Speed Bag Booklet - Grade 5 - Full - Herwins Test

THE SPEED BAG STUDENT BOOKLET INCLUDES: 

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Student Reading Passages - provides students with a snapshot of the benchmarks being addressed.

Student Illustration Sections – provides students the opportunity to organize the concepts and information from the passage in a pictorial/visual representation.

Graphic Organizers – helps students to enhance post-reading experiences by helping them to arrange their ideas and/or comparisons.

Vocabulary Matching – allows students to apply vocabulary terms necessary for mastering the Next Generation Sunshine State Standards for science.

Writing to Tie It Together – provides an opportunity for students to demonstrate an understanding of the benchmark through summary writing.

Multiple Choice Practice Questions – gives students practice in answering SSA-like questions. Multiple-choice items are scored by awarding one point for each correct answer.

The Science Section of the Science Statewide Assessment (SSA) The Statewide Science Assessment (SSA) evaluates students' knowledge of scientific process/content. Students analyze and apply these principles in order to demonstrate scientific understanding. The Assessment is adapted from Florida's Next Generation Sunshine State Standard benchmarks that encompass specific concepts involving several Big Ideas. Among these concepts are items involving the following clusters: Nature of Science, Life Science, Physical Science and Earth & Space Science.

Science Speed Bag, Student Booklet Grade 5 Publisher: Educational Bootcamp Content Development: Educational Bootcamp Senior Editor: C L Watson Literary Services Cover Design: Sadiq Malik Copyright © 2011 by Educational Bootcamp Educational Bootcamp Sunrise, Florida 33351 All rights reserved. No part of this publication may be reproduced, transmitted, or stored in a retrieval system, in whole or in part, in any form or by any means, electronic or mechanical, including photocopying, recording, or otherwise, without written permission of Educational Bootcamp.

Printed in the United States of America

ISBN: 0-85-8343001 10 9 8 7 6 5

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T A B L E Lesson

The Scientific Method

Types of Scientific Investigations Repeating Scientific Investigations

C O N T E N T S

FL Code

Florida Benchmark

SC.5.N.1.1

THE NATURE OF SCIENCE --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.

SC.5.N.1.2 SC.5.N.1.4 SC.5.N.2.2 SC.5.N.1.3 SC.5.N.2.1

Verified Observation or Personal Opinion

O F

SC.5.N.1.5 SC.5.N.1.6

--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.

Page Number

pp. 1 - 6

pp. 7 - 12

pp. 13 - 18

pp. 19 – 24

EARTH AND SPACE SCIENCE

The Sun: A Star in the Milky Way Galaxy

SC.5.E.5.1

SC.5.E.5.2

Our Solar System

SC.5.E.5.3 SC.4.E.5.4

The Movement of Earth

SC.4.E.5.3 SC.4.E.5.1

Moon Phases

SC.4.E.5.2 SC.4.E.6.1

Rocks and Minerals Renewable and Nonrenewable Resources

SC.4.E.6.2 SC.4.E.6.3 SC.4.E.6.6

--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.

--Describe the changes in the observable shape of the moon over the course of about a month.

--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).

pp. 25 - 30

pp. 31 - 36

pp. 37 - 42

pp. 43 - 48

pp. 49 - 54

pp. 55 - 60

ii

Weathering and Erosion The Water Cycle

SC.4.E.6.4 SC.5.E.7.1

SC.5.E.7.2

Factors Influencing Weather Weather in Environments and Climate Zones Properties of Matter Separating Mixtures and Forming Solutions The Effects of Temperature on Physical and Chemical Changes

SC.5.E.7.3

SC.5.E.7.4 SC.5.E.7.5

SC.5.E.7.6

SC.5.P.8.1 SC.5.P.8.3

SC.5.P.8.2

--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).

--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 --Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, and temperature.

--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.

SC.5.P.9.1

--Investigate and describe that many physical and chemical changes are affected by temperature.

Forms of Energy

SC.5.P.10.1

--Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical.

Force, Motion, and Renewable Energy

SC.5.P.10.2

--Investigate and explain that energy has the ability to cause motion or create change.

Electric Circuits and Energy Transformations Good and Bad Conductors of Heat and Electricity Forces and Motion of an Object

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.

--Investigate and illustrate the fact that the flow of electricity requires a closed circuit (a complete loop).

SC.5.P.11.1 SC.5.P.10.3 SC.5.P.11.2 SC.5.P.13.1

--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.

--Identify and classify materials that conduct electricity and materials that do not.

--Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects.

pp. 61 - 66

pp. 67 - 72

pp. 73 -78

pp. 79 - 84

pp. 85 -90

pp. 91 - 96

pp. 97 - 102

pp. 103 - 108 pp. 109 - 114

pp. 115 - 120

pp. 121 - 126

pp. 127 - 132

iii

The Effect of the Overall Forces on Motion

Plant Organs and Response to Stimuli

The Organs of the Human Body Comparing Physical Structures of Plants and Animals Classification of Plants and Animals

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.

SC.3.L.14.1

Recognize that plants use energy from the Sun, air, and water to make their own food.

SC.3.L.14.2

Investigate and describe how plants respond to stimuli.

SC.5.L.14.2

SC.3.L.15.1

SC.3.L.15.2

Life Cycle of Plants and Animals

LIFE SCIENCE Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction.

SC.3.L.17.2

SC.5.L.14.1

SC.4.L.16.4

Adaptations of Organisms

SC.5.L.17.1

Adapting to the Environment Environmental Changes vs.

Population Size

SC.5.L.17.1

The Flow of Energy in a Food Chain

SC.4.L.17.3

SC.5.L.15.1

pp. 133 - 138

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.

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.

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.

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.

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.

Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers.

pp. 139 - 144

pp. 145 - 150

pp. 151 - 156

pp. 157 - 162

pp. 163 - 168

pp. 169 - 174 pp. 175 - 180 pp. 181 - 186 pp. 187 - 192

iv

THE SCIENTIFIC METHOD The Scientific Method is a logical problem-solving technique used to investigate natural occurrences, make decisions, and form new ideas. The Scientific Method involves a series of steps designed to help support a theory or hypothesis. It allows the results from an experiment to be repeated for validity and reliability.

The first step is to define or state the problem being researched. The problem must be in the form of a question that examines what, when, where, who, or how. The problem statement must be focused on only one problem. It must be written in no more than two sentences and must not give a possible solution to the problem. The problem statement must be testable. In order for an experiment to be testable, it must have an identified control group and an experimental group. The key to any successful experiment is identifying and managing the three requirements involved in the experimental group. The three requirements include the independent, the dependent, and the controlled variables.

The second step involves researching the problem. The problem must be researched using appropriate reference materials to support scientific understanding. Research is the collection of background information on the problem being investigated. Research may be collected from various resources, including books, the internet, personal experiences, initial investigations, or expert opinions on the subject.

The third step is creating a hypothesis. The hypothesis is an educated guess based on the research from the previous step. The hypothesis may be written as a simple “if and then” statement that predicts the outcome of the experiment.

The fourth step of the scientific method is designing the experiment. This step involves listing and gathering materials, as well as developing and carrying out the procedures.

The materials are a list of all the supplies used to carry out the experiment. The materials list consists of specific information about the amounts, sizes, and colors of each item used in the experiment.

The procedure is a numbered vertical list of the step-by-step directions for carrying out the experiment. The procedure is clearly written with details so concise that another experimenter could easily perform the same experiment. The experiment must be carried out a minimum of three times (three trials) for the experiment to be reliable.

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SC.5.N.1.1 The fifth step is to record and organize the collection of data and/or observations. The information collected is called data. This data may be organized in a journal, table, chart, or graph. Scientists often have to make measurements to study objects. Data may be quantitative or qualitative. All quantitative data must include measurements using appropriate units or fixed amounts used as a standard to measure. The units scientists use are grouped in a system called the metric system. Three of the most popular measurements made in science are an object’s mass in grams, its volume in milliliters, and its length or height in centimeters.

The sixth step is to analyze the results. Looking at your data, you must figure out exactly what the information means. The experiment results should be written based on the experiment's collected data, both quantitative and qualitative. Comparative phrases such as “more than,” “less than,” etc., are instrumental in writing a results paragraph.

The final step of the scientific method is to draw a conclusion. At this stage, you must write a summary that indicates whether or not the results support your original hypothesis.

Data Tables and Graphs

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Steps of the Scientific Method

DIRECTIONS: Use the passage to explain the following steps:

Step 1: State the problem

Step 2: Research your question

Step 3: State your hypothesis

Step 4: Perform the experiment

Step 5: Organize the data

Step 6: Analyze the data

Step 7: Draw a conclusion

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DIRECTIONS: Identify the statement which best depicts the key vocabulary word.

1. The hypothesis can be accepted because the electromagnet with the longer cooper wire had greater strength

_ ____ 2. The electromagnet with 60 cm of wire picked up six more paper clips on average as compared to using 30 cm of wire __ _ __ 3.

One D-cell battery and one battery holder

A. Problem B. Hypothesis C. Conclusion D. Results

___ ___ 4. Attach one end of the wire to the negative pole of the battery ___ ___ 5. If a longer copper wire is used, then the electromagnet will have greater strength ___ ___ 6.

KEY VOCABULARY

E. Procedure F. Materials

Does the length of a copper wire affect the strength of an electromagnet?

Writing to Tie It Together Explain why the scientific method is an important part of all scientific investigations.

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PRACTICE QUESTIONS SC.5.N.1.1

Scientists throughout the world follow a standard used to guide scientific investigations from beginning to end. What scientific term is used to describe this universal scientific practice?

1

2

A

conclusion

B

metric system

C

materials list

D

scientific method

Michelle’s science lab teacher instructed her to follow these procedures: Step 1: Step 2: Step 3: Step 4:

Collect three different types of bean seeds.

Place three of each type of bean seed in three different potting soils.

Provide them each with the same amount of sunlight and water.

Record observations.

Which of the following statements is Michelle most likely testing?

3

A

the effect of potting soil on the germination of bean seeds

B

the effect of sunlight on the growth rate of bean seeds

C

the variant amount of water on the growth of bean seeds

D

the growth rate of different types of bean seed

Clyde notices that a television commercial he watches regularly 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?

A

Clyde needs to know that all information advertised on television commercials are true.

B

There is no need for Clyde to test this claim because all brands of detergents clean the same.

C

Clyde can compare different brands of detergents with the one advertised to see which one cleans whites best.

D

Clyde can compare different pieces of white clothing after washing them with the advertised detergent.

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PRACTICE QUESTIONS SC.5.N.1.1

4

Ming Lee set up her experiment and begin to list everything she did step by step. By the time Ming Lee finished her list, she had recorded 21 steps altogether.

Step 1: Step 2: Step 3: Step 4:

Label three 6-ounce cups A, B, and C. Fill each 6-ounce cup with baking soda.

Half-fill a 16-ounce cup with vinegar.

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?

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A

Data Log

B

Results

C

Materials

D

Procedures

As Mollie prepared to place all of 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.

Unlabeled part to a science project: “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.”

What should Mollie’s classmate tell her about the unlabeled part?

6

A

The unlabeled part must be the conclusion.

B

The unlabeled part is the results from the experiment.

C

The unlabeled part has to be a part of the materials.

D

The unlabeled part is the hypothesis.

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TYPES OF SCIENTIFIC INVESTIGATIONS Scientific investigations are planned attempts to test predictions, verify results, and explain natural phenomena. There are several different methods of making scientific investigations.

Among the most common are carrying out controlled experiments, making models or simulations of a system, observing the natural world, and conducting field studies.

A Controlled Experiment is an investigation that must have an identified control group and an experimental group. The two testable groups must have values that are kept the same for each except for the variable being tested (independent variable). An example of a controlled experiment is, “How does the color black affect heat absorption?”

The control group is the part of the experiment that remains the same to be used compared to the independent variable. The control is the variable that is usually the "normal" outcome as it compares to the outcome being explored in the independent variable(s). In the example: “How does the color black affect heat absorption?” If our experiment used aluminum cans to measure heat absorption, the unpainted aluminum cans would be the control group.

The experimental group includes the variables in the experiment. The independent variable (manipulated variable) is the variable that is changed on purpose. For example, the aluminum cans in this experiment must be painted black to test their effects on heat absorption.

The key to any controlled experiment is that the controlled variables (constant variables) be kept the same during the experiment. Controlling the variables ensures that any change that occurs is only because of the independent variable. The controlled variables are to be kept the same for both the control and the independent groups. Examples of the controlled variables in the aluminum can experiment include the same sized cans, the same heating source, the same thermometer, etc.

The dependent variable is the variable being measured in your experiment. This variable will change based on the independent variable. In the above example, the dependent variable would be the amount of heat absorbed by the cans.

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SC.5.N.1.2/SC.5.N.1.4 Making Models or Simulations of Systems is a method of investigation carried out when it is necessary to understand something too vast, too minute, or too dangerous to explore. A model is a representation of an arrangement of some object or event in the real world. For example, it is very common to make models of the solar system to compare sizes, distances, and/or movements from one point to another. Simulations are another popular means of studying systems. A simulation is an imitation of the functioning of a system or a process.

An example is a computer simulation used to predict weather patterns.

Performing Field Studies is a method of investigation for studying plants and animals in their natural habitat. This form of observation takes place without altering or harming the organism being investigated. An example of a field study is the seasonal study of birds' migration using just a log book, binoculars, and bird books.

Systematic Observations made of the natural world require descriptive details of events in nature. Specific facts are noted, including the amounts, the sizes, the colors, and other relative details and measurements. An example of systemic observations is observing and taking note of how the phases of the moon change in the night sky over the course of the month.

Types of Scientific Investigations

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EXAMPLES

TYPES OF SCIENTIFIC INVESTIGATIONS

Controlled Experiment

Models

Simulations

Field Studies

Systematic Observations

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Z F S N O M T A L U O N K

L I F I B I O B S D D I J

I E S I S S L E D O S U H

N L T N E M I R S P N D V

S D N S R L O L E D O O I

E S E E V M D H M T I P K

H T M M A E O S V M T D E

O U I O T M J D O S A T M

L D R J I O O D E U L M L

E I E E O P E M D L U H S

E E P K N L E O S E M S U

S S X S S L L K T I I D B

O X E O I R L S E S S D J

CROSSWORD PUZZLE CLUES (1) Type of scientific investigation used for studying plants and animals in their natural habitat (2) Type of scientific investigation which uses a representation of an arrangement of some object or event in the real world (3) Type of scientific investigation that uses an imitation of the functioning of a system or process (4) Type of scientific investigation requiring the gathering of information through the senses about the natural world (5) Type of scientific investigation carried out under controlled conditions.

Writing to Tie It Explain the difference between a controlled experiment and other types of scientific investigations.

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PRACTICE QUESTIONS SC.5.N.1.2/S.5.N.1.4

1

The independent variable is the part of the experiment you choose to manipulate. It is changed on purpose and is believed to be the factor that will affect the dependent variable.

Which of the following represents an independent variable?

2

3

A

the growth of tomato plants grown outdoors

B

the temperature of a freezer with a newly designed insulator

C

three different cities for collecting and measuring acid rain

D

the acid level of the rain collected in Phoenix, Arizona

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 represent constant (controlled) variables?

A

selecting three different temperature settings

B

measuring blocks that have the same mass, the same wood type, using the same measuring device

C

pennies collected from years 2000 – 2009 and pennies collected from 1990 – 1999

D

the time it takes for ice cubes to melt

Which of the following represents a dependent variable?

A

the growth bean plants

B

different temperature settings

C

different color bird feeders

D

various cat foods

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PRACTICE QUESTIONS SC.5.N.1.2/S.5.N.1.4

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 Red Yellow Green Blue Saturday #1 4 10 4 1 6 9 5 2 Saturday #2 Saturday #3 2 8 5 2 Saturday #4 4 10 6 1

What is the most likely conclusion made using the data collected based on Seth’s observations?

5

A

Color does not matter to butterflies when they are hungry.

B

Butterflies prefer the color blue while feeding.

C

Butterflies prefer the colors red or green when feeding.

D

Butterflies prefer the color yellow while feeding.

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?

A

B

Pour 7 mL of water into a graduated cylinder and transfer the 7 mL from the graduated cylinder into one of the classroom models.

C

Pour 7 mL of water into a graduated cylinder and transfer the water equally from the graduated cylinder into all of the classroom models.

D

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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 different amounts of water into each of the classroom models.

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REPEATING SCIENTIFIC INVESTIGATIONS When scientific investigations are carried out, the evidence produced by those investigations must be reliable and replicable by others. In order for experimenters to defend the outcome, they must keep accurate records and descriptions of their experiment.

These records may be in the form of materials used, step-by-step procedures, detailed observations, and data tables and/or graphs, to name a few. Furthermore, for an experiment's findings to be valid, they must be based on the results of an experiment that has been repeated a number of times. The rule for beginning experimenters is repeating the investigation at least three times. A more advanced scientist knows that the more repeated the trials, the more reliable the results and the more valid the conclusion.

The Materials List is an unnumbered vertical record of all of the supplies used in an experiment. The materials list should consist of descriptive information about the amounts, sizes, colors, brands, and any other physical details that will help another experimenter repeat the investigation. It is important when comparing the work of different experimenters to be sure that the exact supplies and tools are used. When discrepancies occur between trials or between other experimenters, the materials list is the first thing examined for clues.

Another important part of the experiment that is often carefully examined by others is the procedure. The Procedure is a numbered vertical list of the step-by-step directions for carrying out the experiment. The procedure must be well-written, clear, and to the point so that another scientist can perform the same experiment with ease.

A Log book is a journal of observations that is critical to any scientific investigation. The log book is proof that certain actions within an investigation took place at specific times. The log book is a record of all occurrences. Every journal entry must be handwritten and include the date and time the recording was made.

A Data Table is an easy, organized way to record the measurable observations of an experiment. The data table shows the independent variable on the vertical columns and the dependent variable on the horizontal rows. Also, at least three trials of the experiment and the average (mean) should be reflected on the table. Graphs are another way to record the data from an experiment.

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SC.5.N.1.3/SC.5.N.2.2 A Graph is used to record the independent variable on the X-axis (horizontal line) and the dependent variable on the Y-axis (vertical line). A graph must include a title, a label for each axis, and the unit of measurement. The graph may depict the collected data as either a line, bar, or pie graph dependent upon the type of data collected.

Whether you are a research scientist or a first-time science fair student, keeping accurate records throughout the scientific investigation is important. The more accurate the records are kept, the easier it is to find clues on what may have caused discrepancies in repeated experiments or among two different experimenters. It is common for scientists to question, discuss, and check each others’ evidence and explanations for validity. They do this by repeating the experiment and/or analyzing the materials, procedures, and data.

Repeating Scientific Investigations

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In the investigation of “Where do rose bushes grow best?” the following data was recorded: SUE’S DATA LOG – Day 12 At the end of twelve weeks, the heights of all six plants were measured. The three that were positioned to receive indirect sun rays measured: 5, 7, and 9 centimeters. The three rose bushes that were grown after being exposed to direct sun rays measured: 9, 10, and 11 centimeters. The average growth of the rose bushes at the end of twelve weeks were calculated as follows: The rose bushes that received energy from direct sun rays were 10 centimeters, and those that received indirect sunrays were 7 centimeters.

Plant Growth Indirect Sunlight

Plant Growth Direct Sunlight

Rose Bush # 1

5 cm

9 cm

Rose Bush # 2

6 cm

10 cm

Rose Bush # 3

7 cm

11 cm

AVERAGE GROWTH

7 cm

10 cm

Growth Rose Bush

TRIALS (Plants)

cm

Use Sue’s log book to complete the data table and a graph below.

12 11

The Average Growth of Roses

10 9 8 7 6 5 4 3 2 1

0

Indirect Sunlight

Direct Sunlight

Location of Rose Bushes

Use the data table and a graph above to report the results of Sue’s investigation.

Sue’s Results

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DIRECTIONS: Identify the description which best depicts the key vocabulary word.

KEY VOCABULARY

1. Data organized on a grid in the form of bars, lines, or pictures 2. A detailed description listing all of the steps in an experiment

A. Materials List B. Procedure C. Log Book

3. A journal of all occurrences and observations 4. Record of supplies and equipment used in an investigation 5. Collection of recorded measurements or observations

D. Data Table E. Graph

Writing to Tie It Together Why is it important that the evidence produced by scientific investigations be replicable by others?

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PRACTICE QUESTIONS SC.5.N.1.3/SC.5.N.2.2

1

Daniel learned that many ants feed on certain sweet liquids left behind by other insects called honeydew. Daniel decides to investigate ant food further by conducting an experiment to see if ants are more attracted to honey than sugar. The results of Daniel’s findings are listed below.

Experiments Trial 1 Trial 2 Trial 3

Ants in the Sugar Container 8 6 6

Ants in the Honey Container 14 16 16

Ants in the Surrounding Area 2 1 3

Which statement is the best conclusion to draw from Daniel’s recorded results?

2

A

The ants are more attracted to sugar.

B

The ants are more attracted to honey.

C

The ants are not attracted to sugar or honey.

D

The ants equally like sugar and honey.

Marc’s Birthday

Age

Shoe Size

January 9, 2003 January 9, 2004 January 9, 2005 January 9, 2006 January 9, 2007 January 9, 2008 January 9, 2009

9 10 11 12 13 14 15

3 4 5 6 7 6 9

Marc’s mother noticed that his feet seemed to be growing at one shoe size per year. So, out of curiosity, she decided to record his shoe size each year on his birthday.

What mistake did Marc’s mother most likely make in her measurements?

A

She measured his feet twice per year.

B

She made inaccurate measurements in the year 2007.

C

She made inaccurate measurements in the year 2008.

D

She stopped measuring her son in 2009.

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PRACTICE QUESTIONS SC.5.N.1.3/SC.5.N.2.2

3

Chloe wants to know if caterpillars prefer eating decaying old leaves or new leaves just picked from the tree. She takes some cuttings of a plant and combines one set with new leaves and another set with old leaves. She then places the cuttings of the plant, combined with leaves, on opposite sides of a bed of soil. The caterpillars she has collected are placed in the middle of the soil bed, an equal distance from both sets of cuttings.

In order to record the results, what should Chloe do next?

4

A

Research which type of food caterpillars prefer.

B

Repeat the experiment with worms or bugs.

C

Record the number of caterpillars that remain somewhere in the soil.

D

Count and record the number of caterpillars that feed off of each set.

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?

5

A

All groups should immediately try the experiment again.

B

Compare the procedures of the one group to the other four groups.

C

The group that concluded that white colors absorb deserve a failing grade.

D

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?

18

A

The information will show other experimenters that baking soda causes too many gas bubbles.

B

The result will help consumers decide which vinegar to purchase.

C

To allow other researchers to understand why she selected her hypothesis.

D

So that experimenters may repeat the exact scientific investigation.

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VERIFIED OBSERVATIONS AND PERSONAL OPINIONS Science is grounded in empirical observations that are testable. The findings of a scientific investigation must always be linked to evidence. The scientific method is the model used to help scientists gather data to support the investigation. The data gathered through repeatable observations and/or experimentation must be verifiable by others.

OBSERVATIONS AND INFERENCES An observation is the gathering of detailed information using the five senses (what you see, hear, feel, smell, or taste). Observations are descriptive and may or may not include the use of numbers. The data gathered should be detailed and factual. Observations made of a scientific investigation must be recorded systematically. The recorded observations are often shared with other researchers and, therefore, must be valid.

An inference is drawing a reasonable interpretation about something known or observed. Inferences are commonly made in scientific investigations and day-to-day life.

The step in the scientific method requiring the interpretation of data is a good example of an inference. The observations and/or data collection are used to formulate a conclusion using inferences. Inferences can be correct or incorrect.

FACTS AND OPINIONS A fact is something true about a subject and can be supported by evidence. Examples of 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.

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SC.5.N.2.1/ SC.5.N.1.5/ SC.5.N.1.6 VARIATIONS OF THE SCIENTIFIC METHOD Not all scientific investigations follow the exact steps of the scientific method. Many steps in the scientific method are often altered. There is no one standard scientific method. There are many different variations. Some scientific methods have five steps while others have ten. However, the same basic principles apply to all variations of the scientific method. The steps of the scientific method will always include a question, a testable hypothesis, a structured and repeatable experiment, and the need for evidence and empirical observations.

Observations

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FACT

List four facts in the boxes below:

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OPINION

List four of your own opinions in the boxes below:

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FACT OR OPINION 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.

OBSERVATION OR INFERENCE 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.

Writing to Tie It Together Explain the difference between personal opinion/interpretation and verified observations.

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PRACTICE QUESTIONS SC.5.N.2.1/ SC.5.N.1.5/ SC.5.N.1.6

1

2

Scientists are careful observers. It is an important step in the Scientific Method.

Which of the following statements represents an observation?

A

Carlie flies to San Diego every Monday morning for work.

B

Peggie scheduled a doctor’s appointment to check her swollen ankle.

C

Jeffery thinks that Margret’s prom dress has more ruffles than any other dress in the room.

D

Cagney shops 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 collected observations?

3

A

There is less water in the glass jar near the window after one week.

B

Both glass jars started with 250 milliliters of water in each.

C

The sunlight speeds up the evaporation of the water in the jar near the window.

D

The jars had different amounts of water remaining at the end of the week.

Ryan wants to know the effect that his homemade fertilizer will have on the growth of flowering plants. He decides to conduct an experiment to compare plants' growth with a store brand fertilizer against his homemade fertilizer.

Which observations must be made to determine which fertilizer works best?

A

Record the growth of flowering plants grown in both fertilizers.

B

Repeat the experiment with many different types of fertilizers.

C

Record the growth of the flowers grown in the homemade fertilizer.

D

Count and record the number of flowers that bloom when using the store brand fertilizer.

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PRACTICE QUESTIONS SC.5.N.2.1/ SC.5.N.1.5/ SC.5.N.1.6

Deeandra’s homework assignment for winter recess was to record four different observations about anything occurring in the natural world.

4

DEEANDRA’S OBSERVATIONS Blackberries are sweeter than Wild 1 Cherries.

Liquid soap has a more refreshing smell 2 than a bar of soap.

Bread molds faster on the kitchen 3 counter than in the refrigerator.

A Gouldian Finch is a more attractive 4 bird than a Gough Moorhen bird.

Which of Deeandra’s observations is scientifically testable?

5

A

Observation 1

B

Observation 2

C

Observation 3

D

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?

24

A

Problem

B

Opinion

C

Inference

D

Hypothesis

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THE SUN: A Star in the Milky Way Galaxy The Earth and the Sun belong to the Milky Way Galaxy. The Milky Way Galaxy is a spiral galaxy made up of over 100 billion other stars that range in size and age. The Sun is about five billion years old and considered to be a comparatively young star. The Milky Way is ten billion years old and has spiral arms and a bright center. The Sun is in the middle of one of the spiral arms far away from the galactic center.

A galaxy consists of gas, dust, and many stars, including any objects orbiting the stars.

There are billions of galaxies in the Universe, ranging from a few million to over several billion stars. Galaxies are divided into three basic types based on their shape.

A spiral galaxy is a disked-shaped galaxy made of gas, dust, and newly forming stars.

Spiral galaxies are the brightest of the three galaxies because young stars produce more light energy than older stars. The Sun, Earth’s star, is located in a spiral galaxy called the Milky Way galaxy.

An elliptical galaxy is shaped like an ellipse. Elliptical galaxies have very little gas and dust and are made up of mostly old stars.

Irregular galaxies do not have regular shapes. They are full of gas and dust, and new stars are being formed, making them very bright.

Stars are far away Suns that look like points of light. All stars emit light energy as a result of a process called hydrogen fusion. The hydrogen in the star acts as a giant ball of hot gas, fueling the star to shine. The hydrogen gas eventually runs out, and the star begins to die.

However, a star running out of hydrogen gas takes billions of years to occur. Stars vary in color dependent upon their temperature. Stars that are cooler than the Sun appear red or orange. Meanwhile, stars that look white or bluish-white are hotter than the Sun. As stars get older, they change in size and temperature.

The Sun is the closest star to the Earth and therefore appears larger and brighter than any other star. Many stars are much bigger and a lot hotter than our Sun. The Sun is a middleaged, yellow dwarf star that will probably continue to shine for another four billion years.

The Sun, like all other stars, has many characteristics. It produces heat and light, it is made of hydrogen and helium gas, it is medium-sized, and its distance is measured in light-years.

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SC.5.E.5.1 The Sun makes its own energy that may be captured to generate heat and light for Earth.

So, exactly how does the Sun work on Earth? Well, the Sun does quite a bit. To begin with, the Sun is the first step in the food chain for all living things. Without the Sun, we would have no food to eat. The Sun gives off huge amounts of heat and light. If there were no Sun, the Earth would be cold and dark; probably not a place you would want to live. In addition, the Sun is the primary source of energy.

The Sun’s gravity keeps the planets in our solar system, including the Earth, in orbit. This means that the pull of the Sun keeps each planet going around it. The Sun also fuels the water cycle. The evaporation process in the water cycle is due to the heat from the Sun. Another way the Sun is useful to us is by providing us with solar energy, allowing us to use solar panels to warm buildings.

The Sun is also required for the process of photosynthesis. Plants use the Sun to make their own food in photosynthesis. The Sun may also be used to tell time. Before we had watches and clocks, people relied on the Sun, among other things, to let them know the time of day.

The Sun: A Star in the Milky Way Galaxy

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Term

Notes

Galaxy

Spiral Galaxy

Elliptical Galaxy

Irregular Galaxy

Stars

The Sun

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DIRECTIONS: Identify the statement which best matches the key vocabulary word.

KEY VOCABULARY

1. A unit of measure used to describe the distance in space 2. A medium-sized star at the center of our solar system that sustains life on Earth

3. A large system of stars, gas, and dust held together by gravity 4. The force of attraction that pulls bodies towards the center of the Earth or any other physical body having mass

A. Galaxy B. Stars C. Sun D. Gravity E. Light-Years

5. A mass of hot gases that produces its own light energy

Writing to Tie It Describe characteristics found in stars located in the Milky Way Galaxy including brightness, size, or appearance in relation to distance.

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PRACTICE QUESTIONS SC.5.E.5.1

1

2

3

Which statement below best describes the characteristic that all stars have in common?

A

All stars are made of hydrogen gases.

B

All stars are found in the Milky Way galaxy.

C

All stars have the same temperature.

D

All stars are the same distance from the Sun.

Which of the following star colors sorts its surface temperature from coolest to hottest?

A

blue, white, yellow, orange, red

B

yellow, orange, blue, white, red

C

red, orange, yellow, white, blue

D

blue, yellow, orange, red, white

Our galaxy has hundreds of billions of stars, some of which are close, and others are so far that they are in another galaxy. The nearest star to the Sun is Proxima Centauri.

Its distance has been measured. Because the distances to stars are so great, it is important to use large units of measure.

What units are commonly used to measure the distance of stars?

A

kilometers

B

miles

C

light-years

D

cubic inches

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PRACTICE QUESTIONS SC.5.E.5.1

4

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 yellow 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?

A

Characteristic 1

B

Characteristic 2

C

Characteristic 3

D

Characteristic 4

Kamara read a science article containing the following information:

5

The Milky Way is made up of over 100 billion stars that range in size and age. The Sun is about five billion years old and considered to be a comparatively young star.

The Milky Way, ten billion years old, has spiral arms and a bright center. The Sun is in the middle of the spiral arms, far away from its center.

Which term is most likely being described in the passage Kamara read?

30

A

A Solar System

B

The Asteroid Belt

C

A Galaxy

D

A Planet

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OUR SOLAR SYSTEM Our solar system is over four billion years old and is always in motion. Our solar system is composed of the Sun, the eight planets orbiting the Sun, satellites (moons) of the planets, numerous asteroids, comets, and the interplanetary medium. The Sun is at the center of the solar system, and its gravitational pull keeps everything orbiting around it.

The Sun is the biggest object in our solar system, yet, it is only an average-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 mass of rock and/or gas that revolves around a star. The eight planets in our solar system differ in size, characteristics, composition, and distance from the Sun. All the planets in our solar system orbit the Sun in a particular order. Closest to the Sun is Mercury, then Venus, Earth, and Mars, then Jupiter, Saturn, Uranus, Neptune, and finally, the dwarf planet Pluto. One way the planets can be grouped is by their arrangement or their position from the Sun. By categorizing planets in this way, we separate the eight classical planets into inner and outer planets.

The four inner planets, known as the terrestrial planets, are Mercury, Venus, Earth, and Mars. Inner planets are typically small, rocky globes with dense atmospheres, iron cores, and few moons. The inner planets spin slowly and orbit the Sun quickly. They also have few to no moons, no rings, and receive multiple visits from space crafts. Mercury is the smallest of the inner planets and the planet closest to the Sun. Venus is the second closest planet to the Sun. The diameter of Venus is similar to Earth, and it 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. It is 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 asteroid belt separates the inner planets from the outer planets. Rocks known as asteroids can be found in this belt orbiting around the Sun just as the planets do. The asteroid belt falls between Mars and Jupiter.

The outer planets, known as Jovian Planets, are composed of gaseous or liquid fluids, multiple moons, ring systems and are very cold due to their distance from the Sun. These planets have only had one spacecraft visit each. The first of these planets begins with Educational Bootcamp ©

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SC.5.E.5.2/ SC.5.E.5.3 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, 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 to Uranus. Pluto, once known as the ninth and smallest planet in our solar system, has been downgraded to a dwarf planet in recent years.

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 to orbit the Earth. The brightness of the moon at night is due to the sunlight that is reflected off its surface. Other than the inner planets, the moon is the only celestial body to be visited by astronauts from Earth. The moon is easily identified by its craters, mostly caused 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 a comet is that asteroids are made up of rocks and metals, while comets are made up of ice, dust, and small rocks. Asteroids are found mostly in the Asteroid Belt between Mars and Jupiter, whereas ice-filled comets are formed farther from the Sun. When comets, during their orbit, come into close proximity with the Sun, they lose mass as the ice melts and vaporize to form a tail. Another difference is that there are millions of asteroids, but there are only 3,572 known comets.

Our Solar System

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PLANETS The Inner Planets

Characteristics of Inner Planets

The Outer Planets

Dwarf Planet

Characteristics of Outer Planets

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KEY VOCABULARY

DIRECTIONS: Identify the statement which best matches the key vocabulary word.

1. Objects made of rock, ice, dust, and gas that revolve around the Sun 2. Objects made of rocks and metals that orbit the Sun

3. The large, gaseous planets with multiple moon and ring systems

A. Inner Planets B. Outer Planets

4. The small, rocky planets having a few moons

C. Natural Satellite

5. Celestial bodies that orbit a planet

D. Asteroids

Writing to Tie It

E. Comets

Describe common objects found in the Solar System, including the Sun, Earth, planets, moons, asteroids, and comets.

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PRACTICE QUESTIONS SC.5.E.5.2/ SC.5.E.5.3

What is the name of the force that keeps the planets and other celestial bodies orbiting around the sun?

1

A

magnetic force

B

elliptical force

C

gravitaional force

D

balanced force

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?

2

A

The inner planets are farther away from the Sun and, therefore, receive less sunlight. The inner planets are also larger than the outer planets and have only one moon.

B

The inner planets are closer to the Sun and, therefore, receive more sunlight.

The inner planets are also smaller in size than the outer planets and have fewer moons.

C

The inner planets are closer to the Sun and, therefore, receive more sunlight.

The inner planets are all the same size, and the outer planets are all different sizes.

D

3

The inner planets are farther away from the Sun and, therefore, 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 is missing from Noel and Jeremy’s model?

A

Jupiter

B

Saturn

C

Mars

D

Uranus

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PRACTICE QUESTIONS SC.5.E.5.2/ SC.5.E.5.3

The Asteroid Belt is a floating cluster of rocks and metal found in outer space.

Between which two planets in outer space can the asteroid belt be found?

4

A

Uranus and Neptune

B

Mercury and Venus

C

Jupiter and Saturn

D

Mars and Jupiter

You and a team of astronauts have been awarded billions of dollars to explore a planet’s composition. Your goal is to find a planet that may be able to sustain life as we know it here on Earth. Which planet would be the most realistic to study?

5

6

A

Uranus

B

Mercury

C

Jupiter

D

Mars

Arnelle created a Venn diagram to show some similarities and differences between inner and outer planets.

INNER PLANETS Rocky Closer to the Sun Fewer Moons

Objects in the Solar System that Orbit the Sun

OUTER PLANETS Further away from the Sun Multiple Moons

Which of the following characteristics of outer planets could be added to the Venn diagram above?

36

A

Gas Planets

B

Terrestrial Planets

C

Asteroid Belt

D

Warmer Planets

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THE MOVEMENT OF THE EARTH The Earth makes two significant movements. The first movement is the Earth’s rotation on its axis. It takes the Earth about 24 hours to complete one rotation. The second significant movement is Earth’s revolution around the Sun. One revolution takes one full year (365 ¼ days). The movements made by Earth determine changes in weather, ecology, and the number of daylight hours.

Earth’s Rotation: Night and Day The Sun is an average-sized star that lies in the center of the solar system providing heat and light energy to Earth and the other planets in the solar system. The Earth is the third planet from the Sun, about 150 million kilometers away. Earth rotates from west to east on an imaginary line called its axis. The axis passes through the center of the Earth from the North Pole to the South Pole. It takes 24 hours or one full day and night for the Earth to make one complete rotation around itself. At any given time of day, half of the Earth faces the Sun, and the opposite half faces away from the Sun. The half of the Earth closest to the Sun experiences daytime, while the other half of the Earth is experiencing nighttime. It is Earth’s rotation that causes day and night.

Earth’s Revolution: Seasons Earth and everything else in our solar system revolve around the centrally-located Sun due to the Sun’s strong gravitational pull. Earth takes one full year (365 ¼ days) to make a complete trip or revolution around the Sun. The seasons are caused by the Earth's tilt on its axis as it revolves around the Sun. Earth does not sit straight up, but it is tilted 23 ½ degrees on its axis. Earth moves counter-clockwise in an ellipse-shaped pattern around the Sun. This tilt affects the amount of sunlight different areas of Earth receive at different times during the year, causing the four seasons: winter, spring, summer, and fall. When the Northern Hemisphere is tilted toward the Sun, it is summer there, but winter in the Southern Hemisphere. Seasons in the Southern Hemisphere are opposite those in the Northern Hemisphere.

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SC.4.E.5.3/SC.4.E.5.4/SC.4.E.5.1 STARS IN THE NIGHT SKY Two key motions are affecting the objects seen in the night sky. The first of these motions is the rotation of the Earth on its axis. This motion causes the stars to have the appearance of moving across the sky. The second motion involved is the revolution of the Earth around the Sun. Earth’s orbit around the Sun is responsible for the varying parts of the sky that are seen during the different seasons.

As the Earth rotates from west to east on its axis, the stars will appear to move in the opposite direction. The stars rise in the east and set in the west as a result of Earth’s rotation. The North Star, known as Polaris, lies almost directly above the Earth's rotational axis and appears to remain motionless in the sky. All of the stars appear to rotate around the North Star. The stars appear to be moving in different points, but the cause is Earth's rotation.

The Earth’s revolution causes visual variations of parts of the sky. As the Earth revolves, different groups of stars may be seen at different times of the year. The Sun blocks groups of stars for up to six months at a time. The visibility of stars is solely dependent upon the latitude of the position on Earth, as it revolves around the Sun. The Movement of Earth

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Cause

Effect

Winter

The season after winter where both hemispheres of the Earth are being heated equally causing milder temperatures

Summer

The season after summer where both hemispheres of the Earth are being heated equally causing milder temperatures

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1. The motion of one object around another object 2. A division of the year into four periods marked by changes in the weather

KEY VOCABULARY A. Rotation

3. An imaginary line about which a body rotates

B. Revolution

4. The spinning of an object on its axis

C. Seasons D. Axis

Writing to Tie It Explain how the rotation and revolution of the Earth and the apparent movements of the Sun, Moon, and stars are connected.

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PRACTICE QUESTIONS SC.4.E.5.3/SC.4.E.5.4/SC.4.E.5.1

What is the season in the Southern Hemisphere, as seen in the picture below?

1

2

3

A

winter

B

spring

C

summer

D

fall

N

S

The Northern and Southern Hemispheres of Earth experience four seasons during the year. What is the main reason for the change in seasons?

A

the rotation of the Earth on its axis

B

the rotation and the revolution of the Earth around the Sun

C

the distance of the Earth to the Sun

D

the tilt of the Earth on its axis as it revolves around the Sun

Which season is it in the polar region of the Earth?

A

winter

B

spring

C

summer

D

fall

N

S

4

Which of the following angles of light energy represents those seen during the summer in the North Pole?

A

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B

C

D

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PRACTICE QUESTIONS SC.4.E.5.3/SC.4.E.5.4/SC.4.E.5.1

5

6

The rotation and revolution of the Earth on its axis cause nights, days, and seasons.

Which of the following is the difference between Earth’s rotation and its revolution?

A

Rotation is the Earth revolving around the Sun, whereas; revolution is the Earth spinning on its axis.

B

Rotation is the Earth spinning on its axis, whereas; revolution is the Sun orbiting around the Earth.

C

Rotation is the Earth spinning on its axis, whereas; revolution is the Earth orbiting around the Sun.

D

Revolution is the Earth spinning on its axis, whereas; rotation is the Earth orbiting around the Sun.

Julian and Mr. Bassani 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. Bassani holds a flashlight to represent the Sun.

How should Julian move the ball to demonstrate summer in the Northern Hemisphere?

42

A

Julian should tilt the top part of the basketball towards the flashlight as he moves it around the flashlight counter-clockwise.

B

Mr. Bassani should tilt the flashlight as he moves around the basketball.

C

Julian should tilt the basketball as he moves it around the flashlight clockwise.

D

Julian should stand in one spot as he spins the basketball in his hands.

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MOON PHASES Every month the moon appears to change its shape. This is not true, the moon’s shape is always spherical, but only varying fractions of the dark and illuminated portions of the Moon may be seen as it orbits Earth.

The shapes of light reflected off the moon by the Sun best characterize the phases of the moon. Earth and the moon move around the Sun together. The moon is a satellite of the Earth, and the Earth is a satellite of the Sun. A satellite is any object that orbits or revolves around another object. Because the Sun strikes both differently according to their positions, the shape of the moon we see depends on the moon’s position in its orbit around Earth in relation to the Sun’s position. Both the moon’s rotation on its axis and its revolution around the Earth takes 29 ½ days. Because of this, the same side of the moon always faces the Earth. The moon gives off no light, but the Sun’s light is reflected off of the moon into the shapes we call the phases of the moon.

The phases of the moon repeat in a pattern about every 29 ½ days. This cycle can be broken down into four quarters: the new moon, the first quarter moon, the full moon, and finally, the last quarter moon.

The new moon, which appears completely dark, begins the lunar phase. It seems dark to us because the side of the moon we see here on Earth is turned away from the Sun. After this point, waxing occurs, meaning that the amount of the moon’s surface that reflects sunlight will increase.

The first phase after the new moon is the waxing crescent moon. The crescent moon occurs when a small piece of the moon is visible as the moon revolves around the sun. The crescent moon is between a half-moon and a new moon.

The second phase after the new moon is called the first quarter moon or the halfmoon. This occurs when the moon makes a right angle with the Sun. One-quarter of an orbit has been completed, and only one-quarter of the moon’s surface is visible from Earth.

Next, a waxing gibbous moon can be seen between the half-moon and the full moon.

Finally, a full moon occurs when half of the moon’s surface can be seen from Earth.

This phase can be seen when the Earth is between the Sun and the moon.

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SC.4.E.5.2 The amount of sunlight reflected begins to decrease after the full moon. This is called waning. Waning occurs until the lunar cycle begins all over again.

The first phase after the full moon is the waning gibbous moon. This moon phase can be seen between the full moon and the half-moon and occurs sometime in the middle of the calendar month.

The second phase after the full moon is the last quarter moon or half-moon. This phase is seen when the moon makes a right angle with the Sun. At this point, threequarters of an orbit has been completed, and therefore, three-quarters of the moon’s surface is visible from Earth.

The next phase after the full moon waning crescent moon reflects one-fourth of the Sun’s light. A crescent moon is visible midway between the half-moon and a new moon.

Finally, the new moon ends and begins the lunar cycle.

So, as you can see, the moon follows a routine pattern every 29 ½ days. From a new moon to a first-quarter moon, full moon, and last quarter moon, the entire moon is always present; however, we can only see parts illuminated by the Sun. Moon Phases

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Phases of the Moon DIRECTIONS: Label and draw the phases of the moon.

START HERE

NEXT

NEXT NEXT

WAXING

WANING

NEXT

NEXT NEXT

NEXT

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DIRECTIONS: Identify the statement which best matches the key vocabulary word.

KEY VOCABULARY A. New Moon

1. The amount of the moon’s surface reflecting sunlight decreases 2. Any object that orbits or revolves around another object 3. When half of the moon’s surface can be seen from Earth 4. The amount of the moon’s surface reflecting sunlight increases

B. Full Moon C. Waxing D. Waning E. Satellite

5. When the moon appears completely dark

Writing to Tie It Together Describe the changes in the observable shape of the moon over the course of about a month.

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PRACTICE QUESTIONS SC.4.E.5.2

1

The moon revolves around the planet as the planet revolves around the Sun. The dwarf planet, Pluto, has one moon almost its same size called Chiron. Some planets have several moons. Which of the following is another term used to describe an object in outer space that revolves around a larger object? a satellite

A

2

B

a space probe

C

an atom

D

an asteroid

A teacher challenges students to study moon phases to determine if what they have learned from the textbook is accurate.

How might a student investigate claims made in a textbook that moon phases occur in a 28-day cycle?

3

A

Observe the phase of the moon each night until a full moon can be seen.

B

Compare the textbook phases to the actual moon phases seen in the night sky each night in 28 days periods over a three-month time frame.

C

Compare diagrams of moon phases from the textbook to diagrams of moon phases online.

D

Observe the moon phases seen in the night sky as often as possible over a six-month period.

What causes the appearance of the Moon to change over time?

A

the orbit of the Earth around the Moon and its distance from the Sun

B

the Moon's position relative to the Sun and Earth as it revolves around Sun

C

the rotation of the Moon on its axis

D

the distance of the Moon to the Sun

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PRACTICE QUESTIONS SC.4.E.5.2

4

5

Which of the following represents the correct order of the phases of the Moon?

A

new moon, full moon, last quarter, first quarter, and then new moon again

B

full moon, new moon, last quarter, first quarter, and then full moon again

C

full moon, last quarter, new moon, first quarter, and then full moon again

D

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 the Earth during the full moon phase?

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A

Earth-Moon-Sun

B

Earth-Sun-Moon

C

Moon-Earth-Sun

D

Sun-Earth-Moon

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ROCKS AND MINERALS Although rocks are very different from minerals, it is sometimes very 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 made of the same materials throughout. Meanwhile, rocks are made of different minerals, once-living animals, and even pieces of dead plants. There are many kinds of rocks and minerals found in nature.

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 is cooled. Molten rock is called magma.

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 the lava is cooled and hardened.

Sedimentary rocks are made up of smaller pieces of rocks and fossilized organisms such as sand, shells, and the remains of plants and animals. When all these materials are compressed and cemented together, it forms sedimentary rocks. Limestone, shale, and coal are examples of sedimentary rocks.

Metamorphic rocks are formed from existing rocks. When igneous and sedimentary rocks are exposed to extreme heat and pressure, metamorphic rocks are formed.

Examples of metamorphic rock are quartzite, marble, and slate.

There are over 3,000 different known minerals on Earth that are identified using common properties of minerals. Among the most common minerals are quartz, feldspar, mica, calcite, talc, pyrite, and graphite. The 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 being scratched. Quartz and feldspar, 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.

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SC.4.E.6.1/ SC.4.E.6.2 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.

Luster is determined by the way a mineral looks. A mineral's luster describes the way light is reflected from its surface. Minerals may be described using the terms metallic, dull, brilliant, glassy, waxy, pearly, or silky.

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 is considered perfect 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 broken along the same parallel plane repeatedly and, therefore, may be very useful in identifying minerals.

Streak is the powder color of a mineral left behind when the mineral is rubbed against a streak plate or a porcelain tile. The color of a mineral’s streak is usually very consistent for soft minerals. Both pyrite and graphite minerals have black streak colors. Feldspar, talc, calcite, mica, and quartz have a white streak color.

Rocks and Minerals

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TYPE OF ROCK HOW IS IT FORMED?

EXAMPLE

TYPE OF ROCK HOW IS IT FORMED?

EXAMPLE

TYPE OF ROCK HOW IS IT FORMED?

EXAMPLE

Rocks CHARACTERISTIC FOR CLAFFIFYING MINERALS

and

4 Minerals

CHARACTERISTIC FOR CLAFFIFYING MINERALS

CHARACTERISTIC FOR CLAFFIFYING MINERALS

CHARACTERISTIC FOR CLAFFIFYING MINERALS

CHARACTERISTIC FOR CLAFFIFYING MINERALS

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1. Describes the way light is reflected from the surface of a mineral

KEY VOCABULARY

2. Magma that reaches the Earth’s surface

A. Rock Cycle

3. The process by which one rock type changes into another

B. Streak

4. The powder color of a mineral left behind when the mineral

C. Luster

is rubbed against a streak plate or a porcelain tile

D. Cleavage

5. Occurs when a mineral breaks along a smooth definite line

E. Lava

Writing to Tie It Together Describe the role of minerals in the formation of rocks.

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PRACTICE QUESTIONS SC.4.E.6.1/ SC.4.E.6.2

1

Limestone turns into marble when there is a great amount of heat and pressure.

Which of the following is the change within the rock cycle that occurs when limestone changes into marble?

A

metamorphic rock to sedimentary rock

B

sedimentary rock to metamorphic rock

C

igneous rock to metamorphic rock

D

sedimentary rock to igneous rock

The Rock Cycle is a series of changes. For example, sedimentary rock can change into metamorphic rock or igneous rock. Igneous rock can also change into sedimentary rock or metamorphic rock. There are natural factors that occur which cause these changes.

2

Which factor causes metamorphic rock to turn into igneous rock?

3

A

melting and then cooling

B

weathering and erosion

C

heat and pressure

D

cementation

What type of rock is formed when rock pieces called sediments become cemented together?

A

igneous rock

B

sedimentary rock

C

metamorphic rock

D

porous rock

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PRACTICE QUESTIONS SC.4.E.6.1/ SC.4.E.6.2

4

5

6

All objects on the Earth's surface are exposed to weathering and erosion. Which type of rock is formed when rocks are exposed to weathering and erosion?

A

magma

B

lava

C

sediments

D

granite

A mineral is a naturally occurring solid that is composed of many inorganic materials.

Which of the following is an example of a mineral?

A

coal

B

concrete

C

steel

D

quartz

Jill and Diane are describing the properties of minerals as a team presentation to their classmates. Which description best explains the property of minerals that Jill and Diane are modeling for the class?

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A

brilliant luster

B

consistent streak

C

good cleavage

D

hard mineral

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RENEWABLE AND NONRENEWABLE RESOURCES In order to survive, people in Florida and throughout the world rely on natural resources.

Natural resources are things that exist in nature. Natural resources are categorized as either renewable or nonrenewable resources. Renewable resources are natural resources that the Earth replenishes. When we speak about renewable resources, we are talking about resources such as solar energy, tides, winds, fruits and vegetables, timber, oxygen, and water. We don’t have to worry that these resources will run out because they are always being replaced. Nonrenewable resources, on the other hand, are natural resources that are being used faster than the environment has time to replace them. These resources are limited and could take millions of years to replace, so they will eventually run out. Fossil fuels are nonrenewable resources. Fossil fuels include coal, oil, and natural gases.

FLORIDA’S NATURAL RESOURCES There are several renewable and nonrenewable resources found in Florida. Renewable resources like water, wind, and solar energy are common to Florida and most states.

FLORIDA’S RENEWABLE RESOURCES Most of Florida’s drinking water comes from the Floridan Aquifer. The Floridan Aquifer system is one of the major sources of groundwater not only in Florida but in the United States. The aquifer delivers over three billion gallons of water each day. Florida’s high annual rainfall keeps the aquifer supply replenished and is, therefore, not in jeopardy of being depleted.

Wind is another of Florida’s renewable resources that allow moving wind currents to convert into electrical energy. Although Florida is surrounded by water on three sides, it does not get wind gusts significant enough to power homes and commercial businesses.

The government’s Go Green Initiatives have challenged scientists to carry out experimental research on wind-generated electricity in parts of Florida.

Solar energy in Florida has taken a positive leap forward in the past three years. Florida has invested several millions of dollars to build solar plants throughout the state. Solar energy systems are becoming increasingly more popular as people become more aware of the Go Green Initiative. The solar panels installed on homes, businesses, and schools will capture the Sun’s energy to provide power. Meanwhile, utilizing solar energy will decrease electricity bills and help the environment save resources.

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SC.4.E.6.3/SC.4.E.6.6 FLORIDA’S NONRENEWABLE RESOURCES The state of Florida consumes more oil to generate electricity than all the other continental states combined. Oil is a fossil fuel that is extremely useful to us because of the machines fueled by it. Cars, boats, planes, trains, buses, jet skis, home heating systems, and electricity rely on oil. Many products we use are also oil-based products such as lipstick, ink, balloons, paint, plastic, and many hair-care products. Because we use oil for so many things, the world’s oil supply will eventually be used up.

Most of the phosphate deposits from Florida manufacture fertilizer and are supplied to farmers throughout the world. A small portion of the phosphate is used to make supplements, vitamins, soft drinks, and toothpaste.

Limestone is a sedimentary rock that is naturally occurring in Florida. Pure limestone is made of calcite. The primary source of calcite in limestone is most commonly marine organisms. Therefore, limestone is mostly found forming near or within the ocean.

Limestone is mainly used in road construction and building materials. Limestone is also used to manufacture glass and cement.

Finally, silicon most commonly takes the form of sand. Sand is abundant in Florida and is used in the production of glass and bricks. Silicon is also an important ingredient in steel and many electronic devices.

Renewable and Nonrenewable Resources

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Example # 1

FLORIDA’S RENEWABLE RESOURCES

Example # 2

Example # 3

Example # 1

FLORIDA’S NONRENEWABLE RESOURCES

Example # 2

Example # 3

Example # 4

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Use

Use

Use

Use

Use

Use

Use

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KEY VOCABULARY 1. Major source of groundwater throughout the United States 2. Energy from the Sun in the form of solar radiation

A. Renewable Resources

3. Natural resources that are replenished by the Earth

B. Nonrenewable Resources

4. Nonrenewable resources like coal, oil, and natural gas

C. Florida Aquifer

5. Natural resources that are being used faster than

D. Fossil Fuels

the environment has time to replace them

E. Solar Energy

Writing to Tie It Describe the renewable and nonrenewable resources found on Earth that are needed by humans.

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PRACTICE QUESTIONS SC.4.E.6.3/ SC.4.E.6.6

1

There are many different natural resources found in Florida. Florida's climate is warm and humid, with an abundance of solar energy. The state is surrounded by ocean water and has fertile soil great for farming fruits and vegetables. Half of Florida’s land is covered by trees, ideal for wildlife habitats and the production of paper products.

Florida has a rich source of mineral deposits, including limestone, phosphate, and silicon deposits. Florida is also a source of natural gas and oil.

Which of the following is a nonrenewable resource found in the State of Florida?

2

A

solar energy

B

pine trees

C

phosphate

D

orange trees

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 seventyfive percent of the phosphorous used by farmers in the United States.

Which statement best describes Florida’s phosphate rock?

A

Nonrenewable minerals are used to enrich the soil.

B

Renewable minerals are used to enrich the soil.

C

Nonrenewable minerals are used to build up the land.

D

Renewable minerals are used to build up the land.

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PRACTICE QUESTIONS SC.4.E.6.3/ SC.4.E.6.6

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.

3

Which term is used to classify resources such as coal, oil, or natural gases?

4

A

renewable resources

B

sediments

C

igneous rock

D

fossil fuels

The table below shows the energy consumption used in the US from various energy sources. According to the graph below, which statement best represents the energy used in 2007?

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A

Nonrenewable energy sources were used more often than renewable energy sources.

B

Renewable energy sources were used more often than nonrenewable energy sources.

C

Renewable and nonrenewable energy sources were used equally in the year 2007.

D

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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 a period of 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 eventually. No movement is involved in weathering. Once rocks and soil are broken down by weathering, they can be carried to other places. The process of weathered rock being carried to another location is called erosion.

PHYSICAL WEATHERING (Slow Changes) Wind and water break down rocks by the constant application of force. This force creates stress on the rock, which causes rocks to crack and break. Hurricanes and tornadoes bring lots of wind and water to the land's surface, thus speeding up the weathering process.

Ice wedging is a cause of physical weathering where water gets into the cracks of pieces of landmass and freezes. The repeated freezing of the 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 of the land falls off.

Salt wedging is another cause of physical weathering resulting from rainwater evaporating instead of freezing from the cracks of rocks. When this evaporation occurs, salt crystals are left behind. Over time, the salt crystals grow and create wedges that break apart the land.

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 crevices causes the surrounding rocks to crack. These cracks widen over time until the rock breaks apart.

Temperature changes are an important 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 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 burrow 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, both plants and animals may carve a pathway for water to seep into the cracks, thereby causing more pressure to be applied to the rocks.

EROSION (Slow Changes) Rivers and glaciers are also examples of factors that cause erosion. Rivers are powerful moving currents of water that are known for carving out valleys and canyons. Rivers carry rocks and soil

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SC.4.E.6.4 away from the land and deposit them into other areas. Glaciers are large sheets of ice that carve out landmass and pick up portions of the land as it makes contact.

Beach erosion is the wearing away of the beach by contact with ocean waves. Beaches are constantly changing, building up in one area and eroding in another, in response to waves caused by winds, storms, high-speed motor crafts, and rises in sea level. In Florida, restoring the state’s eroded beaches is a high priority. If the sand is not replaced, the homes on the beach begin to erode, and the debris negatively impacts the environment.

RAPID CHANGES An earthquake occurs when huge slabs of rock above the plates collide into each other. The jolt produces waves in the Earth’s crust that is felt like an earthquake. During an earthquake, land may rise or drop; therefore, an earthquake can either build up or destroy the land. Earthquakes often move land from one place to another. It also triggers landslides, avalanches, tsunamis, and floods which also move land from one place to another.

A volcano is a mountain built up from magma that comes from below Earth’s surface. As this magma heats, it expands, moving to the surface where the crust is weak and finally erupting, causing a volcano. When the magma cools, the land around the volcano is built up.

Landslides occur when gravity pulls loosened rocks, soil, and mud down a hill. Landslides destroy hills and cliffs but build up land at the bottom of the landslide. Avalanches are a rapid flow of snow down long distances over a mountainous slope. Avalanches, like landslides, are affected by gravity and destroy the land in the process.

A flood is the result of long, steady, heavy rain or the melting of large amounts of snow or ice.

Floods also change the land quickly by sweeping away particles of the Earth from one place and depositing it in another. Tsunamis are large waves caused by an earthquake or a landslide.

Tsunamis can cause major flooding and completely devastate coastal regions.

Weathering and Erosion

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SLOW CHANGES TO THE EARTH’S SURFACE

1.

DEFINITION OF WEATHERING

DEFINITION OF EROSION

EXAMPLES OF WEATHERING

EXAMPLES OF EROSION

1.

2.

2.

3.

3.

1.

RAPID CHANGES TO THE EARTH’S SURFACE

EXAMPLES OF RAPID CHANGES

2.

3.

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1. The wearing away of the beach by contact with ocean waves 2. The repeated freezing and thawing of water causing rocks to crack

KEY VOCABULARY A. Ice Wedging B. Root Wedging

3. A rapid flow of snow down a mountainous slope

C. Salt Wedging

4. Salt crystals that break apart the land

D. Beach Erosion

5. The pressure of a root system within the crevices of rock

E. Avalanches

which eventually causes them to crack

Writing to Tie It Describe the basic differences between physical weathering and erosion.

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PRACTICE QUESTIONS SC.4.E.6.4

1

2

Sand, soil, and small rocks are continuously moved from one area and deposited onto another part of the land. Which of the following can help to slow down this form of erosion?

A

glaciers

B

grass

C

rain, rivers, and streams

D

wind and water

Jake’s boy scout team visited caves in Mexico. The tour guide showed pictures of the outside of the caves 25 years earlier. The shape of the cave was slightly different than what the boys saw. The rocks at the tips were not as pointed, and the overhang above the entrance was more rounded.

What is the best explanation for the changes made to the landscape of the cave?

3

A

rain and wind erosion

B

the building up of new land

C

landslides changing the position of rocks

D

volcanic eruption

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?

A

beach weathering

B

floods

C

drought

D

beach erosion

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PRACTICE QUESTIONS SC.4.E.6.4

Which of the following best describes how a landslide causes changes to the Earth’s surface?

4

A

the movement of soil and sediment from a higher to a lower point on the land due to the pull of gravity

B

the breaking down of larger rocks into small due to the interaction with plants and animals

C

the moving of sediments by ocean waves

D

the breaking away of rocks due to large glaciers

The river below has become two feet wider in the past ten years. Which factors may have caused this change?

5

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A

Weathering may have caused the river to widen by beating down on the surrounding land.

B

Erosion may have caused the river to widen by changing the path of the river flow.

C

Erosion may have caused the river to widen by washing away the land around the riverbank.

D

Weathering may have caused the river to widen by washing away the land around the riverbank.

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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, a liquid, or a solid and can go back and forth from one state to another. The water cycle has neither a beginning nor an end; it is a continuous, never-ending process driven directly by the Sun’s energy. Evaporation, condensation, precipitation, and surface runoff are the four parts of the water cycle.

Evaporation occurs when water from the oceans, lakes, and rivers is heated by the Sun. Plants also lose their internal water to the air. About 80% of all evaporation comes directly from oceans, while the remaining 20% comes from within the land and/or the plant life.

This water turns into water vapor (gas) as it rises into the air. As salty ocean water evaporates, the salt is left behind, and only freshwater enters the air. As the water rises, it cools off the farther away it gets from the Earth’s surface.

Condensation is the process where 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 frozen ice.

Precipitation may be defined as the process of 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. When the precipitation runs down the land, it picks up salts from rocks and minerals, causing the water to become salty. Not all runoff flows into rivers; much of it soaks into the ground and is collected in the underground freshwater supply know as aquifers.

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SC.5.E.7.1/SC.5.E.7.2 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, meaning as it gets warmer outside, the water cycle speeds up. This is because water evaporates much faster at warmer temperatures.

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 down the water cycle.

Topography means the shape of the land, from flat surfaces to mountain tops. The topography of the land affects the water cycle. For example, in mountainous areas, the moist air from the oceans moves up the mountain range. 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 opposite side of the mountain, 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, which leads to thicker cloud cover causing stronger precipitation over land.

The rainfall then runs into the rivers to the oceans in even greater amounts, and the water cycle begins again. Moreover, the water that is continuously moved in the water cycle is connected to all of the Earth’s water reservoirs.

The Water Cycle

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Water Cycle FIRST

NEXT

NEXT

THEN

Factors Influencing the Water Cycle FACTOR # 1

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FACTOR # 2

FACTOR # 3

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1. The process by which water is changed from a liquid to a gas 2. The weight of the air above the Earth’s surface

KEY VOCABULARY A. Condensation B. Evaporation

3. The shape of the land, from flat surfaces to mountain tops

C. Precipitation

4. The process by which water is changed from a gas to a liquid

D. Air Pressure

5. Tiny water droplets that clump together to form clouds

E. Topography

Writing to Tie It Describe the factors of the water cycle that influence the changes from one state to another. .

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PRACTICE QUESTIONS SC.5.E.7.1/SC.5.E.7.2

1

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 then begin to observe the amount of condensation that is collected in the top cup.

What is the phase change that takes place when the water collected in the top of the cup begins to fall back into the bottom cup?

2

3

A

precipitation

B

evaporation

C

freezing

D

condensation

What is the effect of temperature on the evaporation of water?

A

The lower the temperature, the higher the evaporation rate

B

The higher the temperature, the higher the evaporation rate

C

The higher the temperature, the lower the evaporation rate

D

There is no relationship between temperature and evaporation rate.

The atmospheric pressure plays an important role in the water cycle. Which of the following best describes the outcome as a result of an increase in atmospheric pressure?

A

the precipitation decreases

B

the rate of evaporation increases

C

the condensation rate decreases

D

the evaporation rate decreases

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PRACTICE QUESTIONS SC.5.E.7.1/SC.5.E.7.2

4

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 change states among liquid, vapor, and ice at various places in the water cycle.

Which of the following best explains how water is changed from one state to another as it moves through the environment?

5

A

evaporation  precipitation  condensation  run-off

B

evaporation  run-off  condensation  precipitation

C

run-off  precipitation  condensation  evaporation

D

evaporation  condensation  precipitation  run-off

Jenny and her family are on vacation in the Hawaiian Islands. One of the islands they visit have an area where it rains every day.

Which statement below would explain how constant rain (precipitation) over a period of time would affect the landscape on this Hawaiian Island?

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A

There would be no obvious change to the landscape.

B

The island would change shape due to weathering and erosion.

C

The island would disappear completely due to flooding

D

The island would collide with other islands, forming an earthquake.

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FACTORS INFLUENCING WEATHER Weather is defined as the condition of the atmosphere at a particular place and time. There are five factors that influence weather: air temperature, barometric pressure, humidity, wind speed and direction, and precipitation. Most weather changes occur in the lower atmosphere of the earth called the troposphere and directly resulted from the combination of the amount of heat, moisture, and dry movement in the air.

Air Temperature varies greatly due to the unequal heating of the atmosphere by the Sun. As the Sun revolves and rotates on its axis, different parts of the Earth receive varying degrees of sunlight. The air temperature is measured using a thermometer. Cloud coverage is another factor that affects the temperature of the air. When the skies are cloudy, the Sun's rays are reflected off the clouds back into space, and the air temperature decreases.

On the other hand, when there are fewer clouds, more heat reaches the Earth, leading to warmer temperatures. Warmer temperatures will cause more moisture to be held in the air.

When the warm air rises, cools and reaches the point at which no more moisture may be held in the air, it is more likely to fall as precipitation.

Air Pressure (barometric pressure) is the measure of the weight of gases in the atmosphere. The pressure of the atmosphere is measured with an instrument called a barometer. The pressure decreases as the altitude increases. There is more evaporation when the air pressure is low.

Humidity is the amount of water vapor or moisture content in the air at a specific time.

Humidity is a major factor in changing weather conditions. Humidity determines the likelihood of precipitation, dew, or fog. The moisture content in the air causes clouds to form. When the water vapor in the air becomes too heavy, it falls to the ground in the form of rain, snow, sleet, or hail. Humidity is measured using a hygrometer.

Many factors influence wind Speed and Direction. The wind is caused by the uneven heating of the Earth, causing air to flow from high pressure to low-pressure zones. The closer the high and low-pressure areas are together, the stronger the "pressure gradient" and the stronger the winds. Earth's rotation also affects wind, causing currents in the Northern Hemisphere to move to the right, while currents in the Southern Hemisphere are moved to the left. This phenomenon is known as the Coriolis Effect. Wind speed is measured using an anemometer and is typically measured in miles per hour (mph). Wind direction is one of the most recorded measurements in meteorology today. It is measured using a wind vane which is a tool that works by swinging around in the wind to show the direction of the blowing wind.

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SC.5.E.7.3/ SC.5.E.7.4 A cloud is a collection of tiny water droplets or ice crystals floating in the atmosphere at varying altitudes. Cloud formations have cooling and warming effects on Earth's surface, dependent upon the altitude of the clouds in the atmosphere. Clouds occur at three ranges of altitudes in the sky.

Cirrus clouds are found at high altitudes and are made up of small ice crystals. Cirrus clouds are usually thin, white, and wispy and predict fair to good weather. The presence of cirrus clouds usually means a change in the weather will occur within 24 hours. Cumulus and stratus clouds can be found at middle or low altitudes. Cumulus clouds are white, puffy clouds that are referred to as "fair-weather clouds." These clouds grow upward, and they can develop into giant cumulonimbus clouds. Stratus clouds are uniform grayish clouds that often cover the entire sky. They resemble fog that doesn't reach the ground. Light mist or drizzle sometimes falls out of these clouds. Cumulonimbus clouds are thunderstorm clouds and are only found at low altitudes.

Precipitation is the falling of water from the atmosphere to the surface of the Earth.

Precipitation may reach the ground in the form of solid or liquid water, including rain, snow, sleet, or hail, and even dew or fog. Temperature, pressure, and humidity affect the rate of precipitation.

Rain is precipitation in the form of falling liquid drops. Raindrops are by far the most common type of precipitation in our atmosphere. Rainfall is measured in millimeters using a rain gauge. Rain falls in showers or drizzles. Snow is precipitation falling from clouds in the form of ice crystals. The snow forms when water vapor turns into ice without passing through a liquid state. Snow is measured in inches with a ruler.

Sleet is a mixture of rain and snow or raindrops that freeze on their way down to the Earth’s surface. Unlike snow, the raindrops pass through a liquid form before freezing. Hail is precipitation in the form of spherically shaped pieces of ice larger than five millimeters in diameter. Hail and sleet are melted and measured using a rain gauge.

Factors Influencing Weather

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INFLUENCES WEATHER BECAUSE…

FACTORS INFLUENCING WEATHER

FACTOR # 1

INFLUENCES WEATHER BECAUSE… FACTOR # 2

INFLUENCES WEATHER BECAUSE… FACTOR # 3

INFLUENCES WEATHER BECAUSE… FACTOR # 4

INFLUENCES WEATHER BECAUSE… FACTOR # 5

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1. Instrument used to measure the amount of moisture in the air 2. Instrument used to measure wind pressure

KEY VOCABULARY

3. Instrument used to measure the temperature of an environment

A.

Anemometer

4. Instrument used to measure wind speed

C. Hygrometer

5. Instrument used to determine the direction of the wind

D. Thermometer

B. Barometer

E. Wind Vane

Writing to Tie It Explain how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation determine the weather in a particular place and time.

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PRACTICE QUESTIONS SC.5.E.7.3/SC.5.E.7.4

1

2

3

4

There are five basic factors influencing the weather. Which of the five factors is defined as the force of air pushing down on Earth?

A

humidity

B

air temperature

C

air pressure

D

wind speed

Which term is used to describe the main source of energy used to determine the weather on Earth?

A

the Sun

B

precipitation

C

humidity

D

run-off

Clouds are classified based on characteristics, such as altitude, appearance, or origin. Which of the following terms is used to classify high clouds that are composed of ice crystals?

A

cumulus

B

stratus

C

cumulonimbus

D

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?

A

hail

B

rain

C

snow

D

sleet

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PRACTICE QUESTIONS SC.5.E.7.3/SC.5.E.7.4

Air expands as it gets warmer, so it can hold much more humidity than cold air.

The degree of humidity increases as the moisture content evaporates into the atmosphere.

5

Which tool is used to measure moisture content in the air?

Hygrometer A

6

Wind Vane B

Barometer C

Thermometer D

Constance and her family visited an area in San Gorgonio that relies on wind energy to fuel wind turbines. The tour guide explained that the wind speed would need to be about 14 miles per hour before the wind turbines can generate electricity. Constance wondered what caused the wind to blow and how reliable wind energy is in providing electricity to the factories and schools in the area.

Which of the following statements is the best explanation that the tour guide could give to Constance about the cause of moving wind?

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A

Currents from outer space cause the turbines to move.

B

Uneven heating of the Earth results in a pressure gradient force.

C

The revolution of the Earth around the Sun causes wind currents.

D

The wind is fueled by wind turbines that receive electricity from power lines.

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WEATHER AND CLIMATE ZONES Differences in weather conditions are commonly found in different environments. The temperature and humidity are very different between swamps, deserts, and mountainous terrain. Climate zones also differ in temperature and precipitation as the latitude, elevation, and proximity to bodies of water change.

TEMPERATURE AND HUMIDITY IN DIFFERENT ENVIRONMENTS A swamp is a forested or shrub-filled wetland with low elevation. The water comes from surrounding rivers or lakes that have been flooded. The swamp becomes filled with water to significant depths. The surrounding land may also become flooded with water. The water in the swamp is very slow-moving. The swamp can become very dry during certain parts of the year. In the fall and summer months, it becomes very warm and humid. The humidity lessens, and the temperature becomes cooler during the other seasons.

Deserts are areas of land which receive very little rainfall during the year. Because of the lack of moisture in the area, the humidity level is little to none. The temperature, however, is very hot during the day yet, cold at night. The harsh weather conditions make it very hard for most organisms to survive in the desert.

Mountainous environments have much lower temperatures due to their higher altitude.

Mountains block the flow of air masses, therefore, causing them to rise above the mountain’s terrain. The cool rising air mass causes condensation and precipitation, providing more vegetation on one particular side of the mountain. The cooler air holds less humidity as it reaches the top of the mountain.

TEMPERATURE AND PRECIPITATION IN DIFFERENT CLIMATE ZONES Climate is defined as the pattern of weather conditions that occur in an area over many years. The Earth’s regions are separated into tropical, polar, and temperate climate zones dependent upon where they are located on Earth relative to the equator. The position of the climate zones dictates the average temperature and precipitation in a given area. The climates are affected by many factors, including latitude, elevation, and proximity to bodies of water. As the latitude increases, the intensity of solar energy decreases, and therefore the temperature becomes colder. Elevation also affects the temperature in climate zones in the same way; the higher the elevation, the lower the temperature. Proximity to bodies of water, such as lakes and oceans, directly affects the temperature. The temperature of a climate affects the temperature of the air above it. Places downwind of bodies of water generally have cooler summers than places at the same latitude that are farther away from the water.

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SC.5.E.7.5/SC.5.E.7.6 The Tropical Climate Zone is the area located between 23.5° north and 23.5° south of the equator. Because of its closeness to the equator, it receives very direct sun rays and, therefore, has higher temperatures. The amount of precipitation ranges from very little to extremely high levels. The rainforest, the savanna, and the desert biome all fall under the category of Tropical Climate Zones. Places like South America, Africa, and India are examples of locations with this type of climate.

The Temperate Climate Zone is the area located between 23.5° and 66.5° north and south of the equator. Temperate is defined between two extremes, tropical heat, and arctic cold. Temperate zones have hot summers and cold winters. Within these regions, several different types of weather may occur depending on an area’s location in relation to bodies of water and landmasses. Biomes in this area include but are not limited to the deciduous forests and the grasslands. The Great Plains, Korea, and Japan are all locations that have temperate climates.

The Polar Climate Zone is the area located between 66.5° north and south of the equator and the poles. This area receives very little radiation and, therefore, has low temperatures and precipitation that forms ice throughout the year. The tundra, the alpine, and the taiga are all biomes in the Polar Regions. Places like the Rocky Mountains in North America, Canada, and Alaska have polar climates.

Weather and Climate Zones

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TEMPERATURE AND HUMIDITY IN DIFFERENT ENVIRONMENTS SWAMPS

DESERTS

MOUNTAINS

The temperature is…

The temperature is…

The temperature is…

The humidity is…

The humidity is…

The humidity is…

TEMPERATURE AND PRECIPITATION IN DIFFERENT CLIMATE ZONES TROPICAL CLIMATE ZONE

TEMPERATE CLIMATE ZONE

POLAR CLIMATE ZONE

The temperature is…

The temperature is…

The temperature is…

The precipitation is…

The precipitation is…

The precipitation is…

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1. Areas of land which receive very little rainfall during the year 2. A natural elevation of the Earth's surface, usually with steep sides 3. Between the two extremes of tropical heat and arctic cold 4. A forested or shrub-filled wetland with low elevation 5. The pattern of weather that occurs in a certain location over many years

KEY VOCABULARY A. A. Swamp B. B. Desert C. C. Climate D. Zone E. D. Mountains F. E. Temperate

Writing to Tie It Describe characteristics of different climate zones as they relate to latitude, elevation, and proximity to bodies of water.

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PRACTICE QUESTIONS SC.5.E.7.5/SC.5.E.7.6

1

2

3

Long-term patterns of weather in any part of the world is referred to as which of the following terms?

A

seasons

B

climate

C

precipitation

D

temperature

The Earth's climate is defined as the average weather over a long period of time.

Earth has three main climate zones: tropical, temperate, and polar. These zones can be further divided into smaller zones, each with its specific climate. Which continents are in the polar climate zone?

A

Antarctica and Alaska

B

Europe and Asia

C

Nassau and Jamaica

D

Australia and California

The climate of a region determines what vegetation and animals will inhabit it. The plants and animals that have adaptations for living in the particular climatic environment will survive longest.

Which two factors determine the climate in a particular region?

QA

temperature and latitude

B

precipitation and humidity

C

temperature and precipitation

D

humidity and air pressure

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PRACTICE QUESTIONS SC.5.E.7.5/SC.5.E.7.6

4

5

6

An ice cap is a thick cover of ice over an area, sloping in all directions. At what latitude do ice caps remain frozen throughout the year?

A

between 66.5° north and south of the equator and the poles

B

between 23.5° north and 23.5° south of the equator

C

between 23.5° and 66.5° north and south of the equator

D

between 50.5° and 66.5° north and south of the equator

What happens to warm, moist air which rises up the western side of a mountain?

A

As the warm air rises up the mountain's western side, it cools and releases its moisture on the mountain's eastern side.

B

As the warm air rises up the mountain's western side, it cools and releases its moisture on the mountain's west side.

C

As the warm air rises up the western side of the mountain, it gets warmer and holds the moisture at the top of the mountain range.

D

As the warm air rises up the western side of the mountain, it moves across to the mountain's eastern side and releases moisture as precipitation.

The American Beaver has webbed feet, a broad flat tail for swimming, and a thick, waterproof coat. The beaver can close off its nose and ears when it is swimming underwater.

Which environment is the American Beaver best suited for survival?

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A

desert

B

swamp

C

mountains

D

tundra

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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/or 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 states of matter used to classify objects, including solids, liquids, and gases. Solids have a definite shape and definite volume; Liquids have a definite volume, but no definite shape, and; Gases have no definite shape or volume.

Mass is a measurable physical property that can be described as the amount of matter in an object. The balance scale is an instrument used to measure the mass of solids. The metric unit for mass is the gram.

Volume is the amount of space an object takes up and can be measured in a number of 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 and are measured in milliliters (mL) or liters (L).

We find the volume of a solid by using a metric ruler, meter stick, or a measuring tape to determine the length, width, and height of the object. The length is then multiplied by the width, and that answer is multiplied by the height to find the volume in cubic meters, cubic centimeters, or cubic inches.

To find the volume of an irregularly-shaped solid, such as a rock, an indirect method of displacement must be used. Displacement is the volume of a liquid that is displaced by a solid when that solid is placed in the liquid. The 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, the volume of a gas is defined by the volume of its container and is only measured using specific formulas.

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SC.5.P.8.1 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. 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. A liquid is changed into a gas by heating the substance until it reaches its boiling point. The boiling point of water is 100 degrees Celsius. 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. Color is an example of a physical property that can be observed. There are many colors in nature and lots of different ways to describe color. A description of color may be connected to common objects such as sky blue, brick-red, canary-yellow, snow-white, or even salmonpink. Solids and liquids are often described by their color. Gases, on the other hand, are usually colorless.

Texture is another physical attribute used to describe matter. Words that describe how something feels when you touch it can be useful 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, a football and a basketball may be compared and contrasted using physical properties of mass, shape, color, and texture.

Physical Properties of Matter

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MEASURABLE PROPERTIES OF MATTER MASS

VOLUME

TEMPERATURE

MEASURING TOOL(S)

MEASURING TOOL(S)

MEASURING TOOL(S)

UNITS

UNITS

UNITS

EXAMPLES

EXAMPLES

EXAMPLES

1.

1.

1.

2.

2.

2.

OBSERVABLE PROPERTIES OF MATTER DESCRIBING COLOR

DESCRIBING TEXTURE

EXAMPLES

1.

2.

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EXAMPLES

1.

2.

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1.

A physical property of a solid used to describe its surface

2.

A measure of the volume of an irregularly shaped object

3.

The amount of space an object takes up

4.

Anything that takes up space and has mass

5.

The amount of matter in an object

KEY VOCABULARY A. Matter B. Mass C. Volume D. Displacement E. Texture

Writing to Tie It Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, and temperature.

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PRACTICE QUESTIONS SC.5.P.8.1

1

Maria and her husband Jose have built a sandbox in the backyard for the kids. They want to allow the kids to complete the project by adding the sand. Which of the following methods can Maria and Jose use to determine how much sand to place in the sandbox? a thermometer to measure the temperature of the sand A B C

D

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 has the greatest mass?

2

75

A

Rock A 75

C

3

75

Rock C

B

Rock B

D

Rock D

75

Which of the following instruments is used to describe how much matter is in an object?

A B C

D

thermometer balance scale metric ruler graduated cylinder

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PRACTICE QUESTIONS SC.5.P.8.1

4

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 feels like….

OBJECT # 2 Group 1 Group 2 Group 3 Group 4

your Father's whiskery face as he tucks you into bed the grainy surface of the cement sidewalk that has just bloodied your knee once again the gritty powder of kitchen cleanser sand on the beach

Which physical property was used by all four groups to describe object # 2? odor

A

texture

B C

color

D 5

hardness

Patricia and Ken are comparing three substances. They make a table of the properties for each of the samples.

Property of Matter Color Container Shape Temperature (°C)

PROPERTIES OF SUBSTANCES Substance 1 Substance 2 Red Colorless Aquarium Aquarium Irregular Rectangular Prism 35 32

Substance 3 Blue Aquarium Rectangular Prism 26

Which substance listed in the table is most likely a gas?

A

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C

Substance 1 Substance 3

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B

D

Substance 2 Substance 1 and 2 Copying is strictly prohibited by law

SEPARATING MIXTURES AND FORMING SOLUTIONS In a solid mixture, two or more solid substances are combined, but together, 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 particles are retained in the sieve while the fine particles are sifted through the small holes. Depending upon the types of particles to be separated, sieves or sifters with different-sized holes 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 certain metals, such as scissors, paper clips, iron fillings, steel screws, and iron nails. 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 sulfur and iron fillings, a mixture of paper clips and rubber bands, or a mixture of metal 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.

Floatation is the process used to separate 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 how heavy a substance appears to be in relation to other substances.

Filtration is used to separate liquids from solids by causing the liquid to pass through the pores of some substance, called a filter. The liquid which has passed through the filter is called the filtrate. 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.

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SC.5.P.8.2/SC.5.P.8.3 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 they were before.

A solution occurs when two or more substances are completely dissolved in another substance. A solution cannot be separated. In a solution, the particles of each substance are equally spread out, making it more difficult to tell each substance apart. Fruit juice, lemonade, and tea are examples of solutions. When the sugar dissolves in the water, the solid part is called the solute, and the liquid it dissolves in is called the solvent. Water is the most common liquid used to dissolve solids on Earth and is often referred to as a universal solvent. Common solutes that easily dissolve in water include sugar, salt, and powdered soap, among many others. Examples of matter that do not dissolve in water are oil, glass, soil, and metals. Dishwashing liquid, syrup, honey, vegetable oil, rubbing alcohol, and vinegar are other liquids that do not dissolve in water.

There are three factors that may speed up the dissolving process. Among these are: increasing the temperature of the solvent (i.e., heating the water), making the particles of the solute smaller (i.e., crushing the sugar cubes), and stirring the solution faster (i.e., using an electric stirrer or mixer). These factors will all help to speed up the rate of dissolving.

Separating Mixtures and Forming Solutions

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NOTES

SEPARATING SOLID MIXTURES

Sieving

Magnetic Separation

Sedimentation

Floatation

Filtration

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1.

Process for separating coarse particles retained in the sieve while fine particles are sifted through small holes

2.

Using a magnet to separate magnetic and non-magnetic materials within a mixture

3.

Process used to separate substances within mixtures based on their densities

4.

5.

Separating liquids from solids by causing the liquid to pass through the pores of a filter

KEY VOCABULARY A. Magnetic Separation B. Sedimentation C. Filtration D. Floatation E. Sieving

The tendency for particles to settle at the bottom of a fluid

Writing to Tie It 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.

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PRACTICE QUESTIONS SC.5.P.8.2 and SC.5.P.8.3

Susan made tea for her guests by placing a teabag in a cup of hot water and then adding 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?

1

A

everything added to the cup dissolved in the water

B

only the lemon juice dissolved in the water

C

only the sugar dissolved in the water

D

only the tea dissolved in the water

The same amount of sugar crystals were placed in the two cups of water seen below.

2

Hot Water

Cold Water

Which statement best describes the differences seen in the cups above?

3

A

Sugar crystals take longer to dissolve in cold water.

B

The sugar crystals placed in the hot water were probably smaller than those placed in the cold water.

C

Sugar crystals do not dissolve in water.

D

Sugar crystals take longer to dissolve in hot water.

Which instrument is most likely used to separate iron filings from sulfur powder?

A

a funnel

B

a magnet

C

a strainer

D

a beaker

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PRACTICE QUESTIONS SC.5.P.8.2 and SC.5.P.8.3

Diana drinks one eight-ounce glass of coconut water each morning before work. She spends three to four minutes drinking the nutritious coconut water with her lips tightly pressed against the glass to avoid swallowing the floating pieces of coconut pulp mixed in with the liquid.

4

Which method of separation is best used to separate the small coconut pieces from their liquid?

A

flotation

B

magnetic separation

C

sedimentation

D

filtration

Andrew wants to conduct an experiment to learn if he can use high temperatures to dissolve sodium chloride (salt) in water.

5

Which term is best used to classify sodium chloride mixed in water (salt water) at room temperature?

6

A

a mixture

B

a solution

C

a compound

D

an element

Distillation is a widely used method for separating mixtures based on differences in boiling points as they change into the gas phase. The gas is then condensed back into liquid form and collected. Which part of the equipment used below collects the liquid with the highest boiling point?

A

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A

the thermometer (labeled A)

B

the flask (labeled B)

C

the condenser (labeled C)

D

the test tube (labeled D)

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C

B Copying is strictly prohibited by law

D

THE EFFECTS OF TEMPERATURE ON PHYSICAL AND CHEMICAL CHANGES Many physical and chemical changes are affected by temperature. There are several physical changes of matter that may be changed from one state to another by heating and cooling. A substance that goes through a physical change will change only in size, shape, or form; but, a substance that goes through a chemical change will be altered completely.

Certain 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 a number of additional ways in which temperature may affect the physical change of matter from one phase to the next.

Melting is a physical process that results in an increase in temperature change, causing a substance to turn from a solid to a liquid. Melting gold and reforming it into a piece of jewelry, unlike the original piece, is an example of a physical change because the gold substance itself has not been altered. When ice cream is melted, it turns back into a liquid. Words that signify melting are 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. Take water, for example. If you boil a pot of water on the stove and forget about it, all the water will eventually evaporate into the air.

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 small water droplets.

Freezing is a process by which temperature changes result in a liquid changing into a solid. Take water, for instance; we can make ice cubes by freezing water in a small tray. Keywords associated with freezing are ice, cold, snow, and a decrease in temperature.

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SC.5.P.9.1 A chemical change takes 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 do change. A few terms are associated with chemical changes: burning, rusting, rotting, and other chemical reactions.

The processes of burning coal, wood, or oil are examples of chemical changes. The products of burning any of these will not resemble the original piece of matter. The new substance will be gas (carbon dioxide), water, and ash. Other examples of chemical changes involving temperature changes are igniting fireworks, heating popcorn, baking a cake, frying or boiling eggs. All of which are not reversible.

The Effects of Temperature on Physical and Chemical Changes

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COMPARE AND CONTRAST Physical Changes

Chemical Changes

PHASE CHANGES OF MATTER AFFECTED BY TEMPERATURE Melting

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Evaporation

Condensation

Freezing

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1. When a temperature change causes a substance to turn from a solid to a liquid

2. When a temperature change causes a substance to turn from a liquid to a solid

3. Two or more substances that are mixed to form a liquid solution

KEY VOCABULARY A. Freezing B. Melting C. Evaporation

4. The process of changing a liquid into a gas

D. Condensation

5. The process of changing a gas into a liquid

E. Dissolve

Writing to Tie It Describe how physical and chemical changes may be affected by temperature.

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PRACTICE QUESTIONS SC.5.P.9.1

1

2

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 of the terms best describes why the fog appears on the car windows?

A

melting

B

freezing

C

condensation

D

evaporation

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?

A

3

B

C

D

What is needed for the ice cubes to change into their liquid form?

A

decreased temperature

B

increased temperature

C

increased precipitation

D

decreased precipitation

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PRACTICE QUESTIONS SC.5.P.9.1

4

Carmen and Jodi are best friends and next-door neighbors. They decided they would do well by starting a business selling frozen cups. 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 phase change took place in Jodi’s freezer?

5

A

melting

B

evaporation

C

freezing

D

condensation

Carmen and Jodi decide to make frozen cups again the following weekend. They want to make sure that the juice placed in both locations freezes at the same time.

Which step below should be taken to best increase their chances for success?

A

6

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.

B

Cups placed in both freezers must have different amounts of liquid, and the temperature of both freezers must be the same.

C

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.

D

Cups placed in both freezers must have the same temperature for both freezers.

What is needed for the juice (liquid) in the cups to change to a solid?

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A

decreased temperature

B

C

increased precipitation

D

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FORMS OF ENERGY 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 completed easier. 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.

Light energy is energy that travels in electromagnetic waves and may travel in space. Light travels in a straight line until it strikes an object or travels from one type of material to another. When light hits a surface, it may be reflected, 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 back from the surface of some materials. Light can also be absorbed through some materials. All things that give off light also give off heat.

Heat energy is energy produced from the movement of molecules. Heat (thermal) energy is transferred from one substance to another in a predictable manner. 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.

Heat energy may be found within the earth's center, in glaciers, in volcanoes, and even in the human body. Ice cubes have heat energy. For example, if ice cubes are placed in tap water, then the heat energy from the tap water will be transferred to the ice cube until it melts and both substances have equal temperatures.

Sound energy is the energy produced by sound vibrations. Sound waves require some kind of material to travel through. They can't move through a vacuum. The vibrations of the molecules move to the surrounding molecules until they reach the ear. Because molecules are more compact in a solid, sound moves fastest through solid materials. Sound waves travel fastest through solids, then liquids, and finally gases because of the arrangement of the molecules.

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SC.5.P.10.1 Electrical energy (electricity) is produced from the flow of an electric current through a conductor. Humans have discovered how to harness the power of electricity and store the electrical charge for everyday use. Electricity has come to be the basic component of nature and a vital part of our daily lives. Electrical energy is used to power many of the things that we use every day, including the television, the computer, the telephone, the stove, the lamps, etc.

The energy involved in the reaction of molecules is called chemical energy and is exhibited through 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. Among the fossil fuels that give us chemical energy is coal 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 physical activity types. Mechanical energy is also commonly associated with the energy required for the movement in position of machine parts. The functioning of all machines, including a moving car, a sewing machine, and even an elevator, involve mechanical energy.

Any object that exhibits a change in motion and position uses this form of energy.

Forms of Energy

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NOTES

FORMS OF ENERGY

Light Energy Heat Energy Sound Energy Electrical Energy Chemical Energy Mechanical Energy

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1. Energy produced by sound vibrations

KEY VOCABULARY

2. Energy gained by the physical movement in position of an object

A. Light Energy B. Heat Energy

3. Form of energy that is transferred by a difference in temperature

4. Energy produced from the flow of an electric current through a conductor

5. Energy that travels in electromagnetic waves and may travel

C. Mechanical Energy D. Electrical Energy E. Sound Energy

in space

Writing to Tie It Describe four basic forms of energy.

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PRACTICE QUESTIONS SC.5.P.10.1

1

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?

A

pitch

B

solar energy

C

vibrations wave length

D

2

3

Heat energy is transferred from one object to another due to a difference in temperature. Heat energy may be transferred through direct contact or through 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?

A

stretching a rubber band over a pile of papers

B

rubbing two sticks together to start a fire

C

jumping rope with two friends

D

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. She and her sisters quickly put on their mitts and ran outside to begin building their snowman. Later that morning, the snowman began to melt. What most likely caused the snowman to melt?

A

electrical energy

B

sound energy

C

mechanical energy

D

heat energy

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PRACTICE QUESTIONS SC.5.P.10.1

4

5

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?

A

rotation

B

reflection

C

refraction

D

revolution

Electrical energy is transformed into many energy forms and is used to power most household appliances we use each day. Which appliance is a source of mechanical energy?

A

6

B

C

D

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. As it travels from one medium to another, it appears to bend.

Which term is best used to describe the bending of light waves?

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A

refraction

B

reflection

C

rotation

D

revolution

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FORCE, MOTION, AND RENEWABLE ENERGY Energy has the ability to cause motion or create change. Moving water and moving molecules of air are sources of energy and 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 molecules can be a powerful force used to move windmills connected to a generator, creating electricity.

Hydroelectric energy is defined as the production of electricity created from the gravitational force of falling water. Hydroelectric energy is the most widely used form of renewable energy. A dam is built in an area where there are valleys and rivers so that the force of the water will be greater. The water is held in a reservoir, then funneled through a dam where its pressure turns a turbine, driving a generator and producing electricity. The electricity travels through power lines into homes and industrial businesses. This form of energy production is very effective and inexpensive.

Wind energy is the process by which the wind is used to generate mechanical energy used for producing electricity. When the atmosphere is heated, the hot air rises and the cooler wind replaces it, causing it to blow. A wind turbine is built to capture the wind’s solar energy so that the attached generator spins to produce electricity. The electricity is used to power surrounding homes, businesses, and schools. In the past, windmills provided the same ability to capture the solar wind, yet, they were used solely to grind wheat into flour and corn into cornmeal. Later, they were used to produce electricity and to pump water.

Now, the few that are still in use are used primarily for grinding mills.

Geothermal energy is produced through a process in which heat from the Earth’s crust is used to make electricity. Below the Earth's crust is a layer of hot molten rock called magma.

A stream of water is pumped down a well to the hot spots within the Earth. The hot magma heats the water, turning it into steam. The steam travels back up through the recovery well, and its pressure causes the turbines to rotate. The turbine then powers the electric generator, which in turn produces electricity.

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SC.5.P.10.2 Solar energy is an available renewable energy source received by the Earth from the Sun. The Sun’s electromagnetic waves in the form of radiant energy are captured and converted into usable forms of heat or electricity. Plants have been using the Sun’s solar energy for billions of years. Solar panels are the most common method for harvesting the Sun’s power for usable electrical energy. This electric energy referred to as electricity, can power televisions, radios, and other household appliances. Solar energy is also commonly used to supply heat to homes, the water supply, and swimming pools. The transportation industry has developed solar-powered vehicles to save on fossil fuels. Lastly, solar energy is used to power small things such as lights, calculators, and watches.

Force, Motion, and Renewable Energy

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COMPARE AND CONTRAST

Geothermal Energy

Hydroelectric Energy

Wind Energy

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KEY VOCABULARY

1. The process by which the wind is used to generate mechanical energy used for producing electricity

2. Produced through a process in which heat from the Earth’s core is used to make electricity

A. Hydroelectric Energy B. Solar Energy

3. Renewable energy source emitted by the Sun

C. Geothermal Energy

4. The production of electricity created from the gravitational force

D. Wind Energy

of falling water

Writing to Tie It Give four examples of how energy has the ability to cause motion or create change.

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PRACTICE QUESTIONS SC.5.P.10.2

1

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.

Where does the Earth’s wind power come from?

A

mechanical energy

B

the water cycle

C

solar radiation

D

2

solar panels

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?

A

hydroelectric energy

B

geothermal energy

C

wind energy

D

solar energy

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PRACTICE QUESTIONS SC.5.P.10.2

3

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?

A

hydroelectric energy

B

geothermal energy

C

wind energy

D

solar energy

Heat Pump

Nigel uses a pool stick to demonstrate how the energy of pushing the pool stick against one ball can cause some of the other balls on the table to display the energy of motion.

4

Which of the following actions does NOT demonstrate a change in energy that causes motion or created changes in other objects?

A

a bowling ball rolling down a lane

B

a tennis racket hitting a ball

C

a piece of paper in a notebook

D

a hot plate heating a pot of water

Solar panels are devices made up of solar cells used to transform energy from one form to a useable form within the home.

5

Which of the following energy transformations best explains the conversions of solar panels?

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A

electrical to heat energy

B

light to electrical energy

C

wind to electrical energy

D

electrical to hydroelectric energy

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ELECTRIC CIRCUITS AND ENERGY TRANSFORMATIONS 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. Electrical energy produced from a closed circuit can be transformed into heat, light, sound, and energy of motion.

BUILDING AN ELECTRIC CIRCUIT A circuit must include batteries or an electrical outlet to jolt the electrons. For the electrons to flow, there must be metal wires. One metal wire attaches the negative end of the battery to the switch, while the other metal wire goes from the positive end of the battery to the device it operates, such as a light bulb. Another wire connects the switch to the device it operates. A circuit must have a switch to start or stop the flow of electrons. When the switch is turned on, the circuit is closed. At this point, electrons flow from the negative end of the battery to the switch. From the switch, the electrons flow through a metal wire to the device it operates, such as a light bulb allowing the bulb to emit light and heat. The current continues to flow from the device back to the positive end of the battery. When the switch is off, the circuit is open, causing a gap between the circuits. Electrons cannot flow; therefore, the device cannot work.

ENERGY TRANSFORMATIONS Electricity is a basic 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 energy in motion.

Energy cannot be destroyed, but it can be changed or transformed from one form into another. A gas lawnmower represents chemical energy being transformed into mechanical energy. Several transformations take place in a sewing machine. First off, the sewing machine must be plugged into an electrical outlet, meaning it uses electrical energy to operate. That energy is then turned into mechanical energy to move all the sewing machine’s parts.

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SC.5.P.10.4 /SC.5.P.11.1 There are many other energy transformations that require electricity. A lamp, a computer monitor, and a television screen all change electrical energy into light energy. A CD player, a microphone, and a telephone change electrical energy into sound energy. A toaster, a convection oven, and an iron change electrical energy into thermal (heat) energy. A blender, a power drill, and a chainsaw convert electrical energy into mechanical energy (energy of motion).

Electric Circuits and Energy

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FLOW OF ENERGY THROUGH AN ELECTRIC CIRCUIT OBJECT # 2

Copper Wires

Copper Wires

OBJECT # 1

OBJECT # 3 Copper Wires

ENERGY TRANSFORMATIONS Chemical to Mechanical Energy Electrical to Light Energy Electrical to Sound Energy

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Examples

Examples

Examples

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KEY VOCABULARY 1. A device that starts and stops the flow of electrons in an electric circuit

2. Transforming electricity into heat, light, sound, as well as energy in motion

A. Energy Transformation B. Electric Circuit

3.

An electric circuit is a pathway through which electrons flow

C. Electricity

4.

A negatively charged particle

D. Electron

5. A form of energy produced by moving electrons

E. Switch

Writing to Tie It Explain how electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion (give examples).

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PRACTICE QUESTIONS SC.5.P.10.4 /SC.5.P.11.1

1

The science activity for the week challenges students to put together an electric circuit using the items listed below.

Which of the following shows the order of the flow of energy through an electric circuit using the objects below? batteries

Electrical wires with clips light bulb

switch

2

A

light bulb  switch  wires  batteries  light bulb

B

switch  light bulb  wires  batteries  switch

C

light bulb  wires  switch  batteries  light bulb

D

batteries  wires  switch  wires  light bulb  wires  batteries

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?

A

When the switch is open, the path is completed, and no current flows.

B

When the switch is closed, the path is interrupted, and no current flows.

C

When the switch is open, the path is completed, the current flows, and the lamp lights.

D

When the switch is closed, the path is completed, current flows, and the lamp lights.

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PRACTICE QUESTIONS SC.5.P.10.4 /SC.5.P.11.1

3

4

5

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?

A

burning a piece of toast in a toaster oven

B

cutting the grass with a lawnmower that has an electrical cord

C

driving a minivan across the state on a family vacation

D

using solar panels to generate electricity in a home

Jacob loved to go with his grandfather just before big 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 see the games. Which energy transformation takes place when Jacob’s grandfather turns on the stadium lights?

A

light to electrical energy

B

electrical to light energy

C

light to mechanical energy

D

mechanical to heat energy

Electricity can be transformed into heat, light, sound energy, as well as energy in motion. Which energy transformation is most likely seen in the picture below?

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A

mechanical to light to electrical energy

B

electrical to chemical to heat energy

C

light to electrical to heat energy

D

chemical to electrical to light energy

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GOOD AND BAD CONDUCTORS OF HEAT AND ELECTRICITY Heat can be transferred from one object to another. Conduction is heat transfer that occurs when there is direct contact between objects. Heat flows from objects with higher temperatures to objects with lower temperatures. The rapid movement of molecules of warmer objects collides with the slower-moving molecules of cooler objects. Heat transfer continues to occur from molecule to molecule until both objects are at the same temperature. An example of heat transfer through conduction is a metal spoon placed in a cup of hot tea. The cool spoon becomes warmer because the heat from the tea is transferred to the spoon. Metals are common conductors of heat that move from one object to another.

GOOD CONDUCTORS OF HEAT Materials that conduct heat well are called conductors. All electrical conductors (such as metals) are good conductors of heat. Some metals are better heat conductors than others.

For example, silver is the best conductor of heat, followed by copper, then gold, and aluminum. Solid substances are also better conductors than liquids, and liquids are better conductors than gases.

POOR CONDUCTORS OF HEAT Materials that do not conduct heat well are called insulators. Non-metals are poor conductors of heat and electricity. Fluids and gases, including the air we breathe, do not conduct heat well. Rubber, plastic, ceramic, and foam are excellent insulators of heat.

Electrical insulators like glass, wood, or Teflon are also good insulators of heat. Organic substances such as straw, feathers, and wool, are also good insulators.

CONDUCTORS OF ELECTRICITY Metals are good conductors of electricity. The best electrical conductor is silver, but because of its expense, copper is the metal most commonly used in electrical wiring. The magnetic field in an electromagnet is created when an insulated copper wire is wrapped around an iron core and attached to a battery. The result is an electromagnet. An electromagnet is an electrically charged object that can attract an uncharged object and can either attract or repel another charged object without any contact between the objects.

The electric current flows to the iron core, and it becomes magnetized. However, when the battery is disconnected, the electromagnet loses its magnetism. An electromagnet is the core of an electric motor, a generator, and a doorbell.

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SC.5.P.10.3/SC.5.P.11.2 RELATIONSHIP BETWEEN AN INSULATOR AND A CONDUCTOR Electricity flows through conductors but does not flow through insulators. Insulators are used to protect objects from the flow of electricity. The main purpose of electrical insulation is to protect circuits from electrical leakage. Furthermore, without the insulation of a conductor, the current generated would break away from the path within the electrical circuit. Examples of insulators are plastic, glass, rubber, and wood.

TEMPERATURE AFFECTS THE CONDUCTIVITY OF MATERIALS It is important to understand that some materials encounter changes in the conductivity of electricity. Conductivity is defined as a measure of how well a substance conducts electricity. For example, most metals are good conductors of electricity at room temperature but become very poor conductors when they are heated. Substances that are usually good conductors of electricity lose strength in conductivity at high temperatures.

The opposite is also true; insulators become great conductors when their temperatures are increased. For instance, air is a poor conductor but becomes a good conductor of electricity when it is heated. Glass is another example of an insulator that when it is heated to a very high temperature, it becomes a conductor.

Good and Bad Conductors of Heat and Electricity

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CONDUCTORS OF HEAT EXAMPLES OF GOOD CONDUCTORS

EXAMPLES OF POOR CONDUCTORS

CONDUCTORS OF ELECTRICITY EXAMPLES OF GOOD CONDUCTORS

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EXAMPLES OF POOR CONDUCTORS

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1. Heat transfer that occurs when there is direct contact between objects

2. An electrically charged object that can attract an uncharged object

3. Materials that are not good conductors of heat 4. Materials that conduct heat well

KEY VOCABULARY A. Conductors B. Insulators C. Electromagnets D. Conduction

Writing to Tie It Identify and classify materials that conduct electricity and materials that do not.

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PRACTICE QUESTIONS SC.5.P.10.3/SC.5.P.11.2

1

Nia is identifying objects that are good conductors of electricity. Look at the pictures below:

rubber tires

rubber boots

metal gate

wooden sign

Which object above is a good conductor of heat and electricity?

2

A

rubber tires

B

rubber boots

C

metal gate

D

wooden sign

The illustration seen below was printed in a science workbook. The caption beneath the picture had been scratched out and could no longer be seen.

Which of the following is most likely the caption for the illustration scratched out of the textbook?

A

An electrically charged object can attract an uncharged object with magnetic properties.

B

An electrically charged object is stronger than a magnet.

C

A dry cell battery has magnetic properties.

D

An electric circuit can only have one dry cell battery.

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PRACTICE QUESTIONS SC.5.P.10.3/SC.5.P.11.2

3

Wherever there is a temperature difference, heat energy will travel from higher temperatures to lower temperatures.

Which statement is the best description of the heat transfer that will take place in the picture above when the spoon is placed in the cup of coffee?

4

A

Heat energy will be transferred from the room to the coffee cup.

B

Heat energy will be transferred from the coffee to the metal spoon.

C

Heat energy will be transferred from the metal spoon to the coffee.

D

Heat energy will be transferred from the metal spoon to the air.

The state science fair winner submitted a solar oven that cooked just as fast as the average convectional oven. What is the best explanation for how the oven works?

A

The solar oven is battery-operated.

B

Solar energy moves the wind to activate the oven’s generator.

C

The internal heat from burning wood inside of the solar oven heats the food.

D

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The radiant energy from the Sun heats the food.

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FORCES AND MOTION OF AN OBJECT The motion of an object simply means the movement of that object from one position to another. Motion is determined by the effect of all forces acting on the object. A force is defined as a push or pull. Gravity is an example of a force that pulls everything towards the Earth's center, causing things to fall. Gravity attracts all objects that have mass.

Force gives an object the energy to move, stop moving, or change direction. A push and a pull are forces that cause objects to move. When you ride a bike, you exert several forces.

When you hit a ball with a bat, sweep your front porch, move a sled, chew your food, or swim in a lake, you are exerting forces upon each object. Push and pull may be contact forces (e.g., skates moving across ice) or non-contact forces (e.g., the force of gravity). If an object has low mass, it will initially move fast, whereas if an object has greater mass, it will initially move slowly.

Friction is the force that slows down motion. Friction occurs when two objects rub against each other. Friction can take place in solids, liquids, or gases. An example of friction between solids is when a golf ball rolls over the ground or when a bowling ball rolls down a lane. An example of fluid friction or friction involving liquids is a paddle boat slowing down in water.

Air friction is another form of fluid friction that slows down all falling objects and objects moving through gas like cars or airplanes. The greater the friction, the greater rate at which movement is slowed or stopped.

The Law of Gravity is based upon the gravitational force acting between any two objects within the universe. The force that keeps us grounded is the force of Earth’s gravitational pull. There is a gravitational force between all objects on the Earth. There is a gravitational force between all of the objects in space. There is also gravitational force between objects on Earth and those in space. The more massive the object, the greater the gravitational pull towards the larger object. For example, instead of pulling towards another person that is more massive in size, people pull towards the more massive object that is the Earth.

Although the Sun is more massive than the Earth, all matter on the land pulls toward the Earth because the force of gravity is stronger due to the closeness in distance. Therefore, we know mass and distance of an object affect the Law of Gravity.

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SC.5.P.13.1 Magnetic attraction is another non-contact force involving the force of the pull. A magnet is an object that produces a strong force called a magnetic field. This magnetic field is invisible but is responsible for the force that attracts magnetic objects. Magnets are attracted to all ferrous metals, including iron, steel, nickel, and cobalt. A magnet attracts certain objects made from these metals, such as scissors, paper clips, iron fillings, staples, steel screws, nickel coins, iron nails, and tacks, to name a few.

All magnets have north-seeking (N) and south-seeking (S) poles that determine whether the magnets will either attract or repel each other. When magnets repel, they pull away from each other. The force of the magnetic field flows from the north to the south pole.

Whereas like magnetic poles repel each other, unlike poles attract each other. If the two north poles (N) of two magnets are turned towards each other, they repel each other.

However, if one magnet’s north (N) and the other’s south (S) poles are turned to face each other, they will attract each other.

Magnets are made in various sizes and shapes. The most common magnet is the bar magnet. The bar magnet is in the shape of a rectangular prism with its North-seeking and South seeking poles at opposite ends. Another commonly used magnet is the tiny magnetic needle within a compass. The compass needle’s magnetized pointer is free to align itself accurately with the Earth’s Magnetic field. The compass needle will always align with the Magnetic North. Therefore, the compass is a dependable navigational instrument for finding directions on the Earth.

Forces and Motion of an Object

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Key Terms

Change in Motion

Push or Pull

Friction

Gravity

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1. Tool that uses a magnetic needle to determine direction

KEY VOCABULARY

2. Magnet which has the shape of a rectangular prism

A. Attract

3. Occurs when two opposite poles of two different magnets are

B. Repel

turned towards each other

C. Bar Magnet

4. Occurs when two like poles of two different magnets are turned towards each other

D. Compass

Writing to Tie It Identify and explain familiar forces that cause objects to move.

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PRACTICE QUESTIONS SC.5.P.13.1

1

A shopping cart is a compound machine that makes doing work easier. Compound machines have a mechanical advantage far greater. Therefore, a shopping cart makes it much easier to move large masses of groceries from one place to another.

Which force makes it difficult to move the groceries across the floor when the grocery basket is full?

2

A

gravity

B

friction

C

air resistance

D

push

Gravity is a force that attracts objects toward the Earth. Why does the little boy on the swing not fall to the Earth?

A

Gravity does not exist in wooded areas.

B

Air friction overcomes the force of gravity.

C

D

3

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 gravity.

Which force takes place when a match is quickly struck against the top edge on the book of matches?

A

friction

B

gravity

C

air resistance

D

magnetism

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PRACTICE QUESTIONS SC.5.P.13.1

4

5

6

Magnets can attract magnetic materials and attract and repel other magnets. Which diagram(s) best shows why a magnet would repel magnetic materials?

A

diagram A

B

diagram B

C

diagram B and C

D

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?

A

air resistance

B

friction

C

magnetism

D

gravity

Which diagram below best demonstrates magnetic attraction between magnetic objects? +

+

+

+

Repel

+ +

+ +

+

+

Repel

Attract

Attract

Attract

Repel

B

C

D

Attract

+

Repel A

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THE OVERALL EFFECT OF FORCES ON MOTION The motion of an object is dependent upon 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. A number of 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 more 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. Therefore, the object will not move. An example of this would be the cart of books replaced with several cement blocks with a mass greater than the force of the person attempting to move it. Therefore, the cart filled with cement blocks will not move. The Newton (N) is the unit of measure used to measure force.

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. Gravity is the rate of acceleration at which objects fall to the ground. The more mass an object has, the faster it will fall. For example, if a book and a feather are dropped from the top of a house, the book, which has greater mass, would fall much faster.

FRICTION AND AIR RESISTANCE Friction slows down motion when two objects come into contact with each other. The amount of friction depends on the two surfaces that are rubbing against each other, as well as the amount of force pushing those two surfaces together. For example, the tires of a batteryoperated car can move more quickly over the tile on a kitchen floor than in the grass in the backyard. There is more friction between the tires and the grass; therefore, the motion of a moving car slows down.

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 and, therefore, will fall slower than the same object without a parachute.

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SC.5.P.13.2/ SC.5.P.13.3/SC.5.P.13.4 ACCELERATION An object accelerates (speed increases) faster as the force acting on it increases or as the object’s mass gets smaller. The opposite would occur with falling objects due to gravity. For instance, an empty wagon being pushed would accelerate faster down a sidewalk than a wagon filled with gravel. However, if both of the wagons in this example were dropped from the Empire State Building, the wagon filled with gravel would accelerate faster.

SPEED AND VELOCITY The speed of an object’s motion may be calculated by dividing the total distance by time.

The velocity of an object is defined as the speed in a given direction. Speed is calculated as the distance divided by the time.

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 movement will take place, but when the force on an object is unbalanced, movement will occur. Forces can also 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 the game of tug-of-war, two forces are acting in opposite directions, so the forces are subtracted, and the greater force ultimately wins.

Changes in the Motion of an Object

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Force

How does the force affect motion?

Mass

Gravity

Friction

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KEY VOCABULARY 1.

The distance traveled in a given amount of time given the direction

2. Increase in the rate of speed

A. Balanced Forces

3. Forces equal in size yet, opposite in direction

B. Unbalanced Forces

4.

C. Speed

The distance traveled in a given amount of time

5. Forces that are unequal in size and may or may not be opposite in direction

D. Velocity E. Acceleration

Writing to Tie It Describe how mass and force affect the motion of an object.

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PRACTICE QUESTIONS SC.5.P.13.2/ SC.5.P.13.3/SC.5.P.13.4

1

Which elephant in the picture below has the greatest mass?

A

Elephant A

B

Elephant B

C

Elephant C

D

Both elephants have the same mass

Elephant B Elephant A

2

Branden is number eight in 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?

3

A

the pull of gravity and the speed of the bicycle

B

the momentum of the bike and force of inertia

C

the push against the pedals of the bike, the pull of gravity, and the friction of the bicycle wheels against the hill

D

the pull against the pedals of the bike, the speed of the bike, and the screws on the tires

Which of the following is best used to decrease the amount of work required to push the wheelchair up the ramp?

A

decrease the angle of the inclined plane

B

double the length of the inclined plane

C

increase the angle of the inclined plane

D

increase the mass of the wheelchair

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PRACTICE QUESTIONS SC.5.P.13.2/ SC.5.P.13.3/SC.5.P.13.4

4

5

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?

A

friction and gravity

B

push and pull

C

inertia and tension

D

magnetism and electricity

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?

10-pound ball

8-pound ball

138

A

The lesser the mass of the ball, the less force required to roll the ball down the lane to knock down the pins.

B

The greater the mass of the ball, the less force required to roll the ball down the lane to knock down the pins.

C

The lesser the mass of the ball, the less likely the ball is to knock down the pins.

D

The greater the mass of the ball, the less likely the ball is to knock down the pins.

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PLANT ORGANS AND THE RESPONSE TO STIMULI Plants are useful in many ways. They are able to produce their own food, creating energy used by organisms in the food chain. Plants are also able to exchange gases with animals and respond to various stimuli. Plants respond to light, water, heat, touch, and gravity. They do this while carrying out the process of photosynthesis.

Photosynthesis is the process by which green plants make their own food using the energy from sunlight to sustain life. Plants need carbon dioxide, nutrients, water, and sunlight. The plant organs – roots, stem, leaves, flowers, and seeds are structural adaptations that help plants receive the essential things they need for survival and reproduction.

The roots are buried underground to anchor the plant in the soil. The primary role of the roots is to absorb water and nutrients from the soil. Water is a necessary by-product of photosynthesis and is necessary for the process to take place. Tree roots also carry nutrients and chemicals out of the soil and use them to produce what they need for the tree’s growth, development, and repair. Plant roots respond to gravity and, therefore, grow downwards. The shoots of plants grow upward, and no matter which way a plant is turned, the roots will grow down, and the stems will grow in the opposite direction. This phenomenon is called geotropism and is defined as the plant root’s response to gravity.

Plant roots will also respond to a water source. The term used to describe this occurrence is hydrotropism.

The stems are the part of the plant that supports the leaves and flowers. The stem holds up the leaves so that they may receive the light energy necessary for photosynthesis. Growth hormones in the stem cells allow them to tilt towards the light so that the leaves may receive the energy it needs. This process is called phototropism and is defined as a plant’s movement in response to light. Some plants respond to touch by wrapping around the object it touches. Other plants move away from touching objects. A plants’ response to touch is called thigmotropism. The stem is also responsible for the transport of water and nutrients from the roots to the leaves. Finally, the stem also transports the food produced through photosynthesis back down to the roots to be stored and used by the plant as needed.

The leaves are the main photosynthetic organ. The leaves take in carbon dioxide (CO2) exhaled by animals and release oxygen (O2) back into the environment. The carbon dioxide and oxygen gases are exchanged through pores found on the underside of the leaves. These pores are called stomata. The process of photosynthesis takes place in the chloroplast of the leaves. The chloroplast contains a pigment called chlorophyll. Chlorophyll functions to give plants their green color and to trap energy from the sunlight.

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SC.3.L.1.7.2/

SC.3.L.14.1/SC.3.L.14.2/ SC.3.L.17.2

Flowers and seeds are plant parts that are required to make new plants. Warm temperature is required for seeds to germinate and sprout. Flowers will not grow and reproduce if the temperature is not ideal. Plants may remain in dormancy if the warm temperature requirements are not met. Thermotropism is defined as a plant’s ability to respond to heat.

For example, if the weather is not warm enough, fruit trees will not bear fruit during that season. Examples of fruit trees that rely on warm temperatures are mango trees, banana trees, and orange trees.

To put it all together, plants are very vital to the survival of all living things. The Sun provides the energy needed to begin the food-making process in plants. Energy from the Sun, combined with water and carbon dioxide, makes food for the plant and, in turn, releases the oxygen needed for us to breathe. Photosynthesis is best described as the process by which carbon dioxide, water, and light energy produce glucose (plant food) and oxygen. Plants rely on us just as much as we rely on them. Animals exhale (breathe out) carbon dioxide as a waste product, while plants inhale carbon dioxide, removing it from the air. Plants respond to various stimuli while carrying out photosynthesis, which is essential in the survival of animals.

Plant Organs and the Response to Stimuli

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THE PROCESS OF PHOTOSYNTHESIS Label the arrows with the appropriate things required to carry out photosynthesis.

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1. A plant’s movement in response to light 2. A plant’s ability to respond to heat

KEY VOCABULARY A. Geotropism B. Hydrotropism

3. Plant root’s response to available water sources

C. Thermotropism

4. A plant's response to touch

D. Thigmotropism

5. A plant root’s response to gravity

E. Phototropism

Writing to Tie It Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction.

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PRACTICE QUESTIONS SC.3.L.17.2/SC.3.L.14.1/SC.3.L.14.2

Which term best describes the plant’s response to the water supply, as seen in the diagram below?

1

A

geotropism

B

hydrotropism

C

thigmotropism

D

phototropism

Vegetative plant organs are the root, stem, and leaf. Each organ has a specific function for the survival of the plant. Which organ is the part of the plant that supports the leaves and flowers?

2

3

A

root

B

leaf

C

stem

D

seed

How does the energy from the Sun help the tree in the process of photosynthesis?

A

B

Chlorophyll in the leaves captures the Sun’s energy and uses it to make food from carbon dioxide from the atmosphere and water through the roots.

The tree captures the energy from the Sun, making its leaves and bark too hot for predators to eat.

C

The tree absorbs most of the Sun’s heat so that the animals may survive in an atmosphere where the temperature is much lower.

D

The tree does not rely on the Sun’s energy in any way.

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PRACTICE QUESTIONS SC.3.L.17.2/SC.3.L.14.1/SC.3.L.14.2

Photosynthesis most likely takes place in which of the following plant parts?

4

A

in the xylem cells of the stem

B

in the pistil of the flower

C

in the soil before entering the plant

D

in the chloroplast located in the plant 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.

5

Which factor contributed to the difference in the growth of these plants?

6

144

A

The plants grown indoors and in the shaded area were given too much sunlight.

B

The plants grown in direct sunlight probably had more chloroplasts than the other two sets.

C

The plants grown in direct sunlight were able to use the Sun’s energy to make food.

D

The plants grown indoors and in the shaded area were not given enough water.

Which term best describes the response of the plant taking place in the picture?

A

hydrotropism

B

geotropism

C

phototropism

D

thigmotropism

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THE ORGANS OF THE HUMAN BODY There are many different organs in the human body that function to keep us alive. An organ system is a group of organs working together. There are several organ systems made up of vital organs in the body. These systems include the skeletal system, the muscular system, the circulatory system, the digestive system, the respiratory system, the nervous system, the excretory system, the reproductive system, and the skin. An organ is a group of tissues with a specific function in the body. The body’s ability to function is affected by the organs of the body.

The skeletal system makes up the frame of the body. The organs of the skeletal system are the bones, cartilage, ligaments, and tendons. Three important functions of the skeletal system are protecting the internal organs, providing an attachment for the organs, and supplying support to the body.

The muscular system uses muscles to move parts of the body and substances through the internal organs. Muscles control the movement of broken-down food through the stomach and intestines, and they control the movement of blood and oxygen through the heart and circulatory system. The organs of the muscular system are the skeletal muscles and the smooth muscles throughout the body.

The circulatory system is the system responsible for moving blood and oxygen throughout the body. The heart is a key organ in the circulatory system. It is the organ responsible for pumping blood throughout the body by way of the blood vessels.

The digestive system functions to break down food. Digestion begins in the mouth, where the food is broken down into tiny pieces by the teeth. The food then passes through the esophagus and into the stomach. The stomach uses its digestive juices to break down the food into nutrients. The small intestines continue the digestion process by extracting proteins and nutrients from the broken-down food. The proteins and nutrients are absorbed into the bloodstream for use by the body. The remaining food and waste materials are stored in the large intestines until they are eliminated from the body. The liver and the pancreas are two additional organs that function to assist in the process of digestion. The pancreas makes enzymes and hormones such as insulin for the body. While the liver works with the organs in the digestive system to digest, absorb, and process food.

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SC.5.L.14.1 The respiratory system helps organisms breathe. This system provides a gas exchange between the lungs and the air. The lungs are the most important organs in the respiratory system. They function to pull in oxygen and release carbon dioxide gases. Other organs in the respiratory system include the nose and the trachea (windpipe).

The nervous system controls all the activities and functions of the body. The brain, spinal cord, sense organs, and nerves are all parts of the nervous system. This system is the control center for all the other systems. The brain is the organ that controls all the other organs and systems in the body. Information collected by the sense organs is sent to the brain by specialized cells connected to the nervous system. These sense organs allow the brain to communicate with the body about the five senses, including sight, smell, taste, touch, and hearing.

The excretory system is responsible for moving the waste from the body. Organs in the excretory system include the kidneys and the bladder. Our excretory system removes wastes from the body through the kidneys and bladder. The human body has two kidneys.

The reproductive system of humans allows for the making of offspring. The organs of the female and male reproductive systems are vital to the existence of future generations.

The integumentary system includes the skin, the largest organ in the body, and functions to cover, protect, regulate temperature, and remove waste through the body's sweat glands.

The Organs of the Human Body

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SYSTEM

ORGANS

FUNCTION

SKELETAL SYSTEM

MUSCULAR SYSTEM

CIRCULATORY SYSTEM

DIGESTIVE SYSTEM

RESPIRATORY SYSTEM

NERVOUS SYSTEM

EXCRETORY SYSTEM

REPRODUCTIVE SYSTEM

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1. The organ that functions to pull in oxygen and release carbon dioxide gases

2. The organ that controls all the other organs and systems in the body 3. The organ in the body that functions to cover, protect, regulate temperature, and remove waste

KEY VOCABULARY A. Heart B. Stomach C. Lungs

4. The organ responsible for pumping blood throughout the body

D. Brain

5. The organ that breaks down the food into nutrients

E. Skin

Writing to Tie It Identify five organs in the human body and describe their functions.

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PRACTICE QUESTIONS SC.5.L.14.1

1

2

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?

A

kidney

B

heart

C

esophagus

D

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?

A

functions to move parts of the body

B

controls the movement of broken-down food through the stomach

C

functions to produce blood cells

D

controls the movement of blood and oxygen through the heart

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PRACTICE QUESTIONS SC.5.L.14.1

3

4

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?

A

stomach

B

small intestine

C

brain

D

liver

Human body systems are made up of organs that work together to perform specific functions. The circulatory system and the respiratory system have one organ in common. Which organ is common to both systems?

150

A

arteries

B

large intestines

C

stomach

D

heart

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COMPARING PHYSICAL STRUCTURES OF PLANTS AND ANIMALS Plants and animals are very similar in many ways. Several of their physical structures, although different, have common functions. Among these similarities are their support systems, protective coverings, vascular systems, sensory organs, means for respiration, and reproductive systems.

Both plants and animals have support systems. Plants are held up by their stems, giving them structural support and holding the plant leaves up toward the light. Animals, on the other hand, rely on their skeletal system for support. Some animals like humans, birds, and fish have internal skeletons made up of numerous bones called endoskeletons. Other animals, including mollusks, insects, and crustaceans, have exoskeletons. Exoskeletons are hard outer coverings like shells.

Plants and animals also have protective coverings. Plants have a waxy outer covering that keeps them from losing water. Animals have a layer of skin that protects them from the environment. The skin is the largest organ of the body and functions to protect and regulate body temperature.

Vascular systems are another important system that plants and animals have in common.

Plants have vascular systems that include tissue called xylem and phloem. The xylem functions to transport water and dissolved minerals to the leaves. The phloem then transports the food made in the leaves to all parts of the plant. On the other hand, animals have a vascular system that includes arteries, veins, and capillaries. These blood vessels are a part of the circulatory system and function to transport oxygen, nutrients, and wastes to and from the body’s cells.

Both plants and animals have sensory organs that are sensitive to various stimuli. The sensory organs for animals are the eyes, ears, nose, and tongue. These organs allow animals to see, hear, smell, and taste things that send impulses back to the brain. Most plants do not have sensory organs, yet, the roots, stems, and leaves can respond to specific stimuli such as light, touch, and gravity.

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SC.5.L.14.2 The respiratory system in animals is similar to transpiration in plants. The respiratory system functions to take in oxygen through the nose and mouth into the lungs and exhale carbon dioxide gases into the atmosphere. Some animals, such as amphibians and some worms, can exchange gases through their moist skin. Fish have gills, while mammals, birds, and reptiles have lungs. During plant respiration, carbon dioxide gases are taken in through the stomata of the leaves and used in the process of photosynthesis. The oxygen is released from the leaves into the atmosphere.

The reproductive system includes organs that work together for the purpose of reproduction. Animals have female reproductive systems or male reproductive systems, which include organs such as the ovaries and testes. The flower is the reproductive organ of most plants. The female reproductive organs of plants have petals and sepals, while the stamen is the male reproductive organ. Plants differ in whether they reproduce by way of spores or seeds. Flowering plants reproduce by seeds, but non-flowering plants such as fungi reproduce from spores. Given the right conditions, seeds and spores can germinate and develop into a new adult plant.

Comparing Physical Structures of Plants and Animals

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KEY VOCABULARY

1. System that functions to exchange gases 2.

A. Endoskeleton

An internal skeleton made up of many bones

B. Exoskeleton

3. System that moves gases, water, and nutrients from one cell to another

4. A hard outer structure, such as the shell of an insect or crustacean

C. Vascular System D. Respiratory System

Writing to Tie It Compare and contrast the function of organs and other physical structures of plants and animals.

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PLANTS

COMPARE & CONTRAST

ANIMALS

SUPPORT SYSTEM

PROTECTIVE COVERING

VASCULAR SYSTEM

SENSORY ORGANS

RESPIRATORY SYSTEM

REPRODUCTIVE

SYSTEM

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PRACTICE QUESTIONS SC.5.L.14.2

1

2

3

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?

A

respiratory system

B

reproductive system

C

body covering

D

support system

Plants and animals both have physical structures involved in respiration. Which two organs best represent organs involved in respiration?

A

skeleton and stems

B

feet and roots

C

lungs and leaves

D

arteries and xylem

Plants and animals also have protective coverings. The protective cover of plants helps the plant retain water, while the protective covering of animals functions to protect them from environmental conditions. Which of the following best represents protective coverings for plants and animals?

A

waxy outer covering and skin

B

feathers and fur

C

waxy outer covering and scales

D

scales and teeth

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PRACTICE QUESTIONS SC.5.L.14.2

4

5

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. What is the most likely type of skeletal system for the tortoise and the copperhead snake?

A

The tortoise has an exoskeleton, and the copperhead snake does not have a skeleton.

B

The tortoise has an endoskeleton, and the copperhead snake has an exoskeleton.

C

The tortoise has both an exoskeleton and an endoskeleton, while the copperhead snake has an endoskeleton.

D

Neither the tortoise nor the copperhead snake has skeletons.

Plants and animals, although very different, have many things in common. Which system is most likely being represented in the diagrams below?

156

A

Reproductive System

B

Support System

C

Vascular System

D

Circulatory System

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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. Plants may be classified into major groups divided by the absence (mosses and liverworts) or presence of vascular tissue (flowering and non-flowering plants).

ANIMAL CLASSIFICATION Vertebrates are animals that have a backbone or spine. These animals all have internal skeletons and are further sorted into five smaller groups: mammals, birds, fish, reptiles, and amphibians. Almost all mammals give birth to live young, produce milk to feed their young, are warm-blooded, and have hair or fur. Humans, bats, 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. Fish have scales and fins, live in water, breathe with gills, and lay their eggs in the water. Most reptiles are also covered with scales, but they breathe with 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. Frogs, toads, salamanders, and newts are examples of amphibians.

Invertebrates do not have backbones. Many invertebrates have a fluid-filled skeleton, like jellyfish and worms. The most common invertebrates include the arthropods, annelids, echinoderms, protozoa, and mollusks. Arthropods are invertebrates that have a segmented body, a hard exoskeleton, and jointed appendages of legs and antennae. Examples of arthropods include insects, arachnids, and crustaceans (lobsters, crabs, shrimps, and barnacles). Annelids have bodies that are divided into segments. Worms and leeches are examples of annelids. Echinoderms live in the ocean and have arms or spines that radiate from the center of their bodies. Examples of echinoderms are sea stars and sea urchins.

Protozoa are microscopic, single-celled animals. Amoebas are protozoa that have clear, shapeless cells, whereas flagellates are protozoa that have one or more long, slender flagella used for locomotion. Mollusks have organs that are covered by a hard outer shell.

Snails and slugs are examples of mollusks that live on land. Many mollusks live in the water, such as clams, oysters, and octopuses.

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SC.3.L.15.1/ SC.3.L.15.22 PLANT CLASSIFICATION Vascular plants have special tissue called xylem and phloem. Xylem and phloem make up the transportation system of vascular plants. The xylem transports water and dissolved minerals while the phloem moves the food made through photosynthesis to all the cells in the plant. This group of plants is categorized into flowering and non-flowering plants.

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. Examples of flowering plants are sunflowers, orchids, and daises, to name a few.

Non-flowering plants like ferns and conifers do not produce seeds in flowers. Ferns are spore-producing plants that are asexual 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.

Nonvascular plants such as mosses and liverworts are simple plants. Nonvascular plants do not produce seeds or flowers and do not have true leaves, stems, or roots. They lack xylem and phloem and, therefore, do not have an internal means for water transportation. They only grow up to two centimeters because they do not have stems for support. Mosses and liverworts are plants that produce spores. Mosses grow on moist brick walls, on sidewalks as thick mats on forest floors, and on shaded trees. Some are adapted to the desert or can survive periodic dry spells, reviving when water becomes available. Unlike mosses, liverworts are mostly found in moist environments.

Classification of Plants and Animals

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ANIMAL CLASSIFICATION

Directions: Include two characteristics for each of the groups of animals listed below.

BIRDS

FISH

ARTHROPODS

ANNELIDS

ECHINODERMS

REPTILES

PROTOZOA

AMPHIBIANS

MOLLUSKS

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NO BACKBONE

BACKBONE

MAMMALS

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KEY VOCABULARY

1. Seed-bearing plants that have exposed seeds 2. Plants that do not produce seeds or flowers such as mosses

A. Vascular Plants

3. Flowering plants like sunflowers, orchids, and daises

B. Non Vascular Plants

4. Seed-bearing plants and ferns

C. Angiosperms

and liverworts

Writing to Tie It

D. Gymnosperms

Explain how flowering and nonflowering plants are classified into major groups.

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PRACTICE QUESTIONS SC.3.L.15.1/ SC.3.L.15.2

1

2

Living things are classified into groups based on similar characteristics. Which of the following best represents how plants are classified?

A

Vertebrates and Invertebrates

B

Vascular and Nonvascular

C

Angiosperms and Gymnosperms

D

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 that 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 that the owl and the green sea turtle are similar.

What are some other similarities between owls and green sea turtles?

A

Both the owl and the green sea turtle are invertebrates, lay eggs, and breathe using gills.

B

Both the owl and the green sea turtle are vertebrates, have live births, and breathe using their lungs.

C

Both the owl and the green sea turtle are vertebrates, lay eggs, and breathe using gills.

D

Both the owl and the green sea turtle are vertebrates, lay eggs, and breathe using their lungs.

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PRACTICE QUESTIONS SC.3.L.15.1/ SC.3.L.15.2

How are the characteristics of a tiger different from those of a crocodile?

3

A

Both animals are vertebrates.

B

Both are carnivores and consumers.

C

The tiger lives on land, and the alligator lives on land and in the water.

D

The tiger is a reptile, and the alligator is a mammal.

Which characteristics do a newt, a bullfrog, and a salamander have in common?

4

5

162

A

All are warm-blooded reptiles.

B

All are cold-blooded amphibians.

C

All are cold-blooded reptiles.

D

All are warm-blooded amphibians.

Which of the following terms is used to classify invertebrates that have a segmented body, a hard exoskeleton, and jointed appendages?

A

echinoderms

B

mollusks

C

arthropods

D

annelids

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LIFE CYCLE OF PLANTS AND ANIMALS There are several similarities between the life cycles of plants and animals. The primary goal of plants and animals is to survive from generation to generation. Just like in the reproduction of animals, plants need the union of the male and the female cells to reproduce. Plants, however, have both male and female parts in the same flower; whereas, most animals have the female and male reproductive organs in separate organisms.

REPRODUCTION IN PLANTS Pollination occurs when pollen is transferred from the stamen (male part) of a flower to the pistil (female part) of the same flower or another flower. The pollen is made in the stamen of the flower. Pollen grains appear as a fine dust-like powder containing the male sperm cells. Petals of the flower are the plant parts that help plants reproduce by attracting pollinators. The main role of the petals is to attract insects through their bright colors and sweet fragrance. Examples of insect pollinators are honeybees, butterflies, wasps, beetles, and moths. Other examples include birds, especially hummingbirds and mammals, like bats.

Other flowers are not colorful and, therefore, rely on the wind and, in some instances, water for pollination. Fertilization occurs when the pollen from the same kind of flower is transferred to the ovary of the pistil and joins with the egg cell. Once a flower is fertilized, it produces seeds. Seeds contain a new plant embryo. An embryo is a tiny complete plant ready to start growing. Seeds may also be dispersed by people that plant them in various locations. Seed Dispersal is the spreading of seeds by wind, animals, or water. Germination is the process whereby the tiny plant inside of a seed puts out a small root. The root will continue to grow and develop into new plant life if the conditions are right. The conditions required for a seed to germinate are the proper temperature and water and light availability.

LIFE CYCLES OF FLOWERING AND NON-FLOWERING PLANTS Flowering plants hold seeds inside, which lie dormant, waiting to be planted in the ground.

Once the seed is planted, the seed germinates, and the tiny roots begin to grow downward while the stems grow upward. Next, the seedling reveals a small stem with a few tiny leaves. The plant begins to grow until it reaches maturity. Once a plant reaches maturity, it will grow flowers. The flowers will attract pollinators. The egg cells will become fertilized, and a new seed will be produced. The process will then begin all over again.

Pine trees, ferns, and mosses are examples of non-flowering cone-bearing plants. These plants differ from flowering plants in that their seeds are made in their cone or spores instead of the flower.

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SC.4.L.16.4 ANIMAL LIFE CYCLES Complete metamorphosis includes four life cycle stages -- an embryo, a larva, a pupa, and adult. The butterfly life cycle is an example of complete metamorphosis. The first stage of the butterfly's life cycle is the egg. When the egg hatches, the larvae or the caterpillar is revealed. The caterpillar eats the leaves where the egg was attached to get its nutrients to grow and develop. Caterpillars shed their outgrown skin several times during the growth process. Once the caterpillar has grown fully, they change into a pupa, also called a chrysalis. The pupal stage in the development of the caterpillar is where major transformations take place. Lastly, when the caterpillar is done with its metamorphosis inside the pupa, an adult butterfly will emerge. Then the female butterfly reproduces and lays her eggs on the leaves of choice. The butterfly life cycle starts all over again.

Another example of complete metamorphosis is the life cycle of the frog. The female lays jelly-coated eggs in the water or a wet place—the eggs hatch in about 10 to 12 days. The embryo forms organs and gills, turning into a tadpole after about 21 days. The tiny tadpole eats, grows and develops until it sprouts two hind legs and the tail begins to shrink. The forelegs appear, and the lungs develop as the tail continues to fade away. When the tail is finally gone, the froglet becomes a frog that can live in and out of the water.

Incomplete metamorphosis is the life cycle of certain insects, such as crickets and grasshoppers. In this type of life cycle, there is no pupal stage between the immature and adult stages. The grasshopper lifecycle begins with eggs being laid. Once the eggs hatch, a nymph is born. The nymph is similar to the adult except that it has no reproductive organs or wings. The skin sheds as the nymph grows and develops. After about four weeks, the adult grasshopper is formed. When new eggs are laid, the process begins again.

Life Cycle of Plants and Animals

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LIFE CYCLE OF FLOWERING PLANTS

COMPLETE METAMORPHOSIS

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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

KEY VOCABULARY A. Complete metamorphosis B. Incomplete metamorphosis C. Pollination D. Germination

Writing to Tie It Compare and contrast the major stages in the life cycles of Florida plants and animals.

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PRACTICE QUESTIONS SC.4.L.16.4

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?

1

A

pupal stage

B

seedling stage

C

adult stage

D

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?

2

3

A

stamen

B

pistil

C

petals

D

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?

A

replication

B

seed dispersal

C

seed germination

D

reproduction

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PRACTICE QUESTIONS SC.4.L.16.4

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?

4

5

168

A

tadpole

B

tadpole with legs

C

froglet

D

eggs

Which term is best used to describe the movement of seeds away from the parent plant by way of wind, insects, animals, and water?

A

fertilization

B

germination

C

seed dispersal

D

pollination

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ADAPTATIONS OF ORGANISMS Environmental resources such as food, water, and shelter are limited and crucial to the survival of organisms. When there are not enough resources to go around, organisms must compete for available resources. Animals that best adapt to the environment can better obtain food, build homes, and reproduce offspring. The process of adaptation does not occur immediately but takes many generations. Particular inherited traits such as color, body structure, and keen senses give some species an advantage over their competitors. If an organism fails to properly adapt to the changing environment, it will have to find a more suitable habitat, or it will not survive.

Structural 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.

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, camouflaging, migration, and hibernation, are all forms of behavioral adaptations.

Mimicry is a behavioral adaptation of animals to use colors and markings to look like another animal to 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. Another example is the seeds of the gold-ofpleasure plant (a weed) resembling flax seeds which are used in food preparation.

Camouflage is the ability of an organism to remain unnoticed by blending in with its environment. Examples are the grasshopper’s green body color, a zebra’s striped coloring, and a jaguar’s spotted fur, which are all effective camouflaging methods for protection.

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 daylight and is often undertaken for the purpose of breeding.

Mammals, insects, fish, and birds all migrate. For example, geese fly to warmer

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SC.5.L.17.1 climates during the winter, and whales swim to colder climates 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 rate of breathing slows down. Examples of animals that hibernate are black bears that stay dormant for up to seven months and chipmunks that store nuts, seeds, and berries in their burrow for the winter stay.

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 lifecycle. 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.

Adaptations of Organisms

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Structural Adaptations Example # 1

Example # 2

Example # 3

Behavioral Adaptations Mimicry

Camouflage

Migration

Hibernation

Example # 1

Example # 1

Example # 1

Example # 1

Example # 2

Example # 2

Example # 2

Example # 2

Example # 3

Example # 3

Example # 3

Example # 3

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1.

Behavioral adaptations of animals that use colors and markings to look like another animal to keep predators away

2.

The seasonal movement of a population of animals from one area to another

KEY VOCABULARY A. Mimicry B. Hibernation

3.

A time when animals use a survival mechanism that allows them to go into a very deep sleep

4.

The ability of an organism to remain unnoticed by blending in with its environment

C. Migration D. Camouflage

Writing to Tie It Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments.

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PRACTICE QUESTIONS SC.5.L.17.1

1

2

The cactus plant and the camel can both live in the desert. Water is very limited in the desert, yet both animals can survive long without it. What is one way that the cactus plant and the camel are similar?

A

They do not need water at all.

B

They go outside of the desert for water each day.

C

They receive water from the constant rainfall in the desert.

D

They have ways to store water for long periods of time.

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?

A

The ability of the electric eel to produce an electric shock helps it camouflage itself so that it may stay hidden from predators.

B

The ability of the electric eel to produce an electric shock helps it to live on land.

C

The ability of the electric eel to produce an electric shock helps it attract resources to produce food and shelter.

D

The ability of the electric eel to produce an electric shock helps it fight off predators and fight for available resources.

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PRACTICE QUESTIONS SC.5.L.17.1

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?

3

4

5

A

The fur helps to keep it warm.

B

The fur helps it to be noticed.

C

The fur helps it blend in with its environment.

D

The fur serves as protection for the internal organs.

Which of the following is not an adaptation of one of the organisms below?

Bear

Lizard

Owl

A

The bear can hibernate during the winter months.

B

The lizard can change colors to blend in with its surroundings.

C

The owl can swim in deep ocean waters in search of food.

D

The owl can turn its neck 360 degrees to watch for potential predators.

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 A capture and carry prey with their feet.

174

B

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.

C

WOODPECKERS have two toes pointing forwards and two backward; for climbing up, down, and sideways on tree trunks.

D

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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 wouldn't see a cactus plant living in the Arctic. Nor would you see an abundance of really tall trees living in grasslands. Particular plants and animals have to live in environments that have certain physical conditions. Particular conditions in an environment that are relative to the survival of animals are the air temperature, water, soil, weather, and landforms.

Plants and marine life that survive in the ocean habitat must have adaptations that allow them 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 top of the water or move with the water currents. One example is phytoplankton, a very tiny free-floating plant living at the surface of the water. Examples of animals that are adapted to live in the ocean are fish and other marine life that can take in oxygen from the water, either through their gills or their skin.

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 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.

Organisms that live in the grassland habitat must be able to survive in hot summers and cold winters with fertile soil, moderate sunlight, and an abundance of trees. 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 many adaptations that allow 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 their water from the leafy foods they eat.

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SC.5.L.1.7.1 Plants and animals that live in the rainforest habitat must have adaptations for surviving in an environment that is hot, wet, and lacks sunlight. Small plants, shrubs, and grasses have a very difficult 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 on the sun for energy to make its own food. This plant has leaves that snap shut, trapping its prey inside. Animals living in this environment also need to have a strong set of adaptations to survive these conditions.

Parrots and toucans are examples of animals that have developed big strong beaks to crack open the tough shells of nuts for food.

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 either fur or feathers. These animals have the ability to 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 upon their ability to adapt.

Adapting to the Environment

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Description of an Ocean Habitat

Plant Example:

Plant Example:

Animal Example:

Plant Example:

Animal Example:

Plant Example:

Animal Example:

Plant Example:

Animal Example:

Description of a Desert Habitat

Plant Example:

Description of a Grassland Habitat

Plant Example:

Description of a Rainforest Habitat

Plant Example:

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1. A habitat with poor soil, intense sunlight, and very little rainfall

KEY VOCABULARY A. Ocean

2. Environment that is hot, wet, and lacks sunlight 3. A habitat of very cold water with a silt bottom of sediments, and a minimal amount of sunlight

4. Habitat with extremely low temperatures, little precipitation,

B. Rainforest C. Desert D. Tundra

poor soil, and short growing seasons

Writing to Tie It Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments.

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PRACTICE QUESTIONS SC.5.L.1.7.1

1

2

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?

A

the ability to store water

B

the instinct to sleep during the day

C

the ability to use gills to take in oxygen

D

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?

A

Plants on the ocean floor do not need sunlight to make food because they eat small fish.

B

Some plants float to the top of the water to get sunlight for photosynthesis.

C

Seaweed and other marine plants get energy from the food chain.

D

Plants do not exist in ocean water.

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PRACTICE QUESTIONS SC.5.L.1.7.1

3

4

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?

A

The colorful bill is used to attract prey and build a nest high in trees.

B

The bill is used to fight off predators and as camouflage to hide from prey.

C

The bill is used to collect food from the ocean floor and sift out the sand.

D

The bill is used as a feeding tool used to 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?

180

A

the Desert Biome

B

the Tundra Biome

C

the Rainforest Biome

D

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ENVIRONMENTAL CHANGES VS. POPULATION SIZE Population size is dependent upon the availability of resources 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 behavioral 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 the 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 very little, if any, 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 the trees.

Human actions have a great impact on the amount and quality of wildlife in particular habitats. Wildlife habitats can be destroyed or decreased due to agricultural practices, pollution, hunting, or changes made to any part of the natural habitat. Changes to a habitat may result in the extinction of a population. An extinct species no longer exists. Animals may become extinct due to climatic changes in a particular region, the plants or

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SC.5.L.15.1 animals on which the species relied on could have died out, or one animal might have been destroyed by another that was stronger or faster.

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 the alteration or elimination of the entire wildlife population within a habitat.

Currently, there are a number of conservation organizations that work to protect endangered species and their habitats. By conserving our natural resources, we promote species survival. Reusing resources from the habitat, reducing the use of herbicides and pesticides, and planting trees and shrubs, can improve wildlife 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.

Environmental Changes vs. Population Size

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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 are removed from a forest ecosystem.

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1. A characteristic of an organism that increases its chances of survival in its environment

KEY VOCABULARY A. Deforestation

2. Organisms best adapted to the environment remain alive.

3. A species that no longer exists

B. Conservation

4. The preservation and protection of natural resources

D. Adaptation

5. The removal of all or most of the trees in a forested area

E. Extinct

C. Survival

Writing to Tie It 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.

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PRACTICE QUESTIONS SC.5.L.15.1

A mother duck gives birth to nine new ducklings. The mother duck introduces her baby ducklings to the pond after their birth. The pond is filled with ducks. What must the ducklings learn to do to survive in their new surroundings?

1

A

depend on the other ducks to take care of them

B

swim slower than the other ducklings in the habitat

C

camouflage themselves in the new environment

D

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?

2

3

A

The foxes’ bat-like ears radiate body heat and help keep it cool on summer days.

B

The foxes’ thick fur gives it the ability to maintain its core temperature during cold nights.

C

The foxes’ claws allow them to capture and bury their food very quickly, giving them an advantage over the competition.

D

The foxes’ speed allows them to run faster than any of the other animals in their habitat.

Which organism is least likely to live in the habitat shown in the diagram below?

A

camel

B

scorpion

C

rabbit

D

rattle snake

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PRACTICE QUESTIONS SC.5.L.15.1

4

5

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?

A

inherit a large beak from its parents

B

eat different things than its parents

C

live in a different habitat than its parents

D

learn to crack the nut without using its beak

Beavers are nocturnal and, therefore, eat mainly during the night. Beavers normally eat the bark of trees, leaves, twigs, lily roots, and the buds of deciduous trees.

How do the claws of the beaver help it to compete for its food?

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A

The beaver’s claws help it to dig holes to search for animals hiding underground.

B

The beaver’s claws help it to hide its face when predators are near.

C

The beaver’s claws help it to feel for food in the darkness of the night.

D

The beaver’s claws help it to climb high into trees to obtain its food.

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THE FLOW OF ENERGY IN A FOOD CHAIN A food chain shows how each living thing gets food and how nutrients and energy is passed from one organism to another. Food chains begin with plants and end with animals. A simple food chain links producers such as trees, grasses, and shrubs to primary consumers like deer, buffalo, and zebras (that eat trees, grasses, and shrubs) and secondary consumers such as lions (that eat deer, buffalo, and zebras). Each link in the chain is energy in the form of food for the next link.

Every living thing needs the energy from food to survive. Plants produce their own food through a process called photosynthesis. Animals cannot make their own food and must rely on getting their energy from the foods they eat. Some animals eat only animals, others eat only plants, and many eat both plants and animals. The organisms within the food chain can be classified by the way it receives its energy as a producer, consumer, or decomposer.

All food chains begin with a producer. Producers are organisms that make their own food, such as plants, some bacteria, and some single-celled organisms that live in water. There are more producers than any other living thing on Earth. Producers make their own food by capturing the energy in sunlight. This energy is then stored within their bodies.

Consumers get their energy by eating other organisms. Consumers are animals that cannot make their own food; they must rely on producers (plant-life) or other consumers for their nutrients. Consumers are categorized into three different levels.

Herbivores are animals that eat only plants and are classified as first-level consumers.

They are the plant-eaters in the food chain. These animals can range in size from tiny insects to gorillas. Deer, giraffes, buffalos, and zebras are examples of herbivores, meaning they only eat plants (producers). Other examples of herbivores are squirrels that eat only nuts and fruit, and birds eat seeds and nuts.

Carnivores are second-level consumers that eat herbivores (animals that eat only plants). The word carnivore means "meat-eater." Carnivores are animals such as spiders and lions. These secondary consumers eat the primary consumers. Eagles,

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SC.4.L.1.7.3 foxes and wolves are examples of carnivores. Another example of a carnivore is the great white shark that eats sea otters, fish, dolphins, and even humans.

Omnivores eat both plants and animals and can be classified as first-level, secondlevel, or third-level consumers. Humans are examples of omnivores eating meat, plants, and just about anything. Omnivores can either be secondary or tertiary consumers. Other examples of omnivores are skunks, raccoons, and pigs. Black bears are omnivores that eat blueberries, bugs, acorns, and many kinds of nuts.

Decomposers are important because they are consumers that break down dead plants, dead animals, and waste into simple substances that are returned to the Earth. Producers reuse this energy again as they grow. Decomposers are organisms like fungi, mushrooms, and bacteria. 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.

The Flow of Energy in a Food Chain

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How it gets its energy

Producer

Examples of Animals

How it gets its energy

Consumer Type of Consumer# 1

Type of Consumer# 2

Type of Consumer# 3

Examples of Animals

Examples of Animals

Examples of Animals

How it gets its energy

Decomposer

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Examples of Animals

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1. The transfer of energy from the Sun to producers and a chain of consumers

KEY VOCABULARY A. Food Chain

2. An animal that obtains nutrients only from plants

B. Omnivores

3. An organism that obtains nutrients from both plants and animals

C. Carnivores

4. An animal that obtains nutrients from eating other animals

D. Herbivores

Writing to Tie It Explain how energy flows from the Sun as it is transferred along the food chain through the producers to the consumers.

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PRACTICE QUESTIONS SC.4.L.1.7.3

1

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

Squirrel

Nuts

2

A

the Sun

B

the nuts

C

the bobcat

D

the squirrel

Bobcat

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?

Hawk

Sun Bird

Trees

Rabbit

Frog Worms A

Sun  hawk  grass  bird

B

Sun  grass  worm  bird

C

Sun  worm  grass  bird

D

Sun  grass  hawk  worm

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Snake

Grass

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PRACTICE QUESTIONS SC.4.L.1.7.3

3

4

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

A

green grass

B

dead plants and dead animals

C

active rabbits

D

flying hawks

How does the reduction of the rabbit population affect the energy flow in the food pyramid below?

A B

The amount of grass will increase.

The snake population will increase.

C

The owl population will increase.

D

The amount of grass will decrease.

Owl Snakes Rabbits Grass

5

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?

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A

producer

B

herbivore

C

carnivore

D

omnivore

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NATURE OF SCIENCE VOCABULARY Application Analyze Bar Graph Chart Conclusion Control group Controlled variable Dependent variable Data Experiment Fact Field Studies Hypothesis Independent variable Inference Investigation Interpretation Journal Line Graph Materials list Measurement Metric System Models Observation Opinion Prediction Procedure Problem Reference materials Reliable Replicable Research Results Scientific Method Simulation Survey Technology Testable Trials Valid Educational Bootcamp ©

how the experiment relates to the real world to evaluate in detail in order to support valid decision making data organized on a grid in the form of bars a graphic representation of measurements taken of the dependent variable the outcome of the experiment based on the data collected the group in the investigation that that remains unchanged things that are held constant during an experiment the factor that is being measured in the experiment set of collected and recorded measurements or observations an investigation carried out under controlled conditions a truth about a subject matter that can be supported by evidence method of investigation for studying plants and animals in their habitat a predicted outcome to an experiment based on the research collected the part of the experiment that is changed on purpose to test its effects an explanation based on evidence that is not directly observed a scientific study of the natural world using the scientific method an explanation of the data collected in an experiment or observation a detailed record of data collections including the date and time data organized on a grid in the form of lines a detailed list of the supplies and equipment used in an investigation the process of determining the size, length, or quantity of something National System of Measurement (i.e., meter, liter, gram, etc.) a representation of some object or event in the real world information gathered through the senses about the natural world a personal belief or judgment that is not based on proof or certainty guessing the outcome of an experiment before testing begins a detailed description listing all of the steps in an experiment the question being investigated in an experiment sources of information about the problem being investigated a term used to describe the certainty of data or results of an experiment the ability of a scientific investigation to be reproduced by another a search for general knowledge about a specific topic a statement that interprets the data routine used to guide a science investigation from beginning to end an imitation of the functioning of a system or process questioning a large group of random people about their attitudes or beliefs the use of scientific knowledge and processes to solve practical problems a question that can be answered through experimenting a repeat of an experiment with a new collection of data or observations having adequate data or observations to support the conclusion Copying is strictly prohibited by law |

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EARTH & SPACE SCIENCE VOCABULARY Asteroid Axis Cleavage Climate Condensation Comet Erosion Evaporation Fossil Fuels Galaxy Gravity Hemisphere Humidity Igneous rock Inner Planets Light Years Luster Metamorphic rock Mineral Moon Outer Planets Polar zone Precipitation Revolution Rotation Seasons Sedimentary rock Soil Solar system Star Streak Sun Temperate zone Tropical zone Waning Water cycle Water vapor Waxing Weather Weathering 194

an object much smaller than a planet that orbits the Sun an imaginary line about which a body rotates a property used to describe the surfaces of minerals as they break apart the pattern of weather that occurs in a certain location over many years the process by which water is changed from a gas to a liquid object made of rock, ice, dust, and gas that revolves around the Sun the process of moving weathered rock from one place to another the process by which water is changed from a liquid to a gas nonrenewable resources like coal, oil, and natural gas a large system of stars, gas, and dust held together by gravity the force of attraction that pulls bodies towards the center of the Earth one half of Earth a measure of the amount of water vapor in the air rock formed from the cooling of magma or lava the small, rocky planets having a few moons a unit of measure used to describe the distance in space a property describing a mineral’s appearance when it reflects light rock formed from extreme heat and pressure a solid material with its own properties, formed in or on the Earth’s crust a natural object that orbits a planet the large, gaseous planets with multiple moon and ring systems a climate zone with very little precipitation and extremely cold temperatures a form of water that falls to the Earth as rain, snow, sleet, or hail the motion of one object around another object the spinning of an object on its axis a division of the year into four periods marked by changes in the weather a type of rock formed from layers of sediment the top layer of Earth’s surface made of weathered rock and organic matter the Sun, planets, and objects that orbit the Sun a mass of hot gases that produces its own light energy the color of the powder of a mineral when it is rubbed on a streak plate a medium-sized star at the center of our solar system a climate zone characterized by moderate temperatures a climate zone near the equator characterized by warm temperatures when the amount of sunlight reflected on the moon’s surface decreases phase change of water as it moves through the environment the gas state of water when the amount of sunlight reflected on the moon’s surface increases the condition of the atmosphere at a given time and place the breaking down of rocks and minerals by wind, rain, snow, etc.

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PHYSICAL SCIENCE VOCABULARY Absorb Attraction Balance Balanced forces Chemical change Conduct Compass Dissolve Filtration Force Friction Gas Graduated cylinder Grams Insulator Invertebrate Liquid Magnetism Matter Mass Mechanical energy Metric system Milliliter Mixture Physical change Pitch Reflect Repel Sedimentation Sieving Solid Solution Speed State of Matter Temperature Texture Unbalanced forces Volume Water displacement Weight Educational Bootcamp ©

to take in and store energy without reflecting it the magnetic force that pulls objects toward each other the instrument used to measure mass forces that are equal in size yet, opposite in direction a change that alters the composition of a substance altogether to transmit heat or electricity through a medium an instrument used to measure direction two or more substances that are mixed together to form a solution separating liquids from solids by passing the liquid through a filter a push or a pull that one object exerts on another object a force involving direct contact that slows down motion state of matter that does not have definite volume or definite shape an instrument used to measure volume the unit of measure for mass a material used to reduce the transfer of electricity, heat, or sound an animal without a backbone state of matter that has definite volume, but no definite shape force of attraction for iron and certain other metals anything that takes up space and has mass the amount of matter in an object the energy of motion or position National System of Measurement like meters, Liters, and grams the unit of measure for volume combining two or more substances a change that affects the size, color, or shape of a substance the relative frequency (high or low) of a sound as perceived by a listener to bounce light, sound, or heat off of a surface to force away or apart from when particles in a suspension settle at the bottom of a fluid separating fine particles from larger ones by sifting them through small holes state of matter that has definite shape and definite volume a mixture in which one or more substances are dissolved in another the distance traveled in a given amount of time form of matter including a solid, liquid, or a gas the measure of heat energy in a substance a physical property of a solid used to describe its surface forces that are unequal in size and may or may not be opposite in direction the amount of space an object takes up a measure of the volume of an irregularly shaped object the measure of the force of gravity on an object Copying is strictly prohibited by law |

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LIFE SCIENCE VOCABULARY Adaptation Behavior Carnivore Characteristic Classify Community Complete metamorphosis Consumer Ecosystem Endangered species Endoskeleton Environment Exoskeleton Extinct species Fertilization Food chain Germination Herbivore Incomplete metamorphosis Inherited trait Larva Life cycle Nutrient Nymph Omnivore Organism Ovary Pistil Population Predator Prey Producer Pupa Pollen Pollinate Reproduction Species Spore Stamen Vertebrate 196

traits that help an organism survive a plant or animal reaction that occurs in response to stimuli meat-eating animal a quality or trait of an object or organism to group by category based on similarities populations of different organisms living together in the same area life cycle of insects that includes a larval stage an organism that feeds on other plants or animals for food living and nonliving things that interact in an environment a population of organisms with the risk of becoming extinct an internal support structure of an animal conditions in which an organism lives a hard outer structure, such as the shell of an insect or crustacean a species that no longer exists the process by which the female and male reproductive cells unite the transfer of energy from the Sun through producers and consumers the process by which a plant goes from a seed or a spore plant-eating animal type of insect development that involves only three stages characteristics that are passed from parents to their offspring the eating and growing stage in the life cycle of an organism the stages of an organism’s growth and development a substance that an organism needs to survive and grow an insect undergoing incomplete metamorphosis animals that eat both meat and plants a living thing made up of organ systems the female reproductive organ that produces and contains egg cells the female reproductive structure of a flowering plant type of species living in a specific area animals that hunt and consume other animals organism that is hunted for food by another organism an organism that makes its own food a stage in the life cycle of an insect that occurs between larva and adult the fine dust-like powder that contains the male reproductive cells transfer of pollen from the male to the female reproductive structure the process of making more organisms of the same kind a group of the same kind of organisms a seed-like structure that produces a new plant like a fern or a moss the male reproductive structure of a flowering plant animals that have a backbone

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