Contents

Life Science
Chapter 1 Adaptations in Land Environments . . . . . . . . . . . . . . . . . . . . . . 1
Chapter 2 Adaptations in Water Environments . . . . . . . . . . . . . . . . . . . . 29
Chapter 3 Environments Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Earth Science
Chapter 4 Our Earth, Sun, and Moon . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Chapter 5 Our Solar System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Physical Science
Chapter 6 Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Chapter 7 Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Chapter 8 Light . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Cover: (bkgd) Natural Selection Stock Photography; (inset) Pete Oxford/Steve Bloom Images/Alamy.
A
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not limited to, network storage or transmission, or broadcast for distance learning.
Printed in the United States of America
1 2 3 4 5 6 7 8 9 024 09 08 07 06
Contents
LIFE SCIENCE
CHAPTER 1
Adaptations in Land Environments
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Chapter Literature: Poem (Giant Sequoias) . . . . . . . . . . . . . . . . . . . . . . . 2
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Reading in Science (Meet a Scientist Magazine) . . . . . . . . . 15
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Lesson 5 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Writing in Science (Describe Where You Live) . . . . . . . . . . 25
Chapter 1 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
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CHAPTER 2
Adaptations in Water Environments
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Chapter Literature: Dragons of the Sea . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
STS Magazine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Chapter 2 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
CHAPTER 3
Environments Change
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Chapter Literature: Can We Save the Peregrine Falcon? . . . . . . . . . . . . .50
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
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Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
History of Science Magazine . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Writing Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Chapter 3 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
EARTH SCIENCE
CHAPTER 4
Our Earth, Sun and Moon
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Chapter Literature: Poem (Sun and Moon) . . . . . . . . . . . . . . . . . . . . . . . 70
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
History of Science Magazine . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Chapter 4 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
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CHAPTER 5
Our Solar System
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Chapter Literature: Personal Narrative
(from To Space and Back, Sally Ride) . . . . . . . . . . . .90
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
STS Magazine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Chapter 5 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
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PHYSICAL SCIENCE
CHAPTER 6
Matter
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Chapter Literature: Poem (Freezing Rain) . . . . . . . . . . . . . . . . . . . . . . . 110
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .113
Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .115
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .117
Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Meet a Scientist Magazine . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .121
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Chapter 6 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
CHAPTER 7
Energy
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Chapter Literature: Magazine Article (Wind Power) . . . . . . . . . . . . . . 130
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .131
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
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Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
History of Science Magazine . . . . . . . . . . . . . . . . . . . . . . . . . 139
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Chapter 7 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
CHAPTER 8
Light
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Chapter Literature: Poem (Crystal Vision) . . . . . . . . . . . . . . . . . . . . . . . 150
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .151
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
STS Magazine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Chapter 8 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
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Concept Map
Adaptations in Land Environments
The chart below divides land environments into biomes, biomes
into the plants and animals that live in each, and the adaptations
they have to survive in each biome. Try to fill in the blanks with
more plants and animals and more of their adaptations.
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Desert
Grassland
Forest
Arctic Tundra
Plant
mesquite tree
Plant
Animal
Plant
Plant
Animal
Animal
coyote
Animal
Poison Arrow frog
-thorns
-long roots
-small leaves
-bright color
- grow low to the
ground
-grow in tight clumps
CHAPTER LEVEL

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Chapter 1 Adaptations in Land Environments
Reading and Writing in Science
Giant Sequoias
Read the Literature feature in your textbook.
Write About It
Response to Literature This poem tells us that
sequoia trees can survive forest fires. What else
have you learned about them from this poem?
What conclusions can you make about their
age and size? Write a paragraph about sequoia
trees. Support your conclusions with what you
already know about trees and details from
the poem.
Literature
CHAPTER LEVEL

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Chapter 1 Adaptations in Land Environments
Reading and Writing in Science
Outline
Living Things and Their Needs
Use your textbook to help you fill in the blanks.
Where do living things live?
1. Living things live in an

where they
can meet their needs.
2. Plants and animals are

.
3. Water, air, and sunlight are

.
Biomes
4. Scientists group similar environments into

.
5. The

of a biome affects which living
things can survive there.
How do plants get what they need?
6. All plants need water, sunlight,

,
and carbon dioxide.
7.

carry food and water throughout
a plant.
8. The leaves of a plant use energy from the Sun to change

and water into food.
9. A plants roots take in

and nutrients
from soil.

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Chapter 1 Adaptations in Land Environments Use with Lesson 1
Reading and Writing in Science Living Things and Their Needs
Outline
How do animals get what they need?
10. Animals need water, energy from food, and

.
11. Animals cannot make their own

.
12. Legs, wings, and other body parts are examples of

.
13. Birds build nests as

for their young.
14. A porcupines sharp quills keep it

from other animals.
What helps living things survive in their environment?
15.

help living things survive in
their environments.
Summarize the Main Idea
16. What two things do both plants and animals need to survive?

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Chapter 1 Adaptations in Land Environments Use with Lesson 1
Reading and Writing in Science Living Things and Their Needs
Vocabulary
Living Things and Their Needs
a. adaptation d. environment g. shelter
b. biome e. humus h. stem
c. climate f. oxygen i. structure
Match the correct letter with the description.
1. A substance made up of broken-down
plant and animal material.
2. An area of land or water that has certain
kinds of living and nonliving things.
3. Everything that surrounds a living thing.
4. A specific part of a living thing.
5. A structure that helps living things survive
in their environment.
6. The typical weather conditions for a place
over time.
7. A substance that animals must breathe to
stay alive.
8. A plant part that carries food and water
throughout a plant.
9. A place in which animals can stay safe.

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Chapter 1 Adaptations in Land Environments Use with Lesson 1
Reading and Writing in Science Living Things and Their Needs
Cloze Test
Living Things and Their Needs
nonliving climate fish shelters
biome roots quills structures
Fill in the blanks.
Where living things can meet their needs is their environment. You
can also find water, air, and sunlight, which are
things. An area of land or water, called a is
made up of certain kinds of living and nonliving things. These areas
have a , or typical weather conditions over
time. Living things have special parts, or , so
they can survive in their environment. Plants have leaves that take in
carbon dioxide and that take in water from
soil. Some animals, such as , have gills to help
them breathe. Animals have parts to keep them safe. A porcupine has
sharp . Animals also build
to keep them safe.

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Chapter 1 Adaptations in Land Environments Use with Lesson 1
Reading and Writing in Science Living Things and Their Needs
Outline
Life in the Desert
Use your textbook to help you fill in the blanks.
What is a desert?
1. A desert is a biome that has a

climate.
2. It is hot during the

and cold
at

in a desert.
3. Desert soil is mostly made up of

.
4. The sandy soil has very little

to
soak up rainwater.
What adaptations help desert plants?
5. Plants that grow in deserts have

that help them survive with little water.
6. Mesquite trees have long roots that grow

to find water.
7. The saguaro cactus has thick

to
help store water.
8. Spines on a prickly pear cactus

it
from thirsty animals.

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Chapter 1 Adaptations in Land Environments Use with Lesson 2
Reading and Writing in Science Life in the Desert
Outline
What adaptations help animals?
9. Rattlesnakes are

; they sleep
during the day.
10. The jackrabbit has long ears to help it stay
in the desert.
11. Some animals have

to help them
blend in with their environment.
Summarize the Main Idea
12. What adaptations help plants and animals survive
in the desert?

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Chapter 1 Adaptations in Land Environments Use with Lesson 2
Reading and Writing in Science Life in the Desert
Vocabulary
Life in the Desert
Read each clue. Write the answer in the blanks and fill in the
crossword puzzle.
Across
4. Many desert animals
during the
day to avoid the heat.
5. The soil in the desert is
mostly

.
6. A desert animal with
large ears that help it lose
excess body heat is the

.
Down
1. Because of their adaptations,
desert plants can survive with
little .
2. A special feature that
helps an organism survive
in a particular place is an
.
3. A is a hot,
dry biome with very little rain.

adaptation
desert
jackrabbit
sand
water
sleep

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Chapter 1 Adaptations in Land Environments Use with Lesson 2
Reading and Writing in Science Life in the Desert
Cloze Test
Life in the Desert
rain temperature deep roots nocturnal
Sun humus adaptations water
Fill in the blanks.
A desert is a biome that has a dry climate. Less than
25 centimeters of falls each year in the
desert. During the day it is hot and the
warms land and air. At night the drops
and it is much cooler. Desert soil is mostly sand. There is very little
in desert soil. Rainwater trickles down
through sand and goes very .
In order for plants to survive in the desert, they must have
. So that they can reach the water that is
deep underground, some plants have long .
Many desert plants also have thick stems and waxy leaves in order to
store .
Animals have adapted to deserts, too. Some animals are
and sleep during the day.

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Chapter 1 Adaptations in Land Environments Use with Lesson 2
Reading and Writing in Science Life in the Desert
Outline
Life in the Grassland
Use your textbook to help you fill in the blanks.
What is a grassland?
1. A biome that is covered with grass is a
.
2. Some

eat grass as food.
3. Grass can provide

from the cold
and wind.
4. Grasslands that are cold in the winter and warm in the summer
are

grasslands.
5. Grasslands that are warm all year are
grasslands.
6. The Serengeti Plain in Africa is a

.
What adaptations help grassland plants survive?
7. All grasses in grasslands grow well in
conditions.
8. The grasses have deep roots that work like a
.
9. If a grassland fire burns the grass above the soil, the
survive.
10. The baobab loses its leaves during the
season.

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Name Date
Chapter 1 Adaptations in Land Environments Use with Lesson 3
Reading and Writing in Science Life in the Grassland
Outline
What adaptations help animals survive in grasslands?
11. Grassland animals have

that
help them survive.
12. Some animals have special teeth for eating
.
13. Zebras eat the

of grasses, and
antelopes eat the

closest to
the ground.
14. Some animals dig

in the ground
to hide from enemies.
Summarize the Main Idea
15. How have the teeth of some animals adapted so they have
something to eat in the grassland?

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Chapter 1 Adaptations in Land Environments Use with Lesson 3
Reading and Writing in Science Life in the Grassland
Vocabulary
Life in the Grassland
burrows North America Serengeti Plain tropical
herds savanna temperate
Fill in the blanks.
1. The prairies of North America are

grasslands.
2. The

is a tropical grassland.
3. In a tropical

, grasses may grow up
to six feet tall.
4. Prairie dogs dig

in the ground to
hide from enemies.
5. Gazelles and zebras travel in large

.
Answer each question.
6. Why do fires form regularly in grasslands?
7. How do grasses survive after being eaten by plants?

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Chapter 1 Adaptations in Land Environments Use with Lesson 3
Reading and Writing in Science Life in the Grassland
Cloze Test
Life in the Grassland
biomes teeth sponges roots soil
climate tops seasons flat survive
Fill in the blanks.
Grasslands are that are covered with
grass. There are different kinds of grasslands. Temperate grasslands
have four . Tropical grasslands have a
that is warm all year round.
Because grasslands are dry, the roots of many grasses work
like , soaking up water. They also store
nutrients in their roots. When a fire burns the grasses above the
ground, the roots below . The dead grass
on top becomes part of the and a stalk
grows from the .
Many animals eat grasses. Zebras have special
that are . This allows
them to bite off the of grasses.

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Chapter 1 Adaptations in Land Environments Use with Lesson 3
Reading and Writing in Science Life in the Grassland
Reading
Tinamous
Ana studies the birds of the Pampas. Some of the birds she
studies are called tinamous. Their brown and gray feathers help them
blend in with the tall grass and other shrubs and bushes. This
camouflage helps them hide from predators like foxes and hawks
that eat the birds or their eggs.
Compare and Contrast
Look for similarities and differences
Use your own experiences to apply to the situation
How does Ana find tinamous if they are so well hidden? She
listens for their songs. Each species of tinamou has a different song.
Sometimes she has to sing or play a recording of their song to get
the birds to answer back. It takes time, patience, and a little luck.
The tinamous are hard to see, but their shiny green, turquoise,
and purple eggs really stand out. Ana wants to know why the eggs
are so colorful.
How do you think colorful eggs help the tinamous?

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Chapter 1 Adaptations in Land Environments Use with Lesson 3
Reading and Writing in Science Life in the Grassland
Reading
Write About It
Compare and Contrast Ana Luz Porzecanski
studies tinamous and their eggs. Work with a
partner to compare and contrast the tinamou
with its eggs. Then compare and contrast the
tinamou with another animal you have read
about in this chapter. List ways the animals are
alike and different in a Venn diagram. Then
use your diagram to write a compare and
contrast essay.

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Chapter 1 Adaptations in Land Environments Use with Lesson 3
Reading and Writing in Science Life in the Grassland
Outline
Life in the Forest
Use your textbook to help you fill in the blanks.
What is a forest?
1. A forest is a biome with many .
2. A tropical rain forest is found near the
.
3. The climate of a tropical rain forest is
and .
4. The soil in a tropical rain forest is not very rich in plant
.
5. A temperate forest has four .
6. The soil in a temperate forest is rich in

.
What adaptations help forest plants survive?
7. Plants are adapted to grow toward .
8. Many tall trees in a tropical rain forest have
roots.
9. Tall trees are supported by .
10. Smaller plants that grow under tall trees have
that allow them to lose extra water.
11. Plants on the forest floor have very large leaves to soak in
.

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Chapter 1 Adaptations in Land Environments Use with Lesson 4
Reading and Writing in Science Life in the Forest
Outline
How do animals survive in a tropical rain forest?
12. The bright colors of a poison arrow frog tell its enemies that it
is

.
13. When a living thing imitates another living thing it is called
.
How do animals survive in a temperate forest?
14. Some animals eat extra food in the fall so they can store
for the winter.
15. Some animals or go into a deep
sleep that lasts all winter.
Summarize the Main Idea
16. How have some animals adapted so they can survive in
the forest?

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Chapter 1 Adaptations in Land Environments Use with Lesson 4
Reading and Writing in Science Life in the Forest
Vocabulary
Life in the Forest
a. buttresses d. deciduous g. large leaves
b. camouflage e. drip tips h. mimicry
c. conifer f. hibernate
Match the description with the correct letter for the adaptation.
1. This allows an animal to blend in with
its environment.
2. These help a plant to soak up more sunlight.
3. This type of tree has tough needles that help
it to conserve water during the winter.
4. These support a tall tree with shallow roots.
5. This is when a mantis is able to look like an
orchid flower.
6. This is what squirrels do when they sleep all
winter to store energy.
7. This type of tree loses its leaves in the fall so
it can conserve energy in the winter.
8. These help leaves to lose extra rainwater.

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Chapter 1 Adaptations in Land Environments Use with Lesson 4
Reading and Writing in Science Life in the Forest
Cloze Test
Life in the Forest
equator year adapted hot seasons leaves
Fill in the blanks.
A biome that has many trees is a forest. Tropical rain forests are
found near the . The temperature in a
tropical rain forest is usually all year. It also
gets about 200 to 460 centimeters of rain each
. Temperate forests have four
and rainfall and temperature change from
season to season.
In the tropical rain forest, there are many tall trees that block a lot
of the sunlight down below. Plants on the forest floor have
in order to get as much sunlight as they can.
Many of these plants have large to get
more sunlight.

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Chapter 1 Adaptations in Land Environments Use with Lesson 4
Reading and Writing in Science Life in the Forest
Outline
Life in the Arctic Tundra
Use your textbook to help you fill in the blanks.
What is an Arctic tundra?
1. The arctic tundra is a biome.
2. The arctic tundra is located above the

.
3. In the middle of the Sun never rises.
4. During the Sun never sets.
5. A layer of frozen soil called prevents
melted snow from soaking into the ground.
What adaptations help arctic plants?
6. All plants living in the Arctic tundra have
or roots.
7. Having these types of roots allow plants to survive in soil that is
mostly

.
8. Most Arctic plants grow the ground.
9. Many plants grow in tight clumps to
them from the cold and wind.
10. Plants that have dark colors can absorb
more easily.

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Chapter 1 Adaptations in Land Environments Use with Lesson 5
Reading and Writing in Science Life in the Arctic Tundra
Outline
What adaptations help Arctic animals?
11. Polar bears and musk oxen have a layer of
or fat.
12. Arctic animals usually have bodies
and fur than their relatives in
other biomes.
13. Many Arctic animals have wide feet that keep them from
.
14. Long, sharp keep Arctic animals
from slipping and sliding on ice.
15. Canada geese and caribou when
seasons change.
16. Arctic animals that eat plants where
they can find food more easily.
17. The fur of the Arctic fox changes color from
so it can blend in with its environment
year round.
Summarize the Main Idea
18. Explain how Arctic plants and animals have adaptations to help
them survive in the arctic tundra.

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Chapter 1 Adaptations in Land Environments Use with Lesson 5
Reading and Writing in Science Life in the Arctic Tundra
Vocabulary
Life in the Arctic Tundra
Arctic tundra hibernate soggy
migrate temperatures permafrost
Fill in the blanks.
1. The cold biome of the far north is called the
.
2. Animals that move south to warmer environments in winter
.
3. When animals go into a very deep sleep in the winter that
helps them conserve energy, they

.
4. By growing in tight clumps and close to the ground,
the plants are protected from wind and freezing
.
5. In the summer the ground becomes
because a layer of prevents melted
snow from soaking into the ground.

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Chapter 1 Adaptations in Land Environments Use with Lesson 5
Reading and Writing in Science Life in the Arctic Tundra
Cloze Test
Life in the Arctic Tundra
cold melts roots migrate
summer permafrost clumps blubber
Fill in the blanks.
The arctic tundra is located above the Arctic Circle. It is a
biome. Winters are long and dark. The Arctic
tundra has about six to ten weeks of

.
When temperatures get warm enough, snow

.
Puddles form on the land because the layer
prevents water from soaking into the ground.
About 17,000 different kinds of plants live in the Arctic tundra.
Many have shallow or no . Plants often grow in
tight

. This protects them from the wind and
cold temperatures.
Arctic animals have also adapted to the climate. Some animals
to warmer places during the Arctic winter.
Other animals have thick fur or a layer of

.
This keeps them warm when the temperatures are freezing.

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Chapter 1 Adaptations in Land Environments Use with Lesson 5
Reading and Writing in Science Life in the Arctic Tundra
Writing
Life in the Arctic Tundra
Read the Writing in Science feature in your textbook.
Write About It
Choose two animals that live in the tundra. Write
a paragraph in which you compare and contrast
them. Use words such as like and unlike to show
how they are similar, yet different.
Getting Ideas
Choose two arctic animals. Write their names above the circles.
Write details that show how they are different in the outer part of
the circles. Write details that show how they are the same in the
part that overlaps.
Animal Animal

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Chapter 1 Adaptations in Land Environments Use with Lesson 5
Reading and Writing in Science Life in the Arctic Tundra
Writing
Drafting
Now write the first draft of your paragraph. Begin with a topic
sentence. Write sentences that compare and contrast the two
animals. Use details that create a vivid picture.
Now revise and proofread your paragraph. Ask yourself:
Did I begin with a topic sentence?
Did I use details that help my readers picture the animals?
Did I show how the animals are alike and different?
Did I use words that compare and contrast, such as like
and unlike?
Did I correct all grammar errors?
Did I correct all spelling, punctuation, and capitalization errors?

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Chapter 1 Adaptations in Land Environments Use with Lesson 5
Reading and Writing in Science Life in the Arctic Tundra
CHAPTER LEVEL
Vocabulary
Land Environments
Choose the letter of the best answer.
1. What is another name for the temperate grassland of
North America?
a. arctic tundra c. savanna
b. prairie d. temperate forest
2. An area with certain kinds of living and nonliving things is a(n)
a. animal. c. climate.
b. biome. d. environment.
3. Permafrost is a layer of
a. frozen soil. c. frost on trees.
b. snow. d. ice on the ocean.
4. Broken down plant and animal matter is
a. environment. c. structure.
b. humus. d. sand.
5. Savanna is found in Africa, and is another name for
a. deciduous forest. c. tropical grassland.
b. desert. d. tropical rain forest.
6. A nocturnal animal is an animal that is active during
a. day. c. summer.
b. night. d. winter.

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Chapter 1 Adaptations in Land Environments Chapter Vocabulary Test
Reading and Writing in Science
Choose the letter of the best answer.
7. A mixture of broken down rocks, plant, and animal material is
also called
a. carbon dioxide. c. forest.
b. environment. d. soil.
8. If most of the trees in a forest lose their leaves during the
winter, it is a(n)
a. arctic tundra. c. deciduous forest.
b. coniferous forest. d. rain forest.
9. What does the word mimicry describe?
a. a poisonous species
b. a species with an adaptation
c. one species eats another species
d. one species looks like another species
10. An animal that hibernates is adapted to
a. deserts. c. tropical rain forest.
b. cold winters. d. mimicry.
11. In which biome do you find the greatest numbers of plants
and animals?
a. coniferous forest c. temperate forest
b. savanna d. tropical rain forest
12. Arctic tundra is a biome
a. near the equator. c. with trees.
b. above the Arctic Circle. d. without living things.
Vocabulary
CHAPTER LEVEL

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Chapter 1 Adaptations in Land Environments Chapter Vocabulary Test
Reading and Writing in Science
Concept Map
Water Environments
Complete the concept map with the information you learned
about adaptations of living things in oceans and wetlands. Some
answers have been written for you.
B
i
o
m
e
s
Plant
Animal
angler fish
Animal
Animal
Animal
Plant
Plant
Ocean
Wetland
Examples Adaptations
-clump together
-grow to huge sizes
-leaf like structures
- lighted fishing pole
to attract prey
Plant
mangrove
- large roots grow
above water
- floating seeds with
sharp ends
-stand still to hunt prey
-long neck
CHAPTER LEVEL

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Chapter 2 Adaptations in Water Environments
Reading and Writing in Science
Literature
Dragons of the Sea
Read the Literature feature in your textbook.
Write About It
Response to Literature Looking like seaweed
keeps leafy sea dragons safe in their
environment. Why is safety important? Do
special structures help keep you safe? Write a
paragraph about ways you keep safe.
CHAPTER LEVEL

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Chapter 2 Adaptations in Water Environments
Reading and Writing in Science
Outline
The Water Planet
Use your textbook to help you fill in the blanks.
What is a water environment?
1. Earth is divided into land and
environments that are filled with different types of living things.
2. Earths water environments are oceans, lakes, ponds, rivers,
streams, and

.
3. Earths water environments are divided into two groups called
and freshwater environments.
4. A saltwater environment that is filled with plants and animals is
called a

.
5. A such as a river, pond, or lake has
water with almost no salt.
6. A mixture of fresh and salt water, which occurs where
rivers meet the ocean, is called a
environment.
How are water environments different from each other?
7. Besides the amount of salt, water environments vary in

.
8. Some water environments such as
can be thousands of feet deep.
9. Plants cannot grow in deep water because the
doesnt reach them.
10. Water varies with depth and
nearness to the equator.

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Chapter 2 Adaptations in Water Environments Use with Lesson 1
Reading and Writing in Science The Water Planet
Outline
11. Water temperatures near the
are warmer.
12. Plants and animals to the type of
water environment they live in.
What plants and animals live in water environments?
13. Most plants and animals live near the
since deep water is cold and dark.
14. Water lilies live in fresh, shallow waters. The air spaces in their
leaves help them

.
15. fish live in the warm salt water of
oceans near the equator.
Summarize the Main Idea
16. How do saltwater environments differ from
freshwater environments?

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Chapter 2 Adaptations in Water Environments Use with Lesson 1
Reading and Writing in Science The Water Planet
Vocabulary
The Water Planet
a. depth c. saltwater environment
b. marine environment d. freshwater environment
Match the vocabulary word with its correct description. Each
vocabulary word will be used twice.

I have water with almost no salt.

I have water that is very salty.

I am another name for a saltwater environment.
I describe how deep something is.
I am an ocean.
I am a lake, pond, river, or stream.
I affect the temperature of water.
I am a body of water with algae and fish.

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Chapter 2 Adaptations in Water Environments Use with Lesson 1
Reading and Writing in Science The Water Planet
Cloze Test
The Water Planet
brackish freshwater plants warmer
deep marine environment saltwater
ocean temperature two
Fill in the blanks.
Three quarters of Earth is covered by water. Earth has
types of water environments.
environments have salty water. A
is also salty. An is
an example of a marine environment. A lake is an example of a
environment because it has very little salt.
Water that is a mixture of both salt and fresh water is called
. The water depth, amount of sunlight, and
are differences in water environments. For
instance, shallow water that gets a lot of sunlight is
than deep, dark water.
and animals must adapt to life in fresh water or salt water. Only a few
plants and animals can live in water because
it is dark and cold.

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Chapter 2 Adaptations in Water Environments Use with Lesson 1
Reading and Writing in Science The Water Planet
Outline
Life in an Ocean
Use your textbook to help you fill in the blanks.
What is an ocean like?
1. The ocean is home to of living things.
2. Most ocean life forms live in water.
How do plants survive in the ocean?
3. Some plants attach while others
drift with water.
4. Plants with roots usually live in shallow water because the
plants need

.
5. such as kelp is one of the types
of algae.
6. Algae give off when they make food.
7. Algae that grow very large and clump together are
.
8. To catch sunlight, kelp uses

, and its
roots attach to the ocean floor.
9. Kelp also has balloon-like balls that keep its vines
.
10. of animals live and feed on kelp.
How do animals survive under water?
11. Animals that live under water and
move differently than land animals.

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Chapter 2 Adaptations in Water Environments Use with Lesson 2
Reading and Writing in Science Life in an Ocean
Outline
12. Fish use to breathe underwater.
13. Some animals use to hide and stay
safe in the ocean.
Staying Safe
14. The sting ray has a sharp and tail.
15. is another way animals stay safe
under water.
How do creatures survive in the very deep ocean?
16. The angler fish and the are examples
of sea creatures who have adapted to a deep-sea environment.
Summarize the Main Idea
17. How do plants and animals adapt to life in the ocean?

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Chapter 2 Adaptations in Water Environments Use with Lesson 2
Reading and Writing in Science Life in an Ocean
Vocabulary
Life In An Ocean
adaptation camouflage roots
biome kelp squid
Use the clues to fill in the crossword puzzle.
Down
1. Special structures that enable
plants and animals to survive
2. The largest is
an ocean.
3. A sea creature that moves by
squirting water

Across
4. Hundreds of ocean animals
live and feed in forests of
.
5. Plants attach themselves to the
ocean floor with
.

6. Some animals use
to stay safe.

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Chapter 2 Adaptations in Water Environments Use with Lesson 2
Reading and Writing in Science Life in an Ocean
Cloze Test
Life in an Ocean
adapt floating move shallow
algae gills oceans
breathe kelp forests roots
Fill in the blanks.
The worlds largest biome is the ocean. Billions of living things are
found in Earths . Since the bottom of the
ocean is dark and cold, most ocean life lives in
water. Plants adapt to ocean life by attaching
to the ocean floor or drifting with the water.
are plants living in the ocean. In shallow, warm waters, algae grow
large and create

. Kelp have adapted to living
in water by using leaf-like structures to catch sunlight and balloon-like
balls to keep their vines

. Animals have to
to live in the ocean, too. They have special
parts to enable them to eat, stay safe, move, and
underwater. For example, fish have
that help them breathe underwater. Fish also
have fins and tails to help them through
the water.

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Chapter 2 Adaptations in Water Environments Use with Lesson 2
Reading and Writing in Science Life in an Ocean
Outline
Life in the Wetlands
Use your textbook to help you fill in the blanks.
What are wetlands?
1. are areas where water covers the land
much of the year.
2. There are coastal and wetlands.
3. Wetlands vary based on the living in it.
4. Marshes, swamps, and are types of
wetlands.
5. Wetlands help prevent by holding
extra water.
6. In , wetlands become a source of
water because they hold extra water.
What kinds of plants live in wetlands?
7. Wetland plants create special ways to get
.
8. Some plants such as have a special
pumping system to get oxygen to their roots.
9. Swamp trees such as have woody
roots that grow above the water and absorb oxygen from the air.
What kinds of animals live in a wetland habitat?
10. Animals need the wetlands for food, water, and
.
11. Some birds would become without
the wetlands.

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Chapter 2 Adaptations in Water Environments Use with Lesson 3
Reading and Writing in Science Life in the Wetlands
Outline
12. Many live in the wetlands.
13. Walking catfish, herons, and are
types of animals that live in the wetlands.
14. These animals have to life in a very
wet environment.
Summarize the Main Idea
15. How have wetland plants and animals adapted to the unique
wetland environment?

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Chapter 2 Adaptations in Water Environments Use with Lesson 3
Reading and Writing in Science Life in the Wetlands
Vocabulary
Life in the Wetlands
a. amphibian d. extinct g. swamp
b. bog e. marsh h. wetland
c. drought f. peat
Match the correct letter with its description.
1. A wetland with soft-stemmed plants such as reeds
and grasses
2. An area of very wet land
3. A long period with little or no rainfall
4. A freshwater wetland filled with spongy moss and
rich soil
5. A species that no longer exists
6. A wetland with woody plants such as cypress trees and
royal palms
7. An animal that can live on both land and water
8. Rich soil found in bogs

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Chapter 2 Adaptations in Water Environments Use with Lesson 3
Reading and Writing in Science Life in the Wetlands
Cloze Test
Life in the Wetlands
adapted droughts freshwater plants swamps
Antarctica flooding marsh reproducing woody
Fill in the blanks.
Wetlands are areas of very wet land. Wetlands are found on every
continent except . Wetlands help prevent
by holding extra water. They also store extra
water during

. Marshes,
, and bogs are types of wetlands. A
is mostly reeds and grasses. Swamps have
plants such as trees and palms. A bog is a
wetland filled with moss and peat. Each
wetland contains different types of

. Plants
living in wetlands have special ways of getting oxygen and
. Animals have also
to life in the wetlands. These adaptations allow plants and animals to
survive in a very wet environment.

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Chapter 2 Adaptations in Water Environments Use with Lesson 3
Reading and Writing in Science Life in the Wetlands
Reading
Mail Call
Scientists at the American Museum of
Natural History work to protect endangered
habitats around the world. They collect
stories from people around the world to
learn about these environments.
TO: American Museum of Natural History
FROM: Tommy
SUBJECT: Save the Mangroves!
Dear Museum Scientists,
My name is Tommy and Im writing to you because Im worried about
whats happening near my home.
I live on the coast of Florida, near a mangrove forest. Its full of beautiful,
tropical evergreen trees that have roots and branches all tangled
together. The mangroves are home to many animals, including manatees,
storks, butterflies, snakes, and tree crabs. Mangrove roots provide shelter
for fish and shrimp. The mangroves also protect the coast from wind,
waves, and floods. My mom is a tour guide who shows people the
amazing creatures that live in the mangroves.
Lately many new neighborhoods are being built, and this construction
has replaced many mangroves with stores and homes, marinas, airports,
and parking lots.
What will happen to the animals that call the mangroves home?
I know theres a way for us and the mangroves and animals to
live together.
Tommy

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Chapter 2 Adaptations in Water Environments Use with Lesson 3
Reading and Writing in Science Life in a Wetland
Reading
Wetland Plants
Write About It
Predict What do you think will happen to the
wetland plants and animals near Tommys home
if people continue to fill in wetlands and build
new neighborhoods?
Write a letter back to Tommy explaining why it is important to
save wetlands. Tell ways you think we can help protect wetlands.

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Chapter 2 Adaptations in Water Environments Use with Lesson 3
Reading and Writing in Science Life in a Wetland
Writing
A Wetlands Story
Write About It
Write a story that takes place in the wetlands.
First decide on your characters. What happens
because they live in the wetlands? What
problem do they have? How do they solve it?
Make sure your story has a beginning, middle,
and an end. Include details to develop the
action, or plot. Add dialogue to bring your
characters to life.
Write a sentence describing the setting to begin your story.
Now write your story. Start by describing the setting. Then
introduce the characters and show their problem. Tell the events
in order. Show how the problem is solved at the end.

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Chapter 2 Adaptations in Water Environments Use with Lesson 3
Reading and Writing in Science Life in the Wetlands
Writing
Revising and Proofreading
Here are some sentences from another students story. Proofread
it. Add quotation marks where they are needed.
Look at the egrets in that willow tree! shouted Ray. Theres a
heron standing in the water, and it looks like its fishing.
Shh! Be quiet, whispered Jesse. I want to get close so that I can
get a picture. He started to hunt in his backpack for his camera.
Now revise and proofread your story. Ask yourself:
Did I begin by describing the setting?
Did I use details to create a vivid picture of the wetlands?
Did I create a problem that fits this setting?
Did I create interesting characters?
Did I tell events in order?
Did I show how the problem is solved?
Did I correct all grammar errors?
Did I correct all spelling, punctuation, and capitalization errors?

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Chapter 2 Adaptations in Water Environments Use with Lesson 3
Reading and Writing in Science Life in the Wetlands
CHAPTER LEVEL
Vocabulary
Water Environments
Choose the letter of the best answer.
1. A freshwater environment
a. never freezes. c. has very little salt.
b. has flowing water. d. is shallow.
2. A wetland that contains large amounts of moss and peat is a
a. bog. c. swamp.
b. marsh. d. mangrove.
3. A plant-like organism that lives in water and makes its own
food from sunlight is
a. algae. c. eel grass.
b. coral. d. sea urchins.
4. A wetland with mostly soft-stemmed plants is called a
a. mangrove. c. pond.
b. marsh. d. swamp.
5. A special structure used by underwater organisms to
breathe is a
a. fin. c. shell.
b. gill. d. tail.

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Chapter 2 Adaptations in Water Environments Chapter Vocabulary Test
Reading and Writing in Science
CHAPTER LEVEL
Choose the letter of the best answer.
6. An animal that can live both in and out of water is a(n)
a. amphibian. c. mammal.
b. bird. d. reptile.
7. A body of water with very salty water is a
a. freshwater environment. c. saltwater environment.
b. lake environment. d. swampy environment.
8. The distance from the surface to the bottom of a body of
water is its
a. area. c. height.
b. depth. d. volume.
9. A wetland with woody plants in it is called a
a. bog. c. pond.
b. marsh. d. swamp.
10. A marine environment is a
a. deep water environment. c. saltwater environment.
b. freshwater environment. d. swamp water environment.
Vocabulary

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Chapter 2 Adaptations in Water Environments Chapter Vocabulary Test
Reading and Writing in Science
Concept Map
Environments Change
Write some causes of change and the effects they have on the
environment. An example has been done for you.
Causes Effects
beavers
building
dams
land floods plants and animals die
new wetland
is created
new area for plants
and animals to live
CHAPTER LEVEL

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Chapter 3 Environments Change
Reading and Writing in Science
Literature
Can We Save the Peregrine Falcon?
Read the Literature feature in your textbook
Write About It
Response to Literature This book tells us that
peregrine falcons almost died out. What is the
author trying to tell us about environmental
changes? Write a paragraph about
environmental changes. Include what we can do
to protect the environment.
CHAPTER LEVEL

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Chapter 3 Environments Change
Reading and Writing in Science
Outline
Living Things Change Their Environment
Use your textbook to help you fill in the blanks.
How do living things change their environment?
1. All living things affect the .
2. Living things must for food, water, and
other things they need to survive.
3. An example of competition is when
grow in ways to receive the most sunlight.
How does a beaver change its environment?
4. Beavers build dams for better access to food and for
.
5. Dams can be to the environment
when they create new wetlands.
6. attract other animals including fish
and birds.
7. Dams can the environment when they
cause flooding.
How do people change their environment?
8. Of all living things, have the greatest
effect on the environment.
9. The process of burning oil, coal, and gas produces small particles
that our air and water.

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Chapter 3 Environments Change Use with Lesson 1
Reading and Writing in Science Living Things Change Their Environment
Outline
10. One way to reduce the amount of trash we produce is to
items such as paper and plastic.
11. Another way to reduce our trash is to use fewer materials or
to

.
What happens to our trash?
12. In the United States, of our trash is
reused in some way.
13. Over half of the trash in the United States is put into
.
14. 14% of the trash in the United States is
.
Summarize the Main Idea
15. How do living things affect the environment? Give examples.

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Chapter 3 Environments Change Use with Lesson 1
Reading and Writing in Science Living Things Change Their Environment
Vocabulary
Day and Night
a. competition d. landfill g. resources
b. conserve e. pollution
c. dam f. recycle
Match the correct letter with the description.
1. An area where trash collected from peoples homes
is taken
2. A structure that blocks the flow of water
3. Items living things need to survive including water
4. When animals struggle for the same resources
5. When people use as little of an item as possible
6. When unwanted substances are found in water air,
or land
7. To use an item more than once

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Chapter 3 Environments Change Use with Lesson 1
Reading and Writing in Science Living Things Change Their Environment
Cloze Test
Living Things Change Their Environment
lessen positive reduce trash
landfills pollute recycle resources
Fill in the blanks.
All living things affect the environment in some way. When trees
drop their leaves, worms and other living things break down those
leaves, making the soil richer. This change is
for the environment. When humans burn resources to make energy,
they the environment, and this is a harmful
change to the environment. When living things compete for
, such as water and sunlight, they change the
environment as well. People can the amount
of harm they bring to the environment by conserving resources such
as oil and coal. People can also items such as
plastic and metal cans. Today, the United States only reuses 30% of
our . Over half of our trash winds up in
. By reusing and recycling, we can
the amount of trash so that less land will be
used for landfills and less pollution will be produced.

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Chapter 3 Environments Change Use with Lesson 1
Reading and Writing in Science Living Things Change Their Environment
Outline
Changes Affect Living Things
Use your textbook to help you fill in the blanks.
What are some ways environments change?
1. Heavy rains and other forms of can
change the environment.
2. Some changes, such as earthquakes and volcanic eruptions, can
affect the environment for

.
3. also cause changes to the environment
through actions such as logging and pollution.
How do changes affect plants and animals?
4. Living things have that enable them to
survive in their environment.
5. When the environment changes, some living things are able
to adapt, while others must to a
new location.
6. If an animal is not able to adapt to changes in the environment or
move, it may

.
7. Some animals adapt by changing their .
How do living things depend on each other?
8. An ecosystem is made up of all the
and nonliving things in an area.
9. A is made up of one type of living
thing, for instance, all the roses in a garden.

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Chapter 3 Environments Change Use with Lesson 2
Reading and Writing in Science Changes Affect Living Things
Outline
What happens when new living things move in?
10. A new living thing introduced into an ecosystem may
for resources in the area.
11. A new living thing can upset the
among the living things in an ecosystem.
12. Introducing new living things to an ecosystem can result in
other members of the community

.
13. In California,

, planted to prevent
erosion, are causing the decline of native trees.
Summarize the Main Idea
14. How do living things respond to changes in the environment?

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Chapter 3 Environments Change Use with Lesson 2
Reading and Writing in Science Changes Affect Living Things
Vocabulary
What Happens When
Environments Change?
a. adaptations d. ecosystem g. population
b. community e. environment
c. drought f. habitat
Match the correct letter with the description.
1.

A group of the same type of living things living in
an area
2. A long time without rain
3. Everything that surrounds you
4. The home of a living thing
5. All the living things living in an area
6. Special structures that help a living thing survive
7.

All the living and nonliving things in an area

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Chapter 3 Environments Change Use with Lesson 2
Reading and Writing in Science Changes Affect Living Things
Cloze Test
What Happens When
Environments Change?
adaptations environment move short-term
competition living things people
Fill in the blanks.
There are many different reasons an environment can change.
Some changes to an environment are , for
instance muddy land caused by rain. Other changes have more
lasting affects on the . These changes affect
the that live there. Often, an ecosystem can
recover from such changes. However, other changes, such as those
caused by , may take centuries to recover
from. Many living things have that allow
them to survive more usual changes in the environment, such as
drought. If a living thing can not adapt, it must
to a new location or it may die. When new
living things are brought in to an environment, they often disturb the
natural balance that exists. They may create more
for resources.

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Chapter 3 Environments Change Use with Lesson 2
Reading and Writing in Science Changes Affect Living Things
Outline
Living Things of the Past
Use your textbook to help you fill in the blanks.
What happens if the environment suddenly changes?
1. When the climate of an environment changes, some living things
may die out, and become .
2. Some animals are able to survive changes in the environment by
to it, others may move to
another area.
How can we learn about things that lived long ago?
3. Fossils are the of plants and animals
that lived long ago.
4. Scientists study to understand more
about an animals diet, size, shape, and movement.
5. By looking at the fossils of an animals

,
scientists can tell what type of food the animal ate.
6. Fossils can also provide clues about the
, for instance, if the animal lived near a
body of water.

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Chapter 3 Environments Change Use with Lesson 3
Reading and Writing in Science Living Things of the Past
Outline
How are living things today similar to those that lived
long ago?
7. Scientists studying have found that
many plants and animals alive today look like those that were
alive long ago.
8. After looking at the fossils of the ,
scientists concluded that they are related to the horseshoe crab.
Have some animals stayed the same over time?
9. Fossil crocodiles look to crocodiles
alive today.
Summarize the Main Idea
10. What happens to those living things that can not survive in a
changing environment? How can we study these living things?

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Chapter 3 Environments Change Use with Lesson 3
Reading and Writing in Science Living Things of the Past
Vocabulary
Records from the Past
a. adapt d. extinct g. trilobite
b. ancient e. fossil
c. climate f. mammoth
Match the correct letter with the description.
1. An extinct animal similar to an elephant
2. To change in order to survive in an environment
3. Something that is very old
4. An extinct marine animal that had a hard outer shell
5. Something that no longer exists
6. The average weather conditions for an area
7. The remains of a living thing that lived long ago

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Chapter 3 Environments Change Use with Lesson 3
Reading and Writing in Science Living Things of the Past
Cloze Test
Records from the Past
adapt environment fossils humans
climate extinct what it ate
Fill in the blanks.
Many different things can cause change in an environment. If the
changes, for example, it becomes colder for
a long period of time, the things that live in the area may be harmed.
Some living things are able to move, others
to the changes. Some animals can not survive, and they die out or
become

. also
change the environment through activities such as farming and
hunting. We are able to study animals that lived long ago using
. Fossils also provide information about a
plant or animals

. Using fossils, scientists are
able to learn about the structures of an ancient living thing, as well
as where it lived,

, and how it moved.

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Chapter 3 Environments Change Use with Lesson 3
Reading and Writing in Science Living Things of the Past
Reading
Looking at Dinosaurs
Read the Reading in Science feature in your textbook.
Scientists compare the structures of living animals with fossils and
remains from the past. Dinosaurs were once the dominant land
animals. New evidence is helping scientists find out how dinosaurs
lived and why they might have disappeared. Take a look at how our
views of dinosaurs have changed based on new evidence.
1842 Dinosaurs Are Named
British scientist Richard Owen names the group of large, extinct
reptiles dinosauria, from Greek words meaning fearfully great
lizard. Before that, people thought these strange bones came from
dragons or giants!
1923 Dinosaur Nests Are Found
American scientists Roy Chapman Andrews and Walter Granger
find dinosaur nests in the Gobi desert in China. The nests prove that
dinosaurs laid eggs and did not give birth to live babies.
1995 Dinosaurs Dont Drag Their Tails
The T. rex skeleton at the American Museum of Natural History is
changed to show the predator standing on two feet with its head
low and tail off the ground. This is based on studies of fossils,
dinosaur tracks, and how different animals move.
2000 Dinosaurs Have Feathers
A team of Chinese and American scientists finds a 130-million-
year-old fossil dinosaur covered from head to tail with primitive
feathers. Now most scientists agree that birds are living dinosaurs!

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Chapter 3 Environments Change Use with Lesson 3
Reading and Writing in Science Living Things of the Past
Reading
Cause and Effect
The cause tells why something happened.
The effect is what happened because of the cause.
Clue words such as because, if, then, and in order
describe a cause and effect relationship.
Write About It
Cause and Effect What caused scientists to
change some of their ideas about dinosaurs?
For each sentence, describe how scientists have
changed their ideas and, using because, list
the new evidence that supports their new ideas.

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Chapter 3 Environments Change Use with Lesson 3
Reading and Writing in Science Living Things of the Past
Writing
Fossil Footprints
Read the Writing in Science feature in your textbook.
Write About It
Write a paragraph. Tell what scientists can learn
from looking at footprints of animals that lived
long ago. Include facts and details. Use words
such as because and so to go from one idea to
the next. At the end of your paragraph, tell what
conclusions scientists can draw from looking at
fossil footprints.
Getting Ideas
Do some print and online research. Find facts and details about
fossil footprints.
Planning and Organizing
Here is some information that Chua found. Write Yes if it backs up
the idea that scientists can learn a lot from fossil footprints. Write
No if it does not.
1. Footprints show how many toes the animal had.
2. Scientists can tell from the footprints whether it walked on four
legs or two legs.
3. I saw some interesting fossils at the Natural History Museum.

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Chapter 3 Environments Change Use with Lesson 3
Reading and Writing in Science Living Things of the Past
Writing
Drafting
A good topic sentence tells the main idea of the paragraph. Write
your own topic sentence.
Now write your paragraph on a separate piece of paper. Begin
with your topic sentence. Include facts and details that back up
your main idea. End with a conclusion about learning from
fossil footprints.
Revising and Proofreading
Here are some sentences that Chua wrote. Use the word because
to combine each pair.
1. Scientists know that dinosaurs roamed North America. They
found dinosaur footprints there.
2. There are many more fossil footprints than skeletons. Each
animal made many tracks.
Now revise and proofread your paragraph. Ask yourself:
Did I begin with a topic sentence that states my main idea
about fossil footprints?
Did I include supporting facts and details?

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66
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Chapter 3 Environments Change Use with Lesson 3
Reading and Writing in Science Living Things of the Past
CHAPTER LEVEL
Vocabulary
Environments Change
Choose the letter of the best answer.
1. All the living things in an ecosystem are called a(n)
a. community. c. habitat.
b. environment. d. population.
2. Sending glass bottles to be melted and turned into new
bottles is a way to
a. compete. c. recycle.
b. conserve. d. pollute.
3. All the living and nonliving things in an area are a(n)
a. community. c. habitat.
b. ecosystem. d. population.
4. All the individuals of one kind of living thing in an area are a(n)
a. community. c. environment.
b. ecosystem. d. population.
5. The preserved remains of a plant or animal is a
a. community. c. habitat.
b. fossil. d. population.
6. If there are no more of a living thing alive on Earth, it is
a. adapted. c. extinct.
b. conserved. d. preserved.

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67
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Chapter 3 Environments Change Chapter Vocabulary Test
Reading and Writing in Science
CHAPTER LEVEL
Choose the letter of the best answer.
7. Dangerous chemicals or materials in the environment cause
a. flooding. c. competition.
b. conservation. d. pollution.
8. To use less of a resource is a way to
a. compete. c. recycle.
b. conserve. d. pollute.
9. What word describes the living and nonliving surroundings
of a living thing?
a. adaptation c. environment
b. climate d. structure
10. What happens when two living things require the
same resources?
a. competition c. pollution
b. conservation d. protection
Vocabulary

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68
Name Date
Chapter 3 Environments Change Chapter Vocabulary Test
Reading and Writing in Science
Concept Map
Our Earth, Sun, and Moon
Complete the concept map about the movement of the Earth and
Moon. Some examples have been done for you.
Earth
Moon
rotation
causes day
and night
4-week
lunar cycle
CHAPTER LEVEL

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69
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Chapter 4 Our Earth, Sun, and Moon
Reading and Writing in Science
Literature
The Sun and the Moon
Read the Literature feature in
your textbook.
Write About It
Response to Literature The poet uses rhyme,
rhythm, and vivid words to tell how she feels
about the Sun and Moon. Write a poem about
the Sun and Moon. Show how they are different.
Use words that create a strong impression and
show how you feel.
CHAPTER LEVEL

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70
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Chapter 4 Our Earth, Sun, and Moon
Reading and Writing in Science
Outline
Day and Night
Use your textbook to help you fill in the blanks.
How does the Suns position in the sky seem to change?
1. The is highest in the sky at the
middle of the day.
2. The Sun is in the sky in the evening.
3. The Sun in the east.
4. The Sun in the west.
5. Shadows change as changes.
6. Shadows are shortest at

.
7. In the evening, shadows are longer because the
is smaller than at midday.
What causes night and day?
8. Earth is always

, or spinning.
9. Daylight occurs in those areas of the Earth that are
.
10. When an area of Earth faces away from the Sun, it is
there.
11. The Sun rises in the east because Earth rotates from
.
12. It takes Earth hours to complete
one rotation.

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71
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Chapter 4 Our Sun, Earth, and Moon Use with Lesson 1
Reading and Writing in Science Day and Night
Outline
What is an axis?
13. Earths axis is an imaginary line

.
14. Earth spins around its

.
15. Earths axis is

, not straight.
16. The is found at the south end of
Earths axis.
17. The is found at the north end of
Earths axis.
Summarize the Main Idea
18. What causes day and night?

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72
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Chapter 4 Our Sun, Earth, and Moon Use with Lesson 1
Reading and Writing in Science Day and Night
Vocabulary
Day and Night
a. axis d. North Pole g. west
b. day e. rotate
c. east f. shadow
Match the correct letter with the description.
1. The time it takes Earth to completely rotate one time.
2. The line around which Earth rotates.
3. A dark area made when rays of light are blocked by a
person or thing, and which changes when the angle of
the Sun changes.
4. This is where we see the Sun set.
5. When things spin around their center, they do this.
6. This is found at the north end of Earths axis.
7. Earth rotates toward this direction.

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73
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Chapter 4 Our Sun, Earth, and Moon Use with Lesson 1
Reading and Writing in Science Day and Night
Cloze Test
Day and Night
axis goes down overhead shorter
day and night longer rises west
daytime nighttime rotates
Fill in the blanks.
Every day, we experience day and night. The Sun
in the east, and sets in the
. Early in the day, when the Sun is low in the
sky, our shadows appear

. As the day goes
on and the angle of the Sun increases, our shadows become
. At noon, the Sun is directly
. As the afternoon becomes evening, our
shadows become longer again as the Sun

.
Earth in space. The imaginary line around
which the Earth spins is called its . Earths
rotation causes

. When your town faces away
from the sun, it is

. When your town faces
the sun, it is

. It takes Earth twenty-four
hours to rotate one time.

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74
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Chapter 4 Our Sun, Earth, and Moon Use with Lesson 1
Reading and Writing in Science Day and Night
Outline
The Seasons
Use your textbook to help you fill in the blanks.
Why do seasons change?
1. Earth around the Sun.
2. The path Earth travels around the Sun is called its

.
3. It takes Earth one year, about 365 days, to

.
4. Because Earths axis is

, part of the
Earth will tilt toward the Sun, depending on where Earth is in
its orbit.
5. The northern half of the Earth experiences summer when it is
tilted

.
6. When the northern half of Earth is tilted away from the Sun, it
is there.
How does the Suns path change from season to season?
7. In the spring, the Suns path across the sky
as the days grow longer.
What are the seasons like in other places?
8. The imaginary line that separates the Northern and Southern
Hemispheres is the

.
9. Because the Sun strikes the equator at the same angle all year,
the temperatures

.

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75
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Chapter 4 Our Sun, Earth, and Moon Use with Lesson 2
Reading and Writing in Science The Seasons
Outline
10. Areas do not have different seasons.
11. Areas farthest from the equator, at the poles, have
weather for most of the year.
Summarize the Main Idea
12. What causes the seasons?

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76
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Chapter 4 Our Sun, Earth, and Moon Use with Lesson 2
Reading and Writing in Science The Seasons
Vocabulary
The Seasons
a. equator d. revolves g. winter
b. Northern Hemisphere e. Southern Hemisphere
c. orbit f. summer
Match the correct letter with the description.
1. The top half of Earth
2. The imaginary line that circles the middle of Earth
3.

During this time of year, the Earth is tilted away from
the Sun
4.

The area of Earth below the equator
5. The path Earth travels as it goes around the Sun
6. What Earth does around the Sun
7. The time of year when the Suns rays are
the strongest

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77
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Chapter 4 Our Sun, Earth, and Moon Use with Lesson 2
Reading and Writing in Science The Seasons
Cloze Test
The Seasons
revolves winter toward the Sun one year warm
colder higher Earth shorter
Fill in the blanks.
In most parts of the world, people experience all four seasons. The
seasons are caused by Earths tilt and because it
around the Sun. It takes Earth to orbit the Sun.
As travels around the Sun, it is tilted on its axis
toward or away from the Sun. When your town is tilted away from the
Sun, you experience

. During this season, the
temperatures are

, and the days are
.
In the summer, your town is tilted

. The Sun is
in the sky and the temperatures are warm.
Areas near the equator have weather all year,
because they receive the same amount of sunlight throughout the year.

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78
Name Date
Chapter 4 Our Sun, Earth, and Moon Use with Lesson 2
Reading and Writing in Science The Seasons
Writing
Seasons Where You Live
Read the Writing in Science feature in your textbook.
Write About It
Choose a season. Tell a true story about
something you did during that season that you
couldnt do at another time of the year. Explain
why you still remember the event. How did
it make you feel? Include strong details that
describe what the weather was like. Use time-
order words to show the sequence of events.
Remember to tell your story by using the I point
of view.
Write five sentences you could use in your personal narrative. Put
them in time order.
1.
2.
3.
4.
5.

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79
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Chapter 4 Our Earth, Sun, and Moon Use with Lesson 2
Reading and Writing in Science The Seasons
Writing
Drafting
Try to grab your readers interest right away. Here are two
sentences that Anthony wrote to begin his personal narrative.
Circle the one he should use.
One winter day in the mountain, I learned that weather can be
a mighty foe.
My parents and I went cross-country skiing one winter day.
Now write your personal narrative. Describe what the weather was
like and tell the events in time order.
Revising and Proofreading
Now revise and proofread your personal narrative. Ask yourself:
Did I use the I point of view?
Did I tell the events in order and use time words?

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80
Name Date
Chapter 4 Our Earth, Sun, and Moon Use with Lesson 2
Reading and Writing in Science The Seasons
Outline
The Moon
Use your textbook to help you fill in the blanks.
What are the phases of the Moon?
1. The different shapes of the Moon that we see are called
.
2. If the Moon appears to be getting
over several days, it is said to be waxing.
3. If the Moon appears to be getting
over several days, it is said to be a waning Moon.
4. The phase during which you cannot see the Moon is called the
.
5. When you are able to see the whole Moon, it is at the
phase.
6. When only a small amount of the Moon can be seen, it is called
a

.
7. When almost the entire Moon can be seen, it is called a
.
Why does the Moon seem to change shape?
8. of the Moon is always facing the Sun.
9. We see different phases of the Moon because of its
around Earth.
10. The light we see coming from the Moon is a reflection of the
light.

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81
Name Date
Chapter 4 Our Sun, Earth, and Moon Use with Lesson 3
Reading and Writing in Science The Moon
Outline
What is a lunar eclipse?
11. When Earth comes between the Sun and Moon, preventing
sunlight from reaching the Moon, it is called a
.
12. During a lunar eclipse, the Moon is in

.
Summarize the Main Idea
13. Why does the Moon have different phases?

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82
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Chapter 4 Our Earth, Sun, and Moon Use with Lesson 3
Reading and Writing in Science The Moon
Vocabulary
The Moon
a. Crescent Moon d. lunar cycle g. phases
b. Full Moon e. lunar eclipse h. waning
c. Gibbous Moon f. New Moon i. waxing
Match the correct letter with the description.
1.
This is when the entire side of the Moon is visible.
2.
This occurs when the Earth blocks sunlight from
reaching the Moon.
3. This is when the Moon appears to be getting smaller.
4.
These are the different shapes of the Moon we see
on Earth.
5.
This is when the Moon looks thin and curved.
6.
This is when the Moon is more than half visible.
7.
The 29-day period in which the Moon goes through all
of its phases.
8.
This is when the Moon appears to be getting bigger.
9.
This is when you cannot see any surface of the Moon.

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83
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Chapter 4 Our Sun, Earth, and Moon Use with Lesson 3
Reading and Writing in Science The Moon
Cloze Test
The Moon
Crescent Moon half New Moon smaller
Full Moon lunar cycle phases waxing
Fill in the blanks.
As you look at the Moon over the course of several weeks, you will
notice that the Moon appears to change its shape. The different
shapes of the Moon are called its . The
period of time in which the Moon goes through all of its phases is
called the

. In the first phase, you cannot see
the lighted surface of the Moon; this is called the

. Within a few days, you can see a small
piece of the Moon; this is called a

. As the
Moon becomes more visible, it is said to be

.
Halfway through the cycle, you see the
phase. After this phase, the Moon wanes, or appears to be getting

. When more than of
the moon is still visible, it is in the Gibbous Moon phase. Then, the
Moon shrinks to a crescent, disappears, and the cycle begins again.

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84
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Chapter 4 Our Sun, Earth, and Moon Use with Lesson 3
Reading and Writing in Science The Moon
Reading
To the Moon!
Do you ever wonder about the Moon? How do we learn what the
Moon is actually like? First, people used their eyes to observe the
Moon. Then they developed tools such as telescopes. Then
astronauts (and robots) went up to the Moon to study it up close.
1957 The Soviet Sputnik (fellow
traveler) becomes the
first artificial satellite to
orbit Earth.
1959 Luna 1, 2, & 3 are the first
spacecrafts to land on the
Moon. They send pictures
back to Earth. This is the
first time anyone can see
what the dark side of the
Moon looks like.
1969 Apollo 11 mission is the first
to land a man on the Moon.
Neil Armstrong and Buzz
Aldrin are the first astronauts
to walk on the Moon and
collect Moon samples.
1972 Apollo 17 is the last manned
mission to the Moon. The
crew spends 75 hours there.
Astronauts Gene Cernan
and Harrison Schmitt drive
a Lunar Roving Vehicle
around the surface of the
Moon to collect samples.

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85
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Chapter 4 Our Sun, Earth, and Moon Use with Lesson 3
Reading and Writing in Science The Moon
Reading
A Sequence
gives events in order
tells what happens first, next, and last
uses time-order words, such as early on and later, or
first and last, to tell the order of events
Write About It
Sequence of Events Would you like to travel
to the Moon? Write about an expedition to the
Moon. Be sure your story tells what happens
first, next, and last.

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86
Name Date
Chapter 4 Our Sun, Earth, and Moon Use with Lesson 3
Reading and Writing in Science The Moon
Vocabulary
CHAPTER LEVEL
Our Earth, Sun, and Moon
Choose the letter of the best answer.
1. What occurs when Earths shadow falls on the Moon?
a. lunar cycle c. phase
b. lunar eclipse d. orbit
2. A real or imaginary line through the center of an object is a(n)
a. axis. c. equator.
b. cycle. d. phase.
3. The sequence of shapes the Moon goes through in a month is
called a(n)
a. lunar cycle. c. orbit.
b. lunar eclipse. d. phase.
4. The path an object takes when revolving around another object
is called a(n)
a. axis. c. eclipse.
b. cycle. d. orbit.

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87
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Chapter 4 Our Sun, Earth, and Moon Chapter Vocabulary Test
Reading and Writing in Science
CHAPTER LEVEL
Choose the letter of the best answer.
5. An object moving around another object is said to
a. axis. c. eclipse.
b. cycle. d. revolve.
6. A phase of the Moon is its
a. shape. c. equator.
b. cycle. d. axis.
7. An object that turns around its axis is said to
a. cycle. c. orbit.
b. eclipse. d. rotate.
8. An imaginary line around the middle of Earth is a(n)
a. axis. c. equator.
b. cycle. d. phase.
Vocabulary

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88
Name Date
Chapter 4 Our Sun, Earth, and Moon Chapter Vocabulary Test
Reading and Writing in Science
Concept Map
A Closer Look at the Solar System
Complete the concept map about our solar system. Some
examples have been done for you.
Inner Planets
Outer Planets
Sun
Venus
asteroids
Jupiter
CHAPTER LEVEL

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89
Name Date
Chapter 5 Our Solar System Use with Chapter 5
Reading and Writing in Science
Literature
To Space and Back
Read the Literature feature in
your textbook.
Write About It
Response to Literature Sally Ride tells about
her experiences when the shuttle blasted off.
How would such a trip make you feel? Write a
fictional narrative about a trip in space. Create
a character and tell what things this character
sees and does in space.
CHAPTER LEVEL

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90
Name Date
Chapter 5 Our Solar System Use with Chapter 5
Reading and Writing in Science
Outline
Our Solar System
Use your textbook to help you fill in the blanks.
What is the solar system?
1. The Sun and the objects that orbit around it are called the
.
2. A large ball that orbits the Sun is called a
.
3. Our solar system contains nine
including Earth.
4. Many of these planets have one or more
that orbit them.
5. Each planet around the Sun.
6. Some of the planets are smaller or larger than the planet
.
What are the planets like?
7. Four planets closest to the Sun are Mercury, Venus, Earth, and
.
8. These four planets are called planets.
9. These planets are warmer than the other planets because they
are

.

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91
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Chapter 5 Our Solar System Use with Lesson 1
Reading and Writing in Science The Sun and Its Planets
Outline
What else is in our solar system?
10. Also part of our solar system are
,


, and

.
11. Thousands of asteroids are found in the asteroid belt between
the planets.
12. Comets are mostly mixed with

.
13. Meteors are small pieces of broken-off
or

.
14. Meteors are made up of ,

, or

.
15. Meteors usually burn up in
atmosphere.
16. Earths atmosphere is a layer of that
surrounds our

.
Summarize the Main Idea
17. What makes up our solar system?

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92
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Chapter 5 Our Solar System Use with Lesson 1
Reading and Writing in Science The Sun and Its Planets
Vocabulary
Our Solar System
a. asteroid d. meteor g. solar system
b. comet e. meteorite h. star
c. inner planets f. planet i. outer planets
Match the correct letter with the description.
1. It is a hot, glowing ball of gases.
2. It is a large ball in space that orbits the Sun.
3. It flies through the sky and hits Earth.
4. It moves around the Sun in long, narrow orbits.
5. It is made up of the Sun, planets, their moons,
and meteors.
6. It is found between the inner and outer planets.
Choose a word from the word box above that describes the words
in each group.
Mercury Jupiter asteroid
Venus Saturn comet
Earth Uranus meteorite
Mars Neptune
Pluto

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93
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Chapter 5 Our Solar System Use with Lesson 1
Reading and Writing in Science The Sun and Its Planets
Cloze Test
Our Solar System
Earth Sun Mars solar system farthest
Mercury Venus asteroids star comets
moons planets meteors solid
Fill in the blanks.
Earth is one of many planets that are part of our solar system.
Large balls that orbit the Sun are . They
change positions in the sky because they revolve around the
. You can also find one or more
that orbit each planet. Planets closest to the
Sun are

,

,
, and

. These small
planets are made up of rock-like material.
Planets that are from the Sun are Jupiter,
Saturn, Uranus, Neptune, and Pluto. Besides planets and their moons,
our solar system has

,
, and

. The Sun is at
the center of our

. It is actually a
. It is a hot, glowing ball of gases.

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94
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Chapter 5 Our Solar System Use with Lesson 1
Reading and Writing in Science The Sun and Its Planets
Outline
Telescopes: Discovering the Solar System
Use your textbook to help you fill in the blanks.
What is a telescope?
1. One tool scientists use to study objects and places in space is
a(n) .
2. A telescope gathers light to make faraway objects appear
,

, and
.
3. A telescope has that gather light.
4. A curved piece of glass is called a(n)

.
5. One of the best places for a telescope is in
.
6. One telescope that travels around Earth is the
telescope.
7. The Hubble telescope takes pictures of our solar system and
sends them back to

.
8. As the Hubble telescope travels around Earth, it can see
objects than telescopes on Earth.
9. Special telescopes can detect ,
, or
from space.

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95
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Chapter 5 Our Solar System Use with Lesson 2
Reading and Writing in Science Telescopes: Discovering the Solar System
Outline
How did we learn about space?
10. At first, people believed that the
circled .
11. In 1543, Copernicus said that the , not

, was the center of the solar system.
12. In 1609, used his telescope to
discover evidence that

.
13. Since 1609, scientists have seen the planets

,

, and

.
14. Scientists have also learned that there are
in the sky.
Summarize the Main Idea
15. How have telescopes helped scientists learn about our
solar system?
Name Date

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96
Name Date

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Chapter 5 Our Solar System Use with Lesson 2
Reading and Writing in Science Telescopes: Discovering the Solar System
Vocabulary
Telescopes: Discovering the Solar System
a. Copernicus d. lens g. telescope
b. Galileo e. Neptune h. Uranus
c. Hubble f. Pluto
Who am I? What am I?
Choose a word from the word box above that answers
each question.
1. I am a large planet that rotates on its side. Scientists saw me
through telescopes. Who am I?
2. I am a curved piece of glass. What am I?
3. I am the person who said the Sun was the center of the solar
system. Who am I?
4. I travel around Earth taking pictures of our solar system. What
am I?
5. I have a Green Dark Spot on me. Scientists saw me through
telescopes. Who am I?
6. I used a telescope to discover evidence that Earth orbits the
Sun. Who am I?
7. I am a tool scientists use to make objects appear closer, clearer,
and larger. What am I?
8. I am a planet so far away that very little is known about me.
Scientists see me through telescopes. Who am I?

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Chapter 5 Our Solar System Use with Lesson 2
Reading and Writing in Science Telescopes: Discovering the Solar System
Cloze Test
Telescopes: Discovering the Solar System
closer Hubble telescope Earth Sun
larger clearer Uranus Neptune
telescope Pluto glass X-rays
lenses radio waves billions infrared waves
Fill in the blanks.
Scientists study space with many kinds of telescopes. These special
tools allow scientists to see distant objects ,
, and

. Telescopes
gather light with

. Each lens is a curved piece
of

. Back in 1609, Galileo used his
to discover evidence that
orbits the

. Scientists
have used pictures from the to learn more
about our solar system. They have learned that there are
of stars. They also have learned the existence
of three planets:

,

,
and

. Besides light, telescopes can gather
other information from space such as

,
, or

.

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Chapter 5 Our Solar System Use with Lesson 2
Reading and Writing in Science Telescopes: Discovering the Solar System
Outline
The Stars
Use your textbook to help you fill in the blanks.
What are stars?
1. An example of a medium-sized star is .
2. The Sun looks larger than most stars because
.
3. Star-like objects that move in the night sky are
.
4. Because planets, including Earth, move in their orbits, the
positions of the planets .
5. You can see more stars through a
than you can see with .
What is a constellation?
6. Groups of stars that form a pattern or picture are called a
.
7. To many people, star patterns looked like
or .
8. You can see constellations move in the sky throughout the night
because .
9. Scientists use the names of
constellations to group the stars.

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Chapter 5 Our Solar System Use with Lesson 3
Reading and Writing in Science The Stars
Outline
Why do we see different stars during different seasons?
10. As Earth travels around the Sun, different constellations of
appear each month.
11. Summer and winter skies are .
12. You can see the constellation Orion only in the
.
13. If you look out into space at night, you are looking
.
14. If you look out into space at daytime, you are looking
.
Summarize the Main Idea
15. What are two reasons why people gave names to constellations?

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100
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Chapter 5 Our Solar System Use with Lesson 3
Reading and Writing in Science The Stars
Vocabulary
The Stars
a. binoculars d. Orion g. star
b. constellation e. planet h. Sun
c. magnify f. rotate i. telescope
Match the correct letter with the description.
1.

A hot, glowing ball of gases
2. A name of a constellation
3. A medium-sized star
4. A pattern or picture outlined by stars
5. A tool to magnify the stars
6. To turn or to revolve
7. A tool to magnify scenery
8. A large ball in space that orbits the Sun
9. To make larger

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Chapter 5 Our Solar System Use with Lesson 3
Reading and Writing in Science The Stars
Cloze Test
The Stars
animals direction night sky seasons time
constellations during people telescope to move
Fill in the blanks. You will use one of the words twice.
Every night the stars come out. The stars are always in the sky,
even the day. Different stars appear during
different . Because Earth rotates on its axis,
stars appear but actually do not. You can see
more stars through a than with your eyes.
Long ago, people thought that groups of stars reminded them of
or

. They gave names
to groups of stars to make sense of the

.
Orion, the Big Dipper, and the Little Dipper are names of

. People used constellations to help them tell

,

, and

. Today, scientists still use the names of
88 constellations.

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Chapter 5 Our Solar System Use with Lesson 3
Reading and Writing in Science The Stars
Reading
Meet Orsola De Marco
When you look at a star, do you ever wonder about its life?
Orsola de Marco does. Shes a scientist at the American Museum of
Natural History in New York. Orsola studies stars that are found
together in pairs. As far as we know, our Sun is a star that stands
alone. But most stars in the universe have a partner. They are called
binary stars.
Of course Orsola cant go to the stars.
So, she travels to Arizona, Hawaii, and
Chile to use large telescopes. She gazes
billions of miles into space to get a good
look at binary stars. She watches how
the stars influence each other. When a
star gets old, it becomes larger. If there is
another star nearby, it might get eaten
up, or absorbed, by the expanding old
star. No one is sure what will happen
after that. Will the smaller star just
disappear? Orsola is working to find out.

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Chapter 5 Our Solar System Use with Lesson 3
Reading and Writing in Science The Stars
Reading
A Summary
identifies the subject
states the main idea
gives the important details
Write About It
Summarize What would you study if you were
an astrophysicist? Choose something you
would like to study in space and write about it.
Summarize some things you would like to learn.
Tell why this interests you.

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Chapter 5 Our Solar System Use with Lesson 3
Reading and Writing in Science The Stars
Writing
Stars to Freedom
Write About It
Write a paragraph that summarizes Stars to
Freedom. Include a topic sentence that states
the main idea about the piece. Then in your own
words, tell the most important facts and details
from Stars to Freedom. Be brief, but explain
how people used the Big Dipper to travel to
freedom.
Getting Ideas
Make sure you know what a summary is before you begin to write.
Read each sentence below. Write True or False.
1. A summary is shorter than the article.
2. A summary is longer than the article.
3. A summary uses your own words.
4. A summary uses the exact words from the article.
5. A summary contains both important and unimportant details.
6. A summary contains only important information.

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105
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Chapter 5 Our Solar System Use with Lesson 3
Reading and Writing in Science The Stars
Writing
Drafting
Write the main idea of Stars to Freedom on the lines below.
Now write your summary. Begin with a topic sentence that tells
your main idea. Include only important facts and details. End with
a conclusion based on these facts.
Revising and Proofreading
Here are some sentences from one students summary. Find nine
places where there should be a capital letter. Correct these errors.
Stars to Freedom shows how enslaved African americans used
the stars to find freedom in the north. The handle of the big dipper
points to the north star. They used the folk song follow the drinking
gourd as a code.
Now revise and proofread your summary. Ask yourself:
Did I include only important facts and details?
Did I draw a conclusion at the end?
Did I correct all grammar errors?

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Chapter 5 Our Solar System Use with Lesson 3
Reading and Writing in Science The Stars
Vocabulary
CHAPTER LEVEL
A Closer Look at the Solar System
Choose the letter of the best answer.
1. What is a small piece of ice and rock orbiting the Sun?
a. comet c. meteor
b. constellation d. planet
2. A pattern outlined by stars is a(n)
a. asteroid. c. meteor.
b. constellation. d. solar system.
3. A star and all the objects orbiting around it is a(n)
a. asteroid. c. meteor.
b. constellation. d. solar system.
4. A lens is a(n)
a. constellation.
b. curved piece of glass.
c. kind of telescope.
d. light in space.
5. What is a smaller piece of rock or metal orbiting the Sun?
a. asteroid c. meteor
b. constellation d. planet

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Chapter 5 Our Solar System Chapter Vocabulary Test
Reading and Writing in Science
CHAPTER LEVEL
Choose the letter of the best answer.
6. A small piece of rock burning up in Earths atmosphere is a(n)
a. asteroid. c. constellation.
b. comet. d. meteor.
7. A large ball of rock in space orbiting the Sun is a(n)
a. comet. c. planet.
b. constellation. d. star.
8. A tool that gathers light to make objects appear larger is a(n)
a. constellation. c. radio wave.
b. microscope. d. telescope.
9. A very hot, glowing ball of gases in space is a(n)
a. asteroid. c. meteor.
b. comet. d. star.
Vocabulary

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Chapter 5 Our Solar System Chapter Vocabulary Test
Reading and Writing in Science
Concept Map
Matter
Complete the concept map with the information you learned
about matter in Chapter 6.
Matter
Types
Physical
Changes
Chemical
Changes
Building
Blocks
Solid Liquid Gas
CHAPTER LEVEL

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Chapter 6 Matter
Reading and Writing in Science
Literature
Freezing Rain
Read the Literature feature in
your textbook.
Write About It
Response to Literature During the winter, rain
freezes into ice. What word does the author use
in the poem to describe ice? What are some
words that describe things around you? Choose
an object to write about. Use as many words as
you can to describe the object.
CHAPTER LEVEL

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Chapter 6 Matter
Reading and Writing in Science
Outline
Solids, Liquids, and Gases
Use your textbook to help you fill in the blanks.
What is Matter?
1. Matter is anything that has mass and .
2. Mass is the amount of an object has.
3. If two objects are the same size and shape, but one has more
matter, it has more .
4. An objects are ways to describe it,
including color and texture.
5. Mass, one of many properties that can be measured, can be
measured with a

.
How do we classify matter?
6. Three states that matter can be grouped into are

.
7. Solids have a definite and shape.
8. Volume is the amount of an object
takes up.
9. Liquids have a definite volume, and
shape.
10. Gases have no definite

.

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Chapter 6 Matter Use with Lesson 1
Reading and Writing in Science Solids, Liquids, and Gases
Outline
What happens when heat is added to matter?
11. When heat is added to matter, it gains .
12. When a substance gains energy, its
increases.
13. When heat energy is added to a solid, it will
, becoming a liquid.
14. When heat is added to a liquid, it will ,
becoming a gas.
15. When heat is taken away from matter, it loses
and its temperature decreases.
16. When a liquid loses heat energy, it freezes, and becomes a
.
17. When gases lose heat energy, they become liquids by
.
Summarize the Main Idea
18. What are the three states of matter and how does heat affect a
substances state of matter?

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112
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Chapter 6 Matter Use with Lesson 1
Reading and Writing in Science Solids, Liquids, and Gases
Vocabulary
Solids, Liquids, and Gases
a. condense d. liquid g. melt
b. evaporate e. mass h. solid
c. gas f. matter
Match the correct letter with the description.
1.

The amount of matter in an object
2. When a gas becomes a liquid
3.

Carbon dioxide is one, because it takes the shape and
volume of its container.
4.

When a liquid becomes a gas
5. Your pen is one, because it has a definite volume
and shape
6.

A glass of lemonade is one, because it takes the shape
of its container, but has a definite volume
7.

When a solid becomes a liquid
8.

Anything that has mass and takes up space

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Chapter 6 Matter Use with Lesson 1
Reading and Writing in Science Solids, Liquids, and Gases
Cloze Test
Solids, Liquids, and Gases
condense heat mass solid
gas liquid matter
Fill in the blanks. Some answers may be used more than once.
Everything that you are able to see, touch, smell, and feel is
matter. Matter is anything that has and takes
up space. can be classified according to its
state. A piece of matter has definite volume
and shape. A has no definite shape, but a
definite volume.
A

, such as oxygen, has neither a definite
volume nor shape. When energy is added to
matter, changes to its state may occur. For instance, when a solid
piece of ice is heated, it may melt, becoming a liquid. When heat is
added to a liquid, it can evaporate, becoming a
. When heat is taken away, a liquid can
freeze, becoming a

. When heat is taken
away from a gas, it can

, becoming a liquid.

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Chapter 6 Matter Use with Lesson 1
Reading and Writing in Science Solids, Liquids, and Gases
Outline
Building Blocks of Matter
Use your textbook to help you fill in the blanks.
What are elements?
1. Everything is made up of .
2. make up matter.
3. Matter can be made up of elements.
4. When elements combine to form new substances, the resulting
substances have properties.
What are atoms?
5. No matter how small you divide an element into pieces you are
able to see, it will have properties.
6. Scientists must use special microscopes called
in to order to see the atom.
7. The smallest part of matter that keeps its properties is an
.
8. All of an elements atoms have the same
as the element.
How do we arrange elements?
9. A periodic table shows all of the .
10. Each element in the is represented
by a symbol.
11. Other information in the periodic table includes an elements
.
12. Elements in the same column of the periodic table share
common

.

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Chapter 6 Matter Use with Lesson 2
Reading and Writing in Science Building Blocks of Matter
Outline
13. Elements on the left side of the periodic table are usually

.
14. Hydrogen can be found on the left side of the periodic table,
but it is a

.
Summarize the Main Idea
15. What are elements and how do scientists organize them?

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Chapter 6 Matter Use with Lesson 2
Reading and Writing in Science Building Blocks of Matter
Vocabulary
Building Blocks of Matter
a. atom d. matter g. periodic table
b. electron microscope e. metals
c. elements f. non-metals
Match the correct letter with the description.
1.

A device that allows scientists to see the smallest parts
of matter
2.

Everything we can see, touch, and feel.
3.

The smallest part of an element that has all of the
elements properties.
4.

All matter is made up of these.
5.

A chart containing information for every
element known.
6.

These elements are found on the right side of the
periodic table.
7.

These elements, including iron, are found on the left
side of the periodic table.

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Chapter 6 Matter Use with Lesson 2
Reading and Writing in Science Building Blocks of Matter
Cloze Test
Building Blocks of Matter
atoms metals smallest
elements periodic table properties
Fill in the blanks.
Everything that we know of is made up of matter. All matter is
made up of . Some matter, such as oxygen, is
made up of only one element. Other matter is made up of more than
one element joined together. Water is made up of the elements
hydrogen and oxygen. The part of an
element that still keeps the elements properties is an atom. Because
they are too small to see with the human eye, scientists study
using tools like the electron microscope.
Scientists group all of the elements in a chart called the
. The periodic table also contains information
about groups of elements. On the periodic table, a column of
elements have similar

. For instance,
are found on the left side of the periodic
table and nonmetals are found on the right side. The periodic table is
a tool where you find out many properties of elements.

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Chapter 6 Matter Use with Lesson 2
Reading and Writing in Science Building Blocks of Matter
Reading
Meet a Scientist
Meet Neil deGrasse Tyson
Did you know that you are star dust? Neil deGrasse Tyson can
tell you what that means. Hes a scientist at the American Museum of
Natural History in New York.
Your body is full of hydrogen, carbon, calcium and many other
atoms. All these atoms were first formed in the stars a long time ago.
So were the silicon, iron, and oxygen atoms that form most of the
Earths inside.
How did these elements make their way from the stars to
your body?
Most elements form inside the
fiery and dense centers of stars.
Hydrogen, the simplest of the
elements, combines to form helium,
carbon, and all the other elements
in these conditions. Throughout
their lives, stars scatter elements
into space. Over millions of years,
these elements combine to form
new stars, or planets, or even
living things, like you!

Neil deGrasse Tyson is an
astrophysicist, a scientist who
studies how the universe works.

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Chapter 6 Matter Use with Lesson 2
Reading and Writing in Science Building Blocks of Matter
Reading
Main Idea and Details
The Main Idea
tells the most important message of the text.
is supported by details, facts, and examples.
Write About It
Main Idea Think of a question you would like
to ask scientist Neil deGrasse Tyson. Research
and write about the tools that scientists use to
discover facts about elements in the universe.

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Chapter 6 Matter Use with Lesson 2
Reading and Writing in Science Building Blocks of Matter
Writing
Building Blocks of Matter
Read the Writing in Science feature in your textbook.
Write About It
Write a paragraph telling about the building
blocks of matter. Begin your paragraph with a
topic sentence. This sentence should state the
main idea. Then include facts and details that
support the main idea or add more information
about it. End with a conclusion based on your
facts and details.
Getting Ideas
Do some online and print research. Find facts about the building
blocks of matter.
Planning and Organizing
Write two sentences that tell about the building blocks of matter.
1.
2.

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Chapter 6 Matter Use with Lesson 2
Reading and Writing in Science Building Blocks of Matter
Writing
Drafting
Write a topic sentence for your paragraph.
Now write the first draft of your paragraph on a separate sheet of
paper. Begin with your topic sentence. Tell facts and details about
the building blocks of matter. Draw a conclusion at the end.
Revising and Proofreading
Proofread these sentences that Carlos wrote. Each sentence has
a grammar error. Find the error and correct it. Write the correct
sentence on the line.
1. All the atoms in an element is alike.
2. Two atoms of hydrogen and one atom of oxygen combines to
form water.
Now revise and proofread your paragraph. Ask yourself:
Did I begin with a topic sentence that tells my main idea?
Did I include facts and details to back up my main idea?
Did I draw a conclusion at the end?
Did I correct all grammar errors?

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Chapter 6 Matter Use with Lesson 2
Reading and Writing in Science Building Blocks of Matter
Outline
Changing Matter
Use your textbook to help you fill in the blanks.
What are physical changes?
1. When matter changes only in ways that you can see, such as
getting smaller, it has gone through a .
2. When something goes through a physical change, its properties
.
3. When a solid becomes a liquid, it goes through a
change.
4. When water boils, becoming steam, this is a
change.
5. When you mix different types of matter together and their
properties do not change, you have created a

.
6. Mixing oil and vinegar together to make salad dressing is an
example of a change.
7. When someone pours milk into their coffee, they have created a

.
8. Stirring an egg is an example of a
change.
What are chemical changes?
9. When substance goes through a change where new matter is
created, it is a change.

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Chapter 6 Matter Use with Lesson 3
Reading and Writing in Science Changing Matter
Outline
What are the signs of a chemical change?
10. Light and heat may be produced during a
.
11. When a substance changes

, for
example, when iron rusts and turns brownish-red, this is a sign
that a chemical change has occurred.
12. If you see bubbles form when two substances are combined,
this indicates that a has formed,
another sign that a chemical change has occurred.
13. When fireworks explode, and heat
indicate a chemical change has occurred.
14. Cooking an egg is an example of a
change.
Summarize the Main Idea
15. Describe the two ways that matter can change. How can you
tell which type of change has occurred?

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Chapter 6 Matter Use with Lesson 3
Reading and Writing in Science Changing Matter
Vocabulary
Changing Matter
a. burning d. mixture g. spoils
b. chemical change e. physical change
c. elements f. rust
Match the correct letter with the description.
1.

Matter changes, but its makeup does not change.
2.

This chemical change results in the formation of light
and heat.
3.

When fruit does this, it is a chemical change of
the matter.
4.

Matter changes, and its properties and makeup
also change.
5.

A combination of matter, such as salt water, in which
the makeup remains the same
6.

The building blocks of matter
7.

This occurs when iron materials are left outside and
undergo a chemical change.

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Chapter 6 Matter Use with Lesson 3
Reading and Writing in Science Changing Matter
Cloze Test
Changing Matter
chemical change light matter new
gas makeup melts physical change
Fill in the blanks.
Every day, we see matter change. For example, if you tear a piece
of paper, the paper undergoes a . The
and properties of the matter do not change.
Another physical change that we can see is when an ice cube
. A

causes a
substance to be made. When a log burns, the
ashes that are formed are a different type of
than the original wood. There are many ways to observe that a
chemical change has occurred in matter. For example, when we see a
piece of paper burning, we see and feel heat.
Color change is another observation. Finally, if you see a
released, you know that a chemical change
has occurred. These changes in the matter indicate that the
substance is now a new type of matter.

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Chapter 6 Matter Use with Lesson 3
Reading and Writing in Science Changing Matter
Vocabulary
CHAPTER LEVEL
Matter
1. Your body, desk, and the air you breathe are all
a. gases. c. matter.
b. liquids. d. solids.
2. An atom
a. is very large.
b. is always a liquid or a solid.
c. is the smallest unit of an element.
d. only experiences physical changes.
3. The building blocks of matter are best described as
a. elements. c. mass.
b. gases. d. solids.
4. Which of the following shows that a chemical change
has happened?
a. a torn sheet of paper
b. a piece of spoiled fruit
c. water freezing into ice
d. a mixture of tea and water
5. When ice melts, water becomes
a. a gas. c. a solid.
b. a liquid. d. a powder.
6. What is the measure of matter in an object?
a. mass c. size
b. shape d. weight

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Chapter 6 Matter Chapter Vocabulary Test
Reading and Writing in Science
CHAPTER LEVEL
7. A liquid has
a. definite shape and volume.
b. no definite shape or volume.
c. definite shape.
d. definite volume.
8. When a liquid gains heat energy it can
a. condense. c. freeze.
b. evaporate. d. melt.
9. Which of the following is NOT a physical change in matter?
a. A new substance was formed after a reaction.
b. Matter changed from a liquid to a solid.
c. Matter formed a gas when heat energy was added.
d. Substances have the same properties after they are mixed.
10. What has happened when condensing occurs?
a. Heat was added to a solid.
b. Heat was added to a liquid.
c. A gas has lost heat energy.
d. A solid has lost heat energy.
11. The periodic table is a chart that shows a list of
a. atoms. c. only gases.
b. elements. d. only solids.
Vocabulary

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Chapter 6 Matter Chapter Vocabulary Test
Reading and Writing in Science
Concept Map
Energy
Complete the concept map with the information you learned
about energy. Some answers have been written for you.
Energy
Types
kinetic
Forms Movement
potential
chemical mechanical
CHAPTER LEVEL

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Chapter 7 Energy Use with Chapter 7
Reading and Writing in Science
Literature
Wind Power
Read the Literature feature in
your textbook.
Write About It
Response to Literature
This article tells about wind farms that create
electricity. What do you think people do with
the energy that is produced? Write a letter to a
friend. Describe the ways that you use energy.
CHAPTER LEVEL

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Chapter 7 Energy Use with Chapter 7
Reading and Writing in Science
Outline
Energy All Around
Use your textbook to help you fill in the blanks.
What is energy?
1. Energy is the ability to do .
2. All living things need energy to

.
3. enables things to move and grow.
4. When a solid block of ice gains energy, it melts, which is a
change.
5. Burning a piece of paper is an example of energy causing matter
to undergo a(n) change.
What are some forms of energy?
6. Gasoline, batteries, and food all contain
.
7. Computer printers use energy.
8. The hotter something becomes, the more
it has.
9. Moving objects contain

.
10. Energy can be converted from one form to another. For instance,
when a fire burns, chemical energy in wood is converted to
and heat energy.
What is Earths main source of energy?
11. Earths main source of energy is the .
12. Different areas of Earth receive more direct sunlight because of
Earths

.
13. We see the Suns energy in the form of

.

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Chapter 7 Energy Use with Lesson 1
Reading and Writing in Science Energy All Around
Outline
14. We feel the Suns energy in the form of
.
15. Plants use light energy from the Sun to make
.
How does the Suns energy change matter?
16. energy from the Sun causes matter to
gain thermal energy.
17. When ice gains heat energy, it melts and becomes a
.
18. When liquid water such as a puddle gains heat energy, it
and becomes a gas.
Summarize the Main Idea
19. What is energy? What is the main source of Earths energy?

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Chapter 7 Energy Use with Lesson 1
Reading and Writing in Science Energy All Around
Vocabulary
Energy All Around
a. chemical energy d. friction g. thermal energy
b. electrical energy e. light energy
c. energy f. mechanical energy
Match the correct letter with the description.
1. The more of this an object has, the warmer it becomes.
2.

This energy is stored in matter.
3.

This energy is found in running water.
4.

This energy is seen coming from a lamp that is
switched on.
5.

This is the ability to do work.
6.

This energy occurs in plugged-in items such
as a vacuum.
7.

This force opposes motion when two objects
are touching.

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Chapter 7 Energy Use with Lesson 1
Reading and Writing in Science Energy All Around
Cloze Test
Energy all Around
chemical light physical
electrical matter Sun
heat or thermal mechanical work
Fill in the blanks.
When you feel tired, you may feel like you have no energy. Energy
is the ability to do . Energy can make
undergo both physical and chemical
changes. When heat energy is added to a block of ice, for instance, it
melts. Melting is a change. When a piece of
paper burns because it gains energy from a fire, it undergoes a
change. energy
enables us to watch television. When we are cold, we have less
energy than when we are warm. When
things are moving, they have energy. The
main source of Earths energy is the

. We see
the Suns energy as and feel it as heat. The
Suns energy can cause other changes in matter as well.

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Chapter 7 Energy Use with Lesson 1
Reading and Writing in Science Energy All Around
Outline
Using Energy
Use your textbook to help you fill in the blanks.
What are potential energy and kinetic energy?
1. The energy stored in objects is called .
2. The higher up a resting object is, the
potential energy it has.
3. The energy that moving objects have is called
.
4. A rolling bowling ball contains

.
5. An object sitting on top of a hill has more
than an object sitting at the bottom
of the hill.
6. A chair has energy.
What are some sources of stored energy?
7. A battery contains stored energy.
8. When a battery-operated lantern is turned on, the stored
chemical energy is first converted to
energy.
9. Electrical energy in a lamp is converted into light
energy.
10. A match also has stored

energy.
11. When its potential energy is used up, a match

.

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Chapter 7 Energy Use with Lesson 2
Reading and Writing in Science Using Energy
Outline
12. The food we eat has .
13. We use the energy in to do all the
things that keep us alive.
How is stored energy changed?
14. A gas stove converts the energy stored in natural gas to
energy.
15. An automobile engine changes the chemical energy stored in
gasoline into energy.
16. We also convert stored energy into
when we break down the food we eat and are able to walk
around the room.
Summarize the Main Idea
17. What is the difference between potential energy and
kinetic energy?

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Chapter 7 Energy Use with Lesson 2
Reading and Writing in Science Using Energy
Vocabulary
Using Energy
a. battery d. heat energy g. potential energy
b. chemical energy e. kinetic energy
c. energy f. motion
Match the correct letter with the description.
1. An object that has a lot of this feels hot.
2.

This type of energy is found in food.
3.

Chemical energy is found here.
4.

This is the movement of an object.
5.

This is the ability to do work.
6.

A moving object has this energy.
7.

This is stored energy.

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Chapter 7 Energy Use with Lesson 2
Reading and Writing in Science Using Energy
Cloze Test
Using Energy
chemical electricity kinetic energy
chemical energy food potential
convert or change kinetic stored or potential
Fill in the blanks.
All objects can be considered to contain energy. Objects that are
not moving, such as a ball resting on the floor, contain stored energy
called energy. When a ball rolls across the
floor, it is an object in motion, so it has
energy. There are many sources of energy.
A battery also contains stored energy. This
stored energy can be released to provide
that is then converted to light, sound, or other forms of energy.
Automobiles are able to stored energy into
energy that enables them to drive down the street. People use the
energy stored in to walk, run, and jump.
When we move, we are using

. That kinetic
energy comes from the food we eat, which has
.

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Chapter 7 Energy Use with Lesson 2
Reading and Writing in Science Using Energy
Reading
Turning the Power On
People use a lot of energy. We need it to power our cars, heat our
homes, and run the many machines we use each day. Energy sources
like coal or oil are limited. When theyre used, they are gone forever.
But other sources are renewable. Renewable means they can be
used again and again. Heres a look at how people have used these
alternative energy sources over time.
1882 Hydropower Energy
The river current turns the mill wheel, which
turns a machine called a turbine. The turbine
transforms the rivers energy into electricity.
1890 Wind Energy
Wind turbines are invented in Denmark. These
machines use the energy of the wind to create
electricity.
1904 Geothermal Energy
Heat energy from Earth is harnessed from
geysers in Italy. Steam from the geysers turns
turbines, which produce electricity.
1904 Solar Energy
Russell Ohl invents a device that transforms
light from the Sun into electricity.
1904 Biomass Energy
Biomass consists of dead trees, tree branches,
yard clippings, and leftover crops, as well as
wood chips, bark, and sawdust from lumber
mills. It can even include used tires and
livestock manure. These materials are burned
to produce heat, steam, or electricity.

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Chapter 7 Energy Use with Lesson 2
Reading and Writing in Science Using Energy
Reading
To draw a conclusion you must
read the story completely
understand the story details
make connections among story details
Renewable energy sources can be replenished in a short period
of time. The five renewable sources used most often are hydropower
(water), wind, geothermal, solar, and biomass. No matter what
energy source you use, its important to conserve electricity. That
means turning off the light when you leave a room.
Write About It
Draw Conclusions What do you think is the
authors purpose for writing this article? In the
last paragraph, the author tells us we must all
do our part in saving electricity. What are some
ways you can reduce the amount of electricity
you use? Write about ways you can use
less electricity.

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Chapter 7 Energy Use with Lesson 2
Reading and Writing in Science Using Energy
Writing
Conserving Energy
Write About It
Write a persuasive letter to a community leader.
Tell your opinion about why it is important to save
gas. Give strong reasons, facts, and examples that
will convince your reader. Save your best reason
for last. Be sure to follow the form of a formal
letter.
Getting Ideas
Brainstorm ideas about why it is important to save gas. Write them
on a separate sheet of paper.
Planning and Organizing
Here are some sentences Armando wrote to support the opinion
that we must save gas. Write Yes by each sentence that supports this
opinion. Write No by each sentence that does not.
1. Taking buses and trains instead of cars will help us save gas.
2. There will be more and more gas shortages if we dont start
conserving gas.
3. Gas is a renewable resource.
Write two sentences giving facts, reasons, and details for saving gas.
1.
2.

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Chapter 7 Energy Use with Lesson 2
Reading and Writing in Science Using Energy
Writing
Use the guidelines below to write
your letter.
1. This is the heading. Write your
address and the date.
2. This is the inside address.
Write the name of the person
to whom you are writing, the
organization, and the address.
3. This is the salutation, or
greeting. Write Dear and
the name of the person. Put a
colon after the name.
4. Explain why you are writing.
State your position.
5. Give facts, reasons, and details
that back up your opinion.
6. Tell what you want the reader
to do.
7. This is the closing. Use special words like Sincerely or Yours
truly. Put a comma after these words.
8. Sign your name. If you are writing on computer, type your
name under your signature.
Now revise and proofread your letter. Ask yourself:
Did I follow the form of a formal letter?
Did I tell my opinion about saving gas?
Did I include facts, details, and reasons to back up my opinion?
Did I end by saying what I want the reader to do?
Did I correct all grammar errors?
Did I correct all spelling, punctuation, and capitalization errors?
[1]
[2]
[3]
[4]
[5]
[6]
[7]
[8]

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Chapter 7 Energy Use with Lesson 2
Reading and Writing in Science Using Energy
Outline
Energy on the Move
Use your textbook to help you fill in the blanks.
How can energy move through objects?
1. Moving objects have energy.
2. Objects in motion are able to their
energy to another object.
3. If a rolling ball hits a block of wood, some of its kinetic energy
is transferred to

.
4. If an object gains kinetic energy from another object, it
may

.
5. In basketball, energy from your arm
is transferred to the ball when you throw it to another player.
How is energy transferred by waves?
6. A is a disturbance that moves
through a substance such as water or air.
7. Waves carry

, which they can
transfer to objects.
8. Ocean waves are waves; they move
up and down.
9. Ocean waves cause floating objects to move
.
How does sound energy move?
10. Sound is a type of energy.
11. When objects move back and forth very quickly, they
.

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Chapter 7 Energy Use with Lesson 3
Reading and Writing in Science Energy on the Move
Outline
12. Vibrating objects produce energy.
13. Sound waves are called waves
because they compress or squeeze and then release the air
they move through.
14. Sound waves move

.
15. When sound waves strike an object, they may cause it
to

.
16. The faster the sound waves travel, the
pitch of sound you will hear.
How does electrical energy move?
17. Electrical energy moves through

.
18. When you plug in a hair dryer, you are connecting the
wire in the cord with the wire in the outlet, allowing the
energy to flow into your hair dryer.
19. The electrical energy traveling into your hair dryer is converted
to the mechanical and energy you
use to dry your hair.
Summarize the Main Idea
20. Describe three ways energy can be carried from one location
to another.

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Chapter 7 Energy Use with Lesson 3
Reading and Writing in Science Energy on the Move
Vocabulary
Energy on the Move
a. compression wave d. seismic wave g. wave
b. electrical energy e. sound energy
c. mechanical energy f. transverse wave
Match the correct letter with the description.
1.

A disturbance that moves horizontally as the matter in
the disturbance moves up and down
2.

A disturbance that moves through a substance
3.

A wave that moves matter back and forth in the same
direction that the wave is traveling

4.

The energy of moving objects
5.

The energy of vibrating objects
6.

A wave that travels from an earthquake
7.

The energy of electric currents

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Chapter 7 Energy Use with Lesson 3
Reading and Writing in Science Energy on the Move
Cloze Test
Energy on the Move
energy same up an down wire
hear sound vibrating
move transfer waves
Fill in the blanks.
There are several ways in which energy can be moved from one
location to another. Moving objects energy
to the objects they come into contact with. For example, a moving
hockey stick transfers some of its kinetic energy to a hockey puck,
causing it to

. are
disturbances that move in a regular pattern through matter or space.
When you float in the ocean, you move as a
wave passes you. The wave has transferred some its energy to you,
causing you to move in the direction as the
wave. Sound waves also transfer

. Sound
waves are produced by objects. When
waves strike a persons eardrum, they cause
it to vibrate. This transfer of energy enables us to
. Electrical energy can also carry energy as it
moves through a

.

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Chapter 7 Energy Use with Lesson 3
Reading and Writing in Science Energy on the Move
Vocabulary
CHAPTER LEVEL
Energy
Choose the letter of the best answer.
1. Objects that vibrate produce
a. electrical energy.
b. potential energy.
c. sound energy.
d. work energy.
2. What kind of energy is potential energy?
a. motion
b. sound
c. stored
d. work
3. Moving charges are
a. electrical energy.
b. potential energy.
c. sound energy.
d. work energy.

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Chapter 7 Energy Chapter Vocabulary Test
Reading and Writing in Science
CHAPTER LEVEL
Choose the letter of the best answer.
4. Energy is
a. a change in matter.
b. a flash of light.
c. the ability to do work.
d. motion in space.
5. A disturbance that moves through matter or space is a(n)
a. energy.
b. force.
c. sound.
d. wave.
6. The energy of motion is
a. kinetic energy.
b. work energy.
c. potential energy.
d. electrical energy.
Vocabulary

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Chapter 7 Energy Chapter Vocabulary Test
Reading and Writing in Science
Light
Complete the concept map about the types of light and how light
travels. Some answers have been written for you.
Light
Travel
Types
Visible
Invisible
Concept Map
flashlight
in transverse waves
CHAPTER LEVEL

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Chapter 8 Light
Reading and Writing in Science
Literature
Crystal Vision
Read the Literature feature
in your textbook
Write About It
Response to Literature The poet tells about
an experience he had with light. How did the
experience make him feel? Write a personal
narrative about an experience you have had
with light. It might be a rainbow, a sunrise, or a
sunset. Tell how you felt about the experience
and why it is memorable.
CHAPTER LEVEL