writing. Ask yourself:
▶ Did I begin with a topic sentence?
▶ Did I include facts and details?
▶ Did I correct all mistakes?
110
Chapter 5 • Earth Changes
Reading and Writing
Use with Lesson 3
Weathering and Erosion
© Macmillan/McGraw-Hill
3. Rocks will weather. An animal digs them up. (after)
Name
CHAPTER
Date
Vocabulary
Earth Changes
Circle the letter of the best answer.
1. The middle layer of Earth
is the
a. crust.
b. mantle.
c. inner core.
d. outer core.
2. The continents and ocean
floor make up Earth’s
a. mantle.
4. A continental shelf is
flat and slopes off into
the ocean. It is similar
to a
a. plateau.
b. coast.
c. plain.
d. trench.
5. Most of Earth is covered by
b. coast.
a. sand and soil.
c. crust.
b. oceans.
d. core.
c. lakes.
d. melted rock.
© Macmillan/McGraw-Hill
3. What develops when water
suddenly flows over land
that is usually dry?
6. When water freezes, it
a. flows.
a. an ocean
b. expands.
b. a volcano
c. shrinks.
c. a landslide
d. melts.
d. a flood
Chapter 5 • Earth Changes
Reading and Writing
111
CHAPTER
Vocabulary
Name
Date
Circle the letter of the best answer.
10. An earthquake can happen
because rocks in Earth’s
crust can
a. erosion
a. melt and harden.
b. melting
b. bend and snap back.
c. freezing and thawing
c. freeze and thaw.
d. formation of a new rock
d. ooze and explode.
8. Melted rock that flows out
onto land is called
11. Gravity causes erosion on a
hillside when it
a. magma.
a. pushes rocks along.
b. lava.
b. holds rocks in place.
c. a landslide.
c. pulls rocks downhill.
d. a slab of rock.
d. bends rocks.
9. An earthquake occurs
when slabs of rock in the
Earth’s crust
12. Which of the following
deposits rocks from the
ocean floor onto a beach?
a. move slowly.
a. moving water
b. explode.
b. gravity
c. move suddenly.
c. glaciers
d. ooze onto land.
d. blowing wind
13. The deepest part of an
ocean is its
a. abyssal plain.
b. coast.
c. continental shelf.
112
Chapter 5 • Earth Changes
Reading and Writing
d. trench.
© Macmillan/McGraw-Hill
7. What change occurs when
rocks are carried to a new
place?
Name
Date
UNIT
Literature
One Cool Adventure
Read the Unit Literature feature in your textbook.
Write About It
© Macmillan/McGraw-Hill
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? Suppose
you took a trip around the world. What kinds of things
might you see? Write about it.
Unit B • Earth Science
Reading and Writing
113
CHAPTER
Concept Map
Name
Date
Matter and Heat
Complete the concept map below about matter. Some
answers have been written for you.
Matter
can be measured
tool
used to measure
thermometer
metric unit
degrees Celsius
ruler
length
beaker or
graduated cylinder
liters
pan balance
mass
spring scale
newtons
can change states
new state
heat change
solid
liquid
melting
solid
loss
boiling or
evaporating
liquid
liquid
114
name of
process
Chapter 6 • Matter and Heat
Reading and Writing
condensing
© Macmillan/McGraw-Hill
original state
Name
LESSON
Date
Outline
Properties of Matter
Use your textbook to help you fill in the blanks.
What is matter?
1. Everything that takes up space is
.
2. The amount of space that an object takes up is
its
.
3. A large object has more volume than a(n)
object.
4. An object’s
of matter it has.
is equal to the amount
5. An object that feels light, such as a beach ball, has
a(n)
mass.
What are some properties of matter?
6. A characteristic of matter is called a(n)
.
7. Two properties of matter are sinking and
© Macmillan/McGraw-Hill
8. The smell, feel, and
are also properties.
.
of an object
9. An object will sink or float because of its
and mass.
10. An object with a small mass and a large volume will
usually
Chapter 6 • Matter and Heat
Reading and Writing
.
Use with Lesson 1
Properties of Matter
115
LESSON
Outline
Name
Date
11. An object with a large mass and a small volume will
usually
.
12. A magnet pulls on objects made of
.
13. Metals are good material for cooking pots because
can move through them easily.
What is matter made of?
14. Matter is made of building blocks called
.
15. Most matter contains more than
element.
16. The elements hydrogen and
up water.
make
17. Sugar contains the elements hydrogen, oxygen,
and
.
Critical Thinking
© Macmillan/McGraw-Hill
18. What are some properties that describe the matter in
a yellow pencil?
116
Chapter 6 • Matter and Heat
Reading and Writing
Use with Lesson 1
Properties of Matter
Name
LESSON
Date
Vocabulary
Properties of Matter
Match the correct word to its definition by writing
its letter in the space provided.
a. carbon
c. magnet
e. matter
b. elements
d. mass
f. property
g. volume
the amount of space an object takes up
2.
something that pulls on an object made
of iron
3.
the third element in sugar, along with
hydrogen and oxygen
4.
the size, shape, feel, or smell of something
5.
anything that takes up space
6.
the building blocks of matter
7.
a measure of the amount of matter in an
object
© Macmillan/McGraw-Hill
1.
Chapter 6 • Matter and Heat
Reading and Writing
Use with Lesson 1
Properties of Matter
117
LESSON
Cloze Activity
Name
Date
Properties of Matter
Use the words in the box to fill in the blanks.
elements
mass
properties
magnetism
matter
small
volume
Everything around you takes up space. Anything
that takes up space is made of
. The
amount of space an object takes up is its
.
The volume of an object tells how big or
it is. For example, a bowling ball has more volume than
a tennis ball. Bowling balls are heavier than tennis balls
because bowling balls have more matter. A bowling ball
therefore has more
than a tennis ball.
The color, shape, feel, and smell of an object are its
. Objects have many different kinds of
and conducting
heat. All matter is made up of building blocks called
. Different combinations of elements
make up different kinds of matter.
118
Chapter 6 • Matter and Heat
Reading and Writing
Use with Lesson 1
Properties of Matter
© Macmillan/McGraw-Hill
properties, such as
Name
Reading
in Science
Date
Meet Neil deGrasse Tyson
Read the Reading in Science feature in your textbook.
Write About It
Main Idea and Details Read the article with a partner.
What is the main idea? What details add to the main
idea? Fill in a main-idea chart. Then write a few
sentences to explain the main idea.
Use the graphic organizer to complete the main idea
and supporting details found in the article.
Main Idea
Your body contains hydrogen, carbon, and many other
. They formed in
long ago.
Most elements
form inside the
Stars
,
.
© Macmillan/McGraw-Hill
Hydrogen
to form all of the
other elements.
Over
elements into space.
these elements
combine to
form new
,
planets, or
.
Chapter 6 • Matter and Heat
Reading and Writing
Use with Lesson 1
Properties of Matter
119
Reading
in Science
Name
Date
Planning and Organizing
Answer the questions below about the article.
1. What does Dr. Neil deGrasse Tyson study?
2. Where does Dr. Tyson work?
3. What is your body made up of?
4. Where do most elements form?
5. What combines to form all the other elements?
6. How do these elements make their way from the stars
to your body?
Drafting
▶ Write three supporting details.
▶ Read what you have written. Cross out anything that
does not directly support the main idea.
▶ Exchange papers with your partner and ask him or her
to check your choice of a main idea. Have your partner
also check your choice of supporting details.
120
Chapter 6 • Matter and Heat
Reading and Writing
Use with Lesson 1
Properties of Matter
© Macmillan/McGraw-Hill
▶ Start by writing a clear statement that describes the
main idea of the article.
Name
LESSON
Date
Outline
Measuring Matter
Use your textbook to help you fill in the blanks.
How is matter measured?
1. The sizes, or amounts, of matter in objects can be
observed by
and then comparing.
2. Feet and miles are agreed-upon measures, or
of measure.
3. Standard units of measure in the
are meters and liters.
4. Scientists use equipment such as
and
to measure volume.
5. Scientists use these tools to measure the volume
of a(n)
and by placing it in a
measured
.
How do we measure mass?
© Macmillan/McGraw-Hill
6. The mass of an object can be measured on
a(n)
.
7. The amount of matter in an object is referred to as
its
.
8. In the metric system, mass is measured in
Chapter 6 • Matter and Heat
Reading and Writing
.
Use with Lesson 2
Measuring Matter
121
LESSON
Outline
Name
Date
9. An object with particles packed tightly together has
more mass than an object in which particles
are
.
How are mass and weight different?
10. The force that pulls objects to Earth is
.
11. The measure of the amount of gravity pulling an
object toward Earth is its
.
12. The weights of certain objects can be measured
using a(n)
.
Critical Thinking
© Macmillan/McGraw-Hill
13. Why would a brick have the same mass on the Moon
as it has on Earth but weigh less on the Moon?
122
Chapter 6 • Matter and Heat
Reading and Writing
Use with Lesson 2
Measuring Matter
Name
LESSON
Date
Vocabulary
Measuring Matter
What am I?
© Macmillan/McGraw-Hill
Choose a word or words from the box below that
answers each question, and write the correct letter in
the space provided.
a. gravity
c. meter
e. pan balance
b. liter
d. metric system
f. standard unit
g. weight
1.
I am the unit of length in the metric system.
What am I?
2.
I am a unit of measure that people agree to use.
What am I?
3.
I am a tool used to measure mass.
What am I?
4.
I am a characteristic of matter that is different
on the Moon than on Earth. What am I?
5.
I am a system used by scientists to make
accurate measurements of matter. What am I?
6.
I am a unit of liquid volume in the metric
system. What am I?
7.
I am the force that keeps objects from floating
off into space. What am I?
Chapter 6 • Matter and Heat
Reading and Writing
Use with Lesson 2
Measuring Matter
123
LESSON
Cloze Activity
Name
Date
Measuring Matter
Use the words in the box to fill in the blanks.
gravity
metric system
tightly
mass
particles
weight
All matter is made of small particles. Some objects
contain particles that are far apart, and some have
many particles packed
together.
An object such as a bowling ball has more mass than
an object such as a balloon because it has more
that are close together.
The
of an object on Earth is the
same as it is on the Moon because the number of
particles in an object stays the same. However, an
object’s
on Earth is greater than it
is greater on Earth than it is on the
Moon. Scientists use the
to measure
matter. Scientists use these measures often.
124
Chapter 6 • Matter and Heat
Reading and Writing
Use with Lesson 2
Measuring Matter
© Macmillan/McGraw-Hill
would be on the Moon because the pull of
Name
LESSON
Date
Outline
Solids, Liquids, and Gases
Use your textbook to help you fill in the blanks.
What are three forms of matter?
1. Three forms of matter are solid, liquid, and
.
2. These three forms are what scientists call the
3. Solids, liquids, and gases each have certain
.
4. Matter that has a definite
is a solid.
5. Objects that are made of
,
, and
.
are solids.
6. The particles in a solid are
and stay in place.
What are liquids and gases?
7. Liquids and gases are matter because they take up
space and have
.
8. Anything with a definite volume but not a definite
© Macmillan/McGraw-Hill
shape is a(n)
.
9. Milk is a liquid because it takes the
of its container.
10. Whether a cup of milk is spilled or in a glass, the milk
still has the same
Chapter 6 • Matter and Heat
Reading and Writing
.
Use with Lesson 3
Solids, Liquids, and Gases
125
LESSON
Outline
Name
Date
11. Particles in liquids are not as
particles in solids.
as
12. Particles in gases have more
particles in liquids.
than
13. Any matter that does not have a definite shape or
volume is a(n)
.
14. Gases spread out to take the shape and
of their containers.
15. Particles in gases move about
.
How do you use all the states of matter?
16. The handlebars and seat of a bicycle are
17. The air in bicycle tires is a(n)
chain
.
. The
is a liquid.
Critical Thinking
© Macmillan/McGraw-Hill
18. How are the three states of matter represented each
day when you eat lunch?
126
Chapter 6 • Matter and Heat
Reading and Writing
Use with Lesson 3
Solids, Liquids, and Gases
Name
LESSON
Date
Vocabulary
Solids, Liquids, and Gases
© Macmillan/McGraw-Hill
Match the correct word or words to their description
by writing the letter in the space provided.
a. definite
d. liquid
g. solid
b. energy
e. oxygen
h. states of matter
c. gas
f. particles
1.
the movement of particles
2.
matter that has particles packed
tightly together
3.
means “it stays the same”
4.
a gas needed by living things
5.
matter with particles that can be far apart or
squeezed together
6.
forms that scientists call gases, solids, and
liquids
7.
tiny units that make up all matter
8.
matter whose particles have a definite volume
but no definite shape and take the shape of
the matter’s container
Chapter 6 • Matter and Heat
Reading and Writing
Use with Lesson 3
Solids, Liquids, and Gases
127
LESSON
Cloze Activity
Name
Date
Solids, Liquids, and Gases
Use the words in the box to fill in the blanks below.
definite
gas
slide past
energy
less
solid
freely
liquid
spread out
tightly packed
Every day, living things use substances in different
states of matter. These states of matter are
, and
,
.
Gases, liquids, and solids have different characteristics.
Gases have particles that are far apart from one another.
Particles in gases have a lot of
and
move
to fill up
. They
particles that have
energy than gases.
Particles in a liquid
one another. They
take the shape of their container. Solids have a(n)
shape. Particles in a solid have the least
amount of energy and are
together.
They do not move around much.
128
Chapter 6 • Matter and Heat
Reading and Writing
Use with Lesson 3
Solids, Liquids, and Gases
© Macmillan/McGraw-Hill
whatever container they are in. Liquids are made up of
Name
Writing
in Science
Date
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
object’s 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.
© Macmillan/McGraw-Hill
Planning and Organizing
Here are two sentences that Malcolm wrote about his
book bag. Write “yes” if the sentence includes details
that describe the bag. Write “no” if it does not.
1. My book bag is soft and crinkly.
2. I carry my book bag to school every day.
Chapter 6 • Matter and Heat
Reading and Writing
Use with Lesson 3
Solids, Liquids, and Gases
129
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.
Revising and Proofreading
Here is part of Malcolm’s description. Help him
improve it by adding descriptive words.
My book bag is
and yellow. These
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
.
Now revise and proofread your writing. Ask yourself:
▶ Did I include details to describe how the object
looks, sounds, feels, smells, or tastes?
▶ Did I put these details in an order that makes sense?
▶ Did I correct all mistakes?
130
Chapter 6 • Matter and Heat
Reading and Writing
Use with Lesson 3
Solids, Liquids, and Gases
© Macmillan/McGraw-Hill
is
. When it is empty, it
Name
LESSON
Date
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)
object
one.
2. Earth’s main source of heat is the
.
3. Heat can be transferred through
,
, and
.
How does heat affect matter?
4. Particles in a(n)
object have little
thermal energy and move
.
5. Particles in a(n)
object have a lot
of thermal energy and move quickly.
6. A measure of thermal energy, or how hot or cold
something is, is
.
© Macmillan/McGraw-Hill
7. When an object
thermal energy, it
expands, or becomes
.
8. When an object loses thermal energy, it
or becomes
Chapter 6 • Matter and Heat
Reading and Writing
,
.
Use with Lesson 4
Heat
131
LESSON
Outline
Name
Date
9. The instrument used to measure temperature is a
liquid-filled tube called a(n)
.
10. The liquid in a thermometer
and
rises when it gets warmer, and the liquid contracts
and falls when the temperature
.
How can you control the flow of heat?
11. Any material through which heat moves easily, such
as a metal pot, is a(n)
.
12. Any material through which heat does not move
easily is a(n)
.
Critical Thinking
© Macmillan/McGraw-Hill
13. How do you know that Earth is cooler than the Sun
based on the way heat moves?
132
Chapter 6 • Matter and Heat
Reading and Writing
Use with Lesson 4
Heat
Name
LESSON
Date
Vocabulary
Heat
Match the correct word in the box to its definition
below by writing its letter in the space provided.
a. conductor
d. heat
g. temperature
b. contract
e. insulator
h. thermal energy
c. expand
f. Sun
i. thermometer
energy that makes particles in materials move
2.
to get bigger
3.
to get smaller
4.
Earth’s main source of heat
5.
a material through which heat does not move
easily
6.
a tool used to measure temperature
7.
a material through which heat moves easily
8.
energy that moves between objects
9.
measure of how hot or cold something is
© Macmillan/McGraw-Hill
1.
Chapter 6 • Matter and Heat
Reading and Writing
Use with Lesson 4
Heat
133
LESSON
Cloze Activity
Name
Date
Heat
Use the words in the box to fill in the blanks.
conductor
loses
thermal energy
heat
quickly
thermometer
insulators
smaller
Temperature is a measure of how hot or cold
something is. It can be measured with a(n)
Temperature tells how much
.
an
object has. A high temperature means that the particles
in an object have a lot of thermal energy and are
moving
. A low temperature means
that the particles in an object are moving slowly.
When particles in an object gain
energy, the object expands. When an object
, or contracts. Any
material through which heat moves easily is a(n)
. Materials that slow the flow of heat
are called
. Heat always travels from
a hotter object to a colder object.
134
Chapter 6 • Matter and Heat
Reading and Writing
Use with Lesson 4
Heat
© Macmillan/McGraw-Hill
energy, it gets
Name
LESSON
Date
Outline
Changes of State
Use your textbook to help you fill in the blanks.
What happens when matter is heated?
1. When something melts, it changes from a(n)
to a(n)
.
2. Matter gains
when it is heated.
3. Particles in solids are held
.
4. Particles in liquids
one another.
5. When something boils, it changes from a(n)
to a(n)
.
6. Heat causes particles in a liquid to move
and
.
7. Liquids can slowly change into a gas, a process
known as
.
8. Water in the form of a gas is called
.
© Macmillan/McGraw-Hill
What happens when matter is cooled?
9. When a solid, a liquid, or a gas is cooled, it
energy.
10. When a gas cools to the right temperature, it will
.
Chapter 6 • Matter and Heat
Reading and Writing
Use with Lesson 5
Changes of State
135
LESSON
Outline
Name
Date
11. A gas that condenses loses energy and becomes
a(n)
.
12. A liquid can
, or change into a
solid, when it loses
.
How is water different from other kinds of matter?
13. Water can be a(n)
or a(n)
14. When water freezes, it
more space.
, a(n)
,
.
, or takes up
Critical Thinking
© Macmillan/McGraw-Hill
15. How are the particles in matter affected by getting or
giving up energy?
136
Chapter 6 • Matter and Heat
Reading and Writing
Use with Lesson 5
Changes of State
Name
LESSON
Date
Vocabulary
Changes of State
What am I?
Choose a word or words from the box below that
answers each question, and write the correct letter in
the space provided.
a. boiling
c. energy
b. condensation d. evaporation
e. freezing
g. water vapor
f. melting
1. I am the gaseous state of water. What am I?
2. I am the process in which liquid slowly changes into a
gas. What am I?
3. Solids, liquids, and gases have to gain or lose me in
order to change state. What am I?
4. I happen when heat makes a liquid’s particles move
faster and spread out. What am I?
5. I happen when solid matter gains energy and turns
© Macmillan/McGraw-Hill
into a liquid. What am I?
6. I happen when particles of water vapor lose energy
and come closer together. What am I?
7. I am the process that locks particles into position to
form a solid. What am I?
Chapter 6 • Matter and Heat
Reading and Writing
Use with Lesson 5
Changes of State
137
LESSON
Cloze Activity
Name
Date
Changes of State
Use the words in the box to fill in the blanks below.
condenses
expands
gas
liquids
solid
energy
freezes
heat
loses
water vapor
Most solids melt when heated to the right
temperature. Once they melt, they become
They melt because they gain
form of
.
in the
. With enough heat, particles
in liquids will move faster and spread apart. When a
liquid boils, it changes to a(n)
.
Water can exist in three states: solid, liquid, and gas.
Water that has changed to a gas is called
When water vapor cools, it
It
.
energy.
and becomes liquid water again.
.
© Macmillan/McGraw-Hill
When liquid water loses enough energy, it
Particles that are frozen are locked in position and
form a(n)
. When water freezes, it
. Empty spaces form between the
particles and cause the water to take up more space.
138
Chapter 6 • Matter and Heat
Reading and Writing
Use with Lesson 5
Changes of State
Name
CHAPTER
Date
Vocabulary
Matter and Heat
Circle the letter of the best answer.
1. What is the measure of the
amount of matter in
an object?
4. A standard unit in the metric
system is the
a. inch.
a. weight
b. pound.
b. volume
c. meter.
c. mass
d. gallon.
d. gravity
2. What type of object attracts
objects made of iron?
5. Water vapor turns to liquid
water when it
a. boils.
a. pan balance
b. condenses.
b. magnet
c. freezes.
c. standard unit
d. expands.
d. spring scale
© Macmillan/McGraw-Hill
3. In a solid, particles
6. The amount of space an
object takes up is its
a. move freely.
a. mass.
b. slide past one another.
b. state of matter.
c. have a large amount
of energy.
c. volume.
d. temperature.
d. do not have much room
to move.
Chapter 6 • Matter and Heat
Reading and Writing
139
CHAPTER
Vocabulary
Name
Date
Circle the letter of the best answer.
a. boils.
b. condenses.
c. contracts.
d. freezes.
8. Particles in objects move
because of the action of
a. evaporation.
b. gravity.
c. sinking.
d. thermal energy.
9. Wool clothing is warm
in winter becaue wool
is a good
a. conductor.
10. Which of the following
would be different if an
object were on the Moon
rather than on Earth?
a. elements
b. mass
c. volume
d. weight
11. Heat moves easily through
objects that are good
a. condensers.
b. conductors.
c. evaporators.
d. insulators.
12. Liquids and gases are alike
because they
b. contractor.
a. are both solids.
c. insulator.
b. have no definite shape.
d. expander.
c. have particles that are
tightly packed together.
d. have less energy than
solids.
140
Chapter 6 • Matter and Heat
Reading and Writing
© Macmillan/McGraw-Hill
7. Matter changes state from
a liquid to a gas when it
Name
CHAPTER
Date
Concept Map
Forces and Motion
Complete the concept map about forces and motion.
Some parts have been done for you.
Motion
Forces
A(n)
is a push or a(n)
An object’s
is the
place where the object is.
.
When an object’s
position changes, it is in
Forces can
change an object’s
.
Object
by changing its
or
direction.
Sound
© Macmillan/McGraw-Hill
When objects move by vibrating, they make
Sounds move fastest through
slowest through
.
objects and
. Sounds with high energy
have high
. Those that vibrate quickly have
pitch.
Chapter 7 • Forces and Motion
Reading and Writing
141
LESSON
Outline
Name
Date
Position and Motion
Use your textbook to help you fill in the blanks.
How can you describe position?
1. The location of an object is its
2. The words
right,
position of an object.
.
, under,
,
, and next to help describe the
3. Position words tell where an object is by
it to the locations of other objects.
4. Measuring is a way to find the
between objects.
5. Distance can be measured with a(n)
.
6. Distance can be measured in inches,
or miles.
,
What is motion?
7. When an object’s
in motion.
8. An object that is in motion can move
or slowly.
9. A(n)
object moves back and forth.
10. Short, sharp turns from one side to another form
a(n)
142
Chapter 7 • Forces and Motion
Reading and Writing
path.
Use with Lesson 1
Position and Motion
© Macmillan/McGraw-Hill
is changing, it is
Name
LESSON
Date
Outline
What is speed?
11. How fast an object is moving is described by
its
.
12. The speed of a moving object can be
.
13. To measure an object’s
,
you must know how far the object traveled and how
long it took to go that distance.
14. A bicycle that is ridden 15 kilometers in one hour is
moving at a speed of
per hour.
kilometers
Critical Thinking
© Macmillan/McGraw-Hill
15. Choose a group of objects in your classroom or in
one room of your house and use position words to
describe their relationship to one another. Use at
least three objects and three different position words.
Chapter 7 • Forces and Motion
Reading and Writing
Use with Lesson 1
Position and Motion
143
LESSON
Vocabulary
Name
Date
Position and Motion
Match the correct word or words to their descriptions
below by writing the letter in the space provided.
a. distance
d. position word
g. straight line
b. motion
e. ruler
h. zigzag
c. position
f. speed
the location of an object
2.
a path with short, sharp turns from side
to side
3.
a description of how fast an object moves
4.
an item used to measure distance
5.
a term such as right, next to, or under
6.
the amount of space between two places
or objects
7.
a change in position
8.
a path with no turns
144
Chapter 7 • Forces and Motion
Reading and Writing
© Macmillan/McGraw-Hill
1.
Use with Lesson 1
Position and Motion
Name
LESSON
Date
Cloze Activity
Position and Motion
Use the words in the box to fill in the blanks.
comparing
motion
straight line
distance
slowly
under
zigzag
If you describe the position of an object, you are
describing where it is. An object’s position can be
described by
it with the things near
it. Words such as over,
, and on top
of are useful for describing position. You might also
describe an object’s
based on the
things around it.
An object that is changing position is in
.
Objects, such as a bicycle, can move quickly or
. A bicycle can move in a(n)
© Macmillan/McGraw-Hill
, in a circular pattern, or in a(n)
pattern. The speed of an object tells
how fast the object is moving.
Chapter 7 • Forces and Motion
Reading and Writing
Use with Lesson 1
Position and Motion
145
Reading
in Science
Name
Date
Travel Through Time
Read the following passage. Underline the
sentences that describe new inventions. Circle
the sentences that describe the achievements
of those inventions.
1804 In England Richard Trevithick built the first steam
engine for a train. The steam engine helped people travel
Problem and Solution
Fill in the problem-and-solution graphic organizers.
Use the sentences you underlined and circled as clues.
146
Chapter 7 • Forces and Motion
Reading and Writing
Use with Lesson 1
Position and Motion
© Macmillan/McGraw-Hill
great distances. It also helped them get to their destination
more quickly.
1884 In Germany Karl Freidrich Benz built the first car
to run on gasoline. It worked similarly to the cars you see
on the road today. However, his car only had three wheels!
1903 Wilbur and Orville Wright constructed the first
motorized airplane that flew and landed safely. Their
airplane’s engine ran on gasoline. It flew for 12 seconds
over 36 meters (120 feet).
1961 Russian astronaut Yuri Gagarin was the first
person in space. His spaceship had special engines. They
produced a force that was stronger than the pull of Earth’s
gravity. The engines helped the spaceship leave Earth’s
surface and orbit the planet.
Name
Reading
in Science
Date
Problem
Problem
Before the 1800s it took people
a long time to travel great
distances.
Before 1961, people could not
travel in space.
Steps to Solution
Steps to Solution
Russian scientists built a(n)
In 1804,
built
the first
for
a(n)
with special
engines that were stronger than
.
.
Solution
Solution
Russian astronaut
The
helped
was the first
person
people travel
distances and reach their
destinations
in
.
.
© Macmillan/McGraw-Hill
Write About It
Problem and Solution How have machines helped
people learn about distant places? Read the article
again. On a separate piece of paper, write about ways
machines have helped people solve problems.
Chapter 7 • Forces and Motion
Reading and Writing
Use with Lesson 1
Position and Motion
147
LESSON
Outline
Name
Date
Forces
Use your textbook to help you fill in the blanks.
What are forces?
1. To make an object start moving, a(n)
must be applied to it.
2. Examples of forces that make something move are
a(n)
or a(n)
.
3. More force is needed to move
objects than to move light objects.
4. Forces can make objects start moving,
,
, or stop moving.
5. Forces can change the
object.
of a moving
6. When the forces of an object cancel out, such as a
rope being pulled equally from each side, the forces
are
. When forces are balanced,
the object does not
.
© Macmillan/McGraw-Hill
What are types of forces?
7. Forces that happen between objects that touch
are
.
8. Forces such as
and
can act on an object without touching it.
148
Chapter 7 • Forces and Motion
Reading and Writing
Use with Lesson 2
Forces
Name
LESSON
Date
Outline
9. Magnets can
or
one another without touching.
10. Magnets attract or repel through
, or
,
.
11. The pulling force between two objects is
called
.
12. A measure of the pull of gravity on an object is
its
.
What is friction?
13. The force that occurs when one object rubs against
another object is called
.
14. There is very little friction between
slippery surfaces, and a lot of friction between
,
surfaces.
© Macmillan/McGraw-Hill
Critical Thinking
15. In a baseball game, the first batter hit the ball far
into the outfield. When the second batter hit the ball,
the ball only reached the infield. How do you know
that the first batter used more force on the ball?
Chapter 7 • Forces and Motion
Reading and Writing
Use with Lesson 2
Forces
149
LESSON
Vocabulary
Name
Date
Forces
Match each word in the box with its definition by
writing its letter in the space provided.
a. balanced
c. friction
e. magnet
g. unbalanced
b. force
d. gravity
f. repel
h. weight
forces on an object that cancel each
other out because they have equal and
opposite effects
2.
a push or a pull
3.
to push away
4.
a force that occurs when objects rub
against each other
5.
a measure of the amount of gravity
between two objects
6.
an object with magnetic force
7.
forces on an object that do not cancel each
other out
8.
a pulling force between two objects, such
as between you and Earth
150
Chapter 7 • Forces and Motion
Reading and Writing
© Macmillan/McGraw-Hill
1.
Use with Lesson 2
Forces
Name
LESSON
Date
Cloze Activity
Forces
Use the words in the box to fill in the blanks.
contact forces
friction
rough
direction
gravity
slippery
force
push
touching
What makes a soccer ball move? To make any
object move, a(n)
has to be applied
to it. The force may be a(n)
or a
pull. In soccer, the goalie’s job is to use force to stop
or change the
uses
of the ball. The goalie
to do this.
The force that works against motion when one
object rubs another object is
.
Surfaces that are
have more friction
© Macmillan/McGraw-Hill
than surfaces that are
. Magnets
attract or repel each other without
The force of
.
also can pull objects
from a distance. For example, gravity is the force that
pulls you toward Earth.
Chapter 7 • Forces and Motion
Reading and Writing
Use with Lesson 2
Forces
151
LESSON
Outline
Name
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 happens only when something
.
3. When a sound is made, vibrations move through the
air in
in all directions.
4. Sound travels through all types of matter, but at
different
.
5. Sound travels slowest through a(n)
.
Sound travels more quickly through
and most quickly through
.
How are sounds different?
6. The
it is.
of a sound is how high or low
8. The
© Macmillan/McGraw-Hill
7. The speed of a(n)
tells whether a
sound will be a high pitch or a low pitch.
of a musical instrument’s
strings affects pitch. An object’s
also affects the speed at which it vibrates.
152
Chapter 7 • Forces and Motion
Reading and Writing
Use with Lesson 3
Sound
Name
LESSON
Date
Outline
9. The loudness of a sound is its
.
10. An object that vibrates with a lot of
is loud.
How do you hear sounds?
11. Vibrations in the air are collected by your
The vibrations make your
back and forth.
.
move
12. Your vibrating eardrum makes three
in your ear begin to vibrate.
13. The bones pass the vibrations to the
where
send a message to your brain.
14. Loud sounds cause
carry so much
,
because they
.
Critical Thinking
© Macmillan/McGraw-Hill
15. What would happen if the bones in your ears could
not vibrate?
Chapter 7 • Forces and Motion
Reading and Writing
Use with Lesson 3
Sound
153
LESSON
Vocabulary
Name
Date
Sound
What am I?
Choose a word or words from the box below that
answers each question, and write the correct letter in
the space provided.
a. eardrum
c. outer ear
e. three bones
g. volume
b. inner ear
d. pitch
f. vibration
h. wave
I am how high or low a sound is. What am I?
2.
I pass vibrations to nerves in the inner ear.
What am I?
3.
I am how loud a sound is. What am I?
4.
I am the part of your body that collects
sounds. What am I?
5.
I am the way that sound travels out in all
directions. What am I?
6.
I make three tiny bones vibrate. What am I?
7.
I am a quick back-and-forth motion.
What am I?
8.
I am the place where vibrations make
nerves send messages to the brain.
What am I?
154
Chapter 7 • Forces and Motion
Reading and Writing
© Macmillan/McGraw-Hill
1.
Use with Lesson 3
Sound
Name
LESSON
Date
Cloze Activity
Sound
Use the words in the box to fill in the blanks.
eardrum
inner ear
outer ear
speed
high-energy
nerves
pitch
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
make your
vibrate, and that
movement causes three tiny bones to move. These
movements cause
in the
to send messages to your brain,
and you hear sound.
A sound’s
© Macmillan/McGraw-Hill
Pitch depends on the
vibration. A(n)
may be high or low.
of the
vibration will cause
a louder sound than a low-energy vibration. Sound
travels at many speeds and through a variety of
materials.
Chapter 7 • Forces and Motion
Reading and Writing
Use with Lesson 3
Sound
155
CHAPTER
Vocabulary
Name
Date
Forces and Motion
Circle the letter of the best answer.
1. When you make short,
sharp turns from one side to
another, you move
a. back and forth.
4. When one team in a tug of
war pulls harder on the rope
than the other team does,
the forces are
b. in a straight line.
a. active.
c. in a zigzag.
b. balanced.
d. up and down.
c. magnetic.
d. unbalanced.
2. Sound travels fastest
through objects that are
a. gas.
5. The position of an object
is its
b. liquid.
a. age.
c. solid.
b. color.
d. wet.
c. location.
d. size.
a. 70 kilometers per hour
6. The force that occurs when
one object rubs against
another object is
b. 10 kilometers per hour
a. friction.
c. 25 kilometers per hour
b. gravity.
d. 35 kilometers per hour
c. magnetism.
d. weight.
156
Chapter 7 • Forces and Motion
Reading and Writing
© Macmillan/McGraw-Hill
3. A bus traveled 35 kilometers
in one hour. What was the
speed of the bus?
Name
CHAPTER
Date
Vocabulary
Circle the letter of the best answer.
7. Which of these objects
will produce the greatest
volume?
a. something thick
b. something long
c. something that is large
d. something that has high
energy
8. The first part of the ear to
vibrate when sounds reach
the ear is the
a. eardrum.
b. inner ear.
c. outer ear.
d. three tiny bones.
© Macmillan/McGraw-Hill
9. If you want to measure the
distance between two books
on your desk, you would
use a
10. A change in motion caused
by a contact force is
a. gravity pulling you
toward Earth.
b. two magnets pushing
each other apart.
c. hitting a baseball with
a bat.
d. a book falling from
your desk.
11. Short objects vibrate faster
than long objects. This
gives them
a. higher pitch.
b. higher volume.
c. less energy.
d. sharper sound.
12. The change in position of an
object is a sign of
a. barometer.
a. distance.
b. ruler.
b. friction.
c. clock.
c. motion.
d. thermometer.
d. speed.
Chapter 7 • Forces and Motion
Reading and Writing
157
UNIT
Literature
Name
Date
The Good Ship Popsicle Stick
Read the Unit Literature feature in your textbook.
Write About It
© Macmillan/McGraw-Hill
Response to Literature This article is about a ship
made from ice cream sticks. What words are used to
describe the ship? Choose an object around you. Then
use words to tell about it.
158
Unit C • Physical Science
Reading and Writing