Bring Science Alive! Exploring Science Practices— Grade 3 | Unit 1 Sample Science Journal

Grade 3 TCI’s Grade 3 program includes four units. Each unit has a Science Journal, complete with hands-on investigations, text with notes, and checks for understanding.

Unit 1

Unit 1 Environments and Living Things 1 Where Do Organisms Live?

2 How Does Living in a Group Help Some Animals Survive?

Performance Assessment: Building an Exhibit on Columbian Mammoths 3 How Do Environments Change?

Grade 3

4 What Happens to Organisms in Changing Environments?

5 How Do People Learn About Extinct Organisms?

6 What Do Fossils Show About Environments of Long Ago? Performance Assessment: Researching How

Environments and Living Things Science Journal

Columbian Mammoths Went Extinct

Unit 2 Forces and Motion 1 What Do Forces Do?

4 What Can Magnetic Forces Do?

2 What Happens When Forces Are Balanced

5 What Can Electric Forces Do?

or Unbalanced?

3 How Can You Predict Patterns of Motion?

Performance Assessment: Designing the Plenty-O-Fish Game

Performance Assessment: Testing Carnival Games

Unit 3 Weather and Climate 1 What Makes Weather?

6 How Are Weather and Climate Related?

2 How Is Temperature Measured?

7 How Does Extreme Weather Affect People?

3 How Is Wind Measured?

8 How Can People Reduce Extreme Weather

4 How Are Rain and Snow Measured?

5 How Is Weather Predicted?

Damage?

Performance Assessment: Evaluating Roof Designs

Performance Assessment: Graphing Weather Data

Unit 4 Life Cycles and Traits 1 Why Do Offspring Look Similar to Their Parents?

5 What Are the Life Cycles of Plants?

2 How Does the Environment Affect Traits?

6 What Are the Life Cycles of Animals with Backbones?

3 How Are Traits Affected by Both Inheritance and

7 What Are the Life Cycles of Animals Without

the Environment?

4 Why Do Some Members of a Species Survive and Not Others?

Backbones?

Performance Assessment: Creating Infographics on Life Cycles

Performance Assessment: Writing for Science Monthly

Engineering

Name:

Grade 3 Bring Science Alive!

Unit 1

Environments and Living Things A Natural History Museum has hired you as junior paleontologists!

Discover why Columbian Mammoths lived in groups and what their fossils tell you about their environment.

1 Where Do Organisms Live?..........................................................6 2 How Does Living in a Group Help Some Animals Survive?......... 32 Performance Assessment: Building an Exhibit on Columbian Mammoths.................................................................................54 3 How Do Environments Change?.................................................60 4 What Happens to Organisms in Changing Environments? .....................................................................82 5 How Do People Learn About Extinct Organisms?..................... 104 6 What Do Fossils Show About Environments of Long Ago?....... 126 Performance Assessment: Researching How Columbian Mammoths Went Extinct.......................................................... 146 Engineering

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Anchoring Phenomenon Think about this unit’s Anchoring Phenomenon: Paleontologists have found groups of Columbian Mammoth fossils all across North and Central America. These Columbian Mammoths died off thousands of years ago. Complete the chart.

• List what you know about this unit’s phenomenon.

• Write questions you wonder about this phenomenon.

Know

Wonder

3

Unit Checkpoints As you complete each lesson, look for this icon learned in the lesson.

Lesson

and return to record what you’ve

What I Learned

1 Where Do Organisms Live?

2 How Does Living in a Group Help Some Animals Survive?

3 How Do Environments Change?

4 What Happens to Organisms in Changing Environments?

5 How Do People Learn About Extinct Organisms?

6 What Do Fossils Show About Environments of Long Ago?

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Unit 1 Environments and Living Things

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Using what you learned in this unit, explain the unit’s Anchoring Phenomenon: Paleontologists have found groups of Columbian Mammoth fossils all across North and Central America. These Columbian Mammoths died off thousands of years ago.

Claim

Evidence

Reasoning

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Unit 1 Environments and Living Things

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Lesson 4

What Happens to Organisms in Changing Environments?

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INVESTIGATION

Observing Phenomena Discuss: How does melting ice affect polar bears?

Observe this phenomenon: This coati finds food in a trash can.

See It!

Look outside. What animals live nearby? In what ways is their environment changing?

Think of what you already know about organisms in changing environments. Write questions you have.

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INVESTIGATION

Introducing Wildlife Crossings You will visit your state’s Park and Recreation Department. You will read about a design contest for a new wildlife crossing.

Then, you will rank the designs.

Read through the information to learn why the park needs a wildlife crossing. As you read, think about how the information is related to what you have learned so far.

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INVESTIGATION

Defining the Problem

What problem will the wildlife crossing solve?

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INVESTIGATION

A letter was sent to engineering companies asking about the wildlife crossings they make. Let’s read the Parks and Recreation Department’s letter to the engineering companies (Handout A).

• What did you learn from the letter?

• Look carefully for criteria. Criteria are the things the crossing has to do. Underline any criteria that you see.

• Look carefully for constraints. Constraints are the limits of what the company can do with the project.

After reading the website and letter and talking with the class, answer the following questions.

What are the criteria for the wildlife crossing?

What are the constraints for the wildlife crossing?

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Reviewing and Choosing the Designs Read through the website to learn about the top four designs for the wildlife crossing.

Afterward, review the ratings on Handout C for each design.

Make a claim that ranks the designs from 1 to 4. Use evidence to support your decisions.

Explain how you made your decisions. What factors did you consider most important in making your decision?

Rank the four wildlife designs in order from 1 to 4. “1” is the best design, and “4” is the worst.

Company Name

Eco Developers

Over Pass

$200

$1,500,000

$2,000,000

$500,000

Size of Bridge or Underpass

Can span any size of road

Can span any size of road

4 lane road

6 lane road

Safety Rating

5

4

3

4

Animal Types

Squirrels only

Most forest animals

Most forest animals

Only small animals

Timeline

3 months

10 months

9 months

6 months

Cost of Project

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Squirrel Safe

Culvert

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INVESTIGATION

Rank

Design

Squirrel Safe

Eco Developers

Over Pass

Culvert

Explain how you made your rankings. What was the most important factor for your choices?

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INVESTIGATION

Vocabulary Match the term to the correct definition.

Word Bank adaptation

behavior

reproduce

1. T o make more of the same kind of organism.

2. A behavior or body part that helps an organism survive and reproduce in its environment.

3. A n action that an organism does.

My Science Concepts Reflect on your understanding. Draw an X along each line.

Different species have different adaptations that help them survive in their environments. The adaptations can be a behavior, like knowing how to hunt, or body parts, like sharp teeth. Organisms must adapt to environmental change by changing their behaviors or moving to new environments, or die if they cannot survive and reproduce.

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An environment can change in ways that affect its physical characteristics, temperature, and availability of resources. Seasonal changes, severe storms, or disasters also change environments. Humans can cause environmental changes with pollution and by cutting down trees.

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Engineers make decisions based on evidence on how a solution meets the criteria and constraints of a problem. If the problem changes, so will the solution.

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1. Species Have Adaptations

A leopard has fur with spots that help it hide among plants and sneak up on its prey. Sneaking up on prey alone is the leopard’s hunting style. This hunting style helps it capture food.

A leopard’s hunting style is a behavior.

A behavior is an action that an organism does. The leopard’s spotted fur is a body part. A behavior or body part that helps an organism survive and reproduce in its environment is called an adaptation. Leopards have sharp teeth for tearing meat. Sharp teeth are an adaptation. A leopard is well adapted to its forest environment. Its body parts and behaviors help it survive where it lives.

Lions are adapted to their environment of open grassland.

They hunt in groups. They also have sharp teeth for tearing meat, but their fur has no spots. It blends in better with the grass where they live.

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Leopards have long, sharp teeth for biting and tearing meat. Sharp teeth are an adaptation.

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Label at least three things about this leopard that you think are adaptations that help it survive in its environment. Write a sentence about each adaptation that you labeled, and explain how you think it helps the leopard survive.

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2. Some Organisms Adjust to Changing Environments Suppose both green and brown beetles live in an area. Birds cannot easily see green beetles that hide on green plant leaves. What would happen if the leaves turned brown because the environment got much hotter?

These beetles have different adaptations. Their adaptations help them survive in different environments.

Environments Change

You have read about the many ways an environment can change. After a change, some of the organisms that live there may not be as well adapted. They may die. A green beetle on a brown leaf would be seen and eaten by a bird. Now, a brown beetle has better adaptations. Its brown color is an adaptation that will help it survive in the new environment. Each type of beetle has different adaptations that help it survive and reproduce in different environments. To reproduce means to make more of the same kind of organism.

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Behaviors Help Animals Survive

When an area changes, some adaptations may not work anymore. But most organisms cannot change their body parts. Adult beetles that start out one color usually stay that color their whole lives. So most animals also use behaviors to survive.

A few organisms can change their bodies. Chameleons are a kind of lizard that can change the color of their skin.

Some change their color when they see an animal that wants to eat them. One type of chameleon even turns one color if it sees a bird and a different color if it sees a snake! These behaviors help chameleons survive.

A small desert rat cannot change its body parts to adjust to the heat. But it can change its behavior. The rat digs a hole where it can hide during the hot day. Other animals can even learn new behaviors throughout their lives that help them survive.

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Chameleons are lizards that can change the color of their skin. Some chameleons use this behavior to hide from animals that want to eat them.

This desert rat digs a burrow in the ground and hides during the heat of the day. This behavior helps it survive in the desert.

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Explain in your own words why these beetles might survive in each of these environments and how they are adapted to them.

Brown beetles live on brown leaves.

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Green beetles live on green leaves.

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3. Organisms in a Changing Rainforest Humans are cutting down trees in the world’s rainforests. When a rainforest changes, what happens to the species that live there?

Many rainforest species live and meet their needs only in one place. Cutting down even small areas of forest can take away the only home of some species.

Many will die. Others move away. A few will survive and stay.

Cutting down trees increases the amount of light on the ground. Some plants are adapted to shade and too much light burns their leaves. They die, or do not grow well.

Plants that like a lot of light may take their place. Cutting down trees also dries out the soil. Without roots to hold it in place, soil can be lost. As the environment changes, so do the species that live there. Some species die out or leave the environment while others move in.

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Plants with big leaves like these are adapted to live on the ground in the rainforest. If the trees that grow over them are cut down, these plants may not be able to survive in the changing environment.

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There is a species of beetle that lives on this tree in the rainforest. If this tree gets cut down, what do you think will happen to the beetles that live there?

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4. Organisms in a Changing Coral Reef Humans also change coral reef environments. Invasive species harm reefs and their organisms. So does too much fishing. Warm water and pollution also harm reefs.

Corals are adapted to water of a certain temperature. They are killed by water that is too warm. Fish and other sea animals that rely on corals for food will leave the reef. Some will start to eat new food and will survive and reproduce.

Many reef fish have mouths adapted for eating certain kinds of food. If that food dies, they have nothing to eat. Many reef fish also hide in the reef to escape danger. Their shape lets them make quick turns and stop.

This way they avoid enemies. If the coral reef disappears, they will have nowhere to hide and nothing to eat. They might not be able to survive in the new environment.

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The red lionfish shown here is an invasive species in some reefs. It has no enemies and eats many of the native fish on the reef. This changes the coral reef environment.

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This coral reef has been damaged. It is not as colorful as it once was. Many of the corals are dead. There are very few fish that live here now. What are some changes that can damage coral reefs?

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5. Some Organisms Move to New Environments You may have seen bears eating out of trash cans on the news. But bears normally live in the woods and eat wild foods. Why do you think bears might start eating food out of trash cans?

When an environment changes, some organisms either move or stay and have to change. For example, suppose that humans bulldoze a forest. This would cause all of the bears that live in that forest and eat berries to have no food. They must either move to a new environment or stay and learn to eat something new. Otherwise they will die.

Does moving solve the problem of a changed environment? It might if an organism can find another home that meets its needs. But a lot of forests already have other bears.

There is no room for new bears. Bears with nowhere to go might try to stay and change their behavior to eat new foods.

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This bear is eating berries in the wild. In other places where their environments have been changed by humans, some bears have started eating human garbage.

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This bear eats berries in its forest environment. If that forest environment gets cut down by humans, what might the bear do?

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UNDERSTANDING

Show What You Know Consider this deep lake environment. Then, answer the questions on this and the following page.

The water is warm in the summer. But in winter, the lake cools off and the surface freezes over. There are many small fish, aquatic plants, and algae. There are also a few larger fish that eat many of the smaller fish Draw an organism that lives here. Label one or more of its adaptations to this environment. Write how the adaptation helps the organism survive.

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CHECK

FOR

UNDERSTANDING

Suppose part of the lake dried up. Now it is much shallower.

The largest fish die. Only the smaller fish survive. How would your organism adapt?

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UNDERSTANDING

Making Sense of the Phenomenon Let’s revisit the phenomenon: This coati finds food in a trash can.

Think about: • Where might a bag of chips have come from?

• Is this trash a natural food source for this coati?

Use your findings from the investigation to answer this question: What impact do humans have on animals and their environments?

Claim Evidence

Reasoning

Go back to page 4 and fill out the unit checkpoint for this lesson. © Teachers’ Curriculum Institute

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Lesson 5

How Do People Learn About Extinct Organisms?

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Lesson 5 How Do People Learn About Extinct Organisms?

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INVESTIGATION

Observing Phenomena Discuss: How can you learn about species that no longer live on Earth?

Observe this phenomenon: This model shows an organism that has not existed on Earth for thousands of years.

See It!

What other organisms have you heard about that are “extinct”, that no longer live on Earth?

Think of what you already know about how people learn about extinct animals. Write questions you have.

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INVESTIGATION

Reviewing Types of Fossils Draw a line from each image to the description that it matches.

• These tracks were made by a dinosaur walking in mud. They have been preserved for millions of years. This is a trace fossil.

• This cast fossil formed when an imprint of a shell formed a mold and filled with rock.

• These ancient insects where trapped in tree sap and fossilized. This amber is an example of a whole body fossil.

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INVESTIGATION

Learning the Dig Procedure You will follow these steps with your partner: 1. Enter the dig site. Select a part of the grid to investigate. Brush the sand away to uncover the fossil beneath.

2. Carefully take the fossil to your research station.

3. Find the description that best matches the fossil you found. Add the grid coordinates in the column to the right of the correct description.

4. In the next column, add the type of fossil you found: trace, mold and cast, or whole body fossil.

5. Then, draw a picture of the fossil.

6. Have your work checked by your teacher, and then go investigate another fossil until you have investigated all nine.

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INVESTIGATION

Conducting the Dig 1. Dig up a fossil.

2. Take it back to a research station.

3. Match description in notebook to fossil. Record grid location.

4. Draw a picture of the fossil.

5. Record whether it is a trace, mold and cast, or whole body fossil.

6. Have your teacher check your work. Bury your old fossil in the same tray. Then, find a new one!

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INVESTIGATION

Follow the directions to investigate fossils. Record your findings below.

Description

Location

Type

Ancient organisms left these tiny trails in sandstones.

This dragonfly was fossilized when tree sap covered the entire organism. Then the sap hardened.

Dinosaur footprints like these show how and where the animal walked.

This early land animal left behind an imprint of its skeleton, even after the skeleton was destroyed.

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INVESTIGATION

Description

Location

Type

This fern plant leaf made an imprint in the mud, which dried before the leaf rotted away.

These mosquitos were trapped in tree sap that encased them and then turned into amber.

This ancient spider was completely covered in tree sap.

This ammonite was buried in mud. An impression of its spiral shell was preserved.

Some parts of these three trilobites’ bodies were preserved, but not the soft parts.

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INVESTIGATION

Draw a picture of each fossil in the location you found it.

A

B

C

1

2

3

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INVESTIGATION

Vocabulary Match the term to the correct definition.

Word Bank organism

bacteria

environment rainforest

1. I n danger of going extinct. There are only a few members of the species still alive.

2. H aving no living members. All members of a species have died.

3. T he remaining pieces or trace of an organism that lived long ago.

My Science Concepts Reflect on your understanding. Draw an X along each line.

Species become extinct when all the organisms of one species dies. Many organisms are now extinct. Some have left fossils. Most fossils come from hard body parts like bones or shells. Fossils give scientists clues about extinct organisms and environments long ago. Some of the different kinds of fossils are trace fossils, mold fossils, cast fossils, and whole body fossils.

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Dinosaur fossils are some of the most well-known fossils. These fossils can provide evidence on physical or behavioral features, how long ago they lived, and when they became extinct.

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Scientists base their findings on evidence. If they find fossils that provide new and different evidence, scientists change their conclusions.

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1. Extinction Have you ever seen a Tyrannosaurus rex? Of course not! These dinosaurs no longer exist. Millions of years ago, dinosaurs lived all over Earth. But a sudden change in their environment killed most of the dinosaurs.

The T. rex is extinct. An extinct species has no living members. Many kinds of plants and animals that once lived on Earth are now extinct. Organisms can go extinct very quickly. Every day, some species go extinct.

Some organisms start to die when their environment changes. When not many of them are left, their species is now called endangered. Endangered means they are in danger of going extinct. If the members of an endangered species keep dying faster than they reproduce, the species might go extinct.

Mountain gorillas are endangered, which means many of them are dying and their species is in danger of going extinct.

This is a Tyrannosaurus rex skeleton. All the large dinosaurs like the T. rex are extinct, which means there are no more alive on Earth.

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You have read that many species, such as dinosaurs, are extinct. Why do you think that some kinds of organisms might become endangered or go extinct?

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2. Fossils As you know, the large dinosaurs that used to roam Earth are now extinct. So, how do people know what dinosaurs looked like?

Some extinct species have left behind fossils. A fossil is the remaining pieces or trace of an organism that lived long ago.

Most fossils come from hard body parts such as bones or shells. Some fossils are of small organisms, like insects. Others are of large organisms, like the T. rex. There are several kinds of fossils.

Trace Fossils

These tracks were made by a dinosaur walking in mud. They have been preserved for millions of years.

Trace fossils give hints about how an animal lived. Trace fossils are not actual body parts. Instead, they are clues about an organism. Dinosaur footprints are trace fossils. They show whether the animal used two legs or four.

They show whether it walked or ran or hopped.

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Mold and Cast Fossils

A mold fossil is a hollow space in a rock shaped like the organism part that formed it. Leaves, shells, or bones often fall into mud. Sometimes, the mud becomes rock. Now, even after the part of the organism rots away, the impression in the rock is still there.

Sometimes, the inside of the mold gets filled with rock. This makes a copy of the body part that made the mold. This type of fossil is called a cast fossil.

This cast fossil formed when an imprint of a shell formed a mold and filled with rock.

Whole Body Fossils

Sometimes fossils of a whole body are found. Some of these, especially fossils of insects, are found in a sticky tree substance called resin. As it dries, the resin turns into a hard substance called amber.

These fossils form faster than most other types. But it still takes millions of years.

The organism in the amber becomes a whole body fossil.

These ancient insects were trapped in tree resin and fossilized. This amber is an example of a whole body fossil.

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You learned about three types of fossils in this section: trace fossils, cast or mold fossils, and whole body fossils. Describe each fossil type in your own words.

Trace fossil

Cast and mold fossils

Whole body fossil

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3. Learning About Dinosaurs from Fossils Dinosaurs left behind many fossils. We have learned a lot about these animals from their fossils.

Physical Features of Dinosaurs

Scientists have dug up fossils of many dinosaur species. They can look at the bones to learn about the dinosaurs.

Large dinosaurs had large bones. Smaller dinosaurs had shorter bones. Some dinosaurs had wings and could fly like birds. Scientists have rebuilt skeletons using the bones they found.

Some kinds of dinosaurs had horns or spines. A few had bodies that were covered with thick armor. Fossils found in China show that many dinosaurs even had feathers!

Many fossil teeth have also been found. Many kinds of dinosaurs had flat teeth and ate plants. Sharp, pointed teeth show that other kinds of dinosaurs ate meat.

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When scientists find enough fossil bones, they can build skeletons like this one. They use the skeletons to learn about what the dinosaurs were like when they were alive.

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Behaviors of Dinosaurs

Fossil footprints show that some dinosaurs walked on four legs. Others had two legs and two short arms. Many dinosaur fossils are found in groups, which might show that they lived in families. Dinosaurs laid eggs with hard shells that were similar to bird eggs. Fossil dinosaur eggs have been found in nests.

It seems likely that some dinosaur parents took care of their young.

Where and When Dinosaurs Lived

Dinosaur fossils have been found all around Earth. This tells us that they lived in many different environments. They also lived at many different times. The age of fossils can be measured. Scientists find that dinosaurs lived on Earth for almost 200 million years. These species went extinct about 65 million years ago.

Fossilized dinosaur eggs have been found in nests. This shows that dinosaurs, like many birds today, took care of their young.

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You learned that some dinosaurs were very large with thick bones. Others were small with thin bones. Some had wings and feathers and could fly. Others had horns, spines, or thick armor.

Some dinosaurs had flat teeth for eating plants, and others had pointed teeth for eating meat. Draw a dinosaur that has some of these characteristics.

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4. Most Organisms Do Not Form Fossils Many kinds of fossils have been found.

You might even find fossils where you live. But actually, most organisms never form fossils at all.

Organisms with hard parts are most likely to form fossils. Often, only bones and teeth or a shell remain. The rest of the organism decays or is eaten. Worms and jellyfish have only soft body parts.

These animals rarely form fossils, but a few fossils of soft parts have been found.

They were frozen or preserved before they decayed.

To form a fossil, a dead organism must be buried quickly so that it will not decay or be eaten. Some places have more mud and sediments than others. Those places form more fossils than others. For example, animals that crawl on the bottom of the ocean form many fossils. Swimming creatures form fewer.

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These are fossils of jellyfish. Since jellyfish are soft animals, this kind of fossil is very rare.

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If these two organisms died at the same time, which would be likelier to form a fossil? Why?

Giant lobster on the ocean floor

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Fish swimming in the ocean

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UNDERSTANDING

Show What You Know Look at the conversation below. A student interviewed a scientist.

He wanted to find out how we can know about species that no longer live on Earth. But some parts of their conversation are missing! Your job is to fill in the blanks.

Scientist: Some species lived on Earth a very long time ago. But all of their members have died. We call these species

.

Student: But wait! How can we be sure that these species really lived on Earth?

Scientist: There are many clues! Some organisms leave behind pieces or traces of themselves. These are called .

Student: What can we learn from these remains?

Scientist: From mold and cast fossils, we can learn.....

From trace fossils, we can learn....

Student: Cool! The most interesting thing I have learned about dinosaurs from fossils is...

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UNDERSTANDING

Making Sense of the Phenomenon Let’s revisit the phenomenon: This model shows an organism that has not existed on Earth for thousands of years.

Think about: • What does it mean that this organism is extinct?

• What evidence would scientists use to create this model?

Use your findings from the investigation to answer this question: What can we learn about an extinct organism through a model?

Claim Evidence

Reasoning

Go back to page 4 and fill out the unit checkpoint for this lesson.

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Performance Assessment:

Researching How Columbian Mammoths Went Extinct As junior paleontologists, you will help me investigate why Columbian Mammoths died out long ago.

You will: • examine data recovered from a dig site.

• connect the data collected to decide what caused Columbian Mammoths to die.

• create an argument supported by facts.

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Performance Assessment: Researching How Columbian Mammoths Went Extinct

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PERFORMANCE ASSESSMENT

Taking Part in a Paleontology Dig Although we have already learned a lot about Columbian Mammoths, there is always more for us to learn. Paleontologists dig for fossils in order to learn about things that lived thousands of years ago.

Your classroom has turned into a dig site. Act as paleontologists to excavate fossils and gather data.

© Teachers’ Curriculum Institute

Performance Assessment: Researching How Columbian Mammoths Went Extinct

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PERFORMANCE ASSESSMENT

Record what you discover at each section of the dig site. Be sure to include a description of the remains that you found and any useful information that you learned.

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A1

A2

B1

B2

Performance Assessment: Researching How Columbian Mammoths Went Extinct

© Teachers’ Curriculum Institute

PERFORMANCE ASSESSMENT

Creating an Argument Use the information you uncovered at the dig sites to answer the question: Why did Columbian Mammoths die off?

Fill in this chart to help you create your argument.

Claim: (The answer to the question.)

Evidence: (Write three reasons why you believe the claim.)

Reasoning: (Why does your evidence support your claim?)

© Teachers’ Curriculum Institute

Performance Assessment: Researching How Columbian Mammoths Went Extinct

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Grade 3 TCI’s Grade 3 program includes four units. Each unit has a Science Journal, complete with hands-on investigations, text with notes, and checks for understanding.

Unit 1

Unit 1 Environments and Living Things 1 Where Do Organisms Live?

2 How Does Living in a Group Help Some Animals Survive?

Performance Assessment: Building an Exhibit on Columbian Mammoths 3 How Do Environments Change?

Grade 3

4 What Happens to Organisms in Changing Environments?

5 How Do People Learn About Extinct Organisms?

6 What Do Fossils Show About Environments of Long Ago? Performance Assessment: Researching How

Environments and Living Things Science Journal

Columbian Mammoths Went Extinct

Unit 2 Forces and Motion 1 What Do Forces Do?

4 What Can Magnetic Forces Do?

2 What Happens When Forces Are Balanced

5 What Can Electric Forces Do?

or Unbalanced?

3 How Can You Predict Patterns of Motion?

Performance Assessment: Designing the Plenty-O-Fish Game

Performance Assessment: Testing Carnival Games

Unit 3 Weather and Climate 1 What Makes Weather?

6 How Are Weather and Climate Related?

2 How Is Temperature Measured?

7 How Does Extreme Weather Affect People?

3 How Is Wind Measured?

8 How Can People Reduce Extreme Weather

4 How Are Rain and Snow Measured?

5 How Is Weather Predicted?

Damage?

Performance Assessment: Evaluating Roof Designs

Performance Assessment: Graphing Weather Data

Unit 4 Life Cycles and Traits 1 Why Do Offspring Look Similar to Their Parents?

5 What Are the Life Cycles of Plants?

2 How Does the Environment Affect Traits?

6 What Are the Life Cycles of Animals with Backbones?

3 How Are Traits Affected by Both Inheritance and

7 What Are the Life Cycles of Animals Without

the Environment?

4 Why Do Some Members of a Species Survive and Not Others?

Backbones?

Performance Assessment: Creating Infographics on Life Cycles

Performance Assessment: Writing for Science Monthly

Engineering

Name: