SCIENCE
Unit 5.
Earth and its sources
Dear family…..
Our class is starting unit 5. We will learn about life
cycles
These are the main ideas for unit 5:
1: How do rocks form?
2: What are minerals?
3: What are soil layers?
By the end of unit 5, We will able to read the vocabulary
words, and to answer the unit review.
The vocabulary words are:
rock
igneous rocks
mineral
streak
topsoil
texture
sedimentary rocks
rare
hardness
subsoil
group
metamorphic rocks
common
soil
bedrock
5-1: How do rocks form?
Earth consists of mostly different of rocks. Rock is
natural, solid, nonliving material made of one or more
minerals.
The physical properties of rocks include color, what
minerals they are made of, and texture. Rocks can be
placed into three main groups. Rocks in each group are
formed in a certain way. Each group contains many kinds of
rocks.
Igneous rock are rocks made up of red-hot mixtures of
melted minerals and gases. Igneous rocks can come from
volcano. Granite, basalt and pumice are igneous rocks.
Sedimentary rocks are rocks made up of layers of
sediment that have hardened. Sediment is made up of rocky
matter that settles to the bottom of rivers, lakes and oceans.
Shale, sand stone and chalk are sedimentary rocks.
Metamorphic rocks are rocks that have been changed
by heat, pressure, or both. Slate, for example, used to be a
sedimentary rock called shale. Slate, marble and quartzite
are metamorphic rocks.
Lesson review
A– Make a model or a drawing that shows the
different kinds of rocks.
B- Answer the following.
1- What is rock?
2- What are some differences between rocks?
3- Give examples for each of the following rocks:
a- Igneous rocks.
b- Sedimentary rocks.
c- Metamorphic rocks.
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5-2: What are minerals?
Minerals are the most common materials found on earth.
A mineral is a natural material that forms from nonliving
matter. Gold and silver are rare minerals. Rock salt and
quartz are common minerals.
There are many ways to identify minerals. Ways to
identify minerals are color, luster, streak and hardness. It is
almost impossible to go through a day without using
minerals. The cavity-fighting fluoride in your toothpaste
came from the mineral fluorite. The glass you look through
in your window came from the minerals quartz, soda ash
and limestone.
People also need minerals to keep their bodies healthy
and full of energy. Many of these minerals are found in
plants, vegetables and fruits.
Lesson review
A– Make a model or a drawing that shows some uses
of minerals.
B- Answer the following.
1- What is a mineral?
2- List four examples for minerals.
3- What minerals are found in glass?
4- Why are minerals important to your health?
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5-3: What are soil layers?
Soil is the thin layer of loose material that covers most
of earth's land. Soil is organized into layers. Different places
have layers of different thickness and color.
Topsoil: is the top layer. Topsoil includes rock particles
mixed with the dark products of decay. The decayed parts of
plant and animal remains are called humus. Humus
contains much of what plants need to grow.
Subsoil: is under topsoil. It is often lighter in color than
topsoil. It doesn’t have as much humus as topsoil. Subsoil
includes pieces of broken rocks. Tree roots grow into the
subsoil. Water from precipitation may be in this layer.
Bedrock: As this rock breaks down, it provides raw
material for making new soil.
Lesson review
A– Make a model or a drawing that shows the
different layers of soil.
B- Answer the following.
1- What is soil?
2- Which soil layer contains humus?
3- Where do tree roots grow?
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Unit Review
A- Complete the following sentences.
1- All rocks contain ___________.
2- The layer of soil just below the topsoil is ___________.
3- Rock made up of layers of sediment that have hardened
is ___________.
4- A (n) ___________ is a natural material that makes up
rock.
5- Rock that forms when melted earth materials cool and
harden is ___________.
6- Rock that has changed to another type of rock by heat
and pressure is ___________.
B– Answer the following questions.
1- What are some ways to identify minerals?
2- What is soil?
3- Name an example for a rare mineral.
4- Name an example for a common mineral.
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Unit 6.
The sun, planets and moon
Dear family…..
Our class is starting unit 6. We will learn about The sun,
planets and moon.
These are the main ideas for unit 6:
1: What are the sun and planets like?
2: How does earth moves around the sun?
3: How does the moon move?
By the end of unit 6, we will be able to read the vocabulary
words, and to answer the unit review.
The vocabulary words are:
star
planet
solar system
glowing
rotation
revolution
orbit
seasons
moon
reflect
phases
6-1: What are the sun and planets like?
Think about the many stars you might see twinkling in
the night sky.
A star is a ball of hot, glowing gases.
The sun is a star, but it seems larger and
brighter than other stars because it is the
closest star to Earth.
Earth is a planet. A planet is a dark object
that moves around the sun. There are eight planets that
move around the sun.
The sun, the planets, and their moons, and other objects
that move around the sun make up our solar system.
The planets in our solar system, from the closest to the
sun to farthest away are:
Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and
Neptune.
Lesson review
A– Make a model or a drawing that shows the sun.
B- Answer the following.
1- What is a star?
2- What is a planet?
3- What is a solar system?
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6-2: How does earth move around the sun?
Earth is constantly rotating and revolving. Earth is rotating
on its axis. The rotation of earth causes
day and night. One complete rotation
takes one day, or twenty four hours.
At the same time Earth is rotating on its
axis, it is also revolving around the sun.
The path earth revolves around the sun
is called orbit. One complete orbit around the sun is called
a revolution. It takes one year, or about 365 days, for earth
to make one revolution. The revolution of earth causes four
seasons. Remember that the four seasons are: winter,
spring, summer, and fall.
Lesson review
A– Make a model or a drawing that shows the
rotation of earth.
B- Answer the following.
1- What is an orbit?
2- What causes day and night?
3- What is a revolution?
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6-3: How does the moon move?
Look at the picture of the moon. Earth is about four times
the size of the moon. Like Earth, the surface of the moon
has mountains and valleys.
The moon is also full of craters and large,
flat plains covered with rocks and dust.
The moon has no life, because it has no
air, water, or plants. The moon moves
around earth in much the same way earth
moves around the sun. It takes one month to revolve once
around earth. The moon reflects light from the sun. Sunlight
is reflected off the part of the moon that faces the sun. The
part of the moon that does not face the sun is dark. You see
only the lit part of the moon that faces earth.
The moon does not change shape. It only appears to
change shape because all you see is the lit part. All these
different shapes together are called the phases of the moon.
Lesson review
A– Color the phases of the moon.
Full
Moon
Gibbous
Moon
First
Quarter
Last
Quarter
Crescent
New
Moon
Moon
B- Answer the following.
1- What are the phases of the moon?
2- Does the moon reflect sunlight?
3- Does the moon have a life on its surface? Why?
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Unit Review
A- Complete the following sentences.
1- The sun is the closest ___________ to earth.
2- A dark object that moves around the sun is called
a _________.
3- Our _________ consists of the sun, the eight planet and
their moons and other objects in the sky.
4- It takes earth twenty-four hours to ________ on its axis.
5- Each complete orbit makes around the sun is called
a _________.
6- Earth travels in a path called an ________ around the
sun.
B– Answer the following questions:
1- What are the names of the planets in our solar system?
2- What are the names of the four seasons?
3- What are two things you know about the moon?
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Unit 7.
Matter and its properties
Dear family…..
Our class is starting unit 7, we will learn about matter
and its properties.
These are the main ideas for unit 7:
1: How can we describe matter?
2: How are properties of matter measured?
By the end of unit 7, we will be able to read the vocabulary
words, and to answer the unit review.
The vocabulary words are:
matter
mass
balance
graduated cylinder
weight
volume
two pan balance
property
mass
measure
7-1: How can we describe matter?
All of the objects you see around you are made of
matter. Matter is anything that takes up space and has
mass. You can feel the mass of objects as weight when you
pick them up. When you blow up a balloon, you see that
even air takes up space.
A property is something about matter that you can
observe with one or more of your senses.
A ball looks round and feels
smooth or bumpy. It could be hard
of soft.
Lesson review
A– Make a model or a drawing that shows
different matter around you.
B- Answer the following.
1- What is matter?
2- What is property?
3- Describe your science book as matter.
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7-2: How are properties of matter measured?
One property of matter that you can measure is mass.
An object's mass is the amount of matter it has.
One tool used to measure mass is a balance. There are
many types of balances as two pans balance and sensitive
balance. A metric unit for mass is the gram (g). Larger
amounts of matter are measured in kilograms (kg).
Another property of matter that you can measure is
volume. An object's volume is the amount of space that the
object takes up. To measure the volume of liquids, you use
a graduated cylinder. The basic metric unit for volume is liter
(L).the smaller parts of a litter are milliliters (ml).
Lesson review
A– Make a model or a drawing that shows a
graduated cylinder.
B- Answer the following.
1- What is an object's mass?
2- Name a metric unit for mass.
3- What is an object's volume?
4- Name the basic metric unit for volume.
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Unit Review
A- Complete the following sentences.
1- Anything that takes up space and has mass is______.
2- An object's _________ is the amount of matter it has.
3- A measuring cylinder is used to find a liquid's _______.
4- An object's _________ is the amount of space that the
object takes up.
B– Answer the following questions.
1- What are two properties of matter that can be measured?
2- Name two types of balances.
3- List some examples of matter in your class.
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Unit 8.
Changes in matter
Dear family…..
Our class is starting unit 8, we will learn about
changes in matter.
These are the main ideas for unit 8:
1: What are physical changes in matter?
2: What are mixtures?
3: What are solutions?
4: What are chemical changes in matter?
By the end of unit 8, we will be able to read the vocabulary
words, and to answer the unit review.
The vocabulary words are:
physical change
states
remains
mixture
milted
separate
solution
dissolve
chemical change
ingredients
spread
rust
8-1: What are physical changes in
matter?
Physical properties such as size, weight, color, and
position can change. Materials can also change state, for
example cutting fruit into pieces causes a physical change.
The pieces are made of the same kind of matter as the
whole fruit. Matter goes through a physical change when it
changes the way it looks without becoming a new kind of
matter.
There are lots of ways to change the way matter looks. An
example of physical change is a change in the state of
matter. States of matter are the forms that matter can take
solid, liquid, and gas. Matter can change from one state of
matter to another. Even if the state of one kind of matter
changes, it remains the same kind of matter. For example,
when liquid water freezes, it becomes ice. Ice is a solid.
However, when ice melts, you can see that it is still water.
Ice and water are the same kind of matter.
Lesson review
A– Make a model or a drawing that shows a physical
change.
B- Answer the following.
1- What is a physical change?
2- What are the states of matter?
3- What physical changes happen to water as it freezes?
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8-2: What are mixtures?
Each single coin in this picture is
made up of matter. So what happens
when you put all these different
pieces of matter together? You get a
mixture. A mixture is made of two or
more kinds of matter that are placed
together. The amounts of each kind
of matter do not have to be the same. For example, there
may be more quarters than pennies in the coin mixture. But
it is still a mixture. In fact, each coin is a mixture. Two or
more metals are melted together to form each type of coin.
What is important about a mixture is that each kind of
matter in it does not change into another substance. Each
kind of matter can also be separated from every other kind
in the mixture. Some mixtures are very easy to separate.
For examples, you can separate sand grains and marbles
because of their size.
Lesson review
A– Make a model or a drawing that shows a mixture
of fruits salad.
B- Answer the following.
1- What is a mixture?
2- Give two examples for mixtures.
3- What parts make up this mixture?
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8-3: What are solutions?
Have you ever mixed lemonade
powder into water to make lemonade?
After you stir the powder into the
water, it seems to disappear. But it
doesn't go away. It dissolves. This
means the powder breaks into
particles so tiny that you cannot see
them. Also, the particles spread evenly
throughout the water.
When one or more substances dissolve in another, a
solution forms. A solution is a kind of mixture. Unlike a
mixture of sand and marbles, though, you may not be able
to see the particles in a solution. Even though you can't see
the powder in the lemonade, you know it's there if you taste
it. Some substances, like lemonade mix, will dissolve in
water. Other substances, like small stones will not dissolve
in water. Remember that you use all kinds of solutions. For
examples soda, lemonade mix and juice.
Lesson review
A– Make a model or a drawing that shows a solution.
B- Answer the following.
1- What is a solution?
2- Do all substances dissolve in water? Give examples.
3- What makes lemonade mix a solution?
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8-4: What are chemical changes in matter?
Some changes in matter can produce new kinds of
mater. In a chemical change, one kind of matter changes
into a different kind of matter. A chemical change happens
when bread is baked. The batter is a mixture of ingredients.
But the heat of the oven causes chemical changes to
happen. Then a new substance, bread, is formed.
Sometimes a chemical change can happen quickly. For
example, fire can burn wood in minutes. Other times,
a chemical change happens slowly. Think about an iron
chain that's left outside. Aided by water, the iron slowly
combines with oxygen gas from air.
Then the iron and oxygen change
to rust. The rust is now a different
kind of matter, and it will not
change back into iron and oxygen
gas.
Lesson review
A– Make a model or a drawing that shows a chemical
change.
B- Answer the following.
1- What is a chemical change?
2- Does a matter change into another matter in a
chemical change?
3- How do you know that iron rust is a chemical
change?
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Unit Review
A- Complete the following sentences.
1- A change in which the matter does not turn into a new
kind of matter is called ____________.
2- Salt water is a _________ because one substance
dissolves in another.
3- A _________ is two or more substances combined
without changing any kind of matter.
4- Solid, liquids ,and gases are __________.
5- A change in which one kind of matter is changed into
another kind of matter is called ___________.
B– Answer the following questions.
1- Why cutting wood is a physical change but burning
wood is a chemical change?
2- Put these steps in the correct order:
ashes, paper, burning paper.
3- List two examples for:
A – Physical change.
B - Chemical change.
C - Mixture.
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Unit 9.
Energy
Dear family…..
Our class is starting unit 9, we will learn about energy
These are the main ideas for unit 9:
1: What is energy?
2: What is heat energy?
3: What is light energy?
By the end of unit 9, we will be able to read the vocabulary
words, and to answer the unit review.
The vocabulary words are:
energy
chemical energy
burning
forms
kinetic energy
sources
electrical energy
thermal energy
glow
9-1: What is energy?
The main source of energy on
earth is the sun. Energy takes many
forms. Energy is the ability to do
work or to cause change. Work is
done when a force makes an object
move. The sun's heat energy makes
earth a warm place in which we can
live. The sun's light energy makes plants grow. The sun's
energy also causes winds to blow and water to move
through water cycle.
We use many forms of energy in addition to the forms
that come directly from the sun. Electrical energy runs just
about many things in your home. Sound energy comes out
of your T.V. Chemical energy in fuel runs the engine of a
car. Notice that the energy of motion is kinetic energy.
Lesson review
A– Make a model or a drawing that shows a form of
energy.
B- Answer the following.
1- What is energy?
2- List three forms of energy.
3- What is kinetic energy?
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9-2: what is heat energy?
Matter is made of very small, moving particles. Each
particle of matter is moving,because it has energy. The
sun's rays feel warm on your skin, for instance. The sun's
rays warm matter by making its particles move faster. The
energy of moving particles is called thermal energy. Thermal
energy is the total energy of all the particles in matter.
Thermal energy moves as heat from a warmer object to a
cooler object. Put a spoon into a hot drink. Heat travels from
the drink through the cooler spoon.
When energy is changed from one form to another, at
least some heat is given off. The burner coils the pot change
electrical energy to heat. Burning matches, wood, and
natural gas are examples of chemical changes that give off
heat. You notice friction when you rub your hands together
to warm them. The friction caused by rubbing gives off heat.
Every time energy moves, there is heat.
Lesson review
A– Make a model or a drawing that shows the sun's
rays.
B- Answer the following.
1- What is thermal energy?
2- List some sources of heat.
3- What happens when energy changes from on form to
another?
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9-3: What is light energy?
Light is a form of energy. We can see of the ways that
light behaves. Light comes from
different sources. The sun's energy
travels from the sun to earth as
waves.
The waves have different
amount of energy. We can see or
feel the effects of only some of these
waves. Light is energy that we can see.
Chemical energy is another source of light. Burning is a
chemical change. Candles, campfires, and matches, for
instance, give off light as the gas burns. Electricity is also
a source of light. It makes the wire in a light bulb get so hot
that it glows and gives off light. Most sources of light are
also sources of heat. Heat lamps are used to keep things
warm.
Lesson review
A– Make a model or a drawing that shows a source
of light.
B- Answer the following.
1- What is the main source of light on earth?
2- Where does light come from?
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Unit Review
A- Complete the following sentences.
1- The energy of motion is ____________.
2- The total energy of all the particles in an object is the
amount of __________ the object has.
3- A form of energy that is stored in a battery is ________.
4- A form of energy that you can see is _____________.
5- When you rub your hands together, your hands
feel ____________.
B– Answer the following questions.
1- List three examples of chemical change that give off
heat.
2- What is energy?
3- What are the benefits of the solar energy?
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Unit 10.
Plants
Dear family…..
Our class is starting unit 10, we will learn about plants.
These are the main ideas for unit 10:
1: Why do plants need leaves?
2: Why do plants need roots?
3: Why do plants need stem?
4: How are plants grouped?
By the end of unit 10, we will be able to read the
vocabulary words, and to answer the unit review.
The vocabulary words are:
leaves
carbon dioxide
sugars
balance
ground
cones
tubes
stolons
coniferous
flowering plant
stomata
hold
Taproot
cactus
pollinated
10-1: Why do plants need leaves?
A plant's leaves come in many shapes and sizes. They
help green plants because they make food. The food they
make is a kind of sugar.
To make food, leaves, use air, water, and the energy of
sunlight. Carbon dioxide is a gas in air. It enters the plant
through tiny holes on the underside of leaves called
stomata. Water passes from soil through roots and stem
and into each leaf. The leaves change carbon dioxide gas
and water into sugar and oxygen. Oxygen goes out from the
plant through the same tiny holes through the stomata,too.
The plant uses the sugar to live and grow.
Leaves help plants in other ways. They help plants to
balance the amount of water plants take in. If there too
much water in the plant, leaves will let some water out
through the stomata. A plant's leaves may also help protect
the plant from being eaten. Leaves might be poisonous,
sharp, or tough to chew. Hungry animals will leave the plant
alone.
Lesson review
A– Make a model or a drawing that shows the plant's
leaves.
B- Answer the following.
1- List the main parts of most plants.
2- How does a leaf help a plant live?
3- What are the main things that a plant's leaf need to
make food?
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10-2: Why do plants need roots?
Along with their leaves, plants need their root and stem
systems to live and grow.
The root system of a plant is often below the ground
where you cannot see it. The roots hold the plant in the soil.
Roots take in water and minerals from the soil. The roots
also store food made by the plant. Many plants, such as
carrots and dandelions, have large root called a taproot.
The taproot grows deep into the soil. The taproot stores
food for the plant.
At the tips of roots are tiny hairs. Plants take in water
through their root hairs. Root branches with their many root
hairs grow far into the soil to reach water. Water travels
through tubes of the plant's stem and leaves.
Lesson review
A– Make a model or a drawing that shows the carrot
taproot.
B- Answer the following.
1- How do roots help a plant?
2- Give an example for a plant that has taproot.
3- What are root hairs?
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10-3: Why do plants need stems?
A plant's stems hold up its leaves, flowers, and fruits.
Most plant stems have tubes that move water and minerals
from the roots of plants to leaves. Other tubes carry food
from the leaves of plants to other stems and roots.
Stems come in different kinds. Some stems, called
stolons, are thin and grow along the surface of the ground.
These stems can grow roots and a new plant. Cactus stems
swell up as they store water. The stems shrink as the plant
uses water. Cactus stems also have a thick, waxy covering
to help keep them from losing water. This type of stem helps
the cactus plant survive in a desert. Parts of some stems
grow underground. When you eat a potato, you eat a stem
part that stored food underground. Some plants have stems
with special features to help them survive. For example,
some stems have thorns, spines, or stinging hairs to keep
hungry animals from eating them.
Lesson review
A– Make a model or a drawing that shows the cactus
stem.
B- Answer the following.
1- How do stems help a plant?
2- Where does a potato's stem grow?
3- Why some stems have thorns or spines?
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10-4: How are plants grouped?
Plants can be grouped by the kinds of parts they have.
An apple tree, a grass, and a cactus are flowering
plants, but each is in a different group. Plants in each group
have different kinds of roots, stems, leaves, and flowers.
Flowering plants grow flowers that make pollen or
seeds. Bees, other animals, or wind pollinate a flower when
they move pollen to the flower part that makes seeds. After
a flower is pollinated, seeds form near the center of the
flower. A fruit often grows to surround and protect the
seeds.
Conifers trees grow cones instead of flowers to make
their seeds. Conifers trees include pine, fir, spruce, and
hemlock. Conifers trees make two kinds of cones. They
make small pollen cones and large seed cones. When
pollen attaches to the seed cone, seeds begin to grow.
Lesson review
A– Make a model or a drawing that shows a flowering
plant.
B- Answer the following.
1- What are two ways to group seeds plants?
2- Describe how a flower makes a seed.
3- Give examples for conifers
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Unit Review
A- Complete the following sentences.
1- A tree that makes cones is a(n) __________ tree.
2- Bees, wind, and water can ___________ flowers.
3- A cactus stores the most water in its _________.
4- Stems are thin and grow along the surface of the
ground called ___________.
5- A(n) _____________ is a flowering plant.
6- A(n) _____________ is a conifers plant.
B – Answer the following questions.
1- What do plant's leaves need to make sugar?
2- What do plant's flowers need to pollinate?
3- What are two kinds of cones?
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The end.