NGSS Grade 5 Speed Bag Sample by Educational Bootcamp

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TEACHERS’ EDITION (NGSS) GRADE 5 Speed Bag Quick Draws® - provides students with the opportunity to organize concepts and information using a pictorial/visual representation. Foundational Text and Disciplinary Core Ideas - provides students with essential concepts related to the educational standards, ensuring a focused and comprehensive understanding of the subject matter. Mission Idea Charts - helps students organize post-reading experiences, crafted to engage in crosscutting concepts that have an application across various domains. Science and Engineering Practices - allows students to explore real-world scenarios through reading while connecting them to engineering solutions outlined in the standard. Vocabulary Drills - uses crossword puzzles to help students review and remember important terms. Learners revisit concepts in a fun and low-pressure way, which strengthens recall. Crosscutting Concepts - uses embedded writing prompts to ensure that students not only recall facts, but also demonstrate their ability to apply Crosscutting Concepts (CCCs). Multiple Choice Assessments - gives students practice in meeting their performance expectations for each standard. Items are scored by awarding one point for each question answered correctly.

SCIENCE BOOTCAMP®- SCIENCE SPEED BAG TEACHERS’ EDITION - GRADE 5 (NGSS) Copyright ©2025 by Educational Bootcamp®️. 1st Edition. All rights reserved Publisher: J & J Educational Boot Camp, Inc. Content Development: Educational Bootcamp J & J Educational Bootcamp, Inc. Sunrise, Florida 33351 EducationalBootcamp.com info@educationalbootcamp.com No part of this publication may be reproduced, transmitted, or stored in a retrieval system, in whole or in part, in any form or by any means, electronic or mechanical, including photocopying, recording, or otherwise, without written permission from Educational Bootcamp. Printed in the United States of America

For information regarding the CPSIA on printed material call: 203-595-3636 and provide reference # LANC 807255

TABLE OF CONTENTS LESSON TITLE

CODE

PERFORMANCE EXPECTATION

PAGES

Structure and Properties of Matter

Mission 1 Invisible Matter

5-PS1-1

Develop a model to describe that matter is made of particles too small to be seen.

pp. 1 - 12

Mission 2 The Total Weight of Matter Is Conserved

5-PS1-2

Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.

pp. 13 - 24

Mission 3 Matching Properties to Materials

5-PS1-3

Make observations and measurements to identify materials based on their properties.

pp. 25 - 36

Mission 4 Mixtures and Solutions

5-PS1-4

Conduct an investigation to determine whether the mixing of two or more substances result in new substances.

pp. 37 - 48

Matter and Energy in Organisms and Ecosystems

Mission 5 Interdependence Among Living Things

5-PS3-1

Use models to describe that energy in animals’ food was once energy from the sun.

pp. 49 - 60

Mission 6 Plant Matter from Air and Water

5-LS1-1

Support an argument that plants get the materials they need for growth chiefly from air and water.

pp. 61 - 72

Mission 7 The Movement of Matter Through Systems

5-LS2-1

Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

pp. 73 - 84

Earth’s Systems

Mission 8 Earth’s Major Systems

5-ESS2-1

Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

pp. 85 - 96

Mission 9 The Distribution of Water on Earth

5-ESS2-2

Describe the amounts of salt and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

pp. 97 - 108

Mission 10 Protecting the Environment

5-ESS3-1

Obtain information about ways individual communities use science pp. 109 - 120 ideas to protect the Earth’s resources and environment.

Space Systems: Stars and the Solar System

Mission 11 The Gravitational Pull Exerted by Earth

5-PS2-1

Support an argument that the gravitational force exerted by Earth on objects is directed down.

Mission 12 The Sun and Its Relative Distance to the Earth

5-ESS1-1

Support an argument that differences in the apparent brightness of pp. 133 - 144 the sun vs. other stars is due to their relative distances from Earth.

Mission 13 Patterns in the Sky

5-ESS1-2

Mission 14 Defining a Problem

3-5-ETS1-1

Define a design problem reflecting a need or a want that includes specified criteria for constraints on materials, time, or cost.

pp. 157 - 168

Mission 15 Comparing Solutions to a Problem

3-5-ETS1-2

Compare multiple possible solutions to a problem based on how well each is likely to meet the criteria of the problem.

pp. 169 - 180

Mission 16 Controlling Variables 3-5-ETS1-3 During Experimentation

Carry out fair tests in which variables are controlled and failure points considered in a model or prototype that can be improved.

pp. 181 - 192

Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. Engineering Design

pp. 121 - 132

pp. 145 - 156

Appendix

Quick Draws®

ALL

Step-by-step directions guide students to create 20-second illustrations of NGSS Science Standards and build a strong frame of reference.

pp. 193 - 225

Vocabulary

ALL

Key science terms with simple definitions to strengthen understanding and support test success.

pp. 226 - 231

FIFTH GRADE PERFORMANCE EXPECTATIONS The performance expectations in fifth grade help students formulate answers to questions such as, “When matter changes, does its weight change? How much water can be found in different places on Earth? Can new substances be created by combining other substances? How does matter cycle through ecosystems? Where does the energy in food come from, and what is it used for? How do lengths and directions of shadows or relative lengths of day and night change from day to day? How does the appearance of some stars change in different seasons?” Students are able to describe that matter is made of particles too small to be seen through the development of a model. Students develop an understanding that regardless of the type of change that matter undergoes, the total weight of matter is conserved. Students determine whether the mixing of two or more substances results in new substances. Through the development of a model using an example, students are able to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. Students describe and graph data to provide evidence regarding the distribution of water on Earth. Students develop an understanding of the idea that plants get the materials they need for growth chiefly from air and water. Using models, students can describe the movement of matter among plants, animals, decomposers, and the environment, and explain that the energy in animals’ food was once energy from the Sun. Students are expected to develop an understanding of patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. The crosscutting concepts of patterns; cause and effect; scale, proportion, and quantity; energy and matter; and systems and systems models are the key concepts for these disciplinary core ideas. In fifth-grade performance expectations, students are expected to demonstrate grade-appropriate proficiency in developing and using models, planning and carrying out investigations, and analyzing and interpreting various data, all while using the basic concepts of mathematics and computational thinking. They are also expected to engage in arguments based on evidence; obtain, evaluate, and communicate information; and use these practices to demonstrate an understanding of the core ideas.

ASSESSMENT SCORING RUBRIC Multiple Choice (MC)

Multiple-choice items are scored by awarding one point for each correct answer. Each set of questions has 7 multiple choice questions representing 2 low complexity, 3 moderate complexity, and 2 high complexity questions.

Scoring Block

A Scoring Block is provided at the end of each Mission to provide the Response to the Intervention (Science Bootcamp). Bubble in the number of correctly answered questions. SHADE IN THE NUMBER ANSWERED CORRECTLY 1

Scoring Block

Small Group Instruction Small group instruction should take place once every two weeks, the day after the End-of-Mission Assessment. BLUE GROUP - All 7 multiple choice questions answered correctly

GREEN GROUP - 6 to 5 multiple choice questions answered correctly YELLOW GROUP - 3 to 4 multiple choice questions answered correctly RED GROUP - 2 or less multiple choice questions answered correctly

Mission 2 The Total Weight of Matter is Conserved CORE IDEA: 5-PS1-2

PERFORMANCE EXPECTATION 5-PS1-2 Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. Clarification Statement: Examples of reactions or changes could include phase changes, dissolving, and mixing that form new substances. Assessment Boundary: Assessment does not include distinguishing mass and weight.

KEY CONCEPTS The amount of matter is conserved when it changes form, even in transitions in which it seems to vanish. When substances react or change, their total weight stays the same. Matter that undergoes a physical change may result in phase changes or simply a change in the shape of an object, but it will not lose its original mass. Chemical changes are completely altered. The new substance created from a chemical change may have properties that differ from the original materials because the particles of matter change. However, the total mass of the combined material will remain unchanged, even in a chemical change.

Mission 2 Let us embark on a thrilling journey into the mesmerizing world of matter! In essence, matter is anything that occupies space and has mass. An apple, a chair, or even the air we breathe all qualify as matter. Matter can experience physical and chemical changes. In physical changes, the form of the matter changes, but its core composition does not. Imagine ice melting into water or melted chocolate hardening; the substance and total mass remain the same. Chemical changes, on the other hand, are like a caterpillar transforming into a butterfly. They create new substances with distinct properties, but the total mass stays constant. Examples are a burning log or rusting iron. They may seem dramatically different, but the total mass remains the same - science, not magic! Physical changes include melting, freezing, evaporation, condensation, and dissolving. These processes change the state of matter, like ice to water or water to water vapor, without altering the total mass. Melting is when a solid turns into a liquid, freezing is when a liquid turns into a solid, evaporation is when a liquid turns into a gas, condensation is when a gas turns into a liquid, and dissolving is when a substance spreads throughout a liquid to form a solution. Lastly, chemical changes are grand transformations that yield new substances. Despite the drastic changes, like burning or rusting, the total mass remains the same. Whether baking a cake or watching fireworks, the end products may look different, but their total mass stays the same. Absolutely magical!

SPEED BAG QUICK DRAW Page 196 or 197

Foundational Text MISSION IDEA CHART DIRECTIONS: (1) Use the passage to define the following terms. (2) Provide one everyday example for each defined term using your own experience or knowledge.

CHANGE

DEFINE AND GIVE AN EXAMPLE

When a substance turns from a solid to a liquid

Melting

An example of melting is a piece of gold melted down and changed into another shape for a new piece of jewelry.

When a liquid turns into a gas

Evaporation

Condensation

An example of evaporation is boiling a pot of water on the stove and having the water turn into vapor.

When a gas turns into a liquid An example of condensation is the formation of water droplets on the outside of a cold glass of water.

When a liquid turns into a solid

Freezing

An example of freezing is liquid water placed in an ice tray and put into a freezer, where it turns into ice.

When a substance spreads throughout a liquid to form a solution

Dissolving

An example of dissolving is when table salt (sodium chloride) is added to water. The salt crystals break down and evenly disperse throughout the water.

Mission 2 MATTER CONSERVATION IN CHANGES Let us go on a fun journey to see what happens when things change. Have you ever wondered what happens when you heat or cool things or mix them together? They change in fascinating ways that can make them look very different. They can change their size, shape, or state of matter (solid, liquid, or gas). These are called physical changes, where the form of matter is altered, but its identity remains the same. But here is the really interesting part - even though they might look totally different after they change, the amount of “stuff” or matter they are made of stays the same! Think about an ice cube melting on a hot day. It changes from a hard block of ice to a little puddle of water, looking nothing like it did before. But guess what? Even though the ice cube has changed and looks different, it is still made of the same amount of matter! Even when it looks and feels so different, its weight stays the same. Isn't that amazing? Next, let us think about bigger changes. These changes are a bit harder because they make completely new things. This is known as a chemical change, where a substance combines with another to form a new substance. For example, let us think about burning a piece of wood. The wood changes a lot, turning into ash, water vapor, and a gas called carbon dioxide. But guess what? Even in this big change, the total amount of matter does not change at all. The weight of the original piece of wood and the air it mixed with to burn equals the total weight of the ash, water vapor, and carbon dioxide left behind. It's like a magic trick! This magic is really clear when we look at closed systems. A closed system is one where no matter can get in or out while a change is happening. Think about a sealed bottle where sugar is dissolving in water. The total amount of matter in this bottle, which is made up of the sugar and water, stays the same before and after the sugar dissolves. The law of conservation of mass means that in any chemical reaction or physical change, the total amount of mass stays the same; it does not get created or destroyed. Like a magic law, the same rule works for chemical reactions that happen in a completely enclosed area. The total weight of the stuff we start with (called reactants) equals the total weight of the stuff we end with (called products). It is like the universe's rule of saying, "What goes in must come out!" Understanding this magic rule, known as the conservation of matter, is important. It is a big idea that tells us that although matter can change how it looks or what it is made of, the total amount of matter always stays the same. This rule is very important in science, helping us understand many things in the world around us. So, the next time you see an ice cube melt or watch a piece of wood burn, consider the cool rule of conservation of matter at work!

Disciplinary Core Idea VOCABULARY DRILL DIRECTIONS: Complete the crossword puzzle using the clues for both across and down words. Begin with the easiest clues, then use letters from the filled-in words to help solve the intersecting words.

DOWN:

ACROSS:

1. a change in form, not composition

5. changing from liquid to gas

2. occurs when new substances are formed

6. matter is not created or destroyed

3. changing from solid to liquid

7. when one substance mixes into another

4. heat and flames form a new substance

8. changing from gas to liquid

Mission 2 A Bright Idea! Lisa hustled through the early morning crowd, pushing her way forward as she always did on lab days. Surprisingly, her besties and many other students were already there. They must have been just as excited to have beaten her at her best attempt to be early. Mrs. Bright was present and already getting the experiment set up in front of the class. There was an energy in the room filled with eager chatter, wide eyes, and excitement that was hard to explain. Listening closer to the whispers, Lisa could hear talk about the air-popper and popcorn kernels on the lab table. "Mrs. Bright didn't mention anything about popcorn during the last class or the one before," she thought. At the sound of the bell, Mrs. Bright called up this week's lab assistants. Everyone, even those who weren't selected to be lab assistants, was overjoyed to see what exploration was in store. Luckily for Lisa, she was tasked to add 50 grams of an unknown powdered substance into a large beaker, place it on a digital scale, and record its mass. With steady, calculated hands, Lisa completed her task. Another student was given the job of adding 500 milliliters of water to the glass beaker, then stirring the powder and water mixture well. Mrs. Bright then asked, "Does anyone know which type of change occurred, a physical or chemical change?" After allowing the students to discuss their answers, Mrs. Bright placed the beaker on a stand, positioned above an open flame. As the water in the beaker got hot, it began to boil, and the water started to disappear. Mrs. Bright asked again, "Ok, my young scientists, who can tell me what change is taking place once heated?" Lisa and most of the others in the class replied, "A physical change!" Mrs. Bright began explaining that matter that goes through a physical change may change state and shape. She went on to explain that the water did both. The water went from a liquid to a gas state, and although we could not see it, none of the water was lost; it simply took the room's shape. Several students asked questions that made Lisa feel like Mrs. Bright's explanation did not completely convince everyone. Mrs. Bright then asked the class if they thought the unknown powder had changed states. The powder appeared dry and had returned to its original state, but some believed that a portion of it may have evaporated with the water. Others disagreed. Lisa had the final task of placing the beaker of powder back on the scale and measuring it again. The students who predicted that its mass would be the same were correct. Mrs. Bright's lesson taught that regardless of what type of change occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. After the lesson, Mrs. Bright finally plugged in the air popper. The students were wondering what interesting investigation they would be conducting next!

Science and Engineering Practices 1

Compare and contrast a physical change with a chemical change based on the information from the passage. Aa

Both physical and chemical changes alter the state of matter, but only chemical changes involve the formation of new substances.

Physical changes involve changes in state or shape of matter, while chemical changes involve changes in the chemical composition of matter.

Ca Physical changes are irreversible, while chemical changes are reversible.

Both physical and chemical changes result in changes in mass, but physical D a

changes do not involve energy changes.

Put the following events from the lab experiment in the correct order based on the passage: 1. Lisa adds 50 grams of an unknown powdered substance into a large beaker. 2. The water in the beaker begins to boil as it is heated. 3. Lisa measures the mass of the powdered substance after the experiment. 4. Mrs. Bright asks the class if they know which type of change occurred. 5. Another student adds 500 milliliters of water to the beaker and stirs the mixture.

1, 5, 4, 2, 3

B a

5, 1, 2, 4, 3

4, 1, 5, 2, 3

D a

1, 5, 2, 4, 3

How did the students confirm that the total weight of matter is conserved during the lab experiment? Aa recording the temperature of the water B a observing the beaker placed on a stand above an open flame Ca discussing their answers about the type of change that occurred D

comparing the mass of the powder before and after the experiment

Mission 2 A Bright Idea! Continued... When there were 15 minutes left in class and time for discussion, Lisa eagerly raised her hand and asked about the popcorn kernels. Mrs. Bright responded with a thought-provoking question: "Will the weight of these popcorn kernels be equivalent to the weight of the popcorn produced after being cooked in the air-popper?" She continued, adding a playful incentive, "Get it right, and you can help yourself to as much popcorn as one of these bags can hold. However, if you get it wrong, you'll be on clean-up duty once all the popcorn is gone." The students grumbled initially, but soon became engaged and enthusiastic about answering the question.

DIRECTIONS: If you were a student in this class, what would your answer to this question be?

Writing to Tie It Together I think the weight of the popped popcorn will not be the same as the weight of the unpopped kernels. When the popcorn is cooked in the air-popper, some of the water inside the kernels turns into steam and escapes into the air. This means that the popped popcorn will weigh less because some of the mass is lost as water vapor. So, the popped popcorn will be lighter than the unpopped kernels.

Answers may vary for those that have no prior experience.

Crosscutting Concepts Matter ON THE SCALE Place it on the balance tray, Measure the weight in grams today. Heat it up or cool it down, Mix it, stir it, spin it ‘round. The number on the scale won’t lie,

It stays the same though forms may fly. Solid, liquid, gas—it’s true, The mass remains for me and you. Sugar melts in water clear, Still the same amount is here. Ice can melt or steam can rise, But weight is constant—no surprise! So when you measure, graph, and see, Matter keeps its quantity. On every scale, in every state, The law of mass will not vacate.

DIRECTIONS: Read the poem “Matter on the Scale” and choose the best answer. Which idea from the poem shows the Crosscutting Concept of Scale, Proportion, and Quantity? Aa B a C D a

Matter changes state but still has the same total weight when it melts, freezes, or boils. Scientists use microscopes to measure particles that are too small to see with their eyes. The weight of matter stays the same when measured in standard units, even if it changes form. Matter looks different in size and shape when it is heated, cooled, or mixed together.

Mission 2 1

A chemical reaction is a process where atoms are rearranged to form new substances. Which of the following reactions shows the same atoms present before and after the reaction happened? (Hint: The little numbers show when there is more than one atom.)

CHEMICAL REACTIONS

Aa 1 2

Zn + HCl

NaOH + MgCl2

H2 + O2

H2O

H2 + Cl2

H2Cl

ZnCl2 + H2 NaCl2 + MgOH

D a

On a sunny day, a puddle of water on the sidewalk suddenly begins to disappear. Which of the following best describes the mass of the water? A a

The mass of the water is destroyed as it evaporates.

B a

The mass of the water decreases because the water molecules disappear.

The mass of the water is conserved because the water molecules are still present in the form of water vapor.

D a

The mass of the water increases because the sunlight adds energy to the water.

Assume that 3 grams of compound A reacts with 7 grams of compound B. A solid is produced in the reaction, and some gas is also released.

Once cooled, the new solid has a mass of 6 grams. What was the mass of the gas produced during the reaction? Aa

1 gram

6 grams

4 grams

D a

10 grams

Assessment 4

Which of the following statements is true for chemical changes as they relate to the Conservation of Matter? A

The mass of the products in a chemical reaction are always equal to the mass of the reactants.

B a

The mass of the products of a chemical reaction are always greater than the mass of the reactants.

The mass of the products of a chemical reaction are always less than the mass of the reactants.

D a

The mass of the products of a chemical reaction has nothing to do with the mass of the reactants.

A candle was 85 grams in mass before it began to burn. After burning for three hours, its mass had decreased to 35 grams, leaving a small puddle of melted wax.

Which of the following is most likely responsible for the loss of matter? Aa

Some of the mass from the wax is destroyed during the burning of the candle.

B a

The digital scale is not correctly measuring the wax collected in the container.

The container should not be a part of the final mass taken in step 3.

Some of the wax turns into a gas and escapes, so it is not collected in the container.

Assessment SHADE IN THE NUMBER ANSWERED CORRECTLY 1

Which of the following is the best definition for the law of conservation of matter? Aa Matter can only be changed into a new substance when the products are equal

in mass.

B a Matter exists in the same state throughout any physical or chemical change. C Matter cannot be created or destroyed, and the mass of the products must

equal the mass of the reactants.

Matter exists in different states and may behave differently, but the total mass D a typically decreases during a chemical reaction.

A student heats 100 grams of ice until it completely melts into water. Which graph best shows that the total weight of matter is conserved during this phase change? A

Graph A 140 100

100g

80 60 40 20 0

120

100g

100

80g

80 60 40 20 0

Final Weight of Water

Initial Weight of Ice

B a 140

Initial Weight of Ice

D a

Graph B 100g

100 80 60 40 20

Final Weight of Water

Graph D 140

120g

Weight (grams)

120

Graph C 140

Weight (grams)

120

Weight (grams)

120

100g

100

90g

80 60 40 20 0

0 Initial Weight of Ice

Final Weight of Water

Initial Weight of Ice

Final Weight of Water

Mission 5 Interdependence Among Living Things CORE IDEA: 5-PS3-1

PERFORMANCE EXPECTATION

5-PS3-1 Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. Clarification Statement: Examples of models could include diagrams and flow charts.

KEY CONCEPTS The energy released from food was once energy from the sun. Plants convert sunlight into energy through photosynthesis, which animals then consume. The flow of energy from the sun to plants and then to animals is known as the food chain.

Use models to show energy is transferred from the sun to plants and then to animals. Animals use the energy from their food for body repair, growth, movement, and maintaining body warmth. Describe how energy is transferred within an ecosystem. Describe how energy from the sun is transformed and utilized by living organisms.

Mission 5 FROM SUNLIGHT TO SURVIVAL: ENERGY IN A FOOD CHAIN To understand how energy flows from the sun to animals, we can use models like diagrams and flow charts to make it easier to see. A food chain is the perfect model to display this flow. A food chain is a sequence that shows how energy and nutrients flow from one organism to another within an ecosystem. It starts with a primary energy source, such as the sun, and follows the path of energy as it is transferred from producers (organisms that make their own food, usually plants) to consumers (organisms that eat other organisms). SIMPLE FOOD CHAIN Sun → Sunflower → Caterpillar → Bird → Decomposer In this example: 1. 2. 3. 4. 5.

Sun: Gives off energy in the form of sunlight. This is where all the energy starts Sunflower: Captures sunlight through photosynthesis and stores energy Caterpillar: Eats the sunflower and uses its stored energy Bird: Eats the caterpillar and gains its energy Decomposer: Breaks down the bird, returning nutrients to the soil for plants

This model shows that animals' energy for various life processes, including repair, growth, motion, and maintaining body warmth, was once energy from the sun. Using diagrams and flow charts shows how energy moves through different organisms in an ecosystem. These models help us understand that every living thing is connected and depends on energy from the sun to survive.

Page 202 or 203

Foundational Text MISSION IDEA CHART DIRECTIONS: Complete the Idea Chart using the example provided in the passage, "From Sunlight to Survival: Energy in a Food Chain".

TERM

DESCRIPTION

ENERGY TRANSFER EXPLANATION

THE SUN

The Sun gives off energy in the form of sunlight.

The Sun is the primary source of energy.

SUNFLOWER

A sunflower uses sunlight to make its own food through photosynthesis, capturing and storing energy.

The sunflower captures the sun's energy and stores it in its leaves, stems, and seeds.

The caterpillar eats the sunflower leaves, taking in the stored energy.

The caterpillar uses this energy to grow, move around, stay warm, and repair its body.

The bird eats the caterpillar, transferring the energy stored in the caterpillar to itself.

The bird uses this energy for flying, staying warm, and other activities.

CATERPILLAR

BIRD

DECOMPOSER

Decomposers break down the bird's body, returning nutrients to the soil.

Decomposers like fungi and bacteria break down the dead bird, returning nutrients to the soil for use by plants like the sunflower.

Mission 5 A food chain shows how each living thing gets food and how nutrients and energy are passed from one organism to another. Food chains begin with energy from the sun, which is transferred to plants, and end with animals. A simple food chain links producers, such as trees, grasses, and shrubs, to primary consumers like deer, buffalo, and zebras (that eat trees, grasses, and shrubs) and secondary consumers such as lions (that eat deer, buffalo, and zebras). Each link in the chain represents energy in the form of food for the following link. Every living thing needs energy from food to survive. Plants use energy from the sun to produce their own food through a process called photosynthesis. Animals cannot make their own food and must rely on getting their energy from the foods they eat. Some animals eat only animals, others eat only plants, and many eat both plants and animals. The organisms within the food chain can be classified by how they receive their energy as a producer, consumer, or decomposer. All food chains begin with a producer. Producers are organisms that make their own food, such as plants, some bacteria, and some single-celled organisms that live in water. There are more producers than any other type of living thing on Earth. Producers make their food by capturing the energy in sunlight. The light energy captured is used to chemically combine carbon dioxide and water to create glucose, a sugar. This energy is then stored within the plants and bodies of the animals that eat them. These animals are classified as consumers because they eat other living organisms to get the energy they need to survive. Consumers are animals that cannot make their own food; they must rely on producers or other consumers for their nutrients. Consumers are categorized into three different levels: Herbivores are animals that only eat plants and are classified as first-level consumers. They are the plant-eaters in the food chain. These animals can range in size from tiny insects to gorillas. Deer, giraffes, buffaloes, and zebras are examples of herbivores, meaning they only eat plants (producers). Other examples of herbivores are squirrels, which eat only nuts and fruit, and some species of birds that eat only seeds and nuts. Carnivores are second-level consumers that eat herbivores (animals that only eat plants). The word carnivore means "meat-eater." Carnivores are animals such as spiders and lions. These secondary consumers eat the primary consumers. Eagles, snakes, and wolves are examples of carnivores. Another example of a carnivore is the great white shark, which eats sea otters, fish, dolphins, and even humans. Omnivores eat both plants and animals and can be classified as first, second, or third-level consumers. Humans are examples of omnivores, eating both meat and plants. Other examples of omnivores are skunks, raccoons, foxes, and pigs. Black bears are omnivores that eat blueberries, bugs, acorns, and many kinds of nuts. Decomposers are essential because they are consumers who break down dead plants, dead animals, and waste into simple substances that are returned to the Earth. Producers reuse this energy again as they grow. Decomposers are organisms like fungi, mushrooms, and bacteria.

DOWN

ACROSS

1. the process plants use to make food from sunlight

4. animals that eat both plants and other animals

2. living things, like plants, that make their own food

5. living things that eat other living things for energy

3. a series of living things where each one eats the one before it

6. animals that only eat plants 7. animals that only eat other animals

Mission 5 SUN-POWERED LIFE: THE ENERGY PATHWAY Once upon a time, in a world teeming with life, every creature, from the tiniest insect to the mightiest eagle, depended on the sun for energy. Although humans and animals do not eat the sun’s rays directly, they get all the energy they need for body repair, growth, movement, and warmth from food that ultimately comes from the sun. To help explain this, scientists and students often use models to represent how energy flows. Imagine drawing a simple diagram: a bright sun at the top with arrows pointing toward a sunflower. That sunflower uses sunlight, water, and carbon dioxide to make its own food through photosynthesis. In your imaginary model, arrows could then connect the sunflower to a caterpillar, showing how the energy stored in the leaves moves into the animal. One sunny day, a little caterpillar munched on the sunflower leaves, filling itself with the sun’s stored energy. The caterpillar grew strong, moving about with the carbohydrates from the leaves. If you add to the model, another arrow could point from the caterpillar to a bird that eats it. This shows how the bird gains the energy it needs to fly, search for food, and stay warm. In a nearby village, a family of four sat down to a hearty meal. Their plates, which included lots of vegetables, grains, meat, and eggs, were also part of the model. Arrows could connect their meal back to plants and animals, showing how proteins, carbohydrates, and fats store the sun’s energy. These nutrients helped the family repair their bodies, grow, and stay active. The model could even include decomposers, such as mushrooms or bacteria, at the bottom of the cycle. When plants and animals die, decomposers break them down, returning nutrients to the soil. Another arrow points from the soil back to the sunflower, completing the cycle. By building and revising this model, we can see how energy travels step by step—from the sun to plants, from plants to animals, and eventually to us. Models do not show every detail, but they are powerful tools for describing phenomena like the flow of energy in ecosystems.

So the next time you enjoy a meal, picture the model in your mind: a web of arrows connecting the sun, plants, animals, decomposers, and back again. This model is key in helping us understand that every bite you take is part of the sun’s incredible journey, fueling life on Earth.

Science and Engineering Practices 1

What is the main role of the sunflower in the energy pathway model? Aa It provides warmth directly to the to the animals in the pathway. B

It captures sunlight and makes food through photosynthesis.

Ca It stores energy only in its seeds. D a It reflects sunlight for other plants to use. 2

In the model of energy flow, which organism shows how energy moves from plants to animals? Aa the mushroom breaking down dead material B a the family eating a meal C

the caterpillar eating the sunflower leaves

D a the sun shining on the Earth

Why do scientists and students use models like arrows and diagrams in this passage? Aa

to show exact amounts of energy each organism receives and passes on to other organisms

B a to replace real-life experiments with pictures C

to represent how energy moves from the sun through plants, animals, and decomposers

D a to prove that the sun only helps plants, not animals or humans

What happens when decomposers, like mushrooms and bacteria, break down dead plants and animals? Aa They stop the flow of energy in the food chain. B They return nutrients to the soil, which helps new plants grow. Ca They create new sunlight for plants to use. D a They take energy away from the cycle completely.

Mission 5 FROM SUNLIGHT TO SNACKS Every time you take a bite of food, whether it is a juicy apple, a cheesy pizza, or a chicken nugget, you are taking in energy that can be traced all the way back to the sun. The sun is the ultimate source of energy for almost all living things on Earth. Scientists use models such as food chains, food webs, and energy pyramids to help us see how that energy travels through plants, animals, and entire ecosystems. Plants are always the first step. Using sunlight, water, and air, plants make their own food through the process of photosynthesis. The sugar made in this process stores energy from the sun. That energy is then passed along to animals that eat the plants. For example, when a deer munches on oak leaves, it gets the sun’s energy stored in those leaves. The deer then uses that energy to run away from predators, grow antlers, and stay warm in the winter. When another animal eats the deer, the energy is passed along again. A mountain lion that catches the deer is really eating stored sunlight energy! Even when you eat a hamburger, the energy in the beef comes from a cow that ate grass, and the grass made its food from the sun. A food chain is a simple way to model this path in a straight line. For example: Sun → Corn Plant → Chicken → Human

Or another chain might look like: Sun → Algae → Small Fish → Bigger Fish → Eagle But food in nature is rarely that simple. That is why scientists often use a food web. A food web shows many food chains all connected . In a forest, grass can be eaten by grasshoppers, rabbits, and deer. Rabbits may be eaten by foxes, hawks, or snakes. Snakes might be eaten by hawks or owls. Bears may eat berries from bushes, fish from rivers, or even insects. The web shows all the different paths energy can take, and how one change—like fewer insects—can affect many other animals. Another way to model energy flow is with a food pyramid. The bottom of the pyramid is made up of plants, called producers, which have the most energy because they get it straight from the sun. Above them are herbivores like rabbits, mice, and deer—primary consumers that eat plants. Next come secondary consumers like snakes, frogs, and foxes that eat the herbivores. At the very top are tertiary consumers, such as hawks, mountain lions, or bears, which eat other predators. The pyramid shape shows that energy decreases at each level. That is why there are many more plants than there are hawks or bears. No matter which model scientists use—food chain, food web, or food pyramid—they all tell the same story: the energy in your food was once sunlight. Whether you are biting into a crunchy carrot, a bowl of rice, a slice of cheese, or even a slice of pizza, the energy that fuels your body starts with the sun shining down on Earth.

Crosscutting Concepts DIRECTIONS: Energy moves through plants and animals in different ways, but it always begins with the sun. Using the Crosscutting Concept of Energy and Matter, explain how energy is transferred from the sun to animals in a forest ecosystem. Choose one model (food chain, food web, or food pyramid) and describe how it helps show the transfer of energy from the sun to animals.

Writing to Tie It Together Energy can move from one part of nature to another, and it always starts with the sun. Plants use sunlight to make their own food, and that food stores the sun’s energy. When an animal eats the plant, the energy moves into the animal. When another animal eats that animal, the energy is passed along again. For example, the sun gives energy to grass. A rabbit eats the grass and uses the energy to hop and stay warm. Then a fox eats the rabbit and gets that same energy. The cause is the sunlight shining on plants, and the effect is that animals, including humans, get the energy they need to move, grow, and survive. Models like food chains, food webs, and food pyramids help us see this energy transfer. A food chain shows one path, like Sun → Grass → Rabbit → Fox. A food web shows how many animals are connected, like rabbits and deer both eating grass, and foxes or hawks eating them. A food pyramid shows how much energy is at each level, with lots of plants at the bottom and only a few top predators at the top.

No matter which model we use, they all show the same thing: the energy in every bite of food—whether it’s a carrot, a sandwich, or a slice of pizza—was once energy from the sun.

Mission 5 1

Which organism in the food chain below is directly providing energy to the bobcat?

the Sun

B a

the nuts

the bobcat

the squirrel

The flow of energy in an ecosystem depends upon the feeding relationships between the organisms. What is a possible flow of energy in the ecosystem seen below?

sun —> hawk —> grass —> bird

sun —> grass —> worm —> bird

sun —> caterpillar —> grass —> bird

D a

sun —> grass —> hawk —> worm

Assessment 3

All plants and animals in an ecosystem rely on the flow of energy. Which of the following sources do decomposers rely on for energy? Aa

green grass

dead plants and animals

active rabbits

D a

flying hawks

The image shows an energy pyramid. What provides the initial energy source for this energy pyramid?

the grass

B a the rabbits Ca the eagle D the sun

After spinning its web, a spider will wait on or near the web for its prey to become trapped. The spider then captures its prey and begins feeding. Which term is best used to classify a spider? Aa

producer

B a

herbivore

carnivore

D a

omnivore

Assessment SHADE IN THE NUMBER ANSWERED CORRECTLY 1

A food web is a fascinating network of interconnected food chains within an ecosystem. Unlike a single food chain, which follows a straightforward path of energy transfer from one organism to another, a food web shows the multiple feeding relationships and interactions among various organisms in the ecosystem. It is like a big, busy community where everyone plays a part.

Use the food web above to answer questions 6 and 7. 6

Which organism is a producer in this food web? Aa rabbit B a grasshopper C

grasses

D a hawk

Which organism receives energy from both the frog and the bird? A snake B a grasshopper Ca grasses D a hawk

Mission 12 The Sun and Its Relative Distance to Earth CORE IDEA: 5-ESS1-1

PERFORMANCE EXPECTATION 5-ESS1-1 Support an argument that differences in the apparent brightness of the Sun compared to other stars are due to their relative distances from Earth. Assessment Boundary: Assessment is limited to relative distances, not sizes, of stars. Assessment does not include other factors that affect apparent brightness (such as stellar masses, age, stage).

KEY CONCEPTS The apparent brightness of the Sun compared to other stars is due to their relative distances from Earth. The Sun is a star that is the closest to the Earth within the Milky Way Galaxy. Apparent brightness is defined as how bright the star appears from Earth. A light source further away than the sun seems fainter as a result of that light spreading out to cover a larger area as it travels towards Earth.

Mission 12 INTRODUCTION TO STARS AND THEIR BRIGHTNESS When you look up at the night sky, you might notice many tiny dots of light twinkling in the darkness. These dots are actually stars, and they are all part of a vast and fascinating universe. Let us learn more about what stars are and why they shine so brightly. What is a Star? A star is a huge, glowing ball of hot gases, mostly hydrogen and helium. Stars produce their own light and heat through a process called hydrogen fusion. Inside a star, hydrogen atoms combine to form helium, releasing a lot of energy. This energy travels through space as light and heat, making stars shine brightly. The Sun and Its Neighbors The Sun is the star closest to Earth. It is so close that it looks much bigger and brighter than any other star we see in the sky. The sun gives us light and warmth, which are essential for life on our planet. But the sun is just one of billions of stars in our galaxy. Our Galaxy: The Milky Way The Milky Way is the name of the galaxy that contains our solar system. A galaxy is a huge collection of stars, planets, gas, dust, and other space objects held together by gravity. The Milky Way is like a giant spinning disk with over 100 billion stars, including our Sun. Why Do Stars Look Different? Stars are very far away from Earth, so they appear as small points of light in the sky. Even though all stars produce light, their brightness can look different from where we are. Some stars are very bright, while others are dimmer. The difference in how bright a star looks from Earth depends on how far away the star is and how much light it produces. Measuring Star Distances Astronomers use a unit called a light-year to measure how far away stars are from us. A light-year is the distance that light travels in one year. This helps scientists understand how far apart stars are and how bright they appear to us.

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Foundational Text MISSION IDEA CHART DIRECTIONS: Complete the Idea Chart below. Add as many details as possible.

A star is a big, glowing ball of hot gases like hydrogen and helium. Stars make their own light and heat through a process called hydrogen fusion.

STARS

Inside a star, hydrogen atoms join together to form helium, which releases a lot of energy. This energy travels through space as light and heat, making stars shine brightly.

The Sun is the star closest to Earth. It is so close that it looks much bigger and brighter than any other star we see in the sky.

THE SUN

The Sun gives us light and warmth, which are essential for life on our planet. But the Sun is just one of billions of stars in our galaxy.

The Milky Way is the galaxy that contains our solar system. A galaxy is a huge group of stars, planets, and other space objects held together by gravity. The Milky Way is like a giant spinning disk with over 100 billion stars, including our Sun.

THE MILKY WAY GALAXY

Mission 12 WHY THE SUN LOOKS BRIGHTER THAN OTHER STARS Our night sky is decorated with many tiny points of light. Our Sun is one of these stars and is the only star visible during the day. The Sun is actually much closer to Earth than any other star, which is why it looks so bright and big to us, producing so much light energy that the other stars appear to disappear when the Sun rises each morning. The Sun is part of a huge galaxy called the Milky Way. The Milky Way is like a giant spinning disk filled with over 100 billion stars. It is so big that it holds our solar system, which is about 4 billion years old! The stars in the Milky Way come in many different sizes and ages. Stars are really far away from Earth, and they look like small points of light because of this distance. But every star, including the Sun, shines because of a process called hydrogen fusion. This means that inside the star, hydrogen gas burns and creates a lot of light and heat. Eventually, the hydrogen gas runs out, and the star will start to die, but this process takes billions of years. Even though many stars are much bigger and hotter than the Sun, the Sun looks the biggest and brightest to us. This is because the Sun is the closest star to Earth. In fact, the Sun is a middleaged star known as a "yellow dwarf." It will continue to shine brightly for about another 4 billion years. Stars have different features. They produce heat and light, and they are mostly made of hydrogen and helium gas. We measure how far away stars are in a unit called light-years. When we talk about how bright a star looks from Earth, we must use a special scale called the magnitude scale. The brightness of a star can be described in two ways: • Apparent Brightness: This is how bright the star looks to us on Earth. • Absolute Magnitude: This tells us how bright the star would look if it were at a standard

distance of 32.6 light-years from Earth. On the magnitude scale, a lower number means a star looks brighter, while a higher number means it looks dimmer. The Sun has a very low apparent brightness number of –27, which makes it look very bright. However, its absolute magnitude number is +5. This means that many other stars are actually much brighter than the Sun when viewed from the same distance. For example, the stars we see as very bright from Earth include the Sun, Sirius (often called the Dog Star), and Canopus. Even though Sirius looks very bright, it is actually much farther away from us, about 8.6 light-years. Sirius is about 70 times more luminous than the Sun, but it looks fainter because its light spreads out over a larger area by the time it reaches us. So, even though the Sun seems incredibly bright compared to other stars, there are many stars that are actually much larger and brighter, but they appear dimmer to us because they are so far away.

DOWN

ACROSS

1. process stars use to produce heat and light

2. true brightness of a star at a set distance

3. how bright a star looks from Earth

4. type of middle-aged star like the Sun

5. galaxy that holds our solar system

6. Sun and the objects that orbit it

7. distance light travels in one year

8. huge system of stars and planets

Mission 12 HOW FAR TO A STAR? “How far to a star?” asked one curious voice. “There is one star closer than all the rest. Our Sun!” “Yes, the Sun is a star,” another voice replied. “It looks larger, it looks brighter, but let’s use evidence to explain why.” The first voice insisted, “The Sun must be the biggest look how it fills our sky!” But the second countered, “Not so fast. It only appears that way because it is much nearer to Earth. Evidence shows the Sun is 93 million miles away, closer than any other star, and that is why it seems so bright.” The argument continued. “But the Sun must be the hottest star, its heat beats down so strong!” Yet evidence proved otherwise. “Data tells us stars like Canis Majoris or Hydrae burn hotter, shine brighter, and are many times larger than our average yellow dwarf.”

Still another question came. “Maybe the Sun is the oldest then, a star that has been here forever.” But again, evidence corrected the claim. “Our Sun is middle-aged, with about four billion years to go. It is neither the youngest star nor the oldest star we know.” At last the voices agreed. Engaging in argument from evidence had revealed the truth. The Sun only looks special because of its nearness, not because it is the largest, brightest, or hottest star. So how far to our star? The evidence is clear. A mighty 93 million miles away, too far to travel, but close enough to give us warmth, light, and life every single day.

Science and Engineering Practices 1

Why does the Sun look larger and brighter than other stars in the sky? Aa because it is the hottest star in the universe B

because it is the closest star to Earth

Ca because it is the youngest star in the galaxy D a because it is larger than all other stars 2

What evidence from the poem shows that the Sun is not the largest or hottest star? Aa

The Sun shines brighter than all of the other stars in the sky because it is closer.

B a

The Sun is a middle aged star that has been around for billions of years.

Stars like Canis Majoris and Hydrae are much larger and hotter than the Sun.

D a

The Sun looks big to all eyes on Earth when we see it rise or set.

Why do scientists call the Sun a “yellow dwarf star”? Aa

because it is the smallest star in the universe

B a

because it is a brand-new star just being formed

because it is an average-sized star with several billion years of life left

D a

because it is close enough to touch with a plane

What claim in the poem is corrected using evidence? Aa that the Sun is part of the Milky Way Galaxy B a that the Sun provides Earth with warmth and light Ca that the Sun is about 93 million miles away from Earth

D 5

that the Sun must be the biggest star since it looks so large in the sky

What is the main idea of the poem "How Far to a Star?" A

The Sun appears larger and brighter because it is the closest star to Earth, but it is actually quite average compared to other stars.

B a

The Sun is the largest and hottest star in the sky.

The Sun is a yellow dwarf star that will live for four billion more years.

D a

Other stars like Canis Majoris, Hydra, Pegasus, and Andromeda are much larger and hotter than the Sun.

Mission 12 WHY THE SUN LOOKS BRIGHTER THAN OTHER STARS When you look up at the night sky, you see hundreds of tiny points of light. Each of those dots is a star, and some of them are even bigger and brighter than the Sun. But to us, the Sun looks like a giant glowing ball that lights up our entire sky. Why does the Sun appear so much brighter than all the other stars? The answer has to do with distance. The Sun is a star, just like the ones you see at night. Stars are massive spheres of hot gases that give off their own light and heat. Some stars are red, some are blue, and some are yellow like the Sun. Many of them are so large and powerful that they give off more light than our Sun does. But because they are extremely far away, they appear much smaller and dimmer. The Sun, on the other hand, is much closer to Earth than any other star. How close is it? The Sun is about 93 million miles away from Earth, which sounds like a lot until you compare it to the distance to other stars. The next closest star, Proxima Centauri, is more than 24 trillion miles away. That is over 250,000 times farther than the Sun! This difference in distance explains why the Sun looks so much larger and brighter in the sky, even though it is just one average-sized star among billions. We can understand this idea by comparing it to things we see every day. Imagine standing on a street at night. The streetlight right above your head looks very bright and big. The lights farther down the street are exactly the same size and give off the same amount of light, but they look smaller and dimmer because they are farther away. The same is true for car headlights on a highway- the ones close to you shine strongly, while the ones miles down the road look like tiny dots. The Sun is like the nearby light, and the other stars are like the distant ones. There is also evidence from around the world. No matter where people live in North America, South America, Europe, Asia, Africa, or Australia, they all see the Sun as the brightest star in the sky. Everyone sees distant stars as faint points of light, even though those stars are huge. This shows that the difference in apparent brightness is not because the stars are not bright, but because of their relative distance from Earth. This is an example of Scale, Proportion, and Quantity. Stars exist on an enormous scale: they are huge in size and spread across vast distances. The proportion of the distance to the Sun compared to the distance to other stars explains why the Sun looks so bright. The quantity of light we receive depends on how close or far the star is. The closer the light source, the brighter it appears. So, even though the Sun is just one ordinary star among billions in the Milky Way galaxy, it appears special to us. Because it is our nearest star, it looks much bigger and brighter than any other star in the sky.

Crosscutting Concepts DIRECTIONS: Scientists claim that the Sun appears brighter than other stars because it is much closer to Earth. Using the Crosscutting Concept of Scale, Proportion, and Quantity, write an argument that supports this claim. Use at least two pieces of evidence from the passage (such as comparing distances of the Sun and stars or using the streetlight model) to explain why the Sun looks so much brighter than other stars.

Writing to Tie It Together The Sun looks brighter than other stars because it is much closer to Earth. One piece of evidence is that the Sun is about 93 million miles away, while the next closest star is over 24 trillion miles away. Even though many stars are bigger and give off more light than the Sun, they look dim because they are so far away.

Another piece of evidence is the streetlight example. A streetlight right above you looks big and bright, while the same kind of light farther down the street looks smaller and dimmer. The Sun is

like the close light, and the other stars are like the faraway ones. This shows the Crosscutting Concept of Scale, Proportion, and Quantity. The Sun seems brighter because of the proportion of distance. It is much closer than the other stars, so the quantity of light we see is greater. That’s why the Sun appears as the brightest star in our sky.

Mission 12 1

Liam and Emma are looking up at the night sky through a telescope. Liam notices that one star seems much brighter and bigger than the others. He asks Emma why this is. Emma explains: Aa

because the star is a special type of star that shines more brightly

because the star is closer to Earth than any of the other stars visible at night

because the star is hotter than all other stars

D a

because the star is the largest star in the Milky Way

During an astronomy club meeting, Jake is discussing the differences in how stars appear to us on Earth. He explains to his friends why Sirius, despite being intrinsically brighter than the Sun, appears dimmer when we look at it in the night sky. To help his friends understand, Jake provides several possible reasons. Which of the following statements most accurately explains why Sirius looks dimmer than the Sun, even though it is actually a brighter star?

because Sirius is closer to Earth than the Sun

because Sirius is farther away from Earth than the Sun

B a

because Sirius is a cooler star than the Sun

D a

because Sirius is smaller than the Sun

Assessment 3

Students are evaluating evidence to support the claim that the apparent brightness of stars depends on their distance from Earth. Which of the following evidence is most relevant to this claim? Aa

the composition of the sun and other stars in terms of elements like hydrogen and helium, and how they react under high temperatures and pressures

B the apparent brightness of stars and their distanced from Earth

the temperature of different stars in the galaxy and their overall brightness when observed from Earth.

D a

the color of stars as seen from Earth, which indicates their temperature and can also affect their brightness when viewed from our planet

The table below shows the apparent brightness and absolute magnitude of three stars as seen from Earth. The apparent brightness is defined as how bright a star looks from Earth. The number can be negative or positive. On the magnitude scale, a lower (or more negative) number means the star appears brighter. For example, a star with an apparent brightness of –20 looks brighter than a star with –10. The absolute magnitude is how bright the star would look if it were at a standard distance of 32.6 light-years from Earth. The absolute magnitude number helps compare stars if they were at the same distance. A lower number means the star would be brighter if placed at 32.6 light-years away. For instance, a star with an absolute magnitude of +2 is brighter than a star with +5. STAR Star A Star B Star C

APPARENT BRIGHTNESS –20 –10 –15

ABSOLUTE MAGNITUDE +2 +5 +3

Based on the table, which star appears the brightest from Earth? A

Star A, because it has the lowest apparent brightness number.

B a

Star B, because it has the highest absolute magnitude number.

Star C, because it has the middle apparent brightness number.

D a

Star A, because it has the highest absolute magnitude number.

Assessment SHADE IN THE NUMBER ANSWERED CORRECTLY 1

D a

Alex and Maya are studying how stars shine and appear bright in the sky. Alex is curious about how the brightness of stars is measured, so Maya explains it to him. Based on her explanation, which of the following statements is most likely what Maya said? Aa

"The brightness of a star is measured by how hot it is inside and how much heat it emits. The temperature of a star affects its brightness, but it doesn’t directly tell us how bright it looks from Earth." "The brightness of a star is measured by how far it is from Earth and its actual brightness at a fixed distance. This includes both how bright it looks from Earth (apparent brightness) and how bright it would appear from a standard distance of 32.6 light-years (absolute magnitude)." "The brightness of a star is measured by the color of its light and how the color changes over time. The color can give us some clues about the star’s temperature, but it doesn’t directly measure the star’s brightness." "The brightness of a star is measured by how much hydrogen gas it contains and how this gas contributes to its overall light production. However, this doesn’t fully explain how bright the star appears from Earth or at a standard distance."

Samantha is learning about how stars shine. She is curious about what causes stars to emit light. Her teacher explains that: A

Hydrogen fusion inside the star causes it to shine.

B a

The stars’ proximity to the Moon makes them shine.

The stars’ interaction with other galaxies makes them shine.

D a

The stars’ magnetic fields are responsible for their brightness.

What evidence can be used to support the claim that a luminous object close to a person appears much brighter and larger than a similar object that is very far away? A

the apparent brightness of the sun compared to other stars

B a

the fact that stars are made of hydrogen and helium

the rotation of the Earth around its axis

D a

the existence of galaxies like the Milky Way

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