Speed Bag Quick Draws (Input and Output) Sections - provides students with the opportunity to organize concepts and information using a pictorial/visual representation.
NOTE: Additional Drawings in ED Basecamp under Teacher Resources
The Science of It All Passages - provides students with the disciplinary core ideas as it relates to the standards.
Graphic Organizers - helps students to organize post-reading experiences that are crafted to engage students in crosscutting concepts that have an application across various domains.
Vocabulary Drills - provides students with the opportunity to apply the common vocabulary related to the Next Generation Sunshine State Standards for Science.
Practice Questions - gives students practice in meeting their performance expectations for each of the standards. Items are scored by awarding one point for each question answered correctly.
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Lesson FL Code
MISSION 1
The Scientific Method
MISSION 2 Types of Scientific Investigations
MISSION 3
Repeating Scientific Investigations
MISSION 4
Observation and Personal Opinion
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Florida Benchmark Pages
THE NATURE OF SCIENCE (BIG IDEA 1 and 2)
Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
Explain the difference between an experiment and other types of scientific investigation.
Identify a control group and explain its importance in an experiment.
Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others.
Recognize and explain the need for repeated experimental trials.
Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
Recognize and explain that authentic scientific investigation frequently does not parallel the steps of “the scientific method.”
Recognize and explain the difference between personal opinion/ interpretation and verified observation.
EARTH AND SPACE SCIENCE
MISSION 5 The Sun: A Star in the Milky Way Galaxy
MISSION 6 Our Solar System
MISSION 7 The Movement of the Earth
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MISSION 8 Moon Phases
Recognize that a galaxy consists of gas, dust, and many stars, including any objects orbiting the stars. Identify our home galaxy as the Milky Way.
Recognize the major common characteristics of all planets and compare/ contrast the properties of inner and outer planets.
Distinguish among the following objects of the Solar System Sun, planets, moons, asteroids, comets and identify Earth’s position in it.
Relate that the rotation of Earth (day and night) and apparent movements of the Sun, Moon, and stars are connected.
Recognize that Earth revolves around the Sun in a year and rotates on its axis in a 24-hour day.
Observe that the patterns of stars in the sky stay the same although they appear to shift across the sky nightly, and different stars can be seen in different seasons.
SC.4.E.5.2 Describe the changes in the observable shape of the moon over the course of about a month.
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Identify the three categories of rocks: igneous, (formed from molten rock); sedimentary (pieces of other rocks and fossilized organisms); and metamorphic (formed from heat and pressure).
Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks.
Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable.
Identify resources available in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy).
Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice).
MISSION 12 The Water Cycle
MISSION 13 Factors Influencing the Weather
MISSION 14 Weather in Environments and Climate Zones
MISSION 15 Properties of Matter
MISSION 16 Separating Mixtures and Forming Solutions
MISSION 17 The Effects of Temperature on Physical and Chemical Changes
MISSION 18 Forms of Energy
MISSION 19 Renewable Energy
MISSION 20 Electric Circuits and Energy Transformations
MISSION 21 Conductors of Heat and Electricity
MISSION 22 Forces and Motion of an Object
MISSION 23 The Effect of the Overall Forces on Motion
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Create a model to explain the parts of the water cycle. Water can be a gas, a liquid, or a solid and can go back and forth from one state to another.
Recognize that the ocean is an integral part of the water cycle and is connected to all of Earth’s water reservoirs via evaporation and precipitation processes.
Recognize how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation determine the weather in a particular place and time.
Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the weather in a particular place and time.
Recognize that some of the weather-related differences, such as temperature and humidity, are found among different environments, such as swamps, deserts, and mountains.
Describe characteristics (temperature and precipitation) of different climate zones as they relate to latitude, elevation, and proximity to bodies of water.
PHYSICAL SCIENCE
73 -78
SC.5.P.8.1 Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, and temperature. pp. 85 -90
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Demonstrate and explain that mixtures of solids can be separated based on observable properties of their parts such as particle size, shape, color, and magnetic attraction.
Investigate and identify materials that will dissolve in water and those that will not and identify the conditions that will speed up or slow down the dissolving process. pp. 91 - 96
Investigate and describe that many physical and chemical changes are affected by temperature. pp. 97 - 102
Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical.
103 - 108
Investigate and explain that energy has the ability to cause motion or create change. pp. 109 - 114
Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion.
Investigate and illustrate the fact that the flow of electricity requires a closed circuit (a complete loop).
Investigate and explain that an electrically-charged object can attract an uncharged object and can either attract or repel another charged object without any contact between the objects.
115 - 120
Identify and classify materials that conduct electricity and materials that do not. pp. 121 - 126
SC.5.P.13.1 Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects.
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Investigate and describe that the greater the force applied to it, the greater the change in motion of a given object.
Investigate and describe that the more mass an object has, the less effect a given force will have on the object’s motion.
Investigate and explain that when a force is applied to an object but it does not move, it is because another opposing force is being applied by something in the environment so that the forces are balanced.
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MISSION 24
Plant Organs and Response to Stimuli
MISSION 25 The Organs of the Human Body
MISSION 26
Comparing Physical Structures of Plants and Animals
MISSION 27 Classification of Plants and Animals
MISSION 28 Life Cycle of Plants and Animals
MISSION 29 Adaptations of Organisms
MISSION 30 Adapting to the Environment
MISSION 31 Environmental Changes vs. Population Size
MISSION 32 Energy in a Food Chain
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LIFE SCIENCE
Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction. Investigate and describe how plants respond to stimuli. Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination.
Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs.
Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support some with internal skeletons others with exoskeletons while some plants have stems for support.
145 - 150
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Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and invertebrates, those having live births and those which lay eggs) according to their physical characteristics and behaviors.
Classify flowering and nonflowering plants into major groups such as those that produce seeds, or those like ferns and mosses that produce spores, according to their physical characteristics.
Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and non-flowering seedbearing plants.
151 - 156
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Vocabulary Nature of Science Nature of Science Benchmarks
Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics. pp. 169 - 174
Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics. pp. 175 - 180
Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations. pp. 181 - 186
Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers. pp. 187 - 192
Vocabulary related to the content of the Nature of Science for grade 5 based on the Florida Standards. pp. 193
Vocabulary related to the content of the Earth Science for grade 5 based on the Florida Standards. pp. 194
Vocabulary related to the content of the Physical Science for grade 5 based on the Florida Standards. pp. 195
Vocabulary related to the content of the Life Science for grade 5 based on the Florida Standards. pp. 196
SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
BENCHMARK CLARIFICATIONS
Students will evaluate a written procedure or experimental setup. Students will identify appropriate forms of record keeping. Students will interpret and analyze data to generate appropriate explanations based on that data. Students will identify examples of or distinguish among observations, predictions, and/or inferences.
SPEED BAG QUICK DRAW (PRE-READING) - The Scientific Method
The scientific method is a logical, step-by-step problem-solving process used to explore natural events, make decisions, and develop new ideas. It helps scientists test their ideas in a way that can be repeated by others to check for accuracy and reliability.
STEP 1: STATE THE PROBLEM
The first step is to clearly state the problem being studied. This should be written as a question using words like what, when, where, who, or how. The problem should focus on only one idea, be no more than two sentences, and must not include a possible answer. It should be testable, with a control group and an experimental group identified.
STEP 2: CONDUCT RESEARCH
Next, gather background information related to the problem. This research helps build a deeper scientific understanding. Good sources include books, the internet, personal experiences, expert opinions, or earlier experiments.
STEP 3: MAKE A PREDICTION
A prediction is an educated guess about what you think will happen during the investigation. It is often written as an “if...then” statement based on the information you found during your research.
STEP 4: PREPARE FOR THE INVESTIGATION
Before testing your prediction, you’ll need to list the materials and review the steps for the investigation.
Materials: Make a list of all needed items, including specific amounts, sizes, or colors.
Steps: Use a numbered list to describe each part of the process in clear detail. Another person should be able to follow your directions exactly. To check for accuracy, repeat the investigation at least three times (called trials).
STEP 5: COLLECT AND RECORD DATA
As you carry out the experiment, record your data and observations in an organized way using a journal, table, chart, or graph.
Quantitative data uses numbers and measurements, like grams (mass), milliliters (volume), or centimeters (length).
Qualitative data uses descriptions, such as color, texture, or smell.
STEP 6: ANALYZE RESULTS
Look closely at your data to understand what it shows. Write a short paragraph to explain your results using words like greater than, less than, or equal to so your findings are clear.
STEP 7: DRAW A CONCLUSION
Finally, summarize what you learned. Your conclusion should explain whether the results matched your original prediction, based only on the data collected.
DIRECTIONS: Use the passage to explain each of the steps in the scientific method as listed below.
DOWN
1. a predicted outcome to an experiment based on the research collected
2. information gathered through the senses about the natural world
3. set of collected and recorded measurements or observations
4. the question being investigated in an experiment
6. a national system of measurement
8. to evaluate in detail in order to support valid decision making
9. a detailed description listing all of the steps in an experiment
12. a detailed list of the supplies and equipment used in an investigation
ACROSS
5. a search for general knowledge about a specific topic
7. routine used to guide a science investigation from beginning to end
10. the outcome of the experiment based on the data collected
11. an investigation carried out under controlled conditions
1
A student thinks that planting short, thick grasses and other plants around the edge of a pond, with a row of rocks placed outside the plants, may help reduce erosion.
Which of the following does the student’s idea most likely represent?
the results collected from several trials over time the materials used during the investigation the background research found before the investigation the prediction being tested during the investigation
Michelle’s science lab teacher instructed her to follow these procedures:
Step 1: Collect three different types of bean seeds.
Step 2: Place three of each type of bean seed in three different potting soils.
Step 3: Provide the same amount of sunlight and water to each pot.
Step 4: Record observations.
Which of the following statements is Michelle most likely testing? the effect of potting soil on the germination of bean seeds the effect of sunlight on the growth rate of bean seeds the variant amount of water on the growth of bean seeds the growth rate of different types of bean seed
Clyde notices that a television commercial he regularly watches advertises a laundry detergent for its ability to make white clothes brighter than when using any other detergent. How can Clyde determine if the laundry detergent being advertised is capable of making whites brighter?
Clyde needs to know that all information advertised on television commercials are true.
There is no need for Clyde to test this claim because all brands of detergents clean the same.
Clyde can compare different brands of detergents with the one advertised to see which one cleans whites best.
Clyde can compare different pieces of white clothing after washing them with the advertised detergent.
Ming Lee set up her experiment and began to list everything she did step by step. By the time Ming Lee finished her list, she had recorded 21 steps in all.
Step 1: Label three 6-ounce cups A, B, and C.
Step 2: Fill each 6-ounce cup with baking soda.
Step 3: Half-fill a 16-ounce cup with vinegar.
Step 4: Use modeling clay to mold a volcano look-alike around a 16-ounce cup.
What is another name used to describe the list that Ming Lee made?
As Mollie prepared to place all her written parts on her science board, she noticed that one part was not labeled. Mollie could not use her science fair packet to determine which part of the experiment it belonged to because she had left it in her desk at school. Mollie then decides to call a classmate from school and read her the unlabeled part to see if she could help her determine where it should fit on her board.
Unlabeled part of a science project: the unlabeled part must be the conclusion the unlabeled part is the results section the unlabeled part must be a part of the materials the unlabeled part is the hypothesis
Brand A diapers absorbed 10 milliliters more water than Brand B and 16 milliliters more water than Brand C diapers. It was interesting to see how Brand C diapers began to come apart after only a few minutes of soaking in the water.
SC.5.N.1.2 Explain the difference between an experiment and other types of scientific investigations.
SC.5.N.1.4 Identify a control group and explain its importance in an experiment.
BENCHMARK CLARIFICATIONS
Students will explain the difference between an experiment and other types of scientific investigations. Students will identify a control group and/or explain its importance in an experiment.
SPEED BAG QUICK DRAW (PRE-READING) - Controlled Experiment
Scientists use investigations to explore questions, test ideas, and explain natural events. These investigations can take many forms, such as controlled experiments, field studies, observations, models, and simulations. Regardless of the method, the goal is the same: to collect observations and use evidence to support explanations.
A controlled experiment compares two groups: a control group and an experimental group. Both groups must stay the same in every way except for one test variable that is changed on purpose. This helps scientists see how that one change affects the outcome.
For example, consider the question: How does the color black affect heat absorption? In this experiment, both groups might use the same aluminum cans, placed in the same location with the same thermometer and heat source. The control group uses unpainted cans, while the experimental group uses black-painted cans. The color is the test variable, and the amount of heat absorbed is the outcome being measured. All other factors must stay the same so that any change in heat can be linked to the color alone.
In addition to experiments, scientists also use models and simulations to study things that are too large, too small, or too dangerous to investigate directly. A model is a representation of something real, such as a solar system model used to show the size and movement of planets. A simulation is an imitation of how something works, like a computer program that shows weather patterns or storm paths. These tools help scientists make observations and gather evidence even when they can't study the real thing directly.
Another method is a field study, which involves observing living things in their natural setting. For example, a scientist might track bird migration using binoculars and a logbook. The key is to observe without changing or harming the environment. This kind of investigation provides real-world evidence from nature.
Across all these methods, scientists collect observations descriptions and measurements that are clearly based on what they can see, hear, or measure. These observations become evidence that supports their explanations. For example, recording how the moon changes shape over several nights is a way to gather evidence from the natural world.
It’s important to remember that evidence is not the same as opinion. Science relies on facts and observations that others can check and repeat. A personal opinion or guess is not the same as a verified observation. In science, ideas must be based on evidence, not just what someone believes.
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DIRECTIONS: Use the passage to help provide one example for each of the following.
Controlled Experiment Models
Types of Scientific Investigations
Simulations
Field Studies
Observations
ACROSS
DOWN
1. a representation of some object or event in the real world
2. an imitation of the functioning of a system or process functions
6. the part of the experiment that is changed on purpose to test its effects
7. information gathered through the senses about the natural world
3. method of investigation for studying plants and animals in their habitat
4. investigation that must have two testable groups with the same values except for what’s being tested
5. the factor that is being measured in the experiment
8. a scientific study of the natural world using the scientific method
A student wants to test how the amount of sunlight affects the growth of tomato plants. She places one plant in full sunlight, one in partial sunlight, and one in shade. All other conditions are kept the same. Which part of this experiment is the test variable? the height of the plants at the end the amount of sunlight each plant receives the type of plant used in the experiment the size of the plant pots
2 The constant variables in an experiment are held the same throughout the experiment. For example, the constant variable may be the height and angle of a light source above plants being grown. Which of the following represents constant (controlled) variables?
selecting three different temperature settings during experimentation measuring blocks that have the same mass and wood type while using the same measuring device pennies collected from years 2000 – 2009 and pennies collected from 1990 – 1999 the time it takes for ice cubes to melt when left in an area with increased temperatures
Which label would most likely represent a control group?
LABEL 1
LABEL 2
LABEL 3
LABEL 4
Seth designed an experiment to see if butterflies preferred a particular color while feeding. He used four different colored sponges, which he soaked with a nectar-like substance to attract the butterflies. Seth made the following observations for three hours each Saturday over a one-month period and recorded them in the chart below:
Number of Butterflies Landing on Colored Sponges
What conclusion can be made using the data collected based on Seth’s observations?
Color does not matter to butterflies when they are hungry.
Butterflies prefer blue while feeding.
Butterflies prefer the colors red or green when feeding.
Butterflies prefer yellow while feeding.
5 A class made models of a graduated cylinder using plastic cups. Which of the following describes the first step the class can use to test the accuracy of the classroom models for measuring volume?
Pour 7 mL of water into a graduated cylinder and another 7 mL of water into the classroom models.
Pour 7 mL of water into a graduated cylinder and transfer the 7 mL from the graduated cylinder into one of the classroom models.
Pour 7 mL of water into a graduated cylinder and transfer the water equally from the graduated cylinder into all of the classroom models.
Pour 7 mL of water into a graduated cylinder and different amounts of water into each of the classroom models.
SC.5.N.2.2 Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others.
SC.5.N.1.3 Recognize and explain the need for repeated experimental trials.
BENCHMARK CLARIFICATIONS
Students will identify and/or explain the need for replication of scientific investigations. Students will explain the reason for differences in data across groups as a result of using different tools and/or procedures.
Students will identify and/or explain the need for repeated trials in a scientific investigation.
SPEED BAG QUICK DRAW (PRE-READING) - Repeating Investigations
In science, investigations must be replicable, which means other people should be able to repeat the experiment and get similar results. Scientists rely on evidence that can be tested again and again. To make this possible, they must keep accurate records of everything they do just like writing detailed instructions for a recipe.
The records collected must include a materials list, which is a description of all the items used in an experiment. A good materials list includes amounts, sizes, colors, and brands to help others use the exact same tools and supplies. If different groups get different results, one of the first things scientists check is whether the same materials were used.
Another important part is the procedure a step-by-step set of directions for how to do the experiment. The procedure should be clear, numbered, and easy to follow so that another scientist can repeat it exactly. Even a small change in the steps can lead to different results.
During an experiment, scientists also write their observations in a logbook. This is a journal that includes notes about what happened, when it happened, and how things looked, smelled, or behaved. Every entry should include the date and time, and it should be handwritten to show it was recorded in real-time.
Once data is collected, it’s organized in a data table. This table shows what was changed (the test variable) and what was measured (the outcome variable). All scientists repeat their experiments at least three times, and the table should include the results from each trial as well as the average (mean). This helps make the results more reliable.
To help compare the results, scientists often create graphs. The independent variable goes on the X-axis and the dependent variable on the Y-axis. Every graph must have a title, labels for each axis, and units of measurement. Depending on the data, it might be shown as a bar graph, line graph, or pie chart.
Even with careful procedures and record keeping, different groups may get different results. That’s why scientists question, discuss, and check each other's investigations. They might look for differences in tools, procedures, or the number of trials. This process helps them explain the reasons for those differences and decide whether the findings are valid.
Whether you’re a student or a professional scientist, repeating experiments and keeping detailed records helps everyone understand and trust the results. The more carefully a scientific investigation is done and the more times it’s repeated the more confidence we can have in its conclusions.
In the investigation of “Where do rose bushes grow best?” the following data was recorded:
DOWN
1. set of collected and recorded measurements or observations
2. a detailed list of the supplies and equipment used in an investigation
6. data organized on a grid in the form a line, bar, or pie chart
ACROSS
3. a detailed description listing all of the steps in an experiment
4. detailed records, descriptions, procedures, observations, materials, surveys, data and other collections investigated
5. journal where scientific observations are handwritten with date and time
1
Daniel learned that many ants feed on sweet liquids called honeydew. To test ant preferences, he conducted an investigation to compare how many ants are attracted to honey versus sugar. He recorded the number of ants in each container over three trials.
Which statement is the best conclusion to draw from Daniel’s recorded results?
The ants are more attracted to sugar because all three trials were replicable and showed high numbers in the sugar container.
The ants are more attracted to honey because all three trials were replicable and showed consistent results favoring honey.
The ants are not attracted to sugar or honey because none of the trials produced reliable results.
The ants equally like sugar and honey because all three trials showed the same number of ants in both containers.
Two groups of students wanted to find out which type of paper towel absorbs the most water. Each group used different brands of towels and measured how much water each towel could soak up. Their results were not the same.
What is the best explanation for why the results were different between the two groups?
One group made up their data to match the results they wanted. The experiment cannot be repeated if the results are different.
The results were different because the groups used different tools or procedures. The more expensive paper towel always works better in science investigations.
3
Chloe wants to investigate whether caterpillars prefer eating decaying leaves or freshly picked leaves. She places fresh leaves on one side of a soil bed and old, decaying leaves on the other side. Then, she places several caterpillars in the center, equal distance from both sides.
To make sure her results are valid and the investigation can be repeated by others, what should Chloe do next?
Research which type of leaves caterpillars eat in the wild
Repeat the experiment using butterflies instead of caterpillars
Record how many caterpillars leave the soil bed over several trials
Count and record how many caterpillars feed on each type of leaf during several trials
The science lab for the week was to investigate the effect of color on heat absorption. The class decided to compare heat absorption using the color black as compared to the color white. The results of four of the five lab groups indicated that more heat is absorbed by the color black.
What should the lab groups do to determine why one group got different results?
All groups should immediately try the experiment again.
Compare the procedures of the one group to the other four groups.
The group that concluded that white colors absorb deserve a failing grade.
Change the data of the group that had different findings to match the others.
Anaya created an experiment to see if apple cider vinegar, when added to baking soda, releases more gas bubbles than when added to white vinegar. Which statement best describes why Anaya should write down her experimental procedure?
The information will show other experimenters that baking soda causes too many gas bubbles.
The result will help consumers decide which vinegar to purchase.
To allow other researchers to understand why she selected her hypothesis.
So that experimenters may repeat the exact scientific investigation.
SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
SC.5.N.1.5 Recognize and explain that authentic scientific investigation frequently does not parallel the steps of “the scientific method.”
SC.5.N.1.6 Recognize and explain the difference between personal opinion/interpretation and verified observation.
BENCHMARK CLARIFICATIONS
Students will identify and/or explain that science is grounded in verifiable observations that are testable. Students will distinguish between personal interpretation and verified observation. Students will distinguish between examples of evidence or observations (empirical) and personal opinions.
SPEED BAG QUICK DRAW (PRE-READING) - Making Observations
Science is based on careful observations that can be tested and verified by others. When scientists study the natural world, they collect information through their five senses what they see, hear, smell, feel, or sometimes taste. These observations are used to gather facts and evidence. Those observations must be accurate and repeatable so that other scientists can check the results.
For example, if a student says, “The plant grew 5 centimeters in one week,” that is an observation because it is based on a measurement. But if someone says, “This is the prettiest plant I’ve ever seen,” that is a personal opinion. Opinions are not used as scientific evidence because they are based on feelings or personal beliefs, not facts that can be tested.
OBSERVATIONS AND INFERENCES
An observation is something you notice using your senses. It can include details like color, size, shape, sound, or texture. Scientists often use observations to collect data and describe what is happening.
An inference is a reasonable explanation based on what you observed. For example, if you observe that the grass is wet in the morning, you might infer that it rained during the night. Inferences can be helpful in science, but they are not always correct and must be tested with further observations and evidence.
FACTS AND OPINIONS
A fact is something true about a subject and can be supported by evidence. For example some facts about the state of Florida include: there are 67 counties in Florida, the capital of Florida is Tallahassee, and Florida is nicknamed the Sunshine State. These examples can all be proven and, therefore, are recognized as factual.
An opinion is a belief about a particular subject that may or may not be true. An opinion is usually an interpretation driven by personal experiences. For example, common opinions about the state of Florida include statements like Florida has the best vacation spots, Florida’s weather is great, and Florida has the best beaches in the world. These may be the opinions of some people but may not be agreed upon by others.
IN SCIENCE, EVIDENCE MATERS
Scientists do not rely on guesses or opinions. They rely on evidence gathered through observations. Good science can be repeated by others and should lead to similar results. When scientists make a claim, they must back it up with evidence that others can see, measure, or test.
This is what makes science different from personal belief. Science is about what we can observe and verify, not what we simply feel or think.
DIRECTIONS: Use the passage to help complete the organizer below.
F A C T
List four facts in the boxes below
O P I N I O N
List four of your own opinions in the boxes below
Directions: Record “F” for facts or “O” for Opinions
1. Red cars are the best looking.
2. Tallahassee is the capital of Florida.
3. The camping trip was boring.
4. New Year’s Eve falls on December 31 every year.
Directions: Record “O” for Observations or “I” for Inference
1. The recycle bin is always filled up by 1:00 pm each day.
2. The solar system model appears to be made of easy-to-carry Styrofoam.
3. The blouse she wore was purple.
4. Both my brothers made A’s in Ms. Kruger’s class, and so will I.
ACROSS
3. information collected during experimentation
DOWN
1. a personal belief or judgment that is not based on proof or certainty
2. information gathered through the senses about the natural world
7. a truth about a subject matter that can be supported by evidence
4. an explanation based on evidence that is not directly observed
5. the altering of the steps in the scientific method
6. a question that can be answered through experimenting
7. the data, notes, and overall outcome from an experiment
Scientists are careful observers. They use their five senses to collect information about the world around them.
Which of the following statements is an example of an observation?
Carlie believes San Diego has the best weather in the country.
Jeffery thinks Margret’s dress is the prettiest one in the room.
Peggie noticed that her ankle was swollen and red.
Cagney enjoys shopping for holiday presents in November.
Two glass jars are each filled with 250 milliliters of water. One glass jar is placed near a window, and the other is placed inside a covered steel container. Observations of both glass jars are made each day for one week.
Which of the following statements is an inference that may be made from the observations collected?
There is less water in the glass jar near the window after one week.
Both glass jars started with 250 milliliters of water in each.
The sunlight speeds up the evaporation of the water in the jar near the window.
The jars had different amounts of water remaining at the end of the week.
Ryan wants to test how well his homemade fertilizer helps flowers grow compared to a store -bought fertilizer. He sets up an experiment using both fertilizers on flowering plants.
Which observation would best help Ryan determine which fertilizer works better?
Record the height and number of flowers on plants grown with both fertilizers.
Repeat the experiment using a different type of homemade fertilizer.
Record the color of flowers grown in homemade fertilizer.
Count only the flowers that grow with the store-bought fertilizer.
Deandra’s homework assignment for winter recess was to record four different observations about anything occurring in the natural world.
DEEANDRA’S OBSERVATIONS
1 Blackberries are sweeter than wild cherries.
2 Liquid soap has a more refreshing smell than a bar of soap.
3 Bread molds faster on the kitchen counter than in the refrigerator.
4 A Gouldian Finch is a more attractive bird than a Gough Moorhen.
Which of Deandra’s observations is scientifically testable?
Observation 1
Observation 2
Observation 3
Observation 4
A missing card from Josh’s science fair board was found on the floor of his bedroom. The card read, “After reviewing the data, it is clear that light-colored liquids freeze quicker than dark-colored liquids.”
Which part of the scientific method does the information represent? problem opinion conclusion hypothesis
SC.5.E.5.1 Recognize that a galaxy consists of gas, dust, and many stars, including any objects orbiting the stars. Identify our home galaxy as the Milky Way.
BENCHMARK CLARIFICATIONS
Students will identify the basic components of a galaxy. Students will explain how stars can be different. Students will identify the Sun as a star that emits energy. Students will identify that the Sun’s appearance is due to its proximity to Earth.
A galaxy is a giant collection of gas, dust, and many stars. Inside a galaxy, some stars have planets, moons, asteroids, and other objects orbiting them. Galaxies come in many shapes and sizes, but they all have one thing in common they are made up of millions or even billions of stars, floating through space with huge clouds of gas and dust.
Our planet, Earth, is part of a solar system that orbits one star the Sun. And our Sun is just one of the many stars found inside a galaxy called the Milky Way. The Milky Way is our home galaxy. It’s shaped like a spiral, with long curved arms spinning out from a bright center. Earth and the Sun are located far from the center, in one of those spiral arms.
There are billions of galaxies in the universe. Some galaxies are small and contain only a few million stars, while others are enormous and contain hundreds of billions of stars. Galaxies can also be grouped by their shape:
Spiral galaxies (like the Milky Way) have a bright center and arms that stretch outward like a pinwheel. These galaxies contain lots of gas and dust, which means new stars are still forming there.
Elliptical galaxies are shaped like flattened balls or stretched-out circles. They don’t have much gas or dust, so they mostly contain older stars that formed long ago.
Irregular galaxies don’t have a regular shape. They often look like a messy cloud. Even though they look disorganized, these galaxies usually have plenty of gas and dust, which makes them great places for new stars to be born.
All the stars we see in the night sky including our Sun are made of hot gases and give off light energy. Stars can be different sizes. Some are smaller than the Sun, while others are much larger. Stars can also look brighter or dimmer depending on how much energy they give off and how far they are from Earth. The Sun looks much bigger and brighter than other stars because it is the closest star to us.
From Earth, other stars look like tiny points of light in the night sky. Some seem brighter than others, but that doesn’t always mean they are bigger. A small star that is close to Earth might look brighter than a large star that is far away. This is why distance and size both matter when we talk about how stars appear.
In summary, a galaxy is a huge system made of gas, dust, and stars. Our home galaxy is the Milky Way, and it’s just one of the countless galaxies in space. Every galaxy is full of wonders stars of all sizes, glowing clouds of gas, and swirling dust all working together to light up the universe.
DIRECTIONS: Use the passage to record notes as indicated by the prompt on the left of the organizer.
Characteristics of Stars
THREE Factors that Influence Brightness
THREE Essential Functions of the Sun
DOWN
1. liquid or frozen water forming in the atmosphere that falls back to Earth
2. process where plants use water and light energy to make their own food
3. to change from a gas or vapor to a liquid
4. a form of electromagnetic energy that is visible to the human eye
7. points of light in the night sky that are also suns
ACROSS
5. the force of attraction that pulls bodies towards the center of the Earth
6. the only star in our solar system
8. a spiral galaxy with spiral arms and a bright center
1
Which statement best describes what all stars have in common?
All stars emit light and heat.
All stars are found in the Milky Way galaxy. All stars have the same temperature.
All stars are the same distance from the Sun.
The Sun plays an extremely important role on our planet. It influences weather and climate, ocean currents and Earth’s seasons. The Sun also makes plant and animal life possible.
Which of the following is a simple description of the Sun?
the largest star in the Milky Way Galaxy a large massive object that reflects light and heat energy a burning sphere of gas that emits light and heat energy a collection of gas, dust, planets, and stars
A star is a glowing ball of gas, held together by its own gravity. The nearest star to Earth is the Sun and it appears to be the brightest star from Earth.
Which of the following factors does not influence how bright a star appears from Earth?
amount of energy the star produces the distance from Earth if it is made of rock or gas the size of the star
The Sun is a very important star that affects life on Earth. Fifth-grade teams were given the assignment to list characteristics of the Sun. Listed below is a table that was posted by one of the teams.
CHARACTERISTICS OF THE SUN
1 medium-sized star
2 primary source of energy on Earth
3 the largest star in our solar system
4 the closest star to Earth
Which characteristic listed in the table above does not belong?
Characteristic 1
Characteristic 2
Characteristic 3
Characteristic 4 D B A
Kamara read a science article containing the following information:
The Milky Way is made of over 100 billion stars that range in size and age. The Sun is a medium-sized star, located in one of the Milky Way’s spiral arms, far from the galactic center.
Which term is most likely being described in the passage Kamara read? a galaxy a planet a solar system the asteroid belt
SC.5.E.5.3 Distinguish among the following objects of the Solar System Sun, planets, moons, asteroids, comets-and identify Earth’s position in it.
SC.5.E.5.2 Recognize the major common characteristics of all planets and compare/contrast the properties of inner and outer planets.
BENCHMARK CLARIFICATIONS
Students will distinguish among objects in our solar system based on their relative positions and/or their characteristics.
Students will identify common characteristics of all planets.
Students will compare and/or contrast the common characteristics of inner and outer planet groups.
SPEED BAG QUICK DRAW (PRE-READING) - Our Solar System
Our solar system is over four billion years old and is always in motion. It comprises the Sun, the eight planets orbiting the Sun, satellites (moons) of the planets, numerous asteroids, comets, and gas. The Sun is at the very center of our solar system, and its gravitational pull keeps everything orbiting around it.
The Sun is the largest object in our solar system, yet it is only an medium-sized star in our galaxy. Our galaxy, The Milky Way, is just one of a billion or so known galaxies. The Sun is a star on one of the spiral arms of the Milky Way galaxy. Its gravitational pull allows planets and other celestial bodies to orbit in an elliptical pattern around it. Without the gravitational force of the Sun, planets would fly out into space. The Sun is the richest source of heat and light used on Earth as the primary energy source.
A planet is a spherical-shaped rock or mass of gas that revolves around a star and rotates on its axis. The planets in order from the closest to the Sun are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. Even further away from the Sun is Pluto, the dwarf planet. It is important to remember that Earth is the third planet from the Sun, and its position in the solar system allows for the conditions necessary for life on Earth.
The four inner planets, known as the terrestrial planets, are Mercury, Venus, Earth, and Mars. Inner planets are typically small, rocky globes with thin to no atmospheres, iron cores, and few moons. The inner planets spin slowly and orbit the Sun quickly. Because they are closer to the Sun, they are warmer and have shorter years. They also have few to no moons and no rings. Mercury is the smallest of the inner planets and the planet closest to the Sun. Venus is the second planet from the Sun. The diameter of Venus is similar to Earth's, and is sometimes referred to as Earth's twin. Venus, like Earth, has thick, blanketed clouds. However, unlike the clouds on Earth, they are made of poisonous sulfuric acid. Earth is the third planet from the Sun, known as the Blue Planet, because of the liquid water on its surface. Mars is called the rusty planet because of its reddish surface color. The rocks found just beyond Mars, separating the inner and outer planets, are known as the asteroid belt. These rocks orbit around the Sun, like planets, and fall between Mars and Jupiter.
The outer planets, known as Jovian planets, which are sometimes called gas giants, are composed of gaseous or liquid fluids, multiple moons, and ring systems and are very cold due to their distance from the Sun. They have very thick atmospheres and do not have a solid surface like the inner planets. The first of these planets begins with Jupiter, followed by Saturn, Uranus, and Neptune. Jupiter is the largest of the planets in our solar system and is known for its Great Red Spot, thought to be a continuous storm. Saturn is the planet with the obvious rings. It is the second-largest planet in our solar system. Uranus is the seventh planet from the Sun and is nicknamed the Ice Planet. Uranus is so cold that scientists believe its surface is a mixture of frozen substances. Uranus is blue in color due to the methane gas in its upper atmosphere. Neptune is the eighth planet from the Sun and is often thought of as the twin giant of Uranus. Pluto, once known as the ninth and smallest planet in our solar system, has been downgraded to a dwarf planet in recent years.
SC.5.E.5.2 and SC.5.E.5.3
The Earth's Moon is one-fourth the diameter of Earth and is classified as a natural satellite. A natural satellite is defined as a celestial body that orbits a planet. The Moon takes 29 ¼ days, or about a month, to orbit the Earth. The Moon's brightness at night is due to the sunlight reflected off its surface. As the Moon orbits the Earth, different portions of its illuminated side are visible from Earth, accounting for our lunar phases. These phases repeat in the same order every month. Beginning with a New Moon, followed by the First Quarter, a Full Moon, the Third Quarter, and back to the New Moon phase. The Moon is easily identified by its craters, caused mainly by the impact of meteors over millions of years.
Asteroids and comets are small celestial bodies that revolve around the Sun. The main difference between an asteroid and comet is that asteroids are made up of rocks and metals, while comets are made up of ice, dust, frozen gas, and small rocks. Asteroids are found primarily on the Asteroid Belt between Mars and Jupiter, whereas ice-filled comets are formed farther from the Sun. When comets, during their orbit, come into proximity with the Sun, they lose mass as the ice melts and vaporize to form a tail. Comets have a large, elliptical orbit that takes them well past Pluto.
DIRECTIONS: Use the passage to help complete the following organizer.
DOWN
1. floating pieces of rock and metal found between Mars and Jupiter
2. planet with a reddish surface color
3. blue planet and third from the Sun
5. commonly referred to as Earth’s twin
6. outer planets
9. closest planet to the Sun and the smallest of the inner planets
11. any celestial body orbiting a planet
ACROSS
4. the second largest planet in our solar system
7. the largest of the planets known for its big red spot
8. small celestial body made of ice, dust, and small rocks revolving around the Sun
10. the four inner planets of the solar system
12. a dwarf planet
13. the Ice Planet known for its methane gas in its atmosphere
Which of the following objects is made mostly of gas and is located far from the Sun?
Planets in our solar system have been classified as either inner or outer planets because of their characteristics. Which of the following are the differences between the inner and outer planets in our solar system?
The inner planets are farther away from the Sun and receive less sunlight. The inner planets are also larger than the outer planets and have only one moon.
The inner planets are closer to the Sun and receive more sunlight. The inner planets are also smaller in size than the outer planets and have fewer moons.
The inner planets are closer to the Sun and receive more sunlight. The inner planets are all the same size, and the outer planets are all different sizes.
The inner planets are farther away from the Sun and receive more sunlight. The inner planets are also smaller in size than the outer planets and have fewer moons.
Noel and his friend Jeremy decided to make a model of the inner planets. The diagram below shows the assembly of the model. Jeremy knows that there are four planets classified as inner planets but cannot seem to remember which one comes next.
Which of the following is the inner planet that should be added next to Noel and Jeremy’s model?
Which statement correctly describes the relationship between Earth, the Sun, and the Moon in our solar system?
The Moon orbits the Sun while Earth stays still.
Earth orbits the Moon, and the Moon orbits the Sun.
The Sun orbits Earth while Earth and the Moon orbit each other.
Earth and the Moon both orbit the Sun, but the Moon also orbits Earth.
5 Arnelle created a Venn diagram to show some similarities and differences between the inner and outer planets.
INNER PLANETS
rocky closer to the sun fewer moons
OUTER PLANETS
revolves around the sun rotates on its axis has mass has volume further away from the sun multiple moons has rings
Which of the following characteristics of outer planets could be added to the Venn diagram above?
gas planets
terrestrial planets
asteroid belt
warmer planets
SC.4.E.5.4 Relate that the rotation of Earth (day and night) and apparent movements of the Sun, Moon, and stars are connected.
SC.4.E.5.1 Observe that the patterns of stars in the sky stay the same although they appear to shift across the sky nightly, and different stars can be seen in different seasons.
SC.4.E.5.3 Recognize that Earth revolves around the Sun in a year and rotates on its axis in a 24-hour day.
BENCHMARK CLARIFICATIONS
Students will describe the rotation of Earth and movement of the Sun, Moon, and/or stars are related. Students will identify that the pattern of stars appears to shift across the sky nightly or that different stars can be seen in different seasons.
Students will explain that Earth revolves around the Sun in a year.
SPEED BAG QUICK DRAW (PRE-READING) - Stars in the Night Sky
The Earth is always moving, even though we don’t feel it. It makes two main motions rotation and revolution. These motions are the reason we experience day and night, and why the Sun, Moon, and stars appear to move across the sky.
EARTH’S ROTATION: NIGHT AND DAY
Earth spins around an imaginary line called its axis, which runs from the North Pole to the South Pole. This spinning motion is called rotation. It takes 24 hours for Earth to make one full rotation.
As Earth rotates, different parts of the planet face the Sun at different times. The side facing the Sun experiences daylight, while the side turned away from the Sun experiences night. This is why we have a repeating pattern of day and night every day.
EARTH’S REVOLUTION: A TRIP AROUND THE SUN
In addition to spinning on its axis, Earth also travels in a path around the Sun. This movement is called a revolution. Earth takes about one year to make a complete trip around the Sun. As it revolves, we see different parts of the sky at different times of the year. This is why some stars are only visible during certain months.
THE MOON: CHANGING APPEARANCE
The Moon also appears to move in the sky. It orbits Earth and takes about a month to complete one trip around us. During this time, the Moon's shape seems to change when viewed from Earth. Sometimes it looks like a full circle, and other times just a thin slice. These repeating changes happen in a pattern each month, even though the Moon itself isn’t changing shape.
THE SUN, MOON, AND STARS: MOVING ACROSS THE SKY
Every day, the Sun appears to rise in the east and set in the west. The stars do the same at night. But the Sun and stars aren’t really moving around us Earth is rotating, which makes them look like they’re moving. The same is true for the Moon.
If you look at the night sky over time, you may notice that some stars appear in different positions during different seasons. This happens because Earth’s position in its path around the Sun changes what part of the sky we can see. Even though stars may appear to shift, their patterns stay the same.
One star, called Polaris or the North Star, seems to stay in the same place in the sky. That’s because it is almost directly above Earth’s axis of rotation. Other stars appear to move around Polaris during the night.
SC.4.E.5.3, SC.4.E.5.4, and SC.4.E.5.1
Earth’s rotation gives us day and night. Earth’s revolution changes which stars and constellations we see at different times of the year. The Moon changes its appearance in a pattern each month. And while the Sun, Moon, and stars look like they move across the sky, it’s really Earth’s motions that cause what we see.
DIRECTIONS: Use the passage to complete the cause and effect organizer below.
CAUSE
Earth’s Rotation
EFFECT
Stars appear to move across the night sky.
The occurrence of seasons causes this movement.
Earth’s Revolution
Earth revolves around the Sun in a path called an orbit
During January, Orion seems to move across the sky at night.
DOWN
1. the North Star
2. the motion of one object around another object
3. a division of the year into four periods marked by changes in the weather
4. a medium-sized star at the center of our solar system
ACROSS
5. the spinning of an object on its axis
6. an imaginary line where an object or body rotates
Which of the following takes one year to complete?
Earth rotates on its axis.
Earth revolves around the Sun.
Earth revolves on its axis.
Earth rotates around the Sun.
Jada searched for the star pattern Scorpius during the month of January. Her brother told her she had to wait until summer. Why can
As the Earth rotates, different patterns of stars are seen in different seasons.
As the Earth rotates, stars appear to rise and set in the night sky.
As the Earth revolves around the Sun, different patterns of stars are seen in different
As the Earth revolves around the Sun, stars appear to rise and set in the night sky.
About how many times does the Earth rotate during one revolution?
Each month, a student observes the night sky and records which constellations are visible. Over the course of several months, the student notices that some star patterns disappear and new ones appear.
Which statement best explains why this happens?
The stars move to new locations in space throughout the year.
Clouds and weather block the stars from view during some months.
The Moon’s orbit causes stars to become dim and harder to see.
Earth’s revolution around the Sun changes the part of space we can see at night.
Julian and Mr. Basani wanted to demonstrate to the class how the Earth moves to create the seasons of the year. To demonstrate the process, Julian holds a basketball to represent the Earth, and Mr. Basani holds a flashlight to represent the Sun.
How should Julian move to demonstrate one revolution of the Earth?
He should walk around Mr. Basani.
He should spin in place while Mr. Basani walk around him.
Julian and Mr. Basani should both spin in place.
Julian should remain still while Mr. Basani spins in place.
SC.4.E.5.2 Describe the changes in the observable shape of the Moon over the course of about a month.
BENCHMARK CLARIFICATIONS
Students will describe the visual changes in the appearance of the Moon.
SPEED BAG QUICK DRAW (PRE-READING) - The Phases of the Moon
Have you ever looked up at the sky and noticed that the Moon looks different every night? Sometimes it looks like a full circle, and other times it looks like part of the circle is missing. This happens because the Moon moves around the Earth, and as it does, we see different amounts of sunlight reflecting off it.
The Moon does not make its own light. Instead, it reflects light from the Sun. One side of the Moon is always lit up by the Sun, but we can’t always see the whole lit side from Earth. That’s why the Moon seems to change shape over time, even though it’s not really changing shape at all.
The Moon moves in a path around the Earth. It takes a little more than 29 days for the Moon to go all the way around once. This pattern of changes we see in the Moon is called the lunar cycle, and it repeats about once every month. Scientists and sky watchers have divided this cycle into four main parts, or phases.
THE FOUR MAIN PHASES OF THE MOON
New Moon: The lunar cycle begins with the new moon. During this phase, the Moon is between the Earth and the Sun. The side of the Moon that is lit by the Sun is facing away from us, so the Moon looks completely dark from Earth.
First Quarter: About a week later, the Moon has moved a quarter of the way around Earth. Now we can see the right half of the Moon from Earth. This phase is called the first quarter.
Full Moon: Another week later, the Moon is now halfway through its trip around Earth. The entire lit side of the Moon is facing us, so we can see a full, bright circle. This is the full moon.
Last Quarter (Third Quarter): After another week, the Moon has moved three-quarters of the way around Earth. Now we see the left half of the Moon. This phase is called the last quarter.
After the last quarter, the Moon continues to move until it becomes a new moon again. Then the whole cycle starts over.
Even though we can’t easily visit the Moon, we can study it from Earth. If you look at the Moon each night and keep track of what it looks like, you’ll notice the changes follow the same order every month. This is why we can predict what the Moon will look like on any day.
SC.4.E.5 2
Because the lunar cycle follows a set pattern, we can easily predict the occurrence of lunar phases. For instance, if the full moon occurs during the first week of the month, you can predict that you will see it again on the same date during the following month. Another tool for predicting lunar phases is knowing there is about a week between each quarter phase. Understanding this concept lets you know that if you see a full moon, there will be one week
MOON PHASES
DOWN
1. phase of the Moon that appears completely dark and begins the lunar cycle
2. occurring three weeks after the new moon phase
ACROSS
3. the moon cycle divided into four phases
4. a natural satellite of the Earth
5. occurring about two weeks after the new moon
6. occurring one week after the new moon
Laila decided to observe the Moon every night for a month and drew what she saw. She noticed that the Moon went from looking completely dark, to half lit, then fully lit, and then back to half lit again before becoming dark.
What does this pattern show about how the Moon appears to change over time?
The Moon follows a regular cycle that repeats each month.
The Moon’s shape randomly changes because the Moon spins quickly.
The Moon always stays full, but clouds block parts of it.
The Moon only looks different when it moves behind other planets.
A student made the following claim: "If I see the right half of the Moon lit up tonight, I will see the left half lit up exactly one week later."
Which statement best explains whether this claim is scientifically correct?
Yes, because the Moon spins faster at night than during the day.
Yes, because the Moon continues through a regular pattern of phases as it orbits Earth.
No, because the Moon’s shape stays the same for the whole month.
No, because Earth’s shadow changes the Moon’s shape in random ways.
Jamal checked the calendar and saw that tonight would be a full moon. He wanted to know what the Moon would look like in about two weeks.
Based on the lunar cycle, which Moon phase is most likely to happen about two weeks after a full moon?
Another full moon
New moon
First quarter
Last quarter
Which of the following represents the correct order of the phases of the Moon?
New Moon, Full Moon, Last Quarter, First Quarter, and then New Moon again
Full Moon, New Moon, Last Quarter, First Quarter, and then Full Moon again
Full Moon, Last Quarter, New Moon, First Quarter, and then Full Moon again
Last Quarter, Full Moon, New Moon, First Quarter, and then Last Quarter again
Which of the following best represents the position of the Sun and Earth during the full moon phase? Earth-Moon-Sun Earth-Sun-Moon Moon-Earth-Sun
-Earth-Moon
SC.4.E.6.1 Identify the three categories of rocks: igneous, (formed from molten rock); sedimentary (pieces of other rocks and fossilized organisms); and metamorphic (formed from heat and pressure).
SC.4.E.6.2 Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks.
BENCHMARK CLARIFICATIONS
Students will identify and/or describe the physical properties of common minerals.
Students will describe and/or explain the role of minerals in the formation of rocks.
Students will identify the three categories of rocks and how they were formed.
SPEED BAG QUICK DRAW (PRE-READING) - Rocks and Minerals
Although rocks are very different from minerals, it is sometimes difficult to distinguish between the two. All rocks are made up of two or more minerals, but minerals are never made of rocks. Minerals are pure substances made of the same materials throughout. Meanwhile, rocks are made of various minerals, once-living animals, and even pieces of dead plants. There are many kinds of rocks and minerals found in nature.
TYPES OF ROCKS
There are three different types of rocks: igneous, sedimentary, and metamorphic rocks. Rocks are classified according to how they are formed. The process by which one rock type changes into another is called the rock cycle.
Igneous rocks are formed when molten rock, either magma or lava, is cooled. Magma is rock that has been melted deep within the Earth where the temperature is extremely high or as a result of an erupting volcano. Lava is magma that reaches the Earth’s surface. For example, when a volcano erupts, it releases lava. Igneous rocks, like obsidian, are formed when lava is cooled and hardened.
Sedimentary rocks are made up of sediments such as smaller pieces of rock, sand, shells, gravel, and fossils which are the remains of plants and animals. In fact, this is the only type of rock that can contain a fossil. When all these materials are compressed and cemented together, it forms sedimentary rocks. Limestone (a nonrenewable Florida resource used to make cement for building), shale, and coal are examples of sedimentary rocks.
Metamorphic rocks are formed when igneous and sedimentary rocks are exposed to extreme heat and pressure. They are often found near mountain ranges and can contain crystals or ribbon-like bands. Examples of metamorphic rock are quartzite, marble, and slate.
PROPERTIES OF MINERALS
Some of the most common minerals are quartz, feldspar, mica, calcite, talc, pyrite, and graphite. There are over 3,000 different known minerals that are identified using common properties and characteristics. These common characteristics used to classify minerals include hardness, color, luster, cleavage, and streak color.
Hardness is determined by a mineral’s resistance to being scratched. To determine the hardness, one mineral is rubbed against another to see if it will result in one being scratched by another. Minerals can also be tested for hardness by scratching them with an iron nail. Quartz and feldspar, which are considered hard minerals, can scratch glass and steel. Diamond is the hardest natural substance on Earth, while talc is the softest mineral. Talc is so soft that your fingernail can easily scratch it. Talc can effortlessly be ground into talcum powder to be used in many cosmetic products.
Color is a physical property that is not very useful for identifying minerals. Many minerals exist in different colors, and some minerals have identical colors to others. For example, there are lots of different shades and colors of quartz. Rose quartz is a pale pink, and amethyst quartz is a violet color. Therefore, color is not the most helpful characteristic in the identification of a mineral.
SC.4.E.6.1 and SC.4.E.6.2
Luster is determined by the way a mineral reflects light. When you say a mineral "shines," you describe its luster. Minerals may be described using the terms metallic, dull, brilliant, glassy, waxy, pearly, or silky. An earthy mineral may look like dirt, while a metallic mineral may look like shiny metal.
Cleavage occurs when a mineral breaks along a smooth, definite line. Cleavage can be described as perfect, good, imperfect, distinct, indistinct, or poor. A mineral has perfect cleavage if it breaks easily with clean lines in one or more directions. Calcite is a mineral that cleaves perfectly along three different planes. Cleavage is reproducible, meaning that a crystal can be repeatedly broken along the same parallel plane; therefore, this property is beneficial in identifying minerals.
Streak color is the color of a mineral’s powder left behind when the mineral is rubbed against a streak plate or porcelain tile. The color of a mineral's streak is usually very consistent for soft minerals, but a mineral's streak left on a plate is often different than the mineral's actual color. Both pyrite and graphite minerals have black streak colors. Feldspar, talc, calcite, mica, and quartz all have a white streak color.
DIRECTIONS: Use the passage to help complete the organizer below.
DOWN
2. smaller pieces of rocks compressed and cemented together
5. magma or lava
6. when one rock type changes into another
7. a mineral’s resistance to being scratched
8. powder color seen when a mineral is rubbed against a porcelain tile
10. melted rock under the ground
12. melted rock that flows above the Earth’s surface
ACROSS
1. formed after molten rocks have cooled
3. a solid material with its own properties, formed in or on the Earth’s crust
4. rock formed from extreme heat and pressure
9. a property describing a mineral’s appearance when it reflects light
11. a property used to describe the surfaces of minerals as they break apart
A student is testing several unknown minerals using a steel nail. One mineral leaves a scratch on the nail, and another gets scratched by the nail. The student also observes their color and how they reflect light.
Which conclusion best shows the student understands how to use mineral properties to identify them?
The color is the best clue because each mineral only comes in one color.
The mineral that scratched the nail is harder than the nail, while the one that got scratched is softer.
The shinier mineral must be the hardest one because it reflects more light.
The mineral with the darker streak color must be a metamorphic rock.
During a science lab, students examined rock samples and were told to identify which were made from minerals and which were pure substances. One group concluded that rocks are pure substances like minerals.
Why is the group’s conclusion incorrect based on what we know about rocks and minerals?
Minerals are pure substances, but rocks are mixtures made of two or more minerals or other materials.
Rocks are made from just one mineral, so they are still pure substances.
Minerals are made from rocks, so they can have more than one material.
Rocks and minerals both form from lava, so they are classified the same.
What type of rock is formed when rock pieces called sediments become cemented together? igneous rock sedimentary rock metamorphic rock
Two students are comparing quartz and feldspar. They observe that both are hard minerals that can scratch glass. They also find these minerals inside a piece of granite.
What does this observation tell you about how minerals and rocks are related?
Minerals are formed from compressed pieces of rock and shells.
Quartz and feldspar are the same mineral because they are both hard.
Only igneous rocks like granite are made from minerals.
Rocks are made up of smaller minerals like quartz and feldspar.
Jill and Diane are presenting as a team. They describe each of the five properties of minerals to their classmates. For each of the five properties they use a prop to model their explanation. The first property they model is illustrated below.
Which description best explains the property of minerals that Jill and Diane are modeling for the class as seen below?
SC.4.E.6.3 Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable.
SC.4.E.6.6 Identify resources available in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy).
BENCHMARK CLARIFICATIONS
Students will identify and/or distinguish between renewable and nonrenewable resources found on Earth. Students will identify resources naturally found in Florida.
SPEED BAG QUICK DRAW (PRE-READING) - Florida’s Renewable Resources
People in Florida and around the world depend on natural resources to survive. Natural resources are materials found in nature that people use. They are grouped into two categories: renewable and nonrenewable.
Renewable resources are found in nature and can be replaced in a short period of time. These include sunlight (solar energy), wind, and water. Because all of these resources are naturally replenished, we do not need to worry about running out of them as long as they are managed properly.
Nonrenewable resources, on the other hand, take millions of years to form and cannot be replaced quickly. Once they are used up, they are gone for a very long time. Nonrenewable resources include materials like oil, natural gas, and phosphate. These are used for energy and in everyday products, but they must be used carefully because they are limited.
NATURAL RESOURCES FOUND IN FLORIDA
Florida is rich in both renewable and nonrenewable resources. Some of the most important resources found naturally in Florida include:
WATER (RENEWABLE)
Florida’s freshwater comes mainly from underground sources such as the Floridan aquifer. This aquifer provides drinking water to millions of people and is kept full by Florida’s frequent rainfall, making water a renewable resource in the state.
SOLAR ENERGY (RENEWABLE)
Florida, known as the “Sunshine State,” receives plenty of sunlight throughout the year. This makes solar energy an important renewable resource. Solar panels installed on homes and buildings capture the Sun’s energy and convert it into electricity.
WIND (RENEWABLE)
Florida is close to the ocean, so it gets some wind especially in places with lots of open space. Even though wind doesn’t give Florida a lot of power, it’s still a renewable resource that we can use again and again.
OIL (NONRENEWABLE)
Oil, also known as petroleum, is used to make gasoline for cars, boats, and airplanes. It is also found in many everyday products like paint and plastic. Since oil takes millions of years to form, it is a nonrenewable resource.
PHOSPHATE (NONRENEWABLE)
Florida is one of the largest producers of phosphate in the world. Phosphate is mainly used to make fertilizers that help crops grow. It is also used in some everyday items like toothpaste and soft drinks.
SC.4.E.6.3 and SC.4.E.6.6
LIMESTONE (NONRENEWABLE)
Limestone is a type of sedimentary rock found throughout Florida. This rock is used in building materials like cement and road surfaces. Limestone forms easily from the remains of marine organisms and takes a long time to develop, making it nonrenewable.
SILICON (NONRENEWABLE)
In Florida, silicon is most often found in sand. Sand is used to make glass, bricks, and even electronic parts. Although sand seems plentiful, the specific types used for technology take a long time to form, so silicon is considered a nonrenewable resource.
DIRECTIONS: Use the passage to help complete the organizer below.
EXAMPLE #1 EXAMPLE #2
DOWN
1. sedimentary rock made of calcite and is naturally occurring in Florida
2. natural resource found in Florida, commonly used to manufacture fertilizer
4. fuels that include natural gases, oil, and coal
5. natural resource in the form of sand used in manufacturing steel and electronics
7. natural resources easily replenished by the Earth
9. fossil fuel commonly used to power engines
ACROSS
3. moving air currents
6. renewable and nonrenewable resources
8. radiant energy provided by the Sun that can be harnessed
10. natural resources that are limited and may run out
Florida is home to many natural resources. Some can be replaced easily, like sunlight and wind, while others take millions of years to form. These are called nonrenewable resources.
Which of the following is a nonrenewable resource found in Florida?
Phosphate deposits are most readily available in an area of Central Florida known as Bone Valley. These deposits often contain fossils of prehistoric creatures such as saber-tooth tigers and mastodons. Florida phosphate mining provides over seventy-five percent of the phosphorous used by farmers in the United States.
Which statement best describes Florida’s phosphate rock?
nonrenewable minerals that are used to enrich the soil
renewable minerals that are used to enrich the soil
nonrenewable minerals that are used to build up the land
renewable minerals that are used to build up the land
Which of the following is an accurate list of resources found in the State of Florida?
More than eighty-five percent of all the energy used in the United States comes from coal, oil, and natural gas. Coal, oil, and gas are not easily reproduced by nature because they are formed from organic remains of prehistoric plants and animals. Which term is used to classify resources such as coal, oil, or natural gases?
renewable resources
sediments
igneous rock
nonrenewable resources
The table below shows the energy consumption used in the United States from various natural resources. According to the graph below, which statement best represents the energy used in 2007?
Nonrenewable energy sources were used more often than renewable energy sources.
Renewable energy sources were used more often than nonrenewable energy sources.
Renewable and nonrenewable energy sources were used equally in the year 2007.
Solar energy was used far more than other sources of energy
SC.4.E.6.4 Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice).
BENCHMARK CLARIFICATIONS
Students will identify and/or describe the processes of physical weathering and/or erosion.
Students will compare and contrast the agents and/or the processes of physical weathering and erosion.
SPEED BAG QUICK DRAW (PRE-READING) - Weathering and Erosion
Earth is covered by landforms that are constantly changing and creating new features. Physical weathering and erosion are two causes of landform changes. Physical weathering is the process by which rocks break down through natural physical means. An example of physical weathering is a rock that breaks down due to the pressure of raindrops over the years. Other examples of weathering include: rivers carving canyons in rocks, the wind causing rocks to break apart as they hit against each other, and water that seeps in between rocks and freezes, causing them to crack over time. No movement is involved in weathering. Once weathering breaks rocks and soil down, they are carried to other places. The process of weathered rock being carried to another location is called erosion.
PHYSICAL WEATHERING (SLOW CHANGES)
Wind and water breaks down rocks by the constant application of force. This force creates stress on the rock, which causes the rocks to crack and break. Moving water can slowly wear down the surface of rocks, which is why river rocks are often smooth. Blowing wind can pick up sand. When this sand blows against a rock, it can also smooth its surface.
Ice wedging causes physical weathering to occur when water gets into the cracks of rocks or landmasses and freezes. As water freezes, it expands. The repeated freezing of water during cold nights and thawing during warm days creates a cycle. The force from the freeze-thaw cycle causes the expansion of the water to widen the crack in the rock until a piece falls off.
Root wedging can also cause physical weathering. As plant roots grow, they work their way into the crevices of the rock. The pressure of the root system within the gaps causes the surrounding rocks to crack. These cracks widen over time until the rock breaks apart.
Temperature changes are an agent of physical weathering in rocks. Thermal expansion and contraction can cause a rock to break apart. When rocks heat up, they expand, and when they cool, they contract. Repetition of this process causes rocks to weaken and crumble.
Living organisms influence physical weathering. Animals rubbing against a rock as they move across them or burrowing underneath them may cause rock pieces to be broken down. Likewise, plants that grow either around or on rocks may also cause them to crack. Additionally, plants and animals may carve a pathway for water to seep into the cracks, causing more pressure to be applied to the rocks.
PHYSICAL WEATHERING (RAPID CHANGES)
Hurricanes and tornadoes bring lots of wind and water to the land's surface, thus speeding up the weathering process. When these events occur, the weathering processes that may have taken many years can happen instantly. A storm surge that precedes a hurricane or tsunami generated by earthquakes under the ocean floor can rapidly crash into coastlines and break rock apart.
SC.4.E.6.4
The surface of the Earth is always changing. Two of the main processes that cause these changes are physical weathering and erosion. They often happen together, but they are not the same thing.
Physical weathering happens when rocks break into smaller pieces. This happens because of natural forces like water, wind, ice, and growing plants. In physical weathering, the broken pieces stay in the same place they do not move away.
Here are some examples of physical weathering:
Water and wind rub against rocks and slowly wear them down, making them smooth over time.
Ice wedging happens when water gets into cracks in a rock, freezes, and expands. This makes the crack bigger until the rock breaks.
Plant roots grow into cracks in rocks. As the roots get bigger, they push the rock apart.
Temperature changes make rocks expand when they get hot and shrink when they cool. Doing this over and over causes rocks to crack.
Animals can dig or rub against rocks, which helps break them apart slowly.
Sometimes, big storms like hurricanes and tornadoes bring strong wind and heavy rain that can break rocks quickly. This is still physical weathering, but it happens faster than usual.
After rocks are broken down, erosion happens. Erosion is when the small pieces of rock or soil are moved to a new place. The main causes of erosion are gravity, water, wind, and ice.
For example:
Gravity can pull rocks down a hill in a landslide. Rivers can carry soil and sand downstream.
Glaciers can drag rocks across the land. Wind can blow sand across the desert.
In summary, Physical weathering happens when rocks break into smaller pieces, but the pieces stay in the same place. Erosion happens when wind, water, ice, or gravity move those broken pieces to a new location.
1. the wearing away of the beach by contact with ocean waves
2. the repeated freezing and thawing of water causing rocks to crack
3. a rapid flow of snow down a mountainous slope
4. the moving of weathered sediment to a new location
5. the pressure of a root system within the crevices of rock
KEY VOCABULARY
A. Ice Wedging
B. Root Wedging
C. Erosion
D. Beach Erosion
E. Avalanche
DIRECTIONS: Use the passage to help complete the organizer below.
DEFINITION OF WEATHERING
DEFINITION OF EROSION
EXAMPLES OF WEATHERING
EXAMPLES OF EROSION
Which statement best describes the key difference between physical weathering and erosion?
Physical weathering happens quickly, while erosion always takes thousands of years.
Physical weathering breaks rocks down, while erosion moves the broken materials. Erosion breaks rocks apart, and weathering moves the pieces away.
Both physical weathering and erosion always involve water as the main agent.
After a hurricane hits a rocky coastline, a group of scientists notices that some rocks have cracked and others have been carried into the ocean. What processes most likely caused this change?
physical weathering by storm forces and erosion by water movement only erosion by ocean currents
only physical weathering by the wind
weathering from plant roots and erosion by animal movement
Beaches are constantly moving, building up here and eroding there, in response to waves, winds, storms, and a relative rise in sea level. Beach restorers have resorted to pumping sand onto beaches, taking the sand from deep waters to replace the sand on the beach. This expensive solution is only temporary because the sand on the beach continues to be displaced.
This is an example of which slow change?
Which of the following models would best demonstrate how gravity causes a landslide and changes the Earth's surface?
MODEL 1: Add soil, sediment, and plants to an aluminum pan. Tap the pan gently on the table to observe how vibration affects the soil.
MODEL 2: Place soil and sediment in a clear container with plants on top. Observe any changes to the soil and roots after one week.
MODEL 3: Add soil, sediment, and plants to an aluminum pan. Lift one end of the pan to create a slope, then observe how the soil moves downward.
MODEL 4: Mix soil, sediment, small plants, and water in a bottle. Shake the bottle, then allow it to settle for 10 minutes.
The river below has become two feet wider in the past ten years. Which factors may have caused this change?
Weathering may have caused the river to widen by transporting sediment to a new location.
Erosion may have caused the river to widen by breaking down the sides of the bank.
Weathering may have caused the river to widen by wearing away the sides of the bank.
Erosion may have caused the river to widen by causing landslides that diverted the river.
SC.5.E.7.1 Create a model to explain the parts of the water cycle. Water can be a gas, a liquid, or a solid and can go back and forth from one state to another.
SC.5.E.7.2 Recognize that the ocean is an integral part of the water cycle and is connected to all of Earth’s water reservoirs via evaporation and precipitation processes.
BENCHMARK CLARIFICATIONS
Students will identify and/or explain the parts of the water cycle. Students will identify the states of water associated with each part of the water cycle and/or explain the phase changes that occur as water moves from one part of the water cycle to another. Students will identify and/or describe the role of the ocean in the water cycle.
SPEED BAG QUICK DRAW (PRE-READING) - The Water Cycle
THE WATER CYCLE
The Water cycle is a continuous flow in which water from the Earth moves through the environment changing from one state to another. Water in the cycle can be a gas, liquid, or solid going back and forth from one state to another. The water cycle has neither a beginning or end; it is a continuous, never-ending process driven directly by the Sun's energy. The four parts of the water cycle are evaporation, condensation, precipitation, and surface runoff.
Evaporation occurs when water from the oceans, lakes, and rivers is heated by the Sun. Some water from land surfaces also evaporates into the air. About 80% of all evaporation comes directly from oceans, while the remaining 20% comes from within existing land and plant life. This water becomes water vapor (gas) as it rises into the air. As salty ocean water evaporates, the salt is left behind, and only freshwater enters the atmosphere. As the water rises, it cools off the farther away it gets from the Earth's surface.
Condensation is when water vapor rises in the air, cools, and turns back into its liquid state. The tiny water droplets clump together to form blankets of clouds. Condensation is the opposite of evaporation. Common examples of condensation are water droplets forming on a cold glass of water on a hot summer day, dew drops found on the lawn early in the morning, or eyeglasses fogging up when entering a warm building on a cold winter day. Condensation is also responsible for the formation of ground-level fog.
Precipitation is the part of the water cycle that occurs when the droplets collected in the air get larger and heavier, eventually falling back to the Earth as liquid water or ice. Precipitation may be defined as moving water from the atmosphere back to the surface of the Earth. Precipitation can be in the form of rain, snow, sleet, or hail, depending on the temperature of the air.
Surface runoff occurs when the precipitation (rain, snow, sleet, or hail) meets the land and either soaks into the ground, lands in ocean water, or runs downhill, draining into rivers. Not all runoff flows into rivers; much of it soaks into the ground and is collected in the underground freshwater supply known as aquifers. When precipitation soaks into the ground, it is called groundwater. In Florida, much of our groundwater is located in the Floridan aquifer.
FACTORS INFLUENCING THE WATER CYCLE
As magnificent as it may seem, the water cycle is affected by several factors, including temperature, pressure, and topography.
Temperature is determined by the solar energy received from the Sun. The Sun directly affects the water cycle by giving it power. As the temperature increases, the water cycle speeds up as it gets warmer outside. This is because water evaporates much faster at warmer temperatures. Temperature also affects the type of precipitation that falls. When the air temperature is at or below the freezing point of water (0° C/32°F), solid precipitation like snow and sleet can form. When it is warmer than the freezing point, rain falls. Hail forms at the tops of high cumulonimbus clouds. It is cold at the tops of these clouds but is often very warm at ground level. This is why hail typically falls on hot summer days.
SC.5.E.7.1 and SC.5.E.7.2
Pressure is the weight of all of the air above you. The lower the air pressure, the faster the water vapor rises. Low pressure speeds up the water cycle, whereas high pressure slows it down.
Topography is the shape of the land, from flat surfaces to high mountain tops. The topography of the land affects the water cycle. For example, the ocean's moist air moves up the mountain range in mountainous areas. The air cools, causing the water vapor to condense and eventually fall back to the Earth as rain or snow, speeding up the water cycle. Conversely, the dry air loses its moisture as it moves across and down the mountain's opposite side, causing very little precipitation.
THE IMPORTANCE OF OCEANS TO THE WATER CYCLE
The ocean is an essential part of the water cycle. Evaporation and precipitation are dependent upon the availability of ocean water. High temperatures above the oceans cause freshwater to evaporate faster, leading to thicker cloud cover. This causes more substantial precipitation over land. The rainfall then runs into the rivers and oceans more significantly, and the water cycle begins again.
DIRECTIONS: Use the passage to help complete the organizer.
WHAT IS THE WATER CYCLE?
FACTOR # 1
Factors Influencing the Water Cycle
FACTOR # 2
FACTOR # 3
DOWN
1. the process by which water is changed from a gas to a liquid
2. the process by which water is changed from a liquid to a gas
4. precipitation which drains downhill or is absorbed into the ground
5. the amount of measurable heat
6. physical features of land from mountain tops to flat surfaces
ACROSS
3. a continuous flow changing from one state to another
7. rain, snow, sleet, or hail
8. the weight of the air above us
Your lab team has selected an experiment to determine the effects of temperature on the rate of evaporation. They have filled four plastic cups with water at different temperatures. Each cup of water is covered with another plastic cup that is turned upside down. They begin to observe the amount of condensation that is collected in the top cup.
What phase of the water cycle is being modeled when water falls from the top of the cup back to the bottom?
precipitation evaporation freezing condensation
What is the effect of temperature on the evaporation of water?
the lower the temperature, the higher the evaporation rate the higher the temperature, the higher the evaporation rate the higher the temperature, the lower the evaporation rate there is no relationship between temperature and evaporation rate
How does a mountain range affect the speed and location of precipitation in the water cycle?
it blocks all ocean air, stopping condensation from happening it causes warmer air to rise and turn into sleet on the mountain's far side it pushes clouds away, preventing evaporation from happening on flat land it forces moist ocean air upward, cooling it and causing condensation and precipitation
The water cycle is a continuous movement of water on, above, and below the surface of the Earth. The water cycle is called a "cycle" because there is no beginning or end. Water can exist as a solid, liquid, or gas at various stages of the water cycle.
Which of the following best explains how water is changed from one state to another as it moves through the environment?
Why is the ocean considered the most important source of evaporation in the water cycle?
because it stores groundwater needed for plants to grow because it covers most of Earth and has large surface areas heated by the Sun because it removes all salt from the water before it turns to vapor because it holds snow and ice that quickly melt into runoff
SC.5.E.7.3 Recognize how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation determine the weather in a particular place and time.
SC.5.E.7.4 Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the weather in a particular place and time.
BENCHMARK CLARIFICATIONS
Students will identify and/or describe how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation describe weather in a particular place and time. Students will identify or distinguish the forms of precipitation (rain, snow, sleet, and hail) and their related weather conditions.
SPEED BAG QUICK DRAW (PRE-READING) - Precipitation
Weather is what it feels like outside right now, in a specific place. It can be sunny, rainy, windy, hot, cold, or cloudy—and it often changes from one day to the next. Most scientists who study weather look at five main things to describe it: air temperature, air pressure, humidity, wind, and precipitation.
AIR TEMPERATURE
Air temperature is how hot or cold the air is. It affects what we wear and how we feel outside. When the sun shines on Earth, it warms the air. Warmer air can hold more water vapor. That’s why on hot days, the air might feel sticky and muggy it’s full of moisture. When this warm air rises and cools down, the water vapor can turn into clouds and fall as rain or snow.
AIR PRESSURE
Air pressure is the weight of the air pressing down on us. You can’t see air, but it’s made up of tiny particles that have weight. When air pressure is high, it usually means dry, clear weather. But when air pressure is low, it can mean stormy weather is approaching. This happens because low-pressure areas pull in warm, moist air, which helps clouds and precipitation form.
HUMIDITY
Humidity is how much water vapor (gas form of water) is in the air. On days with high humidity, the air feels heavy and damp. When the humidity gets too high and the air can’t hold any more moisture, the water vapor turns into liquid and falls to the ground as precipitation like rain or snow. Low humidity makes the air feel dry.
WIND
Wind is moving air. It happens because the sun heats Earth unevenly. Warm air rises, and cooler air moves in to take its place, creating wind. Wind can be gentle or strong. It blows from one place to another, bringing along clouds, moisture, and sometimes even storms. Wind that comes from over land is usually dry. But wind that travels across oceans or lakes picks up moisture, which can lead to rainy weather.
PRECIPITATION
Precipitation is water that falls from the sky. It can happen in different forms:
Rain: liquid water droplets
Snow: tiny ice crystals that stick together and fall when the air is cold enough
Sleet: rain that freezes as it falls
Hail: balls of ice that grow bigger inside storm clouds before falling
Precipitation helps water return to Earth as part of the water cycle.
SC.5.E.7.3 and SC.5.E.7.4
CLOUDS AND WHAT THEY TELL US
Clouds are made of tiny drops of water or ice floating in the air. There are four main types of clouds that can help us predict the weather:
Cumulus: puffy, white clouds that usually mean nice weather
Stratus: flat, gray clouds that can cover the whole sky and bring light rain or mist
Cirrus: thin, wispy clouds high in the sky that often mean a change in weather is coming
Cumulonimbus: large, dark clouds that stretch high into the sky and bring thunderstorms, lightning, and hail
By looking at air temperature, air pressure, humidity, wind, and precipitation, we can describe the weather right now. Meteorologists (weather scientists) use this information to help predict what the weather will be tomorrow or later in the week!
G R A P H I C O R G A N I Z E R
DIRECTIONS: Use the passage to help complete the organizer below.
FACTORS INFLUENCING WEATHER
INFLUENCES WEATHER BECAUSE...
FACTOR # 1
INFLUENCES WEATHER BECAUSE...
FACTOR # 2
FACTOR # 3
Humidity
FACTORS INFLUENCING WEATHER
INFLUENCES WEATHER BECAUSE...
INFLUENCES WEATHER BECAUSE…
FACTOR # 4
Wind Speed and Direction
FACTOR # 5
Precipitation
INFLUENCES WEATHER BECAUSE...
1. instrument used to measure the amount of moisture in the air
2. instrument used to measure wind pressure
3. instrument used to measure the temperature of an environment
4. instrument used to measure wind speed
5. instrument used to determine the direction of the wind
A. Anemometer
B. Barometer
C. Hygrometer
D. Thermometer
E. Wind Vane
There are five basic factors influencing the weather. Which of the five factors is defined as the force of air pushing down on Earth?
humidity air temperature air pressure wind speed D
Which type of cloud forms high in the sky, is made of ice crystals, and often appears thin and wispy, usually bringing fair weather?
cumulus
stratus
cumulonimbus
cirrus
Precipitation may fall in various forms. Which of the following is the term used to describe precipitation that may pass through the liquid state before freezing?
D
Air expands as it gets warmer, so it can hold much more humidity than cold air. The amount of humidity increases as the liquid water on the surface of the Earth evaporates into the atmosphere.
Which tool is used to measure moisture content in the air?
Look at the chart below showing two weather reports.
Which factor most likely caused Tuesday’s rain?
higher air pressure
southern wind bringing moisture
lower humidity
wind blowing from land to sea
SC.5.E.7.5 Recognize that some of the weather-related differences, such as temperature and humidity, are found among different environments, such as swamps, deserts, and mountains.
SC.5.E.7.6 Describe characteristics (temperature and precipitation) of different climate zones as they relate to latitude, elevation, and proximity to bodies of water.
BENCHMARK CLARIFICATIONS
Students will distinguish weather conditions among different environments. Students will describe the temperature and precipitation of different climate zones as they relate to latitude, elevation, and/or proximity to bodies of water.
SPEED BAG QUICK DRAW (PRE-READING) - Climate Zones &
Have you ever noticed that the weather doesn’t feel the same everywhere? Some places feel hot and sticky, while others feel cool and dry. That’s because weather is affected by two main things: temperature (how hot or cold the air is) and humidity (how much water is in the air). Different environments like swamps, deserts, and mountains have their own special weather.
SWAMPS
Swamps are flat, wet areas filled with trees and water. They are usually near lakes or rivers. Swamps get a lot of rain, so they are often flooded. In the summer, swamps are known to be hot and very humid. That means the air feels wet and sticky. In cooler seasons like winter, swamps can dry out a little and feel cooler.
DESERTS
Deserts don’t get much rain. Because there’s so little water, the air is very dry. During the day, it can be extremely hot, but at night, it often gets very cold. Only special plants and animals that can handle tough conditions live in the desert.
MOUNTAINS
Mountains are very tall and high above sea level. As you go higher up a mountain, the air gets colder. The air is also drier up high. When moist air blows toward a mountain, it goes up the side and cools down. That side of the mountain may get lots of rain. But the other side doesn’t get much rain and stays dry and cool.
WHAT IS CLIMATE?
Climate is different from weather. Climate is the usual weather in a place over many years. It’s like a long-term weather pattern.
Climate is affected by three big things:
Latitude – how close a place is to the equator
Elevation – how high or low the land is
Proximity to water – how close a place is to oceans or lakes
THE THREE CLIMATE ZONES
There are three main climate zones on Earth:
Tropical climates are near the equator. They are hot all year and usually get lots of rain.
Temperate climates are between the hot and cold areas. They have four seasons, with warm summers and cool or cold winters.
Polar climates are near the North and South Poles. They are very cold and get very little rain or snow.
CLIMATE AND WATER
Places near oceans or lakes usually have mild weather. That means the temperature doesn’t change too much. Water heats up and cools down more slowly than land, so these places don’t get as hot in the summer or as cold in the winter
TEMPERATURE AND HUMIDITY IN DIFFERENT ENVIRONMENTS
SWAMPS
The
DESERTS MOUNTAINS
ACROSS
2. area with direct sun rays, high temperatures, and little to extremely high precipitation
DOWN
1. distinct regions of the Earth separated into tropical, polar, and temperate zones
4. the pattern of weather conditions that occurs in certain areas over many years
6. a natural elevation of the Earth’s surface with steep sides
3. extreme conditions between tropical heat and artic cold
5. area with low temperatures and ice throughout the year
7. dry land areas that get very little rainfall throughout the year
8. a shrub-filled wetland that has low elevation
Long-term patterns of weather in any part of the world is referred to as which of the following terms?
Which of the following factors is most responsible for a tropical climate being warm and humid?
location near the equator
high elevation
distance from the ocean low levels of precipitation
The climate of a region determines what vegetation and animals will inhabit it. The plants and animals that have adaptations for living in a particular climatic environment will survive the longest.
Which two factors determine the climate in a particular region?
temperature and latitude
precipitation and humidity
temperature and precipitation
humidity and air pressure
A student records the weather in three environments for a week: a desert, a mountain, and a swamp. Which best explains why the desert had hot days and cold nights?
Deserts receive strong sunlight and have very dry air.
Deserts are close to the ocean.
Deserts are located at high elevations.
Deserts are surrounded by forests and grasslands.
Why do areas near large bodies of water usually have more moderate temperatures than places farther inland?
Water heats and cools more quickly than land.
Water heats and cools more slowly than land.
Land holds more moisture than water.
The Sun’s energy is weaker near water.
SC.5.P.8.1 Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, and temperature.
BENCHMARK CLARIFICATIONS
Students will compare and/or contrast the physical properties of solids, liquids, and/or gases.
Students will describe or classify a material as a solid, liquid, or gas.
SPEED BAG QUICK DRAW (PRE-READING) - Physical Properties of Matter
A physical property is any measurable or observable attribute that describes matter. Mass, volume, and temperature are measurable properties of matter that may be used to compare and contrast various quantities of solids, liquids, and gases. Other physical properties of matter are an object's color and its texture.
Matter is anything that has mass and volume. There are three primary states of matter used to classify objects, including solids, liquids, and gases. Solids have a definite shape and volume; Liquids have a definite volume but no definite shape. Gases have no definite shape or volume.
Mass is a measurable physical property described as the amount of matter in an object. The balance scale, also called a pan balance, is an instrument used to measure the mass of solids. The metric unit for mass is the gram (g).
Volume is the amount of space an object takes up and can be measured in several ways. The volume of liquids and powdered substances is measured using a graduated cylinder. Other instruments used to measure liquids or powders are measuring cups, spoons, or beakers, measured in milliliters (mL) or liters (L).
We can find the volume of a regularly shaped solid using a metric ruler, meter stick, or measuring tape to determine the object's length, width, and height. The length is then multiplied by the width, and that answer is multiplied by the height to find the volume in cubic meters (m3), cubic centimeters (cm3), or cubic inches (in3).
Displacement is the volume of a liquid displaced by a solid when that solid is placed in the liquid. When measuring the volume of an irregular-shaped object such as a rock, a screw or a ring, displacement must be used. This process works by measuring the liquid volume before and after the solid object being measured is placed in the water. The final volume is then subtracted from the original volume, and the answer gives the volume of the solid. Finally, since a gas takes the shape and volume of its container, a gas's volume is equal to the volume of the container that holds the gas.
Temperature is the measure of heat energy within a substance. The thermometer is an instrument used to measure temperature. The metric unit for temperature is degrees Celsius (°C), but the temperature is often also measured in degrees Fahrenheit (°F). Common materials such as water, metal, and glass can be changed from one state of matter to the next by raising or lowering the temperature. Temperature changes affect how the molecules and atoms of a substance move around. The more heat energy added, the faster the particles move. A liquid is changed into a gas by heating the substance until it reaches its boiling point. The boiling point of water is 100°C/212°F. A liquid is changed to a solid by cooling the substance until it reaches its freezing point. The freezing point of water is 0°C/32°F.
Color is an example of a physical property that can be observed. Changes in color can indicate that a chemical change of matter has occurred.
SC.5.P.8.1
Texture is another physical attribute used to describe matter. Words that describe how something feels when you touch it can be helpful in comparing and contrasting various solids and liquids. Examples of descriptive texture words are: smooth, rough, hard, grainy, and soft.
Together, the measurable (mass, volume, temperature) and the observable (color and texture) properties help to distinguish between types of matter. For example, the differences between a football and basketball may be compared and contrasted using physical properties of mass, shape, color, and texture.
G R A P H I C O R G A N I Z E R
DIRECTIONS: Use the passage to help complete the details in the graphic organizer below.
MEASURABLE PROPERTIES OF MATTER
DOWN
1. the amount of space an object takes up
4. a physical property of a solid used to describe its surface
5. the amount of matter in an object
6. state of matter that has definite shape and definite volume
ACROSS
2. describes how a solid or liquid looks
3. anything that has mass and volume
7. no definite shape or volume
8. definite volume but no definite shape
9. the measure of heat energy of a substance
Maria and Jose built a rectangular sandbox in their backyard. Before adding sand, they want to figure out how much space the sand will take up. Which tool would be the most useful for measuring the volume of the sandbox?
a thermometer to measure the temperature of the sand
a balance scale to measure the mass of the sandbox
a measuring tape to measure the volume of the sandbox
a graduated cylinder to measure the volume of the sandbox
A lab experiment requires that Chris and his lab partners use a balance scale to determine which rock has the greatest mass. According to the balance scale below, which rock did Chris and his partners select as having the
Which of the following instruments is used to describe how much matter is in an object?
The science lab assignment was to observe five objects using comparisons of physical properties with other known objects. Object #2’s observations by lab groups are listed in the table below:
COMPARISONS USING PHYSICAL PROPERTIES
OBJECT # 2
OBJECT #2 feels like….
Group 1 your father's whiskery face as he tucks you into bed
Group 2 the grainy surface of the cement sidewalk that has just bloodied your knee once again
Group 3 the gritty powder of kitchen cleanser
Group 4 sand on the beach
Which physical property was used by all four groups to describe object #2? odor texture color hardness
Patricia and Ken are comparing three substances. They make a table of the properties for each of the samples.
PROPERTIES OF SUBSTANCES
Which substance listed in the table is most likely a gas?
SC.5.P.8.3 Demonstrate and explain that mixtures of solids can be separated based on observable properties of their parts such as particle size, shape, color, and magnetic attraction.
SC.5.P.8.2 Investigate and identify materials that will dissolve in water and those that will not and identify the conditions that will speed up or slow down the dissolving process.
BENCHMARK CLARIFICATIONS
Students will describe and/or explain how mixtures of solids can be separated. Students will identify common materials that dissolve in water.
Students will identify or describe conditions that will speed up or slow down the dissolving process.
SPEED BAG QUICK DRAW (PRE-READING) - Separating Mixtures
In a solid mixture, two or more solid substances are combined, but they do not form a new substance. Each solid substance in a mixture retains its original characteristics, such as its physical and chemical properties. Solid mixtures usually have observable properties to distinguish their original parts. Among these properties are the varying sizes of the particles, the difference in the color of the solids, and the variety of particle shapes. Solid mixtures can be separated through many methods, including sieving, magnetism, sedimentation, filtration, floatation, and even by hand.
Sieving is a simple process for separating particles of different sizes within mixtures. The coarse, larger particles are retained in the sieve, while the finer, smaller particles are sifted through the small holes. Depending upon the types of particles to be separated, sieves or sifters with different-sized pores are used. An example of a mixture that can be easily separated with a sieve is sand mixed with gravel. The sand will pass through the holes while the gravel is collected in the sifter.
Magnetic separation is another method for separating solid mixtures. This method is used when one of the materials within the mixture has magnetic properties. A magnet attracts iron or steel metals, such as scissors, paper clips, iron fillings, steel screws, and iron nails. Magnets will not attract pennies, nickels, dimes, or quarters. This technique uses a magnet to separate solids attracted to magnets from those that are not. An example of a mixture separated using a magnet is a mixture of sand and iron fillings, a mixture of paper clips and rubber bands, or a mixture of bolts and plastic fasteners.
Sedimentation is the tendency for particles in a suspension to settle at the bottom of a fluid. The sediments or small particles move to the bottom of the fluid in response to gravity.
Flotation is the process of separating substances within mixtures based on their densities. The substances with lighter densities will float. The substances with heavier densities will drop to the bottom. Density is calculated by dividing the mass of a substance by its volume. One way to compare densities is to estimate how thick or heavy a substance appears in relation to other substances.
Filtration separates liquids from solids by causing the liquid to pass through the pores, called a filter. The filter may be paper, cloth, cotton, wool, or other porous materials. An example of filtration is using a coffee filter to separate the coffee from the grounds.
Mixtures of solids can easily be separated by hand when there are differences in color and shape. This method is commonly known as sorting. Many edible mixtures such as trail mix, fruit cocktail, and Raisin Bran cereal can be separated by hand using a fork, cooking utensils, or even a pair of tweezers. A salad is another example of a mixture that can be easily separated by hand. After separation, each substance, the lettuce, tomatoes, and carrots, are the same as before.
SC.5.P.8.2 and SC.5.P.8.3
When a solid completely mixes into a liquid and you can no longer see the solid, it is said to be dissolved. The particles from the solid spread out evenly throughout the liquid. This makes it hard to tell that more than one substance is even there. Drinks like fruit juice, lemonade, and sweet tea are examples. For instance, when sugar is added to water and stirred, it disappears into the water—but the sweetness tells you it's still there.
Water is often used to dissolve things because many substances mix well with it. Sugar, salt, and powdered drink mixes dissolve easily in water. However, not everything will dissolve. Substances like oil, glass, soil, flour, pepper, and metals do not mix into water and will stay separate.
There are a few ways to make something dissolve faster. One way is to heat the liquid, such as using warm water instead of cold. Another way is to crush the solid into smaller pieces, like breaking a sugar cube into granules. Stirring the mixture quickly, such as mixing tea with a spoon, can also help. For example, a whole sugar cube in cold tea will take much longer to dissolve than stirred sugar in hot tea.
DIRECTIONS: Use the passage to define the following terms.
ACROSS
DOWN
1. separating fine particles from larger ones by sifting them through small holes
2. particles settling at the bottom of a fluid in response to gravity
3. separating solid mixtures when one has magnetic properties
4. combining two or more substances
5. separating liquids from solids by passing the liquid through a filter
6. separating substances within mixtures based on their densities
7. an estimate of how thick or heavy a substance is compared to other substances
Susan made tea for her guests by placing a teabag in a cup of hot water, then added a couple of drops of lemon juice and two teaspoons of sugar. What most likely happened to the ingredients that were added to the hot water?
The sugar and lemon juice dissolved in the water, and the tea spread its color and flavor.
Only the lemon juice dissolved in the water.
Only the sugar dissolved in the water.
Only the tea dissolved in the water.
An identical amount of sugar crystals were placed in the two cups of water seen below.
Which statement best describes the differences seen in the cups above?
Sugar crystals take longer to dissolve in cold water.
The sugar crystals placed in the hot water were probably smaller than those placed in the cold water.
Sugar crystals do not dissolve in water.
Sugar crystals take longer to dissolve in hot water.
Which instrument is most likely used to separate iron filings from sand?
a funnel a magnet
a strainer a beaker
Hot Water
Cold Water
Diana loves the taste of coconut water but does not like the texture of the pulp. Which method of separation would be most effective for separating the pulp from the coconut water? flotation magnetic separation sedimentation
filtration
Andrew wants to conduct an experiment to see if heating water will help salt dissolve faster. What is the best way to describe the salt and water after the salt has completely dissolved? a mixture a solution
SC.5.P.9.1 Investigate and describe that many physical and chemical changes are affected by temperature.
BENCHMARK CLARIFICATIONS
Students will describe how physical and/or chemical changes are affected by temperature. Students will describe the physical changes water undergoes as it is heated and/or cooled.
Students will describe how some familiar changes in materials result in other materials with different characteristics.
SPEED BAG QUICK DRAW (PRE-READING) - Temperature and Physical Changes
&
Many physical and chemical changes are affected by temperature. Matter may change from one state to another by adding or removing heat. A substance that goes through a physical change will vary only in size, shape, or form, but a substance that goes through a chemical change will be completely altered. Specific chemical reactions do not take place at room temperature, but occur readily at a higher temperature. Accordingly, heat is required to start a chemical reaction.
Dissolving is an example of a physical change of matter. An example is sugar being dissolved in water. The water becomes sugar water, but both keep their original properties. The sugar may be separated from the water by boiling or evaporating the water. The remaining substance will be the sugar crystals. There are several additional ways in which temperature may affect the physical change of matter from one phase to the next.
Melting is a physical process where heat energy is added to a solid substance, speeding up the particles until they begin to slide past each other and become a liquid. Melting gold and reforming it into a piece of jewelry is an example of a physical change because the gold substance itself has not been altered. When ice cream is melted, it turns into a liquid. Words that signal that melting has occurred include an increase in temperature, heating, and warming.
Evaporation occurs when a liquid changes into a gas. The keyword that signals the process of evaporation is the word boiling. Boiling occurs when enough heat energy is added to speed up the particles of a liquid until they move so quickly that they change state to a gas. Water boils at 100°C/212°F; however, it does not have to be boiling to evaporate. Water at the surface of a liquid enters the water cycle as water vapor when exposed to wind or solar energy. The higher the temperature, the greater the rate of evaporation.
Condensation is the process of changing a gas into a liquid. The keywords here are dew, fog, and humidity. If you wake up early in the morning, you might see little drops of water on the grass or plants. We call this dew, and it occurs when air with water vapor in it cools. This vapor then condenses to form tiny water droplets. Condensation can also be easily seen outside a cold-water bottle on a warm day. When water vapor in the air touches the cold-water bottle, it loses heat energy and changes from a gas to a liquid.
Freezing is a process by which we remove enough heat energy to change a liquid into a solid. Keywords associated with freezing are ice, cold, snow, and a decrease in temperature. Water freezes at 0°C/32°F.
Chemical changes take place when a substance is completely altered. The new substance may have properties that differ from the original materials. In a chemical change, the particles of matter change to form a new substance. A few terms are associated with chemical changes: burning, rusting, rotting, tarnishing, and other chemical reactions. Burning coal, wood, or oil are examples of chemical changes. The products resulting from burning any of these will not resemble the original piece of matter. The new substance will be gas (carbon dioxide), water, and ash. Other chemical changes involving temperature are igniting fireworks, heating popcorn, baking a cake, and frying or boiling eggs—all of which are not reversible.
Adding heat energy can speed up most chemical changes while removing heat energy (cooling the substance) slows it down. For instance, strawberries will decompose much quicker on the countertop at room temperature than in the refrigerator.
DIRECTIONS: Use the passage to help complete the organizer below.
PHASE CHANGES OF MATTER AFFECTED BY TEMPERATURE
MELTING
EVAPORATION
FREEZING
CONDENSATION
DOWN
1. from a gas to a liquid state
2. two or more substances mixed together to form a solution
3. from a solid to a liquid state
4. from a liquid to a solid state
ACROSS
5. from a liquid to a gas state
Chloe and her sister loved to get into the car when there was fog on the windows. They enjoyed dragging their fingers over the window to spell their names. Which term best describes why the fog appears on the car windows?
A physical change does not alter a substance; it may change in size, shape, or form. In a chemical change where there is a chemical reaction, a new substance is formed.
Which of the following illustrations best represents a chemical change?
What is needed for the ice cubes to change into their liquid form?
Carmen and Jodi are best friends and next door neighbors. They decided to start a business selling solid cups of juice. To prepare for the sale, they filled 10-ounce plastic cups with an equal amount of juice. They then placed 25 cups in Carmen’s freezer and 25 cups in Jodi’s freezer. After two hours, the juice in the cups in Jodi’s freezer was frozen, but those in Carmen’s freezer were still liquid.
What change in state took place in Jodi’s freezer? melting evaporation freezing condensation
Carmen and Jodi decided to freeze more juice cups the following weekend. They wanted to make sure that the juice in both locations became solid at the same time.
Which step below should be taken to best increase their chances for success?
Cups must be placed in both freezers at the same time, have the same amount of liquid, the same type of juice, and the freezers must be set at the same temperatures.
Cups placed in both freezers must have different amounts of liquid, and the temperature of both freezers must be the same.
Cups placed in both freezers must have the same amount of liquid, different types of juice, and the freezers must be set at the same temperatures.
Cups placed in both freezers must have the same temperature for both freezers.
SC.5.P.10.1 Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical.
BENCHMARK CLARIFICATIONS
Students will identify and/or describe some basic forms of energy.
Students will describe that light travels in a straight line until it strikes an object or travels from one material to another.
Students will explain that heat is produced when two objects are rubbed against each other.
Students will explain that sound is produced by vibrations and/or that pitch depends on how fast or slow the object vibrates.
Energy is the ability to do work. It gives us heat and light. It gives us electricity, allows us to cook, runs machines, and allows us to grow and move. Energy can be changed from one form to another so that work may be easier to complete. It is important to know that energy cannot be created or destroyed, only changed from one form to another. There are several forms of energy. The basic forms of energy include light, heat, sound, electrical, chemical, and mechanical energy.
Light energy is energy that travels in electromagnetic waves and can travel in space. Light travels in a straight line until it strikes an object, or travels from or through one type of material to another. When light hits a surface, it may be bounced (reflected), bent (refracted), or absorbed. When light moves from one form of matter to another, it appears to bend. For example, when a pencil is placed in a glass of water, the pencil appears to bend at the point where it leaves the air (gas) and enters the liquid. Light can reflect or bounce off of the surface of some materials. Light can also be absorbed into some materials, transforming into heat energy. Dark materials absorb more light energy, while lighter colors reflect more energy. Almost all things that give off light also give off heat.
Heat energy is energy produced from the movement of the particles that make up matter. Heat (thermal) energy is transferred from one substance to another in a predictable manner. The heat from the substance with the warmer (higher) temperature travels to the substance with the cooler (lower) temperature. Heat energy is everywhere. All matter has heat energy, including humans. When hands or any two objects are rubbed together, heat energy is produced through friction. Heat energy may be found within the Earth's center, in glaciers, volcanoes, and even in the human body. Even ice cubes have some heat energy, but if an ice cube is placed in tap water, it will absorb more heat energy from the water, lowering the temperature of the tap water until the ice melts and both materials reach the same temperature.
Sound energy is the energy produced by sound vibrations. Sound waves require some kind of material to travel through. They can not move through empty space. The vibrations move to the surrounding particles that make up the matter they travel through until they reach the ear. Sound waves travel in all directions from the source of the sound. The pitch, or highness or lowness of a sound, is determined by the speed of the waves. Fast waves, like a whistle, make a high-pitched sound. Slow waves, like a foghorn, make a low-pitched sound. Larger objects vibrate slower, so a large drum will make a lower pitched sound than a small drum.
Electrical energy (electricity) is produced from the flow of an electric current through a conductor. Electrical energy is used to power many of the things that we use every day, including the television, computer, telephone, stove, lamps, etc. Electricity can be generated by burning nonrenewable fossil fuels or by using renewable energy sources like moving wind or water to turn generators that change mechanical into electrical energy. Solar panels can also capture solar energy, using it to heat water or generate electricity.
The energy involved in the reaction of molecules is called chemical energy and is present in food, fossil fuels, and batteries. Food stores chemical energy that gives our bodies the energy it needs to survive. The chemical energy in batteries powers our cars, cell phones, televisions, and computers.
SC.5.P.10.1
Coal is among the fossil fuels that give us chemical energy. It is burned to provide power, gasoline combusted in automobiles, and natural gas to supply heat to buildings.
Mechanical energy is energy gained by the physical movement in the position of an object. Mechanical energy is the energy used in walking, running, swimming, bike riding, and other types of physical activity. Mechanical energy is also commonly associated with the energy required for the movement in the position of machine parts. The functioning of all machines, including a moving car, a sewing machine, and even an elevator, involves mechanical energy. Any object that exhibits a change in motion and position uses this form of energy. Moving wind or water harnessed to generate electricity all have mechanical energy.
DIRECTIONS: Use the passage to help complete the details for each energy form below.
ACROSS
2. the movement of molecules produces this energy
DOWN
1. the reaction of molecules that powers cars and computers
3. the physical movement in the position of an object used in walking and other motion
4. produced from the flow of an electric current through a conductor
5. energy traveling in electromagnetic waves
6. energy produced by sound vibrations
Irregular repeating sound waves cause particles to move that create noise. The movement of air particles caused by regular repeating waves produces musical notes. What causes the movement of these air particles in sound waves? pitch
Heat energy is transferred from one object to another due to a difference in temperature. Heat energy may be transferred through direct contact or space, but always moves from an object of greater to lesser temperature.
Which of the following is the best example of heat being transferred from one object to another?
stretching a rubber band over a pile of papers
adding ice to a hot drink
jumping rope with two friends
solar panels providing electricity to a factory
Gayle was excited to wake up to a few inches of snow. It was just enough to build a snowman and decorate it with a collection of things she had been saving. She and her sisters quickly put on their mittens and ran outside to begin building. After two hours the snowman began to melt. What form of energy most likely caused the snowman to melt?
A beam of light strikes a mirror and reflects off at the angle at which it hit the mirror. Which term does the diagram below illustrate? rotation reflection refraction revolution
Light energy travels in waves, originates directly from the Sun and is used by plants to make food. Scientists use light energy to create lasers for cutting, heating, or measuring. Light energy is so important that it is responsible for the existence of most life forms. Furthermore, light energy is the only visible form of energy. It can travel through air, space, water, and glass. Light travels in a straight line until it strikes an object or travels from one medium to another.
What happens to light when it travels from air into water as in the illustration above? it is absorbed by the water it is reflected by the water it travels around the water it is bent by the water
SC.5.P.10.2 Investigate and explain that energy has the ability to cause motion or create change.
BENCHMARK
CLARIFICATIONS
Students will explain that energy has the ability to cause motion or create change. Students will identify and/or describe examples where energy has caused motion or created changes.
Students will describe and/or explain how water and/or air are sources of energy.
Energy can cause motion or create change. Water and the molecules in the air are energy sources that can be used to move things. The energy of moving water can turn turbines, start a generator, and create electricity. The energy within circulating air and flowing water can be a powerful force used to move windmills connected to a generator, producing electricity.
HYDROELECTRIC ENERGY – POWER FROM MOVING WATER
Hydroelectric energy comes from fast-moving water. When water flows down from a high place like from a dam it has a lot of force. This moving water turns a big wheel called a turbine. The spinning turbine powers a machine called a generator, which makes electricity. That electricity travels through power lines to homes, schools, and businesses. This is a clean and affordable way to use water to make energy.
WIND ENERGY – POWER FROM MOVING AIR
Wind is moving air, and it carries energy. Wind happens when the Sun heats the Earth unevenly. Warm air rises, and cooler air moves in to take its place. This movement creates wind. Wind turbines are tall machines with large blades. When the wind blows, it spins the blades. That spinning turns a generator inside the turbine, creating electricity. Long ago, windmills did the same thing, but they were mostly used to grind grain or pump water. Today, wind energy powers homes and cities.
GEOTHERMAL ENERGY – HEAT FROM INSIDE THE EARTH (WITH HELP FROM WATER)
Geothermal energy comes from the hot rocks deep under Earth’s surface. To use this energy, water is pumped down a well. When the water reaches the hot rocks, it turns into steam. The steam comes back up and spins a turbine, which turns a generator to make electricity. Even though the heat comes from the Earth, it’s the moving steam made from water that causes the motion and helps create energy.
SOLAR ENERGY – USING THE SUN’S POWER TO HEAT AND MOVE
Solar energy comes from the Sun. Plants use sunlight to make food, and people use it to make electricity. Solar panels collect sunlight and turn it into electricity. This energy can warm water, power homes, or even move solar-powered cars. Some systems use the Sun’s heat to move air or water, helping to power things in homes and buildings. Solar energy is a clean way to make changes without using up other resources.
Energy has the power to make things move and to create changes. We can see this when air and water are used as sources of energy. Moving water can turn turbines in dams to produce electricity, and moving air (wind) can spin wind turbines to do the same. Even steam made from hot water underground can move turbines and create electricity. The Sun’s energy can heat water and power machines, causing motion or change. These examples show that energy especially from air and water can be used to make things happen all around us.
DIRECTIONS: Use the Venn Diagram below to compare and contrast geothermal, hydroelectric, and wind energy. Focus on how each type of energy causes motion or creates change, and describe how water or air is used as a source of energy in each case. Be sure to include both similarities and differences.
Geothermal Energy
Hydroelectric Energy
DOWN
1. produced when heat from the Earth’s crust is used to make electricity
2. a renewable energy source from the Sun
5. the ability to cause motion or create change
ACROSS
3. process using wind to generate mechanical energy in order to produce electricity
4. the production of electricity created from falling water’s gravitational force
6. process of capturing solar energy from the wind to power a generator for producing electricity
Wind power has been beneficial to ranchers, farmers, and rural homeowners for decades. Windmills and turbines use wind power to change the wind’s kinetic energy into electricity.
Which statement best explains how wind energy is used to cause motion and produce electricity?
Solar panels create heat to move the wind turbine blades. The wind blows across the ground and makes the air cooler.
Moving air spins the turbine blades, which turns a generator to produce electricity.
Windmills store energy until there is enough pressure to release it.
A dam is built to trap and store water in a reservoir for use to create electricity. Water released from the reservoir flows through tunnels in the dam. The power from the rushing water spins turbines that drive a generator for the production of electricity.
What type of energy was most likely used in this process? hydroelectric energy
The heat from the earth is used as an affordable energy source to reduce the dependence on fossil fuels.
Which energy source is most likely being described?
hydroelectric energy
geothermal energy
energy
In a hydroelectric dam, the water stored in the reservoir behind the dam is forced through small openings to increase the force at which it flows. What force moves the water through the openings in the dam?
Solar panels are devices made up of solar cells used to transform energy from one form to a usable form within the home. Which of the following energy transformations best explains the conversions of solar panels?
SC.5.P.10.4 Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion.
SC.5.P.11.1 Investigate and illustrate the fact that the flow of electricity requires a closed circuit (a complete loop).
BENCHMARK CLARIFICATIONS
Students will explain that electrical energy can be transformed into heat, light, and/or sound energy, as well as the energy of motion.
Students will explain that energy from the Sun can be used to heat objects, and that when sunlight is not present, heat may be lost.
Students will identify the flow of heat between hot and cold objects and/or that heat may cause objects to change temperature.
Students will determine that the flow of electricity requires a closed circuit.
Students will identify and/or classify materials that conduct electricity and materials that do not.
SPEED BAG QUICK DRAW (PRE-READING) - Electric Circuits
Electricity is defined as moving electrons. An electric circuit is a pathway through which electrons flow. The flow of electricity requires a closed circuit (a complete loop). If the circuit is open, the electricity is unable to flow. When a light switch is flipped on, it closes the circuit, allowing energy to flow to the light. The electrical energy produced from a closed circuit can be transformed into heat, light, sound, and energy of motion.
BUILDING AN ELECTRIC CIRCUIT
Circuits must include batteries or an electrical outlet as a power source. For the electrons to flow, metal wires must conduct the electricity. These wires are coated with an insulator (often rubber) that resists the flow of electricity to prevent injury and fire caused by overheating. If the circuit has a battery, the wires will go from one end of the battery to the object using the power and back to the other end of the battery. A circuit may have a switch to start or stop the flow of electrons.
COMPARING AN OPEN AND CLOSED SWITCH
The circuit is closed when the switch is turned on, allowing the electric current to flow to the object using the electricity. When the switch is off, the circuit is open, causing a break in the path. Electrons cannot flow; therefore, the device cannot work. A simple circuit with a light bulb can often be used to test materials to see if they are insulators or conductors. The switch is replaced with the materials. If they close the circuit, the light bulb will illuminate, proving they are conductors. If they open the circuit, the bulb remains dark, concluding that they are insulators.
COMMON ENERGY TRANSFORMATIONS
Electricity is an essential component of nature and a vital part of our daily lives. We rely on electric circuits to help transform electricity into heat, light, sound, and mechanical energy, the energy of motion. Energy cannot be destroyed, but it can be changed or transformed from one form into another. A gas lawnmower represents chemical energy being converted into mechanical energy. Batteries contain stored chemical energy. The battery in a cell phone is turned into light and sound energy. A fan plugged into the wall transforms electrical energy into mechanical energy. It is common for devices that produce light energy to also have heat energy. The heat given off by a light bulb can sometimes get so hot that it burns.
Many other energy transformations require electricity. A television screen, computer monitor, and lamp all change electrical energy into light energy. A telephone, microphone, and an alarm clock changes electrical energy into sound energy. An air fryer, convection oven, toaster, and an iron changes electrical energy into thermal (heat) energy. A blender, electric drill, and chainsaw converts electrical energy into mechanical energy (energy of motion).
DIRECTIONS: Use the passage to help complete the organizer below.
Copper Wires
OBJECT
Copper Wires
Copper Wires
DOWN
1. energy resulting from moving electrons
2. a negatively charged particle
ACROSS
3. when electricity transforms into sound, heat, light, and motion
4. a device that uses an electric circuit to start and stop the flow of electrons
5. electrons flow through this pathway
The science activity for the week challenges students to put together an electric circuit using the items similar to those listed below.
Which of the following shows the order of the flow of energy through an electric circuit?
A switch can be used to control the flow of electricity through an electric circuit. How does the position of the switch affect the current?
When the switch is open, the path is completed, and no current flows.
When the switch is closed, the path is interrupted, and no current flows.
When the switch is open, the path is completed, the current flows, and the lamp lights.
When the switch is closed, the path is completed, current flows, and the lamp lights.
Energy transformation is the process of changing energy from one form to another. Which of the following represents electrical energy being transformed into mechanical energy?
burning a piece of toast in a toaster oven
cutting the grass with a lawnmower that has an electrical cord
driving a minivan across the state on a family vacation
using solar panels to generate electricity in a home
Jacob loved to go with his grandfather just before big night games to turn on the lights at the stadium. His grandfather would remind him each time that games played at night required lighting so that people could clearly see the games. Which energy transformation takes place when Jacob’s grandfather turns on the stadium lights?
light to electrical energy
electrical to light energy
light to mechanical energy
mechanical to heat energy
Electricity can be transformed into heat, light, and sound energy, as well as energy in motion. Which energy transformation is most likely seen in the picture below?
mechanical to light to electrical energy
electrical to chemical to heat energy
light to electrical to heat energy
chemical to electrical to light energy
SC.5.P.10.3 Investigate and explain that an electrically charged object can attract an uncharged object and can either attract or repel another charged object without any contact between the objects.
SC.5.P.11.2 Identify common materials that conduct heat well or poorly.
BENCHMARK CLARIFICATIONS
Students will identify common materials that conduct heat well or poorly.
Students will explain that an electrically charged object can attract an uncharged object and/or either attract or repel another charged object without any contact between the objects.
SPEED BAG QUICK DRAW (PRE-READING) - Electromagnet
Sometimes objects can become electrically charged, which means they have more or fewer tiny particles called electrons. You can create this charge by rubbing one object against another like rubbing a balloon on your hair. The rubbing causes the electrons to move, and the balloon becomes charged. When you bring the charged balloon near tiny pieces of paper, they jump up and stick to it even though the balloon doesn’t touch them. This shows that a charged object can attract an uncharged object without touching it. This invisible pulling force is caused by something called an electric field, which surrounds the charged object. It’s the same reason your hair may stand up after wearing a hat or walking across a carpet.
Charged objects also react to other charged objects. It is well known that when two charged objects have opposite charges (like positive and negative), they pull toward each other. When two objects have the same charge (both positive or both negative), they push away from each other. These movements happen without the objects touching, which makes electric charge a powerful type of energy.
Now let’s talk about how electricity moves. For electricity to travel, it needs a path made of materials that let it flow easily. These materials are called conductors. Metals such as copper, silver, aluminum, and gold are great conductors, and that’s why copper is used in most electric wires. Conductors let electricity pass through them so it can power lights, computers, and other devices.
But not all materials let electricity flow. Things like plastic, rubber, glass, and wood are called insulators because they block the flow of electricity. That’s why the cords on your phone charger are coated with plastic to keep the electricity inside the wire and protect you from getting shocked. Insulators help us stay safe when using electrical tools and appliances.
Some materials, like water, can also carry electricity—especially saltwater. That’s why it’s dangerous to use electrical devices near water. Electricity can move through water and cause harm if it reaches your body.
Understanding electric charges helps us explain why things stick together or push apart without touching. And knowing which materials are conductors or insulators helps us build safe electrical circuits in our homes, schools, and even in science experiments. Both ideas are important when learning how energy works in the world around us.
DIRECTIONS: Use the passage to complete the organizer below.
What do they do?
DOWN
1. flows through conductors but not through insulators
6. heat transfer through direct contact between two objects
ACROSS
2. materials that do not conduct heat well
3. materials like metal that conduct heat well
4. an electrically charged object that attracts an uncharged object
5. measures how well a substance conducts electricity
Which object below is a good conductor of heat and electricity?
Which statement best explains what is happening between the two objects?
The objects repel because like charges push away from each other.
The objects attract because they are both positive.
The objects stay still because no energy is involved.
The objects touch and cancel out their charge
An electrician wears gloves when working on electrical wires. Which statement correctly explains why?
he wears metal gloves because metal is a good insulator
he wears rubber gloves because rubber is a good conductor
he wears metal gloves because metal is a good conductor
he wears rubber gloves because rubber is a good insulator
rubber tires rubber boots metal gate
wooden sign
Wherever there is a temperature difference, heat energy will travel from the area of the higher temperature to lower temperatures. Which statement is the best description of the heat transfer that will take place in the picture below when the spoon is placed in a cup of coffee?
Heat energy will be transferred from the room to the coffee cup.
Heat energy will be transferred from the coffee to the metal spoon.
Heat energy will be transferred from the metal spoon to the coffee.
Heat energy will be transferred from the metal spoon to the air.
Jen used the objects in the table below to test whether they could conduct electricity. She connected each object in a simple circuit and observed whether the light bulb turned on.
Based on her observations, which conclusion is most accurate about the materials?
OBSERVATIONS COLLECTED
Spoon
Wire
Wooden Dowel
Remains Off
Remains Off Plastic Fork
Remains Off
Remains Off Aluminum Pie Pan
Folded Paper
Lights Dimly
Remains Off
Only objects that are cold can conduct electricity.
Metals are conductors, and nonmetals are insulators.
Paper and wood are the best conductors of electricity.
All materials tested were conductors in some way.
Lights
Remains Off
SC.5.P.13.1 Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects.
BENCHMARK CLARIFICATIONS
Students will identify familiar forces that affect how objects move.
Students will identify scenarios whereby gravity is overcome.
Students will identify and/or describe examples of magnetic attraction and repulsion.
SPEED BAG QUICK DRAW (PRE-READING) - Force and Motion
A force is a push or a pull that can change how something moves. It can make an object start moving, stop, speed up, slow down, or change direction. We use forces every day without even thinking about it. When you push a shopping cart, pull open a drawer, kick a soccer ball, or lift a backpack, you are using force. Some forces require contact, meaning the two objects must touch. These are called contact forces. Examples include pushing a chair across the floor, pulling a wagon, kicking a ball, or dragging a box across the carpet.
Other forces do not require contact. These are called non-contact forces, and they can work even when objects aren’t touching. Two common non-contact forces are gravity and magnetism. Gravity is the force that pulls everything toward the center of the Earth. It’s the reason you come back down when you jump, and why apples fall from trees. Gravity pulls objects with mass toward one another, and the bigger the object, the stronger the pull. Earth’s gravity is strong enough to hold everything on its surface, including people, cars, and buildings. Gravity can be overcome, like when a rocket launches into space, when you lift a backpack off the ground, or when you jump into the air.
Friction is another important force. It is a contact force that slows down or stops movement when two surfaces rub against each other. You feel friction when you slide across the carpet or rub your hands together. Friction also creates heat. It can happen in solids, liquids, and gases. A soccer ball rolling in the grass slows down because of friction. A swimmer feels water pushing against their body. Air can also create friction, such as when it slows down a moving car or an airplane flying through the sky. The more friction there is, the harder it is for something to move.
Magnetism is a non-contact force that pushes or pulls certain materials without touching them. Magnets attract some metals, especially iron, steel, nickel, and cobalt. Every magnet has two ends, called poles: a north pole and a south pole. When a north pole is placed near a south pole, the two poles attract and pull together. When two north poles or two south poles are near each other, they repel and push away. You can test magnetism by using magnets and objects like paper clips, nails, or screws. Sometimes, magnets will push away from each other without ever touching that’s the magnetic force at work.
All these forces pushes, pulls, gravity, friction, and magnetism are happening around us every day. When you ride a bike, gravity pulls you down while friction helps you slow down. When you drop a pencil, gravity pulls it to the floor. When you rub your hands together, you feel the heat from friction. And when you place a magnet on a refrigerator, it stays there because of magnetic force. Understanding these forces helps us explain how things move and interact in our world.
SC.5.P.13.1
All magnets have north-seeking (N) and south-seeking (S) poles that determine whether the magnets will either attract or repel each other. The poles are at opposite ends of the rectangular prism in a bar magnet. When magnets repel, they push away from each other, and when they attract, they pull toward each other. Like magnetic poles, either two norths (N) or two souths (S) repel each other, while unlike poles attract each other. If two north (N) or two south poles are placed near each other, the magnets will repel without making contact. If a north (N) and a south (S) pole are placed near each other, the magnetic force that attracts the two poles will begin pulling the magnets together before they touch. The pull of magnets towards each other is an example of a non-contact force.
DIRECTIONS: Use the passage to help complete the graphic organizer below.
ACROSS
2. when the north and south poles are turned to face each other
DOWN
1. when two north poles are turned towards each other
3. a tool that determines direction using a magnetic needle
7. the force that slows down motion
4. the most common magnet in the shape of a rectangular prism
5. an object that produces a magnetic field.
6. the gravitational force between any two objects in the universe
8. provides energy for an object to move, stop movement, or change direction
When two magnets are placed close together and push away without touching, what can best explain this?
they are both attracting objects made of metal they have unlike poles facing each other they have like poles facing each other one magnet is stronger than the other
A Gravity is a force that attracts objects toward the Earth. Why does the little boy on the swing not fall to the Earth?
Gravity does not exist in wooded areas.
Air friction overcomes the force of gravity.
The force of gravity is overcome by the tree branch holding up the swing.
The little boy’s mass is less than the force of grav-
A girl applies a pushing force to a ball to set it in motion. As she runs after the ball, both she and the ball are in motion. Which statement describes their movement?
As friction slows the ball down, the girl must be changing her direction and position. As friction slows the ball down, the girl must be changing her position and may be changing her direction.
As friction speeds up the ball, the girl must be changing her direction and position.
As friction speeds up the ball, the girl must be changing her position and may be changing her direction.
Diagram B
Diagram A and B
Diagram A, B, and C
Marc and his brother take turns mopping the floor in their father’s pizzeria each night. Which force becomes weakened when the floor is wet?
SC.5.P.13.2 Investigate and describe that the greater the force applied to it, the greater the change in motion of a given object.
SC.5.P.13.3 Investigate and describe that the more mass an object has, the less effect a given force will have on the object’s motion.
SC.5.P.13.4 Investigate and explain that when a force is applied to an object but it does not move, it is because another opposing force is being applied by something in the environment so that the forces are balanced.
BENCHMARK CLARIFICATIONS
Students will describe the relationship among mass, force, and motion. Students will identify and/or describe that an object in motion always changes its position and may change its direction.
Students will describe that the speed of an object is determined by the distance an object travels and the time it takes the object to travel that distance.
Students will describe that objects can move at different speeds
SPEED BAG QUICK DRAW (PRE-READING) - Effect of Forces on Motion
The motion of an object is dependent on the force applied to it. The greater the force applied to an object, the greater the change in its motion. Motion is determined by the overall effect of all the forces acting on an object. Several factors influence motion, including the mass of an object, the force (push or pull) exerted on an object, the pull of gravity, and the friction involved.
MASS AND FORCE
The greater the force applied to an object, the greater the change in motion of the given object. For example, pushing a cart of books with greater force will cause the cart to move farther. An object with greater mass takes more force to move than moving a smaller object. For instance, if the cart of books had twice as many books, the cart would require twice as much force to move it across the room. If an object has more mass than the force applied to move the object, the force will not affect the object's motion, so the object will not move.
An example would be if several cement blocks were added to the book cart. Now, the cart would have a greater mass than the person attempting to move it, so a single person could not apply a great enough force to cause motion. To move the overloaded cart, the person must get help to increase the applied force. The newton (N) is the unit of measure used to measure force.
FRICTION AND AIR RESISTANCE
Friction slows down motion when two objects come into contact with each other. The amount of friction is determined by two surfaces rubbing against each other and the force pushing those two surfaces together. For example, the tires of a battery-operated car can move more quickly over the tile on a kitchen floor than on the grass in the backyard. There is more friction between the tires and the grass; therefore, the motion of a moving car slows down. The more rugged the surface, the greater the friction. Car engines experience significant friction when the metal parts rub against each other. For this reason, oil is added to the engine to help it overcome the heat-generated friction from the metal.
Air Resistance is a form of friction between objects as they move through the air. Simply put, air resistance is an upward force that slows down falling objects. The larger the mass of an object, the more it resists the air and the faster it falls. For example, a parachute is designed to provide less resistance to air. It falls slower than the same object without a parachute.
THE FORCE OF GRAVITY
The force of gravity affects the change in motion. Gravity pulls everything towards the center of the Earth, causing things to fall. Gravity attracts all objects that have mass and indicates how fast objects fall to the ground. The more mass an object has, the faster it falls. For example, if a book and feather are dropped from the top of a house, the book, which has greater mass, would fall much faster. The more massive book overcomes air resistance better than the lighter feather.
ACCELERATION
An object will accelerate or speed up as the amount of force applied to the object increases. If you pedal your bicycle and want to accelerate, you must use a greater force by pedaling faster. If an equal force is applied to two objects with different masses, the one with the least mass will accelerate more quickly. You could pull one friend in a wagon faster than if two friends were riding. The wagon with one friend would be able to accelerate faster because it had less mass. This principle also applies when changing the motion of moving objects. The greater the speed
SC.5.P.13.2, SC.5.P.13.3, and SC.5.P.13.4
and mass of an object, the greater the force needed to stop or change its motion. Imagine trying to stop a full-sized or toy truck. You could quickly stop the movement of the toy truck with your hand, but you could not apply enough force to stop the full-sized truck.
SPEED
Speed is a measurement of how fast or slow an object is moving. The speed of an object's motion may be calculated by dividing the total distance by time. We measure the speed of automobiles in miles per hour (MPH), but the scientific measurements of speed include kilometers per hour, meters per second, or centimeters per second.
BALANCED AND UNBALANCED FORCES
Forces applied to an object can cause the object to move at a constant speed, speed up, slow down, or even change directions. Forces can be balanced or unbalanced. When the force on an object is balanced, no change in movement will occur, but when the force on an object is unbalanced, a change in motion will occur. If you apply a pushing force to a wall and the wall doesn't move, you are applying a balanced force. If you apply a pushing force to a rolling ball and it changes direction, you applied an unbalanced force. A poster hanging on the wall experiences balanced forces. Gravity is pulling the poster down, but the force of the staples holding it on the wall is resisting the pull of gravity.
Forces can be added and subtracted. When two people pull and push a wagon in the same direction, the two forces are added, and the wagon moves faster and easier. In a game of tug-ofwar, two forces act in opposite directions, so the forces are subtracted, and the greater force ultimately wins.
DOWN
1. forces that are equal in size, but opposite in direction
2. the distance traveled over a specific amount of time
3. causes things to fall as it pulls everything towards the center of the Earth
5. friction between objects as they move through the air
6. when an object moves faster as force increases
ACROSS
4. movement that occurs when force is applied
7. when motion slows down as two objects make contact with each other
8. the distance traveled in a certain amount of time given the direction
Which elephant in the picture below has the greatest mass?
Elephant A
Elephant B
Both elephants have the same mass
Not enough information
Branden has entered a bicycle race. In order to win, he must master some tough climbs, fast descents, pass through some rough surfaces, and be the first to cross the finish line.
Which of the following best lists the forces involved in Branden riding his bicycle up the hill?
the pull of gravity and the speed of the bicycle the momentum of the bike and force of inertia the push against the pedals of the bike, the pull of gravity, and the friction of the bicycle wheels against the hill the pull against the pedals of the bike, the speed of the bike, and the screws
Maria and Jackson pulled on opposite ends of a rope. Maria applied 50 newtons (N) of force while Jackson applied 45 newtons (N) of force. Which way did the rope most likely move?
toward Jackson because the forces are unbalanced toward Maria because the forces are unbalanced toward Jackson because the forces are balanced toward Maria because the forces are balanced
Elephant A
Elephant B
Andre has the highest batting average of all the boys on his baseball team. When he goes up to bat, Andre’s coach tells him to “Hit the ball out of the park!” Andre swings the bat and hits the ball as hard as he can. Which forces work against the flying baseball?
Mrs. Whitaker goes bowling every Tuesday night. She always arrives 15 minutes early to pick a 10-pound bowling ball. This Tuesday night, she decides to use a ball that weighs 8 pounds.
How does the mass of the bowling ball affect the forces involved in rolling the ball and hitting the pins?
A ball with greater mass takes more force to roll down the lane.
A ball with less mass takes more force to roll down the lane.
Both balls require an equal force to roll down the lane.
The volume of the balls determines how much force it takes to roll down the lane.
SC.3.L.14.1 Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction.
SC.3.L.14.2 Investigate and describe how plants respond to stimuli (heat, light, gravity), such as the way plant stems grow toward light and their roots grow downward in response to gravity.
SC.4.L.16.1 Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination.
BENCHMARK CLARIFICATIONS
Students will identify and/or describe the parts of plants and/or the part’s role.
Students will describe how plants respond to stimuli.
Students will describe processes of sexual reproduction in flowering plants.
SPEED BAG QUICK DRAW (PRE-READING) - Plants Respond to Stimuli
Plants have different parts, or structures, and each part plays an important role in helping the plant survive, grow, and make more plants. Some parts help plants make their own food, while others help with support, moving water and nutrients, or reproduction. Each part of the plant works together like a team to keep the plant healthy. Without one part, the plant might struggle to grow or stay alive. Plants also depend on the right conditions, such as sunlight, water, and warm temperatures, to function properly.
The roots of a plant are found underground. Roots hold the plant in place and take in water and nutrients from the soil. These nutrients and water travel up through the plant to help it grow and make food. Roots also grow in the direction of gravity and often toward a nearby water source (this is called hydrotropism). Strong roots help the plant stay stable during wind or rain and are important for its growth.
The stem supports the plant above ground. It holds up the leaves and flowers and carries water and nutrients from the roots to the rest of the plant. The stem also moves the food made in the leaves down to the roots to be stored. A healthy stem keeps the plant upright so the leaves can face the sun and make energy.
The leaves are where the plant makes its own food using water, carbon dioxide from the air, and sunlight. This food-making process is called photosynthesis. Leaves take in carbon dioxide and let out oxygen through tiny openings on their surface. This is one reason why plants are so important—they help clean the air. Plants that grow toward light show a response known as phototropism.
The flower is the part of the plant that helps it reproduce, or make more of its kind. Inside a flower are important parts that help make seeds. When pollen from one flower reaches another, the plant can begin to form seeds. These seeds grow inside fruits like apples, tomatoes, or pumpkins. Some flowers are brightly colored to attract insects and help spread pollen from one plant to another.
Seeds grow into new plants. Some seeds are spread by animals, wind, or water. Once a seed lands in the right place, it can start to grow. This process is called germination. Warm temperatures, water, and good soil help seeds grow into healthy plants. If it’s too cold, some seeds will not sprout until the weather warms up (this is called thermotropism).
Plants also react to things around them, such as light, heat, and gravity. For example, a plant will grow toward a window because it needs sunlight (phototropism). Its roots will grow downward toward the pull of gravity, and its stem will grow upward. If the weather is too hot or too cold, a plant may slow its growth or stop making seeds (thermotropism). Roots also
SC.3.L.14.1, SC.3.L.14.2, and SC.4.L.16.1
grow toward moisture in the soil (hydrotropism), helping the plant stay hydrated. All of these plant responses help them grow better and survive in different environments.
Plants are important because they are producers they make their own food and provide energy for many other living things, including animals and people. Without plants, life on Earth would not be possible.
DIRECTIONS: Use the passage to help label the diagram listed below.
DOWN
1. the process of green plants producing their own food
2. gives plants their green color
4. a plant’s ability to respond to heat
ACROSS
3. seed-bearing plants that bloom
5. plant part that absorbs water and nutrients and are usually buried underground
6. the plant part that supports leaves and flowers
7. producers that can respond to light, water, heat, touch, and gravity
Plants respond to stimuli in their environment each day. The response a plant has is referred to as a tropism.
The plant in Diagram B is responding to what stimuli?
Plant organs each have a specific function. What is the function of the stem?
absorb nutrients and make food for the plants transport nutrients and support the leaves and flowers make food and produce seeds transport nutrients and produce seeds
How does the energy from the Sun help the tree make its own food through the process of photosynthesis?
Green pigment in the leaves captures the Sun’s light energy. The tree uses this energy to chemically change water and carbon dioxide into a sugar called glucose.
Green pigment in the stems captures the Sun’s light energy and combines it with oxygen from the air to produce seeds that form in flowers.
Heat energy from the Sun warms the leaves. The warmth allows the plant to absorb a sugar called glucose that is produced in the roots.
Heat energy from the Sun converts oxygen and water into a sugar that plants use to grow.
Which part of the plant responds to warming temperatures and produces seeds or fruit? leaves
A student grows three sets of plants for a science fair project. The first set of plants is grown in the windowsill opposite the sunlight. The second set of plants is placed outdoors in a shaded area between the house and a large tree. Finally, the last set is positioned so that they receive direct sunlight. At the end of 12 weeks, all of the plants grown inside have died, the ones in the shaded area have grown an average of 2 inches but are withering, and the last set that received direct sunlight grew an average of 6 inches.
Which factor contributed to the difference in the growth of these plants?
The plants grown indoors and in the shaded area were given too much sunlight.
The plants grown in direct sunlight probably had more chloroplasts than the other two sets.
The plants grown in direct sunlight were able to use the Sun’s energy to make food.
The plants grown indoors and in the shaded area were not given enough water.
SC.5.L.14.1 Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs.
BENCHMARK CLARIFICATIONS
Items will not assess human body systems.
Items will not require specific knowledge of the parts of organs.
Items referring to the intestines may assess the small intestines and/or the large intestines.
Items will not require the memorization of the names of muscles or bones.
Items referring to muscles will only assess the function of muscles as a group.
SPEED BAG QUICK DRAW (PRE-READING) - Organs of the Human Body
The human body is made up of many organs that each have specific jobs to help us live, grow, and stay healthy. The brain is the control center of the body. It helps us think, learn, remember, and make decisions. It also sends messages to other organs to control movement, breathing, heartbeat, and other automatic actions. The heart is a strong, hardworking muscle that pumps blood throughout the body. The blood carries oxygen and nutrients to every part of the body and takes away waste.
The lungs help us breathe by taking in oxygen and getting rid of carbon dioxide when we exhale. When you breathe in, oxygen enters the lungs and moves into the blood. When you breathe out, carbon dioxide, a waste gas, leaves the body. The stomach is a hollow organ that holds food and uses acids and muscles to break it down into smaller parts. These smaller parts can be used by the body for energy and repair. The liver has many jobs. It helps clean the blood, stores some nutrients, and produces bile a fluid that helps break down fats in the food we eat.
The small intestines are long and narrow. They absorb nutrients from food and send them into the blood, which carries the nutrients to where they are needed in the body. The large intestines are wider and help by removing water from leftover food and forming solid waste to be eliminated. The pancreas helps with digestion by making special chemicals called enzymes that break down sugars, fats, and starches. It also helps control the level of sugar in the blood.
The kidneys are two bean-shaped organs that remove waste and extra water from the blood, making urine. This helps keep our body’s water and salt levels balanced. The bladder is like a storage tank that holds urine until it is time to go to the bathroom. The skin covers the whole body. It protects us from germs, keeps our insides safe, and helps control body temperature by sweating when we’re hot. It also helps remove some waste through sweat.
The muscles are organs that help us move our arms, legs, face, and even parts inside our body like the heart and stomach. We use muscles when we talk, blink, eat, and walk. The skeleton is made up of bones that give our body shape and support. It also helps protect organs like the brain, heart, and lungs. Finally, the sensory organs—eyes, ears, nose, tongue, and skin—collect information from the world around us. These organs let us see colors, hear sounds, smell scents, taste foods, and feel textures and temperatures, helping the brain understand and respond to the environment.
Use the passage to identify the function of organs listed below.
LARGE INTESTINES
STOMACH
1. a part of digestion that extracts proteins and nutrients from broken-down food
2. works with organs to digest, absorb, and process food
4. this is an important organ that pulls in oxygen and releases carbon dioxide gases from the body
8. uses digestive juices to break food down into nutrients
13. body part found in the mouth that breaks down food into tiny pieces
ACROSS
3. an organ of the excretory system that helps remove waste from the body
5. the largest organ in the body that covers, protects, regulates temperature, and removes waste through sweat glands
6. a pair of organs that help remove waste from the body
7. storage for food and waste materials until eliminated from the body
9. creates enzymes and hormones for the body
10. a group of tissues that have specific body functions.
11. controls all organs and systems in the body
12. uses blood vessels to pump blood throughout the body
The human body is made up of several organ systems that work together as one unit. Which organ functions to break down food into nutrients?
kidney
esophagus
stomach
The skeleton is covered by muscles whose function is to permit movement and maintain posture. Which of the following is NOT a function of the muscles?
functions to move parts of the body controls the movement of broken-down food through the stomach functions to produce blood cells controls the movement of blood and oxygen through the heart
All organs in the human body perform important functions. Which organ controls all of the other organs and is called the control center of the body?
Which organ filters the blood coming from the digestive system and produces bile to help break down fats in your food?
Which organ group listed below primarily aids in the digestion process?
SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support some with internal skeletons, others with exoskeletons—while some plants have stems for support.
BENCHMARK CLARIFICATIONS
Students will compare and/or contrast the function of organs and/or other physical structures of plants
SPEED BAG QUICK DRAW (PRE-READING) - Comparing Physical Structure
Plants and animals have different physical structures, but many of these structures serve similar purposes. Even though they look very different on the outside, plants and animals perform many of the same basic life functions such as support, protection, and reproduction. Let’s take a closer look at how their body parts compare.
SKELETON VS. STEM
Both plants and animals need support to stay upright and maintain their shape. In plants, the stem holds up leaves, flowers, and fruit, and acts like a highway for water and nutrients. In tall trees like oaks or pines, the thick trunk is a strong stem that helps the tree grow tall enough to reach sunlight.
In animals, support comes from the skeleton. Animals with backbones are called vertebrates and have an internal skeleton made of bones—an endoskeleton. In contrast, invertebrates like insects and crabs have a hard outer shell called an exoskeleton. Worms are invertebrates with no skeleton at all, yet they still move using muscles. Both stems and skeletons help living things grow, move, and survive.
SKIN VS. PLANT COVERING
Plants and animals also need protection from their surroundings. In animals, skin protects against injury, germs, and sunlight. Some animals also grow fur, scales, or feathers depending on their environment. For example, polar bears have thick fur for warmth, while snakes have scales to hold in moisture.
Plants have an outer epidermis and often a waxy cuticle that prevents water loss. Cacti have thick coverings to store water in dry deserts, and some plants grow thorns to protect themselves from animals. Whether it’s skin, scales, or waxy coatings, these coverings help keep the inside of the organism safe.
REPRODUCTIVE ORGANS
Reproduction is how living things make more of their kind. In animals, females have ovaries that produce eggs, and males have testes that produce sperm. A cat, for example, gives birth to live kittens after reproduction takes place.
In flowering plants, the flower is the reproductive part. The stamen produces pollen, and the ovary holds the eggs. When pollen reaches the ovary often carried by wind or insects pollination happens and seeds form. Apple trees, for instance, produce seeds inside apples, which can grow into new trees. Some plants like ferns and mosses reproduce with spores instead of seeds. No matter the method, the goal is the same: to create new life and continue the species.
PLANTS COMPARE & CONTRAST ANIMALS
PROTECTIVE COVERING
REPRODUCTIVE ORGANS
ACROSS
2. hard outer coverings like the shells on animals like insects and crustaceans
DOWN
1. made up of the eyes, ears, nose, and tongue in animals
5. animals and some worms can exchange gases through this moist covering
7. the result of plant reproduction
3. process used by birds, reptiles, and mammals to take in oxygen
4. the reproductive organ of most plants
5. seed-like structures present in mosses and ferns
6. fish organ for taking in oxygen
Several of the physical structures of plants and animals, although different, have common functions. Which system best represents the skeleton of animals and the stem of plants?
respiratory system
reproductive system body covering support system
Plants and animals both have outer coverings that help protect them. Based on the image, which two structures best represent protective coverings in plants and animals?
lungs and leaves
bones and stems
skin and plant covering
roots and feet
Plants and animals have protective coverings. The protective covering of plants helps the plant to retain water, while an animal’s protective covering functions to protect them from environmental conditions. Which of the following best represents protective coverings for plants and animals?
waxy outer covering and skin
feathers and fur
waxy outer covering and scales
scales and teeth
The skeleton functions to give structural support to your body. It also protects the internal organs from the damage of outside forces. The skeleton serves as the attachment point for muscles and ligaments. Which of the following lists the type of skeletal system for the blue crab and the copperhead snake?
The snake has an exoskeleton, and the blue crab has an endoskeleton.
The blue crab has an exoskeleton, and the snake has an endoskeleton.
Both the copperhead snake and the blue crab have endoskeletons.
Both the copperhead snake and the blue crab have exoskeletons.
Animals produce offspring by using organs called testes and ovaries. Flowering plants reproduce with seeds. How do pine trees and ferns reproduce?
Pine trees and ferns reproduce with seeds.
Pine trees and ferns reproduce with spores.
Pine trees reproduce with seeds formed in cones, while ferns reproduce with spores that form on their leaves.
Ferns reproduce with seeds formed in cones, while pine trees reproduce with spores that form on their needles.
copperhead snake
blue crab
SC.3.L.15.1 Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and invertebrates, those having live births and those which lay eggs) according to their physical characteristics and behaviors.
SC.3.L.15.2 Classify flowering and nonflowering plants into major groups such as those that produce seeds, or those like ferns and mosses that produce spores, according to their physical characteristics.
BENCHMARK CLARIFICATIONS
Students will classify animals into major groups according to their physical characteristics and behaviors. Students will classify flowering and/or nonflowering plants into major groups according to their physical characteristics.
SPEED BAG QUICK DRAW (PRE-READING) - Classification of Animals
CLASSIFICATION OF PLANTS AND ANIMALS
Scientists compare the similarities and differences of organisms by classifying them into groups. Animals are classified into two groups, vertebrates and invertebrates. Vertebrates have internal skeletons, whereas invertebrates have external skeletons or no skeletons at all. When we classify plants, we can look at how they reproduce.
ANIMAL CLASSIFICATION
Vertebrates are animals that have a backbone or spine. These animals have internal skeletons and are further sorted into five smaller groups: mammals, birds, fish, reptiles, and amphibians.
Mammals are mostly known for giving live birth, producing milk to feed their young, are warm-blooded, and have hair or fur. Humans and whales are examples of mammals.
Birds are warm-blooded animals that lay eggs. All birds have feathers and wings, and most birds can fly. Penguins, mockingbirds, and turkeys are all birds.
Fish have scales and fins, live in water, breathe with gills, and lay their eggs in the water. Sharks, seahorses, and stingrays are fish.
Reptiles are usually covered with scales but breathe with their lungs and lay their eggs on land. Examples of reptiles include alligators and crocodiles, turtles, lizards, and snakes. All reptiles are cold-blooded.
Amphibians live half their life in water and the other half on land. Amphibians also lay eggs. Most amphibians breathe with gills at birth, but they develop lungs and then move onto land as adults. They have moist skin and usually live near water. Frogs, toads, salamanders, and newts are examples of amphibians.
Invertebrates do not have backbones. Many invertebrates have a fluid-filled thick outer covering with no hard structure, like jellyfish and worms. Other invertebrates, such as arthropods, have a segmented body, a hard exoskeleton, and jointed appendages of legs and antennae. Examples of arthropods include insects, arachnids (spiders and scorpions), and crustaceans (lobsters, crabs, shrimp, and barnacles). Insects make up 40% of the life on Earth. Mollusks are also invertebrates. Mollusks have organs that are covered by a hard outer shell. Snails and slugs are examples of mollusks that live on land. Many mollusks, such as clams, oysters, and octopuses, live in the water.
PLANT CLASSIFICATION
Flowering plants make up 90% of the plant kingdom and are commonly known as seed-bearing plants. Flowering plants are sometimes referred to as angiosperms. They produce flowers, seeds protected by fruit, and stems for support. The flower contains a male structure, the stamen, which produces pollen, the male sex cell. It also includes a female reproductive structure, the pistil, which consists of an ovary that produces eggs. When pollinators such as bees transfer pollen from the stamen to the pistil, a seed forms. Examples of flowering plants are sunflowers, orchids, and daisies, to name a few.
SC.3.L.15.1 and SC.3.L.15.2
Nonflowering plants like ferns, mosses, and conifers do not produce seeds in flowers. Ferns and mosses are spore-producing plants that do not contain male and female organs and consist of basic roots, stems, and fronds (leaves). Gymnosperms are seed-bearing plants that have exposed seeds. The most common gymnosperm is the conifer known as the pine tree. This tree produces cones, roots, and stems (trunk and branches). The pine tree produces both male and female cones. The male cone produces the male sex cell of the plant, called pollen. Like flowering plants, the female cone produces eggs. When the wind blows pollen into the female cone, the pollen reaches the egg, and a seed forms.
G R A P H I C O R G A N I Z E R
DIRECTIONS: Include two characteristics for each of the groups of animals listed below.
BACKBONE NO BACKBONE
MAMMAL CHARACTERISTICS
BIRD CHARACTERISTICS
ARTHROPOD CHARACTERISTICS
EXAMPLES OF ARTHROPODS
FISH CHARACTERISTICS
REPTILE CHARACTERISTICS
AMPHIBIAN CHARACTERISTICS
MOLLUSK CHARACTERISTICS
ACROSS
2. seed-bearing plants with exposed seeds
DOWN
1. term for describing flowering and nonflowering plants
4. animals that live on land and in water
6. animals that breathe with lungs and are covered with scales
7. animals with a backbone or spine
3. plants that do not produce seeds or flowers and do not have leaves, stems, or roots
5. flowering plants with seeds protected by fruit and stems for support
8. animals without backbones
9. warm-blooded animals that lay eggs
10. animals that lay eggs and have scales and fins
Living things are classified into groups based on similar characteristics. Which of the following best represents how plants are classified?
vertebrates and invertebrates
flowering and nonflowering plants
trees and flowers
producer, consumer, and decomposer
Ms. Rodriquez held up a picture of an owl and a green sea turtle and explained to the class that they have several things in common. She explained that they are both nocturnal animals, and the word nocturnal refers to animals that sleep during the day and are active at night. She asked the class to list three additional ways the owl and green sea turtle are similar.
What are some other similarities between owls and green sea turtles?
Both the owl and green sea turtle are invertebrates, lay eggs, and breathe using gills.
Both the owl and green sea turtle are vertebrates, have live births, and breathe using their lungs.
Both the owl and green sea turtle are vertebrates, lay eggs, and breathe using gills.
Both the owl and green sea turtle are vertebrates, lay eggs, and breathe using their lungs.
Which of the following terms is used to classify invertebrates that have a segmented body, a hard exoskeleton, and jointed appendages?
echinoderms mollusks arthropods annelids
How are the characteristics of a tiger different from those of a crocodile?
The tiger is a vertebrate, and the alligator is an invertebrate.
The tiger is a carnivore, and the alligator is a producer.
The tiger lives on land, and the alligator lives on land and in the water.
The tiger is a mammal, and the alligator is a amphibian.
Which characteristics do a newt, bullfrog, and salamander have in common?
all are warm-blooded reptiles
all are cold-blooded amphibians
all are cold-blooded reptiles
all are warm-blooded amphibians
SC.4.L.16.4 Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and nonflowering seed-bearing plants.
BENCHMARK CLARIFICATIONS
Items will only assess the life cycles of plants and animals commonly found in Florida.
Items assessing the life cycles of insects are limited to egg, larva, pupa, and adult (complete metamorphosis) or egg, nymph, and adult (incomplete metamorphosis).
Items assessing the life cycles of flowering and nonflowering plants are limited to seed, seedling, and other stages of plant development.
Items assessing the life cycles of animals are limited to egg, embryo, infant, adolescent, and adult stages. Items will not assess the major stages of the human life cycle.
SPEED BAG QUICK DRAW (PRE-READING) - Life Cycle of Animals
All living things go through a life cycle a series of stages from birth to adulthood. While plants and animals look different, their life cycles often follow similar patterns. Let’s explore how plants reproduce and how animals grow and change over time.
Flowering and Nonflowering Plants
Flowering plants, like sunflowers or apple trees, begin their life cycle as seeds. Inside each seed is a tiny plant, or embryo. When the conditions are right, the seed germinates, and a small root grows downward while the shoot grows upward. This young plant is called a seedling. As it grows into a mature plant, it produces flowers. The flowers contain both male (stamen) and female (pistil) parts. When pollination occurs, pollen travels from the stamen to the pistil. If fertilized, seeds form inside the flower’s ovary. These seeds may be protected by a fruit and can be carried by wind, animals, or people to new places where the cycle begins again.
Nonflowering plants, such as pine trees, reproduce with cones instead of flowers. Male cones make pollen, and female cones contain eggs. Wind moves the pollen from one cone to another. Once fertilized, seeds develop inside the female cones. Other nonflowering plants like ferns and mosses use spores instead of seeds. Spores are tiny structures that grow into new plants when they land in the right environment.
Animal Life Cycles
Animals go through different stages as they grow. Some animals, like butterflies and frogs, go through complete metamorphosis with five stages:
1.Egg – The first stage where the life begins
2.Embryo – The baby grows inside the egg
3.Larva – The young stage that looks very different from the adult (like a caterpillar)
4.Pupa – A resting stage where the body changes shape (like a chrysalis)
5.Adult – The final stage when the animal is fully developed and ready to reproduce
For example, a butterfly starts as an egg on a leaf. Inside the egg, the embryo develops into a larva, which hatches as a caterpillar. It eats and grows, then forms a chrysalis (pupa). Inside the chrysalis, it transforms into an adult butterfly that will lay new eggs.
Another example of complete metamorphosis is the life cycle of a frog. The female frog lays jelly-coated eggs in water or a moist area. Inside each egg, an embryo begins to grow and develop tiny organs and gills. After about 10 to 12 days, the egg hatches into a tadpole, which is the larva stage. Tadpoles live in water, breathe through gills, and swim using a tail.
As the tadpole eats and grows, it enters a transforming stage similar to a pupa. First, it grows hind legs, then forelegs, and starts to develop lungs. During this time, its tail shrinks. When the tail is nearly gone and lungs are fully developed, the tadpole becomes a froglet almost an adult. Finally, it becomes a fully grown adult frog that can live both in water and on land. The adult frog will lay new eggs, starting the cycle again.
SC.4.L.16.4
In contrast, incomplete metamorphosis happens in insects like grasshoppers and crickets. This life cycle has three stages: egg, nymph, and adult—there is no pupa stage. The life cycle begins when eggs are laid in soil or plants. Once the eggs hatch, a nymph is born. It looks like a small adult but doesn’t have wings or the ability to reproduce.
As the nymph eats and grows, it sheds its skin several times in a process called molting. With each molt, it becomes more like an adult. After a few weeks, the insect reaches the adult stage, now with fully developed wings and reproductive organs. The adult can now lay eggs, and the cycle continues.
DIRECTIONS: Use the organizer below to complete the life cycle of a flowering plant. Be sure to label each stage in the correct order and include a short description or drawing to show what happens at each stage.
LIFE CYCLE OF FLOWERING PLANTS
1. the process whereby the tiny plant inside of a seed puts out a small root
2. occurs when pollen is transferred from the stamen of a flower to the pistil of the same flower or of another flower
3. includes four life cycle stages
4. life cycle with no pupal stage between the immature and the adult stages
DIRECTIONS: Complete the life cycle below.
KEY VOCABULARY
A. Complete metamorphosis
B. Incomplete metamorphosis
C. Pollination
D. Germination
COMPLETE METAMORPHOSIS
The completion of plant and animal life cycles is necessary for the organism's survival from one generation to the next. Which of the following is most likely missing from the life cycle below?
pupal stage
seedling stage
adult stage
caterpillar stage
There are many parts of a flower with very different roles for each part. Which organ includes the entire male part of the flower?
stamen
pistil
petals
ovary
There are several stages within the life cycle of a flowering plant. Which term is best used to describe the stage that occurs when the seed sprouts. replication seed dispersal seed germination reproduction
The life cycle of the frog is a continuous sequence of changes. Which stage of development has the frog most likely undergone at stage D as seen in the diagram below?
eggs
tadpole
froglet
tadpole with legs
Which term is best used to describe the movement of seeds away from the parent plant by way of wind, insects, animals, and water?
fertilization
germination
seed dispersal pollination
SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycle variations, animal behaviors, and physical characteristics.
BENCHMARK CLARIFICATIONS
Students will explain, compare, and/or contrast how adaptations displayed by animals or plants enable them to survive in different environments.
Students will describe or explain how animals and/or plants respond to changing seasons.
Students will distinguish plant or animal characteristics that are inherited from those that are affected by the environment.
Students will identify characteristics of animals that are inherited or distinguish inherited characteristics from those that are shaped by learning.
SPEED BAG QUICK DRAW (PRE-READING) - Adaptations of Organisms
ADAPTATIONS OF ORGANISMS
Environmental resources such as food, water, and shelter are limited and crucial to the survival of organisms. Organisms must compete for available resources when there are not enough resources to go around. Animals that best adapt to the environment can obtain food better, build homes, and reproduce offspring. The process of adaptation does not occur immediately, but takes many generations. Particular inherited characteristics such as color, body structure, and keen senses give some species an advantage over their competitors. If an organism fails to adapt appropriately to the changing environment, it will have to find a more suitable habitat or it will not survive.
Structural adaptations, also called physical adaptations, are physical characteristics of a plant or animal that helps it adapt to the environment. Examples include the webbed feet of aquatic animals aiding them in swimming, the long necks of the giraffes allowing them to feed from tall trees, and the cacti plant having succulent stems and leaves helping them to store water.
Camouflage is the ability of an organism to remain unnoticed by blending in with its environment. Examples of this physical adaptation are the grasshopper's green body color, a zebra's striped coloring, and a jaguar's spotted fur, all of which are effective camouflaging methods used for protection.
Behavioral adaptations are animal behaviors that enable them to survive in their environment. For example, the instinct of the opossum to play dead to avoid predators or the tendency of a rabbit to freeze when it thinks it has been seen. Mimicry, migration, and hibernation are all forms of behavioral adaptations.
Mimicry is a behavioral adaptation where animals use colors and markings to look like another which helps keep predators away. Examples include the Viceroy butterfly's ability to look like the poisonous Monarch butterfly or the ability of the milk snake to look like the poisonous Coral snake.
Migration is the seasonal movement of a population of animals from one area to another. Migration is usually a response to changes in temperature, food supply, or the amount of day light and is often undertaken for breeding. Mammals, insects, fish, and birds all migrate. For example, geese fly to warmer climates during the winter, and whales swim to areas with colder temperatures for feeding and warmer waters for breeding.
Hibernation is a time when animals go into a very deep sleep. Before going into hibernation, animals eat a lot of food stored as body fat for use during the winter.
Hibernating animals usually find safe shelter in caves, dens, or burrows. During hibernation, the animal's body temperature drops, and its breathing rate slows down.
Some hibernating animals such as black bears that stay dormant for up to seven months and chipmunks that store nuts, seeds, and berries in their burrows for winter. In Florida, the winters are much milder, and resources stay available year-round. As a result, Florida bears will go through a period of denning in place of hibernation. During denning, the bears sleep lightly for a few weeks.
SC.5.L.17.1
Variations in the life cycle of some plants and animals are another adaptation that enables them to survive in their environment. One such example is the butterfly life cycle. It can blend in with the twigs and bark of trees at the pupa stage to avoid being eaten by birds, skunks, and other predators. The time it takes for a frog to complete its life cycle is another variation, dependent upon the water, food supply, and altitude. For example, it might take a whole winter to go through the tadpole stage in colder environments.
G R A P H I C O R G A N I Z E R
DIRECTIONS: Use the passage to help complete the organizer below.
STRUCTURAL ADAPTATIONS
EXAMPLE 1
EXAMPLE 2
EXAMPLE 3
BEHAVIORAL ADAPTATIONS
EXAMPLE 4 MIMICRY MIGRATION
DOWN
1. animals that use colors and markings to look like other animals
2. physical attribute of a plant or animal that helps it adapt to its environment
6. certain organisms use this to blend in with the environment
ACROSS
3. a very deep sleep at certain times during the year
4. animal behaviors formed that help them survive in their environments
5. particular traits of an animal that are passed on to them through their parents
7. the movement of a population of animals from one area to another
they do not need water at all they go outside of the desert for water each day they receive water from the constant rainfall in the desert they have ways to store water for long periods of time
1 2 The cactus plant and camel can both live in the desert. Water is very limited in the desert, yet both animals can survive long periods without it. What is one way that the cactus plant and camel are similar?
The electric eel is a snake-like fish that lives in the Amazon River Basin of South America. The electric eel has an adaptation that allows it to produce up to a 600-volt electric shock. How does this adaptation help the electric eel to survive in its environment?
The ability of the electric eel to produce an electric shock helps it camouflage itself so that it may stay hidden from predators.
The ability of the electric eel to produce an electric shock helps it to live on land.
The ability of the electric eel to produce an electric shock helps it attract resources to produce food and shelter.
The ability of the electric eel to produce an electric shock helps it fight off predators and fight for available resources.
The jaguar is the largest cat in the Americas. It can live in forests, swamps, grasslands, and even deserts. Its fur serves as camouflage in its environment. Which of the following best describes how its fur acts as a camouflage?
The fur helps to keep the jaguar warm.
The fur helps the jaguar to be noticed.
The fur helps the jaguar blend in with its environment.
The fur serves as protection for the internal organs.
A fawn’s coat is light in color with white spots that help it blend in with the dappled sunlight of the forest floor. When the mother deer leaves in search of food, the fawn remains perfectly still to escape predators. Which of the following correctly describes the adaptations that help the deer survive?
The deer’s coloring and lack of movement are both behavioral adaptations.
The deer’s coloring and lack of movement are both physical adaptations.
The deer’s coloring is a physical adaptation, and its lack of movement is a behavioral adaptation.
The deer’s coloring is a behavioral adaptation, and its lack of movement is a physical adaptation.
Birds have many different shapes and sizes to their feet. What description best matches the bird's foot seen below?
RAPTORS such as hawks, eagles, and owls use large claws to capture and carry prey with their feet.
WADING BIRDS The long toes of herons spreads the bird's weight over a large area to help it walk on soft surfaces near the water's edge.
WOODPECKERS have two toes pointing forwards and two backward; for climbing up, down, and sideways on tree trunks.
WATER BIRDS such as ducks have webbing between their toes for swimming.
SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycle variations, animal behaviors, and physical characteristics.
BENCHMARK CLARIFICATIONS
Students will compare the seasonal changes in Florida plants and/or animals to those in other regions of the country.
Students will identify ways in which plants and/or animals can impact the environment.
SPEED BAG QUICK DRAW (PRE-READING) - Adapting to the Environment
ADAPTING TO THE ENVIRONMENT
Plants and animals have adaptations to help them survive in different habitats. This explains why certain plants and animals are found in one area but not in another. For example, you would not see a cactus plant living in the Arctic, nor would you see an abundance of really tall trees living in the drier environment of grasslands. Particular plants and animals must live in environments with certain physical conditions. Specific conditions in an environment relative to animal survival are air temperature, water, soil, weather, and landforms.
Plants and marine life that survive in the ocean must have adaptations to survive in very cold water with a silt bottom of sediments and minimal sunlight. Among the plant adaptations are plants with leaves that float on water or move with the water currents. One example is phytoplankton, a tiny free-floating plant living at the water's surface. Examples of animals adapted to live in the ocean are fish and other marine life that can take in oxygen from the water through their gills or skin. Mammals such as dolphins are adapted to ocean life using a blowhole on the top of their heads to take in oxygen.
Plants and animals that survive in the desert habitat must have adaptations that allow them to endure poor soil, intense sunlight, and very little rain. Only the strongest organisms can survive in the desert. The cactus plant thrives in the desert because of its thick, waxy outer covering and ability to store water. Bats, rattlesnakes, foxes, and skunks survive the intense heat because they are nocturnal animals. These animals sleep in a cool den, cave, or burrow by day and become active at night.
Grassland habitats receive less precipitation than forests but more than deserts. Due to the amount of rainfall, grasslands have fewer trees, and the organisms adapted to the grassland habitat must be able to survive in hot summers and cold winters. Acacia trees that do grow in the grassland have long, sharp thorns to deter herbivores from eating their leaves. Grasses are the most common type of plant present in the grassland because they grow from their base, an adaptation that allows it to get water through its root system. The prairie dog has a variety of adaptations that enable it to survive in the grassland habitat, including front paws with long claws for digging tunnels, the capability to store fat for winter hibernation, and the ability to get all of its water from the leafy foods they eat.
Plants and animals that live in the rainforest habitat must have adaptations for surviving in a hot, wet environment with a large canopy of trees that blocks sunlight on the forest floor. Small plants, shrubs, and grasses have a challenging time surviving due to the blockage of the sunlight by very tall trees. The Venus flytrap has become a carnivorous plant and does not rely solely on the Sun for energy to make its own food. This plant has leaves that snap shut, trapping its prey inside. Epiphytes are another type of rainforest plant adapted to get more sunlight. Epiphytes cling to the tops of tall trees and take moisture in from the air. Animals living in this environment also need adaptations to survive these conditions. Parrots and toucans are examples of animals that have developed strong beaks to crack open the tough shells of nuts they use for food. Monkeys are rainforest animals adapted to life in the rainforest by using their long tails and opposable thumbs to swing from trees in search of food.
SC.5.L.17.1
Plants and animals that live in the tundra habitat must have adaptations that allow them to survive in extremely low temperatures with little precipitation, poor soil, and short growing seasons. The tundra is the coldest of all the habitats. The Wooly Lousewort plant protects itself from wind, drought, and cold by growing thick fur. Many mammals and birds also have an insulating cover of fur or feathers. These animals can blend in with their surroundings as the seasons change by altering their fur or feather color to brown in the summer and white in winter. Animals live everywhere on Earth, but only certain animals live in particular environments based solely on their ability to adapt.
G R A P H I C O R G A N I Z E R
DIRECTIONS: Use the passage to help complete the organizer below.
DESCRIPTION OF AN OCEAN HABITAT
OCEAN HABITAT - EXAMPLES
DESCRIPTION OF A DESERT HABITAT
DESCRIPTION OF A GRASSLAND HABITAT
DESERT HABITAT - EXAMPLES
GRASSLAND HABITAT - EXAMPLES
DESCRIPTION OF A RAINFOREST HABITAT
RAINFOREST HABITAT - EXAMPLES
DOWN
1. habitat with intense sunlight, poor soil, and little to no rain
4. habitat with poor soil, extremely low temperatures, little precipitation, and short growing seasons
ACROSS
2. habitat with minimal sunlight and water that is cold especially at greater depths
3. a natural environment composed of animals, plants, and organisms
5. habitat that lacks sunlight, is hot, and wet
6. habitat that has hot summers, cold winters, fertile soil, an abundance of trees, and moderate sunlight
The desert is a harsh environment with high temperatures and very little precipitation. Which adaptation does NOT help an organism live in the harsh desert climate?
the ability to store water the instinct to sleep during the day the ability to use gills to take in oxygen the ability to compete for water
Plants and animals that live in the ocean habitat must have adaptations which allow them to survive in very cold water with a minimal amount of sunlight.
Which statement best describes how plants live in the ocean with minimal sunlight?
Plants on the ocean floor do not need sunlight to make food because they eat small fish.
Some plants float to the top of the water to get sunlight for photosynthesis.
Seaweed and other marine plants get energy from the food chain.
Plants do not exist in ocean water.
Which of the following lists the habitats in order from the greatest to the least amount of rain fall (precipitation)?
desert -> tundra -> ocean
grassland > desert -> rainforest
grassland -> rainforest _-> ocean
rainforest —> grassland —> tundra
The toucan’s home is in the rainforest. Its colorful bill has made it one of the world's most popular birds. Which adaptation is most likely the use of the toucan’s bill for survival in the rain forest?
The colorful bill is used to attract prey and build a nest high in trees.
The bill is used to fight off predators and as camouflage to hide from prey.
The bill is used to collect food from the ocean floor and sift out the sand.
The bill is used as a feeding tool to help reach fruit on small branches.
The musk ox is a hoofed, long-haired animal with horns. The musk ox has a double coat of hair that reaches almost to the ground. These adaptations of the musk ox make it best suited for which of the following environments? the desert biome the tundra biome the rainforest biome the ocean biome
SC.5.L.15.1 Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.
BENCHMARK CLARIFICATIONS
Students will describe how, when the environment changes, differences between organisms allow some plants and animals to survive and reproduce while others die or move to new locations.
SPEED BAG QUICK DRAW (PRE-READING)
Environmental Changes vs. Population Size
ENVIRONMENTAL CHANGE VERSE POPULATION SIZE
Population size depends upon resource availability from its environment or habitat. The environment must provide populations of wildlife with basic survival needs. If resources are not available, populations of plants and wildlife will become extinct.
The required resources that animals compete for are food, water, shelter, and space. Plants, on the other hand, compete for water, space, and sunlight. Competition occurs between living organisms that co-exist in the same environment. The organism's ability to adapt determines its survival. All organisms have adaptations that help them compete for resources. For example, squirrels compete with chipmunks and deer for acorns. If the oak trees bearing the acorns are lost in a forest fire, the chipmunks and deer population will decrease. Animals that depend on acorns for food will have to adapt to the change in the environment to survive. The number of resources in a habitat will determine the number of animals that will survive and reproduce, and those that will die or move to new locations.
All populations of living things rely on each other for survival. When one population of animals, plants, or insects increases or decreases, different populations of living things are also affected. For example, the rabbit population in a particular ecosystem will decrease if shrubs and brushy areas are removed from that ecosystem. Therefore, the reduced rabbit population will lower predator populations that use rabbits as a food source. In another example, if dead hollow trees are removed from a forest ecosystem, nesting animals such as bluebirds, owls, squirrels, and woodpeckers would have little shelter available. These animal populations would be reduced. The insect population would most likely increase because of the decrease in insect-eating animals. The whole ecosystem would be affected, including the birds and trees.
Human actions significantly impact the amount and quality of wildlife in particular habitats. Wildlife habitats can be destroyed or decreased due to agricultural practices, pollution, hunting, or changes to any part of the natural habitat. When humans clear land to build new houses, habitats shrink and animals must adapt. If a species of animal cannot adapt to the changes in its environment, it may result in the population becoming endangered, a dangerous reduction in numbers, or even becoming extinct. An extinct species no longer exists. Factors such as climate change, habitat loss, and a reduction of available resources can result in a species becoming endangered or extinct. This can also be caused by introducing a non-native, invasive species that may have either preyed on the native species or been more successful in the competition for resources.
On the other hand, humans can act positively to support and protect wildlife habitats. Habitats can be protected from destruction by regulating deforestation, farming, and building in particular areas. Monitoring these actions can avoid altering or eliminating the entire wildlife population within a habitat. Reducing soil erosion around rivers, ponds, and wetlands can help protect aquatic ecosystems. There are many things people can do to ensure that plants and animals continue to survive and reproduce.
G R A P H I C O R G A N I Z E R
DIRECTIONS: Fill in the cause and effect graphic organizer below.
CAUSE EFFECT
competition between living organisms in a particular environment
oak trees bearing acorns are destroyed in a fire
monitoring and regulating deforestation, farming, and building in particular areas
the rabbit population decreases
dead hollow trees were removed from a forest ecosystem
ACROSS
2. factor dependent upon available resources in the environment and habitat
DOWN
1. the surroundings or conditions in which plants and animals live
5. when a species no longer exists
6. producers that compete for water, space, and sunlight
3. a natural home or environment that can be protected by regulating farming, building, and deforestation in certain areas
4. this occurs between living organisms co-existing in the same environment
7. a living, competing organism that feeds on other animals and plants
A mother duck introduces her baby ducklings to a nearby pond after their birth. The pond is filled with other ducks of all ages. What must the ducklings learn to do to survive in their new surroundings?
depend on the other ducks to take care of them
swim slower than the other ducklings in the habitat
camouflage themselves in the new environment
compete with the other ducks for resources
Foxes are carnivores that bury their food to consume it later. They can capture and bury food at a very fast rate. How will this adaptation help them when competing for resources?
Their bat-like ears radiate body heat to help stay cool on summer days.
Their thick fur gives them the ability to maintain a core temperature during cold nights.
Their claws allow them to capture and bury food very quickly, giving them an advantage over the competition.
Their speed allows them to run faster than any of the other animals in their habitat.
A fast change in climate causes the winters in a region to become much colder. Which of the following would best explain why some animals survive while others do not?
All animals have the same chance of survival
Some animals are used to living in hot areas
Animals with thicker fur are better suited for colder weather
Bigger animals always live longer
The macaw has a large beak that allows it to break through large nuts to get to the sweet fruit and pulp inside. Which of the following would a baby macaw most likely experience?
inherit a large beak from its parents eat different things than its parents live in a different habitat than its parents learn to crack the nut without using its beak
Burmese pythons were accidentally released into the Florida Everglades in the 1990’s. They adapted well to life in the wetlands, and have steadily increased in population, preying on the native birds that call the Everglades their home.
What impact does the introduction of the Burmese python have on the native animals of the Everglades?
The native animals have experienced an increase in resources, and their populations have increased.
The native animals have experienced an increase in resources, and their populations have decreased.
The native animals have experienced a decrease in resources, and their populations have increased.
The animals have experienced a decrease in resources, and their populations have decreased.
SC.4.L.17.3 Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers.
BENCHMARK CLARIFICATIONS
Students will describe or explain how energy is transferred from the Sun through a food chain. Students will explain that plants make their own food using carbon dioxide, water, and energy from the Sun. Students will explain that animals obtain energy from the plants and/or animals they eat.
Have you ever wondered where animals get their energy to run, grow, and live? All of that energy starts with something we see every day the Sun. The Sun gives off light energy, and that energy flows through every food chain on Earth. A food chain shows how energy moves from one living thing to another, like a path of energy from the Sun to plants and animals.
The first link in every food chain is the producer. Producers are living things like plants that make their own food. They do this by using sunlight, water, and carbon dioxide from the air. This process is called photosynthesis. For example, a green plant like grass uses sunlight to make sugar inside its leaves. This sugar is food the plant stores and uses for energy.
Next in the food chain are the consumers. Consumers are animals that cannot make their own food. They must eat other living things to get energy.
Let’s look at a simple example: Sun → Grass → Grasshopper
→ Frog → Snake
In this food chain:
The grass is the producer because it makes its own food using the Sun’s energy.
The grasshopper is the primary consumer. It is an herbivore, meaning it only eats plants.
The frog is the secondary consumer. It is a carnivore that eats the grasshopper.
The snake is a tertiary consumer because it eats the frog.
Each time one animal eats another, the energy that started in the Sun moves to the next link in the chain.
Some animals are omnivores, which means they eat both plants and animals. Humans, raccoons, and bears are all omnivores. For example, a bear might eat berries (a plant) and also catch a fish (an animal). This means the bear is getting energy from both producers and consumers.
Every food chain shows one direction of energy flow: from the Sun → to producers → to consumers.
If you follow a food chain, you can always trace the energy back to the Sun. That’s why the Sun is the most important part of all food chains on Earth. Without the Sun, plants could not grow, and animals would have nothing to eat.
Let’s look at another example with some Florida animals: Sun → Seaweed → Shrimp → Fish → Osprey
Seaweed is the producer that uses sunlight to make its own food.
Shrimp eat the seaweed, so they are primary consumers (herbivores).
Small fish eat the shrimp, making them secondary consumers (carnivores).
Ospreys, which are birds of prey, eat the fish. That makes them tertiary consumers.
Even though we might not always see the Sun in the food chain picture, it is always the source of the energy.
SC.4.L.17.3
The flow of energy in an ecosystem can be put into a sequence called the food chain, which shows the feeding relationships between all organisms in a particular ecosystem.
HOW IT GETS ITS ENERGY
EXAMPLES OF ANIMALS
HOW IT GETS ITS ENERGY
TYPE OF CONSUMER# 1
EXAMPLES OF ANIMALS EXAMPLES OF ANIMALS EXAMPLES OF ANIMALS
HOW IT GETS ITS ENERGY
EXAMPLES OF ANIMALS
DOWN
1. these are animals that only eat plants
2. these eat both plants and animals
3. this is how each living thing gets food and passes nutrients and energy from one organism to another
4. organisms that make their own food by capturing the energy in sunlight to store in their body
5. this means meat-eater, and they also eat herbivores.
ACROSS
6. they get energy by eating other organisms
Which organism in the food chain below is directly providing energy to the bobcat? the Sun 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 > worm > grass > bird
Sun > grass > hawk > worm
Squirrel Nuts
Bobcat
Which sentence best explains why the Sun is the most important part of every food chain?
The Sun helps animals stay warm in cold places.
The Sun gives plants the energy they need to make food.
The Sun shines on animals so they can see what to eat.
The Sun heats up water for animals to drink.
A student drew this food chain:
If the population of corn is reduced by a drought, what will most likely happen to the rest of the food chain?
The mouse population will increase because there is more space.
The snake will become a producer and make its own food.
The owl will eat more snakes and grow faster.
The mouse population will decrease due to a lack of food.
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?
Application how the experiment relates to the real world
Analyze to evaluate in detail in order to support valid decision making
Bar Graph data organized on a grid in the form of bars
Chart a graphic representation of measurements taken of the dependent variable
Conclusion the outcome of the experiment based on the data collected
Control group the group in the investigation that that remains unchanged
Controlled variable things that are held constant during an experiment
Data set of collected and recorded measurements or observations
Experiment an investigation carried out under controlled conditions
Fact a truth about a subject matter that can be supported by evidence
Field Studies method of investigation for studying plants and animals in their habitat
Hypothesis a predicted outcome to an experiment based on the research collected
Inference an explanation based on evidence that is not directly observed
Investigation a scientific study of the natural world using the scientific method
Interpretation an explanation of the data collected in an experiment or observation
Journal a detailed record of data collections including the date and time
Line Graph data organized on a grid in the form of lines
Materials list a detailed list of the supplies and equipment used in an investigation
Measurement the process of determining the size, length, or quantity of something
Metric System National System of Measurement (i.e., meter, liter, gram, etc.)
Models a representation of some object or event in the real world
Observation information gathered through the senses about the natural world
Opinion a personal belief or judgment that is not based on proof or certainty
Outcome variable the factor that is being measured in the experiment
Prediction guessing the outcome of an experiment before testing begins
Procedure a detailed description listing all of the steps in an experiment
Problem the question being investigated in an experiment
Reference materials sources of information about the problem being investigated
Reliable a term used to describe the certainty of data or results of an experiment
Replicable the ability of a scientific investigation to be reproduced by another
Research a search for general knowledge about a specific topic
Results a statement that interprets the data
Scientific Method routine used to guide a science investigation from beginning to end
Simulation an imitation of the functioning of a system or process
Survey questioning a large group of random people about their attitudes or beliefs
Technology the use of scientific knowledge and processes to solve practical problems
Testable a question that can be answered through experimenting
Test variable the part of the experiment that is changed on purpose to test its effects
Trials a repeat of an experiment with a new collection of data or observations
Valid having adequate data or observations to support the conclusion
Asteroid
an object much smaller than a planet that orbits the Sun
Axis an imaginary line around which a body rotates
Cleavage a property used to describe the surfaces of minerals as they break apart
Climate the pattern of weather that occurs in a certain location over many years
Condensation the process by which water is changed from a gas to a liquid
Comet object made of rock, ice, dust, and gas that revolves around the Sun
Erosion the process of moving weathered rock from one place to another
Evaporation the process by which water is changed from a liquid to a gas
Fossil Fuels nonrenewable resources like coal, oil, and natural gas
Galaxy a large system of stars, gas, and dust held together by gravity
Gravity the force of attraction that pulls bodies towards the center of the Earth
Hemisphere one half of Earth
Humidity a measure of the amount of water vapor in the air
Igneous rock rock formed from the cooling of magma or lava
Inner Planets the small, rocky planets having a few moons
Light Years a unit of measure used to describe the distance in space
Luster a property describing a mineral’s appearance when it reflects light
Metamorphic rock rock formed from extreme heat and pressure
Mineral a solid material with its own properties, formed in or on the Earth’s crust
Moon a natural object that orbits a planet
Outer Planets the large, gaseous planets with multiple moon and ring systems
Polar zone a climate zone with very little precipitation and extremely cold temperatures
Precipitation a form of water that falls to the Earth as rain, snow, sleet, or hail
Revolution the motion of one object around another object
Rotation the spinning of an object on its axis
Seasons a division of the year into four periods marked by changes in the weather
Sedimentary rock a type of rock formed from layers of sediment
Soil the top layer of Earth’s surface made of weathered rock and organic matter
Solar system the Sun, planets, and objects that orbit the Sun
Star a mass of hot gases that produces its own light energy
Streak the color of the powder of a mineral when it is rubbed on a streak plate
Sun a medium-sized star at the center of our solar system
Temperate zone a climate zone characterized by moderate temperatures
Tropical zone a climate zone near the equator characterized by warm temperatures
Water cycle phase change of water as it moves through the environment
Water vapor the gas state of water
Weather the condition of the atmosphere at a given time and place
Weathering the breaking down of rocks and minerals by wind, rain, snow, etc.
Absorb to take in and store energy without reflecting it
Attraction the magnetic force that pulls objects toward each other
Balance the instrument used to measure mass
Balanced forces forces that are equal in size yet, opposite in direction
Chemical change a change that alters the composition of a substance altogether
Conduct to transmit heat or electricity through a medium
Compass an instrument used to measure direction
Dissolve two or more substances that are mixed together to form a solution
Filtration separating liquids from solids by passing the liquid through a filter
Force a push or a pull that one object exerts on another object
Friction a force involving direct contact that slows down motion
Gas state of matter that does not have definite volume or definite shape
Graduated cylinder an instrument used to measure volume
Grams the unit of measure for mass
Insulator a material used to reduce the transfer of electricity, heat, or sound
Invertebrate an animal without a backbone
Liquid state of matter that has definite volume, but no definite shape
Magnetism force of attraction for iron and certain other metals
Matter anything that takes up space and has mass
Mass the amount of matter in an object
Mechanical energy the energy of motion or position
Metric system national system of measurement like meters, liters, and grams
Milliliter the unit of measure for volume
Mixture combining two or more substances
Physical change a change that affects the size, color, or shape of a substance
Pitch the relative frequency (high or low) of a sound as perceived by a listener
Reflect to bounce light, sound, or heat off of a surface
Repel to force away or apart from
Sieving separating fine particles from larger ones by sifting them through small holes
Solid state of matter that has definite shape and definite volume
Solution a mixture in which one or more substances are dissolved in another
Speed the distance traveled in a given amount of time
State of Matter form of matter including a solid, liquid, or a gas
Temperature the measure of heat energy in a substance
Texture a physical property of a solid used to describe its surface
Unbalanced forces forces that are unequal in size and may or may not be opposite in direction
Volume the amount of space an object takes up
Water displacement a measure of the volume of an irregularly shaped object
Weight the measure of the force of gravity on an object
Adaptation traits that help an organism survive
Behavior a plant or animal reaction that occurs in response to stimuli
Carnivore meat-eating animal
Characteristic a quality or trait of an object or organism
Classify to group by category based on similarities
Community populations of different organisms living together in the same area
Complete metamorphosis life cycle of insects that includes a larval stage
Consumer an organism that feeds on other plants or animals for food
Ecosystem living and nonliving things that interact in an environment
Endangered species a population of organisms with the risk of becoming extinct
Endoskeleton an internal support structure of an animal
Environment conditions in which an organism lives
Exoskeleton a hard outer structure, such as the shell of an insect or crustacean
Extinct species a species that no longer exists
Fertilization the process by which the female and male reproductive cells unite
Food chain the transfer of energy from the Sun through producers and consumers
Germination the process by which a plant goes from a seed or a spore
Herbivore plant-eating animal
Incomplete metamorphosis type of insect development that involves only three stages
Inherited trait characteristics that are passed from parents to their offspring
Larva the eating and growing stage in the life cycle of an organism
Life cycle the stages of an organism’s growth and development
Nymph an insect undergoing incomplete metamorphosis
Omnivore animals that eat both meat and plants
Ovary the female reproductive organ that produces and contains egg cells
Pistil the female reproductive structure of a flowering plant
Population type of species living in a specific area
Predator animals that hunt and consume other animals
Prey organism that is hunted for food by another organism
Producer an organism that makes its own food
Pupa a stage in the life cycle of an insect that occurs between larva and adult
Pollen the fine dust-like powder that contains the male reproductive cells
Pollinate transfer of pollen from the male to the female reproductive structure
Reproduction the process of making more organisms of the same kind
Species a group of the same kind of organisms
Spore a seed-like structure that produces a new plant like a fern or moss
Stamen the male reproductive structure of a flowering plant
