Hands-On STEAM - Life Science Gr. 1-5 [1 ed.] 9781771676366, 9781771673914

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LIFE SCIENCE Hands-On STEAM Science Series .................. Written by George Graybill, Ph. D.

GRADES 1 - 5 Reading Level 3

Classroom Complete Press P.O. Box 19729 San Diego, CA 92159 Tel: 1-800-663-3609 / Fax: 1-800-663-3608 Email: [email protected]

www.classroomcompletepress.com ISBN-13: 978-1-77167-391-4 © 2016 Permission to Reproduce Permission is granted to the individual teacher who purchases one copy of this book to reproduce the student activity material for use in his or her classroom only. Reproduction of these materials for colleagues, an entire school or school system, or for commercial sale is strictly prohibited. No part of this publication may be transmitted in any form or by any means, electronic, mechanical, recording or otherwise without the prior written permission of the publisher. We acknowledge the financial support of the Government of Canada through the Book Publishing Industry Development Program (BPIDP) for our publishing activities. Printed in Canada. All rights reserved.

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Hands-On - Life Science CC4101

STEAM & NGSS Skills .................. Life Science

Ecosystems

Food and Energy

Food Chains

Adaptations

Life Cycle

The Brain

Hands-on Experiments

Science

• Demonstrate Understanding • Explain Scientific Causation • Describe • Classify and Organize • Observation

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Technology

• Application to Own Life • Create and Construct • Recall Information • Integration of Technology and Virtual Learning • Utilize Alternative Research Tools

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Engineering

• Construct Experiments • Group Work • Distinguish Meanings • Make Inferences • Draw Conclusions

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• Project-Based Learning • Design and Application • Match Vocabulary to Definition • Define Vocabulary • Compile Research Information

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Mathematics

Skills for STEAM and NGSS

Arts

Reading

• Utilize Math Concepts in Experiments • List Details/Facts • Sequence • Identify Cause and Effect • Identify Supporting Evidence

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Based on STEAM and Next Generation Science ©

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Contents

.................. TEACHER GUIDE • Assessment Rubric.......................................................................................... • How Is Our Resource Organized? ................................................................... • STEAM & Next Generation Science................................................................. • Vocabulary......................................................................................................

4 5 6 6

STUDENT HANDOUTS • Reading Comprehension 1. Ecosystems ............................................................................................... 7 2. Food and Energy .................................................................................... 13 3. Food Chains .......................................................................................... 18 4. Adaptations ........................................................................................... 24 5. Life Cycle .............................................................................................. 29 6. The Brain .............................................................................................. 35 • Hands-on Experiments................................................................................. 40 • Crossword.................................................................................................... 46 • Word Search ................................................................................................ 47 • Comprehension Quiz .................................................................................. 48 EZ

EASY-MARKING™ ANSWER KEY ............................................................. 50 COLOR MINI POSTERS ........................................................................... 55

FREE!

4 6 BONUS Activity Pages! Additional worksheets for your students

NAME:

• Go to our website:

Student Worksheet

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Activity Six NAME:

Student Worksheet

Ant Brains

................... First of all, be careful with ants. Some of them can bite and sting.

Activity Five

www.classroomcompletepress.com/bonus

NAME:

Student

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Activity Four Plant Seed Adaptations NAME:

• Enter item CC4101 • Enter pass code CC4101D

NAME:

to its anthill.

Student Worksheet It is good for most plants to spread their seeds. Plants have several ways to do

................... this. In this activity you will collect seeds. You will look for the adaptation that

Activity Three

Student Worksheet

Ants have brains and senses. Their brains and senses are more like ours than you might think. In this activity you will watch ants to learn about their brains and senses. Worksheet Frogs live in ponds and even puddles. They live in water that is still. They usually don’t live in fast flowing streams. They like to eat bugs. for have a First Look you will to find an anthill. It will have a small hole where ants go buggy puddle or a pond. Look for frogs in it. In the spring, in frogs eggs thatbe at the top of a pile of soil. Some ants also live under andlay out. It may float on the water. The picture shows what frog eggs look rocks like. and logs. If you can’t find an anthill, find an ant. Follow the ant back

Life Cycle of a Frog

You will see ants in a long line coming and going. They are going to a place they have found food. They bring the food back to the anthill. Try to follow them to the food and back. They mark the trail to the food with smells.

spreads the seeds. This a good activity for late summer and early fall when plants have seeds. Look for seeds that spread in the ways shown below:

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Spread by Animals: Learn About an Arctic Food Web Ants smell with their feelers (antennae). Two feelers come out of the head. You will be the animal. You will use your clothes to collect the kind of seeds that Can you see them? Their sense of touch is also in the feelers. Ants also have The arctic is far in the north where it is very cold. A food web is like stick a lotto ofanimal fur. Go out and walk through fields with many kinds of plants. a sense of sight. They can see, but not as well as we can. They can also hear food chains put together. A food web shows as many of the living Wear thingsthe in an fuzziest pair of pants and the fuzziest socks you have. Seeds will stick sounds with their feelers. They use smell and touch to talk to each other. ecosystem as it can. Arrows point from what is doing the eating toto what eats. and socks the way they stick to animal fur. When you get home, youritpants When you find some eggs, wait for them to hatch. Come back every fewthings. They can teach each other. An old ant can teach a The arrows also show which way energy flows. Ants can learn pick the seeds off of your clothes. Look at them closely. What made them stick? How the Sun Gives Energy to Plants days to look. After the eggs hatch, you will see tadpoles inyoung the water. The to get to food. ant how Student Worksheet The parts of plants that make food are green. This is where air, water, and picture shows what they look like. Spread by Wind: Read about members of an arctic food web. You can search for “arctic food sunlight are working together. The green color is something called chlorophyll Look for seeds that are spread by wind. They will be very small seeds with Watch the ants closely. Try to see them talking with their feelers. Watch (CLOR-o-fill). Chlorophyll must be there for a plant to store energy as web” food. online, Part or you can look for books in the library. Much arctic life is in the something ocean. Other life stays on land. Some animals and birds live both on land andthat helps them fly through the air when it is windy. Look for a tree them following a smell trail. See if you can see one ant teaching something of chlorophyll is the mineral magnesium (mag-NEE-zee-um) that the plant gets that has seeds with two wings. These spin as they fly through the air. in the ocean. to another ant. from the ground. Write a Short Report about a Water Ecosystem

Activity Two

NAME:

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Activity One

Besides magnesium, a plant needs air, water, and sunlight. You know that Spread by Water: Here are some of the important animals to look for: An aquarium is a water ecosystem. It looks like a square box made of glass a plant dies if you don’t give it water. You have probably seen a plant die Some seeds float. They can float for a long time, and the and filled with water, fish and plants. The aqua- part of the word means because it was not watered. When you see brown grass, it is because the grass• polar bear • whales water won’t hurt them. Look for plants along a stream. water. This is an ecosystem that someone has made. It is closed off from the didn’t have enough water. We will study what happens to a plant when it Do the seeds of the plants float? Which plants do you • walrus • seals outside. It has all the plants and animals needed for an ecosystem. It has doesn’t get enough sunlight and air. think use water to spread its seeds? Have you seen a • fox • fish everything they need to live. coconut? It is a very big seed that can float from one Not Enough Sunlight • rabbit (also called hare) • birds island to another. When it gets to its new island it can If you already have an aquarium, you can study it for your report. You could For this part you need a green lawn and something heavy and flat, like a brick sprout and become a coconut tree. also study a friend’s aquarium. If you don’t know anyone who has one, you Try to answer these questions: or board. You will also need some black tape with a sticky side. can go to a pet store. They will have many big aquariums. One last thing • Which are the producers? • Put the Finally, look at the picture of this seed. It is the seed of you could do is go to a big public aquarium. There you will see many big heavy flat thing on the lawn. • Which are the consumers? a plant called a spiral filigree. The pointy end on the tanks filled with fish and water plants. • Lift the flat thing up every day and see if the grass has changed. • Which consumers eat plants? bottom is the seed part. This seed is from a plant that No matter where you find an aquarium, you will be looking at a • complete Cut a small shape out of the tape. grows in fields of high grass. It is shaped like a screw. This • Which consumers eat other animals? water ecosystem. See what kind of fish are in the ecosystem. Are there helps it get to the ground and grow. Can you think of • Stick the tape on a large, green leaf on a tree or other green plant.•The Which are the decomposers? other animals? See what kind of plants are in the ecosystem. This is what how this works? Think about what would happen to the shape of the tape could be a little picture or the first letter of your name. • Where does each animal live? you should include in your report: seed if the wind moved the grass around. • Come back in a week and take the tape off. Notice any changes? If nothing 4A © Name the producers. changed, put the tape back and check it again in a week. Make a food web on a large piece of cardboard or paper. Put the names or pictures of the plants and animals on the web. Use arrows to show how energy What happened to the grass under the flat thing? Why did this happen? What Name the consumers. flows through the food web. happened to the leaf under the tape? Why did this happen? Tell where the animals get their food. Not Enough Air Tell whether the animals eat the plants. For this part you need some dirt, a small plant, and a jar with a lid. The jar should be just big enough to put the plant in.

Name any decomposers you see.

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3A

How do ants use their senses differently than we do?

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6A

Hands-On - Life Science CC4101

Keep coming back to the frog pond. Do you see the tadpoles changing? How are they changing? How can you tell when they have become a grown frog? ©

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Hands-On - Life Science CC4101

a spiral filaree seed Hands-On - Life Science CC4101

Hands-On - Life Science CC4101

• Put the dirt in the bottom of the jar and plant the plant in it. • Add plenty of water. • Put the lid on tight. ©

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Hands-On - Life Science CC4101

Hands-On - Life Science CC4101

Hands-On - Life Science CC4101

Assessment Rubric .................. Life Science Student’s Name: _______________________________ Assignment:_______________________ Level:____________

Level 1

Level 2

Level 3

Level 4

Understanding Concepts

Demonstrates a limited understanding of concepts. Requires teacher intervention.

Demonstrates a basic understanding of concepts. Requires little teacher intervention.

Demonstrates a good understanding of concepts. Requires no teacher intervention.

Demonstrates a thorough understanding of concepts. Requires no teacher intervention.

Analysis & Application of Key Concepts

Limited application and interpretation in activity responses.

Basic application and interpretation in activity responses.

Good application and interpretation in activity responses.

Strong application and interpretation in activity responses.

Creativity & Imagination

Limited creativity and imagination applied in projects and activities.

Some creativity and imagination applied in projects and activities.

Satisfactory level of creativity and imagination applied in projects and activities.

Beyond expected creativity and imagination applied in projects and activities.

Application of Own Interests

Limited application of own interests in independent or group environment.

Basic application of own interests in independent or group environment.

Good application of own interests in independent or group environment.

Strong application of own interests in independent or group environment.

STRENGTHS:

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WEAKNESSES:

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NEXT STEPS:

Hands-On - Life Science CC4101

Before You Teach

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Teacher Guide

Our resource has been created for ease of use by both TEACHERS and STUDENTS alike. Introduction ntroduce your primary and elementary students to the world of life science. In this readymade resource, we provide vital information to get your students started on life science concepts like Ecosystems, Food and Energy, Food Chains, Adaptations, Life Cycle, and The Brain. With every concept we introduce, there are hands-on experiments and graphic organizers to help aid your students through the learning process. Written to grade with vocabulary to match, this resource can be used as a stepping stone to lifelong learning in the scientific field. Get your students excited about Science with STEAM initiatives and Next Generation Science Standards. Our hands-on approach to learning allows students to get down and dirty with science, engaging their imagination and intrigue.

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comprehension of the concepts presented in the reading passage and extend their learning. Students are asked to give thoughtful consideration of the reading passage through creative and evaluative shortanswer questions, research, and extension activities.

Hands-on Experiments for each chapter topic are included to further develop students’ thinking skills and understanding of the concepts. The Assessment Rubric (page 4) is a useful tool for evaluating students’ responses to many of the activities in our resource. The Comprehension Quiz (page 48) can be used for either a follow-up review or assessment at the completion of the unit.

PICTURE CUES This resource contains three main types of pages, each with a different purpose and use. A Picture Cue at the top of each page shows, at a glance, what the page is for.

How Is Our Resource Organized? STUDENT HANDOUTS Reading passages and activities (in the form of reproducible worksheets) make up the majority of our resource. The reading passages present important gradeappropriate information and concepts related to the topic. Embedded in each passage are one or more questions that ensure students understand what they have read.



Teacher Guide • Information and tools for the teacher



Student Handout • Reproducible worksheets and activities

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Easy Marking™ Answer Key • Answers for student activities

EASY MARKING™ ANSWER KEY Marking students’ worksheets is fast and easy with our Answer Key. Answers are listed in columns – just line up the column with its corresponding worksheet, as shown, and see how every question matches up with its answer!

For each reading passage there are BEFORE YOU READ activities and AFTER YOU READ activities.

Every question matches up with its answer!

NAME:

Before You Read

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Food Chains 1. Circle

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• The BEFORE YOU READ activities prepare students for reading by setting a purpose for reading. They stimulate background knowledge and experience, and guide students to make connections between what they know and what they will learn. Important concepts and vocabulary are also presented.

T F a) A food chain is something to eat. T F b) Things are made out of matter.

a)

T

b)

F

T F c) Animals need plants. T F d) Plants need animals.

c)

T

d)

F

e) T F e) Bees make honey out of pollen. T F f) Animals help plants spread their seeds.

T

1.

a) Answers will vary,

but may include: A rabbit needs legs to run away from eagles.

b) Answers will vary, but may include: A cactus has thorns to poke animals that try to eat it.

T F g) Energy is passed through a food chain. T F h) Food chain means the same thing as ecosystem.

4.

1.

a)

F

b)

T

c)

T

d)

T

e)

F

f)

T

g)

T

a) 4 B

b) 4 D

2. Put a check mark (3 ) next to the answer that is the most 1

D

a) Where does the energy for a food chain start? A B C D

animals plants sunlight water

2

A

3

B

c) 4 C

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a) Answers will vary, but may include: Grass needs water, right.air, sunlight, and dirt. It needs nutrients that come from the ground.

4.

2.

Producer:

a) 4 C

grass;

2.

First Consumer:

grasshopper; Bird;

a lake a tree a cloud a rock

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C

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b) Answers will vary, but may include: Grasshopper needs water, air, and food. It can eat grass. It gets nutrients from the grass too. 17

a) pollen

b) 4 B A producer is a plant.

Decomposer:

Mushroom

b) nutrients c) energy

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• The AFTER YOU READ activities check students’

b) Answers will vary, but may include: Bees carry pollen from plant to plant.

Second Consumer:

Hands-On - Life Science CC4101

A B C D

3. a) Answers will vary, but may include: Seeds have hooks that stick to animal fur and get carried away.

F

h)

2.

b) Which of the following could be part of a food chain?

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3.

1. T if the sentence is True or F if it is False.

d) consumers 18

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Hands-On - Life Science CC4101

Hands-On - Life Science CC4101

Before You Teach

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STEAM & NGSS

Our resource is an effective tool for any SCIENCE PROGRAM.

Our resource, therefore, is an effective tool for any Science program. Whether it is used in whole or in part, or adapted to meet individual student needs, this resource provides teachers with the important questions to ask, interesting content, which promote creative and meaningful learning.

s M

tic ema h t a

Arts

Engineering

Techn o

e

enc

Sci

Dis

cip l

ine

logy

STEAM

Co Co nte Phyncept nt s , s Ear ics, Proc th & Bio ess Spa logy, es, In ce Che qui Desig mis ry, n , try, Com Inform m Manu unicate, ation, Po w C factu re, Tr onstruct, er, anspo rt Construct, Computer, Materials, Mechanical, Test, Create a, sic, Dram u M , l a u Vis n e, Desig g a u g n a L ns, ratio bility, e p ba ,O bers sis, Pro m u N ly Ana f a t a o D , Pro r e d Or

The activities in this resource meets the Next Generation Science Standards (NGSS) and STEAM initiatives. The NGSS aim to integrate the content and skills of science in an approach to teaching and learning. The standards set out by the NGSS are designed to provide quality science education to students based on content-rich material and practice with aligned curricula. We pair this with our triedand-true teaching pedagogy for a complete science program. The STEAM standards aim to integrate the content and skills of science, technology, engineering, arts, and mathematics in an approach to teaching and learning. STEAM brings a new hands-on approach to learning that encourages students to explore and interact with what they are learning.

Vocabulary adaptation caterpillar chrysalis consumer decomposer ecosystem energy food chain fossil ©

instinct life cycle matter memory minerals nerve nervous system nutrients pollen 6

pollination producer pupa sense sense organ survival trait tadpole trait

Hands-On - Life Science CC4101

NAME:

Before You Read

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Ecosystems

1. Circle    T if the sentence is True or  F if it is False.

T F a)

A field is an ecosystem.

T T T T

Living things need each other.

F b) F c) F d) F e)

An animal is a fossil as soon as it dies. A system is a group of things that work together. Some things that live together help each other.

2.  Put a check mark (3 ) next to the answer that is the most right. a) What is NOT an ecosystem? A  B  C  D

A rock. A pond. A forest. An ocean.

b) What is a fossil? A  B  C  D

An arrowhead. Dead leaves fallen from a tree. A layer of rock under the ground. What’s left of a dead animal turned to stone.

c) The Earth is getting _________. A colder  B drier  C warmer  D wetter ©

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Hands-On - Life Science CC4101

NAME:

ReadinG PassaGe

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Ecosystems ave you ever seen an ecosystem? Well, guess what—you are part of one! First, let’s look at the word: The eco part means nature or natural. The system part means a group of things that work together. So an ecosystem is a group of things in nature that work together.

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The things that make up an ecosystem are plants, animals, and all the things they need to live. They need the sun. They need water. They need each other. An ecosystem is sort of like a family. Everyone needs everyone else. The difference is that members of an ecosystem will eat each other. A forest can be an ecosystem. A pond can be an ecosystem. It is a place where plants and animals live. It has everything they need. They don’t have to go outside of the ecosystem to get things. The picture on the right shows part of a very simple forest ecosystem. It shows deer, plants and trees. The plants use the sun to make food. The deer eat the plants. Most ecosystems have many plants and animals. Think of everything that lives in a forest. There are trees, grass, bugs, mice, birds, wild cats, and many more. Everything is needed. Bugs and mice eat grass. Birds eat bugs. Wild cats and some birds eat mice. If you take one part away, everything changes. If the grass died, the bugs and mice would have nothing to eat. If the mice died, the wild cats would have nothing to eat. What is a plant and an animal that lives in a pond?

STO P

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Hands-On - Life Science CC4101

NAME:

ReadinG PassaGe

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Ecosystems he Earth is getting warmer. This is changing the ecosystems. Some plants and animals can’t live where it is too warm. In the mountains, animals can move up higher where it is cooler. Plants can slowly move up the mountain too. But what can they do when they get to the top of the mountain? What if they can’t find a place that is cool enough for them? Then the whole ecosystem could be in danger.

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Some ecosystems from long ago have gone away. If those plants and animals are gone, how do we know they were here? After many years, some parts of plants and animals turn to rock. These rocks are called fossils. A fossil might be a bone that turned to stone. It might be a footprint made in mud that later turned to stone. The picture below shows a fossil of an animal that lived long ago.

The bones of an animal that lived in the ocean. The ocean and the animal are both gone.

This animal was as long as a bus. It looks like it might be a fish, but it was more like a big lizard. It lived in the ocean. That is the strange part. The fossil was found far from the ocean in a very dry place. How is that possible? The answer is that the weather changed and the ocean dried up. Then this animal and its whole ecosystem went away. This shows how a change in the weather can make a big change in an ecosystem. ©

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Hands-On - Life Science CC4101

NAME:

After You Read

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Ecosystems 1.  Put a check mark (3 ) next to the answer that is the most right. a) Plants and animals work together. What is this called? A  B  C  D

An ecosystem. A family. A fossil. A herd.

b) There were ecosystems that lived on Earth a very long time ago. How can we learn about them? A  B  C  D

By By By By

looking at fossils. talking to old people. reading history books. looking at animals.

c) Which would be part of an ocean? A deer  B sand  C bees  D pine trees 2. Use the words below to finish each sentence. Use each word once. water

plants

rock

sun

animals

a) Fossils are what’s left of animals that turned into ___________. b) Plants get energy from the ___________. c) Plants need sun, air, and ___________ to make food. d) The living things in a place are either ___________ or ___________. ©

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Hands-On - Life Science CC4101

NAME:

After You Read

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Ecosystems 3. Answer the questions in full sentences. 

a) What is an ecosystem?

b) A fossil of a fish was found in a dry place. What does this show about why ecosystems change?

Extension & Application 4. Study an ecosystem near your home or your school. Draw a picture of your ecosystem in the graphic organizer on page 12. Look for living things.

What are plants and what are animals?



Look for things that the plants and animals need to live.



List the things you found in the graphic organizer.



• Name three animals.



• Name three plants.



• Name three things that are not alive in the ecosystem.



Why do the living things need these?

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Graphic Organizer

NAME:

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Ecosystems

PLANTS

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ANIMALS

Things Plants and Animals Need

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NAME:

Before You Read

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Food and Energy 1. Circle    T if the sentence is True or   F if it is False.

T F a)

Plants get energy from the Sun.

T T

F b) F c)

Animals get energy from plants.

T T

F F

d)

Animals need air but plants don’t.

e)

Animals and plants both need water.

Too many plants make the air hard for us to breathe.

2. Put a check mark (3 ) next to the answer that is the most right. a) What can’t move around to look for food? A birds  B fish  C plants  D snakes b) What do plants and animals NOT need to live? A air  B energy  C rocks  D water c) Which group shows all living things? A  B  C  D ©

dog, tree, cloud cat, fish, grass water, mouse, fly cow, mountain, daisy 13

Hands-On - Life Science CC4101

NAME:

ReadinG PassaGe

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Food and Energy lmost all plants and animals need three things: air, water and energy. Energy is what we need to do things. We need energy to run, to lift things, and to keep our bodies warm. Some animals also need a place to live just as we do. Most plants also need dirt to sink their roots into.

A

It all starts with the Sun. Plants get energy from the Sun. They store that energy as food. When we eat plants, we get the energy. Plants, animals and people all Plants need air, water and sunlight to make food. need air. We use different parts of the air though. What animals and people breathe out is what plants take in to make food. Plants also take in water to make food. What plants give off to the air is exactly what animals and people need. We mix this part of the air with food to get energy. So you see—it all works very neatly. Plants take water and what we breathe out to change sunlight into food. When they do this, they give off the part of the air we need. We then eat the food and give off more of what the plants need. What a nice system—an ecosystem! What three things do plants need to make food?

STO P

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NAME:

ReadinG PassaGe

...................

Food and Energy lants, animals and people also need small bits of things called minerals that are in the ground. Plant roots bring up minerals with the water they need. We need minerals too. We get them when we eat the plants.

P

It all sounds like an easy life for plants, animals and people. Just eat, drink, and lay in the Sun. Well, there is a little more to it. Most animals and people need a way to move. They need to move to find food. Some animals need to move fast to keep from being eaten. Others move to catch something to eat. Some animals, like us, have legs to run. Birds fly. Fish swim. Snakes crawl. Some animals have feet and even tails that help them climb trees to find food or to hide. Other animals have feet that help them dig holes to make homes or find food. Animals have other ways to keep from being eaten. Turtles have hard shells to protect them. Some animals can hide because they look like part of a plant. Other animals don’t get eaten because you would get sick if you did.

This is a bug, not a leaf. It can hide among leaves and not get eaten.

Plants have some tricks that help them stay alive too. Some would make you sick if you ate them. Other plants have thorns to keep animals from bothering them. Some plants can turn to face the sunlight that they need. Baby plants know which way is up. Plant seeds are sometimes under the ground. When a new baby plant comes out of a seed, the roots always grow down and the plant stem grows up. How do they know?! ©

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NAME:

After You Read

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Food and Energy 1. Circle  T if the sentence is True or   F if it is False.

T F a)

A plant can make food.

T T T T

Plants have thorns for bees to rest on.

F b) F c) F d) F e)

Plants know which way is up. Animals get energy from water. Some plants can turn to face the Sun.

2. With a straight line, match each word on the left with its meaning on the right.

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1

energy

plants and animals

A

2

living things

something plants need from the ground

B

3

minerals

a group of living things working together

C

4

ecosystem

what is needed to do things

D

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Hands-On - Life Science CC4101

NAME:

After You Read

...................

Food and Energy 3. Answer the questions in full sentences. a) Pick an animal. Why does it need to be able to move?



b) Pick a plant. How does it keep from getting eaten by animals?

Extension & Application 4. Think about what plants need to stay alive. Think about what animals need to stay alive. Go to a park or a forest and look at plants and animals. a) Pick a plant that you see at the park or forest. Draw a picture of it. Find your plant on the internet or reference book. How does it get the things it needs to stay alive? Make an information sheet with what you find.

b) Pick an animal that you see at the park or forest. Draw a picture of it. How does it get the things it needs to stay alive? Make an information sheet with what you find.

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NAME:

Before You Read

...................

Food Chains 1. Circle    F if it is False. T if the sentence is True or   

T F a) A food chain is something to eat. T F b) Things are made out of matter. T F c) Animals need plants. T F d) Plants need animals. T F e) Bees make honey out of pollen. T F f) Animals help plants spread their seeds. T F g) Energy is passed through a food chain. T F h) Food chain means the same thing as ecosystem.

2.  Put a check mark (3 ) next to the answer that is the most right. a) Where does the energy for a food chain start? A animals  B plants  C sunlight  D water b) Which of the following could be part of a food chain? A  B  C  D

a a a a

lake tree cloud rock

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ReadinG PassaGe

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Food Chains ood gets passed from plants to animals. Food is also passed from animal to animal. Plants are called producers. This is because they make food from air, water and sunlight. Animals are called consumers. This is because they eat or take in food. The way food is passed along from one living thing to another is called a food chain.

F

sun

producer

The arrows show how energy moves in a food chain.

consumer

nutrients

consumer

consumer

consumer

decomposer

water The chain starts with producers. In the picture, the grass is the producer. The grass makes food from air, water, and sunlight. The insect and the mouse eat the grass. (Sometimes the mouse has an insect for a treat.) They are the first consumers in the chain. The snake is the third consumer. It eats mice. The big bird is the last consumer. It eats snakes and mice. Which kind of living thing is a producer?

STO P ©

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ReadinG PassaGe

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Food Chains ome of the energy that came from the Sun ends up with the bird. Most of the energy is used along the way to help the animals move and keep warm. There is not much energy left when the bird gets it. Matter is still left. Matter is just stuff. Matter is things you can see and touch. The bird and all the other animals leave droppings. (The food goes in one end. The droppings come out the other end.)

S

The droppings still have nutrients that everyone needs. Nutrients are things like minerals. Plants and animals need small amounts of this to grow. They are not lost. Plants and animals called decomposers can live on the droppings and on dead plants and animals. The mushrooms in the food chain are decomposers. Some bugs and worms are too. When these plants and animals are done with the droppings, the nutrients go back into the ground. Plant roots in the ground take the nutrients to the plants. Now they are ready for another trip through the food chain. The arrows in the food chain show how nutrients move. They go around and around in a circle. Plants can’t move, but animals can. Animals do the leg work for plants. Baby plants come from seeds. Before plants can make seeds, it has to be pollinated. This means that tiny grains of pollen are carried from one plant to another. Animals do this for plants. A bee carries pollen on its leg from one plant to another. Animals also help plants spread their seeds around. When seeds are spread around, it is like a plant’s children moving away from home. Some plants have hooks on their seeds. The hooks stick in animals’ fur and get carried away. Other plants have seeds in fruit. Animals eat the fruit, and the seeds end up in the droppings far from the plant.

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A bee visits the flower on a plant. It pollinates the flower.

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NAME:

After You Read

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Food Chains 1. Put a check mark (3 ) next to the answer that is the most right. a) Which is a consumer? A  B  C  D

a pond a mouse a mushroom an apple tree

b) Which is a producer? A  B  C  D

a a a a

river crow rabbit corn plant

c) Which is a decomposer? A elephant  B leaf  C mushroom  D dirt 2. Use the words below to finish each sentence. matter

pollen

consumers

nutrients

a) Plants need bees to spread their __________. b) Decomposers bring back __________ to the ground. c) __________ goes back to the food chain. d) __________ eat producers.

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NAME:

After You Read

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Food Chains 3. Answer the questions in full sentences. 

a) Tell about one way that plants spread their seeds.

b) Tell about how bees help plants.

Extension & Application

4. Look for members of a food chain. You could look in your yard or even inside your house. You could also look in a park, a forest, or a field. Try to find one producer, one first consumer (like a bug), one second consumer (like a bird that eats the bug) and one decomposer.



Use the graphic organizer on page 23 to show your food chain. Draw and write the names of the members in the organizer shapes.

OR

Make your own food chain graphic organizer on a computer. Look for real-life pictures on the internet of all the members in your food chain.



You may not have seen all the members of your food chain. That is okay. For the members you couldn’t find, write the names of things you think belong there.

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Graphic Organizer

NAME:

...................

Food Chains Sun

©

Producer

First Consumer

Decomposer

Second Consumer 23

Hands-On - Life Science CC4101

NAME:

Before You Read

...................

Adaptations 1. Circle    T if the sentence is True or    F if it is False.

T T T T T T

F F F F F F

a) Kids mostly look like their parents. b) Animals have traits that help them live longer. c) Extra thick fur is a survival trait for a polar bear. d) Animals already know things when they are born. e) Animals never live or work in groups. f) Animals have no way to talk to each other.

2. Use the words below to finish each sentence. group

survival

trait

instinct

a) To go on living is called _____________. b) Curly hair is a(n) _________. c) A(n) _____________ is something an animal knows when it is born. d) Bees live in a big __________.

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ReadinG PassaGe

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Adaptations ids usually look a lot like their parents. This is because they share traits. A trait is something about a body part that makes it different. A small nose is a trait. We use traits to tell each other apart. All animals and plants have traits. Ants all look alike to us, but not to each other.

K

Some traits make life easier, and some make it harder. Giraffes have long necks. This makes it easier to eat leaves off of tall trees. A long-necked giraffe will be well fed. A well-fed giraffe will live Giraffes with the longest necks a long time and have lots of babies. get the most leaves to eat. Those babies will probably have long necks too. So will their kids’ babies. Shortnecked giraffes won’t live as long and won’t have as many babies—or maybe none at all. Do you see how this works? Traits are passed down from parents to children. The traits that make life easier are called survival traits. To survive means to keep on living. Parents with good survival traits will live longer and have more babies. Those babies will have the parents’ survival traits. They will pass them on to their babies. This is how animals slowly change over time. Not all traits can be passed down. Things you learn can’t. Only things you are born with. Think about this: Someone lifts weights every day and gets big muscles. Then they have a baby. Will the baby have big muscles? What is an example of a trait that helps you stay alive?

STO P ©

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ReadinG PassaGe

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Adaptations lants have survival traits too. A pine tree might have a strong trunk. It won’t blow over in a storm. It will live long enough to drop a lot of pine cones. These are its seeds. Those seeds make little pine trees that will grow up to have strong trunks like their mother.

P

People can help plants and animals change their traits. A chicken farmer might have a hen that lays a lot of eggs. Instead of selling the eggs he could let them hatch. Then the farmer will have more chickens with the trait of laying a lot of eggs. An apple farmer could do the same thing. She might have a tree that has really sweet apples. She could plant the seeds from those apples and grow more trees. Those trees would also have sweet apples. Some things animals know how to do when they are born. Their parents don’t have to teach them. This is called instinct. For example, birds are born knowing how to build a nest. Baby sea turtles are born on land. They know how to get to the ocean by instinct. Most people like to live in groups. Many animals live in groups too. Animals that get eaten by other things are better off in a group. If you were by yourself, you would most likely be eaten. Animals that eat other things are also better off in a group. Hunting in a group, or pack, works better than hunting by yourself.

Wolves hunt in packs.

Bees and ants live in very big groups. The members of these groups all work together. They have ways of talking to each other. Bees get food called nectar from flowers. Nectar is what bees use to make honey. When a bee comes back from looking for nectar, she tells the other bees about her trip. She tells them by doing a dance called the waggle dance. The dance tells the other bees where to fly to find the best flowers. ©

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NAME:

After You Read

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.

Adaptations 1.  Put a check mark (3 ) next to the answer that is the most right. a) Which animals live in groups? A ants  B cats  C snakes  D spiders b) No one teaches a spider how to make a web. Web building is an example of ______________. A a trait  B survival  C an instinct  D spiders

2. Circle    T if the sentence is True or  F if it is False.

T F a)

A baby bird learns how to build a nest from its parents.

T F b) T F c) T F d)

Bees can tell each other where the best flowers are.





©

Some animals hunt in groups. Giraffes get long necks from stretching to reach high leaves.

T

F

e)

If you learn how to swim, your kids will know how to swim without learning.

T

F

Plants have survival traits.

f)

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NAME:

After You Read

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Adaptations 3. Answer the questions in full sentences. a) Pick an animal. Read about it on the internet. How does living in a group help this animal?  b) Traits can help an animal survive. How? Give an example.

Extension & Application

4. Get into groups of 3 or more. Bring in pictures of your parents. In your groups, compare what you look like to your parents. Make a list of traits you share with your parents. Do this for every member in your group. Then, compare how you look to the members in your group. What traits do you share with your members? What traits are different? Make a new list. Look at both lists. What traits do you see come up a lot? What traits do you only see a couple times? Based on this, what traits do you think will be most likely passed on to your kids? ©

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NAME:

Before You Read

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Life Cycle 1.  Put a check mark (3 ) next to the answer that is the most right. a) What is a life cycle? A  B  C  D

Something you can ride on. Like a food chain without decomposers. The stages in the life of a plant or animal. A survival trait that helps an animal live longer.

b) Frogs were once __________. A caterpillars  B insects  C seeds  D tadpoles c) All of these were hatched from eggs, except __________. A ant  B bird  C fish  D mouse

2. Circle    T if the sentence is True or    F if it is False.

T F a) An egg is a stage in the life cycle of a fish. T F b) A caterpillar is a stage in the life cycle of a frog. T F c) When a cat has kittens, all the kittens are exactly alike. T F d) Most plants grow from seeds.

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ReadinG PassaGe

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Life Cycle

A

>

>

>

s you grow older, are you moving in a straight line? Could you be moving in a circle? The term “life cycle” means the circle that a living thing travels. But why a circle? People are all born as babies. They slowly grow up and then have babies of their own. So life repeats. It is a new person each time, but the path of their life is the same. When something repeats, we see it as a circle.

All plants and animals have life cycles. Life cycles of some things have more changes than our life cycle. As we grow, we just get The life of a butterfly. bigger. We don’t look too different. Some living things look very different. Butterflies change very much. The picture shows how they go from an egg to a caterpillar to a pupa to a butterfly. The caterpillar changes to a pupa that lives in a chrysalis. This is a case that goes around the caterpillar while it makes its change. That is a big change— from a crawling worm to a flying butterfly. In the last stage, the butterfly lays eggs, and the cycle starts again.

>

STO P

What are the stages in the life cycle of a butterfly? Put the stages in the order they happen.

Most furry animals (like dogs, mice and bears) have a life cycle like ours. The babies look like small grown-ups. Many other animals start life outside the mother as an egg. The baby comes when the egg hatches. Baby birds, baby reptiles, and baby fish all start as eggs. When the eggs hatch, the babies look like small adults. Actually, most animals start as an egg. For people and furry animals, the egg changes to a baby inside the mother before it is born. ©

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ReadinG PassaGe

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Life Cycle rogs have a life cycle with a big change in it. They start as eggs too. They go through a very different stage between egg and grownup. The stage is called a tadpole. It looks more like a fish than a frog. They start to grow their frog legs before they lose their tadpole tail.

F

>

>

Tadpoles hatch out of eggs. The tadpoles change into frogs.

>

>

>

> The life of a tomato plant.

©

>

Plants have life cycles too. Let’s start with the flower. The flower falls off, and a fruit grows in its place. The fruit has seeds inside. Seeds are a lot like the eggs in the animal life cycles. The fruit falls to the ground. The seed opens up and a baby plant starts to grow. If it grows up, it will have flowers, fruit and seeds too.

>

>

31

Each kind of plant or animal has its own life cycle. The cycles are the same. Babies grow up to be like their parents—but not exactly like their parents. Babies are not like each other either. Think about a cat having kittens. The babies are all cats, but they usually are not all the same color.

Hands-On - Life Science CC4101

NAME:

After You Read

...................

Life Cycle 1. Below are five stages in the life cycle of a plant. Put them in order from first to last. Write the numbers 1 , 2 , 3 , 4 , or 5 beside each change. The first stage has been done for you.

a) young plant

1 b) seed

c) fruit

d) flower

e) grown plant

2.  Put a check mark (3 ) next to the answer that is the most right. a) Egg is the first stage in the life cycle of a butterfly. Which is the pupa stage? A second  B third  C fourth  D fifth b) Which shows the stages in the life cycle of a frog in the right order? A  B  C  D

egg, frog, tadpole tadpole, egg, frog egg, tadpole, frog frog, tadpole, egg

c) In the life cycle of a plant, which stage comes just before the fruit stage? A seed  B flower  C grown plant  D young plant ©

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NAME:

After You Read

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Life Cycle 3. Answer the questions in full sentences. a) Tell about the life cycle of a butterfly. Start with egg.



b) Tell about the life cycle of a plant. Start with seed.

Extension & Application 4. Look outside for a place where ants live. It might be a little hill of dirt or just a hole in the ground. Look at the ants. What stage or stages of the life cycle do you see? Don’t touch the ant hill. That would be mean. Now go on the internet and find the life cycle of an ant. Notice an ant has a life cycle a lot like a butterfly. The stage that is called caterpillar in butterflies is called larva in ants. Look at the graphic organizer on page 34. All the stages in the life cycle of an ant are shown. Write the name of each stage next to its matching picture.

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Graphic Organizer

...................

NAME:

Life Cycle Grown Ant

©

Ant Pupa

Ant Egg

34

Ant Larva

Hands-On - Life Science CC4101

NAME:

Before You Read

...................

The Brain 1. Circle    T if the sentence is True or  F if it is False.

T F a)

Eating is one of the senses.

T T T T

The nose is a sense organ.

F b) F c) F d) F e)

The brain is part of the nervous system. The brain stops working when we go to sleep. Animal brains can’t remember things.

2.  Put a check mark (3 ) next to the answer that is the most right. a) How many senses are there? A two  B three  C four  D five b) The nervous system is made up of __________________________. A  B  C  D

the the the the

brain and nerves heart and the brain nerves and the skin bones and the muscles

c) Which helps the brain decide what to do next? A heart  B memory  C muscles  D stomach ©

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ReadinG PassaGe

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The Brain ost animals have a brain. The brain controls the body. It tells the different body parts when to move. The brain is part of the nervous system. This is the brain and all the nerves. Nerves are something like electric wires. Messages move through the nerves using electricity.

M

Messages move to the brain from the senses. They come from body parts called sense organs. There are five senses: • Touch: The sense organ is the skin. Our skin tells us what things feel like. Like, “This is hard.” or “This is hot.”

This is what your brain looks like.

• Smell: The sense organ is the nose. It sends messages to the brain about what things smell like. • Taste: The sense organ is the tongue. The brain gets messages telling it if something is salty, sweet, sour, or bitter. • Hearing: The sense organ is the ear. The ears send the brain messages about loud, soft, high, or low sounds. • Sight: The sense organ is the eyes. The eyes send the brain messages about brightness, darkness, color, and shape. The brain gets messages all the time. These messages are telling the brain to do something. The brain takes care of this by sending a message out to another part of the body. When a part of the body needs to move, it sends a message to a muscle. The brain’s memory helps it to decide what to do. The memory is all the things you learned that you remember. The brain and the five senses. ©

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ReadinG PassaGe

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The Brain ere is an example of the brain at work: Your eyes see a bowl of mixed nuts. Your eyes send a message to your brain. Your brain remembers eating mixed nuts. You also have the memory that you like all the different nuts except peanuts. Your brain sends a message to the muscles in your arm and fingers to pick up a nut. Your eyes and your memory of nut shapes make sure you don’t get a peanut. Finally, your brain finds the memory that it is not nice to pick out the nuts you like and just leave the peanuts.

H

Some actions don’t need so much thinking. What happens when you touch something hot? You don’t think, “Wow, that’s hot! I think I’ll pull my hand back so I don’t get a burn.” You just pull it back quickly without thinking. Your brain saves you in this way from other kinds of things that can hurt you. Which sense organs do you use to watch TV?

STO P There is a whole part of your brain that controls other parts of your body that you don’t have to think about. It makes your heart pump. It keeps your body temperature the way you like it. It tells your body what to do with the food you swallow. It controls your breathing. All these things are controlled without thinking, even when you are sound asleep. Breathing is interesting because you can decide to change your breathing. You can decide to breathe faster or slower or not at all. As soon as you stop controlling your breath, the brain takes over and controls it for you. Animals have brains a lot like ours. Mostly they have smaller brains, but ours isn’t the biggest. Whales and elephants have bigger brains than people. It doesn’t mean they are smarter. You need a bigger brain for a bigger body. Animal brains work a lot like ours. Animals can learn and remember things. A dog can learn and remember tricks. A dog can even learn a few words (but can’t say them very clearly). Even bugs and small animals can learn and remember. ©

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NAME:

After You Read

...................

The Brain 1. With a straight line, match the senses on the left with their sense organs on the right. 1

seeing

tongue

A

2

hearing

ears

B

3

tasting

skin

C

4

feeling

nose

D

5

smelling

eyes

E

2. Circle    T if the sentence is True or  F if it is False.

©

T F a)

The bones are one of the sense organs.

T T

F b) F c)

Memories are stored in the heart.

T T

F F

d)

Bugs have brains.

e)

Sense organs send messages to the brain.

Sudden danger can cause us to act without thinking.

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NAME:

After You Read

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The Brain 3. Answer the questions in full sentences. a) Tell two ways that a dog brain is like a human brain.



b) Tell three things the brain does while we sleep.

Extension & Application 4. See your brain at work. See how it uses memory to decide things. Find six cups that you can’t see through. Find three small things that fit in the cups. You could use a button, a marble, and a paper clip. Get into groups of two. Put the small things on a table. Put a cup over each thing. Put the empty cups on the table. All cups are upside down. Now, get your partner to try to remember which cups have things under them. Lift the cups up. See if you were right. Switch places and do the game again. This time, move the cups around after the things are under them. Can you still remember where each thing is? Now, explain how your brain worked to help you find which cups had things. What messages did your brain get? Which sense did it get them from? What did you remember? When it came time to find the things, what message was sent out from your brain? Where was the message sent?

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Hands-On Experiment # 1

...................

Build a Terrarium This experiment can be done in pairs, groups or alone. Study an ecosystem that you make yourself. In this activity you will make a complete ecosystem inside a big jar. A small ecosystem in a jar is called a terrarium. This is what you will need: • a big jar you can see through • dirt • plants

• worms • bugs • sticks and stones

This is what you do: 1. Clean the jar. 2. Find dirt with worms in it. 3. Put a layer of dirt and worms in the bottom of the jar. The dirt should be loose, not packed. It should be a little wet, but not muddy. 4. Look for bugs near where you got the dirt. Try to find bugs that are eating plants. 5. Put the bugs and leaves of the plants in the jar. 6. Plant some plants in the dirt. 7. Put some nice stones and sticks in the jar to make it look interesting. 8. Put a small dish of water in the jar. The jar can be covered or not. If it is covered, watch to see that everything is living okay. Make sure there are small holes in your covering to let in fresh air. If it is closed, it will be a complete ecosystem all to itself. Don’t put the jar in the Sun, but let it have light. Watch to see that it is not too wet or too dry. See if the plants, bugs, and worms look healthy. Write about what you see each day. Name the producers, the consumers, and the decomposers. Which things you put in the jar do the plants and animals need to stay alive?

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Hands-On Experiment # 2

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Study a Terrarium This experiment can be done in pairs, groups or alone. Study food and energy in a terrarium. This is the next step in your terrarium experiment. In the first experiment, you saw how to make an ecosystem. In this part, you will see how energy and matter move through the ecosystem. The terra- part of terrarium means earth or land. The aqua- part of aquarium means water. So a terrarium is a land ecosystem. An aquarium is a water ecosystem. This is what you will need: All you need is the terrarium you made in Experiment One. This is what you do: 1. How does energy flow through your terrarium? a) Where does it come from? b) Who gets it first? c) What becomes of it? 2. Watch the plants for a few days. How fast are they growing? 3. Try leaving a light shining all day and all night for a while. a) Did the plants grow faster with more light? b) Did they grow slower? c) Explain what you saw. 4. Where are the bugs getting their energy? How can you tell? 5. If there are no dead leaves on the top of the dirt, put some there. Watch what happens to the leaves over many days. a) Are the leaves turning to dirt? b) Are the worms helping turn the leaves to dirt?

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Hands-On Experiment # 3

...................

Study an Ocean Food Web A food web is like a food chain. A food web shows the same things, but it shows a lot more. A food chain just shows one path from producer to decomposer. A food web shows many paths. It shows many “who-eats-whom” links. The ocean food web below shows many links. It can’t show them all. There are just too many. The arrows show what eats what. The plants get energy from the Sun. The tiny animals eat the plants. Fish and a seal are in the water. A polar bear is on a chunk of ice. Small bits of things fall to the bottom. The lobster waits for something to fall that is good to eat. Study the food web with a group of students. Work together to answer these questions: 1. How is the food web like the food chain you studied? 2. Which things in the picture are producers? 3. Which things are consumers? 4. Which things are decomposers? 5. What if the polar bears ate all the seals? Would this change the number of fish? Would it change the number of lobsters? 6. Go to a large pet store and look at the fish tanks. Which things in the tanks are consumers? Which are producers? Which are decomposers? Ocean Food Web ©

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Hands-On Experiment # 4

...................

Study Adaptations in Birds Nine birds are shown here. • The eagle and the owl eat small animals. • The sparrow eats seeds. • The flamingo and the heron stand in the water as they look Sparrow Flamingo for fish to eat. The kingfisher and the pelican fly over water as they look for fish to eat. • The hummingbird eats nectar from flowers. • The woodpecker eats bugs Owl Hummingbird and worms that live in the trees. These birds all have adaptations that help them get their food. Kingfisher Woodpecker 1. Can you see how each beak is adapted to get the food they like? 2. How are their legs adapted to get the kind of food they like? 3. How are their feet adapted to get the kind of food they like?

Heron

Pelican

Eagle

Option A: Go to a place where you will see wild birds. Look at the kind of place they live. Do they swim and dive in water? Do they live in trees? Try to see what they eat. Do they eat plants or animals? Can you see any adaptations that help them live where they live and eat what they eat? Option B: Go to a zoo with a group of students. Ask your teacher to call the zoo first. Have the teacher find out when they feed each kind of bird. At the zoo, watch the birds eat. Look for adaptations that help each bird eat. Look for adaptations that help each bird catch food.

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Hands-On Experiment # 5

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The Life Cycle of a Butterfly Study the life cycle of a butterfly. This is what you will need: A butterfly chrysalis or a caterpillar. This is what you do: 1. Buy or find a butterfly chrysalis or caterpillar. 2. If you find a chrysalis hanging from a tree, don’t pull it off. Cut the twig off and bring it home. Bring some leaves from the tree home too. 3. Put it in a jar with holes in the lid. Put the leaves in too. 4. Do the same if you find a caterpillar. Bring leaves and a twig and put them all in a jar This is a chrysalis. with holes in the lid. 5. Watch every day for changes. Take a picture every day to show each change. 6. If you can’t find a chrysalis or caterpillar, you can buy one. They are not expensive. You might find them at a pet store or hobby store. You can also buy them online. If you have a caterpillar, watch for it to change into a chrysalis. If you have a chrysalis, watch for changes. It will start to change just before the butterfly comes out. Don’t miss this. It is fun to watch how the wings change. Take the lid off the jar now. Take the jar outside so the butterfly can fly away when its wings are ready. What stages in the life cycle of a butterfly did you see? Which stages did you miss?

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Hands-On Experiment # 6

...................

Sleep Tracker and the Brain Study the activity of your brain while you sleep. Your brain is not as busy while you are asleep as when you are awake. It is still working though. It takes care of your breathing. It takes care of anything you ate. It makes your heart pump. It wakes you up when there is a loud sound or bright light. It dreams. This is what you will need: • your brain • your bed • an alarm clock that shows seconds • a pencil and note pad This is what you do: 1. See how much sound it takes to wake you up. Set the alarm for when you want to get up. Put the clock next to your bed. Each night move the clock farther from your bed. Find out when the sound is not loud enough to wake you up. 2. Find out how fast your heart pumps when you are awake. Find out how fast it pumps when you are asleep. Find the place on the bottom of your wrist where you can feel your heart beating. This is called your pulse. Use the clock to find out how many times your heart beats in one minute when you are awake. Do this before you get in bed. When you first wake up, count the heart beats in one minute again. Do it before you move. This is about how fast your heart beats when you are asleep. 3. Study your dreams. The best time to remember dreams is right after you wake up. As soon as you wake up, reach for the pad and pencil. Write down everything you can remember about your dreams. Read what you wrote later in the day. Dreams are how your brain works out things in your real life. Go online and read about dream meanings. Try to figure out what your dreams mean. Can you tell why you dreamed what you did? Were your dreams in color or black and white? What do you think your brain is trying to work out? ©

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NAME:

After You Read

...................

Crossword Puzzle! Across

1

1 . Bees spread it from plant to plant.

2 3

4

3. A group of plants and animals working and living together.

5

6

4. The stuff things are made of.

7

7. What you become when you turn to stone. 8

10. Your nose is one. 12. It brings nutrients back to the ground.

10 11

14. What is inside a chrysalis. 15. Future frog.

9

12

13

17. Something you can pass on to your babies. 18. It sends messages to and from your brain.

14 15 16 17

Down 2. It is made up of your brain and your nerves. 5. Plants need it, and bees do it for them.

18

6. Decomposers take it back to the ground. 8. Plants get it from the Sun. 9. It eats producers. 11. Where energy is passed from consumer to producer. 13. It stores food energy. 16. Egg, tadpole, frog, egg. This is the _______ cycle of a frog.

©

Word List consumer decomposer ecosystem energy food chain fossil

46

life matter nerve nervous system nutrient pollination

pollen producer pupa sense organ tadpole trait

Hands-On - Life Science CC4101

NAME:

After You Read

...................

Word Search Find all of the words in the Word Search. Words are written across, up, down, on an angle, and some are even written backwards.

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chrysalis

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adaptation

decomposer ecosystem

life cycle matter

nutrients pollen

sense sense organ

trait

©

47

Hands-On - Life Science CC4101

NAME:

After You Read

...................

Comprehension Quiz

Part A Circle



22

if the sentence is TRUE or F if it is FALSE. T

T F 1)

T T T T

F 2) F 3) F 4) F 5)

T T

F F



Fossils can be brought back to life. People are part of an ecosystem. Almost all ecosystems get their energy from the Sun. Producers eat consumers. A survival trait is an adaptation that helps a plant or animal live.

6)

A pupa is a stage in the life cycle of a frog.

7)

The tongue is a sense organ.

7

Part B  Put a check mark (3 ) next to the answer that is the most right. a) Which tells what an ecosystem is? A  B  C  D

A part of the body that helps an animal live. An animal that gives back nutrients to the ground. What’s left of a plant that has turned to stone. A group of plants and animals that live together.

b) A boy is walking in the woods and sees a bear. He decides to run away from it. To which body part does his brain send a message? A bones  B eyes  C muscles  D skin

2

SUBTOTAL: ©

48

/9

Hands-On - Life Science CC4101

NAME:

Part C

After You Read

...................

Comprehension Quiz

Answer each question in full sentences. 1. Tell about the life cycle of a frog. Name all the stages. 3



2. You see a snake on a hiking trail and jump back. Two messages have been sent through your nerves. Where did each message start and where was it sent?

2



3. The Sun sends energy to a food chain. What is the name of a producer, a first consumer, and a second consumer? How does each get its energy?

3



4. Eagles eat small animals. Tell about two survival traits an eagle has 2 that help it find food. Tell how each trait helps the eagle survive.

5. What are parts of a forest ecosystem? Name two animals, two plants, and two things that aren’t alive.

3

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SUBTOTAL:

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Hands-On - Life Science CC4101

©

T

F

T

T

b)

c)

d)

e)

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D

b) 4

c) 4

A

a) 4

2.

T

a)

1.

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Answers will vary, but may include: fish and grass.

B

A

A

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d) plants, animals

c) water

b) Sun

a) rock

2.

c) 4

b) 4

a) 4

1.

11

Answers will vary, but may include: Plants - Grass, Tree, Fern. Animals - Rabbit, Robin, Grasshopper. Things Plants and Animals Need Sunlight, Water, Dirt.

4.

b) Answers will vary, but may include: They change when weather changes. The fish died when the weather was wet and cool. Then it changed to dry and hot.

a) A group of plants and animals that live on each other.

3.

13

c) 4

b) 4

B

C

C

T

a) 4

e)

2.

F

c)

F

T

b)

d)

T

a)

1.

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Plants need air, water and sunlight to make food.

EZ

Hands-On - Life Science CC4101

©

F

T

F

T

b)

c)

d)

e)

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B

3

C

A

2

4

D

1

2.

T

a)

1.

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b) Grasshoppers need water, air, and food. It can eat grass. It gets nutrients from the grass too.

a) Grass needs water, air, sunlight, and dirt. It needs nutrients that come from the ground.

Answers will vary, but may include:

4.

b) A cactus has thorns to poke things that try to eat it.

3. Answers will vary, but may include: a) A rabbit needs legs to run away from eagles.

T T F T T F

c) d) e) f) g) h)

18

b) 4

a) 4

B

C

T

b)

2.

F

a)

1.

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A producer is a plant.

C

D

B

21

d) Consumers

c) M  atter

b) n  utrients

a) pollen

2.

c) 4

b) 4

a) 4

1.

22

Mushroom

Decomposer:

Bird

Second Consumer:

Grasshopper

First Consumer:

Grass

Producer:

4.

b) Bees carry pollen from plant to plant.

Answers will vary, but may include: a) Seeds have hooks that stick to animal fur and get carried away.

3.

EZ

Hands-On - Life Science CC4101

©

T

T

T

F

F

b)

c)

d)

e)

f)

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d) group

c) instinct

b) trait

a) survival

2.

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a)

1.

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Answers will vary, but may include: Squirrels have sharp claws. They climb trees to get nuts.

27

F T f)

F

d)

e)

T

T

b) c)

F

C

A

a)

2.

b) 4

a) 4

1.

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Answers will vary.

4.

b) Answers will vary, but may include: Giraffes have a long neck to help reach more leaves. A wellfed giraffe will live longer and have babies that will live longer.

a) Answers will vary, but may include: Wolves live in groups. It is better to hunt in a group.

3.

29

T

F c) d)

F

T

D

D

C

b)

a)

2.

c) 4

b) 4

a) 4

1.

30

Egg, caterpillar, pupa (or chrysalis), butterfly.

EZ

Hands-On - Life Science CC4101

©

32

c) 4

B

C

3

e)

b) 4

4

d)

B

5

c)

a) 4

1

b)

2.

2

a)

1.

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Grown Ant

Ant Pupa

Ant Larva

Ant Egg

4.

b) A seed sprouts to become a young plant. The plant grows up and has flowers. Fruit grows when the flowers fall off. The fruit has seeds inside.

a) The egg hatches to become a caterpillar. The caterpillar becomes a pupa in a chrysalis. When it comes out, it is a butterfly.

3.

2.

D

F

F

T

T

F

35

c) 4

B

b) 4A

a) 4

e)

d)

c)

b)

a)

1.

37

You use your eyes and ears to watch TV.

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T e)

T c)

T

F b)

d)

F

2.

a)

5

4

3

2

1

1.

D

C

A

B

E

39

The brain got a message from the eyes. The message was a picture of where the things were. The memory remembered where the things were. The brain sent out a message to the muscles to pick up the cups it remembered.

4.

b) Answers will vary, but may include: Keeps the heart beating. Keeps you breathing. Digests food.

a) Answers will vary, but may include: A dog can remember things. A dog can learn things.

3.

EZ

Hands-On - Life Science CC4101

©

46

16. life

13. producer

11. food chain

9. consumer

8. energy

6. nutrient

5. pollination

2. nervous system

Down

18. nerve

17. trait

15. tadpole

14. pupa

12. decomposer

10. sense organ

7. fossil

4. matter

3. ecosystem

1. pollen

Across

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Word Search Answers

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b) 4

a) 4

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Part B

7) T

6) F

5) T

4) F

3) T

2) T

1) F

Part A

49

5. Answers will vary, but may include: trees, grass, squirrel, deer, water, sunlight.

4. Answers will vary, but may include: Feet with sharp claws (talons) help to grasp animals. Good eyesight helps to see animals from high in the air. Sharp, strong beak helps to grab animals and tear them apart. Strong wings help to lift the animals.

3. Answers will vary, but may include: Grass gets energy from the Sun. Rabbit gets energy from the grass. Eagle gets energy from the rabbit.

2. Eye sends message to brain. Brain sends message to muscles.

1. Egg hatches to become a tadpole. Tadpole grows legs and loses tail to become a frog.

Part C

EZ

Hands-On - Life Science CC4101

Pond Ecosystem ..................

©

55

Hands-On - Life Science CC4101

Energy Flow in an Ecosystem

Sun

energy nutrients

Producers

Plant Roots

Heat

Heat

Consumers

Decomposers

Heat

............................

©

56

Hands-On - Life Science CC4101

Drive-Through Forest Food Menu Web A

............................

Earthworm

Bracket Fungus

Rotting Log

©

Hawk

Fox

Robin

Lizard

Millipede

Bacteria

Puffball

Dead Leaves

Maggots

Dead Animals

57

Cricket

Maple Tree Leaves

Hands-On - Life Science CC4101

Finches and Food Adaptations .......................

©

Ground Finch

Warbler Finch

Tree Finch

Cactus Finch

58

Hands-On - Life Science CC4101

Life Cycle of a Mosquito

..............................

Mosquito Eggs

Mosquito Larva

Mosquito Pupa

Adult Mosquito

©

59

Hands-On - Life Science CC4101

The Nervous System

...............................

Brain

Spinal Cord Nerves

Nerves

©

60

Hands-On - Life Science CC4101